THE IMPLEMENTATION OF QUIZ IN READING COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG
THE IMPLEMENTATION OF QUIZ IN READING
COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
Reni Fitriani
201010100311014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE IMPLEMENTATION OF QUIZ IN READING
COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submited to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Reni Fitriani
201010100311014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
“ Always Belive that ALLAH Will Gives Best ”
= Fitriani Rizqi =
“ It does not matter how slowly you go, as long as you do not stop “
= Confucus =
“ In order to succeed, we must first believe that we can “
= Nikos Kazantzakis =
“ Don’t watch the clock; do what it does. Keep going “
= Sam Levenson =
DEDICATION :
I dedicated this thesis to :
My beloved parents (Abah Abd Muin and Mama Idawati),
My lovely sisters (Mariani Jamil and Siti Amalia),
My Februari (didien),
And All of My Friends.
ACKNOWLEDGEMENTS
Alhamdulillah, praise to Allah, the Merciful and Charitable. Because of His
guidance, blessing, and affection, the researcher finally can finish this thesis. Also
may sholawat and salam always be given to the last messenger Muhammad SAW.
The researcher would like to express her deepest gratitude to Dr. Masduki,
M.Pd and Nina Inayati, M.Ed for their kindness in giving suggestions, invaluable
gidance and advice during the consultation period, and their comments and
corrections during the completion of this thesis.
Her sincere gratitude and appreciation are also extend to the teacherDian
Arsitades, M.Pd and students in reading comprehension 1 D class at English
Department in University Muhammadiyah of Malangwho had given her the
opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and
wonderfull family, Abah Abd. Muin and Mama Idawati, who always become her
inspring people to do the best in every chance she gets, and also her beautifull sisters
(Mariani Jamil and Siti Amalia).
Finnaly, a special thanks to her lovely person, Pepep (Didien) and Cece (Firda
Hwang) who always accompany and pray forher in doing the thesis, her closest
friends (Lutfi, Nabris, Ajeng, Masty, Ulies, Gilang, Angga, Hasbi, Aziz, Intan, Arik,
Maman, etc), and all of A class friends for their encouragements, loves, cares, and
prays so that she can finish this thesis.
Malang, January 16th, 2015
The Writer,
Reni Fitriani
TABLE OF CONTENTS
APPROVAL............................................................................................................. iii
LEGALISATION .................................................................................................... iv
ORIGINALITY DECLARATION ........................................................................ v
MOTTO AND DEDICATION ............................................................................... vi
ACKNOWLEDGEMENTS .................................................................................... vii
ABSTRACT ............................................................................................................. ix
TABLE OF CONTENTS ........................................................................................ x
CHAPTER I: INTRODUCTION .......................................................................... 1
1.1 Background of the Study ............................................................................ 1
1.2 Research Problems ..................................................................................... 4
1.3 Purpose of the Study ................................................................................... 5
1.4 Scope and limitation ................................................................................... 5
1.5 Significance of Study.................................................................................. 5
1.6 Definition of Key Terms............................................................................. 6
CHAPTER II: REVIEW OF RELATED LITERATURE .................................. 8
2.1 Language Teaching Assessment ................................................................. 8
2.2Test ....................................................................................................................... 10
2.3 Types of Test................................................................................................ 11
2.4 The Purposes of Testing............................................................................... 12
2.5 Classification of Test Based on the Developement ..................................... 14
2.5.1 Standardized Test ............................................................................... 14
2.5.2 Teacher-Made Test ............................................................................ 15
2.6 Testing Language Area ................................................................................ 15
2.7 Basic Characteristic of a good Test.............................................................. 16
2.8 Constructing Test Instrument ....................................................................... 17
2.9 Item Types ................................................................................................... 19
2.9.1 The Objective Test Item...................................................................... 19
2.9.2 The Essay Question............................................................................. 19
2.10 Reading ...................................................................................................... 20
2.11 Reading Comprehension ........................................................................... 20
2.12 Teaching and Learning Reading Comprehension ...................................... 21
2.12.1 Teaching Reading Comprehension ................................................. 21
2.12.2 Learning Reading Comprehension.................................................. 22
2.13 Reading Comprehension Test .................................................................... 23
CHAPTER III: RESEARCH METHODOLOGY ............................................... 25
3.1 Research Design ......................................................................................... 25
3.2 Subject of Study.......................................................................................... 26
3.3 Data............................................................................................................. 27
3.4 Data Collection ........................................................................................... 27
3.4.1 Interview ............................................................................................ 27
3.4.2 Observation ........................................................................................ 28
3.5 Steps of Collecting Data...................................................................................... 29
3.6Data Analysis ................................................................................................ 30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION.......................... 31
4.1 Research Findings....................................................................................... 31
4.1.1 The Implementation of Quiz by the Teacher .............................. 32
4.1.2 The Students’ Responses Toward Teachers’ Assessmet Through
Quizzes in Reading Comprehension Class ............................... 34
4.2 Discussion .................................................................................................. 37
CHAPTER V: CONCLUSION AND SUGGESTION ............................................. 40
5.1 Conclusion ................................................................................................ 40
5.2 Suggestion ................................................................................................. 41
REFERENCES
APPENDICES
APPENDICES
Appendix I – INTERVIEW GUIDE (OBSERVATION)
Interview Question List
Interviewer :
....................................
