PENGEMBANGAN LISTENING COMPREHENSION ASSESSMENT BERBASIS KEARIFAN LOKAL PADA PELAJARAN BAHASA INGGRIS KELAS X SMA

Penelitian ini telah menghasilkan assesment pada pembelajaran listening comprehension untuk mengukur keterampilan menyimak peserta didik, yang terdiri dari 21 materi menyimak berbasis kearifan lokal. Produk ini dikembangkan berdasarkan desain penelitian yang dikemukakan oleh Akker (1999) yang terdiri dari analisis, desain, evaluasi, dan revisi. Subyek penelitian ini terdiri dari 64 pesertadidik kelas 10 di salah satu sekolah negeri di kabupaten Banyuasin. Validitas hasil pengembangan dinilai oleh para ahli dalam tiga aspek, yaitu materi, desain instruksional, dan media. Hasilnya menunjukkan rerata penilainya pada setiap aspek secara berturut-turut adalah 3,21, 3,26 dan 3,85 dalam kategori valid. Hasil uji one-to-one yang diperoleh untuk menguji praktikalitas produk adalah 3,44 dan uji small group diperoleh nilai 3,98 yang juga termasuk dalam kategori tinggi. Kemudian, hasil tes kemampuan menyimak pesertadidik menggunakan produk yang dihasilkan dengan rerata ( = 52,60)berkorelasi secara signifikan dengan hasil tes standar menggunakan Reading inventory (Burns/Roe, 1993) nilai reratanya sebesar ( = 56,65)Dengan menggunakan Pearson product moment correlation coefficient didapat R = ,450 dengan Level of Significance yaitu p ,01 dalam kategori sedang. Ini berarti bahwa assessment yang dikembangkan ini dapat digunakan untuk mengukur kemampuan menyimak peserta didik ditempat yang lain.

Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.

Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory—4

Purpose In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory—4 (QRI–4) and 2 experimenter-constructed passages. Method In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5 passages from the QRI–4. Prior knowledge was assessed by key concept questions from the QRI–4. Interest was rated on a 5-point scale. In Experiment 2, 4th- and 5th-grade students were administered 2 passages from the QRI–4 and 2 experimenter-constructed passages. One general question was used to assess prior knowledge, and 3 measures were used to assess interest. Results Prior knowledge as measured by key concept questions on the QRI–4 or a general question had minimal impact on passage comprehension. More important, only one third of the prior knowledge questions on the QRI–4 were related to a comprehension question. When these question pairs were analyzed, having prior knowledge was still not predictive of comprehension performance. Interest level had minimal impact on comprehension performance. Conclusions This study's findings raise concerns about the usefulness of prior knowledge assessments on the QRI–4. Interest had little impact on comprehension performance. Educational implications are discussed.