The Validation Of Reading Comprehension Test By Employing Rasch Model (A Study Case At English Department Of Papua University)

Imelda Mallipa

doi:10.26858/jkp.v1i1.5823

The Validation Of Reading Comprehension Test By Employing Rasch Model (A Study Case At English Department Of Papua University)

Imelda Mallipa^(1*),

(1) Universitas Papua
(*) Corresponding Author

DOI: https://doi.org/10.26858/jkp.v1i1.5823

Abstract

This research investigated the validity of Reading Comprehension test that was taken from Longman complete course for the TOEFL test, Preparation for computer and paper test written by Debora Philips (2001), page 528 until page 537. Thirty-five undergraduate students of English Education major took part in this study. The result of the test are dichotomously scored and analysed by employing Rasch model with the application of winsteps software. The findings revealed that all items in Reading Comprehension Test were valid based on the criteria proposed by Boone et al. (2014). The test information function and the level of students’ ability was low. To get the optimal of test information function, the test should be administered to the students in medium ability. It is sugested to use this test to improve the reading comprehension of students with low level proficiency.

Full Text:

PDF

References

Abdelaal, Noureldin M & Sase, Amal Saleh. 2014. Relationship between Prior Knowledge and Reading Comprehension. Advances in Language and Literacy Studies; Vol.5 No 6, 131 http://dx.doi.org/10.7575/aiac.alls.v.5n.6p.125

Boone, W.J., Stever, J.R., & Yale, M.S (2014). Rasch Analysis in The Human Sciencies. Dordrect: Springer Science, and Business Media.

Bonk, W. J. 2000. Second Language Lexical Knowledge and Listening Comprehension. International Journal of Listening, 14, 14-31. Http://dx.doi.org/10.1080/10904018.2000.10499033

Embretson, S.E., & Reise, S. (2000). Item Response Theory for Psychologists. Mahwah, NJ: Erlbrum

Carrel, P.L., & Wise, T.E. (1998). The realtionship between Prior Knowledge and Topic Interest in Second Language Reading. Studies in Second Acquisition. 20(3), 285-309.

Chen, C. (2008). The effect of Background Knowledge and previews on Elementry native mandarin-speaking English Language Learner’s reading comprehension

Ghafournia, Narjes & Afghari, Akbar. 2013. The interaction between Cognitive Test-Taking Strategies, Reading Ability, and Reading Comprehensiom Test Performance of Iranian EFL Learners. English Language Teaching; Vol.6, No. 8; 2013, 139-150. http://dx.doi.org/10.5539/elt.v6n8p139

Ibrahim, Engku H.E, Sarudin, Isarji, and Muhamad, Ainon J. 2016. The Relationship between Vocabulary Size and Reading Comprehension of ESL Learners. English Language Teaching; Vol.9 No. 2; 2016, 116-123. . http://dx.doi.org/10.5539/elt.v9n2p116

Laufer, B. (1992). How Much Lexis is necessary for Reading Comprehension. Vocabulary and Applied Linguistics, 126-132. http://dx.doi.org/10.1007/978-1-349-12396-4_12

Messick, S. 1989. Validity. In R. Linn (Ed.), Educationa; Measurement. Nwe York: Macmillan, pp. 13-103

Ozuru, Y., Dempsey, K., Mcnamara, D.S. (2009). Prior Knowledge, Reading Skill, and Text Cohesion in the Comprehension of Science texts. Learning and Instruction, 19(3), 228-242.

Shapiro, A.M. (2004). How including prior knowledge as a Subject Variable May Change Outcomes of Learning Research. American Educational Research Journal.

Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.

Sumintono, Bambang., & Widhiarso, Wahyu.2015. Aplikasi Pemodelan Rasch pada Assessment Pendidikan. Cimahi: Trim Komunikata

Weir, Cyril J. 2005. Language Testing and Validation: an Evidence-Based Approach. New York: PalGrave Macmillan.