Interviewee :
....................................
Day / Date
:
...................................
Time / Place :
...................................
Interview Teacher
1. Based on the observation in 1D, you give the test during instruction. Are
you used a quiz to monitor students learning progress?
2. Based on the observation, the item test that you used in a quiz is selection
type (matching word). In doing your quiz, you give the students word by
word and the students have to arrage that word become a complete
sentence. Here, are you tried to connected with the material (reading
comprehension) or just like an ice breakin?
3. What are the purpose and why you choose that testing technique as a
quiz that you used in reading comprehension 1D class?
Interview Students
1. Do you like English lessons, especially reading subject? Why?
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
3. What do you think about learning reading?
4. What about your mark in reading comprehension classes by using
matching word test?
Appendix II – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Dian Arsitades
Day / Date
:
Thursday, November 27th 2014
Time / Place :
15:24:48 / University Muhammadiyah of Malang
1. Based on the observation in 1D, you give the test during instruction
1
which is matching test as a quiz. Here, are you used a quiz to monitor
2
students learning progress?
3
= I always monitor every activity they do for the teaching and learning
4
process as well as for the quiz. I used matching word. It depends, usually I
5
give quiz which have connection with previous meeting.
6
2. Based on the observation, the item test that you used in a quiz is selection
7
type (matching word). In doing your quiz, you give the students word by
8
word and the students have to arrage that word become a complete
9
sentence. Here, are you tried to connected with the material (reading
10
comprehension) or just like an ice breakin?
11
= I ask the students to read several paragraph, especially to read text and then
12
what I used them for the quiz. I just try to give words by words and then the
13
students try to arrange, but actually what they have arrange, actually they only
14
try to recall what they have read from the text they read at home ar they read
15
outside of the class.
16
3. What are the purpose and why you choose that testing technique as a
17
quiz that you used in reading comprehension 1D class?
18
= The purpose its like an ice breaking, how to do recall what the students have
19
read in the previous text. In conclusion, for recalling what they have read and
20
they can remember.
21
Appendix III – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 1
Day / Date
:
Friday, November 28th 2014
Time / Place :
08:00:11 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
=I like to study English lesson especially reading subject because the teacher
used different technique in testing or assessing students, so I think it can
relieve boredom in learning process
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I like the teachers’ assessment because it can help me in memorizing and
practising reading comprehension
3. What do you think about learning reading?
= I need more practice in comprehending reading, because I think that
learning reading is little bit difficult when I have to read and comprehended
those all reading materials
4. What about your mark in reading comprehension classes by using
matching word test?
= I always got a good mark
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 2
Day / Date
:
Friday, November 28th 2014
Time / Place :
08:47:09 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I think English lesson especially reading subject is interesting subject,
because i always curious about some new topic when i start to read.
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I supported the teacher assessment by using a quiz, because it can makes
me become more active and more excercise.
3. What do you think about learning reading?
= Sometimes I felt difficult to comprehended the word become a sentence, so
I need more practice in reading
4. What about your mark in reading comprehension classes by using
matching word test?
= I got very good mark in reading comprehension subject, but sometimes still
hard to understand about comprehending sentence
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 3
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:10:27 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= Actually, I do not really like to study English subject especially reading
subject because too many new words that I do not know the meaning
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I like the teachers’ assessment
3. What do you think about learning reading?
= Sometimes I understand about the topic or materials and also sometimes I
felt difficult about the material.
4. What about your mark in reading comprehension classes by using
matching word test?
= So far I feel satisfy with my score
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 4
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:30:48 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I love English very much so I love evevy subject in English lesson,
especially reading subject
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= The teacher assessment its very good I think. Because, its not just good for
me but also for the other students, everytime if the teacher give a test or a
quiz, evevy students always become more active and enjoy to do a quiz
3. What do you think about learning reading?
= Although I always have a good mark in reading subject, actually I’m still
need more practice
4. What about your mark in reading comprehension classes by using
matching word test?
= Alhamdulillah I always have a good mark in this lesson
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 5
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:55:22 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I think that every subject we have to like it, especially reading subject
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I think teacher assessment was very effective for us in practicing some new
topic
3. What do you think about learning reading?
= Yes, we always have to learn more and practice more to make our learning
become more goog than before
4. What about your mark in reading comprehension classes by using
matching word test?
= Yes, I got a nice mark in this reading comprehension class
REFFERENCES
Abdullah. 2008. Testing Technique used by English Teacher of The First Year at
SMP NegeriBatu on Reading Subject.
