The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking In Writing

Abstract

The present study attempts to describe whether or not and to what extent Collaborative Learning can enhance the college students’ critical thinking in writing, and identify the class climate when Collaborative Learning is implemented. The data of the research were obtained using several techniques including interview, observation, document, and test. The qualitative data were analyzed by using Constant Comparative Method, while the quantitative data were obtained by finding out the mean score of the two raters. The finding of the research showed that the implementation of Collaborative Learning enhanced: (1) students’ critical thinking including: (a) providing appropiate arguments; (b) expressing proper evidence to support their arguments;(c)give alternative point of view; (d)drawing clear conclusion. The enhancement of the students’ scores could be proved that the mean score of the pre-test was 50.46; the post-test 1 was 71.15; and the post-test 2 was 81.67. Twenty six students from 35 students had fulfilled the criteria of passing grade which was 75 in post test 2; and (2) enhanced the class climate including: (a) students’ attention to the teaching and learning process was getting better; (b) students got more alive condition; (c) the students’ responsibility increased; (d) the students’ self confidence and ability to express themselves improved. Considering the inspiring result of this research, it is recommended that English lecturers are able to use this research for: guiding the students to explore their critical thinking through Collaborative Learning; and being creative to make the class climate interesting by implementing Collaborative Learning