With the rapid development of computer science today, our teaching has been changed from traditional education with a single means or method to modern classroom teaching with scientific way of imparting knowledge. As the enormous corpora have been introduced, the investigation and analysis of common errors made by Chinese learners seems valuable both to teachers and researchers. CET-4 (College English Test 4), the comprehensive evaluation of target language proficiency of Chinese students, plays a crucial role whose passing rate exerting influence on college English teaching. Therefore, analyzing errors made by students in CET-4 can give a valuable and significant reference to EFL (English Foreign Language) teaching and learning in China.

Challenge and Response Analysis for MOOCs

Vocabulary plays a crucial role in L2 acquisition. This research examined whether Vocabulary Size Test designed by Nation & Beglar (2007) ccould predict learners’ EFL proficiency. 96 Chinese sophomores of non-English majors participated in three tests which included College English Test Band-4 (CET4), College English Test Band-6 (CET6) and Vocabulary Size Test (VST). Result indicated that participants’ vocabulary size was significantly correlated to their scores for CET4, but not to those for CET6. Five explanations were proposed for the results and implications for EFL teaching were also discussed.

/pdf/predictability-of-vocabulary-size-on-learners-efl-4zoqvo1rr3.pdf

Predictability of Vocabulary Size on Learners’ EFL Proficiency: Taking VST, CET4 and CET6 as Instruments

This research was a quasi-experimental research at the objective of finding the increasing students’ reading comprehension achievement through cognitive strategies (rehearsal, organization, and elaboration). It also aimed to find the extent to which these cognitive strategies influence the students’ reading comprehension achievement. The subject of the research was the Senior High School of Sidenreng Rappang Regency consisting of 50 respondents of two classes from 11 schools in Sidenreng Rappang. Each class consisted of 25 respondents; one class was the control and another class the tentative one. The data were collected through the reading comprehension test in pretest and posttest, and the observation checklist during the teaching and learning process. The test consisted of 45 items of the test from three kinds of text (news item, descriptive, and narrative). The observation checklist consisted of four statements for rehearsal strategies, three statements for organization strategies, and one statement for elaboration strategy. The research findings show that the students’ reading comprehension is increased for both groups from pretest to posttest. The experimental group is higher than the control one (60,6 > 50,1) and the t-test is greater than the P-Value (0,05 > 0,007), which means that there is a significant difference after giving treatment to the experimental group. The application of cognitive strategies also positively influences the increasing students’ reading comprehension achievement. Thus, it is concluded that the use of cognitive strategies is useful to increase students’ reading comprehension in teaching and learning words.

/pdf/increasing-students-reading-comprehension-through-cognitive-4mw3xeqktb.pdf

Increasing Students' Reading Comprehension Through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006).

/pdf/a-comparison-of-the-effects-of-classroom-and-multi-user-2tlq864wmv.pdf

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners.

HUSNANI ALIAH. The Analysis of Junior High School Teacher-MadeTests for the Students in Enrekang. (Supervised by Baso Jabu and Kisman Salija)

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test.The test quality was determined after it was used in school examination test.
This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively.The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel.
The results of analysis show preparationthat junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts.In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability.Moreover, the item analysis shows that no test is perfectly good. It wasfound that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.






ABSTRAK

HUSNANI ALIAH. Analisis Tes Buatan Guru Sekolah Menengah Pertama di Enrekang. (Dibimbing oleh Baso Jabu dan Kisman Salija)

Penelitian ini bertujuan untuk mengetahui informasi tentang persiapanyang dilakukan oleh guru dalam pembuatan tes di Enrekang , kualitas tesbuatan guru berdasarkan analisis butir soal, dan level kognitif domain test yang dibuat oleh guru. Kualitas tes ditentukan setelah tes digunakan dalam tes ujian sekolah.
Penelitian ini menggunakan penelitian survey dengan metode penelitian deskriptif. Peneliti menganalisis data kemudian mendeskripsikan hasil analisis data secara kuantitatif. Polulasi dalam penelitian ini adalah guru bahasa inggris sekolah menengah pertama yang mengajar di kelas IX di Enrekang. Penelitian ini menggunakan teknik simple random sampling dengan mengambil empat sekolah sebagai sample penelitian.
Hasil analisis menunjukkan persiapan yang guru lakukan dalam membuat tesujian sekolah dalam bentuk pilihan ganda di Enrekang dibagi menjadi lima bagian utama. Dalam mempersiapkan tes, prosedurnya adalah mempertimbangkan bahan tes dan proporsi masing-masing topik, memilih untuk memeriksa item bank yang cocok dengan silabus dan indikator, atau mempersiapkan spesifikasi tes. Dalam penulisan tes, prosedur guru adalahmemilih menulis ulang item tes dari internet dan buku, menulis ulang item yang digunakan sebelumnya dan mengijinkan guru-guru lain untuk memverifikasinya, menggabungkan item dari bank soal dan buku teks, atau membuat item baru Sedangkan dalam menganalisis tes, prosedur yang digunakan oleh guru adalah menganalisis dan merevisi tes berbasis pada tingkat kesulitannya, memprediksi kesulitan item dan merevisi tes, atau tidak melakukan apa-apa untuk menganalisis tes. Selain itu juga ditemukan bahwa ada tiga dari lima guru yang membutuhkan waktu hanya satu pekan dalam mempersiapkan soal pilihan ganda.Soal. Sedangkan adadua guru yang membutuhkan waktu dua minggu dalam mempersiapkan soal pilihan ganda. Guru juga mempunya cara yang berbeda-beda dalam menentukan soal sesuai kemampuan siswa. Selain itu, analisis item menunjukkan bahwa tidak ada tes yang sangat baik. Ditemukan bahwa hampir semua tes perlu direvisi. Dalam penelitian ini juga ditemukan bahwa hanya ada tiga kategori kognitif domain yang dimiliki oleh tes yaitu pengetahuan, pemahaman, dan aplikasi. Tidak ada item yang masuk dalam kategori analisi, sintesis, dan evaluasi.

/pdf/the-analysis-of-junior-high-school-teacher-made-tests-for-3stelx2ji3.pdf

The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

This paper chronicles the development of an English language test in Greece. The observations include data from surveys of school owners, instructors, Greek test item reviewers, students, and parents. The focus in the analysis is on how both the internal (psychometric and content) characteristics of the test and the circumstances surrounding its commission and use reflect major changes in the role that English is playing in the Greek context. The results show the importance of a complete understanding of the cultural context. We point out how intercultural sensitivities play out and can potentially derail a project such as the one described in this paper if intercultural issues are not adequately addressed.

English language testing: A case study of test development in Greece

This paper chronicles the development of an English language test in Greece The observations include data from surveys of school owners, instructors, Greek test item reviewers, students, and parents The focus in the analysis is on how both the internal (psychometric and content) characteristics of the test and the circumstances surrounding its commission and use reflect major changes in the role that English is playing in the Greek context The results show the importance of a complete understanding of the cultural context We point out how intercultural sensitivities play out and can potentially derail a project such as the one described in this paper if intercultural issues are not adequately addressed

English language testing

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English language testing: A case study of test development in Greece

English language testing