THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING AND THEIR READING COMPREHENSION ABILITY AT THE THIRD GRADE OF SMPN 3 NATAR LAMPUNG SELATAN IN 2014/2015 ACADEMIC YEAR

ABSTRACT

THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING AND THEIR READING COMPREHENSION

ABILITY AT THE THIRD GRADE OF SMPN 3 NATAR LAMPUNG SELATAN IN

2014/2015 ACADEMIC YEAR

ERNI WIJAYANTI Lampung University

This study is aimed at (1) investigating whether there is any significant correlation between students’ critical thinking and their reading comprehension ability at SMPN 3 Natar Lampung Selatan.

To achieve that goal, the researcher carried out quantitative study with correlation study which was one of the kinds of ex-post facto design. The population of this research was the third grade students of SMPN 3 Natar Lampung Selatan in 2014/2015 academic year was chosen one class IX C as a sample by using random sampling. The number of the students of each class about 35 students. The instruments of this research were critical thinking test and reading test.

The results of data analysis showed that there was correlation between students’ critical thinking and their reading comprehension ability. The data collected were analyzed by using Pearson Product Moment, that the coefficient correlation between students’ critical thinking and their reading comprehension ability was 0.746. The statistical analysis correlation was significant (p>0.1 p= 0.00). Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. The result of this research showed that critical thinking has simultaneous correlation on students’ reading comprehension ability. It indicated that critical thinking simultaneously have significant correlation and contribution on the reading comprehension ability.

NATAR LAMPUNG SELATAN IN 2014/2015 ACADEMIC YEAR

By

Erni Wijayanti

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2015

The writers’ name is Erni Wijayanti. She was born on June 24th

, 1992 in Panca Warna. She is the only one child of H. Suwarji and Sri Suparmi.

She graduated from Aisyiyah Bustanul Athfal kindergarten in 1999. She continued to Elementary School SDN 1 Rajabasa Raya and graduated in 2005. Having graduated from the school she continued to Junior High School SMPN 3 Natar South Lampung, and graduated in 2008. In 2011 she graduated from SMA Al-Kautsar Bandar Lampung.

In 2011, the researcher then continued her study at Lampung University majoring English Department Program.

DEDICATION

With love and appreciation I dedicate this research paper to:

Allah SWT and the prophet Muhammad SAW for their bless and affection to accompany the researcher life from the beginning till the end.

My beloved Dad and Mom (H. Suwarji and Sri Suparmi)

(thanks for everything. I love you so much)

My Cousins (Desy Rahmawati, Moenaqistin Nur Novianti and etc) (thanks for the support)

My Almamater (University of Lampung)

MOTTO

There are many challenges in your life,

that’s

way to be success

(The writer)

ACKNOWLEDGMENTS

Praise be merely for Allah SWT for the gracious mercy and tremendous blessing that enables me to accomplish this research project. Amien Walhamdulillahi Robbilallamin.

This research report, entitled “The Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability at the Third Grade of SMPN 3 Natar Lampung Selatan in 2014/2015 Academic Year” is submitted to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education Faculty, the University of Lampung.

First of all, I would like to dedicate my sincere gratitude and respect to Prof. Dr. Cucu Sutarsyah, M.A., as my first advisor and also my academic advisor, who has given his knowledge and experience, despite his busy schedule in correcting this paper and to my second advisor, Drs. Huzairin, M.Pd., who has given his suggestion to correct my paper. I also would like to express deepest gratitude and respect to Drs. Hery Yufrizal, M.A., Ph.D., as my examiner who has generously contributed his suggestion and critism for the improvement of this research report. My sincere gratitude also goes to all lecturers of English Department FKIP Unila who have given a great contribution in broadening and deepening my knowledge during my study. My deep appreciation is also addressed to The Dean of FKIP Unila, The Head of Language and Arts Department, and also The Head of English Program.

My Appreciation is also extended to Dra. Roslili Budiarti., the headmaster of SMPN 3 Natar Lampung Selatan and Tri Singgih Widodo, S.Pd., as the English teacher for her permission and support to do the research.

I would like to acknowledge my gratitude to the people who had supported me throughout my life and especially in finishing this script. Thus, I want to express me sincere respect and gratitude to:

1. My beloved parents H. Suwarji and Sri Suparmi to all of the greatest love and continuous patience, you are the light in my life.

2. My sincere thanks are also dedicated to all my cousins. They are Agustinus Dwi Setyana, S.T., Antonius Yuniar Triwidada S.T., Desy Rahmawati,

Moenaqistin Nur Novianti someones who always give me support and suggets to accomplish in this paper.

3. My beloved best friends in Bataranila. They are Putri Nova Farita Utami, A.Md., Kamilia Qadarina, Ahmad Mukhotib, Fitriana, A.Md., and other friends thanks for your support and pray.

4. Unforgettable appreciation is extended to my friends KKN and PPL in Ujung Rembun Village and SMPN Satu Atap 2 Lumbok Seminung. They are Tendy Kurniawan, S.Pd., Alan Hardiyansyah, Nindy, Debi Gusmalisa, S.Pd., Niwayan Desi Astuti, S.Pd., Istasari, S.Pd., Reni Aprianti, S.Pd., Aan, S.Pd., Nyun.

5. My sincere thanks are also dedicated to all members of The Sablengers Ratih Yunita Sari, S.Pd., Yulina Suhardiyati, Wulandari, S.Pd., Erizkha Hardanti, Irmaya Nurrohmah, S.Pd., someones who always give me support and thanks for spirit, help, and pray.

6. I also would like to express my gratitude to my other friends in English Department 2011. They are Erlin Arisca S.Pd., Eva Mayang Sari, Irine Sonia Pratiwi, S.Pd., Luh Ayu Freniawati. M, S.Pd., Sofia Permatasari, S.Pd., Yohanes Agung Pratama, S.Pd., Cahyati Wulandari S.Pd., Novaliana Citra Amelia S.Pd., Ayu Tiara Putri, S.Pd., and other friends thank you for everything.

Finally, I realiaze that this paper still has some weakness. Therefore, criticism and suggestion are invited for its increase. Hopefully, this research project can give benefit to the readers as well as those who want to carry out further research.

