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Critical-Thinking Awareness-Raising Strategy: Its Effect to the Reading Comprehension Of Senior
High School Students
Operational Definition of Terms
The following terms are operationally defined to provide a clearer understanding on the content of this
study:
Reading Comprehension. Reader comprehension is the cognitive process by which readers integrate
textual information with their existing knowledge to construct meaning.
Critical Reading. This sort of reading involves the analysis and interpretation of the reading material
to determine if it demonstrates logical reasoning and coherent ideas.
Critical Thinking Awareness-Raising. Reading comprehension is the cognitive process by which a

reader examines and interprets a text to see if it demonstrates logical coherence and
interconnectedness of ideas.
Critical Reading as Looking for Ways of Thinking. The aim is to establish critical reading as a
cognitive process that involves analyzing and evaluating texts from many perspectives.
Explicitly or Implicitly Claims in A Text. This process involves learners discerning the statements
that are either clearly stated or implied in a written text.
Context of Text Development. This method involves learners discerning the specific context in
which a text was created.
Critical Reading as Reasoning. The aim is to demonstrate critical reading as a form of reasoning by
providing statements for the purpose of justification and explanation.
Formulating Evaluative Statements. This process focuses on analyzing the content and
characteristics of a text that has been read, as well as formulating relevant counterarguments in
response to the assertions presented in the text.
Determining Textual Evidences. The purpose of this method is to evaluate the statements and
opposing claims made about a text, which assesses the learners' proficiency in this activity.
Chapter II. REVIEW OF RELATED LITERATURE
Theoretical Framework- All(5 each)
On Critical Reading and Critical Thinking Awareness-Raising Strategy
For Wallace and Wray (2011), critical reading is about being skeptical to examine how the
author can justify his or her argument or if the reader knows more about a given topic. The
above definition clarifies that critical reading is different from literal reading which focuses only
on surface meaning to find out the main ideas and supporting details. Critical reading is more
complex and requires the readers to read the lines, between lines, and beyond lines, employing
different skills several times to approach the texts. However, many researchers
give diverse descriptions on approaching critical reading proficiency and assure that there is a
necessity for systematic explicit teaching aimed at improving students’ critical reading abilities.
DiYanni (2017), give descriptions to approach critical reading proficiency by offering

checklists containing descriptions of how to teach critical reading. DiYanni added that by
teaching students how to know what the text says and how it transmits these pieces of
information, students move to achieve the larger goals of critical reading, i.e., to assess the
author’s purpose, to identify the tone, evaluate the evidence, and the assumptions underlying the
author’s position and grasp the point of view of the author. Similarly, Huijie(2016 ) suggested
two levels of skills needed for approaching critical reading. The first is basic critical reading
skills at the paragraph level focusing on how to get the main ideas, how to identify idea patterns,
and how to know transitional signals in sentences and paragraphs. The second is higher-level
critical reading skills focusing on making inferences, synthesis, summarizing, and evaluation of
the materials. Huijie (2016) provided a hierarchical framework of critical reading proficiency
consisting of four levels: structural analysis, rhetoric analysis, social relevance, and holistic
evaluation. The first and the second levels are similar to what DiYanni (2017)
have proposed in that they deal with understanding the paragraph and evaluating the text.
The third level activates the social relevancy with cultural background knowledge of the reader
and writer with the text and the situational context and intertextual context with the text as well.
The fourth refers to reading from a critical stance, including weighing the pieces of evidence,
examining the sources and the text’s ideology, and distinguishing between materials representing
facts and opinions. However, there are some important factors that teachers have to reconsider,
i.e., the way they test students’ reading ability. Huijie (2016) asserted that the items of the test
that focus on facts and memorizing details do not encourage students to read between and
beyond lines and do not call for higher order thinking ability.
A growing body of literature has investigated the positive impact of integrating critical
thinking skills in the English as a foreign language context (EFL) to improve reading comprehension.
In this context, Wilson (2016) carried out a study to investigate how critical reading was implemented
by three English teachers in three English-for-academic-purposes teaching-learning contexts. His
study revealed that teaching critical thinking skills and critical reading enabled students to be good
readers and hone more cognitive and metacognitive skills to approach the texts. However, Wilson
noted that although teachers deployed different methods to teach critical reading, there was a need to
combine these skills with a balanced framework of critical thinking dispositions such as character,
attitude, self-efficacy, and being open-minded.
Similarly, Bağ and Gürsoy (2021) conducted a study to incorporate critical thinking into the
curriculum of EFL learners and to explicitly teach them critical thinking skills. The results indicated
that the integration of critical thinking both improved students’ critical thinking skills as well as
language proficiency. Another finding was that the practice of critical thinking made learning
motivating to students because of the authenticity of materials and supporting learning environment.
Salameh; Salameh; & Al-Emami (2019), in another study, investigated how cognitive and
metacognitive strategies improve students’ comprehension in the three sub-skills of reading, i.e.,
understanding, critical thinking, and quality schema. The study revealed that cognitive and
metacognitive strategies improved students reading abilities and cultivated their critical thinking skills
by relating their previous knowledge with existing information.
Ozensoy (2021), investigated the impact of introducing critical reading skills on

