Reading Comprehension through the FIVES Model and Guided Reading Model to Improve Critical Thinking Ability in the Industrial Revolution Era 4.0

Elementary students' critical thinking skills are one of the components developed in 21st Century learning. However, these critical thinking skills are still very shallow and far from expectations. It was proven by the results of international surveys that show low average scores. Likewise, the results of the pretest critical thinking skills of fifth-grade students in 2 elementary schools in Sukabumi Regency showed a low average value. This study aims to determine the increase in students' critical thinking skills in learning to read comprehension through the use of the FIVES Model and Guided Reading Model in the Industrial Revolution Era 4.0. The research method uses quasi-experimental with Static Group Pretest-Postest Design. The subject of the research was fifth-grade elementary school students. SDN 4 Cicurug implements the FIVES Model, and SDN 2 Purwasari implements the Guided Reading Model. The results showed that the use of these two models could improve the critical thinking skills of elementary students. However, the increase in students' critical thinking skills through the FIVES Model compared to the Guided Reading Model in reading comprehension in the Industrial Revolution Era 4.0.

This research is important because based on the results of PISA 2018 especially in reading skills, it is necessary to improve the quality of the learning process in the classroom, one of them is with learning models that allow children to think critically in reading. Rezai, et.al (2011), and Leicester, M., & Taylor, D. (2010), stated that the ability to think critically is important and as a key element a person becomes [134] educated. The development of critical thinking in learning is an important and necessary goal, so there is no question about it. However, many are still questioned because in public discourse, schools are still criticized because in its implementation many students are not taught how to think critically involving various challenging stages of learning. This is evident in the results of international research which still shows figures below the average. Critical thinking has a central role in learning, because it is a student's need to be more successful both in the academic field and in real life (Fahim & Barjesteh, 2011: 2).
The ability to think critically is absolutely necessary for everyone, especially students, this is related to the skills demands demanded in the 21st Century.
21st Century education is education that focuses on efforts to produce young people who have four main competencies, namely thinking competency, work competency, life competence , and competence with tools for work.
The 21st Century is also marked by the many: (1) information that is available anywhere and can be accessed at any time; (2) faster computing; (3) automation that replaces routine jobs; 4) communication that can be done from anywhere and anywhere. Especially in the world of education the impact is felt now and in the future, so that people call it a period of knowledge (knowledge age) with the acceleration of an extraordinary increase in knowledge (Rahman, 2017: 1). Ennis (2012: 6) defines critical thinking as wise and sensible so that the process and its main goal is to make sensible decisions about what to believe or what to do. Opinions of some experts such as Ennis, Facione, and Elder regarding critical thinking have the same meaning, especially on aspects that explain that critical thinking is: (1) Cognitive skills such as interpreting, adding, concluding, analyzing evaluating, and making decisions according to search for information relevant and accountable; (2) the ability to develop values such as caution, humility, integrity, intellectual, and empathy (Enciso, Olga;Enciso, Diana & Daza, Maria;2017: 6).
Critical thinking involves a number of abilities such as the identification of problems and assumptions based on the focus of the problem, analyzing, understanding, and utilizing inductive conclusions and deductive logic, and assessing the validity and reliability of assumptions and sources of data (Rezaei, S., et al. ( 2011: 770) Critical thinking is an ability that can be developed in learning to read, especially reading comprehension, because [135] in reading comprehension there are abilities that must be possessed, one of which is in critical thinking skills, which is in line with Gill's statement (Javed, M., et al. 2015: 141) which states that reading is a complex cognitive process in which the reader translates printed symbols or messages into sound, while reading comprehension is a powerful process of constructing the meaning of the text to be comprehensively understood.
To understand texts, students need to undergo certain behaviors and intellectual processes. The structuralist approach emphasizes that students must assume responsibility for learning, and participate actively in the learning process (Kirmizi, 2011: 292). Meanwhile, understanding involves building a coherent mental representation of the situation explained by the text. One of the most important skills learned by elementary students is the ability to understand written texts, which are usually referred to as reading comprehension (Barnes, et al, 2015: 253).
The activity of enjoying reading content is closely related to reading habits.
During their elementary school years, children must learn not only how to read but also how to become a reader. The process of learning how to read is the initial stage of students in learning how to arrange letters, words, sentences, to the meaning of a reading. While the process of how to become a reader is an advanced stage in understanding the content of a reading. This stage is a high-level ability to understand, interpret, and even the ability to think critically (Education, Audiovisual and Culture Executive Agency (EACEA). 2011: 7;Hobsbaum, et al. 2006: 2).
The activity of enjoying reading content is closely related to reading habits.
During their elementary school years, children must learn not only how to read but also how to become a reader. The process of learning how to read is the initial stage of students in learning how to arrange letters, words, sentences, to the meaning of a reading. While the process of how to become a reader is an advanced stage in understanding the content of a reading. This stage is a high-level ability to understand, interpret, and even the ability to think critically (Education, Audiovisual and Culture Executive Agency (EACEA). 2011: 7;Hobsbaum, et al. 2006: 2).
Based on the data of the results of the pretest, further research was conducted on learning to read comprehension in class IV Cluster 2 Purwasari Cicurug District by applying two learning models in reading comprehension in [136] order to improve students' critical thinking skills. The learning model used is also allegedly able to improve the critical thinking skills of elementary students, the

