ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 9, Issue 1, December 2020 https://journal.uniku.ac.id/index.php/ERJEE

THE CORRELATIONS AMONG CRITICAL THINKING SKILLS,

CRITICAL READING SKILLS, AND READING COMPREHENSION
Mawaddah Hidayati
English Language Education, Faculty of Teacher Training and Education,
Sriwijaya University, Indonesia
Email: [email protected]

Rita Inderawati (Corresponding author)

English Language Education, Faculty of Teacher Training and Education,
Sriwijaya University, Indonesia
Email: [email protected]

Bambang Loeneto
English Language Education, Faculty of Teacher Training and Education,
Sriwijaya University, Indonesia
Email: [email protected]

APA Citation: Hidayati, M., Inderawati, R., & Loeneto, B. (2020). The correlations among critical thinking
skills, critical reading skills, and reading comprehension. English Review: Journal of
English Education, 9(1), 69-80. https://doi.org/10.25134/erjee.v9i1.3780

Received: 27-06-2020 Accepted: 29-09-2020 Published:11-12-2020

Abstract: Critical thinking skills, critical reading skills, and reading comprehension were the most crucial life
skills that should be mastered by the students, especially for university students. The objectives of this study
were: (1) to find out whether or not there was a significant correlation among students critical thinking skills
and reading comprehension, (2) to find out whether or not there was a significant correlation among critical
reading skills and reading comprehension, and (3) to find out whether or not there was a significant
correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion
variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah
Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah
Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of
purposive sampling. This study conducted correlational research design. The data were collected by using
tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data
collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation
among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant
correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a
significant correlation among predictor variables (critical thinking skills and critical reading skills) gave
71.3% contribution to criterion variable (reading comprehension).
Keywords: critical thinking; critical reading; reading comprehension

INTRODUCTION should be integrated in classrooms through

In education, critical thinking skills cannot be questioning and reasoning. The students should
separated from language learners. They are be encouraged to question all information they
constantly exposed to different types of got and they must also have reasons for their
information from what they have to see and read beliefs and actions. A study is conducted by
which require them to be able to investigate as Saleh (2019) that it is a must that students’
well as critical thinking skills simultaneously. critical thinking must be stimulated. It is relevant
Critical thinking skills cannot develop naturally to Pnevmatikos, Christodoulou, & Georgiadou
and automatically. The skills must be practiced to (2019) that students’ critical thinking skills must
increase students’ engagement to have the be promoted. They argued an instructional
potential effect. They need to be taught, learned, approach that is values and knowledge education
and practiced (Hammond, Flook, Harvey, Barron, (VaKE) to apply. Meanwhile, the teachers has
& Osher, 2020; Ghanizadeh, Hoorie, & good perspectives toward the integration of
Jahedizadeh, 2020; Trinidad, Ngo, Nevada, & teaching critical thinking in the classroom since
Morales, 2020). The practice of critical thinking this skill can be an intellectual stimuli to facilitate

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The correlations among critical thinking skills, critical reading skills and reading comprehension

