Ability to Think Critically

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id text and their own reading of it. For doing reading critically, think critically must be done. The critical thinking activities involve analysis, interpretation, and evaluation. Jennifer Duncan said that each of these processes helps the students to relate with the text in different ways: stressing important points and examples, taking notes, testing the answers to the students` questions, brainstorming, outlining, describing features of the text or argument, reflecting on their own reading and thinking, raising protests to the ideas or evidence presented, etc. 28 For a critical reader, any single text provides but one representation of the facts, one individual’s take on the subject matter. Critical readers recognize not only what a text says, but also how that text representation the subject matter. Critical readers recognize that a variety of ways in which each and every text is the unique formation of a unique author. 29 Critical reading has two steps further. After recognizing what a text says, it is a sign of on what the text does by making such remarks. Is the text offering examples? Is the text offering Argument? Is the text offer appealing for sympathy? Making a contrast to clarify a point? Finally, critical readers then infer what the text, as a whole, means, based on the earlier analysis. 30 28 Jennifer Duncan. Reading Critically. The Writing Centre, University of Toronto Scarborough. http:ctl.utsc.utoronto.catwcwebresources accessed on 15 th June 2015. 29 Daniel J. Kurland. How the Language Really Works: www.criticalthinking.com accessed on 17 t h June 2015. 30 Daniel J. Kurland. How the Language ……… accessed on 17 t h June 2015 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id These are three steps or modes of analysis which are reflected in three types of reading and discussion: 31 1. What a text discuss – restatement 2. What a text does – description 3. What a text means – interpretation. There are some certain goals that need to accomplish by the students for textbooks on critical reading: 32 1. For recognizing an author’s purpose 2. For understanding tone and persuasive elements 3. For recognizing bias E. Review of Previous Studies In a research, it is essential to find review of previous studies to avoid the repetition. Some similar studies had been conducted about critical thinking. The previous study was done by Genal Hove entitled Developing Critical Thinking Skills in the High School English Classroom. He tried to analyze current literature and examine strategies for developing critical thinking skills in high school-aged students. 33 31 Daniel J. Kurland. How the Language ……… accessed on 17 t h June 2015 32 Daniel J. Kurland. How the Language ……… accessed on 17 t h June 2015 33 Genal Hove. Dissertation. Developing Critical Thinking Skills in the High School English Classroom. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id The second is “An Assessment of Teachers’ Conceptions of Critical Thinking and Practices for Critical Thinking Development at Seventh Grade Level” which had been conducted by Figen Kanik. In her research, she tried to explore teachers’ conceptions of critical thinking and practices for critical thinking development in Turkish, social studies, science and technology and mathematics courses at seventh grade level. 34 The third was done by Ririn Khoridah entitled Efektifitas Model Pembelajaran Critical Thinking Dalam Meningkatkan Pemahaman Siswa Pada Bidang Studi PAI Di SMP Unggulan Al-Falah Siwalanpanji Buduran Sidoarjo. In her research, she analyzed the implementation of critical thinking method in learning, the strategies that used to improve students` understanding, and the effectiveness of critical thinking method in improving students` understanding. 35 The fourth is “Efektifitas Penerapan Model Pembelajaran Berbasis Deep DialogueCritical Thinking DDCT Terhadap Prestasi Belajar Siswa Kelas VIII B Pada Mata Pelajaran Pendidikan Agama Islam Di SMP Negeri 2 Tanggulangin Kabupaten Sidoarjo” which has been conducted by Niswatul Hasanah. She 34 Figen Kanik. Doctoral Dissertation. An Assessment Of Teachers’ Conceptions Of Critical Thinking And Practices For Critical Thinking Development At Seventh Grade Level. Middle East Technical University. 2010, 10. 35 Ririn Khoridah. Unpublished thesis. Efektifitas Model Pembelajaran Critical Thinking Dalam Meningkatkan Pemahaman Siswa Pada Bidang Studi PAI Di SMP Unggulan Al-Falah Siwalanpanji Buduran Sidoarjo. Surabaya: State Islamic University of Sunan Ampel, 2010, 7. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id analyzed the implementation of Deep DialogueCritical Thinking Method and the effectiveness of the Method in students` achievement. 36 Considering those previous studies, this research will be different. The difference of those previous studies are that this research focused on students` ability to think critically in English Education Department and students` level of critical thinking ability, while the previous study focus on developing critical thinking in senior high school and an assessment of teachers’ conceptions of critical thinking and practices for critical thinking development at seven grade students. The text which is used for assessment in recent research is an article, while the previous research is a novel. 36 Niswatul Hasanah. Unpublished thesis. Efektifitas Penerapan Model Pembelajaran Berbasis Deep DialogueCritical Thinking DDCT Terhadap Prestasi Belajar Siswa Kelas VIII B Pada Mata Pelajaran Pendidikan Agama Islam Di SMP Negeri 2 Tanggulangin Kabupaten Sidoarjo. Surabaya: State Islamic University of Sunan Ampel, 2012, 5-6. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 26

