�Syntax Literate : Jurnal Ilmiah Indonesia
p�ISSN: 2541-0849
��e-ISSN : 2548-1398
Vol.
6, Special Issue No. 2, Desember 2021
�
CRITICAL READING FOR
SELF-CRITICAL WRITING
Ida Royani, Heni Arwida
IAIN Padangsidimpuan, Sumatera
Utara, Indonesia
Email: [email protected], [email protected]
Abstract
This study aims at exploring students� critical reading strategies
and explaining how their critical reading encounters critical writing. It is
due to students were lack of confidence in their ability to challenge the
arguments and evidence put forward by respected academics
author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended
questions through Google forms and analyzing corpus based on students� proposal
text. Then, it had been analyzed by using cyclical steps; reading, describing,
clarifying and interpreting. Based on the data, firstly, it has been revealed
that students� critical reading strategies mostly established are making
connections, contextualizing and making applications and identifying problems
and creating annotations. Students were rarely to challenge author�s
assumptions, translate ideas into visuals and evaluate arguments. Secondly,
their reading activity also reflected their critical reading, in other words,
students state their purpose of writing, define key terms, and manage
references on their work. Based on this, it can be figured out that students�
critical writing were relied on superficial argument
development and format-based writing which performed a shallow writing.
Keywords: academic
text, critical reading strategy, critical writing
Received:
2021-10-20; Accepted: 2021-11-05; Published: 2021-11-20
Introduction
One of the important skills for
students at the final step of graduation is writing academic text, an activity
to produce a writing for scholar recognition as the requirement to acquire
certain degree. It is also an ability in which involving together the human
accuracy to reach adequate resources and references to constructing the concept
of knowledge and a depth of interpretation to be written. So that, writing can
be established to compose arguments by a well-organized paragraph.
However, it could be unrealized
that, primarily, assembling any relevant studies, literatures, and reviews is
what actually processed far away before transferring ideas into paragraphs and
pages. At the beginning, searching notation which is usable to be cited and
paraphrased, a future author will select consciously what a matter of fact of
what is heading off to ideas development. Directing of writing purposes can
only be provided by offering a complexity of reading sources and comprehension
which in hence may offer a preview roadmap what should be inscribe down
concisely. As a result, sufficient references which have been read contribute
mostly to this initial sequence of writing academic text.
Concerning with this earlier step,
reading all about what should be written is a must. A future author has to be
equipped him/ herself to
gather tools in fabricating comprehension; including strategy. This is
necessarily essential since reading word by word will be time consuming and
less of comprehension and does not provide ability to describe higher order
thinking for analysis and valuing which are quite dominant aspects for
developing paragraph. In other words, critical reading for self- writing arises
forward. Strategy in critical reading offers satisfactory step-by-step reading
activity to overcoming precise comprehension for writing.
It is happening in which students�
academic writing occurs without passing the critical reading steps initially.
Writing activity is faced as a dichotomous skill which implies that opinion is
rearranged with a low reading boundary. Students are engaging to the text they
use for reviewing literature despite less of comprehension. Students may
unintentionally copy what they read and use some additional entries as the
reason they do not pasting the argument. As a result, plagiarism cannot be
avoided.
Critical Reading Strategies (CRSs)
helps the readers understanding how the authors develop their argument, so that
future author is assisted with building ideas clearly. Moreover, CRSs will
question a future author whether there is sufficient backing for the
generalizations which avoid him/her making sweeping generalization in the
writing which cannot justify to the reader. Also, CRSs is responsible to
identify the main claims the authors make in putting forward their argument
which in turns useful for future author to state the claims clearly for helping
the readers understand the argument. In other words, being critical reader
connects to a critical writer each other.
Students are also lack of
confidence in their ability to challenge the arguments and evidence put forward
by respected academics author. There is a frequent
difficulty in justifying why a certain opinion is worth holding and in coping
with challenging to their views. Many of students are unsure what is involved
in being critical but are unwilling to say so because they assume that they are
expected already know. These are some of views what actually occurs to the
individual future authors at the beginning step of reconstructing ideas to
their writing. In other words, it will have to be critical in reading from the
point where it is begun preparing to write an academic writing.
That is why, exploration to the
students� critical reading and how it is used by students to writing are
definitely essential. To have a clear direction, the present study states the
research questions as follows.
