Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 65 THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING AND ARGUMENTATIVE WRITING SKILLS AT THE FIFTH SEMESTER IN IAIN BUKITTINGGI Lia Aulia Suryani1*, Hilma Pami Putri2, & Hafizul Khair3 1,2Faculty of Tarbiyah and Teacher Training IAIN Bukittinggi,Indonesia 3Faculty of Engineering Universitas Sumatera Utara, Indonesia *liaauliasuryani9@gmail.com ABSTRACT This research was directed to find out whether there any significant correlation between students critical thinking and argumentative writing skill at the fifth in IAIN Bukittinggi. The researcher found several problems at the field, the problems were students got difficulties in starting and developing their ideas into writing a paragraph, they have limited vocabulary in English language, and some of students don’t use transition signals. This research employed correlation design. The population of this research was the students of fifth semester in Iain Bukittinggi. The researcher used random sampling were the students of class 5A, class 5B, and 5C to get the sample of the research. In collecting the data, the researcher used reading test to know of students of critical thinking and the researcher used of writing test to know of argumentative writing essay. The data were processed and analyzed by SPSS 22.0 Statistic technique of product moment t-test formula and consulted the result into t-table with level of significant α = 0.05.The result of this study by the correlation coefficient (rxy) 0,787. It show that there was high correlation between students critical thinking and argumentative writing, it included the scale of r interpretation score between 0,60- 0,79. Futhermore, with df =25. And the level of significance 0,05 (α= 5%) obtained 0,396. So , rxy = 0,787 > t table 0,396. So, Ha was accepted and Ho was rejected. It means that there was correlation between students critical thinking and argumentative writing skill. Keywords : Correlation, Critical Thinking, Argumentative Writing INTRODUCTION Writing is the process to obtain information through the message which is conveyed by writer. As Brown (2000) mentioned that writing is a thinking process. In writing, the students should have ability to construct of the idea in written. The writer should be deliver their idea into good sentence, so the reader will understand easier. As the word of Allah in Surah Qs. Al- Alaq 1-5 which recites: ِي َعلذَم بِٱلَۡقلَ ۡكَرُم ٱَّلذ َ َوَربَُّك ٱۡۡل ۡ نَسََٰن مِۡن َعلٍَق ٱقَۡرأ َق ٱۡۡلِ ِي َخلََق َخلَ بِٱۡسِم َرب َِك ٱَّلذ ۡ نَسََٰن َما لَۡم َيۡعلَۡم ٱقَۡرأ َم ٱۡۡلِ ِم َعلذ http://u.lipi.go.id/1593190689 mailto:liaauliasuryani9@gmail.com Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 66 Recite in the name of your Lord who created. Created man from a clinging substance. Recite, and your Lord is the most Generous. Who taught by the pen. Taught man that which he knew not. (Al Alaq/96:1-5) Writing is an activity which convey the message by the writer. Writing is skill that can express the feeling, idea, the argument, opinion, and give the information through of written (Iksan & Duriani, 2015). In writing English, there are some of kinds of the essay which is learnt by the students, such as: descriptive, narrative, expository, persuasive, and argumentative essay. Writing is more useful for students, and the essential one is argumentative writing. In this research the researcher focused on argumentative. Argumentative writing is necessary in the field of education. It is used for writing essay, journal, article, conducting research, and applying scholarship. Therefore, Argumentative writing skill is also regarded as the most difficult skill than writing skill other. It is because composing argumentative essay requires students to have critical thinking, scientific ideas, and argumentative expression. Richard and Schmidt (2010) stated that argumentative writing is the ability to construct their idea to give their opinion or arguments which is supported by the evidence to become a strong reason. Critical thinking is an important element of all field. Critical thinking means good thinking which is against irrational thinking (Reza Zabihi, 2011). That’s mean critical thinking is rationally thinking. Moreover, Critical thinking and argumentative skill have influence of process of thinking which is involve of the idea arguments, and opinion toward of issue related of the topic. Critical thinking is cognitive activity, associated with using the mind (Stella Cottrell, 2005). that’s mean critical thinking involved of mind to arguments though of message which is being conveyed through whether of speech or written (Richard and Carolyn,2005). Similarly, Critical thinking relates to the activity to criticize people or