Discussion RESEARCH FINDINGS AND DISCUSSIONS

Next, the critical thinking test instrument which was conducted from Cornell Critical Thinking Test CCTT also became the limitation in this study. The language used CCTT was English in which a foreign language for the participants. This, might cause students had problems in understanding the questions of the test and influenced the test results. In the other researcher which used the same instrument CCTT the research that was conducted by Turkish researchers used the participants’ native language, i.e. Turkce . 3 Therefore, the research finding and results maybe more accurate. It is because using part icipants’ native language leads the participants more understand the test questions. Another problem came the raters who were rate and score the students reading. The second rater who was the researcher herself seems to be less qualified to score the students reading because of her inexperienced in assessing reading test. Therefore, it is better to have the rater who has experience and better understanding about assessing reading test. Of course, a large limitation in the study could come from many factors such as student’s conditions and situation when conducting the test both critical thinking test and comprehension reading test and the environment in which the tests took place. Furthermore, those factors, limitations and problems stated above influence the credibility, reliability and the validity of this research finding. According to Gomez, J.C., to sum up, this study showed that there is a large, positive relationship between critical thinking and reading comprehension ability of students in general. 4 Moreover, a large, positive relationship was observed between critical thinking and Reading strategies. In terms of the sub- strategies of reading, a large, positive relationship was found between students use of cognitive and metacognitive strategies and their critical thinking ability. It was also shown that affective strategies along with critical thinking and general reading strategy use were among the predictors of learners’ reading comprehension ability. 3 Isik, H., 2010. High School students’ Critical Reading Levels and the Relationship between Critical Reading Level and Critical Thinking Dispositions and Profiency. Unpublished Masters thesis, Anadoly University Turkey. p. 26 4 Gomez, J.C., 2010. The Impact of Structural Reading Lessons on the Development of Critical Thinking Skills. Electronic Journal of Foreign Language Teaching, 71: 32-48. CHAPTER V CONCLUSIONS AND SUGGESTIONS In this chapter, describes the conclusion derived from the previous chapters chapter I, II, III, IV. It also provides pedagogical implication as well as the suggestion for both teachers and students involved in the teaching and learning process, in term of developing comprehension reading skills and critical thinking skill.

A. Conclusion

The purpose of this study was to investigate the relationship between critical thinking ability and comprehension reading ability. The research was carried out as a correlation research among eleventh grade students of SMA Kharisma Bangsa academic year 20152016. Review of the literature it was determined that having critical thinking skill has necessity in this modern world because that kind of thinking are needed in facing problems in real life. Therefore, the importance of critical thinking cannot be ignored, particularly in education. To answer the research questions, Pearson Product Moment correlation coefficient was used in this study. Based on the findings described in the previous chapter, this study comes to the conclusion that there is any significant relationship between critical thinking ability and comprehension reading ability of the eleventh grade students of SMA Kharisma Bangsa, academic year 20152016. It reveals that the student who has good critical thinking ability has good comprehension reading skill: whereas, the students who has poor critical thinking skill tends to have poor reading ability in term of comprehension reading. Therefore, it can be concluding that the more critical the students think is, the more creative and critical they are in developing the ideas in reading. Those abilities can lead the students have good reading skills, particularly in comprehension reading ability. 48