Bandar Lampung, August 2015 The writer

CONTENTS

Page

ABSTRACT... i

COVER... ii

APPROVAL... iii

CURRICULUM VITAE... iv

MOTTO... v

DEDICATION... vi

ACKNOWLEDGMENTS... vii

CONTENTS... ix

LIST OF TABLES... xi

LIST OF APPENDICES... xii

I. INTRODUCTION 1.1. Background of the problems ... 1

1.2. Identification of the problems ... 6

1.3. Formulation of the problems ... 7

1.4. Objective of the Research ... 7

1.5. Uses of the Research ... 7

1.6. Scope of the Research ... 8

1.7. Definition of Terms ... 8

II. LITERATURE REVIEW 2.1. Reading ... 9

2.2. Types of Reading Process ... 10

2.3. Aspects of Reading ... 12

2.4. Reading Comprehension ... 13

2.5. Critical Thinking ... 16

2.6. Correlation between Critical Thinking and Reading Comprehension.. 18

2.7. Relationship between Critical Thinking and Reading Achievement.. 23

2.8. Factors That Influence Reading Comprehension ... 24

2.9. Advantages and Disadvantages of Critical Thinking Skill ... 27

2.10. Theoretical Assumption ... 28

2.11. Hypothesis ... 29

III. METHODS 3.1. Research Design ... 30

3.2.Variabes ... 31

3.4. Data Collecting Technique... ... 32

3.5. Research Instrument ... 32

3.5.1.Critical Thinking Test... ... 32

3.5.2. Reading Test ... 33

3.6.Criteria of Good Test ... 33

3.7. Validity of The Instrument ... 34

3.7.1. Validity of Critical Thinking Test... ... 34

3.7.2. Validity of Reading Test ... 35

3.8. Reliability of The Instrument ... 36

3.8.1. Reliability of Critical Thinking Test and Reading Test ... 36

3.9. Scoring System... ... 41

3.10. Research Procedures ... ... 42

3.11. Data Analysis ... 43

3.12. Hypothesis Testing ... 44

IV. RESULT AND DISCUSSION 4.1. The Result of Try Out Reading Test ... 46

4.4.1.Validity of the Reading Test... 47

4.1. 2. Reliability of the ReadingTest... 47

4.1.3. Level Difficulty of Reading Test... 48

4.2. The Result of the Research ... 48

4.2.1. Reading Test... 48

4.2.2. Result of Students’ Critical Thinking Test... 50

4.2.3.Validity of the Critical Thinking Test... 50

4.2.4. Reliability of the Critical Thinking Test... 51

4.2.5. Level Difficulty of Critical Thinking Test... 51

4.3. Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability ... 52

4.3.1. Regression between Students’ Critical Thinking and Their Reading Comprehension Ability... 54

4.3.2. Discussion of Students’ Critical Thinking and Their Reading Comprehension Ability... 55

V. CONLUSION AND SUGGESSTION 5.1. Conclusion ... 58

5.2. Suggesstions ... 59

REFERENCES APPENDICES

LIST OF TABLES

4.2.1. Distribution Frequency of Students’ Reading Comprehension. ... . 49 4.2.2. Distribution Frequency of Students’ Critical Thinking Test. ... . 52 4.3.1. Correlation between Students’ Critical Thinking and Their Reading

Comprehension Ability . ... . 53 4.3.2. Regression between Students’ Critical Thinking and Their Reading

LIST OF APPENDICES

1.Critical Thinking Test ... 67

2. Reading Test... 75

3. Upper Group of Try Out Critical Thinking Test Tabulation... 86

4. Lower Group of Try Out Critical Thinking Test Tabulation. ... 87

5. Upper Group of Try Out Reading Test Tabulation ... 88

6. Lower Group of Try Out Reading Test Tabulation ... 89

7. Reliability of Critical Thinking Try Out Test ... 90

8. Level Difficulty and Discrimination Power of Critical Thinking Try Out Test. ... 92

9. Reliability of Reading Try Out Test ... 94

10. Level Difficulty of Reading Try Out Test... 96

11. Frequency of Students’ Critical Thinking Test... 98

12. Frequency of Students’ Reading Test... ... 99

13.Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability... ... 100

14. Score of Critical Thinking Test and Reading Test... 101

15. Regression Manual between Students’ Critical Thinking and Their Reading Comprehension ability... 102

16. Regression between Students’ Critical Thinking and Their Reading Comprehension ability... ... 103

I. INTRODUCTION

This chapter discusses the background of the problems, identification of the problems, formulation of the problem, objectives of the research, uses of the research, scope of the research, and definition of terms.

1.1. Background of the Problems

Language is a means of communication which is very important for us to adapt to the society. Language is used by human beings to interact with others and to express feeling and thought. It is their tool for carrying on their affairs, working, trading, and living together. So, we can say that language is very important to individually to live in a society in order that they can survive.

As it known, language is an important tool used by the people in the world to communicate each other. English is one of widely spoken languages in the whole world, that is the reason today English becomes an international language. As an international language, English is used in many fields all over the world. It is also a fact that English is widely needed by people, for example to transfer new modern science, technology, and information. Transferring new modern science, technology, and information can be done through reading process.

Meanwhile, reading is the process of looking at a series of written symbols and getting meaning from them. When people read, they use eyes to receive written symbols (letters, punctuation marks and spaces) and they use brain to convert them into word, sentences and paragraphs that communicate something to them. Reading plays an important role in developing knowledge, through reading students can absorb all the information, experience and ideas provided in books.

Reading text is also providing some benefits in improving students’ skill and language teaching as well. It helps students to find new vocabulary in real context, English grammar, punctuation and become good models for English writing, when teacher teaches the skill of writing he/ she will need to show students models of what he/she is encouraging them to do. Moreover, good reading texts can introduce interesting topics, which can stimulate discussion.

According to Davenport (2007: 61) as quoted by Dewi (2013), common types of question found in reading comprehension are included as follow:

1. Identifying main idea, main point, author purpose or an alternate title for the passage.

2. Recognizing the tone of the passage or identifying the style.

3. Comprehending information directly stated in the passage (finding supporting detail).

4. Answering relational questions about the researcher’s opinion, even if not stated directly.

5. Recognizing the structural methodology employed to develop the passage, for example sequence, vocabulary, and represent pronoun (reference).

6. Extended limited information given by the researcher to a logical conclusion using inference (inference meaning).

From the types of question found in reading comprehension, the researcher is used reading test. This research is focused on critical thinking on the objective in this research by using critical thinking test.

Based on the pre-observation in SMPN 3 Natar Lampung Selatan, the teacher was found several problems in reading. The researcher found the students still got difficulties in students’ critical thinking and their reading comprehension, such as understanding the content of the paragraph, difficulties in understanding the idea, and the difficulties determining main idea. Realizing to the phenomenon, the researcher interested in conducting further research relating to the students’ problems in using critical thinking. To find out the students’ critical thinking and their reading comprehension, the researcher gave a critical thinking test to measure their critical thinking that contained 40 questions and reading test to class IX C students that contained 40 questions.

Critical thinking is a skill that requires instruction and practice. Business education instructors at both the secondary and post-secondary levels can enhance students’ critical thinking skills by using instructional strategies that actively engage students in the learning process rather than relying on lecture and rote memorization, focusing instruction on the process of learning rather than solely on the content, and using assessment techniques that provide students with an intellectual challenge rather than memory recall. In the same line, Watson and Glaser (2002), the authors of Watson-Glaser Critical Thinking Appraisal, define

critical thinking as a composite of attitudes, knowledge and skills. They point out that this composite includes: (1) attitudes of inquiry that involve an ability to recognize the existence of problems and an acceptance of the general need for evidence in support of what is asserted to be true; (2) knowledge of the nature of valid inferences, abstractions, and generalizations in which the weight or accuracy of different kinds of evidence are logically determined; and (3) skills in employing and applying the above attitudes and knowledge. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and valuating information gathered or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action. The purpose of critical thinking is to achieve understanding, evaluate viewpoints, and solve problems. Therefore, since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to undersand, evaluate, or resolve.

Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation. Critical thinking is the ability to think about one’s thinking in such a way as 1. To recognize its strengths and weaknesses and as a result, 2. To recast the thinking in improved form.

Critical thinking identifies 8 characteristics. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering

other interpretations, and tolerating ambiguity. Beside that, critical thinking has many aspects. There are:

1. Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.

2. Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects an assertion must be based on relevant, accurate facts;based on credible sources, precise, unbiased, free from logical fallacies, logically consistent, and strongly reason.

3. Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.

4. Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data. 5. Point of View: The way one views the world, which shapes one's construction

of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.

6. Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.

Applying critical thinking skills can help to improve reading comprehension by enabling the reader to take a more dynamic role in the reading process. An active

reader engages himself or herself in the reading process, which eases much more understanding of the issues. Contrary to the active reader is a passive reader who reads the words in the book, but takes no positive movement to guarantee the material is being understood or applied. All of the students who create critical thinking skills are more dynamic and able to:

1. Get better scores 2. Become independent 3. Develop knowledge

4. Evaluate and challenge in society.

1.2. Identification of the Problems

Based on the pre-observation the students, there are several problems that can be identified, that is:

1. Students get difficulties in mastering the text well. 2. Students do not have big motivation to read the text.

3. Students tended to be a passive learner without participating actively. 4. Students topic of the text is not suitable for the students.

5. Students are bored to read long texts.

6. Students could not comprehend the reading text well. 7. Lack of Students’ confidence to use critical thinking.

1.3.Formulation the Problems

Dealing with issues presented in the background, the research questions in this research are:

 Is there any significant correlation between students’ critical thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan?

1.4. Objective of the Research

The objectives of this study were:

 To investigate whether there is any significant correlation between students’ critical thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan.

1.5. Uses of the Research

The uses of this research were as follows:

1. Theoretically.

This research presented here attempts to evaluate and to extend finding from previous research to the context of English foreign language learners in Indonesia.

2. Practically.

a. To give to English teachers about critical thinking and their importance or contribution to students’ reading comprehension.

1.6. Scope of the Research

This research was quantitative correlation study. It was conducted at the third grade students of SMPN 3 Natar Lampung Selatan which consists of 35 students in academic year 2014/2015. The researcher choose one class as the sample. This study was specially aimed as investigating whether critical thinking test significantly correlated with students’ reading comprehension. The measurement of critical thinking skill was based on The Watson-Glaser Critical Thinking Appraisal (WGCTA) was measured by critical thinking test. The students’ reading comperehension ability was measured by reading test.

1.7. Definition of Terms

There are some terms used by the researcher and to make them clear and to avoid misunderstanding, they are clarified as follows:

1. Reading refers to a process in which the reader makes sense of the written text in order to get information and knowledge from the text.

2. Reading Comprehension refers to an activity of understanding printed text through making sense a written text by relating written language to what we already know and to what we want to know.

3. Critical thinking skill refers to think clearly and rationally. The skill is used to help the students to understand the logical connections between ideas, identify construct and evaluate arguments, solve the problems systematically and identify the relevance and importance of ideas.

II. LITERATURE REVIEW

This chapter discusses the literature review that was used in this study such as reading, aspect of reading process, concept of reading, reading comprehension, critical thinking, correlation between critical thinking and reading comprehension, relationship between critical thinking and reading achievement, factors that influence reading comprehension, advantages and disadvantages of critical thinking skill.

2.1. Reading

Reading is the process of looking at a series of written symbols and getting meaning from them. When people read, they use eyes to receive written symbols (letters, punctuation marks and spaces) and they use brain to convert them into word, sentences and paragraphs that communicate something to them. Reading plays an important role in developing knowledge, through reading students can absorb all the information, experience and ideas provided in books. Eskey (2002) defines that reading is the process of acquiring information from a written or printed text.

Afflerbach (2007: 12-13) says as quoted by Dewi (2013) that reading is a dynamic and complex process that involves skills, strategies, and prior knowledge. Reading is also an active process of predicting what is likely to come next. When someone

is reading, her brain processes the visual information from our eyes. It uses our critical thinking to make an image in our brain based on the text. By seeing the explanation above, it can be states that reading is one important skill the students should mastered in their language learning. Reading comprehension is very important for the students at Junior High School. According to Cooper (1986: 11), comprehension is a process in which a reader may constract meaning by interacting with the text. When reading, a reader should have knowledge about understanding the reading passage.

2.2. Types of Reading Process

Reading comprehension is a function of the nature of the text itself and of the extent to which the reader possesses, uses, and integrates pertinent background knowledge, or schemata. Schemata can be loosely defined as patterns which represent the way experience and knowledge are organized in the mind. Rumelhart (1980) put forward the concept of schema theory basically as a theory of how knowledge is mentally represented in the mind and used. Schema plays an important role in reading comprehension.

Psychologists have generally distinguished three kinds of processing: bottom-up model, top-down model and interactive model.

a. Bottom-up model of reading process holds the view that reading is a process of building symbols into words, words into sentences and sentences into the overall meaning, which reflects traditional attitudes toward reading. The point

of view of bottom-up model is the accuracy in understanding linguistic units is very significant and the lower-level processing skills in reading are important. b. Top-down model emphasizes the use of readers’ real world knowledge in

memory. Goodman (1967) said that “The goal of reading is constructing meaning in response to text; it requires interactive use of graphitic, syntactic, and semantic cues to construct meaning.” Readers do not read every word, but see through the text in order to be able to guess the meaning of the words or phrases. Top-down processing occurs as the system makes general predictions based on higher level and general schemata.

c. Interactive reading processing, both bottom-up and top-down processing should be occurring at all levels simultaneously (Rumelhart, 1980). Readers may employ bottom-up process as a base for comprehending a text and then turn to top-down process to execute high-level interpretation of the content of the text. Prediction of the content will be confirmed, revised or rejected through further data analysis. Interactive model of reading process is the combination of bottom-up and top-down models, and thus absorbs their merits and avoids the limitations to a great extent.

From the statements above, it can be concluded that in reading it is not enough for readers to understand a set of words in a sentence only. The reader also must be able to comprehend the reading text in order to get the message and information from what they have read.

2.3. Aspects of Reading

According to Nuttal (1985), there are five sort reading skills that should be mastered by reader to comprehend the text deeply, which as follows:

A. Identifying Main Idea

Determining idea is the skill to graps and find the main point of the passange by summarizing the passage and look for repetition of idea or words (Kelly, R. 2004). The main idea is important to a reader because it tells about the topic the text.

B. Identifying Details

Identifying details are the fact and ideas that explain or prove the sentences or main idea. As stated by Sugeretto (2000: 12) that supporting details provide the reader with more information that help you see the big picture in a text. Supporting details give readers the answer to questions by might ask before they ask them.

