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4.3.1 Readers’ Awareness on the Existed Issue
The implementation of critical review in Critical Reading and Writing 1 class CRW 1 enabled the improvements towards students’ reading skill. One of
the improvements of the students on their reading skills was students’ awareness on the existed issue. In critique, as proposed by Arnaudet and Barrett 1984, the
reader should be able to show the subject matter discussed. The influence of critical review towards students’ awareness on the existed issue was gained from
the research conducted by the researcher through the analysis on the data gained on observation, questionnaire distribution and interview. The result and discussion
are elaborated in the following. Based on the data gained from observation, the nature and aspects of critical
review implemented in critical reading and writing tasks were focusing on the process. In the reading section, the students encountered the stages of pre-reading
up to critical reading. In pre-reading, the students tried to skim the thesis statement and the main ideas to gain the general idea of the text. They also tried to
guess the topic of the text. This stage guided the students to start thinking about the issue or problem. Then, in a group discussion, the students tried to read
critically in which they tried to find the claims on the issues or problems and how the elaboration of the claims and supporting details presented the complete picture
of the existed issue. By following the stage of pre-reading up to critical reading, the students were exposed to the process of how the issue is described up to how
the issue is interpreted.
102 Based on the data gained from the questionnaire distribution, the students
were aware of the issue brought by the author when they were able to guess the topic of the text. The statement that indicated this pre-reading stage is statement
part C number 1. For statement part C number 1, the statement is the students are able to tell what the text might be about when they see the title and the author of
the text.
Table 4.10 Students’ Awareness on the Existed Issue
No Stages
Points Percentage
C.1 Pre-
reading In your reading section, you are able to
tell what the text might be about when you see the title and the author
82.1
B.1 Directly read the title and the author
64.2 The questionnaire is attached on the appendices
The result shows that the first stage of the implementation of the critical review, in the reading section, encouraged the students to pay attention on the issue
discussed. Based on the data gained from the interview with the lecturer, the researcher
found out that students are becoming aware of the issue in the text when they have the chance to discuss the text. In critical reading, the students were asked to
determine a topic for the article they are going to read individually. Then, they tried to find many articles related to the topic. In classroom, they would have time
to share what they gained from reading the articles and to discuss with other friends they tried to uncover the existed issue. Based on the interview with 7
respondents, the researcher figured out that the students were becoming aware of the issue in pre-reading or before they read the whole text. In pre- reading, the
students tried to catch the main ideas by skimming the text. After that, from the
103 main ideas they tried to guess the issue presented in the text. In pre-reading, the
students also tried to skim the thesis statement or the claim proposed by the author. That way, the students tried to guess the topic of the text to gain the
general picture of it. Based on the result of the observation, questionnaire distribution and interview, the researcher inferred that pre-reading in Critical
Reading and Writing 1 class which is the implementation of the nature and aspects of critical review was influencing the students’ ability to get the general picture of
important issue present by the author in a short time.
4.3.2 Readers’ Position