THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING LEVEL AND STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH GRADE STUDENTS OF SMAN 3 KOTABUMI NORTH LAMPUNG ACADEMIC YEAR 2015/2016
A RESEARCH PAPER
BY: DESRI WIJAYANTI NPM: 1288203076
ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN MUHAMMADIYAH KOTABUMI-LAMPUNG KOTABUMI 2016
THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING LEVEL AND STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH GRADE STUDENTS OF SMAN 3 KOTABUMI NORTH LAMPUNG ACADEMIC YEAR 2015/2016
A RESEARCH PAPER
Presented to STKIP Muhammadiyah Kotabumi-Lampung in Partial Fulfillment of the Requirements for Undergraduate Degree in English Education Study Program. By: DESRI WIJAYANTI NPM. 1288203076
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN MUHAMMADIYAH KOTABUMI LAMPUNG KOTABUMI 2016
MOTTO
The more you have good critical thinking, the easier for yourself to write anything in your paper!!! Desri Wijayanti
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DEDICATION This research paper is dedicated to: My beloved mother Mrs. Busyairiah and My beloved father Mr. Toni Siswanto. Thank you so much for your pray, motivation, attention, love, patience, support, and all of other sacrifice that you give to me which cannot be counted. My Younger sister Septi Dwi Aryanti thank you so much for your spirit, and for everything that you do for me. My beloved aunty Almarhumah Iin Zubaidah that really I love. Thanks for your strong support to see me continue my education in university. Lembaga Dakwah Kampus Generasi Rabbani (LDK GenR) and also EXIST, thanks for all of the experience, the best of learning in organization, and thanks for all of togetherness that I have been done during join with you. I really love and miss every moment. All of my friends in B class English department academic year 2012/2016 that can’t I mention one by one, thanks for all of the happiness, smile, crazy time and togetherness during four years.
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DECLARATION I, here with, declare that Students’ Name
: Desri Wijayanti
Students’ Number
: 1288203076
Study Program
: English Education Department
Research Title
: The Correlation between Students’ Critical Thinking
Level and Students’ Writing Skill in Analytical Exposition Text at the Eleventh Grade Students of SMAN 3 Kotabumi North Lampung Academic Year 2015/2016. This research paper is honestly my own writing and I have never done any plagiarism or taken other peoples’ thinking or writing which contradict with the code of ethics in scientifical writing. By having stated this desclaration, I am ready to take the consequences if someday it is found that there is plagiarism or obstruction on the code of ethics on this scientifical writing or there is a claim that can be proven by other people on the authenticity of this research paper.
Kotabumi, June 01, 2016 The Researcher,
Desri Wijayanti NPM 1288203076
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ABSTRACT Wijayanti, Desri. 2016. The Correlation between Students’ Critical Thinking Level and Students’ Writing Skill in Analytical Exposition Text at the Eleventh Grade Students of SMAN 3 Kotabumi North Lampung Academic Year 2015/2016 . A Research Paper, English Education Study Program, Language and Art Education Department, STKIP Muhammadiyah Kotabumi-North Lampung. Advisor (1) Sigit Suharjono, S.Pd., M.Pd, (2) Rulik Setiani, S.S., M.Pd
This research was conducted because there are some problems that happen at the eleventh grade students of SMAN 3 Kotabumi North Lampung Academic Year 2015/2016, such as students have low of grammar ability, students have low of vocabulary mastery, students have lack of understanding mechanism of writing such as using punctuation, capitalization, spelling, so on, and the last factor is students still difficult to develop their critical thinking skill in writing. The purpose of this research is to find out whether there is significant correlation between students’ critical thinking level and students’ writing skill in analytical exposition text at the eleventh grade students of SMAN 3 Kotabumi North Lampung academic year 2015/2016. Total of population in this research is 342 students. This research used proportional random sampling to get the sample. The sample of this research is 50 students. To get the data, the researcher used two kinds of test, they are; questionnaire for critical thinking level, and written test for writing skill in analytical exposition text. To analyze the data, in normality test this research used Liliefor’s formula, in homogeneity test this research used Bartlett formula, and for hypothesis test this research used correlation product moment formula. The result of the analyze the data shows that, the coefficient correlation between two variables is gotten rxy= 0,679 and for the result of t-test to make sure is there significant correlation both of variables is gotten , and . It means that . From the calculation that, it can be concluded that was rejected, and was accepted. So the result of this research can be the concluded that there is significant correlation between students’ critical thinking level and students’ writing skill in analytical exposition text at the eleventh grade students of SMAN 3 Kotabumi North Lampung academic year 2015/2016.