C. Determining Inference

Inference is an educational guessor conclusion drawn based on logic of the passage. An inference is when the student take clues from a text to give their opinion based on a text what they read and teacher means. The teacher will not always tell us everything, so need to use inferences to understand and visualize the story. The student will make inference to help them understand what they are reading. As follow:

1. Think about of information the teacher is giving.

2. Think about how the topic of the text relates to own life or the experiences of students have had.

D. Understanding Vocabulary

The communication success or not it depends on the accurate vocabulary mastery. It means, to comprehend what the words mean is important in communication. When vocabulary mastery improves, comprehension will be deeperand apply letter sound correspondence to pretend word and matching it a known word in the readers’ oral vocabulary. Linan et al. (2007:87) state that the role of vocabulary in reading is clearly understood: vocabulary knowledge, the understanding of word meanings and their use, contributes to reading comprehension and knowledge bulding.

E. Reference

One of sub process in sentence comprehension is referential representation; this process identifies the references that words in a sentence make to external word. Referential representation is aided by making referents easy to identify.

2.4. Reading Comprehension

According to Doyle (2004), reading comprehension is a progressive skill in attaching meaning at the same level and proceeding to ataching meaning to an entire reading selection. All comprehension revolves around the readers’ ability in finding and determining main idea and topic sentence from the text. It has been

stated by Clarke and Silberstain (1977) in Brown (2001: 299-300) that the readers understand what they read because they are able to take the stimulus beyond its graphic representation and assign its membership to an appropriate group of concepts already stored in their memories skill in reading depends on the efficient interaction between linguistics knowledge of the world.

According to Davenport (2007: 61) as quoted by Dewi (2013), common types of question found in reading comprehension are included as follow:

1. Identifying main idea, main point, author purpose or an alternate title for the passage.

2. Recognizing the tone of the passage or identifying the style.

3. Comprehending information directly stated in the passage (finding supporting detail).

4. Answering relational questions about the researcher’s opinion, even if not stated directly.

5. Recognizing the structural methodology employed to develop the passage, for example sequence, vocabulary, and represent pronoun (reference).

6. Extended limited information given by the researcher to a logical conclusion using inference (inference meaning).

From the types of question found in reading comprehension, the researcher is used reading test. This research is focused on critical thinking on the objective in this research by using critical thinking test.

Grabe & Stoller (2002) define comprehension as processing words, forming a representation of general main ideas and integrating it into a new understanding. It

suggests that comprehension is achieved when a reader successfully extracts the useful knowledge from a text and constructs it into a new understanding of their own. Furthermore Day and Park (2005) also propose several types of comprehension, as follows:

1. Literal comprehension is to have a straight forward understanding meaning of a text, such as vocabularies and facts, which is not explicated in that text.

2. Inferential comprehension is to conclude information from a text and build new information which is not explicitly stated on the text.

3. Reorganization is rearranging information from various parts of a text in order to get new information.

4. Predictive comprehension is integrating reader’s understanding of a text and their own knowledge about that text in order to determine what might happen next or after it is finished.

5. Evaluative comprehension is like inferential comprehension. The difference is that evaluative comprehension requires readers’ comprehensive judgment about some aspects in a text and ability to redevelop an understanding by using related issues.

6. Appreciative or personal comprehension is reading in order to gain an emotional or other value response from a text, and it demands reader to respond a text also with their feelings. From the definitions above, reading comprehension refers to the understanding of what has been read. Comprehension is a thinking process that depends not only on the comprehension skills but also on the readers’ experience and background knowledge.

2.5. Critical Thinking

Our ever-changing and challenging world requires students to go beyond the building of their knowledge; they need to develop their higher-order thinking skills, such as critical thinking, decision making, and problem solving (Profetto-McGrath, 2003; Riddell, 2007; Sezer, 2008).

Ku (2009) States, besides the ability to engage in cognitive skills, a critical thinker must also have a strong intention to recognize the importance of good thinking and have the initiative to seek better judgment.

Shirkhani & Fahim (2011) believe that language learners who have developed critical thinking skills are capable of doing activities of which other students may not be capable. Whereas earlier the teachers were at the center and the emphasis was put on what to teach, today’s education involves teaching how to think, and how learners can be a critical thinker.

Ozkan (2010) believes that critical thinking has a vital role in education. He stated that student who thinks critically can ask suitable questions, gather relevant information, creatively sort through this information, reason from this information and come to reliable conclusions about the world that enable one to act successfully. These students are more productive while using their second language. This study showed how to develop critical thinking skills of english learners through critical thinking activities.

In another study by Aizikovitsh-Udi and Amit (2011) promotion of critical thinking by teaching specially designed learning unit was investigated. The

purpose of this study was encouraging critical thinking dispositions such as open-mindedness, truth-seeking, self confidence and maturity. The purpose of this study was to help composing new study programs and methods that can be based on the connection between critical thinking, creative thinking and the study of mathematics.

In another study by Marin and Halpern (2011) explicit and imbedded instructional modes were compared and critical thinking was assessed with Halpern Critical Thinking Assessment, which uses constructed response and multiple-choice response formats with everyday situations. In these two studies students who received explicit instruction showed better results than those in the imbedded instruction group. The results provided evidence that explicit instruction is an effective way for teaching critical thinking skills.

Shirkhani and Fahim (2011) investigated the improvements of critical thinking in foreign language learners. One factor that affects language learners’ critical thinking skills is the assessment methods used. Then, one of the ways in developing critical thinking is through managing the ways of assessing language learners’ ability.

Yang and Wu (2012) had a year long experimental study about the effect of digital storytelling (DST) for improving the academic achievement, critical thinking and learning motivation in students. The result of this study suggests that after twenty weeks of DST instruction, students showed improvement in English proficiency, critical thinking and learning motivation.

Fung and Howe (2012) emphasized the need for a learning environment that facilitates the practice of group work and the development of critical thinking. This article illustrated the importance of collaborative group work in the development of students’ critical thinking skills. The participation of teachers in group discussion can also initiate students‟ dialogic interaction and consequently sharpen their critical thinking.

2.6. Correlation between Critical Thinking and Reading Comprehension

The correlation between critical thinking and reading is well established in the literature. For example, Norris and Phillips (1987) point out that reading is more than just saying what is on the page; it is thinking. Moreover, Beck (1989: 677) asserts there is no reading without reasoning”. Then, the researcher who recognize that reading involves thinking is Ruggiero (1984). He indicates that reading is reasoning. Yu-hui et al. (2010) stated clearly that reading is a thinking process to construct meaning.

Utilizing and combining schema theory with principles of critical thinking are one of the effective ways of enhancing the concept of reading comprehension (Norris and Phillips, 1987). They explain that critical thinking provides a means of explaining the ability to work out ambiguous text by generating alternative interpretations, considering them in light of experience and world knowledge, suspending decision until further information is available, and accepting alternative explanations. They conclude that critical thinking is the process which the reader uses to comprehend.