student’s learning. Therefore, education for now is clear that the process involves analytic thinking
on should pay close attention to the development and evaluating what one reads that requires to the
of student’s thinking skills. Curriculum and higher order comprehension (cognitive skills)
implementation in relation to critical such as making inferences, reasoning and
thinking must be designed (Bezanilla, Nogueira, judging. These skills are important in order to
Poblete, & Dominguez, 2019). infer, compare, distinguish between fact and
The cultivation of thinking skill has been the opinion, and identify the author’s intention.
focus of education for years. It is one of the most In this information era, students must have
life skills that should be possessed by all people critical thinking skills, critical reading skills, and
in order to survive in the future life (UNESCO, reading comprehension ability. Critical Thinking
2011). skills will help students and graduates to achieve
Beside critical thinking skills, good at reading higher levels in their study and profession.
literacy is also important because it can help Critical thinking skills will help create students
students to engage with the progress of become leaders and professionals that are self-
information in the global era. Reading is not only governing. Then, critical reading skills will help
the way to share ideas between the writer and the students to not only know how to convert
readers, but also a very common way used by orthographic symbols to language (word attack
most of people in order to get information and skills), use context and knowledge to
enrich their knowledge. Reading is a receptive comprehend what is read (comprehension skills),
skill, but it practically involves an active process or see larger sentences as wholes, but also it can
of thinking and has cognitive consequences for help students to read fluently (fluency skills).
the readers. According to Yamasaki, Mcgregor, Further, if students have critical reading skills,
& Booth (2020), one of the categories in reading they would definitely have good reading
skills is critical reading skills. Critical reading comprehension skills and could be successful in
skills are skills that will help students be able to schools or universities. Students with good
analyze, synthesize, and evaluate what is read as reading comprehension skills could perform well
it represents a cognitive skill that is academically in any subject or course because they have
has high relevancy. When teachers expose developed the critical reading skills to not only
students to critical reading skills, they will also understand but analyze any text given to them.
make students see the cause – and – effect or This will also help them to score better in any
comparing relationships in the text, or adopting tests or exams they have to take in schools. The
critical stance toward the text. In other words, more crucial goal here is that teachers will
when teachers teach critical reading skills to prepare them to be better students if they embark
students, they will develop students to be critical in any program at the tertiary education (Hudson,
thinkers as well because when they do critical 2007).
reading it will lead to critical thinking (critical In the Faculty of Teacher Training and
reading will come first before critical thinking). It Education of UIN Raden Fatah Palembang, the
means that, students need to have fully students were practiced and taught to be a
understood a text where they would analyze, teacher. Ideally, a teacher should be good at
synthesize, and evaluate it, then only they would thinking and reading skills. For English majoring,
think critically about the text – choose or reject thinking skills and reading skills was taught from
the ideas put forward, agree or disagree with the semester 1 to semester 3. The writer assumed that
issues, and most important of all they know the critical thinking skills, critical reading skills and
reasons why they do it. reading comprehension were practiced in
Moreover, reading comprehension is related integrative during reading classes. Based on this
close to critical thinking skills and critical assumed, this study attempted to know (1)
reading skills. Reading comprehension itself is a whether or not there was any correlation between
cognitive process of making meaning from text. critical thinking skills and reading
The goal, therefore, is to gain an overall comprehension, (2) whether or not there was any
understanding of what is described in the text correlation between critical reading skills and
rather than to obtain meaning from isolated reading comprehension, (3) whether or not there
words or sentences (Woolley, 2011). It means was any correlation between predictor variables
that, reading comprehension is the ability to (critical thinking skills and critical reading skills)
process text, understanding its meaning, and to and criterion variable (reading comprehension) of
integrate with what the readers already knows. It

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Volume 9, Issue 1, December 2020 https://journal.uniku.ac.id/index.php/ERJEE

English Education Program students of UIN Fatah Palembang in the academic year
Raden Fatah Palembang. 2018/2019.