Ary, Donald et. al. 2006. Introduction to Research in Education. USA : Wadsworth
Thoms on Learning.
Ary, Donald et. al. 2002. Intrduction to Research in Education. New York: CBS.
College Publishing. Brown, H. Douglas.
Cahyono, B. Y. & Utami, W. 2010. The Teaching of English as a Foreign Language
in Indonesia. Malang: State University Malang Press.
Callahan, Joseph. F. And Clark, Leonard H. 1988. Teaching in The Middle Secondary
School. New York: Macmillan.
Callahan, Joseph. F. And Clark, Leonard H. 1982. Principle of Language Learning
and Teaching.
Collins, Harper. 2000. Collins English Dictionarry. Complete and Unabridged.
David, P. Harris. 1963. Testing English as a Second Language. McGraw-Hill, New
York.
Davis. B. G. 1993. Quizzes, Test, Exams in Tools for Teaching. San Francisco:
Jossey-Bass Publishers.
Gay, L. R. And Petter, W. Airasian. 2003. Introduction to Educational Research :
Competencies for Analysis and Applications.
Heaton, Jb. 1988. Writing English Language Test. 2nd edition. London: Longman.
Heilman, et. al. 1981. Principle and Practices of Teaching Reading. 4th ed. Ohio:
Bell and Howell
Kubiszyn, T. And Borich, G. 2003. Educational Testing and Measurement:
Classroom Application and Practice.
O’Malley, J. Michael and Valdez Pierce, Lorraine. 1996. Authentic Assessment for
English Language Learner. Addition –Wesley Publishing Company, Inc.
Ozek, Y. & Civelek, M. 2006. A Study on the Use of Cognitive Reading Strategies by
ELT Students. The ASEAN Journal, 14 (1). (Online), (http://www.asian-efljournal.com/site_map_2006.php), retrieved on 26 december 2014
Robert, L. Linn and Gronlund E. Norman. 1993. Measurement and Assessment in
Teaching. 7th edition..
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the research problems, the
purpose of study, hyphotesis, the scope and limitation, the significance of the study, and
the definition of key terms.
1.1. Background of The Study
Testing becomes important at every stage of human lives, as well as in the
language learning. McNamara in Razi (2005: 1) argues that there are some
reasons for administering language tests, which plays a powerful role in an
individual‘s social and working life. Language teachers work with language tests since
they need to evaluate their students. In language learning, testing is important to
find out where students have difficulties in a language course, to explore progress
or to reflect how well the students are in learning a particular subject (students‘
achievement), and to give general idea about students‘ proficiency in the target
language. It means that a test can be a tool to measure how successful a language
teaching had been held.
In line with the status of English language in Indonesia as a foreign
language, reading gets more proportion in teaching and learning process. According to
Askey in Hinkel (2005:416), despite the lack of daily language exposure applied by
EFL students, reading might still necessarily be needed to access the wealth information
which is exclusively recorded in the language. Therefore, a measurement of student‘s
reading comprehension ability is to monitor the student‘s difficulties, student‘s
1
achievement, and student‘s proficiency dealing with English text. That measurement is
generally called a test.
However, there are some problems that many English language teachers have in
testing the students‘ English language achievement. One of the problems is how to
determine and choose appropriate testing techniques based on what skills and what
aspects that need to be measured. Some teachers are still confused on what
techniques should be applied in their class. Some teachers only use monotonous
or single technique or even the testing techniques that are commonly used now give
students opportunities to cheat and to guess easily, or even to gamble.
Based on Abdullah (2008) in his thesis “Testing Technique used by English
Teacher of The First Year at SMP Negeri Batu on Reading Subject”, such problems
need careful planning in terms of the alternative solution. Based on the
description above, it can be inferred that it is important to have a kind of tools to
measure the students‘ language mastery in education. In order to arrive at the best
solution for any particular situation- the most appropriate test or testing system- it is
not enough to have at one‘s disposal a collection of test techniques from which to
choose. It is also necessary to understand how they can be applied. Therefore, it
is important for teachers to plan what kind of testing techniques that should be
appropriately applied in their English teaching learningprocess by considering the
validity, reliability, and practicality of the tests.
This study mainly deals with one of the language skills, that is the readingskill,
particularly it deals with testing techniques for reading skills. Related toreading skill,
Brown (2004: 190) classifies some testing-techniques; those arereading aloud, written
2
response, multiple-choice, picture-cued items, matchingtest, editing, gap filling test,
cloze test, C-test, cloze-elide test, short-answer test,ordering test, and summarizing
test.This study tries to investigate how teacher implement a quiz and the students’
responsetoward teachers’ assesment that is applied in aparticular language skill, that is
reading comprehension.
In the previous research, Abdullah (2008) in his thesis “Testing Technique used
by English Teacher of The First Year at SMP Negeri Batu on Reading Subject” found
that in testing reading, teacher can useseveral testing techniques, they were; true-false,
completion, multiple-choice and simple question (short answer test). Those techniques
belong to objective technique. Moreover, the techniques used above were not always
suitable for every class, although the students were the same in the first grade.
