INFLUENCE OF COLLABORATIVE STRATEGY READING (CSR)

TOWARDS STUDENTS’ CRITICAL THINKING IN TEACHING

READING

AT MADANI SUPER CAMP

THESIS PROPOSAL

KURNIATIN HASANAH

14.411.205

MATARAM INSTITUTE OF TEACHING TRAININGAND

EDUCATION FACULTY OF LANGAUGE AND ART EDUCATION

ENGLISH DEPARTEMENT
2017

1
 APPROVAL

This thesis proposal entitled: INFLUENCE OF COLLABORATIVE

STRATEGY READING (CSR) TOWARDS STUDENTS’ CRITICAL

THINKING IN TEACHING READING AT MADANI SUPER CAMP IN

ACADEMIC YEAR 2017/2018

Has been approved to be developed into thesis

Mataram, ……. 2017

First Consultant, Second Consultant,

Fathurrahman Imran, M.Pd.B.I KasyfurRahman, M.Pd

NIDN: 0813038502 NIDN: 0828128601

Approved on: 2017

Acknowledged by,
Dean of Faculty of Language and Art Education
M u l i ani, M.Pd
NIK: 0824048201

2
 ACKNOWLEDGMENT

Firstly,the researcher would like to express the greatest gratitude to Allah

SWT for the blessing, merciful and strength so that the researcher has the

opportunities and full strength in completing this thesis proposal entitled

“Influence of Collaborative Strategy Reading (CSR) towards students’ critical

thinking in teaching Reading at Madani Super Camp in academic year 2017/2018,

and my salutation to the prophet Muhammad peace be upon him, who has guided

us from the darkness to the lightness.

Secondly,the researcher thanks to my first consultant Mr.Fathurrahman

Imran, M.Pd.B.I and second consultant Mr. KasyfurRahman, M.pd. motivation,

and helping during writing this thesis proposal

And the last, the researcher expresses his thanks fulness to his beloved

parents. They make the researcher strong with their support and love and all of my

classmates.

The researchers realize the content of this thesis proposal is still imperfect.

Therefore, for the perfectness of this thesis proposal the researcher welcome to the

objective criticism and suggestion for the improvement of this thesis proposal.

Finally, the researcher hopes that this thesis proposal will be useful not only for

the researcher but also for the readers.

Mataram 7 June 2017

Researcher

3
 TABLE OF CONTENTS

COVER

APPROVAL.............................................................................................................ii

ACKNOWLEDGMENT........................................................................................iii

CHAPTER I.............................................................................................................1

A. Background of the Study...............................................................................1

B. Statement of the Problems............................................................................2

C. Purpose of the Study.....................................................................................3

D. Scope of the Study........................................................................................3

E. Significances of the Study.............................................................................3

1. The Theoretical Significances...................................................................3

2. The Practical Significances.......................................................................3

F. Definition of the Key Terms.........................................................................4

CHAPTER II............................................................................................................5

A. Theoretical Review.......................................................................................5

1. Reading......................................................................................................5

2. Critical Thinking.......................................................................................7

3. Collaborative Strategy Reading (CSR).....................................................9

B. Previous of The Study.................................................................................13

C. Theoretical Framework...............................................................................17

D. Hypothesis...................................................................................................18

CHAPTER III........................................................................................................20

A. Research Design..........................................................................................20

B. The Population and Sample........................................................................21

1. Population................................................................................................21

4
 2. Sample.....................................................................................................22

C. The Instrument of the Data.........................................................................23

1. Reading Test............................................................................................23

2. Questionnaire...........................................................................................23

D. Techniques of Data Collection....................................................................24

1. Pre-test.....................................................................................................24

2. Post-test...................................................................................................24

3. Questionnaire...........................................................................................24

E. Techniques of the Data Analysis.................................................................24

1. Descriptive Statistics...............................................................................24

2. Inferential Statistics.................................................................................27

REFERENCES.......................................................................................................30

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 LIST OF TABLES

Table 0.1 Similarities and Differences of Previous Study………………… 14

Table 0.2 Scheme of the Research………………………………………….. 21

Table 0.3 Total Population…………………………………………………. 22

Table 0.4 Person Product Moment………………………………………… 29

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 LIST OF APPENDICES

Appendix 1. Questionnaire of Critical Thinking…………………………...34

Appendix 2. RPP Experimental Group..........................................................37

Appendix 3. RPP Control Group....................................................................41

Appendix 4. Blueprint Reading………………………………………...45

Appendix 5. Instrument of Experimental…………………………………...47

Appendix 6.Instrument of Control…………………………………………..

7
 CHAPTER I
INTRODUCTION

A. Background of the Study

Reading is very important because by reading people can understand the

information sent or read from the printed pages. Reading offers a productive

approach to improve vocabulary and word power.. Reading helps in mental

development and it is and activity that involves greater levels of concentration

and adds to the conversational skills of the readers.Johson(2008: 3) reading is

the practice of using text to create meaning.

One of the way to improve reading skill in teaching and learning

process, the students must be can critical thinking because Critical thinking is

the art of analyzing and evaluating thinking with a view to improving their

knowledge Paul and Elder (2007: 4). Critical thinking is very important for

teaching and learning process especially in teaching reading because in

teaching reading the students must be able the determine main idea of the text,

inference and information in the text. In addition critical thinking can help the

students’ for reading mastering.

When the researcher conducted an observation at Madani Super Camp.

The researcher found some problems such as the students have low reading

skill, they difficulty to determine main idea and information of the text and

can not to critical thinking, it is cause by the English teacher because the

English teacher only used Task-Base-Learning model as a conventional

method in teaching reading. Finally the students have problem in reading skill

1
and critical thinking especially to find out main idea and information of the

text. In addition, there are some difficulties by students in learning reading at

Madani Super Camp such as difficulties in comprehension reading text,

especially related to the understanding of general idea of the text.

Based on the problem above one of the ways to encourage the students’

critical thinking in teaching reading is through the Collaborative Strategy

Reading (CSR), why the researcher choose Collaborative Strategy Reading

(CSR) as solution in teaching reading because by using Collaborative Strategy

reading (CSR) gives some benefits to helps the students to improve reading

ability. In addition, by using Collaborative Strategy Reading (CSR) the

researcher hopes the students will more critical thinking in teaching and

learning process especially to understanding main idea of the text and can help

the students to mastering reading skill in teaching reading.

