Developing Reading Comprehension Test for The First Semester Students of English Department

This research is inspired by the facts that in the previous research, for doing researches, some researchers have to make themselves the instruments they need for their research. The instruments especially test available in the market are usually made based on general criteria. That is why they can not fulfill the need of research since it must be specific depending on the condition of each respondent. The purpose of this research is to develop a reading comprehension test items which fulfill the criteria of “good test”. The test materials are taken from some sources and developed using Azwar Model. The evaluation on the test from the result of tryout shows that the test made by the researcher has fulfilled the criteria of valid, reliable and practical.Keywords: reading comprehension, test, valid, and reliable, practical

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ANALYSIS OF READING COMPREHENSION FINAL TEST AT ENGLISH DEPARTMENT OF MUHAMMADIYAH ACEH UNIVERSITY

Getsempena English Education Journal ◽

10.46244/geej.v7i1.987 ◽

2020 ◽

Vol 7 (1) ◽

pp. 72-85

Author(s):

Rahmatun Nisa ◽

Cut Mawar Helmanda

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

Main Idea ◽

Quantitative Approach ◽

English Department ◽

Final Test ◽

Test Set ◽

Academic Reading ◽

Test Items ◽

Intensive Reading

The aim of this study is not only to analyze the model and the items test set by lecturer of Reading Comprehension subject but also the ability of students according to the item questions of each final test. This study analyzes the contents taken from the document test and it used descriptive quantitative approach. The gained data derived from three Reading subjects, they are: Intensive Reading Comprehension, Reading Comprehension III dan Academic Reading. The total number of the items from those three subjects is 60 items. The findings revealed that the kind of questions asked by lecturers varied, namely; Multiple Choice, Open-ended Question, Word Matching, and True and False. Based on the those documents the writer found that 6 questions about Main Idea, 16 questions about Vocabulary, 4 about references, 6 questions about inference and 28 questions about details. Then, the results of students' reading ability in answering the items were; main idea: 63.59%, Detail: 76, 92%, Inference: 44,04, Reference ; 86, 89% and Vocabulary : 73,45 %. From the five aspects students were better to answer questions in the Reference item. The implication of this research is to provide input to examiners and lecturers in giving material and in testing students at the end of the semester and to improve the ability to make test items.

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Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items

Educational and Psychological Measurement ◽

10.1177/001316448604600430 ◽

1986 ◽

Vol 46 (4) ◽

pp. 1075-1082 ◽

Cited By ~ 3

Author(s):

Thomas E. Scruggs ◽

Steve Lifson

Keyword(s):

Reading Comprehension ◽

Learning Disabled ◽

Disabled Students ◽

Test Items ◽

Comprehension Test

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Adjectives as Information Sources for Reading-Comprehension Test Items

Perceptual and Motor Skills ◽

10.2466/pms.1971.33.3f.1205 ◽

1971 ◽

Vol 33 (3_suppl) ◽

pp. 1205-1206 ◽

Cited By ~ 1

Author(s):

Michael Bradley

Keyword(s):

Reading Comprehension ◽

Random Error ◽

Information Sources ◽

Information Source ◽

Parts Of Speech ◽

Treatment Groups ◽

Test Items ◽

Comprehension Test ◽

Task Administration ◽

Made In

To replicate Bradley's (1970) investigation of various parts-of-speech as information sources for responses to reading-comprehension test items, 180 Ss in Grades 3, 4, and 5 were assigned to treatment groups which corresponded to grammatical deletions made in the reading paragraphs. Nouns were confirmed as the primary information source and adjectives were not confirmed as an information source. It was concluded that some artifact of task, administration, or random error was responsible for the previous finding of adjectives as information sources for responses to reading-comprehension test items.

