94 whether it is logical or not. Besides presenting the main ideas, they were also
encouraged to give the summary of the text, their own examples and other relevant sources to complete their responses. The respondents also stated that
learning to write a response could give benefit to them for improving their writing skill in which they tried to analyze the article with a different point of view and
tried to elaborate their own point of view.
4.2.2 Perception in the stages implemented in CRW 1 Class
The perception in the stages implemented in Critical Reading and Writing 1 class CRW 1 class was gained from the data on observation, questionnaire
distribution and interview conducted by the researcher. Theoretically, there are four aspects in critical review; introduction, summary, critique and conclusion.
The researcher conducted the analysis on the data gained to figure out how the students and lecturer think about implemented aspects in critical review found in
the stages implemented in CRW 1 class. The researcher found out that the aspects in critical review are implemented in the stages of critical reading and critical
writing in CRW 1 class. In the critical reading section, the introduction was implemented in pre-
reading. The summary and critique were implemented in critical reading. The conclusion was implemented in post reading. In the critical writing section, the
summary and critique mostly were implemented on the post reading and critical writing. The stages of breaking or exploring the text might be different depends
95 on the genre and the structure of the text. The implemented stages of critical
review in CRW 1 class are elaborated as follows. Based on the data gained from the questionnaire, the students stated that the
stages implemented were able to empower their critical reading through the stages of critical reading and critical thinking.
Table 4.7 Students’ Perception in Critical Reading Empowerment implemented in CRW 1 Class A
No Stages
Statements 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
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
C.4 Critical
Thinking In your reading section class, you are able
to find out whether they are relevant to the topic of the text when you see the main
ideas of the text 82.1
C.5 By seeing the relevant and logical ideas of
the text, you are able to decide whether to believe the text or not
60.7
C.6 Post Reading In your reading section, you understand
what the text means when you grab the message given by the author
64.3
The questionnaire is attached on the appendices Critical reading empowerment is showed in question part C number 1, 2, 3,
4, 5, and 6. In the critical reading section, there are some stages; pre-reading, critical reading, critical thinking and post reading. Those four stages could be
specified into two major focuses which were critical reading and critical thinking.
96 The two major focuses on the critical reading section here are the empowerment
of critical review tasks that emphasize the processes of critical reading itself. The ability to perform a critical reading enabled the class to also activate the ability to
perform critical thinking towards the ideas and issues presented in the text. The discussion of the stages and the focuses are elaborated as follows.
. In this pre-reading stage, the result of statement number 1 shows that the class agreed on being aware of the text before reading it encouraged them to guess
what the text is about. The class was able to gain the general picture of what the text might be about by seeing the title and the author which was chosen by more
than four fifth of the total respondents. In critical reading stage, the result of statement number 2 and 3 shows that
the class agreed on breaking the elements of the text enabled the class to see the relation between the ideas presented in the text and understand the relation among
the elements of the text. The statement was chosen by more than half of the total respondents. This indicated that the critical reading stage focusing on the analysis
of elements of the text empowered the students to understand the ideas of the text better.
In critical thinking stage, the result of statement number 4 shows that the class agreed on finding out whether the arguments are relevant to the topic of the
text enabled the class to see the main ideas of the text which was chosen by more than four fifth of the total respondents. The result of the statement number 5
shows that the class agreed that by seeing the relevant and logical ideas of the text enabling them to decide whether to believe the text or not which was chosen by
97 more than three fifth of the total respondents. The critical thinking stage focusing
on the evaluation of the text, which enabled the class to evaluate the text deeper, encouraged them to be able to decide whether the ideas presented are relevant and
true or not. In post reading stage, the result of the statement number 6 shows that the
class agreed on grabbing the message to help them to understand what the text means which was chosen by more than three fifth of the total respondents. The
class understood that the interpretation of the message gained led them to understand the whole idea of the text. The post reading stage focusing on the
interpretation of the text was empowering the students to find out that their understanding on the text should be beyond what is presented in the text.
Table 4.8 Students’ Perception in Critical Thinking Empowerment Implemented in CRW 1 Class A
No Stages
Statements Percentage
C.8 Critical
Thinking In your writing section, you are able to get
the message of the text when you see the logic of the main ideas
64.3
C.9 In your writing section, you know the
author’s point of viewposition when you get the message of the text
67.9
The questionnaire is attached on the appendices Critical thinking empowerment can be seen in statement part C number 8
and 9. For statement part C number 8, the students are able to grab the message of the text when they see the logic of the main ideas. The two statements are in the
stage of critical writing focusing on critical thinking of the text, the students figured out that a good writing should contain message and should have a clear
position of the author.
98 Based on the data gained from interview with the lecturer where the class
was divided into two sections conducted in two different days; Monday for the reading section and Wednesday for the writing section. The sections are under
three genres of text; argumentative, persuasive and process analysis. Based on the data gained from interview with 7 respondents, pre-reading and critical reading
stage were very helpful for them in order to gain the general idea and understand the text deeper. Based on the interview, in pre-reading the students did skimming
and scanning and predicting or guessing the text. They said that pre-reading encouraged or helped them to gain the general picture of the text and the
important issue first before they read the whole text. The students also emphasized that critical reading and writing is different from just reading the text in which the
reader should be critical towards the text presented. In critical reading, the students read the text two times in order to really understand the issue or problem
brought by the author. This also promoted a deeper evaluation of the text so that they were able to decide whether to believe the text or not.
4.2.3 Students’ Perception in the Further Implication of the Critical Review in CRW 1 Class