Based on the statement above the researcher motivated to conduct a

research a title “The Influence of Collaborative Strategic Reading (CSR)

toward Students’ Critical Thinking in Teaching Reading at Madani Super

Camp.

B. Statement of the Problems

Based on the statement above the researcher want to find out:

1. Is there any effect of Collaborative Strategy Reading (CSR) towards

students’ critical thinking in teaching reading at Madani Super Camp?

2. Is there any correlation between critical thinking and reading?

2
C. Purpose of the Study
Based on the statement of the problem above, the purpose of this study

is to find out :

1. To find out the effect of Collaborative Strategy Reading (CSR) towards

students’ critical thinking in teaching reading at Madani Super Camp.

2. To find out correlation between critical thinking and reading.

D. Scope of the Study

In order to avoid misunderstanding in interpreting the problem, the

writer makes the scope of the study. In this paper, the writer limits the problem

on the influence of Collaborative Strategy Reading (CSR) towards students’

critical thinking in teaching reading at Madani Super Camp.

E. Significances of the Study

The result of this research is expected to give theoretical and practical

significances as follows:

1. The Theoretical Significances

The result of this research is expected become contribution and

additional references for the school and for the next researcher.

2. The Practical Significances

The result of this research can be used by Teacher, Students and

School. For the teachers the result of this research is expected very useful

for all english teacher in teaching vocabulry, while the students that is to

input for the students to be able for mastering their vocabulary particularly

3
 in English vocabulary, and for the school the result of this is expected to be

additional references for the school.

F. Definition of the Key Terms

1. Reading

Reading is very important because by reading people can

understand the information sent or read from the printed pages. Reading

offers a productive approach to improve vocabulary and word power.

Reading helps in mental development and it is and activity that involves

greater levels of concentration and adds to the conversational skills of the

readers. “Reading provides detailed information on reading, home reading,

reading comprehension and more.

2. Critical Thinking

Critical Thinking is a process in the same direction and clearly that

used in the activity of the mental such as solve the problem, take a

decision, persuade, analyze assumptions and conduct scientific research. In

addition critical thinking is the art of analyzing and evaluating thinking

with a view to improving their knowledge.

3. Collaborative Strategy Reading (CSR)

Collaborative Strategy Reading (CSR) is supposed to be an

interesting alternative technique that will help the students to organize

their ideas of a text so that they can comprehend the text easily.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Reading
a. Definition of Reading

According to Moreillon in Imran (2007: 10) reading is an

active process that requires a great deal of practice and skill. It is a

complex task. In order to be readers, learners must take their ability to

pronounce words and to “read” pictures and then make the words and

images mean something. Based on Johson(2008: 3) reading is the

practice of using text to create meaning. While Johson in Imran (2008:

54) readingis a complex interaction between the text and the reader

which is shaped by the reader’s prior knowledge, experiences, attitude,

and language community which is culturally and socially situated.

Based on the explanation above can conclude that reading is a process

learning to pronounce words or interaction between the text and the

reader which is culturally and socially situated.

b. Indicators of Reading

According to Chesla in Imran (2002: 62) there are nine

indicators of reading those will be explained as follow:

1. Main idea.

The most important component in written text is main idea or

general statement. Write often put the main idea in the beginning,

middle, and in the end of the text. Main idea gathered all of the

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 ideas in paragraph. Here, reader is required to be able to find the

main idea

2. Vocabulary

Vocabulary refers to lexical items appear in the text. In

reading test, test taker often asked to determine the meaning of a

word.

3. Specific fact or detail.

Specific fact or detail information refers to the reader

ability of finding the detail information given in the text. The detail

information is the supporting idea which provides author’s evidence

of the main idea.

4. Exceptions.

Exception refers to question about what is not mention in

the text. This question aims to test the reader whether they really

understand the text or not.

5. Location of information.

Author often organize their idea or specific information in

different way in a paragraph. Here the reader has to locate the

specific information given by the author such as Chronological

order (time), order of importance, comparison and contrast, cause

and effect.

6. Inferences.

It is important for readers to make their own perception of

the text they read. Author rarely write the explicit information in the

6
 main idea or the general statement therefore the reader ought to

have good ability in inferring text.

7. References.

Author often use specific vocabulary as reference for

particular sentence means. Reference often causes confusion for

reader while refer a word to specific term.

8. Paraphrased sentences (Computer-based test only).

First readers read the paragraph and think about what it

means while reading. Then readers ask themselves to identify the

main idea of the paragraph. Finally readers put the main idea and

supporting details into their own words.

9. Sentence insertion (computer-based test only)

In this stage readers allowed to put a sentence in paragraph

and make it into well-organized paragraph.

2. Critical Thinking
a. Definition of Critical Thinking

Critical thinking is the art of analyzing and evaluating thinking

with a view to it. Critical thinking presupposes knowledge of the most

basic structures in thinking (the elements of thought) and the most

basic intellectual standards for thinking (universal intellectual

standards). The key to the creative side of critical thinking (the actual

improving of thought) is in restructuring thinking as a result of

analyzing and effectively assessing it. (Paul and Elder, 2007: 6), while,

Stella Cottrell (2005: 1) state that Critical thinking is a cognitive

7
 activity, associated with using the mind. Learning to think in critically

analytical and evaluative ways means using mental processes such as

attention, categorization, selection, and judgment. Based on the

definition above critical thinking is a process that clear that used for

analyzing and evaluation thinking such as in a cognitive activity,

associated with using the mind and learning to think critically.

b. Indicators of Critical Thinking

According to Paul and Elder (2005: 152) there are four

indicator of critical thinking:

1. Over-Focused Reading

The reading is too slow, focusing excessively on individual

words and sections of the text. Although close reading is a

necessary part of critical reading, it is also important to interpret

specific details in the wider context of the argument and the

theoretical perspective.

2. Insufficient Focus

The reading is too superficial taking in the big picture but

lacking a sense of how the main theories and arguments are

supported by specific details and evidence.

3. Insufficient Attention to the Exact Wording

Missing out essential words such as ‘not’, or not

following the exact sequence closely.

