RATNA WIJAYANTI (2003) A STUDY ON THE EFFECTIVENESS OF MULTIPLE-CHOICE TEST AND CLOZE TYPE TEST IN READING COMPREHENSION (A CASE STUDY IN THE ENGLISH DEPARTMENT FACULTY OF LETTERS AIRLANGGA UNIVERSITY). Skripsi thesis, UNIVERSITAS AIRLANGGA.

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Abstract

In reading curriculum, it becomes necessary to evaluate students' reading abilities. This evaluation can be used to determine students' progress, their problems and weakness, to motivate and provide constructive feedback and to provide a final test. This thesis is done to know whether there is any significant correlation between the students' mastery in doing multiple-choice and their mastery in doing cloze test in reading comprehension. The respondents of this study are the sixth semester students of the English Department of Airlangga University (n=34). There are two kinds of tests used in this study, multiple-choice test and cloze test. In multiple-choice test, the respondents must choose one right answer from the alternatives given. In cloze test, the respondents must fill only one word from the deleted word in the blanks. The obtained data is computed by using Pearson Product-Moment Correlation. It is shown that t-observed value (l,633 with 95% level of significance) is not more than t-table value (1,693). The result is that there is no significant correlation between the students' mastery in doing multiple-choice and their mastery in doing cloze test in reading comprehension. It means that the respondents are more capable to answer the test in multiple-choice than in cloze test. This statement can also be interpreted that there is no tendency that the respondents who have better score in doing reading comprehension test in multiple-choice also get better score in cloze test. From the scores, it can be said that multiple-choice is more effective than cloze test since it gives better scores. But it can not be judged that the test which gives worse scores is not effective for students.

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