THE EFFECT OF USING PROBLEM SOLVING TECHNIQUE ON THE CRITICAL

THINKING OF THE ENGLISH DEPARTMENT STUDENTS OF THE FACULTY OF

TEACHER TRAINING AND EDUCATION OF JEMBER UNIVERSITY

THESIS


By
RUDY PRASETYO
NIM 100210401109


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2014






THE EFFECT OF USING PROBLEM SOLVING TECHNIQUE ON THE CRITICAL
THINKING OF THE ENGLISH DEPARTMENT STUDENTS OF THE FACULTY OF
TEACHER TRAINING AND EDUCATION OF JEMBER UNIVERSITY

THESIS


Composed to fulfill the Introduction to Thesis Writing Assignment


By
RUDY PRASETYO
NIM 100210401109


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2014
CHAPTER 1. INTRODUCTION

In this chapter presents some aspects dealing with the topic of the research.
They divided into four parts: background of the research, problems of the research,
objectives of the research, and the significance of the research. Each point is
presented in the following parts respectively.

1.1 Background of the Research
The early of 2014 is a sign of a new challenge begins. The more advanced a
day so the challenges to be faced will increasingly difficult. All sectors in the world
ranging in economic, social, cultural start moving forward to meet the challenges that
have been in front of the eye, include in the educational field. Talking about the
challenges and problems of education in Indonesia in this globalization era, it is
necessary to be prepared to be able to supply the educational activities of the students
in facing the challenges of life in the future. It can be done by maintaining our
education to responds the challenges of globalization. To face these challenges, it is
necessary to train the learners to be able to learn independently and develop their
thinking ability (Depdikbud, 2006).
Based on the statement above students are required to think critically to face
future challenges. Based on criticalthinking.org, Critical thinking is that mode of
thinking about any subject, content, or problem in which the thinker improves the
quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective
thinking. It presupposes assent to rigorous standards of excellence and mind full
command of their use.
The observations in the field, found that undergraduate students of English
Education faced difficulties to solve the problems given during teaching learning in
class. Lecturer has provided a wide variety of lecture material, including material that
requires students to think critically. Although such conditions occur in class, It

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doesnt correspond with the expectations of lecturers, students are still less developed
in their thinking abilities that include analysis, synthesis, and evaluation. To train
students to develop the knowledge / thinking skills of analysis, synthesis and
evaluation, it is better for lecturer to give more appropriate technique for thinking
critically, thats problem solving technique.
The term problem solving refers to the mental process that people go
through to discover, analyze and solve problems. This involves all of the steps in the
problem process, including the discovery of the problem, the decision to tackle the
issue, understanding the problem, researching the available options and taking actions
to achieve your goals. It can be used to stimulate higher level of logical thinking
including the ability of analysis, synthesis, and evaluation in a problem oriented
situations. The focus of problem solving method is on students thinking when they do
these activities.
The experimental research about problem solving technique was conducted
by Fitriyanti entitled Pengaruh Penggunaan Metode Pemecahan Masalah Terhadap
Kemampuan Berpikir Rasional Siswa. It concluded that the use of problem solving
technique could increase the rational thinking of the eleventh year students of SMA
Srijaya Negara Palembang. This is evidenced by the value of the pre-test results that
the mean value of the experimental class 4.32, this figure is higher than the control
class that is equal to 4.26. In addition, the average value of post-test experimental
class showed better results than the control class. Post-test mean value of the
experimental class is at 5.57. This figure is higher than the value of the post-test
control class which only amounted to 4.45.
Based on the previous explanations, it is obvious that the use of problem
solving technique can hopefully help students to think critically. Based on the
previous premises, a research entitled The Effect of Using Problem Solving
Technique on The Critical Thinking of the English Department Students of the
Faculty of Teacher Training and Education of Jember University will be conducted.

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1.2 Research Question
According to the research background, the formulation of the research
question may be defined as the following:
Is there any significant effect of using problem solving technique on the
critical thinking of the English department students of the Faculty of Teacher
Training and Education of Jember University?

1.3 Research Objective
The objective of the research is to investigate whether or not there is a
significant effect of using problem solving technique on the critical thinking of the
English department students of the Faculty of Teacher Training and Education of
Jember University.

1.4 Significance of the Research
The results of this research are expected to be useful and give some contributions for
the following people:
1.4.1 The Students
The results of this research are expected to be useful for the students in
following teaching learning process. The using problem solving hopefully can trainee
the students to always thinking creative and critically.
1.4.2 The Lecturer
The results of this research hopefully can be useful as the input for the
lecturer to overcome their difficulties during teaching learning process. It can be used
to provide an additional teaching technique through students critical thinking in class.
1.4.3 The Future Researchers
Hopefully, the result of this research will be useful for future researchers as a
reference and source of information to conduct further research, on similar topic, but
using different research design, for example, classroom action research can be
conducted to overcome the problem of students critical thinking in Jember
University.
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CHAPTER 2. LITERATURE REVIEW

In this chapter consists of some aspects dealing with the related literature.
They divided into: definition of reading comprehension, reading comprehension
achievement, types of reading text, demonstration technique, advantages and
disadvantages of demonstration technique, real things as instructional media,
procedure of teaching using demonstration technique with real things, the practice of
reading based on 2006 Institutional Level Curriculum, and the action hypothesis.

