THE RELATIONSHIP BETWEEN ENGLISH READING INSTRUCTION WITH CRITICAL READING ABILITY AND CRITICAL THINKING OF ENGLISH LANGUANGE TEACHING FACULTY OF EDUCATION AND VOCATIONAL STUDIES LANCANG KUNING UNIVERSITY

Abstract

This study explores whether reading instruction alone is sufficient to develop higher-order thinking skills—specifically Critical Reading Ability and Critical Thinking—among second-semester students in the English Education Study Program at Universitas Lancang Kuning (UNILAK). The research aims to examine the relationship between Reading Instruction and these two cognitive outcomes using a quantitative correlational research design. Data were analyzed through Multivariate Analysis of Variance (MANOVA), with Reading Instruction as the independent variable and Critical Reading Ability and Critical Thinking as dependent variables. Prior to analysis, instrument validity, reliability, and statistical assumptions—including normality and linearity—were tested and confirmed. The MANOVA results revealed no statistically significant multivariate effect of Reading Instruction on either Critical Reading Ability or Critical Thinking (p > 0.05, Wilks’ Lambda), indicating that conventional reading instruction, in isolation, may not substantially contribute to the enhancement of students’ critical competencies. These findings suggest that while reading remains a core component of English language education, it should be supported by pedagogical strategies that emphasize interaction, reflection, and inquiry. The study underscores the importance of integrating critical literacy practices, collaborative learning, and problem-based activities to better promote the development of higher-order thinking skills in EFL contexts. Implications for curriculum design and teacher training are also discussed, advocating for a shift from traditional instruction toward more dynamic and student-centered learning approaches.