Schema theory provides powerful rationales for making links between students’ individual backgrounds, specific subject area knowledge, and critical thinking (Marzano et al., 1988 and Aloqaili, 2005c). According to Anderson (1994), there are six ways in which schemata function in thinking and in remembering text information. These six ways are:

1. Most new knowledge is gained by assimilating new information into existing structure; therefore, subject matter learning should build on prior knowledge whenever possible.

2. The students’ existing schemata help to allocate attention by focusing on what is pertinent and important in newly presented materials.

3. Schemata allow and direct the inferential elaboration of incoming information and experience.

4. Schemata allow orderly searches of memory by providing learners with a guide to the types of information that should be recalled.

5. Schemata facilitate the thinking skills of summarizing and editing.

6. Schemata permit inferential reconstruction when there are gaps in memory, which means that they help the learner generate hypotheses about missing information.

It is obvious, based on the previous six schemata functions, that prior knowledge plays a significant role regarding establishing connections between thinking critically and processing text information. This connection consequently leads the readers to reach the critical comprehension level.

In accordance with this notion (the relationship between prior knowledge and critical thinking), the literature reveals an agreement between researchers concerning the idea that an individual’s familiarity with the subject matter of a text plays an important part in the person’s performance on thinking tasks in that area (Glaser, 1984, Norris, 1985 and Sternberg and Baron, 1985). Knowledge and thinking skills can be viewed as interdependent (Nickerson et al., 1985). Comprehension itself has been seen as a critical thinking process. For instance, from a schema theory description of reading, comprehension can be conceptualized as a critical thinking act (Anderson and Pearson, 1984, Collins et al., 1980, Norris and Phillips, 1987, Rumelhart, 1980 and Aloaili, 2005d). Lewis (1991) argues that viewing reading as a critical thinking act becomes more tenable when some of the components of the reading process are accepted as automatic and necessary (automatic processes like word identification, derivation of meaning for most words, and assignment of importance), but not sufficient for constructing text understanding.

According to schema theory, the understanding and interpretation of the text are relative, which means that definitive conclusions cannot be reached. However, the readers should seek to arrive at a coherent and consistent understanding of the text being read. Lewis (1991: 421) stated the following: Schema theory posits that there is no absolute meaning on the page to be interpreted the same by all-that is, there is no “correct” comprehension. The goal of reading extended text is to arrive at a coherent representation of the text. This goal is achieved by readers’ weighing and comparing data from their schemata, the text, and the context in which the act occurs.

In order to enhance readers’ ability to achieve and practice comprehension as a critical thinking act, researchers have shown that the critical thinker uses his or her metacognitive knowledge and applies metacognitive strategies in a planful, purposeful way throughout the critical thinking process. French and Rhoder (1992: 191).

Gallo (1987) uses metacognitive strategies to develop critical thinking. She suggests that improved critical thinking requires developing the processes of observation, analysis, inference, and evaluation.

Broek and Kremer (2000) made connections between inference-making and critical thinking to promote reading comprehension. They presented the idea that inferential and reasoning skills are closely related to other readers’ characteristics and skills that affect text comprehension. Broek and Kremer (2000) state that: To be successful, readers must have the inferential and reasoning skills to establish meaningful connections between information in the text and relevant background knowledge. Central to these skills is knowing what constitutes an inferential or causal/logical relation and being able to recognize or construct one when needed in order to form a coherent mental representation of the text (pp. 11–12).

Ennis (1987) classified inference as critical thinking ability which includes three somewhat overlapping and interdependent kinds of inference: deductive inference, inductive inference, and inference to value judgments. According to Albrecht (1980), deduction is referred to as “top-down thinking” because the conclusion or result is known and the search is for specific evidence that led to that particular

conclusion. However, Clarke (1990) stated that pointed out that induction is often called “bottom-up thinking” because conclusions are drawn from specific instances, such as building on another unit the conclusion is reached.

Ennis (1987) presented subskills or abilities under each of these three kinds of inference: deductive inference, inductive inference, and inference to value judgments. For example, deductive inference includes (1) class logic, (2) conditional logic, and (3) interpretations of statements. Then, inductive inference involves are (1) generalizing, (2) inferring explanatory conclusions and hypotheses, and (3) giving reasonable assumptions. Moreover, inference to value judgments requires (1) background facts, (2) considering alternatives, and (3) balancing, weighing, and deciding.

Bizar and Hyde (1989) argued that inferential thinking contains two types: drawing inferences and drawing conclusion. Regarding the first one (drawing inferences), Bizar and Hyde (1989: 35) stated the following: Inferential thinking involves putting together individual bits of information to derive a greater meaning than what one might expect from merely focusing on the bits themselves. When reading a passage, we infer a great deal; that is, we derive much more meaning than a literal interpretation of words.

Another kind of inferential thinking, drawing a conclusion, involves taking pieces of information and synthesizing them into a meaningful idea which is greater than the separate pieces (Bizar and Hyde, 1989). They concluded that drawing inferences and conclusions depend heavily on students’ schemata. That is, if the

student does not have the requisite knowledge or accurate schemata, he or she will not be able to build meaning from the materials being read.

2.7. Relationship between Critical Thinking and Reading Achievement Through critical thinking technique can be increase to the students’ reading achievement. According to Grabe (2009) reading as an interaction between reader and text and requires efficient knowledge to world and given topic also an efficient knowledge of the language. So, the students will be more active and comprehend when they read the text. After the students comprehend, they will show their knowledge by using their critical thinking such as arguments, opinion and identify the relevance and importance of ideas.

Critical thinking refers to think clearly and rationally. The method is used to help the students to understand the logical connections between ideas, identify construct and evaluate arguments, solve the problems systematically and identify the relevance and importance of ideas. The relationship between critical thinking and reading achievement because critical thinking has many advantages on reading achievement. The advantages of critical thinking on reading achievement is to explain goals and purposes, clarify the questions and answer and also solve the problem, gather and organize information the data, identify assumptions, and consider implications and consequences.

2.8. Factors That Influence Reading Comprehension

Mc Wrother (1989: 345-349) classified the factors that influence comprehension into three general categories: text characteristic, reader characteristic, and reader’s purpose. Text characteristics are features of the printed material that influence how easy or difficult it is to read. The skills and traits of the person that determine or affect rate and comprehension are called reader characteristics. Reader’s purpose refers to reason the material is read and the level of comprehension needed.

1. Text Characteristics

The way the writes write, the words they use, how they put words together, and how clearly they can express ideas all contribute to how it is to read a passage.

Sentence length: A passage with very long sentences can make reading more difficult and will force a reader to read more slowly, notice how the length of sentence seems to rise this problem:

Caught in global receisson and inflation, forced by Washington to revalue their currency in a direction injurious to their prosperity, and once again conscious of their vulnerability to foreign economic decisions, the Japanese also saw domestic capital flow out to lucrative investment opportuniteis elsewhere (Jones, 1985: 99).

Vocabulary: A passage with difficult or unfamiliar vocabulary can have the same effect understanding becomes difficult or impossible. Try the following passage:

The literal-cynical criminologistis is skeptica about the perfect of crime control efforts, and locates criminogenic forces in the basic structure and institution of society, but he still retains a belief in the continued viability of American society in its present from (Barlow, 1984: 26).

