scholarly journals TEST TAKING STRATEGY ON STUDENTS’ READING TEST

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.

scholarly journals THE CORRELATION BETWEEN COGNITIVE TEST-TAKING STRATEGIES AND ACHIEVEMENT IN TOEFL READING COMPREHENSION OF THE STUDENTS OF ENGLISH DEPARTMENT AT STATE UNIVERSITY OF MAKASSAR

2016 ◽  
Vol 5 (1) ◽  
pp. 53
Author(s):  
Sukmawati Sukmawati
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
English Education ◽  
The State ◽  
Cognitive Test ◽  
English Department ◽  
State University ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Test Taking Strategy

This study investigated the correlation between cognitive test-taking strategies and achievement in TOEFL reading comprehension. It was conducted to find out: (1) the most dominant cognitive test-taking strategy applied by the students of English Department at the State University of Makassar, (2) the TOEFL reading achievement of the students of  English Department at the State University of Makassar, (3) the correlation between students’ cognitive test-taking strategies and their achievement in TOEFL reading comprehension. The research applied correlation research design. This research was conducted to the fourth-semester students in three fields of study at English Department of the State University of Makassar. There were 20 students were from English Education, 12 students from English Literature and 15 students from Business English. The data were collected through documentation of TOEFL reading comprehension score and questionnaire. The research result showed that (1) comprehending strategy was the most dominant cognitive test-taking strategy applied by the students of English Department at the State University of Makassar, (2) the TOEFL reading achievement was achieved into the fair category. It was proven by mean score 42.51 range from 21-30 score. (3) There was a correlation between cognitive test-taking strategies and TOEFL reading achievement with r = .822 classified as a high category in which score interval was higher than 66. Therefore, cognitive test-taking strategies have a role toward TOEFL reading achievement.Keywords:  Cognitive Test-Taking Strategies, TOEFL Reading Comprehension, Correlating Strategies, and Achievement.

scholarly journals An investigation into reading strategies used by Vietnamese non-English major students at Kien Giang University

2020 ◽  
Vol 9 (2) ◽  
pp. 100-107
Author(s):  
Nguyen Thi Ngoc Minh ◽  
Nguyen Thuy Nga
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Descriptive Statistics ◽  
Item Number ◽  
Comprehension Test ◽  
English Majors ◽  
English Major ◽  
Rating Item

This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.

Comprehending Text and Comprehension Tests

1983 ◽  
Vol 13 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Estelle A. Doctor
Keyword(s):  
Reading Comprehension ◽  
Special Functions ◽  
Reading Test ◽  
Reading Tests ◽  
Comprehension Test ◽  
Different Types ◽  
The Relationship ◽  
Lexical Phonology ◽  
Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

Direct instruction in reading comprehension test‐taking skill

Reading World ◽  
1984 ◽  
Vol 24 (1) ◽  
pp. 10-19 ◽  
Author(s):  
William E. Blanton ◽  
Karen D. Wood
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Test Taking ◽  
Comprehension Test

scholarly journals TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR”

2020 ◽  
Vol 1 (2) ◽  
pp. 67
Author(s):  
Fenty Andriani
Keyword(s):  
Reading Comprehension ◽  
Comprehension Strategies ◽  
English Department ◽  
Group Discussions ◽  
State Institute ◽  
Skilled Readers ◽  
Islamic Studies ◽  
The Third ◽  
Reading Text

This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo.  The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.

scholarly journals A ANALYZING THE LEVEL OF THE STUDENTS’ READINGCOMPREHENSION IN COMPREHENDING NARRATIVETEXT

2020 ◽  
Vol 2 (2) ◽  
pp. 152-161
Author(s):  
Mutakhirani Mustafa
Keyword(s):  
Reading Comprehension ◽  
Correct Answer ◽  
Reading Test ◽  
Book Reading ◽  
Literal Interpretation ◽  
Low Level ◽  
Incorrect Answer ◽  
Comprehension Test ◽  
Student Reading ◽  
Second Year

The research aimed at finding out the analyzing of students’ reading comprehension at the second year of SMU Negeri 4 Bulukumba Kab. Bulukumba. The findings of this research that the researcher known the ability of the students’ reading comprehension on level at the second year of SMA Negeri 4 Bulukumba to have “Low” level. Based on the finding indicated that the second year of students’ SMA Negeri 4 Bulukumba in answer or identifying reading comprehension test, there were 60% students got correct answer in ( answer with literal) and 40% students had incorrect answer. Then 40% students had correct answer in (Interpretation) and 60% students had incorrect answer. Then 30% students had correct answer in (Critical) and 70% students had incorrect answer. Then 35% students had correct answer in (Creative) and 65% students had incorrect answer. Based on the finding about the students competence on reading comprehension level, some problems or difficulties were faced by the second grade students of SMA Negeri 4 Bulukumba in analyzing reading test with correct answer which were answer with literal, interpretation, critical and creative. Based on the result of questionnaire of students, the researcher finds out some solution from the problem of the students in reading. The students are suggested to practice reading anything that they like, for example reading a article, reading, essay, reading a book, reading newspaper and reading novel every day. The students practice interpreting what has been reading in improving reading comprehension. Keywords: Student, Reading Comprehension, Level, Analyzing