4. Failing to draw out correctly the implications of what is stated.

8
3. Collaborative Strategy Reading (CSR)
a. Definition of Collaborative Strategy Reading (CSR)

Collaborative Strategy Reading (CSR) was found and

developed by Klinger and Vaughn (1998: 32). It means that

Collaborative Strategy Reading (CSR) is a technique that can improve

students reading comprehension, increase their vocabulary, and also

enhanced cooperative skill during reading activity.

Meanwhile Bremer et al (2002: 1). State that Collaborative

Strategy Reading (CSR) is a reading comprehension practice that

combines two instructional elements: (a) modified reciprocal teaching,

and (b) cooperative learning or students pairing. In this statement,

reciprocal teaching means teacher and students are working together in

summarizing, questioning, clarifying, and predicting the reading

materials.

Initially, the present the strategies to the whole class using

modeling, roleplaying, and teacher think-aloud. The concept of this

strategy is engaging students to work in small cooperative group sand

applying four reading strategies: Preview, Click and Clunk (fix-it

strategies). Get the Gist (main idea), and Wrap up (summarizing and

questioning strategies).

b. Procedures of Collaborative Strategy Reading (CSR)

Collaborative Strategy Reading (CSR) can be implemented in

two phases: (1) teaching the strategies, and (2) cooperative learning

group activity or student pairing Klingner and S. Vaughn (1998: 33).

1. Teaching the Strategies

9
 In this phase, students learn four strategies: preview, click

and clunk, get the gist, and wrap up. Preview is used only before

reading the entire text for the lesson. meanwhile, wrap-up is used

only after reading the entire the text for the lesson. The other two

strategies, click and clunk and get the gist, are used many times

while reading the text, after each paragraph or two.

According to Klingner and Vaughn (2000: 73) describe the

fours strategies a follows:

a.Preview (before reading)

Preview is used only before reading. The goals of

previewing are, introduction the text to students, activating

their background knowledge, and helping them to make

prediction about the text. Preview tries to motivate students and

engage them in active reading. The question used in this stage

include, brainstorming and making prediction.

b. Click and Clunk (during reading)

Click and clunk is strategy that teacher students to

monitor their understanding during reading, and to use fix-up

strategies what they realize their failure to understand text.

c. Get the Gist (during reading)

Get the gist is the strategy to help the students identify

main ideas during reading.

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 d. Wrap up (after reading)

Wrap up is a strategy that teaches students to generate

question and to review important ideas in the text they have

read. Wrap up consist of two activity : (a) Generating question

and (b) reviewing.

During collaborative Strategy Reading (CSR), students

are divided into small group consists of 4-6 students each

group, and perform a different role in this technique, role is an

important aspect of Collaborative Strategy Reading (CSR)

because cooperative learning seems to work best when all

group members have been assigned in a meaningful task. Thus,

students are assigned role in Collaborative Strategy Reading

(CSR) lessons that they must fulfill together.

2. Cooperative Learning Group Roles

Bremer et al (p. 4) describe the procedures for using in

group as follows:

1. Set the Stage

First, the teacher assigns students to groups. Each group

should include about four students of varying ability. Then, the

teacher assigns role to students. Roles should rotate on a

regular basis so that students can experience variety of roles.

Possible roles include a leader, a chunk expert, a gist expert, an

announcer, an encourager, and a timekeeper.

11
2. Materials

The following materials may be helpful as a teacher

assist students to use CSR and cooperative learning techniques.

a. Reading Material

When selecting reading material for CSR the

following factor are recommended for consideration:

1) Providing clues that help students predict what they will

be learning

2) Having one main idea in a paragraph

3) Providing context that helps students connect

information

b. Clunk Cards

Each of the four clunk cards contain one fix-up

strategy. Fix-up strategy included in the clunk cards are:

1) Reread the sentence with the clunk and looks for key

ideas to help you figure out the word- think about what

makes sense

2) Reread the sentence before and after the clunk looking

for clues.

3) Look for a prefix or suffix in the word that might help.

4) Break the word apart and look for smaller words that

you know.

12
 c. Cue Cards

Cue cards outline the procedure to be followed in a

cooperative learning group. They remind students of each

step of CSR for each role. Each role comes with a

corresponding cue card that explains the steps to be

followed to fulfill that role.

d. Learning Log

CSR learning logs serve two roles : (a) written

documentation of learning, assuring the individual

accountability that facilities cooperative learning, and (b)

study guides for students.

e. Timer (optional)

Timers that students set by themselves can help

group to remain on task.

f. Score Card (optional)

The scorekeeper in a group follows a cue card to

find out when to award points, and records these points on a

score card.

B. Previous of The Study

The researcher needs to explain of similarities and differences of

previous study. Those are similarities and difference following below:

13
 Table 0.1
Similarities and Differences of Previous Study
No Title Similarities Differences
1. The Influence of 1. This research 1. In this research

Collaborative Strategy used the same focused on

Reading (CSR) technique method students’

on students’ achievement “Collaborative achievement in

in reading Strategy reading

comprehension of Reading comprehension

narrative text at SMA (CSR)”. . Narrative text

2. Used the same 2. The population
PGRI 109 Kota
of experimental of this research
Tangerang.
research is 2 second
3. Has
grade.
samereading

skill
4. Used the same

sample random

sampling
5. Used the same

Quasi-

Experimental

14
 2. Influence of 1. Used the same 1. In this

Collaborative Strategy variable research

Reading (CSR) towards “influence focused

students’ critical thinking Collaborative towards

in teaching reading at Strategy students

Madani Super Camp. Reading critical

(CSR). thinking in
2. Used the same
teaching
experimental
reading
research. 2. The
3. Used the same
population
reading skill.
4. Used the same of this

Quasi- research is

Experimental. 3 classes.

5. Used the same

sample random

sampling

The researcher found the previous study by Anike Rosalina,

109014000113. “The Influence of Collaborative Strategy Reading (CSR)

Technique on Student’ Achievement Study on the Implementation of CSR at

SMA PGRI 109 Tangerang)”. Thesis Skripsi, Department of English

Education, Faculty of Tabiyah and Teachers Training, SyarifHidayatullah

Stated Islamic University.

15
 This study was aimed to know the empirical evidence of the influence

in using Collaborative Strategy Reading (CSR) technique on students’

achievement in reading comprehension of narrative text. Therefore, it was

intended to get reliable information whether there was a significant difference

in the students’ reading comprehension between the experimental class and

control class. The research method used in this research was a quesi-

experimental study. The sample was taken from the second grade students of

SMA PGRI 109 KotaTangerang by using simple random sampling. The

experimental class was taught by using CSR while the control class was taught

without using CSR.

