The Understanding of Achievement
7 At most grade levels, achievement test are the most commonly used procedure
for gathering formal evidence about students learning. These tests may be developed by teacher, text book publisher, or standard test publisher. Every kind of learning
activity would produce a special change, namely learning outcome. This is shown in an achievement given by the students, such as calling the score in alphabet
consecutively.
3
In Wikipedia Encyclopedia, the definition of learning achievemen t is knowledge that you get from studyin g which has done successfully, especially using
your own effort and skill.
4
In line with the quotation above, in Teachers, Schools, And Societies , Myra Pollack Sadker and David Miller Sadk er stated, “learning achievement is students’
actions that they have disciplined minds and adhere to traditional morals and behavior. It can be shown from their competency in academic subjects and traditional
skill while they are demonstrating through tests and writings.”
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From the statement above, the writer concluded t hat students’ competence in academic can be shown
when they perform in several tests and have great value both mind and moral. Meanwhile, Sally Wehmeier et al in Oxford Advance Learner’s Dictionary
define that learning achievement is a thing that somebody has done successfully, especially using their own effort and skill.
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It can be inferred that a thing and somebody based on the statement above stressed in learning for a thing and students
for somebody. Julian C Stanley in Measurement in Today’s School claimed that achievement in
education means the result of the test designed to determine a students’ m astery of a given academic area.
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We can determine students’ learning in their score which is indicated the achievement of academic ar ea in education scope.
In line with the statement above, Oemar Hamalik in Metode Belajar dan Kesulitan Belajar stated that learning achievement is new behavior or skill caused by
________________
3
Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications , sixth edition, New York: Mc Graw Hill, 2008, p.145.
4
http:www.wikipedia.com.free encyclopedia.htm
5
Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.330.
6
Sally Wehmeier eds, Oxford Advance Learner’ s Dictionary, New York: Oxford University Press, 2005, 7
th
edition, p. 12.
7
Julian C Stanley, Measurement in Today’s School , New Jersey: Prentice Hall Inc , 1964, p.16.
8 the experience or the practice.
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There is a change in students’ behave and thought through learning and acquiring the achievement in positive way and negative way.
Based on the definition above, learning achievement is the advantage of students’ knowledge through teaching learning proce ss by studying and practicing, and the
result can be shown through some assessment test. The successfulness in learning process can be visible from the reached
achievement. If the achievement has fulfilled the targets, which have been determined previousl y, it can be told that the students are successful. Contrary to the
fact, if the students have not fulfilled the target yet, it means that they have not yet success.
Thus, students’ learning achievement can be categorized into three domains; cognitive, affective and psychomotor. Learning achievement obtained by students is
the knowledge cognitive and skill psychomotor. Knowledge or cognitive, as defined here, involves the recall of specifics and universal, the r ecall of methods and
processes.
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Furthermore, Carl E Pitts divines this knowledge into three mains, as follows: 1. Knowledge of specifics; the emphasis is on symbols with concrete
referents. a. Knowledge of terminology; knowledge of the referents for specifics
symbols such as verbal and non verbal. b. Knowledge of facts; may include very precise and specific information
and specific information such as dates, events, persons places, etc. 2. Knowledge of ways and means; the ways of organizing, studying, judging,
and critizing. a. Knowledge of conventions ; characteristics ways of treating and
presenting ideas and phenomena. b. Knowledge of trends and sequences; knowledge of the process,
directions and movements of phenomena with respect to time. c. Knowledge of classification and categorizes; knowledge of classes, sets,
and divisions and arrangements. d. Knowledge of criteria; criteria by which facts, principles, opi nions, and
conduct are tested and judges. 3. Knowledge of the universal; knowledge of the major schemes and patterns
in the large structure. ________________
8
Oemar Hamalik, Metode Belajar dan Kesulitan Belajar , Bandung:Torsito,1983, p.21.
9
Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications , sixth edition, New York: Mc Graw Hill, 2008, p.67
9 a. Knowledge of principles and generalizations; summarize observation of
phenomena such as explaining, describing, predicting or determining. b. Knowledge of theories and structure; knowledge of the body and
generalizations together with their interrelations which present a clear, rounded and systematic view of phenomena.
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The cognitive domain includes intellectual activities such as memorizing, interpreting, applying, problem solving, reasoning, analyzing, and thinking critically.
Table 2.1 Taxonomy Level in Cognitive Domain
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Taxonomy Level Related Verb
General Description Knowledge
Comprehension Application
Analysis Synthesis
Evaluation Remember,
Recall, Identify,
Recognize Translate, Rephrase, Restate, Interpret,
Describe, Explain Apply, Execute, Solve, Implement
Break Down, categorize, distinguish, Compare
Intergrate, Organize, Relate, Combine, Construct, Design.
Judge, Assesses, Value, Appraise Memorizing the fact
Explaining in one’s own words
Solving New Problem Breaking
into Parts
and Identifying Relationship
Combining Elements into a Whole
Judging Quality or Worth
Skill or abilities refers to organized modes of operation and generalized techniques for dealing with materials and problems.
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The Psychomotor domain includes physical and manipulate activities. Holding a pen cil, using a mouse,
keeyboarding, building a bookcase, are examples of activities that involves psychomotor behaviours.
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________________
10
Carl E Pitts, Introduction to Educational Psychology , New York: United States International University, 1834 p. 158.
11
Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications , sixth edition, New York: Mc Graw Hill, 2008, p. 68.
12
Carl E Pitts, Introduction to Educational Psychology, New York: United States International University, 1834 p. 161
13
Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications , sixth edition, New York: Mc Graw Hill, 2008, p.70
10 The affective domain involves feeling, attitude, interest, preferrences, and
emotion. Altough affective behaviours are rarely assessed formally in schools and classrooms teachers especially when sizing up students.
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Students’ knowledge and students’ skill can be measured based on their
achievement of learning by doing the test. Therefore, in order to motivate and to guide the students to get good learning achievement especially in learning English
they need to know how to learn as well as what to learn. In short word, They can be influenced by many factors and one of the factor i s the way students initially receive
information during lesson in class, in this area the writer called it with learning styles.
The score may be taken from the average of daily test score, mid -test score, and final-test score of students learning result. There is alternative format of students’
learning achievement of measurement after Teaching Learning Process; they are number scale of score from 0 to 100. Minimum Target of A chievement in English
subject is 65 after considering the indicator of learning, base competence and standard competence, it means that students get their achievement more than half
well. And the students’ learning achievement in this skripsi is final test result of Second Grade Students in the fourth semester at SMA Negeri 1 Sepatan.
So, the achievement in this area is the score of final test of English that was obtained by the students who had followed in teaching learning process for several
times in SMAN 1 Sepatan Tangerang.