Students’ Socio-Economic Relationship Towards Critical Thinking In Second Language Learning

<p>This study aims to empirically determine the determinants of critical thinking such as socio-economics and gender. Researcher used a comparative causal approach with N =165 samples. Sample was taken by using census sampling technique. Students’ socio-economic relationship is independent variable. For the dependent variable is critical thinking in second language. The multiple linear regression model shows that socio-economics contributes significantly in improving students' critical thinking skills. Meanwhile, gender is not proven to significantly affect students' critical thinking. The results prove that there is a great influence between socio-economics on students' critical thinking in second language learning. The results of the empirical study contribute to making socio-economic as one of the important elements of students' critical thinking ability policy. Students with higher socio-economic status tend to be able to think critically better, due to their literacy skills.</p>