THE IMPLEMENTATION OF QUIZ IN READING COMPREHENSION CLASESS AT ENGLISH DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG

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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

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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

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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 =

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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 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,

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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

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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

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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

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APPENDICES

Appendix I – INTERVIEW GUIDE (OBSERVATION) Interview Question List

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?

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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 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?

= I ask the students to read several paragraph, especially to read text and then what I used them for the quiz. I just try to give words by words and then the students try to arrange, but actually what they have arrange, actually they only try to recall what they have read from the text they read at home ar they read outside of the class.

3. What are the purpose and why you choose that testing technique as a quiz that you used in reading comprehension 1D class?

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Appendix III –TRANSCRIPT OF THE INTERVIEW’S AUDIO

Interviewee : Student 1

Day / Date : Friday, November 28th 2014

=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

= I like the teachers’ assessment because it can help me in memorizing and practising reading comprehension

= 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?

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Appendix IV –TRANSCRIPT OF THE INTERVIEW’S AUDIO

= I think English lesson especially reading subject is interesting subject, because i always curious about some new topic when i start to read.

= I supported the teacher assessment by using a quiz, because it can makes me become more active and more excercise.

= Sometimes I felt difficult to comprehended the word become a sentence, so I need more practice in reading

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= 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

= I like the teachers’ assessment

= Sometimes I understand about the topic or materials and also sometimes I felt difficult about the material.

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= I love English very much so I love evevy subject in English lesson, especially reading subject

= 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

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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

= Yes, we always have to learn more and practice more to make our learning become more goog than before

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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.

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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-efl-

journal.com/site_map_2006.php), retrieved on 26 december 2014

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1 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.

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2 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.

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3 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

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4 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

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5 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

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6 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.

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7 symbols are influenced by reader’s perceptual skills, decoding skills, experiences,