Sometimes the teacher got some problems in applying the techniques because those are
not suitable with class situation. Furthermore, those techniques used were not always
effectively applied in class. Because the teacher teach six classes of the first grade, each
of them has different class situation and different characteristic of the students. In
addition, he concluded that in testing reading the teacher should apply the techniques
which were appropriate withthe class situation and the characteristic of the
students.Meanwhile, Hamra & Syatriana (2010) in theirresearch in five SMAs (senior
high schools) in South Sulawesi, stated that the reading comprehension of their students
in senior high school was poor. Besides, all students had difficulties in reading English
text because of different reasons : (a) lack of vocabularry, (b) lack of learning support,
(c) lack of language knowledge, (d) pronounciation difficulties, (e) lack of knowledge
of words, phrases, paragraphs, and passage or texts, (f) lack of the application of reading
3
strategies, (g) lack of reading skills and reading interest, (h) lack of reading amount,
and (i) lack of reading motivation.
From the above phenomenon and based on the researcher’s observation, when
she was conducting learning process at junior class in English Department in UMM, she
found that the result of reading test or quiz were not satisfying.The researcher assumed
that the unsuccessful test results are caused by three possibilities; first, the reading test
is too difficult and second, the reading test is moderate but the students have not
acquired the reading comprehension well,and third is about the testing technique itself.
In order to learn the right reasons of the results of the students’ test achievement, the
researcher is interested to investigate a testing technique which belongs to a quiz that
used by the teacher in assessing students’ reading comprehension in order to contribute
a great deal to assist students in mastering reading skill.
This study tries todescribe how the teacherimplement aquiz as testing technique,
which is commonly usedby teacherin assessing students in reading comprehension class
and to studythe students response toward teachers’ assessment in improving students’
reading comprehension at English Department in UMM. The choice of the class is the
first semester students which is 1 D class.
1.2. Research Problems
As mentioned in the background of the study above this study is intended to
analyze teaching reading by usinga quiz in assessing reading comprehension in English
Department in UMM. There are several problemsneeded to be answered and
formulated, they are as follow;
4
1. How does the teacher implement a quiz in reading comprehension class at English
Department in UMM ?
2. How are the students’ responses toward teachers’ assessment through quizes in
reading comprehension class at English Department in UMM?
1.3.Purpose of Study
Related to the problem above this study has objective as follow:
1. To describe how theteacherimplements aquiz, which is commonly used by
teacherin assessing students in reading comprehension class at English
Department in UMM.
2. To identify the students’ responsestoward teachers’ assessment through quizes
in reading comprehension class at English Department in UMM.
1.4. Scope and Limitation
For deeper analysis of the study, the researcher scopes and focuseson the teacher
who implement a quiz as testing techniques for readingto test students‘reading
comprehension. Moreover, It also focuses onthe students’ responseabout teahers’ testing
technique on their reading comprehension class.
She limits it from the teachers’ way on implementing a quizand the students’
responsetoward theteachers’ assessment.
1.5. Significance of The Study
The findings of this study were supposed to give both theoretical and practical
contributions on the area of language testing,particularly, or analyzing teachers’
assessment and student response.
5
Theoretically, the finding of this study is expected to give contribution to
develop language-testing study, particularly, in increasing and enriching the study of
quiz.
Practically, it isexpected that this study would be useful for the students to know
how the teacherimplementsaquizand its functions. It is also expected to be useful for the
readers and it will be a consideration in determining a technique oftesting students‘
reading comprehension. In addition, this study provided contribution and information
for others who are interested in doing further research this area.
Finally, this study is expected to be able to provide more information for other
researchers who are interested in language testing and assessment.
1.6. Definition of Key Terms
It is important to define the key terms used in this study in order to help the
readers to avoid missunderstanding of the study.
Test is defined as an instrument, device, or procedure that proposes a sequence of
task to which a student is to respond, the result of which are used as measure of a
specific trait (Charles Hopkins, 1990: 130). Meanwhile, a quiz is a test to assess
students’ ability or knowledge in order to help them continue that growth process.
Assessing in this research is defined as a process of observing a sample of students’
knowledge and abilities.
This study mainly deals with one of the language skills, that is reading which is
specific ability which enables a reader to read the witten form as meaningful language
to read anything written with independence, comprehension and fluency. Meanwhile,
reading is a complex process in which the recognition and comprehension of written
6
symbols are influenced by reader’s perceptual skills, decoding skills, experiences,
language backgrounds, mind set, and reasoning abilities as they anticipate meaning on
the basic of what has been read (Albert and Edward 1975: 8).
