might prejudice fair consideration of an issue, and the
ability to evaluate source materials.
Supplementary questions include the ability of
differentiating the meaning of ‘argument’ in critical thinking, the ability to
analyze the structure of an argument, the ability of identifying the line of
reasoning, the ability of recognizing the signal used in an argument, the
ability of identifying unfair technique, the ability of evaluating the evidence
to support a point of view, the willingness to pay attention to small detail in
an argument, the ability to weigh up different points fairly, the understanding
of the structure in an argument, the ability of differentiating between
descriptive and analytical writing, the ability of spotting inconsistencies in
an argument and identifying patterns, and the last is the ability to understand
why ambiguous language is often used in a research papers.
The second instrument is
the test, also adapted from Cottrell. It is intended to support the data gained
from the questionnaire. It consists of 15 closed questions with two options
each: Yes and No, including the ability to identify
the writer’s position on the issue and its reasons, the ability to identify the
structure of the argument, the ability to identify inconsistencies and any
non-essential matters, and the ability to identify whether or not
the writer’s belief or self-interests unfairly distort the
argument. The students are asked to read an online text on their topic of
interest prior to the test.
which appears in a form, is distributed using an online platform. The
respondents are required only to tick the bullet that corresponds to their
choice. They are given a specific range of time to fill in the form. It is done
on 16 June 2016, 09.00-16.00.
As for the test,
the learners are asked to read any texts of their particular interest prior to
answering the questions on the list. Then, they share and discuss the result
with the class. The reading takes place beforehand. By doing so, it is found
out whether or not their answers are correct.
then, are analyzed. The answer to the questionnaire and test are classified and
counted for its mean, median and mode. Then, these data are described.
The response to the statements in the questionnaire is rated
0-4, noting that 0 represents strongly disagree, 1 is disagree, 2 is sort of
agree, 3 agree, and 4 is strongly disagree. With those, the scale falls into
two big categories: agree and disagree.
Cottrell mentions that the lower the score, the more likely
someone is to need to develop his critical thinking skills. With the score of
45 or below, a learner is considered having difficulty about critical thinking
(p.13). From 42 subjects, there are three (7.1%) having this particular score:
42, 43, and 45. The rest 39 learners show a wide range of score, from 49 to 89,
with the mean of 64, median of 62, and mode of 62 and 64 with four times of
occurance. The result of the research show that most (92.85%) of
the learners have a good critical thinking skill.
Here are the results of the questionnaire (Instrument #1)
for the key questions. As many as 33 (78.57%) respondents consider themselves
capable of pointing out potential weaknesses in the text they read. Forty one
(97.61%) claim that they have the ability to remain focused on the exact
requirements of an activity. Thirty six respondents (85.71%) have the ability
of offering criticism. Thirty seven (88.09%) of them comprehend the line of
reasoning well. As many as 37 (88.09%) are aware that their current beliefs
might prejudice their fair consideration of an issue. Forty (95.23%)
respondents are able to separate key points in the text they read. Thirty eight
(90.47%) of them have the ability of going over facts in order to reach an
accurate view. Most of them (97.61%) can read between the lines. This is
supported by the fact that the same number claim they are willingly find out more
about something they read when they are not sure about it. The same number also
goes with respondents who consider themselves of having the ability of
presenting an argument clearly. As many as 37 (88.09%) are aware that their own
upbringing might prejudice their fair consideration of an issue. The last is
that 40 (95.23%) respondents can evaluate the source materials.
The answer to the supplementary questions show that most of
them consider themselves of having positive attitude towards the following items:
differentiating the meaning of ‘argument’ in critical thinking, analyzing the
structure of an argument, identifying the line of reasoning, recognizing the
signal used in an argument, identifying unfair technique, evaluating the
evidence to support a point of view, paying attention to small detail in an
argument, weighing up different points fairly, understanding the structure in
an argument, differentiating between descriptive and analytical writing,
spotting inconsistencies in an argument and identifying patterns, and
understanding why ambiguous language is often used in a research papers.
The result of the test (Instrument #2), however, show that
the respondents get a fair score. There is only a few of them portray what they
answer at the questionnaire. As many as 10 (23.80%) give correct answers to
most questions in the test. The rest only give two or three correct