METHOD Technique for collecting the data

Method of the study The data were collected by using tests which
In this study, the writer used a quantitative measured student’s critical thinking skills, critical
research approach with a correlational research reading skills and reading comprehension.
design. Creswell (2012, p. 338) stated that a Student’s critical thinking skills measured by
correlation is a statistical test to determine the using Collegiate Assessment of Academic
tendency or pattern for two or more variables or Proficiency (CAAP) critical thinking test that
two sets of data to vary consistently. In this designed by American College Testing (ACT)
study, the writer has found that there was a program in 2008. The test comprised 32 items of
significant correlation between variables: critical multiple choices that measured the students’
thinking skills, critical reading skills and reading skills in analyzing, evaluating, and extending
comprehension of English Education Study (creating) arguments. Then, for the students’
Program students of UIN Raden Fatah critical reading skills measured by using a ready-
Palembang. made test of the SAT for critical reading
published by Peterson’s in 2005. The test consists
Site and participant of 20 items of multiple choices that measured the
In this study, the total number of the population student’s skills in evaluating an argument,
were 270 students of English Education Study analyzing an argument, analyzing the limitation
program students of UIN Raden Fatah of the study and concluding an argument.
Palembang in the academic years 2018/2019. Moreover, for students’ reading comprehension
Moreover, in the process of taking samples, measured by using TOEFL Preparation test from
the writer used a purposive sampling. According Heinemann in 1996. The total questions of the
to Johnson and Christensen (2012, p. 231) reading comprehension test were 50 questions in
purposive sampling is the way of researcher form of multiple choices that measured the
specifies the characteristics of a population of student’s skills in analyzing main idea, analyzing
interest and then tries to locate individuals who detail, analyzing cause-effect, analyzing
have those characteristics. It is a nonrandom inference, evaluating vocabulary, evaluating
sampling technique in which researcher solicits sequence, and analyzing the author’s tone.
persons with specific characteristics to participate
in a research study. Since this study aimed at Technique for analyzing the data
seeing the correlations among critical thinking The data collected were analyzed using
skills, critical reading skills and reading descriptive and inferential analysis.
comprehension, only students who had taken all
the reading courses (Reading I, Reading II, RESULTS AND DISCUSSION
Reading III and Intensive Reading) were taken as The descriptive analysis of the test results
the sample. Because the fourth-grade students This analysis summarized the general
had already taken and passed all the reading information about the students’ test results of
classes, they were considered as the sample. A critical thinking skills, critical reading skills and
purposive sampling was used in this study to take reading comprehension. Therefore, this analysis
90 samples from 270 undergraduate students of included; (1) the results of critical thinking test,
English Education Study Program of UIN Raden (2) critical reading test, and (3) reading
comprehension test.

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The correlations among critical thinking skills, critical reading skills and reading comprehension

Table 1. Descriptive statistics of variables measured

N Minimum Maximum Mean Std. Deviation
Critical thinking 90 19 78 59.28 17.021
Critical reading 90 20 75 46.17 14.727
Reading comprehension 90 26 80 46.76 13.646
Valid N (listwise) 90

Based on the statistical analyses, the results 46.17, and the standard derivation was 14.727.
showed critical thinking minimum score was 19, Then, the results showed reading comprehension
maximum score was 78, mean score was 59.28 minimum score was 26, maximum score was 80,
and the standard derivation was 17.021. Next, the mean score was 46.76 and the standard derivation
results showed critical reading minimum score was 13.646.
was 20, maximum score was 75, mean score was

Table 2. Score distribution of critical thinking

Level of Critical Thinking Score Interval Number of Students Percent (%)
Very Good 64 – 80 8 8.8
Good 48 – 63 44 48.8
Average 32 – 47 19 21.1
Poor 16 – 31 19 21.1
Very Poor 0 – 15 0 0

Based on the descriptive data above, there thinking, 21.1 % had average in critical thinking,
were 8.8 % students who had very good in 21.1 % had poor in critical thinking, and 0 % had
critical thinking, 48.8 % had good in critical very poor in critical thinking.

Table 3. Score distribution of critical reading

Level of Critical Reading Score Interval Number of Students Percent (%)
Excellent 80.00 – 100.00 0 0
Good 70.00 - 79.99 50 55.5
Average 60.00 – 69.99 19 21.1
Poor 50.00 – 59.99 12 13.4
Very Poor 0.10 – 49.99 9 10

From the result above, it found that there were critical reading, 13.4 % had poor level of critical
0 % students who had excellent level of critical reading, 10 % had very poor level of critical
reading, 55.5 % students had good level of reading, and 0 % had failed in critical reading.
critical reading, 21.1 % had average level of

Table 4. Score distribution of reading comprehension

Level of Reading Comprehension Score Interval Number of Students Percent (%)
Excellent 80.00 – 100.00 1 1.1
Good 70.00 - 79.99 56 62.2
Average 60.00 – 69.99 20 22.2
Poor 50.00 – 59.99 9 9.9
Very Poor 0.10 – 49.99 4 4.4

From the data, it can be seen that there were The results of normality, homogeneity, and
1.1 % students who had an excellent reading linearity tests
comprehension, 62.2 % had good reading Before analyzing all of the results statistically, it
comprehension, 22.2 % had average reading should be ensured that the data were normal,
comprehension, 9.9 % had poor reading homogeneous, and linear. The data were obtained
comprehension, 4.4 % had very poor reading from the results of the tests. The results showed
comprehension, and 0 % had failed in reading that the data of critical thinking, critical reading
comprehension. and reading comprehension tests were normal,

