Abstract:This study intends to explore students' difficulties in using critical thinking skills in reading. The subject of this study was second year undergraduate students of Ar-Raniry State Islamic University, Banda Aceh. This qualitative study analysed students' difficulties in using critical thinking skills in term of interpretation, analysis, evaluation, inference, explanation, and self-regulation. A personal interview was conducted to find the data from the students. The result indicates that students' lack of practicing let them difficult in using critical thinking skills in reading. The other difficulties found were lack of language mastery, implied meaning, background knowledge, repetition and lack of vocabulary. Among six problems discovered above, lack of practicing, background knowledge and language mastery had made the students felt that critical thinking was difficult to be applied.
The objective of this study was to investigate the frequencies of using critical thinking in reading among university students namely; interpretation, analysis, evaluation, inference, explanation, and self-regulation. The quantitative method was used in this study. The respondents of this study were 100 second year undergraduate students of Ar-raniry State Islamic University, Banda Aceh. The data needed for the study were collected through a set of questionnaire. The data collected were analyzed quantitatively in the form of percentages. The results showed that inference was the critical thinking skill mostly about 54% of students used in reading comprehension. In addition, the next types of critical thinking skills used by students in order were analysis, explanation, evaluation, interpretation, and self-regulation. Self-regulation was the least skill about 5% of them practised by students in reading comprehension. It indicated that the frequency of using critical thinking skills among university students were more on inference level in reading comprehension.
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