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??????????????????????/
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