Pengaruh Tes Formatif dan Metode Pembelajaran Bahasa Inggris Terhadap Kemampuan Verbal Linguistik  

Oleh:

Dewi, Citra

Jenis: Article from Journal - ilmiah nasional - terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Jurnal Penelitian dan Evaluasi Pendidikan vol. 16 no. 1 (2012), page 209-233.
Topik: formative test model; communicative instructional method; audio lingualinstructional method; the students verbal linguistic competence
Fulltext: 1114-8577-1-PB.pdf (369.56KB)

Isi artikel

This study is aimed to find out the effect of formative test and English instructional method on the students verbal linguistic competence. This research is done in the second semester of the 7th grades of SMP Islam Terpadu IQRA and SMP Islam Terpadu Al-Qalam at province of Bengkulu in academic year 2011/2012. The research involves 80 students as the sample chosen through clustering. The data were collected through test instrument in the form of multiple choices. The data obtained is then analyzed by applying two ways ANAVA. The result shows: (1) The students given essay test have higher verbal linguistic competence than those given matching test, (2) The students taught with communicative method have lower verbal linguistic competence than those taught with audio lingual, (3) There is a significant interaction between formative test and English instructional method towards the students verbal linguistic competence, (4) The verbal linguistic competence of students taught with communicative method and given essay test is higher than that of students taught with audio lingual method, (5) For students measured with matching test, the students taught with communicative method have lower verbal linguistic competence than those taught with the audio lingual method, (6) For the students taught with communicative method, the students measured with essay test have higher verbal linguistic competence than students measured with the matching test, and (7) for the students taught with audio lingual method, the students measured with essay test have lower verbal linguistic competence than the students measured with the matching test.

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