THE RELATIONSHIP BETWEEN CRITICAL THINKING SKILL AND ARGUMENTATIVE WRITING ...

123 Pages·2002·20.34 MB·English

THE RELATIONSHIP BETWEEN CRITICAL THINKING
SKILL AND ARGUMENTATIVE WRITING SKILL
(A Correlational Study at the Twelfth Grade Students of SMA
Kharisma Bangsa, Tangerang Selatan)

By

By
Nofianatul Hasanah
1111014000072

THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
2015

ABSTRACT

Nofianatul Hasanah (1111014000072). The Relationship between Critical
Thinking Skill and Argumentative Writing Skill: A Correlational Study at
the Twelfth Grade Students of SMA Kharisma Bangsa, Academic Year
2015/2016.

The objective of this study was to describe the relationship between critical
thinking skill and argumentative writing skill. The population of this study was
the twelfth grade students of SMA Kharisma Bangsa. Correlatioan method was
applied in this study. There were two instruments in collecting the data; the first
instrument was to measure students’ critical thinking skill, in this case, Cornell
Critical Thinking Tests, Form X were administered to the samples. The second
instrument was to measure students’ argumentative writing skill, in this study, an
instruction asking the students to write argumentative essay were given to the
students. The data collected then were calculated by using Pearson Product
Moment correlation coefficient and t-test with sig. 5% and 1%. Based on the
research analysis, it shows that the result of the Product Moment correlation is
= 0.573, it is higher than r table value in the significance of 5% and 1%. ( =

0.573> =0.304 and = 0.573> ). Moreover, based on the calculation
( ) ( )
of the t test, it is found that the score of t= 4.01 and it is higher than the score of t
table, which t=4.01> =1.67 and t=4.01> = 2.43. It means that
( ) ( ) ( ) ( )
Ho is rejected and H1 is accepted. Besides, based on determination coefficient
analysis, critical thinking skill has 32.8% contribution in the students’
argumentative writing skill. Based on the result above, it shows that there is
significant relationship between critical thinking skill and argumentative writing
study of the twelfth grade students of SMA Kharisma Bangsa, academic year
2015/2016. Therefore, it can be concluded that the higher the students critical
thinking skill, the better their argumentative writing skill.

Keywords: Critical Thinking, Argumentative Writing, Correlational Study

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ABSTRAK

Nofianatul Hasanah (1111014000072). The Relationship between Critical
Thinking Skill and Argumentative Writing Skill: A Correlational Study at
the Twelfth Grade Students of SMA Kharisma Bangsa, Academic Year
2015/2016.
Penelitian ini bertujuan untuk mendeskripsikan hubungan antara
kemampuan berpikir kritis dan kemampuan menulis argumentatif. Populasi dalam
penelitian ini adalah siswa kelas XII SMA Kharisma Bangsa yang berjumlah 68
orang. Sampel dalam penelitian ini diambil dengan menggunakan teknik purposif
dengan jumlah 35 siswa. Penelitian ini menggunakan metode korelasi. Ada dua
instrumen yang digunakan untuk mendapatkan data penelitian, pertama,
instrumen yang digunakan untuk mengukur kemampuan berprikir kritis siswa
yaitu menggunakan Cornell Critical Thinking Test yang dikembangkan oleh R.
Ennis dkk., kedua, instrumen untuk mengukur kemampuan menulis siswa yaitu
sebuah panduan untuk menulis esai argumentatif. Data dianalisis menggunakan
rumus korelasi Pearson Product Moment dan dilanjutkan dengn uji t (t-test)
dengan signifikansi 5% dan 1%. Hasil analisis menunjukkan bahwa hasil
perhitungan korelasi Product Moment sebesar 0,573, nilai ini lebih besar dari
harga r tabel (r-table) pada signifikansi 5% adan 1% ( = 0,573> = 0,304
( )
dan = 0,573> ). Selanjutnya, berdasarkan uji t diperoleh nilai t adalah
( )
4,01, dan nilai ini lebih besar dari harga t tabel yaitu t=4,01> = 1,67 dan
( ) ( )
t=4,01> = 2,43. Merujuk pada hasil uji hipotesis statistik menunjukkan
( ) ( )
bahwa Ho ditolak, maka secara otomatis H1 diterima. Disamping itu, berdasarkan
hasil perhitungan koefisien determinasi, kemampuan berpikir kritis berkontribusi
sebesar 32,8% terhadap kemampuan menulis argumentatif siswa. Dari hasil uji
hipotesis statistik dan uji t (t-test) menunjukkan bahwa ada hubungan yang
signifikan antara kemampuan berpikir kritis dan kemampuan menulis pada siswa
kelas XII SMA Kharisma Bangsa, tahun akademik 2015/2016. Sehingga dapat
disimpulkan bahwa semakin tinggi tingkat berprikir kritis siswa, semakin baik
kemampuan menulis esai argumentatif mereka.

