Research Setting RESEARCH METHODOLOGY
37 items
may not be able to measure the students’ ability to clearly express their answers.
In regard to the weakness of multiple-choice items, the test also utilized essay items. In the test, the essay questions were in the form of extended
answers. Extended- answer questions are essay items which require “long
responses” and supposed to be used “only to measure higher-order mental processes” Marshall Hales, 1972, p. 29. This was thought to be suitable
with senior high school students. It also suits the nature of analytical exposition texts which expresses opinions and attitude on certain issues or
even evaluates policies. In answering extended-answer questions, students were expected to produce words which were not explicitly stated in the text. It
was supposed to be their own opinions or arguments related to the issues being discussed.
Regarding with types of reading comprehension questions, the researcher had designed questions with complementary types as shown in the
Table 3.1.
Text Levels of Comprehension
Literal Inferential
Critical Creative
Text 1: Gay Marriage Should be Justifiable
3, 5 1, 2, 4
6 7
Text 2: Why Finland’s Schools are So Successful
3, 5 1, 2, 4
7 6
Table 3.1. Types of Reading Comprehension Questions
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Students’ Work
Another instrument used in this study was students’ work. Here, the students’ work referred to the Venn diagrams. From the Venn diagrams, the
researcher could see whether or not the students had understood how to fill in it. The researcher used the Venn diagrams in both cycles. In the first cycle,
students worked on the Venn diagrams individually. In the second cycle, students worked in groups so they could discuss and stimulate richer
background knowledge. Thus, the Venn diagrams were done together in groups.