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EFFECTIVENESS OF LITERATURE CIRCLES ON STUDENTS’ READING COMPREHENSION

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v1i3.183 ◽

2016 ◽

Vol 1 (3) ◽

pp. 179 ◽

Cited By ~ 1

Author(s):

Dini Irawati

Keyword(s):

Experimental Study ◽

Reading Comprehension ◽

Experimental Research ◽

Literature Circles ◽

Control Group ◽

English Department ◽

Intensive English ◽

First Semester ◽

Quasi Experimental ◽

Academic Year

This study reports an experimental study to see the effect of literatures circles to improve reading comprehension of English department students of State Islamic Institute (IAIN) of Samarinda. A quasi experimental research using nonrandomized control group pretest-posttest design was conducted to see effectiveness of literature circles on students’ reading comprehension. A number of 24 students were taken as sample from the first semester students joining in an intensive English course program in academic year 2011/2012. Using independent t-test, the analysis of the posttest means the finding yielded a t-value of 3.11. The t-value (3.11) is higher than the critical table 1.678 at p=.05 and df=44 (one-tailed). The result evidently shows that literature circles contribute a significant effect to improve students’ reading comprehension.

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TEST TAKING STRATEGY ON STUDENTS’ READING TEST

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP ◽

10.33394/jo-elt.v4i1.2439 ◽

2020 ◽

Vol 4 (1) ◽

pp. 39

Author(s):

Muhammad Farhan Rafi ◽

Aang Fatikhul Islam

Keyword(s):

Reading Comprehension ◽

Cognitive Strategies ◽

Principal Component ◽

Reading Test ◽

Comprehension Strategies ◽

English Department ◽

Test Taking ◽

Comprehension Test ◽

Good Score ◽

Test Taking Strategy

Understanding the meaning of any passage is the aim of reading comprehension. This is one of objectives in Reading 2 class English Department at STKIP PGRI Jombang. To achieve a good score on this subject, students must take a test, they have the answers right in performing reading comprehension test, students could make use of test taking strategy. The research describe what test taking strategy used by students of STKIP PGRI Jombang in performing reading comprehension test are. This study was with Principal Component Analysis (PCA), and descriptive. This research consisted of 95 correspondent of the third-semester students of English Department STKIP PGRI Jombang. It uses questionnaire and test as its instrument. The research found there were 7 factors from 28 strategy items accounted for 69.1% cumulative of the variance. They are Option-Selecting Strategies, Question-Rereading Strategies, Option Comprehension Strategies, Answer-Checking Strategies, Option Consideration Strategies, Cognitive Strategies and Clues-Finding Strategies.

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Reading Comprehension Test and Its Challenges In Students’ Perspective

Loquen: English Studies Journal ◽

10.32678/loquen.v14i1.2734 ◽

2021 ◽

Vol 14 (1) ◽

pp. 40

Author(s):

Sutrisno Sadji Evenddy ◽

Ledy Nurlely ◽

Marfu'ah Marfu'ah

Keyword(s):

Reading Comprehension ◽

Qualitative Method ◽

Reading Test ◽

English Department ◽

Final Test ◽

First Semester ◽

Difficult Question ◽

Question Category ◽

Current Context ◽

Descriptive Method

There are two objectives of this research were first, to find the most difficult question category that students faced in reading test, and last, to investigate the causes of students' difficulties. This research used a qualitative method and it was conducted at the first semester students of c class English Department of UNTIRTA year 2019. The descriptive method was used to expose the result of this research. The data were collected through documents of reading comprehension final test first semester and an interview with the students. The document was used to find out the most difficult question category, and the result after analyzing the document is the students got difficulties in answering the question about vocabulary mastery. It is also supported by the result of interviewing the students. There were 17 students from 20 students or 85% felt that the vocabulary question category in part B was difficult. Then, the interview was also used to investigate the causes of the student's difficulties in reading test. The result got after analysis, the causes of the students got difficulties and confused to answer vocabulary question because they were lack of vocabulary mastery, and their reading habit was poor. So, it indicates that students’ capability of guessing meaning some unfamiliar vocabulary or words in the current context needs to be improved.

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