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 Unpublished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.