1.
What are the students� critical
reading strategies in writing academic text (thesis)?
2.
How do students use the critical
reading for their writing?
Literature Review
1.
Critical
Reading Strategies
Critical reading is the process of constructing meaning of the text that is emerged by thinking critically. It clarifies that reading is not only the activity to understand the given text initially but also it builds a meta-interaction between author and reader to involve together in the text by understanding clues and tone before extracting the meaning (Diman et al., 2020). In other words, critical reading states an idea that while reading ones has to arrive at the situation where author occurs in the text.
Critical reading is also defined as active, careful, reflective, and analytic reading activity as cited by Kurland, 2000 in (Munawaroh, 2013). It ensures that readers are active asking questions, looking for facts, and suspending judgment (Damaianti et al., 2017) and (Suzanne, 2016). Interaction between reader and author is involved mutually and reflecting understanding each other. As it is also stated that reading critically is an essential part of reading proficiency (Rohmah, 2018).
Another argument about reading critically is that critical reading is the highest level of reading comprehension (Femilia, 2018). Reading the concept of knowledge is enabling readers to react to the ideas throughout the text (Quang & Tran, 2017). It activates affective and intellectuality of readers to evaluate the author positions on the text that suits to the experience of readers. The more critical the readers towards the text, the more creative the readers to interpret the meaning of the authors.
Tendency to explore the students� critical reading was established by Arifin which revealed that there was significant differences in the critical reading skills between experimental and non-experimental students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the reading test. He argued that reading critically is crucial and important as this skill is powerful to affect the students� critical thinking, and hence for self-critical writing, (Arifin, 2020), (Par, 2018) and (Khonamri & Karimabadi, 2015)
Reading critically is also a marked activity which requires the
reader�s understanding beyond the common approaches to read (Sari et al., 2012).
It means that reading should depart to the position where readers depart to the
point s/he comes originally and interact to the text without absorbing purely
what presented in the text. Readers critically engage what actually the author
meant and interpreted by showing critical thinking to give value and judge (Nasrollahi et al., 2015).
Where the reading critically established is the place where critical thinking
is used towards the text read. That is why, critical thinking is crucial to the
learning process, cognitive development, and effective information seeking,
specifically in the reading text. Critical reading has a significant place in
the individual intellectual life, including reading skill.� (Aghajani & Gholamrezapour,
2019) and (Koray & �etinkılı�, 2020).
Kadir (2014) reveals that it is essential to teach the critical reading skill to students which in hope it will develop them to be critical thinkers. As it has recognized that being critical reader leads to be critical thinkers (Kadir et al., 2014). Never rejected that learners are quite important to sharpen their abilities to critically think whatever they receive whether it is text or discourse to listen.
Critical reading based on (Tomasek, 2009) is a stimuli to reach a reader interaction to the author in which it is useful to encourage the position of the readers with the text. He actually said that there are six prompts to be organized:
a. Identification
of problem or issue,
b. Making
connections,
c. Interpretation
of evidence,
d. Challenging
assumptions,
e. Making
applications, and
f. Taking
a different point-of-view.
Critical reading goes beyond basic understanding and requires more strategies (Amalia, 2016), such as:�
a. Understanding
an author's ideas even if they are not stated directly
b. Recognizing
patterns of organization in what you read
c. Using
a questioning technique before, during, and after you read
d. Prioritizing
an author's ideas
e. Translating
an author's ideas into visuals
f. Identifying
and evaluating an author's arguments
g. Creating
new ideas using an author's ideas
Additionally, the critical reading strategies in brief are also sequentially established by:
1. Annotate:
making note or marking the text, high light, underline
2. Preview:
screening the text, overview, and read overall to generalize
3. Contextualize:
making connections with existed ideas, activating background knowledge
4. Question:
delivering critical questions and finding out answer throughout the text
5. Evaluate
an Argument: judging, making decisions, valuing the ideas
6. Compare
and Contrast: figuring out similarities, and differences across arguments to
relevant works
The readers� response to the categories could be varied in many ways
and hence those are actively helping readers understand the printed text and
individually a frontier to confidently arouse a self-learning. This is actually
what critical reading proposing to be established, reading by thinking. While a
person reads throughout the text and follow the route provided, judging and
valuing, concluding and understand the intended meaning of the author�s
thought, there s/he is critically reading indeed.