students' academic success in social studies courses. He found that there was a significant
difference in students’ academic progress who practiced critical reading skills compared with
another group who did not. Another finding was that in teaching critical skills, there were other
factors to be considered such as the school, the classroom environment, and how activities were
integrated within the curriculum.
(PANG ADDITIONAL MO LANG B, INCASE MASAPOL HEHEH)

Indeed, every student has different critical thinking and skills moreover for reading comprehension. A
teacher can know the development of each student by researching. As a researcher surveyed to school,
the students have a lack of reading comprehension because some reasons namely: they are lack of
vocabulary so that they do not understand the text; then, they are not interested in reading English
text; then, they do not believe in the meaning what they read.
To highlight the real differences between different experts who bring different perceptions to be
recognized in the concept of critical thinking. Developing ideas in reading is a difficult problem faced
by students. When we talk develop ideas in reading; it will relate to critical thinking. First, students
need to understand that the idea of critical thinking is not a negative judgment about certain things.
Indeed, it is a critical analysis that needs to be done in developing their reading. This kind of thinking
is wise thinking. In reading, students show how they think about a particular topic on a piece of paper.
Critical thinking is the ability to think clearly and form judgments based on cognitive processes. It is
basically thinking clearly and intelligently about a certain thing.
Chapter III. RESEARCH METHODOLOGY
Research Design
To achieve the purpose of this study, the student-researchers will concentrate on examining
the effect of the Critical Thinking Awareness-Raising strategy on the reading comprehension of SHS
students. The student-researchers will utilize the embedded design, employing primarily qualitative
methods to supplement and enhance the assessment of students' exposure to Critical Thinking
Awareness-Raising strategies.
Exposure with
Critical Thinking Posttest Activity
Pretest Activity
Awareness-Raising
Strategies
Interview
Figure 2.0: Research Design
Figure 2.0 shows that the pretest activity will be administered to the SHS students prior to the
implementation of the strategy. The intervention will involve the use of Critical Thinking Awareness-
Raising strategies, followed by the administration of a posttest activity.
References
Asadi Jamani, Ramin and Mashadi Heidar Davood. 2014. “The Role of Critical Thinking
Orientation on the Learners’ Use of Communicative Strategies”. The International Journal of Foreign
Teaching and Research 2.
Roomy, A. 2022. “Investigating the Effects of Critical Reading Skills on Students’ Reading
Comprehension.” Arab World English Journal (AWEJ) Volume 13.
SIDDIQ, A. 2022. “The Relationship Among Students’ Critical Thinking, Vocabulary, Knowledge,
And Reading Comprehension.”
Asadi Jamani, Ramin and Mashadi Heidar Davood. 2014. “The Role of Critical Thinking
Orientation on the Learners’ Use of Communicative Strategies”. The International Journal of Foreign
Teaching and Research 2.

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Critical-Thinking Awareness-Raising Strategy: Its Effect to the Reading Comprehension Of Senior

High School Students

Operational Definition of Terms

Critical Thinking Awareness-Raising. Reading comprehension is the cognitive process by which a

Chapter II. REVIEW OF RELATED LITERATURE

Theoretical Framework- All(5 each)

On Critical Reading and Critical Thinking Awareness-Raising Strategy

DiYanni (2017), give descriptions to approach critical reading proficiency by offering

Ozensoy (2021), investigated the impact of introducing critical reading skills on

(PANG ADDITIONAL MO LANG B, INCASE MASAPOL HEHEH)

Figure 2.0: Research Design

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