READING TEST WHICH CAN IMPROVE

VOCABULARY

LARASATI RAMADHANI 20170810168

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE EDUCATION

UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

2019
 Declaration

I certify that the attached material is my original work. No other person’s

work or ideas have been used without acknowledgement. Except where I have
clearly stated that I have used some of this material elsewhere, I have not
presented this for assessment in another course or unit at this or any other
institution. I have retained a copy of this assignment. I have read and understand
the Muhammadiyah University of Yogyakarta document Academic Integrity at
Muhammadiyah University of Yogyakarta: Student guidelines for avoiding
plagiarism.

Larasati Ramadhani

June 4, 2019
 CHAPTER I
INTRODUCTION

Background

In this paper, I will write about some case that not only happens in junior or
senior high school, but also for university students. The case is about reading test which
can improve students’ vocabulary. I choose reading test as the case tool because I
believe with facing vocabulary through reading, students will memorize the vocabulary
easily because not only by see the words, students also say the words.

Research Question

‘’ Does reading test can improve students’ vocabulary?’’

Objective

The objective from this paper is to investigate whether reading test can improve
students’ vocabulary. This condition happens in junior high school, senior high school
and university since reading is the daily activity to learn and get knowledge.

Benefit

The benefit from writing a paper is that we learn how to summarize some article
or journal related to our paper and also put the source to our paper. As for the students,
they will get a lot of new vocabulary to learn and train their English learning because
in the end, through reading students can also get good speaking skills.

Outline

1. Literature Review
2. Methodology
 CHAPTER II

LITERATURE REVIEW

 The definition of a test, assessment, and evaluation

A test or quiz is used to examine someone's knowledge of something to

determine what he or she knows or has learned. Testing measures the level of skill or
knowledge that has been reached.
Assessment is the process of documenting knowledge, skills, attitudes and
beliefs, usually in measurable terms. The goal of assessment is to make improvements,
as opposed to simply being judged. In an educational context, assessment is the process
of describing, collecting, recording, scoring, and interpreting information about
learning.

Evaluation is the process of making judgments based on criteria and evidence.

 The types of tests based on the categories

a. Diagnostic Tests

It is used to discover student problems, difficulties or deficiencies in a course.

We use this type of tests to know students’ strengths and weaknesses so as to be able
to do something about them.

b. Placement Tests

It is used to place new students in the right class in a school. It assesses students’
productive and receptive skills. It is designed to show how good a student is in English
in relation to a previously agreed system of levels.

c. Proficiency Tests

It is not necessarily based on certain courses that students may have previously
taken. Most students take this type of tests to admit to a foreign university, get a job or
obtain some kind of certificate. It is designed to measure students’ knowledge and
ability in a language.

d. Internal Tests

Internal tests are those given by the institution where the learner is taking the
course. They are often given at the end of a course in the form of a final exam.

e. Objective Tests

Objective tests are those that have clear right or wrong answers. Example
Multiple-choice tests

f. Subjective Tests

Subjective tests require the marker or examiner to make a subjective judgment

regarding the marks deserved. Examples are essay questions and oral interviews.

g. External Tests

External tests are given by an outside class. Examples are the TOEFL, TOEIC,
IELTS, SAT, ACT, LSAT, GRE and GMAT

h. Combination Tests

Many tests are a combination of objective and subjective styles. For example,
on the TOEFL iBT, the Test of English as a Foreign Language and reading and writing
test.

 The principles of a good test

Evaluation is conducted to determine the quality or value of the learning

activities that have been implemented both regarding the objectives, materials, methods,
media, learning resources, environment and assessment system itself. In order to
measure correctly and precisely what is to be measured then the measuring instrument
(test) used must meet the criteria of measurement standards.
 Characteristics of a good test

For make a good test we have 5 characteristic:

1. Validity: valid if the measuring instrument can precisely measure what it

wants to measure or reveal through the test.
2. Reliability: the results of measurements made using such tests repeatedly
against the same subject, the results remain the same or are stable in the group.
3. Objectivity: meaning that in carrying out the test there are no subjective
factors that affect especially in the scoring system.
4. Practibility: both the practicality involved in the implementation and ease of
examination.
5. Economical: does not require the cost, power and time that much.

 Stages in developing a test

a. Set up the Test Specification

The first step in developing a test is to establish a test specification that contains
a description showing the overall characteristics a test should have. And write
a TOS based on material.

b. Writing Test Problems

Writing a question is a step describing the indicators into statements whose

characteristics are in accordance with the TOS that has been made

c. Reviewing the Tests

Reviewing the problem needs to be done to fix the problem if it turns out in
the manufacture is still found deficiencies and errors

d. Doing a Test

This stage is done to improve the quality of the problems that have been
prepared. The data obtained are empirical data, related to reliability, validity,
difficulty level, answer pattern, effectiveness of divers, different power, and
others.
 e. Analyzing Item Problem

Each item needs to be analyzed further. Through analysis this grain can be
known, among others: the level of difficulty item, different power, and also
effectiveness.

f. Fixing the Test

The next step is to fix the problem part that is not as expected based on the item
analysis. Some of the items may already have a good, poorly revised item, while
others can be discarded if they do not meet the expected quality standards.

g. Assemble the test

The entire items that have been analyzed and improved are then assembled
into a single test unit.

h. Do the test

The next is, the tests that have been prepared are given to the testee (person
who is intended to do the test)

i. Interpreting Test Results

Test results produce quantitative data in the form of scores. The score is then
interpreted to be rated, low, medium, and high

 What and how to test listening and reading

Test reading and listening is to measure students' ability to read or listen. This
test is done by using the audio format and the script not printed in test book. For the
reading test, student must read the script that printed in their test book and have some
Q and A section.

 What and how to test speaking and writing

Test speaking and writing is to measure students’ ability to speak or write.

Speaking this test is done by writing some story and delivered it in front of the
classroom. In other way, it can be done by doing direct interview or face to face.
Writing can be done by making some story board.

 What and how to test grammar

Grammar test, is a test that have purpose too look how much, or how high
vocabulary in English. If the grammar skill are bad, the meaning of the sentence can
be different. Grammar test can be done by answer the incomplete sentence, and it can
be found in TOEFL test.
 CHAPTER III

METHODOLOGY

This paper talks about ‘’Does students' presentation can be a tool to evaluate speaking
skills’’. This paper is intended whether students' presentation can be a tool to evaluate
speaking skills. This case not only happens in senior high school, but also for university
students. The case is about speaking through presentation which students’ speaking
skill can be scored not only from speaking test, but also presentation. This paper is
intended to give the answer through the problem and the best scoring system for
students’ good achievement.