JOURNALING STRATEGY TO IMPROVE STUDENTS’ CRITICAL THINKING IN

TEACHING WRITING AT MADANI SUPER CAMP

BY

AMINAH MAULIDYA
NIM: 16.411.076

MATARAM INSTIUTE OF TEACHER TRAINING AND EDUCATION FACULTY OF

LANGUAGE AND ART EDUCATION ENGLISH DEPARTMENT

TA.2018/201
 CHAPTER I

INTRODUCTION

A. Background of the Study

According to (Leeds university, 2011) Critical Thinking is examining your own

ideas, and those of others; synthesizing and assessing these different ideas and argument;

and applying ideas in different contexts. It means that the student are able issue creative

ideas or argument that come out of their own mind and can analyze things creatively and

critically.

White and Arndt in Mansoor (2011 : 2) states that writing is an important

experience through which we are able to share ideas, arouse feelings, persuade, and

convince other people. Amando (2010) states that writing is an important vehicle that

should be taught for self expression and support students’ creative process. It means that

writing is a way for a person to expression, and share ideas in a writing.

Based on the researcher’s at Madani Super Camp, the research found there were

the problem faced by students. Faced is in issuing critical thinking and creative ideas, and

how to express words into a sentence. When students are given a reading, students must

think critically about the topic by the teacher. In this case what makes lazy and become

boring students write and release creative ideas and must issue critical thinking is that

students must to apply their knowledge of grammar, generic structure, vocabulary,

punctuation, and capitalization. Therefore, understanding the nature of writing is not

enough for students in learning writing, because in writing they also have to be able to

think what they want. Writing can also make students more critically about what they

have to write.
 Have a good critical thinking is very needed for the students how want to write

text, because they have a good critical thinking students will easy to show their argument,

and reason trough writing test.

B. Statement of The Problem

Based on the background of the study above the researcher formulates he problem

of the investigation in form of research question. How does the journaling strategy to

improve students critical thinking in teaching writing at Madani super camp.

C. Purpose of The Study

The purpose of the study to describe how journaling strategy students’ critical

thinking in writing at Madani Super Camp in academic year 2018/2019

D. Objective of the Study

In line with the statement of problem above, this study is intended to use

journaling strategy to improve students’ critical thinking in teaching writing at Madani

Super Camp in academic year 2018/2019

E. Scope of The Study

The study focus on the journaling strategy to improve students’ critical thing in

teaching writing, where the subject of this research is At Madani Super Camp.

F. Significant of the Study

1. Theoretically

2. Practically
G. Definition of the Key Terms

1. Critical Thinking

Critical Thinking is Critical Thing is a highly desirable goal of online higher

education course. In every discipline there is an agreement that college students need

to improve their critical thinking skill. Critical thinking is more than just knowledge

acquisition or a collection of processing skill; rather it is the development and

continual use of analytical skill (Scriven & paul, 2004).

2. Writing

According to Harmer (2001:79) Writing is a form of communication to deliver

though or to express feeling through written form. Jonah (2006:14) argues that

writing is a series of activities going on and involves several phases, the preparatory

phase, and the content development and review, as well as revisions or improvements

posts. It supported by Richards and Renandya (2002: 303). They state that writing is

the most difficult skill for second language learners.

 CHAPTER II

REVIEW OF RELATED LITERATURE

1. Theory of Critical Thinking

1. Definition of Critical Thinking

Critical Thinking is an important issues in education and the development of

critical thinking skills should be one of the primary goals for educators at all levels (Al-

Fadhli & Khalafan, 2009; Gelder, 2005: Guiller, Durndell, & Ross, 2008). Gelder (2005)

assert that improving students’ critical thinking skills can be considered a universal goal

of all education endeavors. Chiu (2009, p. 43) describe critical thinking as “A skill of

potential value for those who should objectively evaluate what they can and do dredge up

from the ocean of online information currently available on the internet. Chiu adds,

teachers who wish to maximize the influence of online programs on the improvement of

critical thinking are recommended to take the role of facilitators.