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homogeneous, and linear since the significance presented in the following table:
value were higher than 0.05. The results were

Table 5. The results of normality

Variables Kolmogorov Smirnov Sig.
Critical Thinking 0.086 .099
Critical Reading 0.088 .079
Reading Comprehension 0.089 .077

Table 6. The results of homogeneity (N=90)

Variables Levene Statistic Sig.
Critical Thinking & Reading Comprehension 1.185 .296
Critical Reading & Reading Comprehension 0.986 .490

Table 7. The results of linearity (N=90)

Variables F Sig.
Critical Thinking & Reading Comprehension 0.847 .667
Critical Reading & Reading Comprehension 1.295 .205

The inferential analysis of the test results (3) the correlations among predictor variables
This analysis included; (1) the correlations (critical thinking and critical reading) and
among critical thinking and reading criterion variable (reading comprehension).
comprehension, (2) the correlations among
critical reading and reading comprehension, and

Table 8. The correlation among students’ critical thinking and their reading comprehension
Correlations
Reading comprehension

Critical thinking Pearson Correlation .810**

Sig. (2-tailed) .000
N 90

The correlations among students’ critical Pearson product correlation between the outcome
thinking skills (X1) and reading comprehension of the whole critical thinking categories scores
(Y) and the reading scores, the result revealed that
Pearson Product Moment Correlation Coefficient Pearson correlation value was 0.810 for sample
explain how well two sets of continues data of N=90, and the significance was .000 which is
correlate to each other. The value can fall lower than 0.05 and that was considered
between 0.00 (no correlation) and 1.00 (perfect significant. The Pearson’s correlation coefficient
correlation). Alpha level (p-value) is as r indicates that there was a strong significant
determiner to see whether there is significant correlation between students’ critical thinking
correlation or not. Generally, p-value lower 0.05 and their reading comprehension.
are considered significant. After conducting

Table 9. Correlation between critical thinking skills and reading comprehension

Critical thinking skills Reading comprehension
Analyzing argument Pearson Correlation .170
Sig. (2-tailed) .093
N 90
Evaluating an argument Pearson Correlation .233
Sig. (2-tailed) .020
N 90
Extending an argument Pearson Correlation .177
Sig. (2-tailed) .080
N 90

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The correlations among critical thinking skills, critical reading skills and reading comprehension

Correlation between critical thinking skills and and reading comprehension was 0.233 with the
its aspects to reading comprehension significance value was .020. The correlation
Based on table 9, the result of the correlation coefficient of extending argument and reading
analyses for each aspect of students’ critical comprehension was 0.177 with the significance
thinking and students’ reading comprehension value was .080. It means that among three
show that the correlation coefficient of analyzing aspects of critical thinking, only one aspect had
argument and reading comprehension was 0.170 significant correlation with reading
with the significance value was .093. The comprehension. It was evaluating an argument.
correlation coefficient of evaluating argument

Table 10. Contribution critical thinking skills and its aspects and reading comprehension
Model Summary
Model R Change Statistics
R Square Change F Change Sig. F Change
1 .233a .054 5.550 .020
a. Predictors: (Constant), evaluating an argument

Based on the regression analysis using to reading comprehension, used enter method, the
stepwise method, from three aspects of critical contribution of aspect of critical thinking was
thinking, only evaluating an argument contribute 5,4%.

Table 11. The correlation among critical thinking skills and aspects of reading comprehension
Reading comprehension Critical thinking skills
Main idea Pearson Correlation 1
Sig. (2-tailed)
N 90
Detail Pearson Correlation .993**
Sig. (2-tailed) .000
N 90
Cause effect Pearson Correlation .957**
Sig. (2-tailed) .003
N 90
Inference Pearson Correlation .969**
Sig. (2-tailed) .001
N 90
Vocabulary Pearson Correlation .968**
Sig. (2-tailed) .002
N 90
Sequence Pearson Correlation .976**
Sig. (2-tailed) .001
N 90
Author tone Pearson Correlation .970*
Sig. (2-tailed) .030
N 90