2.
Critical
Reading for Self-Critical Writing
There is (Sari et al., 2012) who argued that having good reading will help the students have good writing. It seems to be un-dichotomous that reading will contribute to ability to write. The more critical the readers, the more critical the writer writes the text. That is why, critical reading has its counterpart in self-critical writing (Goodwyn & Stables, 2012). The following table shows their links together.
Table 1
�Critical
reading links to critical writing
|
As a critical reader of the literature |
As a self-critical writer of academic text |
|
-
Consider the authors� purpose in writing
the account. -
Examine the structure of the account to
help you understand how the authors develop their argument. -
Seek to identify the main claims the
authors make in putting forward their argument. -
Adopt to skeptical stance towards the
authors� claims, checking whether they support convincingly what they assert -
Question whether the authors have
sufficient backing for the generalizations they make. -
Check what the authors mean by key terms
in the account and whether they use these terms consistently. -
Consider whether and how any values
guiding the author�s work may affect what they claim. -
Distinguish between� respecting the authors as people and being
skeptical about what they read. -
Keep an open mind, retaining a conditional
willingness to be convinced. -
Check that everything the authors have
written is relevant to their purpose in writing the account and the argument
they develop. -
Expect to be given the information that
is needed for you to be in a position to check any other literature sources
to which the authors refer. |
-
State your purpose in what you write to
make it clear to your readers. -
Create a logical structure for your
account that assists you with developing your argument, and make it clear to
your readers. -
State your own main claims clearly to
help your readers understand your argument. -
Assume what your readers adopt a
skeptical stance to your work, so you must convince them by supporting your
claims as far as possible. -
Avoid make sweeping generalization in
your writing which you cannot justify to your readers. -
Define the key terms you employ in your
account so that your readers are clear what you mean, and use these terms
consistently. -
Make explicit any values that guide what
you write. -
Avoid attacking authors as people but are
skeptical about what they write. -
Assume that your readers are open-minded
about your work and are willing to be convinced if you can adequately support
your claims -
Sustain your focus throughout your
account, and avoid irrelevancies and digressions in what you write. -
Ensure that your referencing in the text
and the reference list is complete and accurate so that your readers are in a
position to check your sources. |
Methodology
The present study used
qualitative design to gain the answers of research questions. Qualitative
research design is useful to describe and answer questions about particular,
localized occurrence or context and the perspective of participant group toward
events, beliefs and practices (Gay et al., 2012). The participants are the 24
students who are ongoing to write a thesis at the final semester and who are
engaging and involving more frequently to the literatures which are
accomplished on the thesis writing. They are selected by purposively convenience
sampling strategy.
The data were collected using
questionnaire developed by theories provided on the literature. There were
lists of questions to be responded by participants. Questions are open and
closed- ended which are constructed by confirming to the theories used in the
study of critical reading for self- critical writing and responses are recorded
in the Google form nearly. Then, students� critical writing corpus was caught
by their proposal text that that been examined.
The steps for analyzing
qualitative data are processed cyclically. The analysis requires four iterative
steps: reading/ memoing, describing, classifying and interpreting. Typically,
the process of analysis focuses on (1) becoming familiar with the data and
identifying main themes in it (reading/ memoing), (2) examining the data in
depth to provide detailed descriptions of the setting, participants, and
activities (describing), (3) categorizing and coding pieces of data and
physically grouping them into themes (classifying), (4) interpreting and
synthesizing the organized data into general conclusions or understanding
(interpreting).
Discussion
1.
Students� Critical Reading Strategies
Based on the data, students
are describing their critical reading strategies by following the steps as in
the following.
Identification of problem or issue
Students were asked on the
identification of problem or issue by clarifying the authors� purpose of
writing. Based on the data, there had been revealed that most of students were
confirmed that they identified the author�s aim on the book they cited.
Students are generally established identifying the problems that being
accounted for. However, students cannot clarify those purposes correctly. They
just claimed that the purpose of writing is the overview of the book focuses
and it leads to assume that was it, author�s purpose of writing. They cannot
recognize who the problem related to, what complexities of it and sources of
the issue addressed as activities to identifying issues. Yet, it implies that
students realized awareness of doing a starting point of critical reading even
only a little of them appropriately find accurate author�s purposes.
