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 whatextent Collaborative Learning can enhance the college students’ criticalthinking in writing, and identify the class climate when CollaborativeLearning is implemented. The data of the research were obtained usingseveral 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 ofthe two raters. The finding of the research showed that the implementationof Collaborative Learning enhanced: (1) students’ critical thinking including:(a) providing appropiate arguments; (b) expressing proper evidence tosupport their arguments;(c)give alternative point of view; (d)drawing clearconclusion. The enhancement of the students’ scores could be proved thatthe mean score of the pre-test was 50.46; the post-test 1 was 71.15; and thepost-test 2 was 81.67. Twenty six students from 35 students had fulfilledthe criteria of passing grade which was 75 in post test 2; and (2) enhancedthe class climate including: (a) students’ attention to the teaching andlearning process was getting better; (b) students got more alive condition;(c) the students’ responsibility increased; (d) the students’ self confidenceand ability to express themselves improved. Considering the inspiringresult of this research, it is recommended that English lecturers are able touse this research for: guiding the students to explore their critical thinkingthrough Collaborative Learning; and being creative to make the class climateinteresting by implementing Collaborative Learning