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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 71 / 233

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wordings, the appropriateness of their content, and whether the content of each instrument

was related to the purpose of the research.

Verification of the reliability.

The reliability of the reading part of The National English Entrance Examination

2004 and the Reading Strategies Questionnaire (RSQ) were verified for their reliability by

the researcher on 12th-grade students who did not take part in this study.

Verification of the reliability of the National English Entrance Examination

The Commission on Higher Education did not provide a reliability coefficient for

this test. Therefore, the researcher performed a pilot study on the reading part of the

entrance examination 2004 with 59 students in 12th grade studying at Chinorodwittayalai

School, none of which participated in this study. In addition, the purpose of the pilot study

was to establish the reliability of the test and to determine its difficulty values and the

discrimination values. The results from this pilot study revealed that the mean scores for

the reading part of the students were 16.02 out of 40, which is less than 50 percent of the

total scores. Additionally, the data were analyzed for the difficulty and the discrimination

values. Fraenkel and Wallen (2000) stated that the satisfactory criterion for difficulty

values range between 0.20 and 0.80, and that acceptable values for discrimination are more

than 0.20. The difficulty values as collected from the pilot study ranged from 0.20 to 0.50,

and the discrimination values stood at more than 0.20. From these results, it can be

concluded that the students were not familiar with this examination and that it was an

appropriate tool to discriminate good readers from poor ones. The results from the pilot

study also showed that five items out of forty could not be used to classify the students’

reading ability, so they were excluded from the test.

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