Making connections
Students were asked about
their built connections to the text they read. Students are completely linking
their previous knowledge with the argument provided on the text. It is assumed
that when they are writing their proposals, they are beholden to perform
literature they expected to be useful for analysis. That is why, all the
respondents are delivering initial questions to lead them reading through the
text.
Interpretation of evidence
Students were asked about
their interpretation of the text they read. Only a few of them did not use this
activity. They stated that author�s ideas and opinions on the text had been
read without interpreting any relevant facts for their belief approval.
Meanwhile, most of them convinced that they figured out what evidence and facts
delivered on the text as they used for their writing. Even if this activity was
done not in complexity, demonstrating how critical students to think of fact on
text is accepted to be appreciated.
Challenging assumptions
Students were questioned about
their way of challenging assumptions. Students were confirmed that they have
limited manner to encounter conventions on the text while reading. Most of
students thought about their need of facts to be written and not focus to get
exciting considering more about what author�s ideas. Observing facts and
evidence as the source for writing is what actually students bear in mind while
reading a text. Focusing on what suitable information to fill the gap of what
their interest to write is being more essential than that of challenging
assumptions of the text.
Making applications
Students were required to answer
how the text will be practical to their mind by relating ideas which have
previously been conceptualized before. Almost all of students argued that they
synchronized their reading text to response what they have known. This activity
offers students an opportunity to understand faster since they reacted what was
in their mind. That is why, students can value the reading text to be useful to
what they need as a source for their writing.
Taking a different point-of-view
Students were needed to
response to the text they read by taking a different point of view. They
answered that different point of view is a manner of adding evidence to the
fact that they are looking for. Distinguishing various opinions to be
interpreted is established by assigning relevant opinion as a media for
comparisons.
Overall, students used
critical reading strategies proposed by Tomasek (2009) with
average proportion. Based on the six strategies, most of the prompts are equal
to appear when they are reading and only one strategy was used limitedly.
According to the most of students, they were identifying the problem or issue,
making connections, interpreting evidence, making applications and taking a
different point of view. Unfortunately, a few of students were challenging the
assumption. The following chart demonstrates the used strategies.
Figure 1
Students� Critical Reading Strategies 1
Moreover, students� critical
reading strategies were also considered by looking at the following chart.
There were seven strategies proposed by Amalia (2016) which
also responded by students. Overall, students were using critical reading
strategies; namely understanding the author's ideas even if they are not stated
directly, recognizing patterns of organization in what they read, using a
questioning technique before, during, and after they read, prioritizing the
author's ideas, identifying and evaluating an author's arguments and creating
new ideas using an author's ideas. A small activity was conducted by students
was translating the author's ideas into visuals.
Figure 2
Students� Critical Reading Strategies 2
�� Technically, critical reading strategies that can be established
by following the sequential steps used by students proposed by Amalia (2016). The
following chart demonstrates the proportion of the critical reading strategies
conducted by students overall.
Figure 3
Sequential Critical Reading Strategies
Annotate
�� Students were convinced that they used annotation while they
reading. Such activity can be underline key words, important information,
highlight, note taking and so forth. By this way, students are quicker finding
important arguments.
Preview
�� Students stated that they review the content of the book
previously before jumping to the information they need. By looking at the
cover, table of content and subheadings, students can immediately find what
they are searching for.
Contextualize
�� Students responded that they have ensured the book authors they
have to read were eligible to them and valuable to support what they need to
find. Biography is essential to notice that the authors are ideals to refer.
Most of the books they read are written by who were familiar with them during
their learning process before and books had been advised by lecturers.
Question
Students initially read the
text by delivering questions to lead them reading faster and quicker. Finding arguments
and ideas is originated from the question, �What arguments are my concerns and
am I looking for?� Most of respondents were unconsciously delivering questions,
yet they aware of the questions they need to find the answer through the text.
