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THE CORRELATION BETWEEN CRITICAL THINKING SKILLS AND 
CRITICAL READING SKILLS OF THE ENGLISH EDUCATION STUDY 

PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY 
 

Rahma Dianti*) 
Universitas Tridinanti Palembang 

 
Abstract: Critical thinking skill is one of the most crucial life skills that should be 
possessed by the students. The objectives of this study were: (1) to find out whether or 
not there was a significant correlation between student’s critical thinking and critical 
reading skills, (2) to know the student’s level of their critical thinking skills, (3) to know 
the student’s level of critical reading skills, (4) to find out the contribution of each 
aspect of critical thinking skills toward each aspect of critical reading skills, (5) to seek 
the mean difference of student’s critical thinking skills based on their gender, and (6) to 
seek the mean differences of student’s critical reading skills based on their gender. This 
research was conducted using correlational research design. In collecting the data, there 
were two tests administered in this study, those were CAAP for Critical Thinking Test 
and the SAT for Critical Reading skills. The population of this study consisted of 170 
undergraduate students of English Education Study Program of Sriwijaya University in 
Bukit Besar campus in the academic year 2011/2012. 114 out of 170 undergraduate 
students became the samples of this study who were chosen using proportionate 
stratified random sampling technique based on the student’s gender. Based on the data 
collected and the analyses applied in this study, the findings revealed that (1) the 
student’s level of critical thinking skill was in the level of analysis, (2) the students were 
categorized as poor in critical reading skills, (3) there was a significant and positive 
correlation between student’s critical thinking and critical reading skills with r-value 
0.713, (4) only two out of three aspects of critical thinking –analysis and evaluation- 
that contributed the influence toward each aspect of critical reading skills, (5) there was 
no mean difference between male and female students toward their critical thinking 
skills, and (6) there was no mean difference between male and female students toward 
their critical reading skills. 

 
Key words: Critical Thinking Skills, Critical Reading Skills, and Gender 
 
 

INTRODUCTION 

It is worth helping the students improve their ability of critical thinking and reading 

proficiency. In a college level, the students must have both critical thinking and critical reading 

skills. The most fundamental reason to why it is important to teach critical thinking because it can 

help the students to be successful in life, either in their education or in their careers. Having good 

thinking skill is very beneficial for our life today. First, thinking skills can leadus to be a good 

decision maker. We can decide which one is correct or incorrect; decide what we have to do; decide 

what we have to choose; and so on. It is in line with Steven D. Schafersman (1991) who suggested 

that a critical thinker is a good decision maker who can responsibly judge any information well and 



 

44 
 

can contribute good things to her or his society. Second, good at thinking skills can help the people 

to be ready to take part in more complex and challenging era of the globalization. Then, having the 

skill to think critically can help someone to think rationally and reasonably.It means that people 

always have the rationale for what they think, say, and do. In other words, if thinking skills can be 

cultivated well, it can empower the people to achieve a life’s success either in their academic, 

carrier, and social life. The quality of our life depends on the quality of our thinking. The better 

someone in thinking is, the wiser he or she will be. It is clear that good at thinking skill is very 

crucial for all people. 

Thinking skills cannot develop naturally and automatically. They need to be taught, learned, 

and practiced (Schafersman, 1991; Cottrell, 2005). The practice of critical thinking should be 

integrated in classrooms through questioning and reasoning. The students should be encouraged to 

question all information they got and they must also have reasons for their beliefs and actions. A 

study conducted by Choy and Cheach (2009) found that most of teachers had good perspectives 

toward the integration of teaching critical thinking in the classroom since this skill can be an 

intellectual stimuli to facilitate student’s learning. Therefore, education for now on should pay close 

attention to the development of student’s thinking skills.The cultivation of thinking skill has been 

the focus of education for years. It is one of the most life skills that should be possessed by all 

people in order to survive in the future life (UNESCO, 2011).  

Besides thinking skills, good at reading literacy is also important because it can help people to 

engage with the progress of communication in the global era. Reading is not only the way to share 

ideas between the writer and the readers, but also a very common way used by most of people in 

order to get information and enrich their knowledge. Reading is a receptive skill, but it practically 

involves an active process of thinking and has cognitive consequences for the readers. First, reading 

involves an active thinking process because it demands the readers to activate their thinking to 

process all information or messages from the printed symbols and then to relate the information 

with their prior knowledge during reading. Second, it brings cognitive impacts for the readers that 

can enrich their minds, their perspectives, and their knowledge through reading. To read critically, 

the readers need to think critically first. To process and understand the information found in the 

reading passages, the skills of thinking critically and reading critically work hand in hand (Kurland, 

2006). Reading critically is important to comprehend the text. According to Paul and Elder (2007), 

critical reading is the art of analyzing and evaluating text and thinking with a view to improve the 

nature of thought. To read critically, the readers need to analyze and evaluate what they read, and 

then synthesize their own beliefs or ideas based on what they read from the text. To do that, the 



 

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readers will also connect or relate their background knowledge with the information found in the 

text to interpret, evaluate, and decide their alternative responses or interpretations.  