Based on table 11, the result of the correlation coefficient of inference and reading
analyses for each aspect of students’ critical comprehension was 0.969 with the significance
thinking and students’ reading comprehension value was .001. The correlation coefficient of
aspects show that the correlation coefficient of vocabulary and reading comprehension was
main idea and critical thinking was 1 with the 0.968 with the significance value was .002. The
significance value was (-). The correlation correlation coefficient of sequence and reading
coefficient of detail and reading comprehension comprehension was 0.976 with the significance
was 0.993 with the significance value was .000. value was .001. The correlation coefficient of
The correlation coefficient of cause-effect and author’s tone and reading comprehension was
reading comprehension was 0.957 with the 0.970 with the significance value was .030. It
significance value was .003. The correlation means that among seven aspects of reading

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Volume 9, Issue 1, December 2020 https://journal.uniku.ac.id/index.php/ERJEE

comprehension, only one aspect had no It was main idea.

significant correlation with critical thinking.

Table 12. Contribution critical thinking skills and its aspects and reading comprehension
Model Summary
Model R Change Statistics
R Square F Change Sig. F Change
Change
1 .987a .975 78.370 .013
a. Predictors: (Constant), vocabulary

Based on the regression analysis in table 12 97,5% to reading comprehension of English

showed that the contribution of vocabulary was education study program of UIN Raden Fatah.

Table 13. The correlation among students’ critical reading skills and their reading comprehension

Correlations
Reading Comprehension
Critical Reading Pearson .844**
Correlation
Sig. (2-tailed) .000
N 90

The correlations among students’ critical reading than 0.05 and the Pearson correlation value was
skills (X2) and reading comprehension (Y) r=0.844. It meant that the strength of correlation
The result showed there was a significant between critical reading and reading
correlation between critical reading and reading comprehension was in strong level.
comprehension, since the p-value .000 was lower

Table 14. Correlation between critical reading skills and reading comprehension
Critical reading skills Reading comprehension
evaluating an argument Pearson Correlation -.240
Sig. (2-tailed) .004
N 90
analyzing an argument Pearson Correlation -.331
Sig. (2-tailed) .011
N 90
analyzing the limitation of the Pearson Correlation .391
study Sig. (2-tailed) .443
N 90
concluding an argument Pearson Correlation .106
Sig. (2-tailed) .822
N 90

Correlation between critical reading skills and coefficient of analyzing the limitation of the
its aspects to reading comprehension study and reading comprehension was 0.391 with
Based on table 14, the result of the correlation the significance value was .0443. The correlation
analyses for each aspect of students’ critical coefficient of concluding argument and reading
reading and students’ reading comprehension comprehension was 0.106 with the significance
show that the correlation coefficient of evaluating value was .0822. It means that among fourth
argument and reading comprehension was -0.240 aspects of critical reading, only two aspects had
with the significance value was .004. The significant correlation with reading
correlation coefficient of analyzing argument and comprehension. It was evaluating an argument
reading comprehension was -0.331 with the and analyzing argument.
significance value was .011. The correlation

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The correlations among critical thinking skills, critical reading skills and reading comprehension

Table 15. Contribution critical reading skills and its aspects and reading comprehension
Model Summary
Model R Change Statistics
R Square Change F Change Sig. F Change
1 .286a .082 8.669 .004
2 .377b .142 6.735 .011
a. Predictors: (Constant), evaluating argument
b. Predictors: (Constant), evaluating argument, analyzing argument

Table 16. Correlation between critical reading skills and aspects of reading comprehension
Reading comprehension Critical reading
Main idea Pearson Correlation .985*
Sig. (2-tailed) .015
N 90
Detail Pearson Correlation .957*
Sig. (2-tailed) .043
N 90
Cause effect Pearson Correlation .933
Sig. (2-tailed) .067
N 90
Inference Pearson Correlation .991**
Sig. (2-tailed) .009
N 90
Vocabulary Pearson Correlation .965*
Sig. (2-tailed) .035
N 90
Sequence Pearson Correlation .947
Sig. (2-tailed) .053
N 90
Author tone Pearson Correlation .978*
Sig. (2-tailed) .022
N 90