According to (Moore 2004) views that developing critical thinkers is fundamental

to good education and that critical thinking skills are necessary in order to function as

engaged and active citizens of our world. Olson (1984, p. 31) proposes that “By helping

students become better thinkers, we would enable them to become better writers and

vice-versa.”
 Wade (1995) identifies eight characteristics of critical thinking. Critical thinking

involves asking questions, defining a problem, examining evidence, analyzing

assumption and biases, avoiding emotional reasoning, avoiding oversimplification,

considering other interpretations, And tolerating ambiguity. Dealing with ambiguity is

also seen by Strhom and baukus (1995, p. 56) as an essential part of critical thinking.

“Ambiguity and doubt serve a critical-thinking function and are a necessary and even a

productive part of the process”.

Based on the statement above it, it can be clouded that critical thinking is a

thought where students must have creative ideas, be logical and analyze a mind

openly.

2. Indicator of critical thinking

`Depending on Peter A. Facione (2011: 5-7) state that there are five cores of critical

thinking.

a. Interpretation

Interpretation is to comprehend and express the meaning or significance of a wide

variety of experiences, situations, data, events, judgments, conventions, beliefs, rules,

procedures, or criteria. Interpretation includes the sub-skills of categorization, decoding

significance, and clarifying meaning.

b. Analysis

It defines that to identify the intended and actual inferential relationship among

statements, questions, concepts, descriptions, or other forms of representations intended

to express belief, judgment, experiences, reasons, information, or opinions. It includes

examining ideas, detecting arguments, and analyzing arguments as sub-skills of analysis.

c. Evaluation

It defines as meaning to assess the credibility of statements or other

representations which are accounts or descriptions of a person’s perception, experience,

situation, judgment, belief, or opinion; an to assess the logical strength of the actual or

intended inferential relationship among statements, descriptions, questions, or other

forms of representation.

d. Inference

It means to identify and secure elements needed to draw reasonable conclusions;

to form conjectures and hypotheses; to consider relevant information and to reduce the

consequences flowing from data, statements, principles, evidence, judgments, beliefs,

opinions, concepts, descriptions, questions, or other forms representation. As sub-skills of

inference the experts list querying evidence, conjecturing alternative, and drawing

conclusions.

e. Explanation

Explanation defines as being able to present in a cogent and coherent way the

results of one’s reasoning. The sub-skills under explanation are describing method and

result, justifying procedures, proposing, and defending with good reasons one’s causal

and conceptual explanations of events or points of view, and presenting full well

reasoned, arguments in the context of seeking the best understandings possible.

3. Rubric Score of Critical Thinking

There are Scoring rubric of critical thinking according to Peter A and Noreen C

Facione (2009: 20 – 21)

Table 2.1 Critical Thinking rubric Score

NO INDICATOR RATING SCALE

Strong 4 Acceptable Unacceptable Weak 1

3 2

1 Interpretation Accurately Lesson on Misinterpret, Offers biased

interpret the interpret evicende, interpretations

evidence, evidence, statement, of evidence,

statement, statements, and statements,

and question graphics, questions graphics,

and questions,

questions information

or the point of

view of others

2 Analysis Identifies the Less an Fails to Fail to

most identifies identify identify or

important the most strong, hastly

arguments, important relevant dismisses

(reason and arguments, counter strong,

claims) pro (reason and argument relevant

and con claims) pro counter

accurately and con argument

3 Evaluation Thoughtfully Offers Ignores or Ignores or

analyzes and analyzes superficially superficially

Evaluates and evaluates evaluates

 major evaluates of obvious obvious

alternative obvious alternative alternative

point of alternative point of view point of view

view point of

view

4 Inference Draw Less to draw Draws Argues using

warranted, warranted unwarranted fallacious or

judicious, non of fallacious irrelevant

non fallacious conclusion reasons, and

fallacious conclusion unwarranted

conclusion claims

5 Explanation Justifies key Justifies Justifies few Does not

result and some result result, or justify result

procedures, or procedures, or procedures,

explains procedures, seldom nor explain

assumptions explains explains reasons

and reasons reason reasons

4. Criteria of critical thinking

Adapted from Ali Alfa Robi(2018: 6) Furtermore, the calculation result of the

percentage score of each student is interpreted by using the criteria table of

critical thinking skill based on the percentage of the following test scores:
 Table 2.2 Criteria critical thinking