In the Faculty of Teacher Training and Education of Sriwijaya University, the students are 

practiced and taught to be a teacher. Ideally, a teacher should be good at thinking and reading skills. 

For English majoring, reading skill is taught from semester 1 to semester 5. The writer assumes that 

critical thinking and critical reading skills are practiced during the reading classes. As the response 

of the issues elaborated above, the writer will conduct a study to see and find out students’ critical 

thinking skills level and to seek the relationship between critical thinking and critical reading skills 

of English Education Study Program Students of Sriwijaya University Palembang in the academic 

years 2011/2012. In relation to the arguments states above, this study was mainly conducted to find 

out the correlation between critical thinking and critical reading skills of English Education Study 

Program undergraduate students of Sriwjaya University. 

 

CRITICAL THINKING SKILLS 

The one and only human capacity used when they are learning is their thinking. Learning 

demands the students to think critically. If someone thinks well while learning, she or he will study 

well and vice versa (Paul & Elder, 2007). Critical thinking has been the focus in education for 

years. Critical thinking is assumed as one of the most important life skill that should be possessed 

by people. It is one of the higher-order thinking skills, which deals with problem solving and 

decision making. Critical thinking skills enable someone to acquire knowledge, understanding, 

insights, and skills for any fields of subjects (Paul & Elder, 2007).  

Many definitions of critical thinking have been formulated by the scholars variously, but most 

of the definitions have similar principles. Critical thinking can be defined as a cognitive process 

which involves someone’s mind to think using skills of analyzing and evaluating to assess the 

arguments in order to create a reasonable perspective or thought (Cottrell, 2005; Duron et al., 2006; 

Paul && Elder, 2007). Critical thinking is assumed as reasoning thinking which is associated with 

our capacity to think rationally. Thinking rationally here needs the skills of analyzing and 

evaluating something in detail.  

 

CRITICAL READING SKILLS 

It has been stated above that critical reading skill covers the ability to analyze, evaluate, and 

synthesize or generate ideas based on what one reads. Pirozzi (2003, 325) defines critical reading as 

“very-high level comprehension of written material requiring interpretation and evaluation skill and 

it also entails using reference to go beyond what is stated explicitly, filling in informational gaps, 



 

46 
 

and coming to logical conclusions.”  Based on the definition, it is clear that reading is an active 

process that requires the readers to be critical in processing the information because they should 

involve the skills of interpretation and evaluation. A critical reader does not simply receive all 

information they got from their reading, but they will use their cognitive skills in processing the 

information before they come to the conclusions. Moreover, critical reading refers to a careful, 

active, reflective, and analytic reading (Kurland, 2006).   

Based on the description above, we can say that reading critically can make the readers really 

comprehend what they read, not only literal meaning but also implied meaning. Comprehension is 

very essential part in reading process. Critical reading includes some elements; such as: decoding 

vocabulary, identifying main ideas, identifying causes and effects, identifying detailed information, 

identifying sequences, and making inferences. 

 

GENDER IN LANGUAGE TEACHING 

As we know, gender is one of the most factors influencing students’ achievements in learning 

process. Mostly, the findings of the studies have revealed that the different gender among the 

students contributed the gap on students’ achievements. Regarding the students’ critical thinking 

achievement, there is a disagreement among the study results which investigated the condition of 

students’ critical thinking skills in terms of their gender. Many studies revealed that males are more 

critical in thinking than females (Chen, 1996; Aliakbari & Sadeghdaghighi, 2011). However, a 

study conducted by Babalhavaeji and Ghiasi (2011) revealed that female is better in critical thinking 

skill than male. Female have higher rate in critical thinking skills than male. These disagreements 

may depend on cultural or social differences. 

Regarding the students reading achievement, the latest survey of PISA in 2009 found that 

mostly female students performed better than male students in reading achievement (OECD, 2010). 

Male students performed better than female students in Math. In relation to critical reading skills, 

female students tend to be better in this skill than male do. It is not really surprised because females 

enjoy reading more than male students do. Their interests in reading are also different. Female 

students tend to read more on adventurous books. Meanwhile, male students tend to read comics 

and humorous books. 

