Electronic Theses and Dissertation
Universitas Syiah Kuala
THESES
A DESCRIPTIVE STUDY OF CLASSROOM ASSESSMENT FOR READING COMPREHENSION AT SMAN 10 BANDA ACEH
Pengarang
Afrah Hanim - Personal Name;
Dosen Pembimbing
Nomor Pokok Mahasiswa
1109200080060
Fakultas & Prodi
Fakultas / / PDDIKTI :
Kata Kunci
Penerbit
Banda Aceh : Graduate Program (S2) Department of English Education Syiah Kuala University., 2016
Bahasa
Indonesia
No Classification
372.43
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ABSTRACT
Hanim, Afrah, 2016. A Descriptive Study of Classroom Assessment for Reading
Comprehension at SMAN 10 Banda Aceh.
Advisor: (1) Dr. Sofyan A. Gani, M.A. (2) Dr. Yunisrina Q.Yusuf, S.Pd., M.Ling.
Key words: Descriptive Study, Assessment, Reading Comprehension.
This study is to investigate how the English teachers carry out reading assessment
through classroom assessment. Specifically, the objectives of this study include (1)
identifying the techniques of reading comprehension assessment employed by
teachers in assessing reading comprehension, (2) analyzing the way English teachers
construct reading comprehension assessment, (3) figuring out the teachers’ opinions
regarding the use of classroom assessment in assessing reading. This research was
conducted at SMA N 10 Banda Aceh. The research participants were two English
teachers of the school who taught classes X MIPA-3 and XI MIPA-3. Furthermore,
the data were obtained by using interview, observation, and document. The interview
was carried out to answer research questions number 1, 2, and 3. The observation was
carried out to complete question for research questions number 1 and 2 were not
covered on interview. Meanwhile the document was carried out to clarify the data
obtained from interview and observation. The findings of study showed that the
reading techniques assessment that the teachers mostly used in the classroom
comprised short answer questions, retelling, and summarizing. Nevertheless, the
teachers used tasks or exercises provided in the textbook 2013 in assessing reading
comprehension. Therefore, they did not design their own reading assessment
instruments. According to the teachers, to make the objective of reading classroom
assessment, they asked question directly during the reading activity and collected all
students’ works in reading. Moreover, the teachers informed that the obstacles that
they faced in assessing the students were the number of students in the classroom and
the limited time that they had. Finally, the reading assessment is the essential
feedback to teachers and students in teaching and learning reading comprehension in
the classroom.
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THE USE OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING READING COMPREHENSION (Hayyu Rafikha, 2021)