¹Evelyn Sharminnie Vasuthavan,²Kuldip Kaur Maktiar Singh,³ Angeline Ranjethamoney Vijayarajoo,
⁴Noor Shahariah Saleh,⁵Syaiful Hisyam Saleh

^1,3,4Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Negeri Sembilan Kampus Seremban, 70300 Seremban, Negeri Sembilan, Malaysia

²Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Melaka Kampus Alor Gajah, 78000,Alor Gajah Melaka, Malaysia

⁵Perpustakaan Tun Abdul Razak Kampus Seremban, Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban, 70300 Seremban, Negeri Sembilan, Malaysia

DOI : https://doi.org/10.47191/ijsshr/v6-i1-61

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ABSTRACT

One of the major challenges faced by students, especially at higher learning institutions, is to read analytically and think critically. This results in the lack of interpretation skills which are required in the content of written texts. One of the courses offered in a Malaysian Public University aim at honing skills such as reading comprehension skills and various critical thinking strategies that can be applied in reading and writing. TAWA is an innovation that assists students in a step-by-step approach in tackling one particular assessment (assignment) – Written Article Analysis, from the above mentioned course. In this particular assessment, students are to read and analyse a piece of writing using critical reading elements. Besides that, students also have to work through the article systematically, engaging with the author, such as identifying author’s tone, purpose of writing and intended audience. Students are also required to identify the main ideas and recognise supporting details used by the author. Armed with these, and more, students are required to critically evaluate arguments in terms of soundness, logic, credibility, relevance and validity. This is a process which assists them in developing informed opinions on the subject matter. As one goes deeper, there are numerous aspects to look into and these may be overwhelming to students. A pilot study was conducted in a public University with 80 participants. The control group (40) went through the common traditional teaching method while the experimental group (40) was exposed to additional materials from TAWA. A test was administered to both groups and the results showed that there were statistically significant differences between the experimental group and the control group in favour of the experimental group that were exposed to TAWA. Hence, this innovation has achieved the objective of bringing about a clear, easy-to-follow, simple way of what needs to be done when analysing a written text. Ultimately, TAWA is recommended as an effective tool to be used in assisting one to become a better critique in evaluating and analysing a written piece of work, apart from performing better in the course.

KEYWORDS:

critical thinking, critique, analysis, systematically, written text, toolkit

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VOlUME 06 ISSUE 01 JANUARY 2023