Ideas and Concepts: In addition to these mechanical features of language. Ideas, and concepts also affect difficult. Even written in fairly simple language, an article may discuss complicated or follow a sophisticated line of reasoning. In the following sample shows that, although the language used is clear and direct, a difficult concept is discussed.

The whole universe may have an overall curvature. If it is negatively curved, it is open-ended and extends without limit; if it is positively curved, it closes in on self. The surface of the earth, for example, forms a closed curvature; so that if you travel a long a greodesic, you come back to your starting point. Similary, if the universe were positively curved, it would be closed; if the universe were positively curved, it would be closed; so that if could look infinitely into space through an ideal telescope, you would see the back of your own head! This is assuming that you waited a long anough time or that light traveled infinitely fast (Hewitt, 1985: 587).

2. Readers’ Characteristics

A second set of factors that influence how fast reader are able to read and how well they set can comprehend is related to the readers themselves. Here is only a partial list of the many things about redears that affect reading comprehension.

Physical State : How the redears feel physically affects both rate and comprehension. If they are extremely tired, or just recovering from they will not be able to perform at their peak level. Concentration may become are problems, or they may not able to force themselves to stay awake. If readers are hungry, or if the room is extremelyhot or cold, their reading performance may also be affected.

State of Mind: Just as physical state can affect readingcomprehension, so mental or emotional sate. If the readers are depressed or worried, they may not be able to

concentrate easly, If they are exited or anxious something, their mental state may not be conducive effective reading.

Interest in the Material: Readers’ interest in what they reading influences how fast and with what degree of comprehension they read. If they are reading about a topic that interest them, they are likely to read faster and with more understanding than if they are reading about a subject in which they little or no interest.

Background Knowledge: The amount of knowledge the readers have about a topic partically determines how well they will be able to read about it. Suppose they are assigned to read a passage taken from the middle of an introductory botany textbook. If they have completed a course in botany, the passage will probably be understanding and easy enough to read. On the other hand, if they have never studied botany, the passage will be extremely difficult and confusing; it will be necessary to read very slowly, and they might have to stop to look up any unfamiliar terms and concepts.

3. Readers’ Purpose

Readers’ purpose for reading is an important factor related to comprehension. If they are reading a magazine article for enjoyment, their purpose is different from when they are reading a textbook chapter to prepare for an exam. If readers are paging through the newspaper, their purpose differs from the purpose when they are reading a poem for English literature class. There are four basic types of reading, ranging from an extremely slow analysis to an extremely rapid overview of the material. Each type is related a specific kind of material and has a define purpose. These are summarized in the table 1.

Table 1

Types of Reading

Method of Reading Purpose in Reading Types of Material Analytical Detailed comprehension

Analysis, evaluation, critique

Poetry,argumentative, Writing

Study reading High comprehension and high recall

Textbooks, library Research

Causal reading Moderate comprehension

of Main ideas,

entertainment

Novels, Newspapers, Magazine

Accelerated reading Information Overview of material, rapid Location of specific fact

Reference, Material Magazine, Novels

2.9. The Advantages and Disadvantages of Critical Thinking Skill

In using Critical Thinking Skill, there must be the strengths and weaknesses that will be elaborated in the following section.

A. The Advantages of Critical Thinking (CT)

Using critical thinking, the students will gain the big many advantages. There are: 1. state and explain goals and purposes,

2. clarify the questions they need to answer and the problems they need to solve, 3. gather and organize information and data,

4. explicitly assess the meaning and significance of information you give them, 5. demonstrate that they understand concepts,

7. consider implications and consequences,

8. examine things from more than one point of view, 9. state what they say clearly,

10. test and check for accuracy,

11. stick to questions, issues, or problems; and not wander in their thinking, 12. express themselves precisely and exactly,

13. deal with complexities in problems and issues, 14. consider the point of view of others,

15. express their thinking logically.

The process of implementing critical thinking guides the students to be more critic and thinking logically about the text. Beside that, the students will be more confidence to solve their problems and issues.

B. The Disadvantages of Critical Thinking (CT)

Even though critical thinking look as an effective role for students’ reading comprehension, it has some weaknesses. There are three weaknesses when perform critical thinking training in the class, that is first critical thinking need students’ creative to implement students’ critical thinking, the second is critical thinking need students to develop their knowledge with the using of thinking logically, and last, teacher is difficult to vary the roles based on the students’ comfort level.

2.10. Theoretical Assumption

Referring to what had been discussed, it is assumed that critical thinking skills are important factors that influence students’ success in mastering reading

comprehension and also have the possitive effect of use critical thinking. By practicing and applying critical thinking, students become good readers, capable of handling any text across a curriculum.

Because critical thinking skill will develop students’ skills in their mind and change their thinking students’ habits. Students only through “thinking and thinking” without students know the aspects of critical thinking. When the students used critical thinking skill will polish their mind to comprehend the reading text better. Therefore, students must be master from the aspect of critical thinking such as; inference, recognition of assumstions, deduction, interpretation, and evaluation of arguments. It means that the students comprehend the reading text better.

Thus, the researcher investigated the significant correlation between students’ critical thinking and their reading comprehension ability at SMPN 3 Natar Lampung Selatan.

2.11. Hypothesis

Based on the frame of theory and the main theoretical assumption mentioned above, the researcher would like to formulate the hypothesis is “There is any significant correlation between students’ critical thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan.

III. METHODS

This chapter, discusses about the research methods that was used in this study, such as research design, population and sample, data collecting technique, research instruments, criteria of the test, validity of the instruments, reliability of the instruments, scoring system, research procedure, data analysis, and hypothesis testing.

3.1. Research Design

This research quantitative research because it was focused on the product (result of the test) not the process of teaching learning and the objectives was to find out the correlation between students’ critical thinking and their reading comprehension ability. In this research, the researcher used co-relation study, which was one of the kinds of ex-post facto design. Correlation study here means the researcher used one group and took the data in one time without giving treatment. The data collected by seeing the correlation between cause and effect that might happen (after the fact). (Setiyadi, 2006: 133). The design of this research could be described as follows:

TI : Critical Thinking

T2 : Reading Comprehension

(Setiyadi, 2006: 133)

Whereby, in collecting the data, the researcher gave a reading test (T2) to see the

students’ reading achievement. Before that, the researcher distributed a critical thinking test (T1) in order to know the critical thinking skill employed by the learners in comprehending reading text. Then, the data from critical thinking test (T1) was affected with the data from reading test (T2).

3.2.Variables

In this research there were two variables, i.e. dependent and independent variables. The dependent variable was students’ critical thinking and independent variable was reading comprehension ability. The score showed the data of critical thinking test and reading test which were used to identify the correlation between

students’ critical thinking and their reading comprehension ability.

3.3. Population and Sample

The population of this research was the third grade of SMPN 3 Natar Lampung Selatan in 2014/2015 academic year. There were three classes of the third grade in that school. The number of the students of each class about 35 students. The researcher determined the sample by using random sampling where every individual in population had probability to be chosen one class IX C as a sample

in order to find the validity, reliability, difficulty level, and discrimination power of the test item. After getting a good test items, by the random sampling technique, the researcher used IX C at the SMPN 3 Natar Lampung Selatan as the subject to collect the data.

