IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT BY USING INDEX CARD MATCH STRATEGY

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Septiwi Hadi Lubis And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Index Card ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Subject ◽  
The Mean

This study deals with improving students’ reading comprehension by using Index Card Match strategy. This study was conducted by using classroom action research. The subject of the research was class VIIa MTs.Lab. IKIP Al- Washliyah Medan which consisted of 36 students. The research was conducted in two cycles and every cycle consists of four meetings and two meetings. The instruments for collecting data were multiple choice tests as the quantitative data and observation sheet, questionnaire sheet and diary notes as the qualitative data. Based on multiple choice test score, students’ score kept improving in every test. In test I, the mean score was 63.05, in test II, the mean score was 67.63, and in test III the mean score was 72.77. The finding of the study indicated that the implementation of Index card Match strategy was successful since the criteria of success were achieved. The result of observation sheet and questionnaire sheet showed that students were active involved in the classroom. Based on the finding before, it’s concluded that Index Card Match strategy could improve students’ reading comprehension.

IMPROVING GRADE VIII STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN RECOUNT TEXT BY USING TWO STAY – TWO STRAY STRATEGY

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Elvi Rodiana Dalimunthe And Meisuri
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study deals with improving students’ reading comprehension through Two Stay – Two Stray Strategy. This study was conducted by using classroom action research. The subject of the research was class VIIIC MTs. Lab. IKIP Al- Wasliyah Medan which consisted of 34 students. The research was conducted in two cycles and every cycle consisted of four meetings and two meetings. The instruments for collecting data were quantitative data (multiple choice test) and qualitative data (diary notes, observation sheet, and interview). In test I, the mean score was 63.28. in test II, the mean score was 67.96. and in test III the mean score was 72.96. It can be concluded that Two Stay – Two Stray Strategy could improve students’ reading comprehension.

IMPROVING STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT BY APPLYING PREDICTION STRATEGY

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Hastati Perangin-angin And Meisuri
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Reading Test ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Subject ◽  
The Mean ◽  
Reading Test Scores ◽  
Orientation Test ◽  
Prediction Strategy

This study attempted to improve students’ reading comprehension indescriptive text by applying prediction strategy. This study was conducted byusing classroom action research. The subject of this research was class X-1 SMANegeri 1 Kisaran which consisted of 34 students. The research was conducted intwo cycles and every cycle consisted of three meetings. The instruments forcollecting data were taken from quantitative data and qualitative data. Thequantitative data were taken from the reading test (multiple choice test consistedof 25 questions). The qualitative data were taken from diary notes, observationsheet and interview sheet. Based on reading test scores, students’ score keptimproving in every test. In the orientation test the mean was 53.41, in the cycle Itest the mean was 67.52 and in the cycle II test the mean was 83.52. Based ondiary notes, observation sheet and interview sheet, it was found that teachinglearning process run well. Students were active, enthusiastic, and interested inreading. The result of the research showed that prediction strategy significantlyimproved students’ reading comprehension in descriptive text.

IMPROVING GRADE VIII STUDENTS’ ACHIEVEMENT IN READING DESCRIPTIVE TEXT THROUGH RECIPROCAL TEACING

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Yovi Tri Asni Alam And Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Reciprocal Teaching ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Mean ◽  
Competence Test ◽  
Orientation Test

This research attempts to improve students’ achievement in reading descriptive text through reciprocal teaching. The instruments for collecting data were multiple choice test as the quantitative data and diary notes, questionnaire sheet, and observation sheet as the qualitative data. In the orientation test the mean scores was 49.17, in the first competence test the mean score was 63.29, and in the second competence test the mean score was 83.69. The improvement also can be seen from the percentage of students’ reading comprehension; in the orientation test 0% (0 students) got 75 points. In the first competence test 21.62% (eight students) got 75 points. It means there was an improvement about 21.62%. In the second competence test 78.37% (twenty nine students) got 75 points. The improvement was 56.75 %. It can be concluded that Reciprocal Teaching could improve students’ reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Ruth Adelina Sianturi And Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

PRACTICAL EXPERIENCE IN DEVELOPING MULTIPLE CHOICE TEST ITEMS FOR MONITORING THE CURRENT PROGRESS OF STUDENTS OF MECHANICAL ENGINEERING SPECIALTIES

2021 ◽  
pp. 41-52
Author(s):  
V. L. Kiselev ◽  
V. V. Maretskaya ◽  
O. V. Spiridonov
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Mechanical Engineering ◽  
Multiple Choice ◽  
Practical Experience ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests

Testing is one of the most effective ways for monitoring of students՚ current academic performance. Multiple choice tests are the most common and most often used tasks in the practical activities of higher education teachers. The approaches to the test development are shown and examples of test tasks for students of engineering specialties of highereducational institution are presented in the article.

scholarly journals An Automatic Quantification of the Randomness of Answering Correctly in Taking Traditional Multiple-choice Tests

2018 ◽  
Vol 8 (9) ◽  
pp. 1152
Author(s):  
Qingsong Gu ◽  
Michael W. Schwartz
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Microsoft Excel ◽  
Automatic Quantification ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Multiple Choice Items ◽  
Passing Score ◽  
Random Guessing

In taking traditional multiple-choice tests, random guessing is unavoidable yet nonnegligible. To uncover the “unfairness” caused by random guessing, this paper designed a Microsoft Excel template with the use of relevant functions to automatically quantify the probability of answering correctly at random, eventually figuring out the least scores a testee should get to pass a traditional multiple-choice test with different probabilities of answering correctly at random and the “luckiness” for passing it. This paper concludes that, although random guessing is nonnegligible, it is unnecessary to remove traditional multiple-choice items from all testing activities, because it can be controlled through changing the passing score and the number of options or reducing its percentage in a test.

scholarly journals The Analysis of the Teacher-Made Multiple-Choice Tests Quality for English Subject

2020 ◽  
Vol 4 (3) ◽  
pp. 272
Author(s):  
M.S.D, Indrayani ◽  
A.A.I.N, Marhaeini ◽  
A.A.G.Y, Paramartha ◽  
L.G.E, Wahyuni
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Descriptive Research ◽  
Choice Tests ◽  
Research Document ◽  
Editing Process ◽  
English Subject

This study aimed at investigating and analyze the quality of teacher-made multiple-choice tests used as summative assessment for English subject. The quality of the tests was seen from the norms in constructing a good multiple-choice test. The research design used was descriptive research. Document study and interview were used as methods of collecting the data. The data was analyzed by comparing the 18 norms in constructing a good multiple-choice test and the multiple-choice tests, then, analyzed by using formula suggested by Nurkencana. The result showed the quality of the teacher-made multiple-choice tests a is very good with 79 items (99%) qualified as very good and I item (1%) qualified good. There were still found some problems referring to some norms. Therefore, it is suggested that the teachers have to pay attention to these unfulfilled norms. To minimize the issues, it is further suggested to do peer review, rechecking, and editing process.

Further Evidence Favoring Three-Option Items in Multiple-Choice Tests

1998 ◽  
Vol 14 (3) ◽  
pp. 197-201 ◽  
Author(s):  
Ana R. Delgado ◽  
Gerardo Prieto
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
Achievement Test ◽  
Optimal Number ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Item Writing

This study examined the validity of an item-writing rule concerning the optimal number of options in the design of multiple-choice test items. Although measurement textbooks typically recommend the use of four or five options - and most ability and achievement tests still follow this rule - theoretical papers as well as empirical research over a period of more than half a century reveal that three options may be more suitable for most ability and achievement test items. Previous results show that three-option items, compared with their four-option versions, tend to be slightly easier (i. e., with higher traditional difficulty indexes) without showing any decrease in discrimination. In this study, two versions (with four and three options) of 90 items comprising three computerized examinations were applied in successive years, showing the expected trend. In addition, there were no systematic changes in reliability for the tests, which adds to the evidence favoring the use of the three-option test item.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING REPORT TEXT BY USING THINK-PAIR SHARE STRATEGY

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Muhammad Faisal Situmorang And Bachtiar
Keyword(s):  
Reading Comprehension ◽  
Qualitative Data ◽  
Reading Test ◽  
Choice Test ◽  
Comprehension Score ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Report Text

This study deals with improvement students’ achievement in reading report text by using Think Pair Share Strategy (TPS). This study was conducted by using classroom action research. The subject of the research was class X-2 SMA Negeri 1 Binjai with consists of 40 students. The research was conducted in two cycles and each cycle consists of three meetings and included orientation. The instruments for collecting data were quantitative data (multiple choice test) and qualitative data (diary notes, and observation sheet). Based on reading comprehension score, students score kept improving in every test. In orientation test the mean was 52,75, in cycle I the mean of reading test was 66,75, in cycle II the mean of reading comprehension score was 80,25. Based on diary notes, and observation sheet, it was found that teaching learning process ran well. Students were active and interested in reading report text. The result of the research showed that Think Pair Share Strategy (TPS) can improve students’ achievement in reading report text.

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