7
COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
Reni Fitriani
201010100311014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE IMPLEMENTATION OF QUIZ IN READING
COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submited to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Reni Fitriani
201010100311014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
“ Always Belive that ALLAH Will Gives Best ”
= Fitriani Rizqi =
“ It does not matter how slowly you go, as long as you do not stop “
= Confucus =
“ In order to succeed, we must first believe that we can “
= Nikos Kazantzakis =
“ Don’t watch the clock; do what it does. Keep going “
= Sam Levenson =
DEDICATION :
I dedicated this thesis to :
My beloved parents (Abah Abd Muin and Mama Idawati),
My lovely sisters (Mariani Jamil and Siti Amalia),
My Februari (didien),
And All of My Friends.
ACKNOWLEDGEMENTS
Alhamdulillah, praise to Allah, the Merciful and Charitable. Because of His
guidance, blessing, and affection, the researcher finally can finish this thesis. Also
may sholawat and salam always be given to the last messenger Muhammad SAW.
The researcher would like to express her deepest gratitude to Dr. Masduki,
M.Pd and Nina Inayati, M.Ed for their kindness in giving suggestions, invaluable
gidance and advice during the consultation period, and their comments and
corrections during the completion of this thesis.
Her sincere gratitude and appreciation are also extend to the teacherDian
Arsitades, M.Pd and students in reading comprehension 1 D class at English
Department in University Muhammadiyah of Malangwho had given her the
opportunity to conduct the research.
Moreover, she would like to dedicate this research to her beloved and
wonderfull family, Abah Abd. Muin and Mama Idawati, who always become her
inspring people to do the best in every chance she gets, and also her beautifull sisters
(Mariani Jamil and Siti Amalia).
Finnaly, a special thanks to her lovely person, Pepep (Didien) and Cece (Firda
Hwang) who always accompany and pray forher in doing the thesis, her closest
friends (Lutfi, Nabris, Ajeng, Masty, Ulies, Gilang, Angga, Hasbi, Aziz, Intan, Arik,
Maman, etc), and all of A class friends for their encouragements, loves, cares, and
prays so that she can finish this thesis.
Malang, January 16th, 2015
The Writer,
Reni Fitriani
TABLE OF CONTENTS
APPROVAL............................................................................................................. iii
LEGALISATION .................................................................................................... iv
ORIGINALITY DECLARATION ........................................................................ v
MOTTO AND DEDICATION ............................................................................... vi
ACKNOWLEDGEMENTS .................................................................................... vii
ABSTRACT ............................................................................................................. ix
TABLE OF CONTENTS ........................................................................................ x
CHAPTER I: INTRODUCTION .......................................................................... 1
1.1 Background of the Study ............................................................................ 1
1.2 Research Problems ..................................................................................... 4
1.3 Purpose of the Study ................................................................................... 5
1.4 Scope and limitation ................................................................................... 5
1.5 Significance of Study.................................................................................. 5
1.6 Definition of Key Terms............................................................................. 6
CHAPTER II: REVIEW OF RELATED LITERATURE .................................. 8
2.1 Language Teaching Assessment ................................................................. 8
2.2Test ....................................................................................................................... 10
2.3 Types of Test................................................................................................ 11
2.4 The Purposes of Testing............................................................................... 12
2.5 Classification of Test Based on the Developement ..................................... 14
2.5.1 Standardized Test ............................................................................... 14
2.5.2 Teacher-Made Test ............................................................................ 15
2.6 Testing Language Area ................................................................................ 15
2.7 Basic Characteristic of a good Test.............................................................. 16
2.8 Constructing Test Instrument ....................................................................... 17
2.9 Item Types ................................................................................................... 19
2.9.1 The Objective Test Item...................................................................... 19
2.9.2 The Essay Question............................................................................. 19
2.10 Reading ...................................................................................................... 20
2.11 Reading Comprehension ........................................................................... 20
2.12 Teaching and Learning Reading Comprehension ...................................... 21
2.12.1 Teaching Reading Comprehension ................................................. 21
2.12.2 Learning Reading Comprehension.................................................. 22
2.13 Reading Comprehension Test .................................................................... 23
CHAPTER III: RESEARCH METHODOLOGY ............................................... 25
3.1 Research Design ......................................................................................... 25
3.2 Subject of Study.......................................................................................... 26
3.3 Data............................................................................................................. 27
3.4 Data Collection ........................................................................................... 27
3.4.1 Interview ............................................................................................ 27
3.4.2 Observation ........................................................................................ 28
3.5 Steps of Collecting Data...................................................................................... 29
3.6Data Analysis ................................................................................................ 30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION.......................... 31
4.1 Research Findings....................................................................................... 31
4.1.1 The Implementation of Quiz by the Teacher .............................. 32
4.1.2 The Students’ Responses Toward Teachers’ Assessmet Through
Quizzes in Reading Comprehension Class ............................... 34
4.2 Discussion .................................................................................................. 37
CHAPTER V: CONCLUSION AND SUGGESTION ............................................. 40
5.1 Conclusion ................................................................................................ 40
5.2 Suggestion ................................................................................................. 41
REFERENCES
APPENDICES
APPENDICES
Appendix I – INTERVIEW GUIDE (OBSERVATION)
Interview Question List
Interviewer :
....................................