Kata kunci: berpikir kritis, menulis argumentatif, penelitian korelasional

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ACKNOWLEDGEMENT

In the Name of Allah, the Most Gracious, the Most Merciful

Praised be to Allah, Lord of the worlds, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad, his family, his companion, and his adherence.
In this occasion, the writer would like to express her greatest appreciation,
honor, and gratitude to her beloved family: Ibu, Kak Didit, Adek Diah and Luluk
who always give her support, motivation, inspiration and moral encouragement in
finishing her research. I really love you guys.
Her gratitude is also addressed to her advisors, Dr. Alek, M.Pd. and
Zaharil Anasy, M.Hum., for their patience, valuable guidance, comments, and
suggestions in accomplishing her research.
The writer’s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiya and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta,
2. Dr. Alek, M.Pd, the Chairman of English Education Department,
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department,
4. Maya Devianty, M.Pd, the Academic Advisor of EED family 2011(B),
5. All lecturers of English Education of Tarbiya and Teachers’ Training Syarif
Hidayatullah State Islamic University Jakarta, for their knowledge,
motivation, patience during her study at the English Education Department
6. Mrs Lia, the English Teacher of SMA Kharisma Bangsa, who helps the writer
in collecting the data as well as being the rater of this study.
7. All of the twelfth grade students of SMA Kharisma Bangsa, who were willing
to be the participants in this study.
8. All of teachers, staffs and friends at SMA Kharisma Bangsa, particularly;
Aygozel, Ayna, Farzona.
9. All of her beloved friends in EED Happy Family 2011,
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10. Her beloved friends in ELC (English Language Club); Uswa, Neng Fuji,
Wurry, Tami, Firda, Ervi, Oma, Farhan, Ari, Abid, Sabil, Agung et al., who
always motivate, support and cheer the writer up in anything.
11. Her beloved Dershane Family (Papatya, Gul and Lale) and HM family, and
12. Her beloved friends in White Pierl Club Indonesia, who supported and helped
her in finishing her research. May Allah. The Almighty bless them all, so be it.

Finally, the writer does realize that this research is still far from being
perfect. Critics and suggestions are really acceptable to make it better.

Tangerang, September 10th 2015
The Writer

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TABLE OF CONTENTS

ABSTRACT …………………………………………………………..…... i
ABSTRAK ………………………………………………………………… ii
ACKNOWLEGMENT …………………………………………………… iii
TABLE OF CONTENTS ………………………………………………… v
LIST OF TABLES …………….………………………………………….. viii
LIST OF FIGURE ………………………………………………………... ix
LIST OF ABBREVIATIONS ………………………………………….… x
LIST OF APPENDICES ……………………………………………….… xi

CHAPTER I INTRODUCTION………………………...…………. 1
A. Background of the Study………………………….. 1
B. Identification of the Problems..……………..…….. 4
C. Limitation of the Problem…………………………. 5
D. Formulation of the Problem…………….………….. 5
E. Objective of the Study………………...……............ 5
F. Significance of the Study………………………….. 6

CHAPTER II THEORETICAL FRAMEWORK…………………... 7
A. The Concept of Critical Thinking.........…………… 7
1. Definition of Critical Thinking.........…………. 7
2. Characteristic of Critical Thinker.........………. 8
3. Kinds of Critical Thinking Skill............…........ 10
4. Benefits of Critical Thinking............…………. 12
5. Critical Thinking Test.........…..............………. 14
B. The Concept of Writing...........................……......... 16
1. The Nature of Writing.........…..............………. 16
2. Writing Process.........…..............…………....... 16
3. The Purpose of Writing.........…..............……... 19
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4. Characteristic of Good Writing.........…............. 20
5. Writing Assessment.........…...................……… 22
6. Argumentative Writing...........................…........ 23
7. Elements of Argumentative Writing................... 24
8. Factors Influencing Argumentative Writing...... 25
9. The Role of Thinking in Writing……………… 27
C. Relevant Previous Studies…………………………. 28
D. Conceptual Framework…………………………….. 29
E. Research Hypotheses…...………………………..… 31

CHAPTER III RESEARCH METHODOLOGY…………………… 32
A. Time and Place of the Study……………………… 32
B. Research Design…………………………………... 32
C. Population and Sample of the Study…………....… 33
D. Research Instruments………………....................... 33
1. Critical Thinking Test………………………… 34
2. Argumentative Writing Test…………………... 35
E. Technique of Data Collection …..………..………. 35
F. Technique of Data Analysis…………….….……… 35
1. Test of Linearity Data……...……………........... 36
2. Test of Normality Data…..……………............... 36
3. Test of Correlation Coefficient……..................... 37
G. Statistical Hypotheses……………………………… 39

CHAPTER IV FINDING OF THE STUDY………………………….. 40
A. Description of the Data………………..................... 40
1. Description of Critical Thinking Data………….. 41
2. Description of Argumentative Writing Data…… 42
B. Data Analysis and Testing Hypotheses……………. 44
1. Data Analysis…………………………………… 44
a. Analysis of Data Linearity…………………. 44
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