Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi
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Published:
Feb 3, 2023
Keywords:
critical thinking-based instruction, integration of teaching reading and writing, writing skills, argumentative essays
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Abstract
The purpose of this study was to investigate the effectiveness of teaching reading and writing skills based on critical thinking skills in improving argumentative essay writing skills. Quasi-experimental was used as a research method involving 250 high school level students, divided into experimental and control groups, each consisting of 125 students. The experimental group received an instructional design intervention, while the control group received regular intervention in writing argumentative essays. The research findings show first that this instructional design can improve the ability to write argumentative essays. Depth, logical organization, and criticality, cohesion, coherence, and the use of language used in writing argumentation essays have increased. In addition, instructional design is also able to improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyze and evaluate the logic used in argumentative essays. So, the integration of reading, writing, and critical thinking skills can improve the ability to write argumentative essays, students' critical thinking, and student attitudes and responses.
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Prayogi, A., Mulyati, Y., Sastromiharjo, A., & Damaianti, V. S. (2023). Peran Pengajaran Membaca dan Menulis dalam Meningkatkan Kemampuan Menulis Esai Argumentasi. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(1), 141-154. https://doi.org/10.30872/diglosia.v6i1.567
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References
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Álvarez Valdivia, I. M., & Lafuente Martínez, M. (2019). Improving Preservice Teachers’ Scientific Argumentative Writing through Epistemic Practices: A Learning Progression Approach. Journal of Education for Teaching, 45(2), 169–185. https://doi.org/10.1080/02607476.2018.1548172
Bailin, S., & Battersby, M. (2021). Is There a Role for Adversariality in Teaching Critical Thinking? Topoi, 40(5), 951–961. https://doi.org/10.1007/s11245-020-09713-2
Campbell, Y. C., & Filimon, C. (2018). Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study. RMLE Online, 41(1), 1–10. https://doi.org/10.1080/19404476.2017.1402408
Casado-Ledesma, L., Cuevas, I., & Martín, E. (2021). Learning Science Through Argumentative Synthesis Writing and Deliberative Dialogues: a Comprehensive and Effective Methodology in Secondary Education. Reading and Writing. https://doi.org/10.1007/s11145-021-10191-0
Casado-Ledesma, L., Cuevas, I., Van den Bergh, H., Rijlaarsdam, G., Mateos, M., Granado-Peinado, M., & Martín, E. (2021). Teaching Argumentative Synthesis Writing through Deliberative Dialogues: Instructional Practices in Secondary Education. Instructional Science, 49(4), 515–559. https://doi.org/10.1007/s11251-021-09548-3
Deng, Y., Kelly, G. J., & Deng, S. (2019). The Influences of Integrating Reading, Peer Evaluation, and Discussion on Undergraduate Students’ Scientific Writing. International Journal of Science Education, 41(10), 1408–1433. https://doi.org/10.1080/09500693.2019.1610811
Ebadi, S., & Rahimi, M. (2018). An Exploration into the Impact of WebQuest-based Classroom on EFL Learners’ Critical Thinking and Academic Writing Skills: A Mixed-Methods Study. Computer Assisted Language Learning, 31(5–6), 617–651. https://doi.org/10.1080/09588221.2018.1449757
Ferretti, R. P., & Graham, S. (2019). Argumentative Writing: Theory, Assessment, and Instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019-09950-x
García, L., Calle, M., De Castro, A., Soto, J. D., Torres, L., Candelo-Becerra, J. E., & Schettini, N. (2020). The Case of a Short Intervention Study of Argumentative Writing in Engineering at Two Colombian Universities: Less is Mmore. European Journal of Engineering Education, 45(2), 273–291. https://doi.org/10.1080/03043797.2019.1636211