Evaluate an Argument
Students stated that they
appraised the authors� arguments. However, by deeper elicitation to the
response, it was found that students cannot examine the authors� idea which
makes their understanding on the text becoming accepting anything that authors
have written. It can be described by having less of analysis on the claims and
support that provided by authors on their account. The students cannot find any
supports such as assumptions to impact their understanding on the text. Students
are lack of tendency to look for authors� point of views. Unfortunately, even
if they convinced they evaluated the author�s argument, indeed students were
not examining the authors� opinions and thoughts.
Compare and Contrast
�� Students indicated that they compare and contrast the opinions
they read to other relevant arguments. They explored related studies to seek
similarities and differences among the ideas throughout the text, as a result
students understand text better.
In general view on the use of
critical reading strategies conducted by students, there are making connection,
contextualizing and making application frequently contribute to them mostly
while they are reading. Subsequently, students used annotation and
identification of problem to start their reading. Continuously, students are
understanding the ideas, contrasting and comparing, interpreting evidence,
taking different point of view, creating new ideas, recognizing pattern of
organization, questioning, previewing and evaluate the arguments. Last of all,
students are rarely to conduct challenging arguments and translating ideas into
visuals. The following figure presents the number of respondents using those
critical reading strategies.
Number of Respondents Using Strategies
�
Indication of critical reader for critical writer
Based on Goodwyn and Stable (2012), as a critical reader of the literature, students are indicated by critically judge the work of writing as seen in the following table.
Table 2
�Students� Responses on the Critical Reader
Indicators
|
No |
Critical Reader Indicators |
Responses |
Students� responses |
|
1 |
Considering the purpose of writer |
V |
Students considered the author�s purposes and had explanation to it. |
|
2 |
Examining the structure of the writing to develop argument |
X |
Students had no specific explanation on how the arguments were developed |
|
3 |
Identifying the authors� main claims |
X |
Students did not find the main claim od the writer |
|
4 |
Adopting skeptical stance |
X |
Students dominantly believed in what writer argued. |
|
5 |
Questioning on sufficient backing claims |
X |
Students did not ask for supporting backing claims for generalization |
|
6 |
Checking the key terms and consistency |
V |
Students stated that key terms were defined accurately and those had been used consistently |
|
7 |
Making explicit values that affect the
claim |
V |
Students understood the values guiding the authors� writing that influence the claims |
|
8 |
Respecting between the authors as people
and about skeptical |
V |
Students distinguished between the author as people and being skeptical about argument |
|
9 |
Checking relevancies of the purpose to the
argument development |
V |
Students were open-minded and stated that arguments were relevance with other sources/ works. Yet, argumentation that was developed by authors cannot be identified by students |
|
10 |
Expecting given reference completely |
V |
Students expected to be provided by complete references list and any other literature sources |
Based on the data, students
indicated to be critical readers for several points which discovered students
cannot be classified as critical reader completely while they are writing their
thesis. Most of students did not know the main claim of the book writer they
referred and hard to explain how the authors developed the argumentation.
Moreover, students without thinking critically, received entirely what authors
wrote and believed in it. So that, asking for supporting backing claims was not
emerged.
However, students were dominantly indicating themselves to be critical readers. They identified the purposes of authors� writing, checked for defined key terms, understood the values of authors� writing, respected author as people and been skeptical, open minded to clarify supporting claims, and expected to have a list of references. Inclusively, students were critical in reading their book reference while writing their final academic manuscript although there had been absence of other indications.�
2.
Use of Critical reading for Students�
Self-Critical Writing
Based on the students� responses
on the critical reader indicators, students are expected to be critical
writers. Students� work on writing academic text should be described as clear
as possible to be observed their critical writing. To be critical writer,
students should be noticed the following standards led by the critical reading
marking points. Since it has been convinced that it is a way of linking
together a critical approach on students� reading with their self-critical
approach to their writing.
Stating purpose
Students were stating their
writing purpose on their writing since the outline format of the thesis writing
required of the research objectives. Most of the students were clearly
directing the purpose to answer the research questions. None of them intentionally
forgot to determine the intended aim on their works. Therefore, identifying the
focus as their core issues should be certainly found in their writing.
Creating logical structure to develop argument
Developing argument with a
logical structure can be revealed by understanding critically to the reference
students cited. This logic should be examined and subsequently led students to
assemble opinions which brings about to a clear explanation to the readers.