Interviewee :
....................................
Day / Date
:
...................................
Time / Place :
...................................
Interview Teacher
1. Based on the observation in 1D, you give the test during instruction. Are
you used a quiz to monitor students learning progress?
2. Based on the observation, the item test that you used in a quiz is selection
type (matching word). In doing your quiz, you give the students word by
word and the students have to arrage that word become a complete
sentence. Here, are you tried to connected with the material (reading
comprehension) or just like an ice breakin?
3. What are the purpose and why you choose that testing technique as a
quiz that you used in reading comprehension 1D class?
Interview Students
1. Do you like English lessons, especially reading subject? Why?
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
3. What do you think about learning reading?
4. What about your mark in reading comprehension classes by using
matching word test?
Appendix II – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Dian Arsitades
Day / Date
:
Thursday, November 27th 2014
Time / Place :
15:24:48 / University Muhammadiyah of Malang
1. Based on the observation in 1D, you give the test during instruction
1
which is matching test as a quiz. Here, are you used a quiz to monitor
2
students learning progress?
3
= I always monitor every activity they do for the teaching and learning
4
process as well as for the quiz. I used matching word. It depends, usually I
5
give quiz which have connection with previous meeting.
6
2. Based on the observation, the item test that you used in a quiz is selection
7
type (matching word). In doing your quiz, you give the students word by
8
word and the students have to arrage that word become a complete
9
sentence. Here, are you tried to connected with the material (reading
10
comprehension) or just like an ice breakin?
11
= I ask the students to read several paragraph, especially to read text and then
12
what I used them for the quiz. I just try to give words by words and then the
13
students try to arrange, but actually what they have arrange, actually they only
14
try to recall what they have read from the text they read at home ar they read
15
outside of the class.
16
3. What are the purpose and why you choose that testing technique as a
17
quiz that you used in reading comprehension 1D class?
18
= The purpose its like an ice breaking, how to do recall what the students have
19
read in the previous text. In conclusion, for recalling what they have read and
20
they can remember.
21
Appendix III – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 1
Day / Date
:
Friday, November 28th 2014
Time / Place :
08:00:11 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
=I like to study English lesson especially reading subject because the teacher
used different technique in testing or assessing students, so I think it can
relieve boredom in learning process
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I like the teachers’ assessment because it can help me in memorizing and
practising reading comprehension
3. What do you think about learning reading?
= I need more practice in comprehending reading, because I think that
learning reading is little bit difficult when I have to read and comprehended
those all reading materials
4. What about your mark in reading comprehension classes by using
matching word test?
= I always got a good mark
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 2
Day / Date
:
Friday, November 28th 2014
Time / Place :
08:47:09 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I think English lesson especially reading subject is interesting subject,
because i always curious about some new topic when i start to read.
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I supported the teacher assessment by using a quiz, because it can makes
me become more active and more excercise.
3. What do you think about learning reading?
= Sometimes I felt difficult to comprehended the word become a sentence, so
I need more practice in reading
4. What about your mark in reading comprehension classes by using
matching word test?
= I got very good mark in reading comprehension subject, but sometimes still
hard to understand about comprehending sentence
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 3
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:10:27 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= Actually, I do not really like to study English subject especially reading
subject because too many new words that I do not know the meaning
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I like the teachers’ assessment
3. What do you think about learning reading?
= Sometimes I understand about the topic or materials and also sometimes I
felt difficult about the material.
4. What about your mark in reading comprehension classes by using
matching word test?
= So far I feel satisfy with my score
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 4
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:30:48 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I love English very much so I love evevy subject in English lesson,
especially reading subject
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= The teacher assessment its very good I think. Because, its not just good for
me but also for the other students, everytime if the teacher give a test or a
quiz, evevy students always become more active and enjoy to do a quiz
3. What do you think about learning reading?
= Although I always have a good mark in reading subject, actually I’m still
need more practice
4. What about your mark in reading comprehension classes by using
matching word test?
= Alhamdulillah I always have a good mark in this lesson
Appendix IV – TRANSCRIPT OF THE INTERVIEW’S AUDIO
Interviewer
:
Reni Fitriani
Interviewee
:
Student 5
Day / Date
:
Friday, November 28th 2014
Time / Place :
09:55:22 / University Muhammadiyah of Malang
1. Do you like English lessons, especially reading subject? Why?
= I think that every subject we have to like it, especially reading subject
2. What do you think about teachers’ assessments by using matching word
test as a quiz?
= I think teacher assessment was very effective for us in practicing some new
topic
3. What do you think about learning reading?
= Yes, we always have to learn more and practice more to make our learning
become more goog than before
4. What about your mark in reading comprehension classes by using
matching word test?