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ABSTRAK Wijayanti,Desri. 2016. Hubungan antara Tingkat Kemampuan Berpikir Kritis Siswa dan Kemampuan dalam Menulis Teks Analitikal Eksposisi Siswa Kelas sebelas Sekolah Menengah Atas Negeri 3Kotabumi Lampung Utara Tahun Ajaran 2015/2016. Skripsi, Program Studi, Jurusan Pendidikan Bahasa dan Seni, STKIP Muhammadiyah Kotabumi Lampung-Utara. Pembimbing (1)Sigit Suharjono, S.Pd., M.Pd, (2) Rulik Setiani, S.S., M.Pd. Penelitian ini dilakukan karena ada beberapa masalah yang terjadi pada siswa kelas sebelas SMAN 3 Kotabumi Lampung Utara tahun ajaran 2015/2016, yaitu: siswa memiliki kemampuan tata bahasa Inggris yang rendah, siswa memiliki pemahaman kosakata bahasa Inggris yang rendah, siswa memiliki pemahaman terhadap peraturan dalam menulis bahasa inggris yang rendah, seperti menggunakan tanda baca, penulisan huruf besar dan kecil, ejaan, dan lain sebagainya, dan faktor terakhir adalah siswa masih kesulitan untuk mengembangkan kemampuan berpikir kritis mereka dalam kemampuan menulis bahasa Inggris. Tujuan dari penelitian ini adalah untuk mengetahui apakah ada hubungan antara tingkat kemampuan berpikir kritis siswa dan kemampuan menulis teks analitikal eksposisi siswa kelas sebelas Sekolah Menengah Atas Negeri 3 Kotabumi Lampung Utara tahun ajaran 2015/2016. Jumlah populasi dalam penelitian ini berjumlah 342 students. Penelitian ini menggunakan teknik pengambilan sampel secara proporsional (seimbang) untuk memperoleh sampel penelitian. Jumlah sample dalam penelitian ini adalah sebanyak 50 siswa. Untuk mendapatkan data, penelitian ini menggunakan dua jenis ujian, yaitu: angket untuk tingkat kemampuan berpikir kritis, dan uji tertulis untuk kemampuan menulis analitikal eksposisi teks. Untuk analisis data, pada uji normalitas penelitian ini menggunakan uji Lilifors, pada uji homogenitas penelitian ini menggunakan uji Bartlett, dan pada uji hipotesis penelitian ini menggunakan uji korelasi product moment. Hasil dari analisis data menunjukkan bahwa tingkat kepercayaan hubungan kedua variable dalam pnelitian ini adalah rxy=0,679 dan untuk hasil uji T untuk meyakinkan apakah benar ada hubungan yang signifikan diantara kedua variable, maka hasilnya adalah , dan Ini berarti > . Dari hasil tersebut dapat disimpulkan bahwa ditolak dan diterima. Dengan demikian, dapat disimpulakan bahwa hasil dari penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara tingkat kemampuan berpikir kritis siswa dan kemampuan menulis teks analitikal eksposisi siswa kelas sebelas Sekolah Menengah Atas Negeri 3 Kotabumi Lampung Utara tahun ajaran 2015/2016.
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ACKNOWLEDGEMENTS Alhamdulillah, praise be to Allah SWT. The almighty, for the mercy and strength so that the researcher can finish this research paper. Invocation and peace go to Muhammad the prophet, families and disciples. May Allah bless them and give them peace. The researcher would like to express her warmest gratitude to both advisors: Sigit Suharjono, M.Pd as the first advisor and Rulik Setiani, S.S., M.Pd as second advisor who have patiently guided the researcher in doing the research and writing the research paper. The researcher would like to express deep appreciation and gratitude to Dr. Sumarno, M.Pd. the Head of STKIP Muhammadiyah Kotabumi Lampung, without him invaluable help and generous encouragement, the research paper would not have been accomplished. Elis Susanti, M.Pd. as the Head of the English Study Program STKIP Muhammadiyah Kotabumi Lampung. All of the lectures especially at the English Education Study Program who support the researcher to be better and my beloved almamater STKIP Muhammadiyah Kotabumi Lampung. All administration staff of STKIP Muhammadiyah Kotabumi Lampung who have helped and facilitated the researcher in finishing her study. Thank you so much also for SMAN 3 Kotabumi North Lampung academic year 2015/2016 especially for headmaster, Waka Curriculum Mr Ambari, English teacher of Eleventh Grade students Mr.Munardi and Mrs. Nuri that have give researcher chance to do this research in SMAN 3 Kotabumi North Lampung. Finally, this research paper is far from being perfect of real a research paper. However, the researcher hopes that the research paper would give worthwhile contribution to the improvement of the English teaching learning process.