No Percentage Score Criteria Level

1. 89% < Ki < 100% Very High Level 4

2. 79% < Ki < 89% High Level 3

3. 64% < Ki < 79% Medium Level 2

4. 54% < Ki < 64% Low Level 1

5. Ki < 54% Very Low Level 0

B. Writing

1. Definition of Writing

According to Hedge (2005: 7) stated that effective writing require a number of

things; a high degrees organization in the development of information, ideas or

argument; high degrees of accuracy so that there is no ambiguity of meaning, the use

of complex grammatical and careful choice of vocabulary.

In line with this statement, Lyons and Kroll (Weigle, 2002: 19) define writing as

an act that takes place within a context, that accomplishes a particular purpose, and

that is appropriately shaped for its intended audience.

 According to Troyka, (1993) writing is a way of thinking and learning. Through

writing, you can get opportunities to explore the ideas and understand information.

Brown, (2004: 218) writing is primarily a conventional for recording speech and

for reinforcing grammatical and lexical feature of language.

Based on the statement about , it can be clouded that writing is expressing ideas,

arguments, felling in a writing. In making writing, must use the structure of good,

grammatically, and vocabulary.

2. Purpose of writing

Tarigan (1994: 24) summarize the purpose of writing as follow :

a. Assignment purpose

The writer writes since he asked by someone. The idea to write does not come

from the writer Himself.

b. Altruistic Purpose

The writer writes to entertain the readers, to reduce the reader’s sadness and make

their lives much easier by using his writing.

c. Persuasive Purpose

It has purpose to ensure the readers about the truth of the ideas given by teacher.

d. Informational Purpose

The purpose of this writing is to give information to the readers.

e. Creative Purpose

It tends to get the artistic value.

f. Self-expressive Purpose

The purpose is to introduce the writer to the reader.

g. Problem Solving Purpose

This writing is used to solve problem faced by the writer.

3. Micro and Macro Skills of Writing.

According to Brown (2004: 12) we turn once again to taxonomy of micro and

macro skills that will assist you in defining the ultimate criterion of an assessment

procedure. The earlier micro skills apply more appropriately to imitative and intensive

types of writing task, while the macro skills are essential for the successful mastery of

responsive and extensive writing.

a. Micro Skills

1) Produce graphemes and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.

3) Produce an acceptable core of words and use appropriate word order

patterns.

4) Use acceptable grammatical system, patterns, and rules.

5) Express a particular meaning in different grammatical forms.

6) Use cohesive devices in written discourse.

b. Macro skills

1) Use the rhetorical forms and conventions of written discourse.

2) Appropriately accomplish the communicative function of written texts

according to form and purpose.

3) Convey links and connections between events, and communicate

such relations as main ideas, new information, given information,

generalization, and exemplification.

 4) Distinguish between literal and implied meanings when writing.

5) Correctly convey cultural specific references in the context in the

context of the writing text.

6) Develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, using prewriting devices,

writing with fluency in the first drafts, using paraphrases and

synonyms, soliciting peer and synonyms, soliciting peer and

instructor, and using feedback for revising and editing.

3. The Importance of Writing

According to harmer (2004: 31-33) state that there are many importance of

learning writing.

a. Writing is not often time-bound in the way conversation.

b. Writing encourages students to focus on accurate language use.

c. Writing is often used as a means of reinforcing language that has been

thought.

d. . writing is frequently useful as preparation for some others activities.

e. Writing is also use in questions and answer activities.

4. The Process of Writing

Johnson (2008: 297) defines that process writing approach is an alternative

approach which has become popular in recent years it looks in detail at the processes

writers go through when they produce texts, and practices these in class. Similarly,

Harmer (2004: 12) states that process writing is a way of looking at what people do
when they compose a written text. In addition, Onozawa (2010) defines that process

writing is an approach to writing, where language learners focus on the process by

which they produce their written products rather than on the products themselves.