= Yes, I got a nice mark in this reading comprehension class
REFFERENCES
Abdullah. 2008. Testing Technique used by English Teacher of The First Year at
SMP NegeriBatu on Reading Subject.
Ary, Donald et. al. 2006. Introduction to Research in Education. USA : Wadsworth
Thoms on Learning.
Ary, Donald et. al. 2002. Intrduction to Research in Education. New York: CBS.
College Publishing. Brown, H. Douglas.
Cahyono, B. Y. & Utami, W. 2010. The Teaching of English as a Foreign Language
in Indonesia. Malang: State University Malang Press.
Callahan, Joseph. F. And Clark, Leonard H. 1988. Teaching in The Middle Secondary
School. New York: Macmillan.
Callahan, Joseph. F. And Clark, Leonard H. 1982. Principle of Language Learning
and Teaching.
Collins, Harper. 2000. Collins English Dictionarry. Complete and Unabridged.
David, P. Harris. 1963. Testing English as a Second Language. McGraw-Hill, New
York.
Davis. B. G. 1993. Quizzes, Test, Exams in Tools for Teaching. San Francisco:
Jossey-Bass Publishers.
Gay, L. R. And Petter, W. Airasian. 2003. Introduction to Educational Research :
Competencies for Analysis and Applications.
Heaton, Jb. 1988. Writing English Language Test. 2nd edition. London: Longman.
Heilman, et. al. 1981. Principle and Practices of Teaching Reading. 4th ed. Ohio:
Bell and Howell
Kubiszyn, T. And Borich, G. 2003. Educational Testing and Measurement:
Classroom Application and Practice.
O’Malley, J. Michael and Valdez Pierce, Lorraine. 1996. Authentic Assessment for
English Language Learner. Addition –Wesley Publishing Company, Inc.
Ozek, Y. & Civelek, M. 2006. A Study on the Use of Cognitive Reading Strategies by
ELT Students. The ASEAN Journal, 14 (1). (Online), (http://www.asian-efljournal.com/site_map_2006.php), retrieved on 26 december 2014
Robert, L. Linn and Gronlund E. Norman. 1993. Measurement and Assessment in
Teaching. 7th edition..
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the research problems, the
purpose of study, hyphotesis, the scope and limitation, the significance of the study, and
the definition of key terms.
1.1. Background of The Study
Testing becomes important at every stage of human lives, as well as in the
language learning. McNamara in Razi (2005: 1) argues that there are some
reasons for administering language tests, which plays a powerful role in an
individual‘s social and working life. Language teachers work with language tests since
they need to evaluate their students. In language learning, testing is important to
find out where students have difficulties in a language course, to explore progress
or to reflect how well the students are in learning a particular subject (students‘
achievement), and to give general idea about students‘ proficiency in the target
language. It means that a test can be a tool to measure how successful a language
teaching had been held.
In line with the status of English language in Indonesia as a foreign
language, reading gets more proportion in teaching and learning process. According to
Askey in Hinkel (2005:416), despite the lack of daily language exposure applied by
EFL students, reading might still necessarily be needed to access the wealth information
which is exclusively recorded in the language. Therefore, a measurement of student‘s
reading comprehension ability is to monitor the student‘s difficulties, student‘s
1
achievement, and student‘s proficiency dealing with English text. That measurement is
generally called a test.
However, there are some problems that many English language teachers have in
testing the students‘ English language achievement. One of the problems is how to
determine and choose appropriate testing techniques based on what skills and what
aspects that need to be measured. Some teachers are still confused on what
techniques should be applied in their class. Some teachers only use monotonous
or single technique or even the testing techniques that are commonly used now give
students opportunities to cheat and to guess easily, or even to gamble.
Based on Abdullah (2008) in his thesis “Testing Technique used by English
Teacher of The First Year at SMP Negeri Batu on Reading Subject”, such problems
need careful planning in terms of the alternative solution. Based on the
description above, it can be inferred that it is important to have a kind of tools to
measure the students‘ language mastery in education. In order to arrive at the best
solution for any particular situation- the most appropriate test or testing system- it is
not enough to have at one‘s disposal a collection of test techniques from which to
choose. It is also necessary to understand how they can be applied. Therefore, it
is important for teachers to plan what kind of testing techniques that should be
appropriately applied in their English teaching learningprocess by considering the
validity, reliability, and practicality of the tests.
This study mainly deals with one of the language skills, that is the readingskill,
particularly it deals with testing techniques for reading skills. Related toreading skill,
Brown (2004: 190) classifies some testing-techniques; those arereading aloud, written
2
response, multiple-choice, picture-cued items, matchingtest, editing, gap filling test,
cloze test, C-test, cloze-elide test, short-answer test,ordering test, and summarizing
test.This study tries to investigate how teacher implement a quiz and the students’
responsetoward teachers’ assesment that is applied in aparticular language skill, that is
reading comprehension.
