>

TESTING READING COMPREHENSION USING CLOZE TESTS AND CLOZE-ELIDE TESTS AMONG THE YEAR-10th STUDENTS OF SMAN X


BAB I
INTRODUCTION

A.  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  play  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 in learning a particular subject (students‘ achievement), and to give a 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. It is like what  Eskey  in  Hinkel  (2005:  416)  said,  ―Many  students  of  English  as  a  foreign language  (EFL),  for  example,  rarely  speak  the  language  in   their  day-to-day  lives but  may  need  to  read  it  in  order  to  access  the  wealth  information  recorded exclusively  in  the  language.‖  Therefore,  the  curriculum  for  English  subject  of senior  high  school  in  Indonesia  states  that  graduates  from  senior  high  school  are expected  to  achieve  an  informational  level  because  they  are  prepared  to  enter university  (BSNP  in  Nugraha,  2010:  2).  On  the  informational  level,  students  are expected  to  be  able  to  access  knowledge  using  its  language.  Therefore,  a measurement  of  student‘s  reading  comprehension  ability  is  to  monitor  the student‘s difficulties, student‘s  achievement,  and student‘s proficiency dealing with English text. That measurement is generally called a test.
However, there are some problems that the 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  should  be  measured.  Some  teachers  are  still  confused  on  what techniques  should  be  applied  in  their  class.  Some  teachers  only  use  monotonous or  even  single  techniques.  Moreover,  the  testing  techniques  that  are  commonly used now give students an opportunity to cheat on and to guess easily, or even to gamble.
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  necessary  to  understand  how  they  can  be applied.  Therefore,  it  is  important  for  teachers  to  know  what  kinds  of??????????????????????/

INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK PEMESANAN

Postingan terkait:

Belum ada tanggapan untuk "TESTING READING COMPREHENSION USING CLOZE TESTS AND CLOZE-ELIDE TESTS AMONG THE YEAR-10th STUDENTS OF SMAN X"