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
Further implication of critical review implemented in CRW 1 class can be seen from the theories proposed and the data gained from the questionnaire
distribution and interview. Theoretically, critical review proposed by Arnaudet and Barrett 1984 focused on the critique part. This critique part in critical
reading lies on the assessing justification of claims made by the author, as
99 proposed by Wallace and Wray 2011. The further implementation of this
critique is the existing of critical thinking on the process of critical reading and critical writing. Then, by being able to read and write critically, the students were
also encouraged to be aware of what happened on the real world. These further implementations of critical review gave a sign that the students will be able to
possess the next level of reading, advanced level of readers. Based on the data gained from questionnaire, the students show that they are
aware of their surroundings.
Table 4.9 Students’ Perception in Further Implication of Critical Review Implemented in CRW 1 Class A
No Implication
Statement Percentage
C.10 Reflective mind and
Synthesizing In your writing section, you reflect on what
happened in the real world when you connect the information you got to the real
examples. 60.7
The questionnaire is attached on the appendices The result shows that critical review implemented in the critical reading and
critical writing section encourages them to see not only what is presented in the text but also the reality they deal with every day. The class agreed that by
connecting the information they gained from the real examples they encountered in life, the class was able to reflect the information to the real issue and reality
happened in their surroundings which was chosen by more than three fourth of the total respondents. The reflective mind and synthesizing implication were enabling
the class to see a bigger scope of the discussion of the information they read. This led to the advanced level of reading ability and thinking ability.
100 Based on the interview with the lecturer, it was discovered that critical
review implemented in critical reading enabled them to paraphrase or to use their own words when they were asked to give a response to the ideas presented in the
text. In their writing, the students were also encouraged to be aware of the mistake both their own mistake and mistake they figured out on other’s writings. The
students also learned step by step to develop a good idea and sharpened their analysis on a case. Then, at the end, being critical gave them a point that
information they gained was not only to be comprehended but also to be used to see something bigger in the future, something beyond the scope of the case.
Based on the interview with 7 respondents, critical review implemented in critical writing enabled them to see the real case happened in their surroundings
and improve their writing structure. The students also stated that critical review implemented in critical writing enabled them to develop their own ideas, improve
their grammar and punctuation, and build their reading and writing skills. Then, six out of seven respondents also stated that critical review implemented in critical
reading and writing enabled them to step by step to be more critical towards what they read and towards what happened in the real world. However, one respondent
stated that critical review implemented in critical reading and writing was not yet able to encourage her to be more critical.
4.3 The Influences of the Implementation of Critical Review towards