In the previous research, Abdullah (2008) in his thesis “Testing Technique used
by English Teacher of The First Year at SMP Negeri Batu on Reading Subject” found
that in testing reading, teacher can useseveral testing techniques, they were; true-false,
completion, multiple-choice and simple question (short answer test). Those techniques
belong to objective technique. Moreover, the techniques used above were not always
suitable for every class, although the students were the same in the first grade.
Sometimes the teacher got some problems in applying the techniques because those are
not suitable with class situation. Furthermore, those techniques used were not always
effectively applied in class. Because the teacher teach six classes of the first grade, each
of them has different class situation and different characteristic of the students. In
addition, he concluded that in testing reading the teacher should apply the techniques
which were appropriate withthe class situation and the characteristic of the
students.Meanwhile, Hamra & Syatriana (2010) in theirresearch in five SMAs (senior
high schools) in South Sulawesi, stated that the reading comprehension of their students
in senior high school was poor. Besides, all students had difficulties in reading English
text because of different reasons : (a) lack of vocabularry, (b) lack of learning support,
(c) lack of language knowledge, (d) pronounciation difficulties, (e) lack of knowledge
of words, phrases, paragraphs, and passage or texts, (f) lack of the application of reading
3
strategies, (g) lack of reading skills and reading interest, (h) lack of reading amount,
and (i) lack of reading motivation.
From the above phenomenon and based on the researcher’s observation, when
she was conducting learning process at junior class in English Department in UMM, she
found that the result of reading test or quiz were not satisfying.The researcher assumed
that the unsuccessful test results are caused by three possibilities; first, the reading test
is too difficult and second, the reading test is moderate but the students have not
acquired the reading comprehension well,and third is about the testing technique itself.
In order to learn the right reasons of the results of the students’ test achievement, the
researcher is interested to investigate a testing technique which belongs to a quiz that
used by the teacher in assessing students’ reading comprehension in order to contribute
a great deal to assist students in mastering reading skill.
This study tries todescribe how the teacherimplement aquiz as testing technique,
which is commonly usedby teacherin assessing students in reading comprehension class
and to studythe students response toward teachers’ assessment in improving students’
reading comprehension at English Department in UMM. The choice of the class is the
first semester students which is 1 D class.
1.2. Research Problems
As mentioned in the background of the study above this study is intended to
analyze teaching reading by usinga quiz in assessing reading comprehension in English
Department in UMM. There are several problemsneeded to be answered and
formulated, they are as follow;
4
1. How does the teacher implement a quiz in reading comprehension class at English
Department in UMM ?
2. How are the students’ responses toward teachers’ assessment through quizes in
reading comprehension class at English Department in UMM?
1.3.Purpose of Study
Related to the problem above this study has objective as follow:
1. To describe how theteacherimplements aquiz, which is commonly used by
teacherin assessing students in reading comprehension class at English
Department in UMM.
2. To identify the students’ responsestoward teachers’ assessment through quizes
in reading comprehension class at English Department in UMM.
1.4. Scope and Limitation
For deeper analysis of the study, the researcher scopes and focuseson the teacher
who implement a quiz as testing techniques for readingto test students‘reading
comprehension. Moreover, It also focuses onthe students’ responseabout teahers’ testing
technique on their reading comprehension class.
She limits it from the teachers’ way on implementing a quizand the students’
responsetoward theteachers’ assessment.
1.5. Significance of The Study
The findings of this study were supposed to give both theoretical and practical
contributions on the area of language testing,particularly, or analyzing teachers’
assessment and student response.
5
Theoretically, the finding of this study is expected to give contribution to
develop language-testing study, particularly, in increasing and enriching the study of
quiz.
Practically, it isexpected that this study would be useful for the students to know
how the teacherimplementsaquizand its functions. It is also expected to be useful for the
readers and it will be a consideration in determining a technique oftesting students‘
reading comprehension. In addition, this study provided contribution and information
for others who are interested in doing further research this area.
Finally, this study is expected to be able to provide more information for other
researchers who are interested in language testing and assessment.
1.6. Definition of Key Terms
It is important to define the key terms used in this study in order to help the
readers to avoid missunderstanding of the study.
Test is defined as an instrument, device, or procedure that proposes a sequence of
task to which a student is to respond, the result of which are used as measure of a
specific trait (Charles Hopkins, 1990: 130). Meanwhile, a quiz is a test to assess
students’ ability or knowledge in order to help them continue that growth process.
Assessing in this research is defined as a process of observing a sample of students’
knowledge and abilities.
This study mainly deals with one of the language skills, that is reading which is
specific ability which enables a reader to read the witten form as meaningful language
to read anything written with independence, comprehension and fluency. Meanwhile,
reading is a complex process in which the recognition and comprehension of written
6
symbols are influenced by reader’s perceptual skills, decoding skills, experiences,
language backgrounds, mind set, and reasoning abilities as they anticipate meaning on
the basic of what has been read (Albert and Edward 1975: 8).
7