 

METHODOLOGY 

The study was conducted on the basis of correlation study which was mainly aimed at finding 

out whether or not there was a significant correlation between students’ critical thinking skills and 

critical reading skills.  



 

47 
 

The subjects of the study were 114 students of English Education Study Program of Siwijaya 

University in the academic 2011/2012, which were chosen usingproportionate stratified random 

sampling technique.They consisted of 11 male students and 103 female students who were form 

second, fourth, and sixth semester. Gender was used as one consideration in choosing the sample. 

Data were collected using tests which measured student’s critical thinking and critical reading 

skills. Student’s critical thinking skills were measured by using Collegiate Assessment of Academic 

Proficiency (CAAP) Critical Thinking test which consisted of 32 items of multiple choices. Then, 

the writer took and then adapted test items which were taken from a ready-made test of the SAT for 

critical reading published by Thompson. The test consisted of some passages and 20 items of 

multiple choices. The contents of critical reading test measured the student’s skills to decode 

vocabulary; identify main ideas, details, writer’s intention, cause and effect; and make inference. 

Then, the data collected were analyzed using descriptive and inferential analysis. 

 

FINDINGS 

The Results of Inferential Analyses 

The inferential analyses covered the following results of analyses: (1) the students’ level of 

critical thinking and critical reading skills; (2) the correlation analysis using Pearson Product 

Moment (PPM analysis); (3) the contribution of each aspect of critical thinking skills toward each 

aspect of critical reading skills using Stepwise method of regression analysis; and (4) the differences 

between male and female students regarding to their critical thinking and critical reading skills 

using Independent Sample T-Test. 

 

Students’ Level of Critical Thinking Skills 

The percentage analysis used in this study indicated that the percentage of each aspect of 

critical thinking skills was as follows: 63.7 % in analyzing the arguments; 22 % in evaluating the 

arguments; and 14.3 % in extending the arguments (creating the argument). It meant that the level 

of critical thinking skills of the undergraduate students of English Education Study Program of 

Sriwijaya University in Palembang campus was in the level of analysis. The detailed summary of 

percentage analysis of student’s critical thinking skills was presented in the following table. 

Table 2 
The Summary of Student’s Level of Critical Thinking Skills 

No. Aspects of Critical Thinking Skills Percentage (%) 
1. Analyzing argument 63.7 
2. Evaluating argument 22 



 

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3. Synthesizing argument 14.3 
Total 100 

 

 

The Students’ Level of Critical Reading Skills 

The percentage analysis indicated that 5.3 % or 6 out of 114 students were very good in 

critical reading skill; 27.2 % or 31 out of 114 students were categorized as good in critical reading 

skill; 25.4 % or 29 out of 114 students were categorized as average in critical reading skill; and 42.1 

% or 48 out of 114 students were categorized as poor in critical reading skill. It could be concluded 

that the undergraduate students of English Education Study Program of Sriwijaya University in 

Palembang campus were in poor level; with the percentage was 42.1 %. The summary of the 

student’s level of critical reading was presented in the following table. 

 
Table 3 

The Summary of the Student’s Level of Critical Reading Skills 

No. Qualification Score Range Frequency Percentage (%) 
1 Very Good 86-100 6 5.3 
2 Good 71-85 31 27.2 
3 Average 56-70 29 25.4 
4 Poor ≤ 55 48 42.1 

Total 114 100 
 

The Correlation Analysis of Critical Thinking Skills and Critical Reading Skills 

Based on the analysis using Pearson Product Moment, the correlation among the variables 

was high, with the r-value was 0.713. Because the correlation coefficient showed a positive r-value, 

it meant that there was a positive correlation among the variable. The more critical students are in 

thinking, the more critical they are in reading. 

 

The Contribution of Each Aspect of Critical Thinking Skills toward Each Aspect of Critical 

Reading Skills 

In this study, independent variable -critical thinking skills- consisted of three aspects, those 

are: analyzing skill, evaluating skill, and creating skill. Whereas, dependent variable of this study –

critical reading skills- consisted of six aspects, those are: skill of decoding vocabulary; skill of 

identifying main ideas, details, cause & effect, and writer purposes; and skill of making inferences. 

To determine which of each aspect of critical thinking skills toward each aspect of critical reading 

skills, stepwise regression analysis was applied.  



 

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The results revealed that only two aspects of critical thinking skills contributed toward each 

aspect of critical reading skills. They were analyzing skill and evaluating skill. Analyzing skill gave 

contribution toward all aspects of critical reading skills. Meanwhile, evaluating skills only 

contributed the influence toward student’s critical reading skills in identifying the details and 

identifying the writer’s purposes. Extending (creating) skill did not contribute the influence toward 

each aspect of student’s skill in reading critically. The summary statistics of regression analysis 

using stepwise method was presented in the table 10 below. 

