This document outlines a thesis proposal that aims to enhance students' critical thinking in writing. Specifically, it will conduct classroom action research at the diploma level to address issues students have with clarity, accuracy, precision, relevance, depth, logic, and significance when writing report texts. The research methodology will involve setting and subjects, data collection techniques like observation and tests, and data analysis. The importance of critical thinking, integrating it into the classroom and writing, and previous related studies are also discussed. The overall goal is to help students become more critical writers by developing their ideas and applying universal intellectual standards.

1. ENHANCING STUDENTS’ CRITICAL THINKING IN WRITING
(A Classroom Action Research at the Diploma Students)
Bintang Permana Listyawati
SRN S891602006
FACULTY OF TEACHERS TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
A THESIS PROPOSAL

2. The Outline
Chapter I
Introduction
Chapter III
Research Methodology
Chapter II
Review of Related Literature
Background of the Research
Limitation of Problem
Problem Statements
Objectives of the Research
Benefits of the Research
The Importance of Critical Thinking
Critical Thinking in the Classroom
Integrating Critical Thinking and Writing
Enhancing Critical Thinking in Writing
Previous Study
Setting and Time of the Research
Subject of the Research
Research Method
Technique of Collecting Data
Technique of Analyzing Data

3. Chapter I
Introduction
Background of
the Research
Limitation of
Problem
Objectives of
the Research
Problem
Statements
Benefits of the
Research

4. Background
of the Research
Thinking is often biased,
distorted, partial,
uninformed, and prejudiced.
Critical thinking has
been a crucial issue
in Indonesia.
With the access to more and more
information, students must be able to
analyze the information systematically.
Teachers need to integrate critical
thinking in teaching all of four
skills especially writing skill.
1. Wrote a report text with full of assumptions (clarity),
2. Got difficulties to find evidence to write arguments (accuracy),
3. Did not know how to be more specific and exact (precision),
4. Were unable to put their ideas along with valid references or theories (relevance),
5. Were unable to identify the difficult factors to deal with (depth),
6. Were still confused about the structure of report text (logic), and
7. Could not focus on the central idea to consider the important facts (significance).

5. The lecturer should give guidance during the teaching process,
integrate critical thinking in the classroom, and develop the students’
ideas by enhancing their critical thinking in writing a report text.
Universal intellectual standards to apply critical thinking and to
guide students to be more critical such as clarity, accuracy, precision,
relevance, depth, breadth, logic, significance, and fairness
Enhancing Students’ Critical Thinking in Writing
(A Classroom Action Research at the Diploma Students)

6. Limitation
of Problem