Analysis of Student's Critical Thinking in Writing Argumentative Essays

Abstract

The purpose of this qualitative study is to investigate, classify, and analyse critical thinking in student's writing argumentative essays. The method used in this research is qualitative content analysis using the approach of Facione’s (2009) holistic critical thinking scoring rubric (HCTSR). Data collection technique used in this study is by document observation of English education department students’ blog-texts about teacher’s welfare in Indonesia, in one of private universities in West Jawa, Indonesia. Data obtained are from students’ writing emails submissions tasks; then, the data are analyzed by the researcher qualitatively based on coding frame document of writing. The results of this study indicate that in the the level of student’s critical thinking in writing varies demonstrated by the students.

Assessing Strategies of Performing Critical Thinking in an Argumentative Essay

“…While critical thinking skills collaborate with an argumentative essay as an effort to produce critical writing, it is functional to drive a way of thinking at a higher level (WU, 2020;Lu & Nguyen, 2022) This ability contributes to qualified achievement of argumentative essay proposed (Efendi, 2018;Jageer Singh & Raja Harun, 2021). It means that critical thinking works for writing an argumentative essay because in it there is a higher thinking framework to find an issue, write the issue, and discuss it in detailed analysis and interpretation.…”