Table 4 
The Summary Statistics of the Contribution of Each Aspect of Critical Thinking Skills toward 

Each Aspect of Critical Reading Skills 
 

Model Independent Variables Dependent Variables R R
2 F Sig. 

1 Analyzing Skills 

Decoding Vocabulary 0.239 0.057 6.786 0.010 
Identifying the writer’s purposes 0.367 0.135 17.470 0.000 

Identifying the details 0.384 0.148 19.395 0.000 
Identifying the main ideas 0.300 0.090 11.098 0.001 

Identifying the cause and effect 0.378 0.143 18.640 0.000 
Making inferences 0.406 0.165 22.124 0.000 

2 Analyzing and Evaluating Skills 
Identifying the writer’s purposes 0.407 0.166 11.023 0.000 

Identifying the details 0.433 0.188 12.814 0.000 

 The contribution of analyzing skill toward student’s critical reading skills was as follows: 

0.057 or 5.7% in decoding vocabulary, 0.090 or 9% in identifying the main ideas, 0.143 or 14.3% in 

identifying the cause and effect, 0.165 or 16.5% in making inferences, 0.135 or 13.5% in 

identifying the writer’s purposes, and 0.148 or 14.8% in identifying the details. Whereas, the 

combination of analyzing and evaluating skills contributed the influences toward student’s skills in 

identifying the writer’s purposes for 0.166 or 16.6%, and in identifying the details for 0.188 or 

18.8%. It meant that evaluating skill contributed the influences toward student’s skill in identifying 

the writer’s purpose for 0.031 or 3.1%, and in identifying the details for 0.040 or 4%. Creating skill 

or Extending the arguments did not show its contribution when it was combined with other skills. 

 

The Difference of Critical Thinking Skills and Critical Reading Skills Based on Student’s 

Gender 

To know the differences of students’ critical thinking and critical reading skills regarding to 

their gender, independent sample t-test was used. In this case, the total number of male and female 

students was imbalance. To analyze the mean difference with an imbalanced number of samples, 

one formulation of independent sample t-test, called pooled variance, was used.  



 

50 
 

 

The Difference between Male and Female Students in terms of their Critical Thinking Skills 

Based on the result of independent sample t-test, the mean difference between male and 

female students regarding to their critical thinking was -0.5185. The following table presented the 

summary of the independent sample t-test results for critical thinking skills regarding to the 

student’s gender. 

Table 5 
The Result Summary of Independent Sample t-test 

 
 Levene's Test 

for Equality of Variances t-test for Equality of Means 

F Sig. t df Sig. (2 tailed) 
Critical Thinking 
Skills 

2.281 .134 -.121 112 .904 

 

To see whether or not there were mean differences between male and female students 

regarding to their critical thinking skills, itwas necessary to compare between the value of tobtained 
and the value of ttable. Furthermore, the ߩ-value (Sig.2-tailed) is < 0.05. The data shown in the table 

above indicated that the tobtained was -0.121.Meanwhile, the value of ttable, with df was 112 and in the 

95% confidence interval, was about 1.980. It showed that tobtained (-0.121) was less than ttable (1.980). 

Then, theߩ-value (sig.2-tailed) was 0.904. This value was higher than 0.05.The significant 

difference between male and female exist, if the tobtained is higher than ttable, and if theߩ-value (sig.2-

tailed) < 0.05. Since the value of tobtained< the value of ttable and the ߩ-value (Sig.2-tailed) > 0.05, it 

meant that there was no a significant difference between male and female students regarding to their 

critical thinking skills. 

 

The Difference between Male and Female Students in Terms of their Critical Reading Skills 

Based on the result of independent sample t-test, the mean difference between male and 

female students in terms of their critical reading skills was 2.816. The result of Independent Sample 

T-test was presented in the following table. 

Table 6 
The Result of Independent Sample T-test of Critical Reading Skills based on Gender 

 
 Levene’s Test for Equality of 

Variances 
t-test for Equality of Means 

F Sig. t Df Sig. (2-tailed) 
Critical Reading Skills .810 .370 .600 112 .550 

 



 
 

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The data shown in the table above indicated that the value of tobtained was 0.600. Whereas, the 

value of ttable was 1.980 (with df 112 and the confidence interval for 95%). It meant that 

tobtained<ttable. Next, the ߩ-value (sig.2-tailed) was 0.550. It was higher than 0.05. Judging from those 

findings, it could be concluded that there was no a significant difference of students’ critical reading 

skills based on gender. The result summary of independent sample t-test of critical reading skills 

based on gender was presented in the following table. 