Critical Thinking Ability
Dewey (Kemendikbud, 2018: 12) argues that critical thinking is essentially as an active process, in which a person thinks things through, asking questions, finding relevant information rather than waiting for information passively. Critical thinking is a process in which all knowledge and skills are mobilized in solving problems that arise, making decisions, analyzing all assumptions that arise and conducting investigations or research based on data and information that has been obtained to produce the desired information or conclusions.
The main purpose of critical thinking is to help students make correct judgments based on the heart and weigh based on available evidence (Paul, 1985, Pithers & Soden, 2000 in Rezaei, S., et al. (2011: 770). Critical thinking can be thought of as a skill set that allows children to think deeper and clearer about what they believe (from what they read), and about what they must do. Critical thinking is important so that children are able to develop these skills in school because through critical learning and critical thinking is a key element in becoming someone to be educated (Leicester, M., & Taylor, D. 2010: 2).
Another statement related to critical thinking is delivered by Lai (2011: 2), which states that critical thinking includes the skills component of analyzing arguments, making conclusions using inductive or deductive reasoning, assessing or evaluating, and making decisions or problem solving.
Background knowledge is necessary but not sufficient conditions to enable critical thinking in a particular subject. In the learning process, Quijano, (2013: 95) proposed a basic critical thinking model intended for students in grades 3, 4, and 5 elementary schools. The basic critical thinking model includes three categories: reading comprehension of inferential thinking, literary responses / interpretations, and concepts and structure of literary texts.
In the assessment of reading learning in class, Cubukcu, F. (2011: 12) suggests that the Bloom Taxonomy stage is a good stage in reading assessment. The best way to approach and apply critical thinking strategies and to categorize the core dimensions of reading is to use Bloom's Taxonomy: from simple to more complex stages (1-6). The dimension of thought process in Bloom's Taxonomy as perfected by Anderson & Krathwohl (2001), consists of the ability to: know (knowing-C1), understand (understanding-C2), apply (aplyingC3), analyze (analyze-C4), evaluate (evaluate-C4), evaluate ( evaluating-C5), [138] and creating (C6). According to Bloom, skills are divided into two parts. First is low level skills that are important in the learning process, namely remembering, understanding, and applying, and second are classified into higher-level thinking skills in the form of analysing, evaluating , and creating, (Kemendikbud, 2018: 11).

Reading Comprehension
Hungwe, Mbirimi-Vimbai (2016: 255), defines reading as a problem-solving process in which the reader makes an effort to understand its meaning, not only from words, but from ideas, information, claims and arguments in a text.
Reading also involves more than interpreting language scripts, but it involves the reader actively engaging with the text, revealing the deeper meaning of the text, including the implied meaning and the writer's cues (Harfenik & Wiant 2012: 79).
The most important thing from reading is understanding, and understanding is the main goal of literacy skills (Pressley, 2006;van den Broek & Kremer, 2000) in Ness, M. (2011: 2). Reading comprehension is a reading activity carried out by someone to comprehend the reading contents comprehensively.
Reading comprehension involves activities for remembering information from the text, extracting themes, engaging higher in thinking skills, building mental images from the text, and understanding the structure of the text. Reading comprehension is a reading activity carried out by someone to comprehend the reading contents comprehensively. Reading comprehension is done by connecting the schemata or initial knowledge that the reader has and the new knowledge gained while reading, so that the understanding process is built to its full potential. Reading comprehension is the process of acquiring meaning actively by involving the knowledge and experience possessed by the reader and related to the reading content.
Reading comprehension level consists of: (1) literal understanding, namely the ability to recognize and capture the material read explicitly stated (explicit); (2) reorganization, is the ability of the reader to analyze, synthesize or to rearrange information explicitly stated in the text; involves both quotations and summaries and paraphrases; (3) inferential understanding, i.e. the reader makes use of information explicitly stated in the text along with personal experience and prior knowledge in order to infer and form hypotheses; (4) understanding evaluation, namely the ability to compare previous [139] experiences for elements in new material such as content, style, expressions, information and ideas, opinions or values of an author; and 5) Appreciation, namely the ability of the reader to articulate emotional and aesthetic responses in choosing readings according to personal standards of literary forms, styles, genres, theories, critical approaches.
One way to optimize reading comprehension skills according to Rahman