Besides, Stanley (2003) describes that the process writing approach treats all writing

as a creative act which requires time and positive feedback to be done well. In process

writing, the teacher moves away from being someone who sets students 22 a writing

topic and receives the finished product for correction without any intervention in the

writing process itself.

Harmer (2004: 4-5) states that there are four steps in writing process. They are

a. Planning

Planning is an important step in writing process. In planning process, the

writer has to think about three main issues. First, the writer have to consider

about:

1) The purpose of writing.

2) The audiences they are writing for.

3) The content structure of the writing.

b. Drafting

Drafting means getting ideas on the paper in sentences and paragraph.

c. Editing

In editing process, the writer read again what the have written as a draft.

Another reader’s comment will help the author to make appropriate revisions.

c. Final Versions
 Final versions is the last writing. This may look different from the first draft

that has been made before due to there are many change in editing process.

However, the writer is ready to send the written text to the readers.

5. Competence of Writing

Adapted from the Nurgiantoro (2001: 306-308), there are some competence of

writing :

a. Content

Content is refers to a set information that support the specific topic talked about. In

the content aspect, the writer can develop the details ideas to describe the main topic.

b. Organization

Organization means how the students arrange their ideas. The organization of the text

is clears ideas, good organization, logic sequence and cohesive.

c. Vocabulary

Appropriateness in choosing and using vocabulary in each sentence is an

important thing in writing.

d. Grammar

Grammar is the rule of language in combining the words. The use of grammar can be applied in

all the kinds of sentence structure so that it make writing more meaningful.

e. Mechanic

Mechanic means how he students write. Paragraph is a combination of some

sentences which need good spelling and punctuation.

6. Criteria of Good Writing

 Tarigan (1994: 6) explain some criteria of good writing :

1) A good writing result shows the abilities of the writer in arranging the

materials to be a good structure.

2) A good writing result shows the abilities of the writer to write clearly, to use

the sentence structure well, language, and examples, therefore, it make the

readers easy to understanding the explicit and implicit meaning.

3) A good writing result shows the ability of the writer surely; it can take the

readers interest to the main idea of the writing; it can describe the main idea

clearly and logically.

4) A good writing shows the ability of the writer to criticize his draft of writing

and than the revise it to get the better one. The key of the successfulness in

writing is the willingness and the abilities of the writer in revising his draft.

5) A good writing shows the proud of the writer to his writing.

7. Types of Classroom Writing Performance

Brown (2001: 343) states five major categories of classroom writing performance

such as imitative writing, intensive writing, self-writing, display writing, and real writing.

They are explained as follows:

a. Imitative or writing down which leads students to simply write down English letters,

words, or sentences in order to learn the conventions of the orthographic code.

b. Intensive or controlled which loosens the teacher’s control but still offers a series of

stimulators.

c. Self-writing which leads students to write with only himself as the audience.

d. Display writing which leads students to write in an element of display writing.

e. Real writing which aims to communicate a message to an audience. This type of writing

performance can occur in the academic, vocational or technical, and personal scope.

8. The Indicator of Writing

a. Vocabulary (Johnson, 2008: 74)

Writing vocabulary are the words we use to express ourselves in written

form. This is usually the smallest of the four vocabularies. We write using

only those words we can read and understand. Just like listening and

speaking vocabularies, our reading vocabulary is large than our writing

vocabulary.

b. Content (Heaton, 1988: 13)

Treatment of content: the ability to think creatively and develop thought,

excluding all irrelevant information.

c. Language Use (Kane, 2000: 14)

Language use designates rules of a less basic and binding sort, concerning

how we should use the language in certain situations.

d. Interparagraph Transitions

Transitions link a paragraph to what has immediately preceded it. They

occur at or near the beginning of the new paragraph because it represents a

turn of thought, needing to be linked to what has gone before. Transitions

act like railroad switches, smoothing and easing the turn from one track to

another.
5. Previous Study

In this research, the writer took a previous study that has by been by Lismawati, using

Journaling to improve the writing of grade VII Students at SMPN 2 Depok in Academic

year of 2012/2013. This research investigated how the journaling strategy could improve

the critical thinking in teaching writing. It concerned on solving the students’ problems

in. the writing on the five aspects namely content, organization, vocabulary, language

use, and mechanics. The result of the research showed that the use of journaling strategy

effectively improved the students writing. Based on the qualitative data, the students were

to generate their ideas to produce well-organized recount texts. They were also able to

use the appropriate vocabulary, correct grammar, punctuation, spelling, and capitalization

in their writings.