In addition, the writer also conducted to see significant correlation with critical reading. They
the correlation between critical reading and each are cause-effect and sequence.
aspect of reading comprehension. As showed in
table 16, it was found that the correlation
between main idea and critical reading was 0.985
with the significance value was 0.015. The
correlation coefficient of detail and critical
reading was 0.957 with the significance value
was .043. The correlation coefficient of cause-
effect and critical reading was 0.933 with the
significance value was .067. The correlation
coefficient of inference and critical reading was
0.991 with the significance value was .009. The
correlation coefficient of vocabulary and critical
reading was 0.965 with the significance value
was .035. The correlation coefficient of sequence
and critical reading was 0.947 with the
significance value was .053. The correlation
coefficient of author’s tone and critical reading
was 0.978 with the significance value was .022. It
means that among seven aspects of reading
comprehension, there were two aspects had no

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Table 17. Contribution reading comprehension and students’ critical reading

Model Summary
Model R Change Statistics
R Square F Change Sig. F Change
Change
1 .985a .953 101.443 .015
2 .957b .926 112.324 .043
3 .991c .983 114.573 .009
4 .965d .958 102.654 .035
5 .978e .965 111.785 .022

a. Predictors: (Constant), main idea

b. Predictors: (Constant), detail
c. Predictors: (Constant), inference
d. Predictors: (Constant), vocabulary
e. Predictors: (Constant), author tone

The writers also found the contribution aspects Regression analysis

of reading comprehension and critical reading. Regression analysis by using stepwise method
Table 17 showed the result of regression analysis was applied to find out the contribution of critical
of each aspect of reading comprehension to thinking and critical reading to reading
critical reading using stepwise method. It showed comprehension, to find out the contribution of
that main idea, detail, inference, vocabulary and critical thinking concept and its aspects to reading
author tone had contribution from the seven comprehension, and to find out the contribution of
aspects of reading comprehension to critical critical reading and its aspects to reading
reading. The contribution was 95, 3% for main comprehension to English education student of
idea, 92,6% for detail, 98,3% for inference, 95,8% UIN Raden Fatah Palembang.
for vocabulary and 96,5% for author tone.

Table 18. The correlations among predictor variables (critical thinking and critical reading) and criterion
variable (reading comprehension)
Variable R R Square F Sig.
Predictor variable and criterion variable .844 .713 218.809 .000

The result showed that the correlation they can decide what to do or what to believe. It
coefficient between predictor variables total and was in accordance with what Ennis (2011) state
criterion variable total was .844 with significance that critical thinking was the ability to think
value was .000. it means that there was a clearly and rationally. It included the ability to
significant correlation between predictor engaged in reflective and independent thinking;
variables and criterion variable. Moreover, the the ability to decided what to did or what to
contribution of predictor variables (critical believed. Meanwhile, because of they were
thinking and critical reading) to criterion variable students of the higher education, it was easy to do
(reading comprehension) was 71,3%. Table 18 critical thinking. They have the greatest
presents the result of regression analysis among experiences to think critically. This was in
critical thinking and critical reading to reading accordance with Akyuz and Samsa (2009)
comprehension. claimed that taught students critical thinking skills
was the aim of higher education. They believe
Discussion that one of the greatest experiences for students in
The result of the tests showed that the fourth higher education was to think critically and to
semester students of UIN Raden Fatah Palembang challenge other students’ ideas with those of their
were in good level in terms of critical thinking. It own. Thinking skills were crucial for educated
can be seen from the table 2. They can think in persons and by these skills they could cope with a
clearly and rationally. They have a skill to rapidly changing world and deal with reality in a
engaged in reflective and independent thinking; reasonable and independent manner.