3.4. Data Collecting Technique

1. Critical Thinking Test: Critical thinking test was multiple choice to be answered by students to measure students’ use of critical thinking skill, one true answer. Critical thinking test consisted of 40 items, with four options each (A, B, C, and D).

2. Reading test: Reading test was one of objective test to measure students’

reading comprehension, one true answer. Reading comprehension test consisted of 40 items, with four options each (A, B, C, and D).

3.5. Research Instruments

3.5.1. Critical Thinking Test

As it mentiond previously the critical thinking skill was measured through critical thinking test adapted from Watson-Glaser Critical Thinking Appraisal (WGCTA) measures CT using broad, nonspecific terms in five aspects:

1. Inference: discriminating among degrees of truth or falsity of inferences drawn from given data.

2. Recognition of assumptions: recognizing unstated assumptions or presuppositions in given statements or assertions.

3. Deduction: determining whether certain conclusions necessarily follow from information in given statements or premises.

4. Interpretation: weighing evidence and deciding if generalizations or conclusions based on the given data are warranted.

5. Evaluation of arguments: distinguishing between arguments that are strong and relevant and those that are weak or irrelevant to a particular question at issue (Warrell & Profetto-McGrath, 2007).

The critical thinking test consisted of 40 items, with four options each (A, B, C, and D).

3.5.2. Reading Test

It was a set of question and problems in form of objective test to measure

students’ reading comprehension. Reading test was given in order to know students’ reading achivement in comprehending the text. Before I gave them try

out reading test to prepare as good as possible researchers’ equipment.

3.6. Criteria of Good Test

In this research, to prove wheter the test had good quality, it might be tried out first. The test could be qualified as „good’ test if it had sufficient validity and reliability, level of difficulty and discrimination power.

3.7 Validity of the Instrument

3.7.1. The Validity of the Critical Thinking Test

The validity of critical thinking test was also measured to find if the components were proportionally suitable and related to the relevant theories of critical thinking skill. According to Hatch and Farhady (1978) there were least two validity should be fulfilled; content and construct validity. In relation to the content validity, it is intended to see whether or not the tests are a good representation of the materials to be tested. The ways to find out this kind of validity are formulating the questions based on the aim of the critical thinking test was adapted from Watson-Glaser Critical Thinking Appraisal (WGCTA), it was considered standardized therefore the researcher investigated the content and construct validity. The instrument of critical thinking are inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. (Warrell & Profetto-McGrath, 2007).

Table of Aspect of Critical Thinking

No Aspect of Critical

Thinking

Item Number Percentage

1 Inference 1,2,3,4,5,6,7,8,9,10, 25%

2 Recognition of

assumptions

11,12,13,14,15,16,17,18,19,20 25%

3 Deduction 21,22,23,24,25,26,27,28,29,30 25%

5 Evaluation of

arguments

36,37,38,39,40 12.5%

Total 40 100%

3.7.2. The Validity of the Reading Test

“ A test can be said valid if the test measures the object to be measured and suitable with criteria” (Hatch & Farhady, 1982). They also stated that there were

basic types of validity. They were face validity, content validity, construct validity, and criterion-related validity.

1. Face validity, concerns with the lay out of the test.

2. Content validity, depends on a careful analysis of the language being stated; 3. Construct validity, measures certain specific characteristic in accordance with a

theory of language learning;

4. Criterion-related validity, concerns with measuring the success in the future as in replacement test.

According to the types of validity above, the researcher used content and construct validity. The validity of reading test reffered to the content and construct validity in which the question represents five sort of reading skill that we knew that quite the same the reading skill, i.e. determining main idea, finding the detail information, reference, inference, and vocabularies. The were parallel to the skill required by the language curriculum. Then, Construct validity is concerned whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982). To make sure the test reflects the theory in

reading comprehension, the researcher examined whether the test questions actually reflect the means of reading comprehension or not.

Table of Specification of Reading Test

No Reading

Specification

Item Number Percentage

1 Determaining main

ideas

1,3,16 7.5%

2 Inferences 7,11,36 7.5%

3 References 12,25,28,31,34,39 15%

4 Finding detail

information

2,5,6,8,10,13,15,17,18,19,21,23,24,26,27,29,32,35,

37,40

50%

5 Vocabularies 4,9,14,20,22,30,33,38 20%

Total 40 100%

3.8. The Reliability of the Instruments

3.8.1. The Reliability of the Critical Thinking Test and Reading Test

Reliability was simple consistency of a test. In other words, how far it could measure the subject at separated time, but it showed the same result relatively (Setiyadi, 2006: 113). Reliability could be defined as the extent to which a test produce consistent results when administered under similar condition (Hatch & Farhady, 1982). Reliability of the test was estimeted by using split-half technique.

To measure the coefficient of reliability between odd and even group, this research used the person product moment formula as follows:

√

Where:

rxy : Coeficient of reliability between X variable and Y variable. (Product Moment Correlation Formula)

n : numbers of the students x : total score of odd number y : total score of even number x2 : square of X

y2 : square of Y

(Arikunto, 2006)

Before get the final data, the researcher gave the try out of critical thinking and reading comprehension test. Then, the researcher used the formula to calculate the reliability of critical thinking and reading comprehension test in order to know the items in the test show the consistency in its score. The test items are reliable when the value closes to 1.

To know the coefficient correlation of whole items, the researcher used

“Spearmen Brown”s Prophecy Formula” (Hatch & Farhady, 1982: 246) to know

Where:

rk: the reliability of the test r l: the reliability of half test

(Hatch & Farhady, 1982:246)

The criterian of reliability are: 0.80- 1.00 : very high 0.60- 0.79 : high 0.32- 0.59 : average 0.20- 0.39 : low 0.0- 0.19 : very low

The researcher found that the reliability of critical thinking and reading comprehension try out test were high reliability 0,60 (on critical thinking) and 0,70 (on reading comprehension ability) (See appendices 7, 8, and 10, 11).

1. Level of Difficulty

Level of difficulty was used to classify the test items into difficult items and easy ones. The items should not to be easy for the students. To see the difficulty of the test items, this research used this following formula:

LD= R N

Where:

LD : level of difficulty

R : the number of students who answer correctly N : the total number of students following the test

The criteria are:

< 0.30 : difficult 0.30- 0.70 : average <0.70 : easy

(Shohamy, 1985; 79)

The researcher has found that there were, 31 items (17,27%) were average, 1 item (0,31%) was difficult and 8 items (6,02.%) were easy in reading comprehension test 39 items (77,85%) were average and 1 item (0,71%) was easy in critical thinking. However, the researcher omitted all the easy items to get good items test. (See appendices 9 and 12).

2. Discrimination Power

The discrimination power (DP) referred to the extentto which the item differentiates between high and low level students on the test. A good item

according to this criterion was one which good students do well on and bad students fail.

