ENHANCING CRITICAL THINKING THROUGH QUESTIONING IN WRITING EXPOSITION TEXT
Abstrak
This study intended to examine 1) the correlation between duration of study of the students and their critical thinking ability in writing, 2) the obstacles faced by the students in developing critical thinking in writing an exposition text, and 3) the implementation process of questioning to enhance critical thinking in writing an exposition text. The subject of this study was all students of semester I, semester III, and semester V (10 students) in a private foreign language academy. The duration of the study was 3 months consisted of 12 one-hour Writing lectures. There were 3 spirals of self-reflective cycles implemented and each cycle consisted of four meetings. Each meeting in a row was pre-test, treatment, post-test, and reflection. The data collected were qualitative (through observation and interview) data analyzed by using Constant Comparative Analysis method and quantitative data from the mean scores of pre-test and post-test. When the lecturer-as-researcher gave the treatment, the students were taught to ask questions to determine arguments for their exposition texts. Therefore, the results revealed that the critical thinking of the students in writing an exposition text was enhanced by implementing questioning.
Keywords: questioning, critical thinking, writing, exposition text
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