2.1 Critical Thinking
2.2 The Importance of Critical Thinking
2.3 Problem Solving as Teaching Technique
2.4 Advantages of Problem Solving Technique
2.5 Disadvantages of Problem Solving Technique
2.6 The Steps of Teaching Using Problem Solving Technique
2.7 The Effect of Using Problem Solving Technique on Students Critical
Thinking
2.8 Research Hypothesis
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CHAPTER 3. RESEARCH METHODOLOGY

This chapter presents research methods applied in this research. It covers
research design, area determination method, respondent determination method,
operational definition, data collection method, and data analysis method.
3.1 Research Design
The research design will be used in this research is a quasi-experimental
design. It is a type of research that evaluate which aims to determine whether a
program or intervention has the intended effect on a studys participants. Based on
nationaltechcenter.org, Quasi-experimental studies take on many forms, but may best
be defined as lacking key components of a true experiment. While a true experiment
includes (1) pre-post test design, (2) a treatment group and a control group. This
research focused on students critical thinking of English Department of Faculty
Teacher Training and Education in Jember University. In this design two classes were
chosen randomized to an existing classes to determining the experimental group and
the control group as stated on second point above. Both classes are giving pre-test to
know the first comparison before the treatment given. After the pre-test result known,
the experimental group is given treatment by applying the problem solving method
during the teaching learning process while the control group is not given the
treatment. The next step, post test is given to both classes. From the pre-test and post
test can be known the significant between experimental and control group by analyze
them using significance test.

3.2 Area Determination Method
The area of this research was English Department of Faculty of Teacher
Training and Education Jember University. The area is chosen purposively. The
area was chosen because the lecturer ever applied problem solving technique to the
students but the frequency isnt routine. The lecturer and dean of Faculty of Teacher
Training and Education granted to conducting research there.
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3.3 Respondent Determination Method
According Sudjana (1996:6) population is the totality of all values
probably; the results of counting or measurement, quantitative and qualitative
regarding certain characteristics of a complete collection of all the members and
clear who want to learn its properties. The majority were taken from
population is called a sample. The population of the research was the first semester
students of English Department of FKIP in Jember University in 2013/2014
academic year. They are consisting of four classes with 33 students from each
classes. The experimental group and control group were taken using cluster random
sampling to choose two classes. Random sampling is a sampling technique where we
select a group of subjects (a sample) for study from a larger group (a population). By
using random sampling, the likelihood of bias is reduced. While Cluster sampling is
a sampling technique where the entire population is divided into groups, or clusters,
and a random sample of these clusters are selected. All observations in the selected
clusters are included in the sample.

3.4 Operational Definition
The operational definitions provide some definitions of the variables in this
research. They are following:
1. Critical thinking is that mode of thinking about any subject, content, or problem
in which the thinker improves the quality of his or her thinking by skillfully
analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-
disciplined, self-monitored, and self-corrective thinking. It presupposes assent to
rigorous standards of excellence and mind full command of their use. It entails
effective communication and problem-solving abilities, as well as a commitment
to overcome our native egocentrism and sociocentrism.
2. Problem solving technique is teaching technique that focus on students thinking
when they do the activities. The term problem solving refers to the mental
process that people go through to discover, analyze and solve problems. This
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involves all of the steps in the problem process, including the discovery of the
problem, the decision to tackle the issue, understanding the problem, researching
the available options and taking actions to achieve your goals

3.5 Data Collection Method
Data is a collection of information in the form of numbers or descriptions are
derived from the data source, while the data source is an explanation of the origin of
the data were obtained. The data is divided into two, namely primary and secondary
data. Primary data is data obtained directly from the object of study, while secondary
data is data that is obtained indirectly through documents or other resources. The
primary data was collected from the scores of the test on the students subjective test
while the supporting data was collected by using observation.

3.5.1 Subjective Test
According to McMilan test is an instrument that presents to each subject a
standard set of questions that requires the completion of a cognitive task. It is used to
measure the students knowledge. There are two kinds of test including subjective
and objective test. In this research subjective test is being used. A subjective test is
evaluated by giving an opinion. It can be compared with an objective test, which has
right or wrong answers and so can be marked objectively. Subjective tests are more
challenging and expensive to prepare, administer and evaluate correctly, but they can
be more valid. By using subjective test, the researcher can measure the students
critical thinking by analyzing their answer. The researcher can provide material on
reading skill and develop a subjective test after the lesson.

