reading exercises which incorporated the elements of critical thinking. During the implementation of the actions, the observation was managed by writing the field
notes and recording the teaching-learning process. Reflection was done to formulate the required actions for each cycle. With the techniques of participation and
collaboration, the researcher and the collaborators planned the actions, carried out the implementation, conducted the observation and evaluation.
The Stages of the Research
As stated before, this study consists of 4 steps. Each step covers some activities. The following is the outline of the activities done in each stage:
1. Planning
The activities formulated for this stage are: a.
Identifying and exploring problems found in Reading V class that need solutions.
b. Arranging a preliminary discussion with the students taking Reading V
class concerning problems and obstacles they found and felt when joining extensive reading classes.
c. Designing a teaching-learning scenario how the teaching-learning process
should be managed both in the class and in the web. d.
Preparing the required research instruments, including the instruments for the pretest and the posttest.
e. Designing the format and the features of the electronic discussion forum.
f. Selecting the input texts that function as the materials for critical
discussion and analysis. g.
Preparing a design for training the students to access the discussion forum.
2. Implementing Actions
At this stage, the following activities were done: a.
Conducting the preliminary test for measuring the initial level of the students’ critical thinking skills
b. Explaining the format of the management of Reading V in the form of
Electronic Discussion Forum c.
Conducting the teaching-learning process in Reading V class d.
Conducting classroom discussions and discussing the students’ participations on the online discussion forum At this stage, the researcher also analyzed the
students’ portfolio of the quality of their critical contributions on the web e.
Administering the posttest for measuring the students’ progress after they learnt the critical reading materials
3. Observing
Durin g the observation sessions, any changes on the students’ behavior and
achievement were recorded. The researcher and the collaborators used the field notes and videotaped the teaching-learning process.
4. Reflecting
After implementing all the stages, a reflection is required to find out the strengths and the weaknesses of the study. The researcher and the collaborators identified
problems that have successfully been solved and ones that need further solutions in the next cycle.
Data Collecting Technique and Research Instruments
The data collecting technique was done through 2 ways: 1 paper and pen data collection technique, 2 live online data collection technique. The first type of
the instrument utilized daily field notes, student reflection sheet, portfolio on the student
s’ participation, the pretest and the posttest sheets, the selected input texts, and the analysis of
the students’ analytical and critical arguments on the given problems. Field notes were used to portray the teaching-learning phenomenon
during the teaching-learning process. Student reflection sheet was designed to collect data concerning the progress of the students’ progress in developing and
increasing their critical thinking skills from the very beginning teaching-learning process to the end of the class.
The analysis of the students’ analytical and critical arg
uments was actually the manifestation of the students’ learning portfolio. While, the second type of the research instrument used the online data, audio-
video record, interview and classroom discussion. The online data of the students’
active participation were also used as the means to analyze the impacts of the integration of the elements of critical thinking skill into Reading V learning
materials. In addition, the online data reflected the students’ frequency of their participation. This kind of data were then compared to the frequency of the
students’ participation in classroom discussion. The in-depth interview and discussion with the students were conducted to find out their attitude in viewing
the implementation of the overall actions that were aimed at developing and increasing their critical thinking skills.
Technique of Data Analysis, and Technique of Data Validity and Reliability
The data collected through the adopted research instruments were then presented by means of the qualitative-descriptive technique. The qualitative-
descriptive technique means that the qualitative data are described objectively. The descriptions of the process of the action implementation are really presented
as the way the study is carried out. In that way the presentation is really free from the subjective interpretation of the researcher and the collaborators. The rationale
underlying the research findings, the conclusions, and the implications are truly based on the phenomena occurring in the study.
The data validity was obtained by using five criteria: process validity, result validity, and dialogic validity Burns, 1999: 161-162. The triangulation
technique was used to find the reliability.
C. Research Findings and Discussion
