THE CLASSIFICATION OF READING COMPREHENSION TEST ITEMS

Rahmatun Nisa, Cut Mawar Helmanda

Abstract


The objective of this study was to analyze the item types of Reading comprehension test made by the lecturers. This research belonged to content analysis which used qualitative approach in which the primary data were taken from test documents. The data consisted of three Reading subjects, they are: Intensive Reading Comprehension, Reading Comprehension III, and Academic Reading. The number of test items is 54. After analysing the items, the researchers classified the written items based on types of them. The location of this study is at English Department, Muhammadiyah Aceh University. The sample of this study is the document of final test taken from the second, fourth and sixth semester students of English Department. The findings revealed that the number of the questions made by the lecturers was various. In short, from the three documents, there are 54 questions which consisted of 6 questions about main idea, 12 about vocabulary, 5 about reference and 31 questions about detail. The implication of this study is to give input to the tester and lecturer about students’ difficulties, give input toward some specific aspects to develop the curriculum,revise  material ,and improve the ability to make up test items.

Keywords


reading comprehension; test items; English lecturers

Full Text:

PDF

References


Bachers, S. (1998). Teaching reading: From process to practice. New York: Wadsworth Publishing Company.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education, Inc.

Fauziati, E. (2016). Analisis pertanyaan pada butir soal reading comprehension pada Test TOEIC [Analysis of questions on reading comprehension test items on the TOEIC Test]. Jurnal Penelitian Humaniora, 17(1), 9-22.

Fitrianawati, M. (2010). Peran analisis butir soal guna meningkatkan kualitas butir soal: Belajar peserta didik [The role of item analysis in order to improve item quality: Student learning]. Proceedings of Seminar Nasional Pendidikan PGDS UMS & HDPGSDI Wilayah Jawa (pp. 282-295). Retrieved from https://publikasiilmiah.ums.ac.id/bitstream/handle/11617/9117/25.pdf?sequence=1

Heaton, J. B. (1975). Writing English languange tests. London: Longman.

Karen, M., Miriam, C,. Melanie, R., & Ryland, G. (2015). Critical reading in higher education: Academic goals and social engagement. Bloomington, IN: Indiana University Press.

Kendeou, P., Muis, K. R. & Fulton, S. (2011). Reader and text factors in reading comprehension processes. Journal of Research in Reading, 34(4), 365-383.

Nitko, A. J. (1996). Educational assessment of students, 2nd Edition. Ohio: Merrill.

Sudjiono, A. (2007). Pengantar evaluasi pendidikan [Introduction to education evaluation]. Jakarta: PT. Raja Grafindo Persada.

Sugiyono. (2015). Memahami penelitian kuantitatif [Understanding quantitative research]. Bandung: Alfabeta.

Suprananto, K. (2012). Pengukuran dan penilaian pendidikan [Measurement and assessment of education]. Yogyakarta: Graha Ilmu.

Tarigan, H. G. (2008). Membaca sebagai keterampilan berbahasa [Reading as a language skill]. Bandung: Angkasa Bandung.


Refbacks

  • There are currently no refbacks.