Before giving the treatment, the students from both classes were given

a pre-test to know what extent their ability in reading narrative text. At the end

of the treatment, the students were given a post-test. The test used as the

primary instrument were consisting of 20 multiple choice question. The final

mean scores gained from both class was analyzed by using T-test with

significance level a=0,05. By using SPPS v.16 for Windows program, it was

found 64.57. The T-test revealed that the result was significant was determined

by p <0. 05, p=0,0000. Thus, H 1 was accepted the there is an influence of

Collaborative Strategy Reading (CSR) technique on the students’ achievement

in reading comprehension of narrative text. Therefore, it can be concluded that

the students’ reading comprehension achievement of narrative text was

influenced by the Collaborative Strategy Reading (CSR) technique rather that

without using it.

16
C. Theoretical Framework
Reading is very important because by reading people can understand

the information sent or read from the printed pages. Reading offers a

productive approach to improve vocabulary and word power.. Reading helps

in mental development and it is and activity that involves greater levels of

concentration and adds to the conversational skills of the readers. Grabe and

Stoller (2002: 9) define reading as the ability to draw meaning from the

printed page and interpret this information appropriately.

One of the way to improve reading skill in teaching and learning

process, the students must be can critical thinking because Critical thinking is

the art of analyzing and evaluating thinking with a view to improving their

knowledge Paul and Elder (2007: 4). Critical thinking is very important for

teaching and learning process especially in teaching reading because in

teaching reading the students must be able the determine main idea of the text,

inference and information in the text. In addition critical thinking can help the

students’ for reading mastering.

When the researcher conducted an observation at Madani Super Camp.

The researcher found some problems such as the students have low reading

skill, they difficulty to determine main idea and information of the text and

can not to critical thinking, it is cause by the English teacher because the

English teacher only used Task-Base-Learning model as a conventional

method in teaching reading. Finally the students have problem in reading skill

and critical thinking especially to find out main idea and information of the

text. In addition, there are some difficulties by students in learning reading at

17
Madani Super Camp such as difficulties in comprehension reading text,

especially related to the understanding of general idea of the text.

Based on the problem above one of the ways to encourage the

students’ critical thinking in teaching reading is through the Collaborative

Strategy Reading (CSR), why the researcher choose Collaborative Strategy

Reading (CSR) as solution in teaching reading because by using Collaborative

Strategy reading (CSR) gives some benefits to helps the students to improve

reading ability. In addition, by using Collaborative Strategy Reading (CSR)

the researcher hopes the students will more critical thinking in teaching and

learning process especially to understanding main idea of the text and can help

the students to mastering reading skill in teaching reading.

Based on the statement above the researcher motivated to conduct a

research a title “The Influence of Collaborative Strategic Reading (CSR)

toward Students’ Critical Thinking in Teaching Reading at Madani Super

Camp.

D. Hypothesis
Based on the theory construct about, the hypothesis formulated as

follow:

1. Alternative Hypothesis (Ha) :

a. There is effect of using Collaborative Strategy Reading (CSR)

towards student’s critical thinking in teaching reading.

b. There is correlation between critical thinking and reading.

2. Null Hypothesis (Ho) :

18
a. There is no effect in using Collaborative Strategy Reading (CSR)

towards student’s critical thinking in teaching reading.

b. There is no correlation between critical thinking and reading.

19
 CHAPTER III

RESEARCH METHOD

A. Research Design
In this research, the researcher uses quantitative research. According to

Creswell (2012: 12) in quantitative research there are three design;

experimental, correlation and survey. The researcher used experimental

design. Experimental is a of the relationship between variables can be tested.

Also, it establishes possible cause and effect between independent and

dependent variables. This study will used Experimental research. It is one of

approaches of research that used two groups; those are experimental class and

control class. Arikunto (2006: 311) stated that, generally, the researcher in

experimental research used two groups, experimental group as a group that

gets the treatment and the control group that did not get treatment.
In this case, the researcher used the quasi experimental where is using

non-equivalent, which used two groups as experimental group and control

group and will give pre-test and post-test design. Where in this quasi, the

writer uses non-equivalent in order to examine the effect of Collaborative

Strategy Reading (CSR) in teaching reading. The experimental group by using

Collaborative Strategy Reading (CSR) and control group by using Task-

Based-Learning.

20
 Table 0.2
Scheme of the Research
Group Pre-Test Treatment Post-Test
Experimental X1 T1 Collaborative Strategy T1
Reading (CSR)
(X)
Control X2 T2 Task-Based-Learning T2
(-X)

Where:

X1 :Experimental group

X2 :Control group

X : The treatment of the Experimental group by using CSR.

-X : The treatment for control group by using Task-Based-Learning

B. The Population and Sample

1. Population
According to Miller (2005: 53) a population is defined as

collection of all the possible object, people or scores of a particular

type.The population of this study was the three classes of Madani Super

Camp in Academic Year 2017/2018, wherethere are 93 students which

were divide into three classes.

Table 0.3
Total Population
Class Number of Students
XI IPS 1 30

21
 XI IPS 2 32
XI IPS 3 31
Total 93

2. Sample
According to Kothari (2004: 55) a sample design is a definite plan

for obtaining a sample from a given population. In this study, the writer

uses cluster random sampling. Cluster random sampling is the sample

units contain groups of elements instead of individual members or item in

the population the simple random sampling each member of population

under study has equal chances of being selected which are getting

randomly.
In total sampling, the writer chooses two classes as a sample. The

calculations of the students both of classes are 61 students as a sample it

class XI IPS 1 as experimental group contains 30 students by using

Collaborative Strategy Reading (CSR) and class XI IPS 3 contain 31

students as control group by using group roles.

C. The Instrument of the Data

In this study, the writer uses a test and questionnaire as an instrument.

1. Reading Test
In this study, the researcher gives reading test for the students

before and after giving treatment. The test in the form at multiple choice

consist of 15 items that it cover with indicator of reading consist of ;

Vocabulary, main idea, and inferences. The score for the students correct

answer will be given 5 and the incorrect will be given 0.