Gronostay, D. (2019). To Argue or not to Argue? The Role of personality Traits, Argumentativeness, Epistemological Beliefs and Assigned Positions for Students’ Participation in Controversial Political Classroom Discussions. Unterrichtswissenschaft, 47(1), 117–135. https://doi.org/10.1007/s42010-018-00033-4
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13. https://doi.org/10.1080/2331186X.2021.2016040
Humaira, H. W., Syihabuddin, S., Damaianti, V. S., & Sumiyadi, S. (2022). Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(4), 873–882. https://doi.org/10.30872/diglosia.v5i4.537
Keith, W., Mountford, R., & Steffensmeier, T. (2020). Teaching Argument Through Relationships. Argumentation, 34(3), 355–369. https://doi.org/10.1007/s10503-019-09506-x
Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication. Educational Psychology Review, 33(4), 1935–1964. https://doi.org/10.1007/s10648-021-09609-6
Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does Online Peer Feedback Improve Argumentative Essay Writing and Learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
Lehmann, T., Pirnay-Dummer, P., & Schmidt-Borcherding, F. (2020). Fostering Integrated Mental Models of Different Professional Knowledge Domains: Instructional Approaches and Model-Based Analyses. Educational Technology Research and Development, 68(3), 905–927. https://doi.org/10.1007/s11423-019-09704-0
Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. Reading and Writing, 33(10), 2549–2575. https://doi.org/10.1007/s11145-020-10056-y
Lu, D., & Xie, Y. (2019). The Effects of a Critical Thinking Oriented Instructional Pattern in a Tertiary EFL Argumentative Writing Course. Higher Education Research & Development, 38(5), 969–984. https://doi.org/10.1080/07294360.2019.1607830
Luna, M., Villalón, R., Martínez-Álvarez, I., & Mateos, M. (2022). Online Interventions to Help College Students to Improve the Degree of Integration of Their Argumentative Synthesis. Reading and Writing. https://doi.org/10.1007/s11145-021-10248-0
Ma, L., & Luo, H. (2021). Chinese Pre-service Teachers’ Cognitions about Cultivating Critical Thinking in Teaching English as a Foreign Language. Asia Pacific Journal of Education, 41(3), 543–557. https://doi.org/10.1080/02188791.2020.1793733
Malogianni, C., Luo, T., Stefaniak, J., & Eckhoff, A. (2021). An Exploration of the Relationship Between Argumentative Prompts and Depth to Elicit Alternative Positions In Ill-Structured Problem Solving. Educational Technology Research and Development, 69(5), 2353–2375. https://doi.org/10.1007/s11423-021-10019-2
Noor, S. (2021). Integrating Reading and Writing in Testing Reading Comprehension of the Afghan EFL Language Learners. Cogent Education, 8, 1–24. https://doi.org/10.1080/2331186X.2021.1919039
Nussbaum, E. M. (2021). Critical integrative Argumentation: Toward Complexity in Students’ Thinking. Educational Psychologist, 56(1), 1–17. https://doi.org/10.1080/00461520.2020.1845173
Rashtchi, M. (2019). Scaffolding Argumentative Essay Writing via Reader-Response Approach: A Case Study. Asian-Pacific Journal of Second and Foreign Language Education, 4, 1–17. https://doi.org/10.1186/s40862-019-0078-2
Rofi’uddin, A. H., Susanto, G., Widyartono, D., Sultan, S., & Muzakki, H. (2022). Pengembangan Pembelajaran Berpikir Kritis-Kreatif Berbasis Blended Learning di SMA. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(2), 527–536. https://doi.org/10.30872/diglosia.v5i2.414
Sato, T. (2022). Assessing Critical Thinking Through L2 Argumentative Essays: An Investigation of Relevant and Salient Criteria from Raters’ Perspectives. Language Testing in Asia, 12, 1–19. https://doi.org/10.1186/s40468-022-00159-4
van Rijt, J. H. M., van den Broek, B., & De Maeyer, S. (2021). Syntactic Predictors for Text Quality in Dutch Upper-Secondary School Students’ L1 Argumentative Writing. Reading and Writing, 34(2), 449–465. https://doi.org/10.1007/s11145-020-10079-5
