Reading is one of the languange skills that need to be mastered by the students. We can assess the students’ reading comprehension by different varieties.So, the teacher needs to create some creatives ways to make a good assessment in teaching reading.However, based on the discussion stated in Chapter IV above, the result of the research can be concluded that crossword puzzle can be used as an assessment on students’ ability to scan a text.
After doing the research, the writer used t-test formula to analyze the result of pre-test and post-test . The writer used t-test taken from Arikunto (1997:300) to analyze the data. The formula is:
t = Md
X2d
N (N-1)
Where,
Md = Mean of the pre-test and post-test
Xd = Deviation of each subject (d-Md)
X2d = The total deviation value
N = Total number of students
d.b = N-1
t = 0.05
Moreover, there are some stages in analyzing the data. They are:
Checking the students’ worksheet.
Giving score in Interval scale with the point of rating scale 1-10.
Describing the scores in the table.
Counting the mean using formula X = X
N
Finding the median, mode, and range
Counting the standard deviation value using the formula: SD = (X-X)2
N (N-1)
Counting the deviation value
Counting the t-test using the formula:
t = Md
X2d
N (N-1)
After calculated the test, the writer continued computing the data and analyzing the result of their test. Here are the following tables:
The result of pre-test in table 4.1
The result of post-test in table 4.2
Standard Deviation of pre-test in table 4.3
Standard Deviation of post-test in table 4.4
The total Deviation Value in table 4.5
Here are the calculations of the results using the tables:
In conducting the research, the writer used pre-experimental design using one group pre-test and post-test control group design. The reason that the writer used this design because the writer only intends to investigate the influence of games on students’ ability to construct the Simple Past Tense, so the writer used the pre exprimental design using one group pre-test post-test of pre-exprimental design. This research design is described as follows:
T1XT2
T1: The pre-test, in this test the students are tested by using crossword puzzle
only in five questions.
X: The treatments, in which the students are taught a crossword puzzle to
scan a text.
T2: The post test, in this test the students are tested by using crossword puzzle
to scan a text.
This research was conducted in four meetings. The first meeting was for the pre-test, in which the students had to answer the questions. The second meeting to the third meeting, it was time for the students to follow the treatments. The four meeting was conducted the post-test. Both the pre-test and the post-test were recorded. Then the writer scored and analyze the data.
B.Time and Place
The writer has done the researvh in the Junior High School on until to the grade students of. The place of this school is in
C.Population and Sample
The population of this research was the second of Junior High School of SMPN. There were two classes of class II. Each class consists of 25 students. The writer chooses the total sampling.
D.The Variables and The Measurement
There are two variables that are identified by the writer in this study. They are independent and dependent variables. The independent variable is “The effect of crossword puzzle as an assessment” and the dependent variable is “the Students’ ability to scan a text”.
To measure the variables in this study, the writer used “interval scale”. The score ranges from 1 until 10.
E.Research Instrument
The instrument in this research is in the form of tests. Arikunto (1998:139) states
“Test adalah sederetan pertanyaan atau latihan atau alat-alat lain yang digunakan untuk mengukur keterampilan, pengetahuan, intelegensi, kemampuan atau bakat yang dimiliki individu atau kelompok”.
Therefore, the writer gave the students’ ability befor they have given treatment (pre-test) and after they had received some treatments (post-test).
The test is in the form of essay and filling in the blanks (short-answer questions). The test is designed by the writer himself by taking up the materials of the students books for the second grade of Junior High School.
F.Data Collection
As mentioned above, the writer used two kinds of tests to measure the students’ ability to scan a text they were pre-test and post test. Pre test was given before the treatments, while the post test was given later after treatments. He gave the test to analyze the students’ knowledge and their problem that they faced in scanning a text.
Farhady and Hatch (1982:4) state, “ The data could came from case studies, questionnaires, students’ compositions, tests, or experiments”. In this research, the writer used some tests to get the data. He collected several documents which are related to the research to support his analysis.
Textbooks, novels, magazines, newspapers, and mail are just a few of the things that people read every day. There was a text contains of information that people need.
The American Heritage Dictionary (2000) states that text can be defined in some terms:
First, the original words of something written or printed, as opposed to a paraphrase, translation, revision, or condensation. Second, the words of a speech appearing in print. Third, words, as of a libretto, that are set to music in a composition. Fourth, words treated as data by a computer.