22
2. Questionnaire
The researcher will give questionnaire sheet for response students’

critical thinking in teaching reading. The students will be given a paper

sheet by the researcher. The researcher guides. Likert-scale type using

open-ended question.Likert Scale are developed by utilizing the item

analysis approach where in a particular item is evaluated on the basis of

how will it discriminates between those persons whose total score is high

and those whose score is low. In a Likert scale, the respondent is asked to

respond to each of the statements in terms of several degrees, usually five

degrees of agreement or disagreement. The respond in any one of the

following ways: a) strongly agree; b) agree; c) undecided; d) disagree; and

e) strongly disagree. Kothary (2004: 80) while, Open-ended question are

one that require more than one word answer. The answer could come in

the form of a list, a few sentence of something longer such as a speech,

paragraph or essay.

D. Techniques of Data Collection

According Sugiyono (2016: 137) technique of data collection is one of

category to find out data with statistic, this study; data means all of

information that is directly gathered from the subject. The technique of data

collection that the researcher will use:

1. Pre-test
At the first meeting the researcher will give the same pre-test to
both of group (experimental group and control group) as the sample of

23
 research. Purpose of pre-test is to know the students’ critical thinking,
before giving a treatment. The researcher gives a test.

2. Post-test
The next procedure is post-test. This test will be conducted after
pre-test and treatment are given to students. The result of the test counted
for the data. Finally, the result of this test showed us the students’
capability after the different treatments given. The researcher gives the
same test.

3. Questionnaire
There is questionnaire sheet for pre-test for response student
anxiety. And then the researcher will give student a paper sheet and then
they will load the statement and student will interaction which each other
and it will controlling guiding by researcher.

E. Techniques of the Data Analysis

The researcher is going to use descriptive statistic and inferential

statistic to calculate all of data.

1. Descriptive Statistics
a. Mean

Mean is the technical term for what is usually called the

average value of a set or mean is defined as the sum of all the scores

divided by the number of scores. To find out the value of mean the

researcher use the formula below:

∑ fixi
X=
∑ fi
Where:

X : the symbol of mean

∑ : the symbol for summation

xi : for any score in the set

24
 fi : frequency

(Sugiyono, 2016: 54)

b. Mode

Mode is technical explanation of the group based on the value

of the currently popular (which is become mode) or the values that

often appear. To find out the value of mode the researcher uses the

formula below:

b1
MO = b + p b1+ b 2 )
¿

Where:

Mo : mode score

b : the lower limit of the interval within which the mode lies

p : interval (class width)

b1 : the frequency of interval containing mode reduced by that

of previous interval

b2 : the frequency of interval containing mode reduced by that

of previous interval

(Sugiyono, 2016: 52)

c. Median

Median is one of explanation groups based on the middle

value of the data group that has been sorted from the smallest until

the largest or otherwise from the smallest to the largest. To find out

the value of median the researcher uses the formula below:

25
 1
Md = b + p
( )
2
n−F
f

Where:

Md : median score

b : the lower limit of the interval within which the median

lies

p : interval class

n : number of the students

F : the cumulative frequency in all intervals below the

interval containing the median

f : the frequency of cases within the interval containing the

median

(Sugiyono, 2016: 53)

d. Standard Deviation

Standard deviation is defined as the square-root of the

average of squares of deviations, when such deviations for the

values of individual items in a series are obtained from the

arithmetic average. To find out the value of standard deviation the

researcher uses the formula below:

√
2
S= ∑ fi ( Xi- X́ )
(n-1)

Where:

S : standard deviation

∑ : the sum of

26
 fi : frequency

Xi : each score

n : the number of sample

(Sugiyono, 2016: 58)

2. Inferential Statistics
Inferential statistic is analysis derived from sample data that are

used to make inferences about the population from which the sample is

taken.

In this research the researcher uses T test to compute the data

which is the interval and derived from two samples. To find out the

value of t-test the researcher uses the formula below:

Mx−My
t=

√( ∑ x 2 +∑ y 2
Nx + Ny−2 )( Nx1 + Ny1 )
Where:

Mx : the mean of deviation of experimental group

My : the mean of deviation of control group

Nx : the number of sample of experimental group

Ny : the number of sample of control group

Σx2 : the sum of square deviation of experimental group

Σy2 : the sum of square deviation of control group

The researcher will compare the result of t-test to t-table. If the

result of or t-test > t-table, the alternative hypothesis is accepted but if

the result of t-test < t-table then the null hypothesis is rejected.

27
1. Correlation

Correlation is used to find out whether critical thinking and

reading have any correlation.

Where:
r :Coefficient of pearson correlation
ΣXY :Total score of X and Y
ΣX : Total score X
ΣY :Total score Y
ΣX2 :Square of X
ΣY2 : Square ofY
N :Total subject

(Sugiyono, 2016: 228)

The higher of the correlation coefficient, the more valid items of

the instrument. If the correlation coefficient obtained (robtained) is greater

than (rtable) then the item is valid.

Table 0.4
Person Product Moment
Person Product Interpretasi

Moment
Between Variable X and Variable Y there is

indeed a correlation, but the correlation is

0,00 – 0,20 very weak or very low so the correlation is

ignored (assumed no correlation between

variables X and Y).

Between variables X and Variable Y there is
0,20 – 0,40
a weak or low correlation.
0,40 – 0,70 Between variables X and Variable Y there is

28
 a moderate or moderate correlation.
Between variables X and Variable Y there is
0,70 – 0,90
a strong or high correlation.
Between variables X and Variable Y there is
0,90 – 1,00
a very strong correlation or very high.

(AnasSudijono in Imran, 2015: 28)

REFERENCES

Andre P. Johnso, 2008. Teaching Reading and Writing “A Guidebook for Tutoring

and Remidiating Students”.United States of American. British Library

Catologuing.

Christine D. Bremer, et al and Brief, 2002, p. 1.Collaborative Strategy Reading

(CSR):Improving Secondary Students’ Reading Comprehension Skill,

Research to Practice. Journal

Paul, Richard and Linda Elder, 2008. The Miniature Guide to the Fundation for

Critical Thinking Competency Standard Concepts and Tools. Near

University of California : Berkeley.

29
Chesla, Elizabeth L, 2002. Learning Express TOEFL (Test of English as a

Foreign Language) Exam Succes In Only 6 Steps. New York : United

States by Learning Express.

Fathurrahman Imran. 2016. ELT Material Development. Handout. Unpublished.

IKIP Mataram.