To know the discrimination power of the test, the researcher used the following formula:

DP= U ― L

⁄

Where:

DP = discrimination power

U = the proportion of upper group students

L

=

the proportion of lower group students N = total number of students

The criteria are:

DP : 0.00 - 0.20 = poor DP : 0.21 - 0.32 = Satisfied DP : 0.41 - 0.70 = Good DP : 0.71 - 1.00 = Excelent

DP : − (Negative) = Bad items (should be omitted)

The criteria are:

1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.

2. If the value is negative, it means that more low students then high level students get the item correct.

3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.

(Heaton, 1975: 182)

Based on the criteria of the try out test analyzed by the researcher (See Appendices 9 and 12), the researcher concluded that 10 items (0,81%) were poor and 30 items (29,28%) were good or positive discrimination power in reading comprehension test, 10 items (0,28%) were poor and 30 items (6,21%) were good or positive discrimination power in critical thinking test.

After counting the level of difficulty and discrimination power of each items, the researcher found that 10 items out of 40 items of reading comprehension test were poor and 10 items of 40 items out of critical thinking test were should be dropped.

3.9. Scoring System

In scoring the students result of the test, the researcher used Arikunto’s formula

(1997: 212). The ideal scores of test were calculated by using the following formula:

Where:

S : the score of the test

R : the total of the right answer N : the total items

(Arikunto, 1997: 212)

3.10. Research Procedures

In doing the research, the researcher used procedure as follows:

1. Determining the sample of try out of the reading test

The population of the research was the third grade students of SMPN 3 Natar Lampung Selatan. The researcher used sample random sampling, it means that one class was taken as the sample of research. Try out of reading test was given, before analyze validity, reliability, and difficulty level of reading test.

2. Determining test

Reading test was used to get data of learners’ reading ability.

3. Determining the sample of try out of Critical Thinking test

Critical thinking test was used to analyze students’ critical thinking. The employed by the learners and to measure students’ used their critical thinking.

The population of the research was the third grade students’ of SMPN 3 Natar Lampung Selatan. The researcher used sample random sampling, it means that one class was taken as the sample of research. Try out of critical thinking test

was given, before analyze validity, reliability, and difficulty level of critical thinking test.

4. Collecting data

After administrating the tests, the data collected.

5. Analyzing the data

After the data is gathering, the researcher was analyzed the result of critical thinking and reading comprehension was used simple linear regression analysis. The researcher seen whether there is significant correlation between

students’ critical thinking and theirreading comprehesion or not.

6. Drawing findings and conclusion from the data.

3.11. Data Analysis

The researcher collected the data by looking at the result of test of critical thinking test and reading comprehension to find out the result of students’ critical thinking test and their reading comprehension ability. The result of the test was in form of the score. After getting the result, the researcher analyzed the correlation between

students’ critical thinking and their reading comprehension ablity. The researcher analyzed the data by using the formula as follows:

rxy= N∑XY - ∑X∑Y

rxy: correlation value

N: number of students

X: independent variable (reading comprehension)

Y: dependent variable (critical thinking)

In order to find out the correlation between students’ critical thinking and their reading comprehension ability, the formula is Y’= a+bx….bn

In which,

Y’ : dependent variable

X : independent variables

a: constant (Y’ value if X1, ………Xn=0)

b: regression coefficient

but, the researcher pratically used pearson product moment in SPSS 17.0 (Statistical Program for Social Science).

3.12. Hypothesis Testing

After collecting the data, the researcher analyzed them in order to find the

correlation of students’ critical thinking and their reading comprehension ability. To determine whether the first hypothesis is accepted or rejected, the following criteria for acceptance:

H1= rvalue>rtable

The hypothesis would be as follow:

H0: “There is no correlation between students’ critical thinking and their

reading comprehension ability”.

H1 : “There is correlation between students’ critical thinking and their reading

V. CONCLUSION AND SUGGESTION

This chapter discusses the conclusion of the research and suggestion from the researcher to further research. In addition, the researcher also provides English teachers some suggestions related to the correlation between students’ critical thinking and their reading comprehension ability.

5.1. Conclusion

Based on the result of the data analysis and discussion in chapter IV, the researcher conclude that:

1. There is a significant positive correlation between students’ critical thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan. It can be seen from the result of the hypothesis testing which showed that the coefficient correlation was higher than critical value of r table (.746 > .33) at significance level .01. The null hypothesis is rejected, so therefore the hypothesis is accepted, which shows that there is significant correlation between students’ critical thinking and their reading comprehension ability.

2. The correlation between students’ critical thinking and their reading comprehension ability is significant with the determination coefficient (r2) value .557. It can be concluding that the contribution simultaneously of

students’ critical thinking and reading comprehension (r2) 55.7% and 44.3% was affected by others variable.

3. The findings indicate that the ability in mastering critical thinking can help the students in reading comprehension. If the students master in critical thinking, the students easy to comprehend the text especially in analysis the text by using their thinking logically. On the contrary, if the students do not master, they will find some difficulties to comprehend the text.

5.2. Suggestions

Based on the conclusions of the research, the researcher puts forward some suggestions, they are:

1. Readers

a. The students’ must be use their critical thinking in reading text. When they do some exercises about reading test, they do not use dictionary again to know the meaning of word or text but they can use their critical thinking by using schemata or aspect of critical thinking. Its make them more efficient and practice in doing the reading test. After that, its make

students’ more creative and active in the class because students can show

their arguments based on their knowledment and their experience.

b. The students should improve their reading ability by doing a lot of practice of reading English text not only at school but also at home. They are recommended to read some interesting topics to them so they

will not feel bored.

c. In order to be successful in learning English text, the third grade students should make effort to improve their critical thinking mastery and reading comprehension. So, critical thinking and reading comprehension are ballance to be students’ English master.

2. Teachers

a. English teacher ask the students to try think logical in English. Moreover, critical thinking using in sains or mathematic but in English language, students must be use critical thinking to English learning. Then, teacher give the students practice one by one to test their critical thinking. So, the teacher can be measure students’ ability in critical thinking especially in reading text.

b. English teacher should give more explanation and attention to the students about the aspects of reading comprehension. T he teacher may give more practice of reading by giving exercises on those aspects.

c. In oder to increase the students’ critical thinking and reading comprehension, the teacher must be make simple method of English learning to be more interesting and make students are more confortable when they accept the material to understand.

3. Further Researchers

a. The question of critical thinking is too difficult for the students to understand the meaning. Then, the researcher suggests for futher researchers to make simple questions to test students’ critical thinking especially at the third grade of SMPN 3 Natar Lampung Selatan.

b. Linguistic aspects in reading have many aspects. Therefore, the researcher suggests for further researchers to find another aspects in reading.

c. The research is never give for the students some about critical thinking test. It was to measure students’ think critically because the students are never test critical thinking. Therefore, the researcher suggest for further researchers to give the students’ critical thinking for a week to find out students’ use their critical thinking in reading. And also the research to investigate the correlation between students’ critical thinking and their reading comprehension ability.

REFERENCES

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