FIVES Model
FIVES is an acronym for Facts, Inference,Vocabulary, Experiences, and Summary. FIVES is a learning model that emphasizes the ability to read meaningful understanding to integrate learning in reading, writing, speaking, listening, seeing, developing literacy skills based on text and problems contained in the text (Shea & Roberts, 2016: 4). The FIVES model has a clear learning scenario because it has 5 components to understand writing and text effectively. The ultimate goal of using the FIVES Model is to encourage students to engage in active reading activities that are marked by fun activities in interacting with reading texts, develop students' ability to answer complex and integrated questions, develop the ability to interpret, criticize, and evaluate text content. The steps for implementing FIVES in accordance with the acronym order are described below.

Figure 1. FIVES component a. F (Facts)
Facts are needed to get the meaning of a reading. Facts involve two cognitive functions, namely assimilation and accommodation.
Assimilation involves understanding information, the meaning of various vocabularies, and technical terms in the text. Accommodation occurs when the reader considers whether the information is consistent with what he knows [140] or can be adjusted to what he knows. Students' ability to determine the facts of the reading will connect the ability to the next stage, namely inference / conclusion (Hall, Colby .;Barnes, A. Marcia, 2016: 1). The facts of the reading are outlined in the following diagram.

I (Inference)
A good reader produces conclusions based on the text and based on relevant knowledge during reading (Carlson, E. Sarah et al. 2014: 260).
Inference is very important in understanding reading even in simple text, because inference allows the reader to understand information that is an integral part of understanding for a text. research findings Maguire et al. (2017: 6) shows that the ability to understand vocabulary in the context of reading can integrate new semantic information to predict well the overall reading content. Understanding of a vocabulary will affect the ability of students to translate the contents of the writing in discourse.

d. E (Experiences)
Experiences didapatkan when readers explain, expand, evaluate, and make connections based on experience and background knowledge from everyday life. Students will find it difficult to connect reading comprehension with knowledge gained from their experiences, if the teacher does not direct [141] it well. Through the FIVES Model, teachers guide students to think analytically, share ideas clearly, and make their conclusions to be used in understanding texts as a guide for developing literacy abilities.

e. S (Summary)
Summarizing is a complex layered activity process and requires explicit instruction, effective modeling, and authentic practice (Cohen & Cowen, 2011in Shea & Roberts, 2016. Summarizing is done by the reader by paraphrasing the content of reading through high-level thinking, it is used to find out how much the ability of readers to understand the contents of the reading. To simplify the activity of summarizing reading contents, the reader is guided using 5W + H (what, who, when, where, why + how).

Guided Reading Model
Guided reading is an important learning model in literacy education (Biddulph, J., 2002: 2). Meanwhile, Morgan, et al. (2013: 23) through the results of his research stated that the use of the guided reading approach allows teachers to appreciate the ability of each student to read. Meanwhile, the findings of a study conducted by Nayak, G., (2013: 97) showed that groups of students using the guided reading approach experienced significantly increased reading comprehension compared to groups of students who did not use the guided reading approach. Guided reading starts with the belief that all children have the ability to be literate. Every child is ready to learn something; (2) All children must be taught by teachers to be skilled during the guided reading stage and to maximize their full potential in reading; (3) All learning objectives provide guided reading stages to help them become independent readers as quickly as possible; (4) Children learn to read by reading; (5) reading to understand meaning is the main purpose of guided reading; (6) guided reading must help children to be metacognitive: know what they know; why and how to read; (7) Children need to experience joy and excitement as a result of their reading experience; and (8) specific elements that characterize the success of the learning phase using guided reading consisting of three parts.
[142] The education world cannot be separated from the strong influence of digital technology, including the patterns and habits of student learning (Fauzan & Fitria, 2018). Children who attend school and higher education today are a new generation that is unique. They are Generation Z, born in mid 1990-2010. In addition to being called Generation Z or Gen Z, they are also often called digital natives, screensters, gamers, Zeds, or some are calling it part of millennial generation. Generation Z will learn more effectively if they are given "creative space" to be able to think critically, solve problems and find solutions by trial and error. Gen Z likes the challenge of learning to find, and manage the information obtained [143] (Fauzan & Fitria, 2018). Focus learning on critical thinking and problem solving instead of memorizing. information. They prefer to work in teams / small groups. Natural creativity and collaboration are right for them, whether it is spontaneous or structured activity. Strengthening the four elements that exist in the education system requires a new movement to respond to the industrial era 4.0 and facilitate millennial generation. One of the movements launched by the government is the literacy movement.