In other words text is the words of something written, there were more than a thousand words of text, they handed out the printed text of the mayor's speech to reconstruct the original text. It is human-readable sequence of characters.
Holme (1991:3) states that a text may be introduced into the class for one or more of the following reasons:
It is thought that it will form a useful basis for a lesson and provide good language input. It is to be used in conjunction with other texts to improve reading skills. It is held to be valuable or worthy of study in itself. It is seen as motivating because it is an example of the kind of material to which students may be given access by the language they are learning. It is requested by the class. It is prescribed by or found relevant to another course over whose content the teacher has no control.
It means that the text is one of the supplements in teaching learning which has rules and goal.
B.Assessment
Assessment plays an important part in the teaching-learning process at all levels of education. Since assessment plays such an important and significant part in the future of a student there is no doubt that any assessment system will determine what students learn and the way in which they do this. Hence assessment will also determine the way in which the teacher teaches and what the teacher teaches.
Brown (2004:4) states,
Assessment is on-going process that encompassess a much wider domain. Whenever a student responds to a question, offers a comment, or tries out a new word or structure , the teacher subconciously makes an assessment of the student’s performance.
Assessment is not just about grading and examinations. It is also about getting to know the students and the quality of their learning and to use this knowledge and understanding to their benefit. Assessment is, without doubt, one of the major ''drivers'' of the teaching-learning process. It is thus important for teaching staff to be familiar not only with the technical aspects of the many different forms of assessment currently in use, but also with their advantages and limitations and about assessment issues and concerns
Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a course or program. Assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum.
Angelo and Cross (1993) states that assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. The following approaches havethe following characteristics:
Learner-Centered
Assessment focuses on the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Assessment can provide information to guide teachers and students in making adjustments to improve learning.
2.Teacher-Directed
Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Assessment with anyone outside the classroom.
3.Mutually Beneficial
Because it is focused on learning, assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
4.Formative
Assessment purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and is almost always anonymous.
5.Context-Specific
Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
6.Ongoing
Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students and teaching and learning becomes more efficient and more effective.
7.Rooted in Good Teaching Practice
Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
As they are teaching, faculty monitors and reacts to students’ questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information on student learning through questions, quizzes, homework, and exams, it is often collected too late at least from the students' perspective to affect their learning. In practice, it is very difficult to "de-program" students who are used to thinking of anything they have been tested and graded on as being "over and done with." Consequently, the most effective times to assess and provide feedback are before the chapter tests or the midterm and final examinations. Assessment aims at providing the early feedback.
Angelo and Cross (1993) reveals that assessment is based on seven assumptions:
The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.
So that, assessments help teachers to keep track of the zone of proximal development for each child and instruction can be designed. This is neither too easy nor too challenging.
Brown (2004:5-6) reveals,
There are two kinds of assessment: formal and informal assessment. Formal asseessment are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge. They are systematic planned sampling technique constructed to give teacher and students an appraisal of student’s achievement. Informal assessment can take a number of forms, starting with incidential, unplanned comments and responses, along with coaching and other impromptu feedback to the student. A good deal of teacher’s informal assessment is embedded in classroom tasks designed to elicit performance without recording results and making fixed judgements about a student’s competence.
Angelo and Cross (1993) states
“…to begin assessment it is recommended that only one or two of the simplest Classroom Assessment Techniques are tried in only one class. In this way very little planning or preparation time and energy of the teacher and students is risked”.
In most cases, trying out a simple Classroom Assessment Technique will require only five to ten minutes of class time and less than an hour of time out of class. After trying one or two quick assessments, the decision as to whether this approach is worth further investments of time and energy can be made. This process involves three steps:
Step 1: Planning
Select one, and only one, of the classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what the teacher is doing and that they clearly understand the procedure. Collect the responses and analyze them as soon as possible.
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them know what the teacher learned from the assessments and what difference that information will make.
C.Reading Assessment
Wren in his article states the ultimate goal in reading is, of course, to make meaning from text. That is, to comprehend the information that is conveyed in the text. What that means is that, at the least, the reader should gain some understanding of the message that is being conveyed by the author. However, comprehension should go beyond simply understanding the explicit message being conveyed by the author. To truly comprehend text is to make connections between the information in the text and the information in the reader's head, to draw inferences about the author's meaning, to evaluate the quality of the message, and possibly even to connect aspects of the text with other works of literature.
