scholarly journals PENGARUH MUSIK KLASIK DAN PREFERENSI PRIBADI TERHADAP TEST ANXIETY DAN HASIL TES MEMBACA KOMPREHENSIF SISWA [THE EFFECT OF CLASSICAL MUSIC AND PERSONAL MUSIC PREFERENCE ON TEST ANXIETY AND READING COMPREHENSION TEST RESULTS]

2021 ◽  
Vol 1 (2) ◽  
pp. 86
Author(s):  
Andreas Sigit Pamungkas
Keyword(s):  
Reading Comprehension ◽  
Test Anxiety ◽  
Test Performance ◽  
Classical Music ◽  
Human Life ◽  
Anxiety Level ◽  
Test Results ◽  
Personal Preference ◽  
Comprehension Test ◽  
English Class

<p class="1eAbstract-text">Music is part of human life. Studies show that music influences psychological, cognitive, behavior, and emotion sides of human being. Research shows that music also influences students’ performance on reading comprehension test and test anxiety level. The purpose of this study is to investigate the effect of classical and personal preference music on students’ reading comprehension test performance and test anxiety level at grade XII SMAK 4 PENABUR Jakarta. The experiment design of this study is Pretest Posttest Non-Randomly Assigned Design. The students in experiment group get a treatment that is listening to classical music fifteen minutes before and while doing reading comprehension test. Students in another experiment group get a treatment that is listening personal preference music fifteen minutes before and while doing reading comprehension test in English class. Mean obtained from pretest and posttest of experiment class will be compared with mean from pretest and posttest of control class to explain whether or not they are statistically different. The study shows that classical and personal preference music influence students’ reading comprehension performance and test anxiety. Study also shows that there is negative correlation between students’ test anxiety and reading comprehension performance.</p>

scholarly journals Calibration in EFL Reading: Examining The Nature of Judgment of Confidence

2016 ◽  
Vol 29 (1) ◽  
pp. 97-110
Author(s):  
Madhu Neupane
Keyword(s):  
Reading Comprehension ◽  
Data Collection ◽  
Foreign Language ◽  
Test Performance ◽  
Rating Scales ◽  
Efl Learners ◽  
Comprehension Test ◽  
Average Accuracy ◽  
The Difference ◽  
Master Of Education

This article examines the nature of English as a foreign language (EFL) learners’ appraisal confidence and appraisal calibration in EFL reading comprehension. Appraisal confidence refers to the degree to which test takers identify the probability that their test answer is corrector appropriate in percentage terms (e.g., 0%, 25%, 50%, 75%, or 100%).Appraisal calibration refers to the accuracy of test takers’ appraisal confidence by comparing their appraisal confidence to their test performance in percentage terms. Two hundred and three students studying Master of Education (M. Ed) with specialization in English in the Tribhuvan University participated in the study. An EFL reading comprehension test specially designed for the study and appraisal confidence rating scales incorporated in the same reading comprehension test were used as the tools for data collection. The findings of the study show that the students were highly overconfident in their reading comprehension because the difference between their average appraisal confidence (86.84) and average accuracy in performance (52.35) was+34.49. The implications of the study and recommendations for further research are discussed.

scholarly journals USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4

2019 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Lely Setyawati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Reading Skill ◽  
English Teachers ◽  
Self Esteem ◽  
Previous Method ◽  
Comprehension Test ◽  
English Class ◽  
Field Notes

This research aimed to apply Team Pair Solo technique to improve students’ reading problemof XI IIS-4 of SMAN 4 Kediri. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using Team Pair Solo technique can improve students’ comprehension in than when they were taught by using previous method. The improvement of students’ reading comprehension was due to the use of Team Pair Solo as the technique in teaching reading.It showed that by using Team Pair Solo, students’ motivation and accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. It was suggested to all English teachers to apply this technique as one of the methods to increase students’ motivation in English class and also could be used to increase students’ reading skill.

scholarly journals The Effects of Formative and Dynamic Assessments of Reading Comprehensions on Intermediate EFL Learners’ Test Anxiety

2018 ◽  
Vol 8 (5) ◽  
pp. 533
Author(s):  
Seyyed Hossein Sanaeifar ◽  
Fatemeh Nafarzadeh Nafari
Keyword(s):  
Reading Comprehension ◽  
Test Anxiety ◽  
Dynamic Assessment ◽  
Anxiety Reduction ◽  
Placement Test ◽  
Test Question ◽  
Reading Task ◽  
Efl Learners ◽  
Comprehension Test ◽  
Post Test

The aim of this study was to investigate the effects of formative and dynamic assessments of reading comprehension on intermediate EFL learners’ test anxiety. To conduct the study, 50 out of 66 intermediate Iranian EFL learners, males (N= 22) and females (N=28) with age range of 14 to 19 were selected from a private institute based on their performance on the Oxford Placement Test (syndicate, 2001). They were randomly classified into formative and dynamic assessment groups of intermediate EFL learners which were 25 learners in each group. For the formative group the researchers administered reading comprehension test after teaching each reading task. The researcher provides feedback for each student based on their performance on the test separately. For dynamic group the researcher used sandwich model of dynamic assessment i.e. after each reading task the researcher administered reading comprehension test as a pre-test then after collecting pre-test information, the researcher provided mediation and necessary information for answering test question generally to students. The data were collected through the pre-test and the post-test. For pre-test and post-test the researcher used test anxiety questionnaire (Sarason, 1984). The data were analyzed using SPSS software. The result of this study showed that formative assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction and dynamic assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction. Also dynamic assessment of reading comprehension had more effect on intermediate EFL learners’ test anxiety reduction.

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