ABSTRACT

The purpose of this study was to examine the relationship between English reading comprehension and critical thinking skills among junior high school students. Utilizing a descriptive correlational design, the research analyzed data through various statistical methods to identify deficiencies in these areas, attributing them to inadequate resources, ineffective reading strategies, insufficient teacher training, and low student motivation. The study underscores the importance of targeted interventions to enhance these skills, particularly for rural, low-proficiency learners. The main results revealed significant differences in reading and critical thinking skills based on gender and grade level, with no significant differences related to age. A strong positive correlation was found between reading and critical thinking skills. Key challenges faced by students include vocabulary deficits, comprehension issues, grammar challenges, cultural understanding, and critical thinking barriers.The major conclusion of the study is that enhancing reading and critical thinking skills is crucial for academic development and preparing students for a globalized world. The study proposes action plans to improve these skills, emphasizing the need for targeted interventions and effective teaching strategies. Overall, the research highlights the interconnected nature of reading comprehension and critical thinking, advocating for comprehensive educational approaches to address these deficiencies.

Keywords: Reading Skills, Critical Thinking Skills, Reading Comprehension, Level of Skills, Low Proficiency Junior High School Learners
https://doi.org/ 10.57180/ktjj8159