Abstract:

This study aims to study the effectiveness of the integration of teaching reading and writing based on critical thinking skills (ITRWCT) in improving the ability to write argumentative essays. The method used is a quasi-experimental method by dividing participants into experimental and control groups. This study involved 260 high school-level students divided into experimental and control groups of 130 students each. The research findings show first that ITRWCT can improve argumentation writing skills. The improvement is seen in the depth, logical organisation and criticality, cohesion, coherence, and use of language used in writing argumentative essays. Second, ITRWCT is able to significantly improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyse and evaluate the logic used in argumentative essays. And third, students' attitudes towards the design of this instruction generally provide a positive response, they like and are interested in the activities in the learning process. So, this ITRWCT learning instruction is able to improve the ability to write argumentative essays, students' critical thinking skills and student attitudes. Recommendations for further research include a wider sample, involving gender variables, requiring longer interventions to obtain a more optimal intervention effect and needing to be strengthened by qualitative analysis. Keywords: Critical thinking-based instruction, integration of reading and writing teaching, writing ability, argumentative essay.

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