On the Utility of the Nelson-Denny Reading Test as a Covariate in Research on Prose-Processing

1979 ◽  
Vol 48 (2) ◽  
pp. 641-642 ◽  
Author(s):  
John W. Zimmer ◽  
John A. Glover ◽  
Royce R. Running ◽  
Chris Petersen
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
Comprehension Test ◽  
Prose Learning

As part of a project on prose-learning, a reading comprehension test (Nelson-Denny) was administered to 174 students. The test was a significant predictor of posttest comprehension levels and may be conveniently used to approach variations in students' aptitudes encountered in studies of processing prose.

scholarly journals Strategies in dealing with the Reading Section of ‘TOEFL Prediction’: a case of Aceh EFL Learners

2020 ◽  
Vol 7 (2) ◽  
pp. 159-171
Author(s):  
Fera Busfina Zalha ◽  
Alfiatunnur Alfiatunnur ◽  
Cut Annisa Triana Kamil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Structured Interview ◽  
Reading Strategy ◽  
Efl Learners ◽  
Test Taking ◽  
Prediction Test ◽  
Test Taking Strategy ◽  
Banda Aceh

ABSTRACTHighlighting the TOEFL prediction test, this study attempted to explore EFL learners’ strategies in dealing with the reading comprehension section of the TOEFL prediction test, both in reading the texts and tackling the questions. This study employed a qualitative research design as its approach and a semi-structured interview as the instrument to gain the data. Six participants were purposively selected from the English Language Education Department of UIN Ar-Raniry Banda Aceh. They were interviewed concerning their reading strategies in dealing with the questions in the TOEFL Prediction test. The findings revealed five strategies used by the participants in contending with the TOEFL reading section, classified into reading strategy and test-taking strategy. The reading strategies consist of skimming and scanning the passages, using context to understand the meaning of unfamiliar vocabulary, and utilizing background knowledge. Meanwhile, reviewing the questions and prioritizing easier questions are included in the test-taking strategy.  This study proposes further research to investigate the effectiveness of particular strategies in improving EFL students’ performance in facing the reading section.ABSTRAKMengangkat topik tes TOEFL Prediksi, penelitian ini mencoba menyelidiki strategi yang dilakukan oleh mahasiswa-mahasiswi Bahasa Inggris dalam menghadapi bagian Reading Comprehension di tes TOEFL, baik strategi ketika membaca teks maupun ketika menjawab soal-soal yang tersedia. Studi ini menggunakan pendekatan qualitatif dan menggunakan wawancara semi-terstruktur sebagai instrument untuk menghasilkan data. Teknik purposive sampling digunakan dalam memilih enam partisipan untuk studi ini yang keenamnya berasal dari Program Studi Pendidikan Bahasa Inggris UIN Ar-Raniry Banda Aceh. Hasil penelitian ini menunjukkan bahwa ada lima strategi yang digunakan oleh partisipan dalam menyelesaikan TOEFL Reading Section. Kelima strategi tersebut dapat diklasifikasikan kepada reading strategy (strategi membaca) dan test-taking strategy (strategi dalam menghadapi tes). Reading strategies terdiri dari membaca teks dengan menggunakan teknik skimming and scanning, menggunakan konteks untuk dapat memahami makna dari kata-kata yang sukar, dan menggunakan background knowledge (pengetahuan sebelumnya) ketika membaca teks. Sementara mereview pertanyaan dan mengutamakan menjawab pertanyaan-pertanyaan yang lebih mudah termasuk dalam test-taking strategy yang dilakukan oleh partisipan ketika menghadapi tes. Studi ini mendukung penelitian lebih dalam kedepannya terkait keefektifan dari strategi-strategi ini dalam meningkatkan performa mahasiswa-mahasiswi Bahasa Inggris dalam menyelesaikan bagian reading comprehension.

scholarly journals Students Reading Competence For Detail Information In Expository Text

2019 ◽  
Vol 6 (1) ◽  
pp. 57-64
Author(s):  
Sumarji Sumarji ◽  
Nurteteng Nurteteng ◽  
Dewi Nopitasari
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Descriptive Analysis ◽  
Reading Test ◽  
The Other ◽  
Know How ◽  
Reading Competence ◽  
Good Score ◽  
Analysis Design

The purpose of this reseach to know how  the  students  competence on  their reading  comprehension especially their ability in getting detailed information in expository text. The population of this research is 10 students of class X Akutansi SMK Modellink Makbusun. The research used descriptive analysis design. The instrument of this research was the reading test which focused on detail information in expository text. The result of students competence in getting detail information in expository text was 60% or 6 students got score among 70-100 and it was catagorized into good score. The other students or 2 students got in catagorized at “poor” catagory. The average of score students was 71.6. The competence of students in getting information in expository text was catagorized into “good” category.

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