The most common reading comprehension assessment involves asking a child to read a passage of text that is levelled appropriately for the child, and then asking some explicit, detailed questions about the content of the text (often these are called IRIs).
According to Pressley (1995:135),
Constructing an IRI consists of two stages. The first is developing the material: selecting reading passages, creating comprehension questions, retelling outlines, and prior knowledge items for each passage, and making up both reader’s copy and examiner’s form. The second stage, often omitted in directions for IRI construction, is critically important: Try out and evaluate the instrument before use it to make decisions about student’s reading.
However, accurate assessment of reading comprehension is necessary to know if this goal is being met, to identify students who need remediation, and to help plan future instruction. However, many scientific investigators of reading agree that further work on measures of reading comprehension is essential, including development of comprehensive systems of assessment that pinpoint key strengths and weaknesses in individual student.
The type of assessment that informs instruction does not necessarily need to be a formal reading test that was purchased from a publisher, although it certainly can be. Assessment can be a simple observation of a student’s behaviour when writing; it can be an observation of how well a child plays a word game; it can be an observation of a student's oral reading fluency. Every observation has the potential to be an assessment.
It is a good idea, however, to combine teacher observations with more formal and objective assessment information the two complement each other, and give the teacher a much better informed picture of each child's reading related skills.
Brown (2004:189) reveals:
In the case of reading, variety of performance is derived more from multiplicity of types of texts than from the variety of overt types of performance. Nevertheless, for considering assessment procedures, several types of reading performance are typically identified, and these will serve as organize of various assessment tasks.
1.Perspective
Perspective reading tasks involve attending to the components of larger stretches of discourse: letter, words, punctuation, and other graphemic symbols. Bottom-up processing is implied.
2.Selective
This category is largely an artifact of assessment formats. In order to ascertain one’s reading recognition of lexical, grammatical, of discourse features of language within a very short stretch of language, certain typical tasks are used: picture cued tasks, matching, true/false, multiple choice, etc.
3.Interactive
Included among interactive reading types are stretches of language of several paragraphs to one page or more in which reader must, in phsycolinguistic sense, interact with the text.
4.Extensive
Applies to text of more than a page, up to and including professional articles, essays, technical reports, short stories, and books.
Finally, Reading Comprehension assessments typically describe the student's reading level. Reading Comprehension assessments should be more diagnostic than they currently are, and student should be challenged to attack different genres of text and critically examine the text in a variety of ways, gathering explicit information, drawing inferences, and making evaluations.
D.Crossword Puzzle
Hornby (1974: 2006) states a crossword puzzle puzzle is words have to be written and stated in spaces on a chequered square or oblong (from numbered clues) vertically (clues down) and horizontally (clues accross).
Webster Dictionary (1989: 347) mentions that a crossword puzzle is a puzzle in which words corresponding numbered clues or defines are supplied and fitted into correspondingly numbered sets of squares, one letter per square, the most being arranged horizontally or vertically.
Neufeldt (1996: 332) states crossword puzzle as an arrangementof numbered squares to fill in with words, a letter each square, so that a letter appearing in a word placed vertically: numbered synonyms and definitions are given clues for the words. The word, which is formed in the blank squares, mostly containing the synonym and definitions, etc.
Besides, Soeparno (1980:73) states that a crossword puzzle is a kind of games by filling in the blank form presented with letters forming words as the answer of questions given. The materials carried out are about the definition of terms, antonym, synonym, preposition, etc.
The crossword puzzle can be done individually or in group.Crossword puzzle provides the following variations on the Crossword theme.
The most obvious feature of American style crosswords is the fact that every letter in the puzzle is an interlinking letter. In other words, every letter in the puzzle is a letter in an across word, and also in a down word. In some ways, this makes the puzzle easier to solve. If the writer is having difficulty with a word, the writer can expect some assistance as the writer solves those words which intersect with it. On the other hand, it also makes the puzzle considerably harder to construct. Even so, Crossword Express will generally have no trouble completing the construction if the writer uses a dictionary of sufficient size. The English dictionary provided with the program contains over 30,000 words, each having one or more clues.
b. British style crossword puzzles.