J.K.Klingner and S.Vaughn, 1998, p. 32. Using Collaborative Strategic Reading,

The Council for Exceptional Children.

Kothari , C. R. 2004. Research Methodology.Methods and Techniques and

Revised Edition, New Delhi : New age International Publishers.

Miller, Steve. 2005. New research Methodology Experimental Design and

Statistic. Second Edition. London and New York: British Library.

Cottrel, Stella. 2005. Critical Thinking Skil, Developing effective analysis and

argument. New York : First Published by PALCRAVE MACMILLAN.

Sugiyono. 2016. Statistical UntukPenelitian. Bandung: Alfa beta.

30
A
P
P
E
N
D
I
C

31
 E
S

Appendix 1.

ANKET CRITICAL THINKING

A. Isilah data dibawahinisesuaidengankeadaananda yang

sebenarnya!
Nama :
No. absen :
Kelas :
B. Pilihlahjawaban yang

telahdisediakandenganmemberikantandasilang (X)

padasalahsatujawaban yang paling

andaanggapsesuaidengankeadaananda!

No Strongly Sort disagree Strongly

Question agree agree of disagree

agree
1. I feel

comtortablepointlnq out

potential weaknesses In

the work of expert.

2. I can remain focused on

32
 the exact requrements

of anactivity
3. I know the different

meanings of the word

argument; in critical

thinking
4. I can analyze the

structure of an argument
5. I can offer criticism

without feeling this

makes me a bad person

6 I know what is meant

by a line of reasoning
7. I am aware of how my

current beliefs might

prejudice fair

consideration of an

issue
8. I am patient in

identifying the line of

reasoning in an

argument
9. I am good at

recognizing the signals

used to indicator stages

in an argument
10. I find it easy to separate

key points from other

33
 material
11. I am very patient in

going over the facts in

order to reach an

accurate view
12. I am good identifying

unfair techniques used

to persuade readers
13. I am good at reading

. between the lines

14. I find it easy to evaluate

the evidence to support

a point of view
15. Usually pay attention to

small details
16. I am good at identifying

patterns
17. I know how to evaluate

source materials
18 I understand why

ambiguous language is

often used in research

papers
19. I can tell descriptive

writing from analytical

writing
20. I can present my own

arguments clearly

34
Appendix 2.

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

35
 EXPERIMENTAL GROUP

A. Identitas
SatuanPendidikan : SMA/MTs

Mata Pelajaran : BahasaInggris

Kelas, Semester : XII/1

Keterampilanbahasa : Reading

Genre : Reading Test

Pertemuanke- :1

Alokasiwaktu : 1 X 40 menit (1 pertemuan)

B. StandarKompetensi :

Memahami makna teks tulis fungsional pendek esai sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan

C. KompetensiDasar :

Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

D. Indikator:
1. Mengidentifikasi main idea darisebuah paragraph.
2. Mengidentifikasi makna kata dalam teks yang dibaca
3. Mengidentifikasi makna kalimat dalam teks yang dibaca
4. Mengidentifikasi variasi susunan kalimat dalam teks berbentuk: recount,
narrative, dan procedure
5. Mengidentifikasiurutanperistiwadalamteks
6. Mengidentifikasi kejadian dalam teks yang dibaca
7. Mengidentifikasi langkah-langkah retorika dari teks

36
 8. Mengidentifikasitujuankomunikasiteksdibaca

E. MateriPembelajaran

(Terlampir: Lampiran 1)

F. MetodePembelajaran
Collaborative Strategy Reading (CSR)

G. ProsedurPembelajaran
 KegiatanAwal
No Kegiatan Guru danSiswa
.
1. Preview (before reading) The teacher introduction the text to
students, activating their background knowledge, and helping
them to make prediction about the text.
2.. Click and Clunk (during reading) this strategy that teacher students

to monitor their understanding during reading, and to use fix-up

strategies what they realize their failure to understand text.

3. Get the Gist (during reading) this strategy to help the students

identify main ideas during reading. One way to identify the main

idea is to answer following question : (a)”who or what is about?”

and (b)” what is most important about the “ who or what?”

4. Wrap up (after reading) this strategy that teaches students to

generate question and to review important ideas in the text they

have read. Wrap up consist of two activity : (a) Generating question

and (b) reviewing.

37
  KegiatanInti
No Kegiatan Guru danSiswa
.
1. Set the Stage, the teacher assigns students to groups. Each group

should include about four students of varying ability. Then, the teacher

assigns role to students. Roles should rotate on a regular basis so that

students can experiencea variety of roles. Possible roles include a

leader, a cunk expert, a gist expert, an announcer, an encourager, and a

timekeeper.

2. Materials, the teacher assist students to use CSR and cooporative

learning techniques. Reading material, Clunk cards, Cue cards,

Learning Log, Timer (optional) and Score Card (optional)

 KegiatanAhir
a. Summarizing the lesson

b. Doing reflection

c. Preparing the forthcoming topic/lesson

d. Leave taking

H. Alat Bantu/Media Pembelajaran

Alat bantu pembelajaran yang digunakan dalam pembelajaran ini
adalah Laptop/notebook.

38
 I. SumberBelajar
Book Let’s Study English for SLTP 3

J. Penilaian
1. Jenis Penilaian : Test Reading

2. Teknik Penilaian : Experiment

Mengetahui,

Selasa, 7 June 2017

KepalaSekolah SMP/MTs Guru Mata Pelajaran

RianHidayat, S.Pd, M.PdKurniatinHasanah

39
Appendix 3.

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

CONTROL GROUP

A. Identitas

SatuanPendidikan : SMA/MTs

Mata Pelajaran : BahasaInggris

Kelas, Semester : XII/1

Keterampilanbahasa :Reading

Genre : Reading Test

Pertemuanke- :1

Alokasiwaktu :1 X 40 menit (1 pertemuan)

B. StandarKompetensi :

Memahami makna teks tulis fungsional pendek esai sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan

untuk mengakses ilmu pengetahuan

C. KompetensiDasar :

Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar

dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

D. Indikator:

1. Mengidentifikasi main idea darisebuah paragraph.

40
 2. Mengidentifikasi makna kata dalam teks yang dibaca

3. Mengidentifikasi makna kalimat dalam teks yang dibaca

4. Mengidentifikasi variasi susunan kalimat dalam teks berbentuk: recount

test, dannarrative test.

