The Third Year-Students' Ability in Answering Synonymous Word Questions in Reading Comprehension of TOEFL-Like Tests at the English Department of Bung Hatta University
Notice bibliographique
Résumé
The purpose of this research was to describe the third-year students’ ability in answering synonymous word questions in reading comprehension of the TOEFL Like test at the English Department of Bung Hatta University. The design of this research was descriptive research. The population of this research was third-year students at the English Department of Bung Hatta University. A total sampling technique was used, and the number of samples was 35 students. The instrument for collecting the data was reading comprehension of the TOEFL test. Based on the result analysis, the result of this research showed that the third-year students had low ability in answering synonymous word questions in reading comprehension of the TOEFL Like in the form of nouns, verbs, and adjectives. So, it can be concluded that the students’ ability in answering synonymous word questions in reading comprehension of the TOEFL Like was low. REFERENCES Arikunto, S. (2015). Dasar-dasar evaluasi pendidikan (2nd ed.). Jakarta: PT Bumi Aksara. Birsch, J. R. (2011). Multisensory Teaching of Basic Language Skills, Third Edition. Baltimore, MD: Paul H. Brookes Publishing Company. Destiyanti, C., Amin, M., & Putera, L. J. (2021). Gender- based analysis of students ’ ability in answering factual and vocabulary-in-context questions of the toefl-like reading comprehension test. 9, 1–17. Elfiondri, Kasim, U., Mustafa, F., & Putra, T. M. (2020). Reading comprehension in the TOEFL PBT: Which sub-skill deserves more intensive training? TESOL International Journal, 15(1), 54–64. ETS. (2000). TOEFL program and service department computer-based TOEFL score user guide. New Jersey: Educational Testing Service. Fitria, T. N. (2021). Students ’ Ability in the Structure and Written Expression Section in Toefl. 8(2), 152–163. https://doi.org/10.22219/celtic.v8i2.16373 Gilakjani, A. P., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners ’ Reading Comprehension Skill and the Strategies for Improvement. 6(5), 180–187. https://doi.org/10.5539/ijel.v6n5p180 Hot Courses. (2016, October 17). Persyaratan Nilai Bahasa Inggris Untuk Kuliah S2 di Luar Negeri? https://www.hotcourses.co.id/study-abroad-info/university applications/persyaratan nilai-bahasa-inggris-untuk-kuliah-s2-di-luar-negeri Kampung Inggris. (2021, September 1). Standar Nilai TOEFL Untuk Melamar Kerja. https://kampunginggrisla.com/standar-nilai-toefl-untuk-melamar-kerja Matthiesen, S. J. (2017). Essential words for the TOEFL test of English as a foreign language (7th ed.) New York: BARRON'S. Merriam-Webster. (n.d.). Synonymous. In Merriam-Webster.com dictionary. Retrieved January 11, 2022, from https://www.merriam-webster.com/dictionary/writing Merriam-Webster. (n.d.). Question. In Merriam-Webster.com dictionary. Retrieved January 11, 2022, from https://www.merriam-webster.com/dictionary/writing Oyetunji, C. O. (2011). The effects of reading strategy instruction on L2 teacher trainees’ performance. University of South Africa. (Unpublished Master's Thesis) Retrieved from https://core.ac.uk/download/pdf/43170904.pdf Pressley, M. (2000). Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon? In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume III. New York: Longman. Retrieved from http://www.readingonline.org/articles/handbook/pressley/index.html Putri, T. M. (2020). Reading Comprehension in the TOEFL PBT?: Which Sub-Skill deserves more Intensive Training?? 15(1). Samad, I. A., Jannah, M., & Fitriani, S. S., (2017). EFL students’ strategies dealing with common difficulties in TOEFL reading comprehension section. International Journal of Language Education, 1 (1). 29—36. Setyowaty, M et al., “Students’ Vocabulary Mastery on TOEFL Test: Does It Correlate with Reading Comprehension” International Conference on English Language Teaching, vol 434. Retrieved June 13, 2021 (3.58 pm) from https://www.researchgate.net/publication/341291580_Student's_Vocabulary_ Mastery_on_TOEFL_Test_Does_It_Correlate_with_Reading_Comprehension Wahyuni, Z., Ratmanida, & Marlina, L., (2018). The Relationship Of Students’ Metacognitive Reading Strategies Awareness And Reading Comprehension: The Case Of The Sixth Semester Student Of English Department Universitas Negeri Padang (UNP). Journal of English Language Teaching Volume 7 No. 3 Wardani, S. I. (2015). Improving Students ’ Vocabulary Mastery. Okara, 1, 132. Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. New York: Springer. Yao, D. (2020). A comparative study of test takers’ performance on computer-based test and paper-based test across different CEFR levels. Canadian Centre of Science and Education. 13(1), 124-133.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».