THE USE OF CHATGPT FOR PROMOTING STUDENTS' CRITICAL THINKING IN READING CLASS

Raineld Jason Kelvins Tumbuan (2024) THE USE OF CHATGPT FOR PROMOTING STUDENTS' CRITICAL THINKING IN READING CLASS. Final Year Projects (S1) thesis, Universitas Kristen Duta Wacana.

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Abstract

The aims of this study were to investigate to what extent the use of ChatGPT in learning to improve Indonesia high school students’ critical thinking in L2 reading and to investigate the students’ perspectives on the possible impact of ChatGPT to their critical thinking in L2 reading. The study involved thirteen Junior High Schools students from a Junior High School in Yogyakarta. This study used classroom action research (CAR) and followed a mixed method. This study used an observation checklist and Paired Sample T-test to find the use of ChatGPT in promoting students’ critical thinking through L2 reading. The result of observations and tests was analyzed by using descriptive analysis. From the observation, this study found that the use of ChatGPT helped students to find reference in making argument and assumption. Followed by the result of the Paired Sample T-test was statistically significant difference between students’ result of pre-test and post-test (p < .038). Moreover, this study also involved five students in follow up interview. The interview results were analyzed by using thematic analysis and one theme was found. Four students agreed that ChatGPT could provide references to help make arguments and assumptions. The result of this study suggested the teacher to consider the use ChatGPT in class with attention to learning design and clear instructions on the use of ChatGPT as a learning platform. Moreover, this study also suggested for future studies to investigate the suitable learning designs using ChatGPT as a learning platform to improve students' critical thinking skills in reading to get better findings.

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