5. Mengidentifikasiurutanperistiwadalamteks

6. Mengidentifikasi kejadian dalam teks yang dibaca

7. Mengidentifikasi langkah-langkah retorika dari teks

8. Mengidentifikasitujuankomunikasiteksdibaca

E. MateriPembelajaran

(Terlampir: di instrument)

F. MetodePembelajaran

Taks-Based-Learning

G. ProsedurPembelajaran

 KegiatanAwal

a. Greeting

b. Praying (optional)

c. Checking students attendance

d. Reviewing the previous lesson

e. Stating a topic of the lesson

f. Explaining the objectives of the lesson

g. Explaining the benefits of the lesson

 KegiatanInti

No. Kegiatan Guru danSiswa

41
1. Guru menentukan kompetensi yang akan dikembangkan dan

memilih jenis tugas yang sesuai.

2. Guru menerangkan pada siswa kompetensi dan tugas yang akan

mereka kerjakan.

3. Guru menerangkan dan melakukan drilling komponen bahasa

tugas seperti kosa-kata, ungkapan dan struktur kalimat.

4. Guru memberi model bagaimana tugas tersebut dilaksanakan

5. Guru membagi kelas menjadi beberapa kelompok sesuai

kebutuhan

6. Siswa secara berkelompok melaksanakan tugas dan guru

memonitor proses pelaksanaan tugas di tiap kelompok.

7. Setiap kelompok melaporkan hasil tugas. Ketika kelompok

menyajikan hasil tugas guru disarankan membimbing

komunikasi kelas, antara siswa dengan siswa dan antara guru

dan siswa untuk tujuan klarifikasi atas informasi yang diberikan

oleh penyaji.

8. Kalau diperlukan sebagai pekerjaan rumah , siswa menulis hasil

tugas untuk dikumpulkan pada pertemuan selanjutnya.

9. Guru memberi masukan atas sajian siswa.

10. Guru melaksanakan refleksi

42
  KegiatanAhir

a. Summarizing the lesson

b. Doing reflection

c. Preparing the forthcoming topic/lesson

d. Leave taking

H. Alat Bantu/Media Pembelajaran

Alat bantu pembelajaran yang digunakan dalam pembelajaran ini

adalah paper sheet.

I. SumberBelajar

Book Let’s Study English for SLTP 3

J. Penilaian

1. Jenis Penilaian : Test Reading

2. Teknik Penilaian : Experiment

Mengetahui

Selasa, 7 June 2017

KepalaSekolah SMP/MTs Guru Mata Pelajaran

RianHidayat, S.Pd, M.PdKurniatinHasanah

Appendix 4.

Blueprint Reading

NO INDICATORS INSTRUMENT ITEMS

43
1. Vocabulary  Understand relation between 2, 3,
parts of text trough both lexical
devices (e.g. repetition,
synonyms, antithesis)
2. Main Idea  Identify the main idea and
other salient features in a 1, 10
text;

3. information

 Understand explicitly stated 4, 5, 9, 11,

information (e.g.I wish Ann 12, 14.
had come. Ann did not come
4. Sentence
- hence mywish.);
Insertion
 Understand relations within
the sentence, especially

(a)Elements of sentence
structure

(b) Negation

(c)Fronting and theme

(d) Complex embedding;

5. Inference  Deduce the meaning of word by: 6, 7, 8, 13,

15.
understand word formation( roots,
affixes, derivation and
compounding).

6. References  use specific vocabulary as

reference for particular sentence
means.

7. .Paraphrased  To identify the main idea of the

paragraph.
sentences

44
 8. Exceptions  Exception refers to question about
what is not mention in the text. This
question aims to test the reader
whether they really understand the
text or not.

9. Specific fact or  detail information refers to the

reader ability of finding the detail
detail
information given in the text.

Appendix 5.

Instrument of Experimental

Question 1-9

Read the text below and please choose the best answer by giving the

cross mark on the (a,b,c and d).

45
 Carbon tetrachloride is a colorless and inflammable liquid that can be

produced by combining carbon disulfide and chlorine. This compound is widely

used in industry today because of its effectiveness as a solvent as well as its use in

the production of propellants.

Despite its widespread use in industry, carbon tetrachloride has been

banned for home use. In the past, carbon tetrachloride was a common ingredient

in cleaning compounds that were used throughout the home, but it was found to

be dangerous: when heated, it changes into a poisonous gas that can cause severe

illness and even death if it is inhaled. Because of this dangerous characteristic, the

United States revoked permission for the home use of carbon tetrachloride in

1970. The United States has taken similar action with various other chemical

compounds.

1. The main point of this passage is that

A. carbon tetrachloride can be very dangerous when it is heated

B. the government banned carbon tetrachloride in 1970

C. although carbon tetrachloride can legally be used in industry, it is not

allowed in homeproducts.

D. carbon tetrachloride used to be a regular part of cleaning compounds

2. The word “widely” in line 2 could most easily be replaced by

A. grandly

B. extensively

C. largely

D. hugely

3. The word “banned” in line 4 is closest in meaning to

46
 A. forbidden

B. allowed

C. suggested

D. instituted

4. According to the passage, before 1970 carbon tetrachloride was

A. used by itself as a cleanser

B. banned in industrial use

C. often used as a component of cleaning products

D. not allowed in home cleaning products

5. It is stated in the passage that when carbon tetrachloride is heated, it becomes

A. harmful

B. colorless

C. a cleaning compound

D. inflammable

6. The word “inhaled” in line 7 is closest in meaning to

A. warmed

B. breathed in

C. carelessly used

D. blown

7. The word “revoked” in line 8 could most easily be replaced by

47
 A. gave

B. granted

C. instituted

D. took away

8. It can be inferred from the passage that one role of the U.S. government is to

A. regulate product safety

B. prohibit any use of carbon tetrachloride

C. instruct industry on cleaning methodologies

D. ban the use of any chemicals

9. The paragraph following the passage most likely discusses

A. additional uses of carbon tetrachloride

B. the banning of various chemical compounds by the U.S. government

C. further dangerous effects of carbon tetrachloride

D. the major characteristic of carbon tetrachloride

Questions 10-15

Read the text below and please choose the best answer by giving the cross

mark on the (a,b,c and d).