things both in terms of the negative side and the positive side of them that may lead to the comprehension and best judgment about them (Washburn, 2010). Thus, critical thinking referred to analyze and giving arguments. If the students can investigate about the writers ideas then form a conclusion based on the evidence you find, you will be thinking critically (Reza Zabihi, 2011). Moreover, Ability to write argumentative depends on students critical thinking. (M.Fahim & M.Mirzaii, 2014). Ability of critical thinking will influence to write argumentative skill of students. The researcher found some problems of writing English language. First, some of students got difficulties in starting and developing their ideas into writing paragraph. The students are difficult to develop ideas into writing paragraph, especially the students make the main idea and give supporting detail related with the topic. Second, students have limited vocabulary in English Language. Some of students are difficult of using vocabulary, choosing of the word which is appropriate. Then, It will be influence of their thinking skills in writing paragraph, the students were difficult to write their opinion, and that will spend their time in writing. Third, some of students don’t use transition signals. Transition signals are used to signal relationship between ideas, and transitional signal is the main ways to achieve good cohesion and coherence in writing. Eg ; Furthermore, However, Nevertheless, etc. In addition, The researcher found of problem critical thinking while students cannot http://u.lipi.go.id/1593190689 Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 67 identify, analyze and giving argument by their writing. It necessary of cognitive skill. It maintained that instead of approaching of level thinking. From the problems occurred above, the researcher need to do research of the correlation between critical thinking and Argumentative writing. Thinking is necessary in writing. And argumentative needs critical thinking, since writer need to analyze, evaluate and arguments to convince the reader. Therefore, in this research, the researcher intends to do research whether there is correlation between critical thinking and student writing skill. The formulation of the problem is : 1. Is there any significant correlation between students critical thinking and argumentative writing ? 2. What is the correlation direction between students critical thinking and argumentative writing? 3. What is the correlation magnitude between students critical thinking and argumentative writing ? METHODS The design of this research was correlation. The correlation was a quantitative research between two variables. Gay stated that a correlational research involves collecting data in order to determine whether, and what degree, a relationship between two or more variables. The researcher identify whether there is a significant correlation between students critical thinking and argumentative writing. Besides, this research conduct to know the direction of correlation between students critical thinking and argumentative writing. This research used quantitative research because it is focus on the product (result of the test) to look learning process of students. The objectives of study to find out correlation between students critical thinking and argumentative writing. The researcher analyzed the data by using Correlation in SPSS (Statistical Program for Social Science) 22.0. The researcher collected the data by looking at the result of argumentative writing . Table 1. Total Population Class Number of Students A 38 B 37 C 36 Sum 111 Source : Administration staff of IAIN Bukittinggi In this research, researcher took 25 % sample from total population. This is inline with Sugiyono (2008) who suggested that if the research more than 100 respondents, took 10 % to 25 %. http://u.lipi.go.id/1593190689 Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 68 Technique of data collection In this research, researcher use two instruments to get the data. The critical thinking was measured by reading test, and the argumentative writing measured by essay test. This test of critical thinking used Watson- Glaser Critical Thinking Appraisal (W-CGTA) that used measure test of cognitive ability. The test will given to English department students at the fifth semester of IAIN Bukittinggi. Technique of Data Analysis Correlation The researcher will use the formulate correlation to analyze the data. The formula used based on correlation in SPSS (Statistical Program for Social Science) 22.0 as follows: 𝑟𝑥𝑦= 𝑁 ∑𝑋𝑌−(∑𝑋)∙(∑𝑌) √⌊𝑁 ∑ 2−(∑ 2𝑋)𝑋 ⌋⌊𝑁 ∑ 2−(∑ )2𝑌𝑌 ⌋ Note: ƩXY : The sum of multiplication between X and Y N : Number of students ƩX2 : The sum of standard deviations from variable