Yogyastuti Luhur Darojat, 2201411089 (2015) ENGLISH DEPARTMENT STUDENTS’ CRITICAL READING PROFILE ASSESSED BY USING EXPOSITORY TEXTS. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The purposes of this study were to find out TEFL juniors‘ critical thinking profile and also the possible contributing factors to the profile. The participants of this study were the students of English Education Program in State University of Semarang academic year 2014/2015. There were 19 students from a random class sampling. In conducting the research, I administered a standardized reading test to the sixth semester students to get empirical data. The texts which were chosen were expository texts from academic and non-academic fields. Another instrument for collecting data was questionnaire and reading courses syllabus, which had a purpose to find out the possible contributing factors to the critical thinking profile of the participants. The findings showed that the TEFL Juniors of English Department of UNNES had weak level of critical thinking or it could be concluded that they did not yet exhibit the expected critical thinking level. From the questionnaire and analysis of reading courses syllabus, I found some possible contributing factors to the critical thinking profile of the participants. Those were lack of trainings or practices, lack of concentration, poor reading comprehension, having limited vocabulary or unfamiliar terms, and difficulty of the reading passages. In conclusion, the critical thinking level of TEFL Juniors of English Department were weak because of some possible contributing factors such as lack of trainings or practices, lack of concentration, poor reading comprehension, having limited vocabulary or unfamiliar terms, and difficulty of the reading passages. For that reasons, as college students who have been studying reading courses for five semesters they have to train themselves to be more critical in reading expository texts.

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