Membingkai Pandangan Mengenai Materi Terpadu Budaya, Berpikir Kritis, dan Keterampilan Menulis Siswa di Perguruan Tinggi: Merekonstruksi Teori Skema = Framing Culturally-Integrated Material, Critical Thinking, and Writing Skills of Tertiary Level Students: Reconstructing Schema Theory

ABSTRACT SATYAWATI SURYA. Framing Culturally-Integrated Material, Critical Thinking, and Writing Skills of Tertiary Level Students: Reconstructing Schema Theory (supervised by Nasmilah, Karmila Mokoginta, and Noer Jihad Saleh). The aims of the research are to 1) illustrate the profile of the teaching of English writing at the tertiary level in the English Literature Department in Samarinda, 2) describe the teaching of English writing implemented using culturally-integrated material in reference to critical thinking skills, 3) discover the effect of teaching writing using culturally-integrated material in reference to critical thinking skills on students’ writing ability, and 4) disclose how schema influences students’ writing process including gathering and managing ideas and information. The subjects were 24 students from the English literature and 33 students from the English Department of Mulawarman University. This study applied both qualitative and quantitative methods. The qualitative method was utilized to illustrate the profile of the teaching of English writing at the tertiary level in the English Literature Department in Samarinda as the preliminary study to ascertain that the model is deserved to be developed based on the need and to describe the implementation process to give general picture for educators on how the new model was applied. The quantitative method was conducted through an experimental research to discover a significant difference before and after the treatment, and also to disclose information on whether the students did assimilation and/or accommodation since they utilized schema when they learned. The result of T-test analysis reveals there is an effect of teaching writing model by using culturally-integrated material in reference to critical thinking skills on students’ writing ability. Meanwhile, the influence of schema on students’ writing process was calculated by using percentages and showing the results by using diagrams. The result reveals that accommodation gives more influence or impact than assimilation. It means that students nowadays tend to develop new schemas where necessary to fit in the new information. Key words: assimilation, accommodation, critical thinking, culturally-integrated material, schema.

Keyword : assimilation, accommodation, critical thinking, culturally-integrated material, schema.