6. Theoretical sFramework

Writing is very important because it is one of the communication media. Writing

can also express creative and critical expressions, opinions and ideas. Therefore to be a

good writer, he must have creative ideas from our brains, can translate things into good

writing, beside that we also have to pay attention to punctuation, grammar and

vocabulary. But there are still many teachers who find difficulties in learning especially

critical and creative thinking writing. Based on the observation of researchers at Madani

Super Camp, grade IX students had problems in issuing critical ideas and making
 paragraphs and could not master grammar and fluctuations in English. So thus the teacher

must implement a strategy to increase students’ interest in learning. To avoid this

problem, the writer propose Journaling Strategy as a technique for increasing students’

critical thinking level in analyzing writing. Beside that it gives students’ to express their

ideas and opinions. In Journaling Strategy teaches students’ how to be come a good

writer, and is able to help students’ to think critically and analyzing text.

By conducting this research, it is expected that students’ can improve their writing

skills and critical thinking on only in mastering grammar, punctuation, vocabulary, etc.

but also when the students’ write, they also have the opportunity to adventure with

language, to go beyond what they have just learned to say, to take risks. Furthermore,

when they write, they must be very involved with using eyes, hand, and the brain is a

unique way to strengthen learning.

7. Action Hypothesis

The Hypothesis come from the Greek “hypo” means under or beneath, and

“thesa” means truth. Hypothesis in Arikunto’s opinion means certain temporally answer

towards research problems, before proven to be true through collected data (Arikunto,

1998: 67)

Based on the background and previous explanation, the writer propose the

hypothesis that students’ writing skills and critical thinking can be improved with

Journaling Strategy as a technique in teaching writing.

 CHAPTER III

RESEARCH METHOD

A. Research Design

In this research the researches will use Classroom Action Research (CAR). According to

Stephen Kemmis and Robin Mc taggart (2014:11) CAR is the action researcg typically involves

the use of qualitative, interpretive modes of enquiry and adata collection by teachers with a view

to teachers making judgments about how to improve own practice. In this research, there will be

a cycle proposed by the writer where they consist of four stages are: planning, action,

observation, and reflecting. In this cycle will be implemented to the students’ to improve their

critical thinking, and if the result still under the score target the writer will modify the strategy in

the next cycle in order can enquire the score target. Here the schme of model of classroom action

research as follow.
 Figure 2.3. action research cycle adapted from kemmis and Mctaggart (2007)

Classroom action research in concerned equally with changing individual, on the

one hand and on the other culture of the group can b define in terms of the characteristic

substance and forms of the language and discourse, activities and practices, and social

relationship and organization which constitue the interactions of the group (Kemmis and

McTaggart in Louis Cohen, 2007:298). Each step has four stages: planning, acting, observing,

and reflecting.

B. Procedure of the Research

In this research is proceeded by preliminary of the study which

followed by planning, action, observation, and reflection.

1. Planning

In this phase, the research and collaborator will make some planning based on the finding

of preliminary study by the journaling strategy to solve the problems above which the

following activities:

a) Designing learning activities using journaling strategy (lesson plan)

 b) Preparing the material or media

c) Designing the test that will be used

2. Acting

In this phase, the researcher and the teacher will collaborate to carry out the planned

action. The teacher will use the journaling strategy to improve students, critical thinking,

while the researcher as an observer during teaching and learning process. The activity is

designed as follow:

3. Observing

The observing will observer and collects data about the result of the implementation of

the writing process. In observing the implementation of the study, the important aspect

dealing with it are data sources, the instruments use in collecting the data, and technique

of data collection.