CHAPTER III RESEARCH METHOD

In this chapter, researcher described the research design which would be used in this study, hypothesis, population and sample, setting and subject of the study, data and source of data, data collection technique, research instrument, and data analysis technique. To make them clear, the researcher elaborated them one by one in the following part of this thesis.

A. Research Design

The methodology of this study was quantitative. Mertler stated that the general purpose of quantitative research is to investigate a particular topic or activity through the measurement of variable in numerical data. 37 A major concept of pragmatism is that quantitative and qualitative methods are balance. It could help to get good answer for the statement of problem. In this research, descriptive quantitative was used. In quantitative research, the data was gathered on an instrument that measures attitudes, and the information was examined using statistical procedures and hypothesis testing. 38 The researcher collected the data using some 37 Craig A. Mertler, Introduction to educational research. United States of America: SAGE Publications, 2014, 213. 38 John W Creswell. Research Design Qualitative, Quantitative, and Mixed Method Approach. Singapore : SAGE, 2009:third edition, 32. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id instruments and analyzed it statistically. It purposed to test whether the hypothesis is accepted or not.

B. Hypothesis

Ha : More than 70 students in critical reading class of English Teacher Education Department of Faculty of Education and Teacher Training of State Islamic University Sunan Ampel Surabaya have high ability to think critically. Ho : Less than 70 students in critical reading class of English Teacher Education Department of Faculty of Education and Teacher Training of State Islamic University Sunan Ampel Surabaya have high ability to think critically. Statistical Hypothesis: Ha : µ 70 Ho : µ 70 The creations are: Ha accepted if t-value t-table Ho accepted if t-value t-table

C. Setting and Research Subject

This research would be conducted in State Islamic University Sunan Ampel Surabaya. Select the students of critical reading class of English Education Department as the subject. The researcher selected the class because of the digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id reason that based on researcher study; critical reading class serves the students to learn how to think critically.

D. Population and Sample

Population means the entire subject which want to be researched drawn by the researcher. As Arikunto said that population is the whole subject of research. 39 In this research, the population was all students of critical reading class at faculty of education and teacher training of state islamic university of sunan ampel surabaya 2015. In this study, researcher did not have sample. All of the population is researched because the number of population was fewer than 100. It is based on Arikunto statement that for presupposition, if the subject was less than 100, it would be better to take all of the subjects. It was population research. 40

E. Data Collection Procedure

This research was quantitative research. To obtain the data, the researcher conducted a written assessment for the students to do and distributed questionnaires. The procedure to collect the data as follow: 39 Suharsimi Ariikunto. Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: Bina Aksara, 1987, 130 40 Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta : Rineka Cipta, 2006, 134 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 1. After reading the article given, the students were given questions to answer to look at their critical thinking ability. The test type is written test individually. 2. Then, the students are asked to fill in the questionnaire based on their experiences.

F. Data And Source Of Data

1. The data which are needed are: a. The students` ability to think critically score. b. The students` response to the self assess of ability to think critically. 2. Source of Data The students of critical reading class of English Education Department. 3. Data collection Technique Data collection was the process of gathering information in a disciplined and systematic way about the research problems. The data that the researcher would get are from test questionnaire that would be given to the students of Critical Reading Class. The data would be taken from the data that the researcher got from test and questionnaire. a. Assesment test This assessment was aimed to measure students’ ability to think critically after reading the article given from external perspective.