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The correlations among critical thinking skills, critical reading skills and reading comprehension

From the data distribution showed that related to reading comprehension. It was similar
students were in good level in terms of critical to the view that reasoning was an integral part of
reading. This finding was the same as the study reading. Critical thinking which involved
conducted by Dianti (2013) that the critical and reasoning, was the process the reader used to
analytical reading skills of the English Education determine which interpretations were consistent
Study Program Students of Sriwijaya University with textual evidence and background knowledge.
were at good level despite their high academic Furthermore, there is a connection between
achievement. This might happen because the critical thinking and reading comprehension.
students can comprehend what they were reading, Readers must have the inferential and reasoning
not only literal meaning but also implied skills to establish meaningful connections
meaning. It was in line with what Pirozzi (2003) between information in the text and relevant
state that a critical reading was as very-high level background knowledge. Central to these skills is
comprehension of written material requiring knowing what constitutes an inferential or
interpretation and evaluation skill and it also causal/logical relation and being able to recognize
entails using reference to go beyond what was or construct one when need in order to form a
stated explicitly, filling in informational gaps and coherent mental representation of the text (Broek
coming to logical conclusions. Moreover, critical & Kremer, 2000, pp. 11-12).
reading refers to a careful, active, reflective and There was a significant correlation between
analytic reading (Kurland, 2006). critical reading and reading comprehension. This
Moreover, the data distribution of reading finding was in accordance with what Cleveland
comprehension showed that most of the fourth State University (2017) mentioned that a critical
semester students of UIN Raden Fatah Palembang reading means that a reader applies certain
was in good level. It can be seen from the table processes, models, questions, and theories that
11. It could happen since they had already result in enchanced clarity and comprehension. In
completed their reading courses, so they have line with that, reading comprehension could be
enough knowledge and skills in reading utilized by a set of related concepts, such as:
comprehension questions. However, there was no critical thinking, prior knowledge, inference-
one in excellent level of reading comprehension. making, and meta-cognitive skills (Zabit, 2010).
This might happen due to many factors involving Besides, Shanahan (2006) supports that one of the
in comprehension. As stated by Baier (2005) that components that could influence the readers to
is reading comprehension is a skill that is critical read effectively was comprehension.
in the educational success of all individuals. Comprehension was the only reason for reading.
Without adequate reading comprehension skills, Without comprehension, it meant that someone
students could struggle in many subject areas. In just read for word calling exercise. By
addition, Hansen (2016) also stated that reading is comprehending the meaning of the text deeply,
often described as an interactive process, where someone could enrich their knowledge, skills, and
comprehension is a result of joint efforts from the experiences.
author and the reader. The author has to formulate Last, the answers to the three questions can be
the content so that it is interpretable, whereas the seen from the results of statistical analyses
reader must mobilize the skills and knowledge showing that there were significant correlations
needed to comprehend the text – a joint venture. among predictor variables (critical thinking and
However, the reader is the one most likely to spoil critical reading) and criterion variable (reading
the process; fail to understand, give in, and stop comprehension achievement). It can be concluded
reading. Hence, the reader is considered to be the that students’ critical thinking and critical reading
one most responsible for gaining comprehension. had effect on their reading comprehension. It
It might be that the students did not engage fully could happen since critical thinking becomes the
during the test, or they had low motivation to do starting point to involve in the way students gain
the test. Besides, their interest and ability in the information especially in a reading activity,
thinking critically also influences their and the critical reading helps the students process
achievement in reading comprehension. and connect their prior knowledge and the new
The correlation analysis between critical knowledge they get while reading. Critical
thinking and reading comprehension showed that reading ability was largely explainable through
there was a significant correlation. This finding fluent execution of critical thinking skills in that
was in accordance with what Commeyras (1990, reading and thinking were two interdependent
p. 201) stated that critical thinking is closely skills and the reading process could not take place

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ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 9, Issue 1, December 2020 https://journal.uniku.ac.id/index.php/ERJEE

without active use of thinking activities (Zin, Eng education: The teacher’s view. Thinking Skills
& Galea, 2014). Critical reading was related to and Creativity, 33.
critical thinking in that engaging critically in Broek, P. V. D., Kremer, K. E. (2000). The mind in
reading meant employing critical thinking skills action: What it means to comprehend during
reading. In B. M. Taylor & P. V. D. Broek
while reading. These included the analysis and
(Eds.), Reading for meaning: Fostering
inference skills. Reading critically differed from comprehension in the middle grades, Newark,
other forms of reading in that the reading act goes DE, 1-31.
beyond the literal meaning by questioning the Cleveland State University. (2017). Critical reading.
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evaluating what one reads i.e. it required higher (CAAP) critical thinking sample test questions
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