48
 The next artist in this survey of American artist is James Whistler; he is

included in this survey of American artist because he was born in the United

States, although the majority of his artwork was completed in Europe. Whistler

was born in Massachusetts in 1834, but nine years later his father moved the

family to St. Petersburg, Russia, to work on the construction of a railroad. The

family returned to the United States in 1849. Two years later Whistler entered the

U.S. military academy at West Point, but he was unable to graduate. At the age of

twenty-one Whistler went to Europe to study art despite familial objections, and

he remained in Europe until his death.

Whistler worked in various art forms, including etchings and lithographs.

However, he is most famous for his paintings, particularly Arrangement in Gray

and Black No. 1: Portrait of the Artist’s Mother or Whistler’s Mother, as it is more

commonly known. This painting shows a side view of Whistler’s mother, dressed

I black and posing against a gray wall. The asymmetrical nature of the portrait,

with his mother seated off-center, is highly characteristic of Whistler’s work.

10. The paragraph preceding this passage most likely discusses

A. survey of eighteenth-century art

B. a different American artist

C. Whistler’s other famous paintings

D. European artists

11. Which of the following best describes the information in the passage?

A. Several artists are presented

B. One artist’s life and works are described

C. Various paintings are contrasted

49
 D. Whistler’s family life is outlined.

12. Whistler is considered an American artist because

A. he was born in America

B. he spent most of his life in Americat

C. he served in the U.S. military

D. he created most of his famous art in America

13. The world “majority” in line 2 is closest in meaning to

A. seniority

B. maturity

C. large pices

D. high percentage

14. It is implied in the passage that Whistler’s family was

A. unable to find any work at all in Rusia

B. highly supportive of his desire to pursue art

C. working class

D. military

15. The word “objections” in line 7 is closest in meaning to

A. protests

B. goals

C. agreements

D. battles

50
Answer key :

1. C

2. B

3. A

4. C

5. A

6. B

7. D

8. A

9. B

10. B

11. B

12. A

13. D

14. C

15. A

Appendix 6.

Instrument of Control

Question 1-9 :

Read the text below and please choose the best answer by giving the

cross mark on the (a,b,c and d).

51
 Carbon tetrachloride is a colorless and inflammable liquid that can be

produced by combining carbon disulfide and chlorine. This compound is widely

used in industry today because of its effectiveness as a solvent as well as its use in

the production of propellants.

Despite its widespread use in industry, carbon tetrachloride has been

banned for home use. In the past, carbon tetrachloride was a common ingredient

in cleaning compounds that were used throughout the home, but it was found to

be dangerous: when heated, it changes into a poisonous gas that can cause severe

illness and even death if it is inhaled. Because of this dangerous characteristic, the

United States revoked permission for the home use of carbon tetrachloride in

1970. The United States has taken similar action with various other chemical

compounds.

1. The main point of this passage is that

A. carbon tetrachloride can be very dangerous when it is heated

B. the government banned carbon tetrachloride in 1970

C. although carbon tetrachloride can legally be used in industry, it is not

allowed in home products.

D. carbon tetrachloride used to be a regular part of cleaning compounds.

2. The word “widely” in line 2 could most easily be replaced by

A. grandly

B. extensively

52
 C. largely

D. hugely

3. The word “banned” in line 4 is closest in meaning to

A. forbidden

B. allowed

C. suggested

D. instituted

4. According to the passage, before 1970 carbon tetrachloride was

A. used by itself as a cleanser

B. banned in industrial use

C. often used as a component of cleaning products

D. not allowed in home cleaning products

5. It is stated in the passage that when carbon tetrachloride is heated, it becomes

A. harmful

B. colorless

C. a cleaning compound

D. inflammable

6. The word “inhaled” in line 7 is closest in meaning to

53
 A. warmed

B. breathed in

C. carelessly used

D. blown

7. The word “revoked” in line 8 could most easily be replaced by

A. gave

B. granted

C. instituted

D. took away

8. It can be inferred from the passage that one role of the U.S. government is to

A. regulate product safety

B. prohibit any use of carbon tetrachloride

C. instruct industry on cleaning methodologies

D. ban the use of any chemicals

9. The paragraph following the passage most likely discusses

A. additional uses of carbon tetrachloride

B. the banning of various chemical compounds by the U.S. government

C. further dangerous effects of carbon tetrachloride

54
 D. the major characteristic of carbon tetrachloride

Questions 10-15

Read the text below and please choose the best answer by giving the cross

mark on the (a,b,c and d).

The next artist in this survey of American artist is James Whistler; he is

included in this survey of American artist because he was born in the United

States, although the majority of his artwork was completed in Europe. Whistler

was born in Massachusetts in 1834, but nine years later his father moved the

family to St. Petersburg, Russia, to work on the construction of a railroad. The

family returned to the United States in 1849. Two years later Whistler entered the

U.S. military academy at West Point, but he was unable to graduate. At the age of

twenty-one Whistler went to Europe to study art despite familial objections, and

he remained in Europe until his death.

Whistler worked in various art forms, including etchings and lithographs.

However, he is most famous for his paintings, particularly Arrangement in Gray

and Black No. 1: Portrait of the Artist’s Mother or Whistler’s Mother, as it is more

commonly known. This painting shows a side view of Whistler’s mother, dressed

I black and posing against a gray wall. The asymmetrical nature of the portrait,

with his mother seated off-center, is highly characteristic of Whistler’s work.

10. The paragraph preceding this passage most likely discusses

A. survey of eighteenth-century art

55
 B. a different American artist

C. Whistler’s other famous paintings

D. European artists

11. Which of the following best describes the information in the passage?

A. Several artists are presented

B. One artist’s life and works are described

C. Various paintings are contrasted

D. Whistler’s family life is outlined.

12. Whistler is considered an American artist because

A. he was born in America

B. he spent most of his life in Americat

C. he served in the U.S. military

D. he created most of his famous art in America

13. The world “majority” in line 2 is closest in meaning to

A. seniority

B. maturity

C. large pices

D. high percentage

56
14. It is implied in the passage that Whistler’s family was

A. unable to find any work at all in Rusia

B. highly supportive of his desire to pursue art

C. working class

D. military

15. The word “objections” in line 7 is closest in meaning to

A. protests

B. goals

C. agreements

D. battles

Answer key :

1. C

2. B

3. A

4. C

5. A

6. B

7. D

8. A

57
9. B

10. B

11. B

12. A

13. D

14. C

15. A

58