4. Reflecting

In doing the reflecting, the researcher and collaborate teacher discuss together the

implementation and observation during the teaching and learning process in the

classroom. Both made decision on whether the implementations of the action meet the

criteria of success or not. Due to the condition that one indicator is not meet yet with the

criteria of success, the researcher revised the plan and did the second cycle. But if the

implement of the journaling strategy is successfully improve students’ critical thinking in

teaching writing.
 C. Setting of the Research

1. Setting Place

This research will take place at Madani Super Camp

2. Setting Time

This research will use 2 x 45 minute in each meeting and the research will take about 8

weeks or 2 month for the research.

D. Subject and Object the Research

The research will invite the teacher of English and the 1st grade students of 2st semester, which

consist of twenty six students, sixteen female and ten of male. The study will focus in Journaling

to improving students’ in critical thinking in teaching writing of Madani Super Camp.

E. Research Instrument

In collecting the data of this research, the writer prepare some instrument to get the data of the

study will be applied. The instrument of this research are students’

1. Test

The researcher uses two kind of test they are pre-test and post-test. Where, pre- test used

get data about students’ prior knowledge before the researcher uses the treatment. While

post-test is given after the treatment to get the new data about the impact of “journaling

strategy”.

2. Observation Sheet
 Through this observation, the observer the condition between students’ and teacher

during learning, and how students’ interest in learning.

F. Technique of Data Collection

Technique of data collection are the way to collect the data that

will be used by the research, in this research there are some techniques

that will be used by the research those are:

1. Test

The test that will be used in this study is the pre-test and post-test. Pre-tests are carried

out before applying mind mapping strategies. This is to measure students’ critical

thinking in writing students’ at first. Then, post-test is done after using journaling

strategy. The researcher gave a piece of paper which contained news about there, the

instructions were students’ had to issues ideas, arguments and critical thinking about the

news in a paper.

2. Observation Sheet

Through observation the observer know about the situation and condition between class,

student, and the teacher in every side during learning process include classroom events,

interaction of class, student response, and interest during process.

G. Technique of Data Analysis

1. Quantitative Data
 Quantitative data used to analyze the score or data which is obtained from the test

statically. In this step, the researcher find out the students’ writing score from

both pre-test and post-test.

In analyzing the data, the researcher tries to get the average students’ writing skill

score per action in cycle. Students mean score can be expressed in symbol as.

a) Analyze students’ classification score

Table 2.3. Critical Thinking Score

Indicators Strong Acceptable Unacceptable weak

Interpretation 4 3 2 1

Analysis 4 3 2 1

Evaluation 4 3 2 1

Inference

Explanation 4 3 2 1

Total 20 15 10 5

b) Analyzing students’ mean score

To consulate the means score, the writer will apply the formula from

khothari (2004:132)

Σx
X=
𝐍
 Where :

X = means score of students ability

Σx = total score of students ability

N = total item

c) Analyzing students’ means score by (Sudjana, 2010:36)

After analyzing the average students’ post-test result using the formula

above, then researcher will count the class percentage of students’ score

who pass the school criterion maximum completeness (KKM) by using

the formula

𝐭𝐨𝐭𝐚𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐩𝐚𝐬𝐬 𝐭𝐡𝐞 𝐭𝐞𝐬𝐭

Percentage: X 100%
𝐭𝐨𝐭𝐚𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭

2. Qualitative Data

In qualitative analysis, the researcher will analyze the data by using observation sheet. It

is purposing to know the opinion of students about the technique in teaching and learning

process during the research.

Thought result of observation, note taking, and test the researcher analyzes and improves

of students creativity and teaching writing based on the criteria of success. The researcher

needs to reflect on what have been learned from the implementing the plan and sharing it

with others (Crewsell,2012: 591).

H. Criteria of success
Classroom action research is able to call succsess if it can exceed the criterion that

determine in this study, CIRC (Comparative Integrated Reading, and Composition) if

this aspect can be increase by students’ in argument text, when the students can pass the

target score of minimally mastery level criterion (KKM). The score of school minimum

passing grade of this school is > 65 where this score is tack from agreement.

The criteria of success at Scholl are 65, if the students get 65 -100 so the students pass the

lesson.