Electronic Theses and Dissertation
Universitas Syiah Kuala
NULL
AN ANALYSIS OF STUDENTS’ CRITICAL THINKING SKILLS IN READING: THE APPLICATION AND DIFFICULTIES (A QUALITATIVE RESEARCH AT AR-RANIRY STATE IS LAMIC UNIVERSITY)
Pengarang
NIDAR VELAYATI - Personal Name;
Dosen Pembimbing
Nomor Pokok Mahasiswa
1409200080014
Fakultas & Prodi
Fakultas / / PDDIKTI :
Subject
Kata Kunci
Penerbit
Banda Aceh : Universitas Syiah Kuala., 2016
Bahasa
Indonesia
No Classification
-
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ABSTRACT
Nidar Velayati, 2016. An Analysis of Students’ Critical Thinking Skills in
reading: The Application and Difficulties. A Qualitative Research at Ar-
Raniry State Islamic University. Thesis, Graduate Program in English
Language Education of Syiah Kuala University.
Advisors: (1) Dr. Asnawi, S. Pd., M. Ed., (2) Dr. Siti Sarah Fitriani, S. Pd., M.A.
Keywords: Critical Thinking, Reading
This study aims at investigating types of critical thinking skills used by
undergraduate students in reading comprehension and the problems faced by them
in using it in reading. The skills include interpretation, analysis, evaluation,
inference, explanation, and self-regulation. The subjects of this study was students
in second year grade of Ar-raniry State Islamic University, Banda Aceh. This
qualitative study collected data through interview and questionnaire. The
questionnaire were analyzed quantitatively to find out types of critical thinking
skills used by students in reading comprehension. The audio recordings from the
interview were analyzed qualitatively to find out the problems faced by low-score
students in using critical thinking skills in reading. The results from the
questionnaire indicate that inference is the critical skill mostly used by students in
reading (15% always and 39 % often). Meanwhile, self-regulation was the least
skill practised by students in reading comprehension. It was evidenced by the result
of questionnaire that among six critical thinking skills which always used by
students, only 5% of them did self-regulation as a frequent skill in comprehending
reading. In addition, personal interview from five students who got the lowest score
in critical thinking ability questionnaire indicated that students practiced rarely had
made critical thinking difficult for them. The other problems found were lack of
language mastery, implied meaning, background knowledge, repetition and lack of
vocabulary. Among six problems discovered above, lack of practicing, background
knowledge and language mastery had made the students felt that critical thinking
was difficult to be done.
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