106 there are effects for the readers after reading the text. Those three aspects included
in the written response could only be achieved if the students are evaluating the text they read thoroughly. This indicates that at the end of the response, the
students would state whether they believe the text they read or not based on the evaluation. That was how the students come to take position in their written
response.
4.3.3 Readers’ Critical Thinking
Theoretically, critical reading as proposed by Wallace and Wray 2011 lies in assessing the extent to which authors have provided adequate justification for
the claims they make. Thus, critical readers needed to perform a judgment after they read the text. Knott n.d. narrowed it down; she stated that critical reading is
to make a judgment of how a text is argued. It showed that the readers are critical when they are looking for ways of thinking about the subject matter in the text.
Both theories proposed give insight that critical thinking about the subject matter is required when the readers read the text critically. In the implementation, critical
review with critique as the core emphasizes the personal judgment towards the text being read where it is implemented in a written response in the reading
section. From the research conducted by the researcher, it shows that critical thinking where the readers employed analysis on the text being read is activated
from the ability to read the text critically. This critical thinking is a bridge for the readers to perform critical writing on the issues and information they gained. The
elaboration of the activation of critical thinking as the result of the implementation
107 of critical review in Critical Reading and Writing 1 class CRW 1 is elaborated in
the following. Based on the observation, the researcher found out that the students analyze
the important points of the text and the goal of the text after reading the text. In the reading section, the students were given text with a certain topic. In pre-
reading, after guessing the topic, the students were asked to list some points that they think might come up in the text in line with the topic. It enabled the students
to read with something that they really wanted to find out or in other words, they are reading with reasons. After reading, the students were required to answer
several questions on the text. Reading with reasons and answering several questions on the text are how the students are encouraged to analyze the text. In
the presentation session, the students were using their analysis to be able to present the appropriate context of their topic and relate the relevant assumptions
to the context. Based on the data gained from the questionnaire, the researcher found out
that the students employed analysis to activate their critical thinking. The analysis was employed to find the relation of the ideas in the text. The statements on using
the analysis in the reading section are in the questionnaire part C number 2 and 3. For statement part C number 2, the students are able to see the relation of the ideas
presented when they break the text into its elements introduction, body and conclusion. For statement part C number 3, by breaking the text into its elements
introduction, body and conclusion, it helps the students to understand relation among elements of the text.
108
Table 4.12 Students’ Critical Thinking through the Analysis of Elements in the Text
No Stages
Points Percentage
C.2
Critical Reading In your reading section, you are able to
see the relation of the ideas presented when you break the text into its elements
introduction, body and conclusion 75
C.3 By breaking the text into its elements
introduction, body and conclusion, it helps you to understand the relation
among elements of the text. 53.6
The questionnaire is attached on the appendices The data show that students employed critical thinking to analyze how the
authors relate one main idea to another main idea to elaborate the issue. The data also show that critical thinking is employed by the students to identify how the
author develops the ideas in the elements introduction, body and conclusion. Based on the interview, the researcher found out that the students employed
analysis to identify the author’s point of view and to identify how strong the author built the arguments. In their critical reading section, before distributing the
article, the class started the pre-reading. The lecturer asked what the students have in mind when they heard certain terms. The students were encouraged to share it
to the class based on what they have heard, what they have seen and what they have experienced before. After that, the lecturer asked the students to empty their
minds so that they will not judge based on their emotional feeling while they are reading the article. Then, after reading, they were asked to see how strong the
arguments are presented. Next, the students usually examine whether the arguments built were relevant to the author’s point of view. If it was not then the
109 students have the moral obligation to share it to the class on how it should be.
Based on the data gained from the observation, questionnaire distribution and interview, the researcher inferred that the students employ analysis to activate
their critical thinking towards the text when they are curious about the “how” and the “why” of the text.
4.3.4 Readers’ Ability on Connecting, Synthesizing and Transforming Information
