Assalammu’alaikum wr wb. The honourable, all of the examiners.

Thank you very much for giving me a chance to stand here in front of you all.
I am going to present to you my research proposal; THE CORRELATION BETWEEN CRITICAL
THINKING AND READING COMPREHENSION ACHIEVEMENT OF ENGLISH EDUCATION
STUDY PROGRAM STUDENTS’ OF UIN RADEN FATAH PALEMBANG

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BACKGROUND
Among four language skills that should be mastered by the students, is reading. Reading should be
the first skill that should be learnt by the students because reading is an active cognitive process of
interaction with printed and monitoring comprehension to establish meaning. People usually read the text to
find the message or information. Whether or not they can understand about the text they read, it depends on
their reading comprehension ability. Additionally, Mohammadi, Heidary, and Niry (2012) state that one
factor that may influence students’ reading comprehension is critical thinking.
Successful students are not defined as those who are able to memorize facts and learn fixed routines
and procedures, instead as those who are able to think critically when they are in difficulties and about what
they are learning. Based on the fact that reading achievement of students in Indonesia was on the lowest
category and 26.3% of them was reading with comprehension. Moreover, Sudarmi (2008 p. 20) found that
43,33% of students in Palembang were on below average of critical thinking.
The study conducted by Hosseini (2012) shows that there was a correlation between critical thinking
ability, reading comprehension and reading strategy.
Due to the importance and the problems that I already mentioned, so that is why I am interested in
conducting this study.
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OBJECTIVE OF THE STUDY
In this study, I am going to find out, first, whether or not there is any significant correlation between critical
thinking and reading comprehension achievement, the second, whether or not there is any significant
influence between critical thinking and reading comprehension achievement.
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SIGNIFICANCE OF THE STUDY
This study is beneficial for other researcher, because it will be the basis for their future research, for
teachers/ lecturers, it will be stimulated in the learning process. And the students, they will have the ability
to monitor their thinking while processing the reading text.
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LITERATURE REVIEW
Here is my literature review
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PREVIOUS RELATED STUDY
The first study conducted by Forood and Farahani (2013) shows there is a correlation between critical
thinkers and factual reading comprehension questions.
The second study conducted by Hosseini, Khodaei, Sarfallah and Dolatabadi (2012) shows there is a
correlation between critical thinking ability and reading strategy.
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RESEARCH DESIGN AND VARIABLES
I am going to use a correlational study. X stands for critical thinking as my independent variable, and Y
stands for reading comprehension achievement as my dependent variable.
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POPULATION AND SAMPLE
The total population is 466 English education study program students of UIN Raden Fatah Palembang. In
this study the writer will choose the sample based on purposive sampling (judgemental sampling). The
writer will take the students who have already taken Reading courses (Reading I, Reading II, Reading III,
and Reading IV) as sample. Nonetheless, the eight semester students have already finished the entire
lectures in the class and they are working with their Skripsi. Consequently, it is quite difficult for the
researcher to collect the data from them. For this reason, only the sixth semester students will be
contemplated as the sample. As the result, there will be about 103 students. The distribution of the sample
can be seen below. Therefore, the students of the sixth semester will be taken as sample in this study.

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DATA COLLECTION
I am going to use two kinds of instruments, CCTT and Reading Comprehension Test.
The first, to measure the critical thinking students, I will use a ready made Cornell Critical Thinking Test
(CCTT) developed by R. Ennis et all in 2000 which consist of 44 items. The second, to measure the
reading comprehension acivement students, I will use Reading Comprehension Test taken from Cliff’s
TOEFL Preparation which consists of 50 items in the term of multiple choice questions.

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VALIDITY AND RELIABILITY
Since the tests are ready made and taken from, and also they are adequate to measure the variables, so there
is no need to conduct the validity and reliability test anymore.
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DATA ANALYSIS
Instrument Analysis CCTT And RCA
After giving the critical thinking test, the writer will check and then score the results manually to
know students’ critical thinking level, and then the result of critical thinking level will be analyzed by using
percentage of students’ choice.
For RC Test, The reading comprehension test consists of 50 items. The highest score will be 100 so it means
that the score of each item is 2. Then, the raw score will be inverted to know the level of the students’
critical thinking and reading comprehension.
Since the study is in the notion of parametric statistics, correlation and regression, it is necessary to do
pre-requisite analysis. Thus, before analyzing the data, the researcher will find out whether the data
distribution between the variables is normal and linear or not.
To find out whether critical thinking of students, as whole, have any correlation with students' reading
comprehension achievement or not, the researcher will apply Pearson- Product Moment Correlation
Coefficient. Still, by using the same statistical method, Pearson-Product Moment, the correlation between
each aspect of students' critical thinking, and their reading comprehension achievement will be established.
After that, if there is found any correlation between the variables, the analysis can be continued to see the
influence of the variable. As there will be a probability of correlation, the study will conduct Regression test
in relation to see the influence of students’ critical thinking as whole.
OK, I think that’s all about my presentation, and thanks for the chance. Wassalam.