scholarly journals DESIGNING MULTIPLE CHOICE TEST OF VOCABULARY FOR THE FIRST SEMESTER STUDENTS AT ENGLISH EDUCATION DEPARTMENT OF ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2016 ◽  
Vol 2 (2) ◽  
pp. 194-208
Author(s):  
Raidah Mahirah ◽  
◽  
Djuwairiah Ahmad ◽  
Sukirman , ◽  
◽  
...  
Keyword(s):  
English Education ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Education Department ◽  
First Semester

scholarly journals Developing Cognitive English Test on Recount Text Material

SELTICS ◽  
2020 ◽  
pp. 55-64
Author(s):  
Nana Erna
Keyword(s):  
Development Process ◽  
English Education ◽  
Cognitive Test ◽  
Choice Test ◽  
Development Research ◽  
Multiple Choice Test ◽  
Education Department ◽  
First Semester ◽  
Level Of Difficulty ◽  
Made In

This study is development research. The purpose of the study is to develop a cognitive test that is valid and reliable, with a test that has the level of difficulty, differentiator, and effectiveness of distracter on the recount text material for the first semester students of the English Education Department at Sawerigading University of Makassar. The desired product of the study is a valid and reliable cognitive test that has the level of difficulty, differentiator, and effectiveness of distracter. The development process of the product employed formative research. The validity of the data obtained was analyzed systematically and categorized based on the set standard. The reliability was calculated by employing the ITEMAN program; whereas, the level of difficulty, differentiator, and distracter was analyzed by employing ANATES version 4 analysis. The trial was conducted at Sawerigading University of Makassar. The result obtained from the trial was a cognitive test with 23 questions in multiple-choice test out of 25 questions made in the first prototype which was valid and reliable. The test has the level of difficulty in the category of easy by 26%, medium by 52%, and difficult by 22%. The differentiator in all questions which consisted of 23 questions was at the range of 0.40. It has 0.1 categorized as good. The effectiveness of the distracter was 87% or 20 items with well-functioned distracter.

scholarly journals The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

2017 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
A.A. Gede Yudha Paramartha
Keyword(s):  
English Education ◽  
Classical Test Theory ◽  
Multiple Choice ◽  
Reading Test ◽  
Test Theory ◽  
Choice Test ◽  
Test Quality ◽  
Theory Analysis ◽  
Education Department

This study aimed at investigating the quality of 40-item multiple-choice taken from Reading III class in English Education Department. It was carried out in order to get clearer picture and provide feedbacks on how the Critical Reading test for the new curriculum should be developed and what factors should be taken into account when developing the test. The data were taken from 24 fourth semester students in English Education Department, Unidksha, Bali who took the reading test. The data were analyzed by conducting Classical Test Theory analysis with the assistance of jMetrik software. In general, the result shows that the test was consistent but it was easy and only 40% of total items are eligible to be used. Along the findings and discussion, some feedbacks are provided for future development for the reading test.

scholarly journals ANALYSIS OF THE STUDENTS’ ENGLISH TENSES ERRORS

ELT-Lectura ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 15-18
Author(s):  
Eko Setiawan ◽  
M. Fadhly Farhy Abbas
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
First Semester ◽  
Teachers Training ◽  
English Students ◽  
Verb Tense

At The First Semester of English Students’ Department at Faculty of Teacher Training andEducation LancangKuning University, the researcher found that the students had a problem inhad grammar error in writing. That was why researcher conducted this research that aimedtoanalyze the English errors faced by the first semester of English Students Department atFaculty of Teachers Training and EducationLancangKuning University.This research wasDescriptive Quantitative Research. The participants of the research were 36 students. Incollecting the data in this research, the researcher used test and interview as the instrument. Theresult of data showed that the students had 176 errors in verb tenses, 8 errors in to be, 5 errors incorrect sentence and 9 in adverb of time with the percentage were 31,38 % in true or falsequestion and 27,5 % in multiple choice test. In conclusion, The students had a lot of errors inapplied verb tense, adverb of time, correct sentence, and to be.

scholarly journals Enhancing Students' Reading Comprehension Through Two Stay Two Stray (TSTS) Technique

2021 ◽  
Vol 54 (1) ◽  
pp. 9
Author(s):  
Asdar Asdar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Classroom Practices ◽  
English Education ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Education Department ◽  
Teaching Learning

Reading is one of the techniques in learning that is often involved in classroom practices, and Two Stay Two Stray is one of the methods introduced in the cooperative learning process. This study aims to find out how the Two Stay Two Stray technique improved students' reading comprehension. This research focused on applied classroom action research. The population of this research was the students of the English Education Department. This research was used to take one class as the research sample, which consists of 32 students.  The instrument of this research was a multiple-choice test. There are two cycles in this research. The result shows that students' mean score in cycle 1 was 59,68 and in cycle 2 was 75,31. Based on the results, the Two Stay Two Stray technique was successful. Therefore, it can be inferred that the Two Stay Two Stray technique strengthened the students' reading comprehension. In addition, the students were more interested and inspired to join the class, and they were excited during the teaching-learning process, based on the results of the observation sheet.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Kontribusi Kecerdasan Logik dan Minat Belajar Terhadap Prestasi Belajar Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadun Nadun ◽  
Dian J Permana
Keyword(s):  
Mathematics Achievement ◽  
Data Collection ◽  
Multiple Regression ◽  
Statistical Methods ◽  
Significant Influence ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Learning Achievement ◽  
Written Test

<p>The purpose of this study was to determine the contribution of logical intelligence and interest in learning to Mathematics achievement. The method used in this study from survey and the study was conducted in SMA Depok municipality. Techniques used in the data collection done by using a questionnaire written test multiple choice test and questionnaire. Analysis of the data in this study using descriptive statistical methods with multiple regression testing.where this research results showed in: there is a significant influence jointly between logical intelligence variables (X1) and interest in learning (X2) on mathematics achievement (Y),which means learners have a good logical <br />intelligence and has been interested in Mathematics will greatly affect the learning achievement in SMA Depok municipality</p>

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