Kotabumi, June 01, 2016 The Researcher
Desri Wijayanti
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TABLE OF CONTENTS Pages ADVISOR’S APPROVAL SHEET .............................................. EXAMINER’S ADMISSION SHEET ......................................... MOTTO
.................. ..............................................
vi
DEDICATION
.................. ..............................................
vii
DECLARATION
.................. ..............................................
viii
ABSTRACT
.................. ..............................................
ix
ABSTRAK
.................. ..............................................
x
ACKNOWLEDGEMENTS ........... ..............................................
xi
TABLE OF CONTENTS ............... ..............................................
xii
LIST OF TABLES
.................. ..............................................
xvii
LIST OF APPENDICS .................. ..............................................
xix
CHAPTER I. INTRODUCTION ..............................................
1
1.1 Background of the Problem ..... ..............................................
1
1.2 Identification of the Problems . ..............................................
4
1.3 Limitation of the Problem ........ ..............................................
4
1.4 Formulation of the Problem ..... ..............................................
5
1.5 Objective of the Research ........ ..............................................
5
1.6 The Uses of the Research ......... ..............................................
5
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CHAPTER II. THEORIES REVIEW, FRAME OF THINKING, PREVIOUS RELATED RESEARCH, AND HYPOTHESIS ...................... 7 2.1 Theories Review
.................. ..............................................
7
2.1.1 Concept of Writing Skill ....... ..............................................
7
2.1.2 Types of Writing Skill Performance ....................................
8
2.1.3 Process of Writing Skill ........ ..............................................
10
2.1.4 Writing Assessment by Analytic Scoring ............................
14
2.1.5 Concept of Analytical Exposition Text ................................
20
2.1.5.1 Generic Structure of Analytical Exposition Text ...........
21
2.1.5.2 Language Features of Analytical Exposition Text .........
22
2.1.6 Concept of Critical Thinking ..............................................
22
2.1.6.1 Steps to do Critical Thinking .........................................
25
2.1.6.2 Applying Bloom’s Taxonomy Design to Assess Critical Thinking 26 2.2 Previous Related Researches.... ..............................................
30
2.3 Frame of Thinking .................. ..............................................
32
2.4 Hypothesis
.................. ..............................................
34
CHAPTER III. RESEARCH METHOD ..................................
35
3.1 Research Method
.................. ..............................................
35
3.2 Population, Sample, and Sampling Technique .......................
37
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3.2.1 Population
.................. ..............................................
37
3.2.2 Sample
.................. ..............................................
38
3.2.3 Sampling Technique........... ..............................................
39
3.3 Research Instrument ................. ..............................................
39
3.3.1 Research Instrument of Critical Thinking Level ...............
40
a. Conceptual Definition of Critical Thinking Level ...............
40
b. Operational Definition of Critical Thinking Level ..............
40
c. Instrument Specification of Critical Thinking Level ...........
41
3.3.2 Research Instrument of Writing Skill in Analytical Exposition Text
43
a. Conceptual Definition of Writing Skill in Analytical Exposition Text
43
b. Operational Definition of Writing Skill in Analytical Exposition Text 43 3.3.3 Validity of the Test............. ..............................................
44
3.3.4 Reliability of the Test ......... ..............................................
46
3.4 Data Collecting Technique ....... ..............................................
48
3.5 Data Analysis
.................. ..............................................
49
3.5.1 Normality Test .................. ..............................................
49
3.5.2 Homogeneity Test .............. ..............................................
50
3.5.3 Hypothesis Test .................. ..............................................
51
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CHAPTER IV. RESEARCH RESULT AND DISCUSSION .
53
4.1 Research Result
.................. ..............................................
53
4.1.1 Result of Try-Out ............... ..............................................
54
4.1.1.1 Validity of Try-Out ....... ..............................................
54
4.1.1.1.1 Validity of Writing Skill in Analytical Exposition Text
54
4.1.1.1.2 Validity of Critical Thinking Level .......................
55
4.1.1.2 Reliability of Try-Out ... ..............................................
56
4.1.1.2.1 Reliability of Writing Skill in Analytical Exposition Text 56 4.1.1.2.2 Reliability of Critical Thinking Level ....................