Wale, B. D., & Bishaw, K. S. (2020). Effects of Using Inquiry-Based Learning on EFL Students’ Critical Thinking Skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1–14. https://doi.org/10.1186/s40862-020-00090-2
Wang, Y.-H. (2017). Integrating Self-paced Mobile Learning into Language Instruction: Impact on Reading Comprehension and Learner Satisfaction. Interactive Learning Environments, 25(3), 397–411. https://doi.org/10.1080/10494820.2015.1131170
Wang, Y., & Li, D. (2022). Translanguaging Pedagogy in Tutor’s Oral Corrective Feedback on Chinese EFL Learners’ Argumentative Writing. Asian-Pacific Journal of Second and Foreign Language Education, 7, 1–16. https://doi.org/10.1186/s40862-022-00170-5
Yang, R. (2022). An Empirical Study of Claims and Qualifiers in ESL Students’ Argumentative Writing Based on Toulmin Model. Asian-Pacific Journal of Second and Foreign Language Education, 7, 1–17. https://doi.org/10.1186/s40862-022-00133-w
Álvarez Valdivia, I. M., & Lafuente Martínez, M. (2019). Improving Preservice Teachers’ Scientific Argumentative Writing through Epistemic Practices: A Learning Progression Approach. Journal of Education for Teaching, 45(2), 169–185. https://doi.org/10.1080/02607476.2018.1548172
Bailin, S., & Battersby, M. (2021). Is There a Role for Adversariality in Teaching Critical Thinking? Topoi, 40(5), 951–961. https://doi.org/10.1007/s11245-020-09713-2
Campbell, Y. C., & Filimon, C. (2018). Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study. RMLE Online, 41(1), 1–10. https://doi.org/10.1080/19404476.2017.1402408
Casado-Ledesma, L., Cuevas, I., & Martín, E. (2021). Learning Science Through Argumentative Synthesis Writing and Deliberative Dialogues: a Comprehensive and Effective Methodology in Secondary Education. Reading and Writing. https://doi.org/10.1007/s11145-021-10191-0
Casado-Ledesma, L., Cuevas, I., Van den Bergh, H., Rijlaarsdam, G., Mateos, M., Granado-Peinado, M., & Martín, E. (2021). Teaching Argumentative Synthesis Writing through Deliberative Dialogues: Instructional Practices in Secondary Education. Instructional Science, 49(4), 515–559. https://doi.org/10.1007/s11251-021-09548-3
Deng, Y., Kelly, G. J., & Deng, S. (2019). The Influences of Integrating Reading, Peer Evaluation, and Discussion on Undergraduate Students’ Scientific Writing. International Journal of Science Education, 41(10), 1408–1433. https://doi.org/10.1080/09500693.2019.1610811
Ebadi, S., & Rahimi, M. (2018). An Exploration into the Impact of WebQuest-based Classroom on EFL Learners’ Critical Thinking and Academic Writing Skills: A Mixed-Methods Study. Computer Assisted Language Learning, 31(5–6), 617–651. https://doi.org/10.1080/09588221.2018.1449757
Ferretti, R. P., & Graham, S. (2019). Argumentative Writing: Theory, Assessment, and Instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019-09950-x
García, L., Calle, M., De Castro, A., Soto, J. D., Torres, L., Candelo-Becerra, J. E., & Schettini, N. (2020). The Case of a Short Intervention Study of Argumentative Writing in Engineering at Two Colombian Universities: Less is Mmore. European Journal of Engineering Education, 45(2), 273–291. https://doi.org/10.1080/03043797.2019.1636211
Gronostay, D. (2019). To Argue or not to Argue? The Role of personality Traits, Argumentativeness, Epistemological Beliefs and Assigned Positions for Students’ Participation in Controversial Political Classroom Discussions. Unterrichtswissenschaft, 47(1), 117–135. https://doi.org/10.1007/s42010-018-00033-4
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills. Cogent Education, 9(1), 0–13. https://doi.org/10.1080/2331186X.2021.2016040
Humaira, H. W., Syihabuddin, S., Damaianti, V. S., & Sumiyadi, S. (2022). Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(4), 873–882. https://doi.org/10.30872/diglosia.v5i4.537
Keith, W., Mountford, R., & Steffensmeier, T. (2020). Teaching Argument Through Relationships. Argumentation, 34(3), 355–369. https://doi.org/10.1007/s10503-019-09506-x
Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication. Educational Psychology Review, 33(4), 1935–1964. https://doi.org/10.1007/s10648-021-09609-6
Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does Online Peer Feedback Improve Argumentative Essay Writing and Learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
Lehmann, T., Pirnay-Dummer, P., & Schmidt-Borcherding, F. (2020). Fostering Integrated Mental Models of Different Professional Knowledge Domains: Instructional Approaches and Model-Based Analyses. Educational Technology Research and Development, 68(3), 905–927. https://doi.org/10.1007/s11423-019-09704-0
Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. Reading and Writing, 33(10), 2549–2575. https://doi.org/10.1007/s11145-020-10056-y
Lu, D., & Xie, Y. (2019). The Effects of a Critical Thinking Oriented Instructional Pattern in a Tertiary EFL Argumentative Writing Course. Higher Education Research & Development, 38(5), 969–984. https://doi.org/10.1080/07294360.2019.1607830
Luna, M., Villalón, R., Martínez-Álvarez, I., & Mateos, M. (2022). Online Interventions to Help College Students to Improve the Degree of Integration of Their Argumentative Synthesis. Reading and Writing. https://doi.org/10.1007/s11145-021-10248-0
Ma, L., & Luo, H. (2021). Chinese Pre-service Teachers’ Cognitions about Cultivating Critical Thinking in Teaching English as a Foreign Language. Asia Pacific Journal of Education, 41(3), 543–557. https://doi.org/10.1080/02188791.2020.1793733
Malogianni, C., Luo, T., Stefaniak, J., & Eckhoff, A. (2021). An Exploration of the Relationship Between Argumentative Prompts and Depth to Elicit Alternative Positions In Ill-Structured Problem Solving. Educational Technology Research and Development, 69(5), 2353–2375. https://doi.org/10.1007/s11423-021-10019-2
Noor, S. (2021). Integrating Reading and Writing in Testing Reading Comprehension of the Afghan EFL Language Learners. Cogent Education, 8, 1–24. https://doi.org/10.1080/2331186X.2021.1919039
Nussbaum, E. M. (2021). Critical integrative Argumentation: Toward Complexity in Students’ Thinking. Educational Psychologist, 56(1), 1–17. https://doi.org/10.1080/00461520.2020.1845173
Rashtchi, M. (2019). Scaffolding Argumentative Essay Writing via Reader-Response Approach: A Case Study. Asian-Pacific Journal of Second and Foreign Language Education, 4, 1–17. https://doi.org/10.1186/s40862-019-0078-2
Rofi’uddin, A. H., Susanto, G., Widyartono, D., Sultan, S., & Muzakki, H. (2022). Pengembangan Pembelajaran Berpikir Kritis-Kreatif Berbasis Blended Learning di SMA. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(2), 527–536. https://doi.org/10.30872/diglosia.v5i2.414
Sato, T. (2022). Assessing Critical Thinking Through L2 Argumentative Essays: An Investigation of Relevant and Salient Criteria from Raters’ Perspectives. Language Testing in Asia, 12, 1–19. https://doi.org/10.1186/s40468-022-00159-4
van Rijt, J. H. M., van den Broek, B., & De Maeyer, S. (2021). Syntactic Predictors for Text Quality in Dutch Upper-Secondary School Students’ L1 Argumentative Writing. Reading and Writing, 34(2), 449–465. https://doi.org/10.1007/s11145-020-10079-5
Wale, B. D., & Bishaw, K. S. (2020). Effects of Using Inquiry-Based Learning on EFL Students’ Critical Thinking Skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1–14. https://doi.org/10.1186/s40862-020-00090-2
Wang, Y.-H. (2017). Integrating Self-paced Mobile Learning into Language Instruction: Impact on Reading Comprehension and Learner Satisfaction. Interactive Learning Environments, 25(3), 397–411. https://doi.org/10.1080/10494820.2015.1131170
Wang, Y., & Li, D. (2022). Translanguaging Pedagogy in Tutor’s Oral Corrective Feedback on Chinese EFL Learners’ Argumentative Writing. Asian-Pacific Journal of Second and Foreign Language Education, 7, 1–16. https://doi.org/10.1186/s40862-022-00170-5
Yang, R. (2022). An Empirical Study of Claims and Qualifiers in ESL Students’ Argumentative Writing Based on Toulmin Model. Asian-Pacific Journal of Second and Foreign Language Education, 7, 1–17. https://doi.org/10.1186/s40862-022-00133-w