X Y2 : The sum of standard deviations from variable X Rxy : The coefficient correlation between X and Y Table 2. The Magnitude of Correlation The correlation coefficient Interpretation 0,00- 0,19 Very low correlation 0,20-0,39 Low correlation 0,40- 0,59 Moderate correlation 0,60- 0,79 High correlation 0.80-1,00 Very high correlation RESULTS The result of this research was calculated by using formulated correlation. The formula used based on correlation in SPSS. Variable X is critical thinking measured by reading test, and Y which is argumentative writing measured by essay test. To identify whether there is correlation or not between two variables. The researcher used the calculation the product smoment formula. There are some steps that used in getting the correlation between critical thinking of students and argumentative writing. In helpin g the researcher to analyze the data after each score was ranked the data was tabulated a product moment table as follows: http://u.lipi.go.id/1593190689 Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 69 Table 3. The Score of Critical Thinking by Reading Test No Students name of class A Score No Students name of class B Score No Students name of class C Score 1 AO 74 10. RN 70 19. DH 80 2 NM 80 11. EY 82 20. ES 78 3 X 57 12. F 80 21. DOK 80 4 RSP 70 13. IJ 74 22. Y 62 5 SA 78 14. AG 78 23. RER 80 6 LA 60 15. HA 58 24. RW 78 7 SD 80 16. CA 74 25. SR 78 8 ON 78 17. VS 82 26. DA 76 9 OAR 82 18. PFS 72 27. X 72 ∑ 73,22 75,33 76 Based on the table I. it can be concluded that the score of students critical thinking based on the data indicators of student critical thinking which collected from distributing critical thinking by reading test which is contained as much 27 respondents. it showed that average of class A was 73,22 ,the average of class B was 75,33, and the average of class C was 76. Table 4. Table II. Score of Argumentative Writing No Students name of class A Score No Students name of class B Score No Students name of class C Score 1 AO 70 10. RN 90 19. DH 95 2 NM 95 11. EY 90 20. ES 90 3 X 30 12. F 95 21. DOK 90 4 RSP 80 13. IJ 80 22. Y 75 5 SA 90 14. AG 75 23. RER 85 6 LA 70 15. HA 50 24. RW 65 7 SD 95 16. CA 85 25. SR 85 8 ON 85 17. VS 100 26. DA 70 9 OAR 100 18. PFS 80 27. X 75 ∑ 79,44 82,78 81,11 http://u.lipi.go.id/1593190689 Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 70 Based on the table II, researcher found of average each of class, included class A, class B , and class C. it showed that average of class in was 79,44. The average of class B was 82,77. And the average of class C was 81,11. That’s mean the high average of the class was B class. Table 5. The Result of Coefficient Correlation No Name X Y X2 Y2 XY 1 AO 74 70 5476 4900 5180 2 NM 80 95 6400 9025 7600 3 X 57 30 3249 900 1710 4 RSP 70 80 4900 6400 5600 5 SA 78 90 6084 8100 7020 6 LA 60 70 3600 4900 4200 7 SD 80 95 6400 9025 7600 8 ON 78 85 6084 7225 6630 9 OAR 82 100 6724 10000 8200 10 RN 70 90 4900 8100 6300 11 EY 82 90 6724 8100 7380 12 F 80 95 6400 9025 7600 13 IJ 74 80 5476 6400 5920 14 AG 78 75 6084 5625 5850 15 HA 58 50 3364 2500 2900 16 CA 74 85 5476 7225 6290 17 VS 82 100 6724 10000 8200 18 PFS 72 80 5184 6400 5760 19 DH 80 95 6400 9025 7600 20 ES 78 90 6084 8100 7020 21 DOK 80 90 6400 8100 7200 22 Y 62 75 3844 5625 4650 23 RER 80 85 6400 7225 6800 24 RW 78 65 6084 4225 5070 25 SR 78 85 6084 7225 6630 http://u.lipi.go.id/1593190689 Copyright © The Author(s) Vol. 2, No. 1, Janaury 2021 e-ISSN: 2723-4126 71 Table 6. The Magnitude of Correlation The correlation coefficient Interpretation 0,00- 0,19 Very low correlation 0,20-0,39 Low correlation 0,40- 0,59 Moderate correlation 0,60- 0,79 High correlation 0.80-1,00 Very high correlation From table V, it can be seen of Rxy= 0,787. It displaying there are on interval 0,60- 0,79. It can be concluded that the magnitude both of variables which is mean that there is high correlation. it is analyzed based on magnitude of correlation of X variable and Y variable. DISCUSSION Hypothesis testing In testing researcher Hypothesis ,Ha: there is a magnitude between critical thinking of students and argumentative writing. Ho : there is no magnitude correlation between critical thinking of students and argumentative writing. The researcher regard the index (p) to the r –table. To regard with the r-table. To regard with the r-table, the researcher decided the degree of freedom (df) and also the significant level (α). The degree of freedom in this research of freedom, in this research was N-2 = 27-2 = 25. Then the researcher used α = 0,05, to know the critical value of this df. To measure whether the researcher will accept or reject the hypothesis, the researcher used this formulation:1 Rhit ≥ R table, it means Ha is accepted and Ho is rejected Rhit