The students’ critical thinking skill as manifested in the students-generated questions and the students’ answers to teacher’s provided questions in reading English texts

Rini, Ersy Laksita (2007) The students’ critical thinking skill as manifested in the students-generated questions and the students’ answers to teacher’s provided questions in reading English texts. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Critical thinking is a thinking skill. It is the process of evaluating what other people say or write to determine whether to believe their statements. A person who thinks critically can ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy conclusions about the world that enable one to live and act successfully in it. Therefore, everyone who wants to succeed in his/her life needs this mental skill, particularly college students. By having critical thinking skill, they can succeed in encountering not only academic problems, but also other problems in their lives. This study was conducted to investigate the critical thinking skill as manifested in the student-generated question and students' answers to teacher's provided questions. This study was aimed to find out whether the questions reflect the students' critical thinking, whether the students' answers reflect the students' critical thinking, how the student-generated questions correlate to the students' answers to teacher's provided questions, and whether there is gender-specific. The questions and answers were analyzed using five critical thinking processes proposed by Devine: recognizing the writer's purpose, noting special point of view, being aware of the writer's choice of language, evaluating the writer's argument, and evaluating inferences. A descriptive study was then conducted. The data were the students' test scores. The data were taken from 55 fifth semester students of English Department of Wijaya Kusuma Surabaya University, and they were selected by using convenience sampling. The instrument was a test consisting two parts. After reading the reading passage, the students were asked to generate 5 critical questions about the topic, and in the second part, they had to answer the teacher's provided questions. The mean calculation and the coefficient correlation were employed to analyze the data. The results of the data analysis show that the students' critical thinking skill was poor. They performed poorly both in generating critical questions and answering the questions. The students' ability to generate critical questions correlated to their ability to answer the provided critical questions This study also reveals that the critical thinking abilities of female and male students were not significantly different. Therefore, the students need to be taught critical thinking skills. Based on the findings above, this study proposes the teaching of critical thinking skills. To produce critical students teachers are suggested to engage the pedagogy of question which requires posing questions to students and listening to students' questions. Teachers should also reconsider their beliefs and attitudes about themselves, and their functions in classrooms which are supposed to have significant implications for students' ability to think critically. They need to believe that their major roles are to think, guide, initiate, facilitate and encourage the students.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Critical thinking, critical thinking skill, critical reading, student-generated questions, argumentative reading passage, critical questions.
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Sri Kusuma Dewi
Date Deposited: 29 Aug 2016 10:14
Last Modified: 29 Aug 2016 10:14
URI: http://repository.wima.ac.id/id/eprint/6591

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