METHOD
This research was conducted in two elementary schools. While the research subjects were fourth grade elementary school students of the two schools.
Learning at both schools are equally given treatment. SDN x conducts learning using the FIVES Model, while SDN y uses the Guided Reading Model.

Research using a quasi experiment with the Static Group Pretest-Postest
Design was adapted from Mc. Millan & Schumacher (2010: 343), as shown in the following scheme.

RESULTS AND DISCUSSION
The results of the pretest showed that the critical thinking skills of the fourth grade elementary school students in two schools. These results are: students' critical thinking skills 84% are in the low category, 67.5% in the middle, and 52.5% in the high category. After carrying out learning to read comprehension using two models, the learning outcomes in the form of students' critical thinking skills have increased which are described next. [145]

Models
The Improvement of students' critical thinking skills is based on the research hypothesis. "There is a difference in the ability to think critically in grade IV elementary school students in reading comprehension learning between students who take the FIVES Model and students who take the Guided Reading Model".
H0 : µ1 =µ2 H1 : µ1 ≠µ2 Information µ1 = student critical thinking score in the FIVES model, µ2 = student critical thinking score in the Guided Reading Model. The output of the normality of testing data distribution using the SPSS Program is shown in the following .

Table 2. Data Distribution Test Results
Based on Table 2, the results obtained in the FIVES Model class, p-value (0,000) < = 0.05 so that it can be said that the data is not normally distributed. In the Guided Reading Model class, p-value (0.040) < = 0.05 so that it can be said that the data is not normally distributed. Because the data are not normally distributed, the two-means difference test will be performed using a nonparametric test, the Mann Whitney Test. The output of Mann Whitney test results using the following SPSS.  Based on the 5 stages, students and their groups are more focused based on the five stages. In the facts stage, students focus on the facts found in the reading, giving each other input so that it makes it easier for them to determine conclusions based on these facts. This is consistent with the results of research by Hall, Colby., Barnes, A. Marcia. (2016: 1) which states that the ability of students to determine the facts of reading will connect the ability to the next stage, namely inference.
Through appropriate and complete facts, students will have more written material to make conclusions about facts. The conclusions they make are based on what they write in the fact column. This makes it easier for them [147] because there are references / references based on writing rather than based on shadows.
Then in the vocabulary stage, students look enthusiastic in the use of dictionaries. Each group member scrambles to get their turn to find the meaning of words they don't yet understand. After they found it, they enthusiastically wrote it in the available column. Students' enthusiasm in understanding vocabulary will help them understand the contents of the text.  & Zhang, 2002;Scarborough, 1998;Senechal, Oullette, & Rodney, 2006in (Spencer, et al. 2012 which states that students who are limited in their ability to understand vocabulary will experience failure in understanding the content of reading. Summarizing is also a complex stage that requires students to be skilled in using communicative words and sentences. This is consistent with the results of Nuttall's (1996) research in Yu, Guoxing (2008 which states that summarizing is used to compare and test communicative language because through summaries it can be seen the use of language. This can be bridged with 4 stages of FIVES, which are able to develop communicative language for students in making summaries.

Description of Students' Critical Thinking Abilities
Critical thinking skills of students based on the results of the 84% pretest student scores are at low ability, 67.5% score on medium ability, and 52.5% on high ability. In general, students' critical thinking skills are at a low level. The posttest results using the FIVES Model, students' critical thinking skills scores generally change from low ability positions to high ability with a percentage score of 65%. While the results of the posttest using the GR Model, the same has increased ie both are in high ability, only the score reached 48.7%.
From the data obtained, as well as the results of the comparison between the pretest and posttest results obtained that the use of the FIVES Model is superior in improving students' critical thinking skills compared to the GR Model.
However both models have equally improved students' critical thinking skills, only the improvement score is superior to the FIVES Model.
In addition, students 'critical thinking skills through the results of the posttest using the FIVES Model, are able to develop students' critical thinking skills as stated by Leicester, M., & Taylor, D. (2010: 7 -65), namely the ability to ask questions, have a more critical perspective, his thinking becomes rational, has a desire to find out, and is able to analyze the facts in reading critically. The critical thinking ability of students resulting from the improvement of the learning process uses the FIVES Model as described above, which is at the C4 and C5 cognitive levels. Increased ability is seen from the average score of the ability of both students produced by the FIVES Model and the GR Model by comparing the results of the pretest and posttest. However, the score of increasing students' critical thinking skills through the use of the FIVES Model is superior compared to the use of the GR Model.
There is a difference in the increase in students' critical thinking skills through the FIVES Model compared to the Guided Reading Model in improving the critical thinking skills of fourth grade elementary school students in learning to read comprehension in Cluster 2 Purwasari Cicurug District Sukabumi District.
The increase was measured based on the results of the pretest compared to the results of the students' posttests.