In some ways, a British style crossword puzzle is the complete opposite of an American puzzle. Typically, there will be many more pattern cells in the puzzle, and only around one third of the letters will interlink. This makes the puzzle much easier to construct, and as the writer might expect it is correspondingly more difficult to solve. This graphic demonstrates a feature of Crossword Express which allows the pattern cells to be printed in various shades of gray (or any other colour for that matter). You might want to do this for aesthetic reasons, or perhaps to conserve ink. The colour used for the letters and for the grid lines is similarly selectable.
According to the data above, the writer decides a British style grid crossword puzzle as an assessment.
E.Scanning
Brown (2004:209) states that scanning is a strategy used by all readers to find relevant information in a text. It is a technique the readers often use when looking up a word in the telephone book or dictionary. The readers search for key words or ideas. In most cases, the readers know what they are looking for, so they are concentrating on finding a particular answer. Scanning involves moving their eyes quickly down the page seeking specific words and phrases. Scanning is also used when the readers first find a resource to determine whether it will answer their questions. Once they have scanned the document, the readers might go back and skim it.
Brown (2004:209) reveals
“…among the variety of scanning objectives (for each of genres named above), the test taker must locate: a date, name, or place in an article, the setting of a narrative or story, the principal divisions of chapter, the principal research finding in technical report, a result reported in a specified cell in a table, the cost of an item on a menu, specified data needed to fill out an application”.
F.Crossword Puzle As An Assessment To Scan A Text
Teaching students to read with increased comprehension and acquisition of new vocabulary is a challenge teacher’s face on a daily basis. Teachers have long realized that choosing a good skill textbook and various class readers is just the beginning to achieving this goal. The next step is to plan creative, interactive lessons, one of the key words being interactive according to Mikulecky (1990). However, this interaction is not merely between the student reader and a text (Johnston, 1983). Peer interaction is equally important and can add interest, fun, and an increase in learning in the reading class. Also, listening, speaking, and writing activities can be utilized to enhance and expand the reading program.
Scanning is an important skill that requires students to read a text to find answers to specific questions such as who, what, when, where, why, how much, how many, or what kind. Speed and accuracy are the focus of this skill.
Winnie (2005) in his article addresses and offers suggestions to achieve the instructional goals of scanning.
Teacher prepares a handout with student-teacher assignments. There are two kinds of activities: vocabulary and comprehension. For vocabulary, students are asked to make a crossword puzzle or matching words with definitions handout, and for comprehension, students can prepare a true/false or wh-question handout.
Wade (2005) from GeorgiaDepartment of education designs a lesson plan which contains crossword puzzle as an assessment. (table 2.1). RidgewoodPublic School also uses crossword puzzle as an assessment of reading activities. (table 2.2).
Crossword puzzle has been used as an assessment. It became a few of kind reading activities. It means crossword enjoyable to give an information and easy to do.
Gardner tells the most important thing about assessment is knowing what it is that you should be able to do. So that the writer wants to do the experiment with crossword puzzle.
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Interfaith marriage has become trend in the some countries. We can find it in some countries like in U.S.A, Singapore, Tibet, and also in Indonesia. It traditionally (especially in the Catholic Church) called mixed marriage, is marriage (either religious or civil) between partners professing different religions. Some religions prohibit interfaith marriage, and while others do allow it, most restrict it. Some Indonesian artists also do it like Jamal Mirdad- Lidya Kandau, Mayong Laksono-Nurul Arifin, Ari Sigit-Rica Callebut, Jeremy Thomas-Ina Indrayati, Frans Lingua-Amara, Henry Siahaan-Yuni Sara, and Ari Sihasale-Nia Zulkarnain.
The Civil Registry Office's position on the matter is based on first verse of Marriage Law No.1/1974, which states that marriage is valid if conducted according to the religions and beliefs of the prospective bride and groom. Therefore, a marriage must first be authorized by religion before it can be registered with the Civil Registry Office. According to Presidential Decree No.12/1983, the Civil Registry Office is only authorized to register non-Muslim marriages. Consequently, many inter-religious couples are unable to formally register their marriages at the Civil Registry Office. Some couples attempt to sneak past this law by pretending to profess their partner's faith in order to legally register. Others are forced to maintain de-facto relationships or to marry overseas, such as in Singapore.