57
4.1.2 Description of Data ............ ..............................................
57
4.1.3 The Result of Research Instrument ...................................
58
4.1.3.1 Students’ Writing Skill in Analytical Exposition Text
58
4.1.3.2 Students’ Critical Thinking Level ................................
59
4.1.4 Data Analysis .................. ..............................................
59
4.1.4.1 Normality Test .............. ..............................................
59
4.1.4.2 Homogeneity Test ......... ..............................................
60
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4.1.5 Correlation between Students’ Critical Thinking Level and Students’ Writing Skill in Analytical Exposition Text .................................
62
4.1.6 Hypothesis Test .................. ..............................................
62
4.2 Discussion
.................. ..............................................
64
CHAPTER V. CONCLUSION AND SUGGESTION .............
69
5.1 Conclusion
.................. ..............................................
69
5.2 Suggestion
.................. ..............................................
69
REFERENCES
.................. ..............................................
70
CURRICULUM VITAE .............. ..............................................
72
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LIST OF TABLES Tables
Pages
1. Content Assessment Criteria .............................................
15
2. Language Use Assessment Criteria ...................................
16
3. Vocabulary Assessment Criteria .......................................
18
4. Organization Assessment Criteria .....................................
19
5. Mechanics Assessment Criteria ........................................
20
6. Change of Bloom’s Taxonomy Design .............................
27
7. Population of the Research. ..............................................
37
8. Sample of the Research ...... ..............................................
38
9. Specification of Critical Thinking Questionnaire .............
42
10. Specification Test of Writing Skill in Analytical Exposition Text
44
11. Interpretation of Reliability ..............................................
48
12. Summary of try out validity of Critical thinking level Instrument Test .................. .............................................. 55
13. Inter Rater Reliability of Try-Out Writing Skill in Analytical Exposition Text .................. .............................................. 56
14. Summary of Writing Skill in Analytical Exposition Text of Research Instrument Test .................. .............................................. 58 15. Summary of Students’ Critical Thinking Level Questionnaire Research Instrument Test .................. .............................................. 59
16. Normality Test of Students’ Critical Thinking Level (X) and Students’ Writing Skill in Analytical Exposition Text (Y) ............... 60
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17. The Result of Homogeneity X and Y ...............................
61
18. Hypothesis Test .................. ..............................................
62
19. Comparison score of Students’ Critical Thinking Level and Students’ Writing Skill in Analytical Exposition Text .................... 65
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LIST OF APPENDICES Appendices
Pages
1. Validity and Reliability of Try-Out the Questionnaire Students’ Critical Thinking Level .................. .............................................. 74 2. Rater Score’s of Students’ Writing Analytical Exposition Text (Try-Out) Rater 1 .................. .............................................. 76 3. Rater Score’s of Students’ Writing Analytical Exposition Text (Try-Out) Rater 2 ................. .............................................. 77 4. Inter-Rater Reliability of Students’ Writing Analytical Exposition Text (Try-Out) .................. .............................................. 78
5. Manual Counting of Inter-Rater Reliability of Students’ Writing Analytical Exposition Text (Try-Out) ............................... 79 6. Rater Score’s of Students’ Writing Analytical Exposition Text (Research Instrument Test) Rater 1..... .............................................. 81
7. Rater Score’s of Students’ Writing Analytical Exposition Text (Research Instrument Test) Rater 2..... .............................................. 83 8. Average Rater Score’s of Students’ Writing Analytical Exposition Text (Research Instrument Test) .............................................. 85 9. Normality of X Variable (Students’ Critical Thinking Level/Questionnaire Research Instrument Test).. .............................................. 87 10. Normality of Y Variable (Students’ Writing Analytical Exposition Text/Written Research Instrument Test) ........................... 89 11. Homogeneity of Sample Students’ Critical Thinking Level (X Variable) .................. .............................................. 91
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12. Homogeneity of Sample Students Writing Analytical Exposition Text (Y Variable) .................. .............................................. 92 13. Manual Counting of Homogeneity of Sample Students’ Critical Thinking Level (X Variable) ............. .............................................. 93 14. Manual Counting of Homogeneity of Sample Students’ Writing Analytical Exposition Text ................. .............................................. 96 15. Hypothesis Test of Students’ Critical Thinking Level (X Variable) and Students’ Writing Skill in Analytical Exposition Text (Y Variable) 99 16. Questionnaire of Students’ Critical Thinking Level (Try-Out)
100
17. Questionnaire of Students’ Critical Thinking Level (Research Instrument Test) .................. .............................................. 103
18. Validity Expert (Expert 1) .. ..............................................
105
19. Validity Expert (Expert 2) .. ..............................................
107
20. Research Instrument of Students’ Writing Achievement Test
108
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