3.5.2 Observation
Based on Utexas.edu Observation refers to the systematic examination of
real-time processes or operations with the goal of identifying needs/challenges or
improving processes and practicesthat is, what can be seen. Observations
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typically incorporate a prescribed protocol containing specific measures of
observable behavior and the narrative recording of the program activities and their
context. In this research, the observation is intended to know the process and the
result when the students were taught using problem solving technique
.
3.6 Data Analysis Method
Data analysis method is a description of how to assess and process the initial
data or raw data to become information. Data presentation techniques can be done
with coding, editing, tabulating. In this study data analysis techniques used is t-test. T
test (t-test) is a parametric testing procedure an average of two sets of data, both for
the group and two groups of related data freely. For less then the amount of data that
needs to be done to qualify the test for normality of distribution of data. Generally the
t test two free groups, which need to be considered in addition to the normality of the
data is also homogeneity of variance. Homogeneity of the data used to determine the
type of equation t test will be used.
The formula of t-test:

t =
x1 x2
_
s1
2
n1
+
s2
2
n2
2r _
s1
n1
]_
s2
n2
]

Where:
t : t-test
x1 : mean deviation score of the experimental group
x2 : mean deviation score of the control group
s1
2
: individual score deviation of the experimental group
s2
2
: individual score deviation of the control group
n1 : subject number of experimental group
n2 : subject number of control group
8

1

Name : Rudy Prasetyo
NIM : 100210401109
Subject : Introduction to Thesis Writing

TAKE-HOME
INDIVIDUAL ASSIGNMENT

1. Make a list of example of reference from:
a. Newspaper
- Printed Newspaper
Format: Author. (Year, Month day). Title of article. Title of Newspaper, p. page
number(s).
Example:
Dipa, A. (2013, December 12). Early years education for all in 2014. The Jakarta
Post, p. 5.
- Online Newspaper
Format: Author, A. A. (Year, Month day). Title of article. Title of Newspaper.
Retrieved from http://newspaper homepage address
Example:
Elyda, C. (2013, December 12). Jakarta to Keep English in School. The Jakarta
Post. Retrieved from http://www.thejakartapost.com/

b. Translated book
Format: Author, A. A. (Year). Title of book. (A.A. Translator, Trans.). Location:
Publisher. (Original work published year).
Example:
Freud, S. (1960). Jokes and their relation to the unconscious. (J. Strachey,
Trans.). London, England: Routledge & K. Paul. (Original work published 1905).

c. Journal
Format: Author, A. A; Author B.B; etc. (Year of publication). Name of
publication, Volume(Issue), pp-pp.


2

Example:
Negishi, M; Tono, Y; Fujita, Y.(2012). English Profile Journal, 3(1), 1-16.

d. Book with an editor
Format: State the editor(s) instead of author, followed by (Ed.) or, for multiple
editors (Eds.). (Year of publication). Title of book (Edition). Place of publication:
Publisher.
Example:
Melvin, D.P. (Ed.). (2013). The Interpreting Angel Motif in Prophetic and
Apocalyptic Literature. Minneapolis: Fortress Press.

e. Book without authors name
Format: Title of book (Edition). (Year of publication). Place of publication:
Publisher.
Example:
The Good Housekeeping illustrated book of child care: From newborn to preteen.
(1995). New York, NY: Hearst Books.

f. Article in a book
Format: Author, A. A. (Year of publication). Title of chapter or section. Title of
book (pages of the chapter referred to). Place of publication: Publisher.
Example:
McCarten, J. (2007). Lesson for the Classroom. Teaching Vocabulary (pp18-25).
Cambridge: Cambridge University Press

g. Article in a journal
- Printed Journal
Format: Author, A. A. (Year of publication). Title of article. Name of
publication, Volume(Issue), pp-pp.
Example:
Evison, J.(2012). A corpus linguistic analysis of turn-openings in spoken
academic discourse: Understanding discursive specialisation.English Profile
Journal, 3(1), 12-13


3


- Online Journal
Format: Author, A. A. (Year). Title of article. Title of Journal, volume
number(issue number), pages. doi:xxxxxxxxxxxxxxxx
Example:
Cappel, A. (2012).Completing the English Vocabulary Profile: C1 and C2
Vocabulary. English Profile Journal(1), 10-14. Doi:
http://dx.doi.org/10.1017/S2041536212000013

h. Email
Personal communications (e.g. interviews, letters, emails) are not included in the
reference list. It can be cited in-text only. However, Harnack and Kleppinger
suggest that some writers may feel it prudent to include some scholarly email
communications in the references section and provide a format for writing E-mail
as reference.
Format: Author <email address> (year, month day). Email subject. [personal
email]. Retrieved day
Example:
Prasetyo, R. <Fabianomarino@rhyta.com> (2013, December 31). Re: Writing
Reference based on APA Style. [Personal email]. 2014, January 09


2. Write a simple but comprehensive proposal consisting about 6-7 pages of chapter I, II,
and III. Write only the outline for chapter II. The title of the thesis is given below. No
need to write its references.
THE EFFECT OF USING PROBLEM SOLVING TECHNIQUE ON THE
CRITICAL THINKING OF THE ENGLISH DEPARTMENT STUDENTS OF THE
FACULTY OF TEACHER TRAINING AND EDUCATION OF JEMBER
UNIVERSITY