Islam only allows a man to marry a non-Muslim if she is Christian (specifically Greek Orthodox) or Jewish. The wife need not adopt any Muslim laws, and the husband is not allowed to keep her from going to church or synagogue. The early jurists of the most prominent schools of Islamic jurisprudence ruled in fiqh law that the marriage of a Muslim man to a Christian or Jewish women is makruh (reprehensible) if they live in a non-Muslim country. The Caliph Umar (634–644) denied interfaith marriage for Muslim men during his command of the ummah.
Fiqh also forbids Muslim women from marrying non-Muslim men, although there is nothing in the Quran nor the Sunnah (sharia) that explicitly prohibits such unions. Some Muslim scholars (ahli kitab) go so far as to state that such a marriage is an act of apostasy, but with the growing number of such marriages, this position is being questioned. In some Muslim countries, if a non-Muslim woman is married to a non-Muslim, and she converts to Islam, the marriage is suspended until her husband converts to Islam. When he converts a new marriage is not needed.
Although fiqh forbids Muslim women's marriage with non-Muslim men, there are lots of Muslimah who have married men who follow other religions. These cases are mainly observed in Balkan peninsular and West of Turkey, West Europe, East Asia, and sometimes in Syria or Lebanon. They are also becoming more common in the West.
In conclusion, Inter Religious Marriages is forbidden because it is not recognized by the government in Indonesia and also for Moslems but according to Universal Declaration of Human Rights, we have to appreciate the people who love each other although they are different religion
Polyandry is a form of polygamy in which one woman is married to several men. Polyandry has been traditionally thought of as a rare phenomenon, however recent research has shown this trend is widespread throughout the animal kingdom, with evidence of multiple mating by females in many groups. This trend is surprising because it appears to go against the basic principles of sexual selection.
The process of breeding has many costs including an increased risk of predation, energy loss, time lost that could have been spent feeding, and increased risk of harm from members of the same species. Taking all this into consideration, why would a female mate multiply?
There are several different ways this might be happening, and it is possible that a combination of these factors may be driving polyandry:
1. Genetic bet-hedging: females mate with many males to gain greater genetic diversity in their offspring, thereby hedging their bets against a changing environment.
2. Genetic improvement or Trade-up: females are relating with a good quality male in order to 'trade-up' on a previous mating with a low-quality male.
3. The good genes model: females mate multiply to gain access to 'good genes' for their offspring by trading up, or post-copulatory cues (this assumes that there in one best male for all females).
4. The genetic incompatibility model: females are mating multiply to gain access to the male that they are most genetically compatible with by trading-up, or postcopulatory cues (this assumes that there is no one best male for all females and that due to the genetic complexity of organisms each female has her own best mate).
Polyandry in Tibet was a traditional marriage practice that existed within a milieu whereby a woman could have several husbands; a father and his sons could share the same wife, and a mother and her daughters could share the same husband.
Islam and Judaism ban polyandry completely. In Islam the verse from the Quran that is typically used for a proof in this matter is Surah Nisa’ Chapter 4 verses 22 to 24, which gives the list of women with whom one cannot marry and it is further mentioned in Surah Nisa’ Chapter 4 verse 24. Nikah Ijtimah, a pre-Islamic tradition of polyandry, was forbidden by Islam.There is at least one reference to polyandry in the ancient Hindu epic, Mahabharata. Draupadi marries the five Pandava brothers. This ancient text remains largely neutral to the concept of polyandry, accepting this as her way of life.
In Indonesia, Polyandry is not recognizing because there is no verse in law (undang-undang). If we do it we can get “Undang-Undang No 1 Tahun 1974 yang mengatur tentang perceraian dan perzinahan”
Ambitious, Organized, Humorous, Adventurous._____
Sedikit perjalanan organisasi saya:_____
Member of Suzuki Shogun Club (2004),
Kadept Kajian Strategi KAMMI komsat Unpak (2005),
Anggota Komisi A BLM FKIP Unpak (2006),
Kadept Litbang BLM FKIP Unpak (2007),
Kaur Intellijen Pengamanan Menwa Unpak (2008).
Tim Relawan Pendidikan Indonesia (2008)