 

 

Discussion 

Based on the findings of the study, there are some interpretations that can be described. First, 

critical thinking skills are correlated positively to students’ critical reading skills. It might be caused 

by the aspects of critical thinking skills, i.e.: analyzing, evaluating, and creating skills; can influence 

the students’ skill in reading critically. This result is in line with the study conducted by Fahim and 

Sa’eepour (2011) which revealed that critical thinking skills could influence student’s language 

proficiency, especially reading skills. Moreover, a theoretical framework done by Aloqaili (2011) 

highlighted that there was a well-established correlation between critical thinking skills and reading 

comprehension.  

Second, the finding also revealed that the undergraduate students of English Education Study 

Program of Sriwijaya University in Bukit Besar campus in the academic year 2011-2012 were in 

the level of analyzing skill. Mostly the students were able to analyze the arguments. It could be said 

that the students are still categorized poor in thinking critically. They tent to not be able to evaluate 

the arguments or even create their own arguments. It was not in line with what have been suggested 

by Paul and Elder (2007) that the students of higher education level must be able to evaluate and 

then create their own arguments. It might be caused that the students were not engaged with the 

teaching and learning process which practiced and demanded the students to think critically when 

the students were in early education level. Meanwhile, good thinking skills should be promoted and 

cultivated through education since it cannot be developed naturally (Schaffersman, 1991; Cottrell, 

2005). Analyzing skill was the most influential aspects of critical thinking skills toward the 

students’ critical reading skills. As the result, most of students were still classified as poor in critical 

reading skills. This condition might be influenced by the condition that most of students just could 

analyze the arguments. It could be concluded that students could not understand the complicated 

reading passages well. It might be caused they were rarely involved in reading the complex reading 

passages. 



 
 

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Third, based on the results of regression analysis using stepwise method, it could be 

interpreted that all aspects of critical reading skills were mostly influenced by the skill of analyzing 

the arguments. Partly, the analyzing skills of the argument alone mostly influenced the student’s 

skills in making inferences, identifying the details, and identifying the writer’s purposes. 

Meanwhile, analyzing skill only contributed the small influences toward the student’s skills of 

identifying decoding vocabulary and identifying the main ideas. It might be caused the students 

faced the problem in finding the meaning by using context clues that require the students to analyze 

the meaning of the words using context. Moreover, in identifying the main ideas the students 

demand to relate and find out the relevant main gist of each paragraph. This small contribution of 

analyzing skill might be caused the students were failed to relate the information of each paragraph. 

The skill of evaluating the argument just influenced two aspects of critical reading skills, 

those were: identifying the details and identifying the writer’s purposes, when this skill was 

combined with the skill of analyzing. It was surprised that creating skill did not contribute the 

influence toward the aspects of critical reading, even in making inferences. It might be caused by 

the low level of critical thinking skill that the students had. 

Fourth, this study found that there was no a significant difference of student’s critical thinking 

and critical reading skills based on gender. This study revealed that male students were the same 

with female students in terms of critical thinking skills. This result was not in line with the results of 

the previous study conducted by Chen (1996) which found that male students were more critically 

in thinking than female students. The same thing was also found in students’ critical reading skills. 

This study also revealed that there was no a significant difference among gender in critical reading 

skills. This finding rejected the report of the survey of PISA (2009) which highlighted that female 

students performed better than male students in reading skills. It might be caused there was no a 

significant mean difference regarding to critical thinking skills. 

 

CONCLUSION 

Based on the findings and interpretations, there are some conclusions made. First, critical 

thinking skill was significantly and positively correlated with students’ critical reading skill. 

Second, the students’ level of critical thinking skills was in the level of analyzing the arguments. 

Third, critical reading skill of the students was in the poor level. Fourth, the aspect of critical 

thinking skills which was mostly correlated with the student’s critical reading skills was analyzing 

skill. This sub-skill also gave the highest contribution toward the student’s critical reading skills, 

especially decoding vocabulary, identifying main ideas, identifying causes and effects, identifying 



 
 

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details, identifying the writer purposes, and making differences. Meanwhile, evaluating the 

arguments contributed the influence toward the student’s critical reading skill in identifying the 

writer’s purpose and in identifying the details. Fifth, there was no significant difference between 

male and female students regarding to their critical thinking skills. Finally, there was no significant 

difference between male and female students regarding to their critical reading skills. 

 
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