Based on the students proposal account, students were found generally to offer
ideas and theories related to their issues. Proposal chapter has been assumed
to sufficiently position the ideas which were reviewed orderly according the
important theory to be discussed. Advisory of the literature appropriateness
selection should be appreciated which are highly contributive.
Stating main claims
Topic of the research should
be stated as the main claims. Students are required to clarify what claims are
delivered to ensure readers what assumptions and ideas that help encountered
the research later. Students were using �Background of the problem� section to
convey the envisioned assertions. They used to obey the rule of paragraph
organization i.e. inductive or deductive to overview a researchable problem.
Investigating how the claims were navigated cannot be seen on the students
account despite main claim statement have been revealed.
Providing supporting claims
Students have to be confident
to their ability convincing their claim to their readers as researcher is the
place they rely on their accounts. Being in doubt on the theories had made
students provided supporting claims to their writing based on their
experiences, observation or preliminary study. These ways have in turn arranged
for backing the main claims for it exposed more detail to the field of the
research focus.
Avoiding sweeping generalization
Research language is logic and
reflecting thoughts. Students were responsible to assure their readers to
escape emerging a sweeping generalization. It is what academic writing should
concern with. Based on the students� works, getting away from this activity
could be recognized by making sufficient backing for generalization when
clarifying claims they had observed as phenomena. Giving a flow of writing currently
on their writing could be seen surficial, yet an effort to avoid reader�s
overthinking can be accepted.
Defining key terms and using them consistently
Terminologies were defined
strongly and used consistently. Research proposal format also marginalizes the
key terms to be explained clearly as like those are meant by researcher.
Students employed the terms where it should be stated and when it should be
appeared. What means by key terms at the beginning of their uses, it is also
the meaning of the terms entire the works. Consistently on the use of key terms
was revealed in a whole students� proposals.
Sustaining focus
Claims are topic that research
focuses on. Based on the students� works, the focus have been identified
nourishing from the beginning to the last session. This reflects understanding
that supporting backup have been demonstrated and students were being assisted
through their account of writing. Conclusive ideas are willing to guarantee the
focus to be on the right track surely.
Completing the reference list
Reference list should be accurate and complete with the text students referencing. Most of the students were using digital application to manage the reference list and citation. There is no doubt to clearly find that students have thoroughly listed resources they applied. A clear presentation of the students� critical writing on their proposals can be seen in the following table.
Table 3
Critical Writing on the
Students� Works
|
No. |
Criteria |
Students� work |
|
1. |
Stating purpose |
Clear statement of purposes |
|
2. |
Creating logical structure to develop argument |
Logic organization based on title, but less of use to argument development |
|
3. |
Stating main claims |
Clarification of the problem and issue |
|
4. |
Providing supporting claims |
Phenomena, experience, observation, preliminary study |
|
5. |
Avoiding sweeping generalization |
Describing phenomena, but superficial |
|
6. |
Defining key terms and using them consistently |
Definitions occur and found repeatedly |
|
7. |
Sustaining focus |
One focus is all the work concerns |
|
8. |
Completing the reference list |
Reference manager and citation (Zotero and Mendeley) |
Conclusion
Students� critical reading strategies dominantly used making connections and contextualization and making applications, identification of problems or issues and annotation. Students argued that they synchronized their reading text to response what they have known about the text, activating their prior knowledge on the text and subsequently understanding the text problems or issues to be claimed. To support their activities, students are likely to give annotations on what they read by highlighting, heading, underline, and so forth to differentiate what they need from what they should be less to focus.
By clarifying the way students criticized the text they used on
their academic writing, students were also in condition to be a critical writers. It is worthwhile because their future
writing will be declaimed by other people relevant to their works. According to
this point of view, students committed that they state their problems clearly
by emphasize their experience, pre-observation, and explaining phenomena.
Students were also defining key terms obviously and consistently used, managing
references and arguing purposes of writing. Those were conducted by keeping up
academic writing format which explicitly accompanying writer to write based on
order. However, to those things which are implicitly established, such as
developing arguments, values, generalization manner, structure of opinions were
presented faintly vague and uncertain to confirm. This condition also linked to
students� critical reading ways where they did not reveal any author�s logical
structure of arguments, organization of claims and being trusted with the
stance of claims. Therefore, students� critical reading strategies also
reflected to their critical writing.
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