In are lack of practice and affective

In this research, the respondents are assigned to read a
text based on what might interest them best. This is the main reason why some
students find what are being asked in the test easily but some do not. It might
be caused by different lexical density and organization
of the texts. For example, the writer’s current position on an issue is clearly
spotted in one text, but might not be easily found out where he stand in other
texts.

To sum up, the answers to the questionnaire show that the
respondents have a good critical thinking skill. These data, however, are not
supported by those from the test. There might be some reasons for this, which
are considered as weaknesses. There is not enough training for them on the
particular skill prior to the research. By letting them to choose the text of
their interest is eventually not fair for them. Some have a long text and
others have a short one, some texts are well-written and some are blurred.  

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CONCLUSION

After observing
the data from the questionnaire and the test, it is found out that the data
gained from those two instruments do not go along. The learners who assess or
consider themselves as critical do not necessarily show knowledge and skills
related to the way of thinking. This might be caused by some psychological
barrier, as mentioned by Cottrell, two of which are lack of practice and
affective reasons. Other barriers are misunderstanding what is meant by
criticism, lack of methods and strategies, reluctance to criticize
those with more expertise, mistaking information for understanding, and
insufficient focus and attention to details.  

From the data
analysis and its result, it is suggested that the future research focuses on
the weaknesses of the research to increase learners’ critical thinking skills.
First, self-assessment
as shown in the questionnaire might serve as the first stepping stone in
sharpening the focus of the research. Second, it is also done with the test.
Giving the test in the form of pre and post-test
might provide the more complex data on their increasing skills. Third, use the
same text for all students, both for pre and post-test.
By referring to the result of the test on the same text, which is given to all
respondents for the sake of fairness, it can be possibly found out which aspect
of the skill that the learners need to improve.

This critical
skill is important for the students and having it in this digital era is much
more pivotal. It gives benefits for them both in professional and everyday life
by bringing precision to the way they think and work.

REFERENCES

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