Framing Culturally-Integrated Material, Critical Thinking, and Writing Skills of Tertiary Level Students

Abstract

Students are required to have critical thinking ability to develop their personal skills and to prepare them for college, the workforce, and being responsible citizens. This research applies types of questions as guidance to prompt students to write.  A teaching model on how to teach writing by framing and implementing culturally integrated material, critical thinking, and writing skills of tertiary-level students is developed. The research aims to describe the teaching of English writing implemented using culturally-integrated material about critical thinking skills and to discover the effect of teaching writing using culturally-integrated material about critical thinking skills on students’ writing ability. This study applied both qualitative and quantitative methods. The qualitative method was utilized to describe the implementation process and give educators a general picture of how the new model was applied. The quantitative method was conducted through experimental research. Furthermore, the pre-test and the post-test scores are then analyzed using a dependent T-test. The result of the T-test shows that the value of significance (2-tailed probability) is 0.0001 (P value), meaning that the value is lower than the 5% (0.05) level of error significance. While the value of the test statistic is 11.76, which is higher than the t-table with df = 56 (11.76 > +/- 2.000). It means that there is an effect of teaching writing model by using culturally-integrated material about critical thinking skills on students’ writing ability.