COGNITIVE INQUIRY: IS ENGLISH REALLY DIFFICULT FOR SCIENCE STUDENTS?

Getsempena English Education Journal

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Field Value
 
Title COGNITIVE INQUIRY: IS ENGLISH REALLY DIFFICULT FOR SCIENCE STUDENTS?
 
Creator Rosdiana, Rosdiana; STKIP Bina Bangsa Getsempena
Mutia Ismail, Nyak; Syiah Kuala University
 
Description Science students are known miserable in coping very well with language, especially English. This study searched for the truth of this proposition by evaluating the formative test items for senior high-school level used in a science-based school in Aceh, Indonesia. The sources of this study were 150 questions and 35 students’ answers on the pertaining tests for three different grades. The objective of this study was to find out the item facility and distractors’ efficiency of each test item used for science students in their formative test. Methodology deployed was qualitative approach using content analysis in the scope of finding the item facility and distractors’ efficiency for the test items. The result depicted that 84% of the items are in the ‘easy’ index, and 11% in ‘moderate’ index, and 4% ‘difficult’ index. Then, the data show that only 17% of the distractors’ are efficient. The conclusion is that the formative test items are, indeed, easy for science students but with one condition: most of the distractors do not work properly for their cognitive level. Keywords: Cognitive domain, science students, language tests, language assessments, item analysis.
 
Publisher STKIP Bina Bangsa Getsempena Banda Aceh
 
Contributor STKIP BBG Banda Aceh
 
Date 2017-05-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

 
Format application/pdf
 
Identifier http://geej.stkipgetsempena.ac.id/home/article/view/50
 
Source Getsempena English Education Journal; Vol 4, No 1 (2017)
2502-6801
2355-004X
 
Language eng
 
Relation http://geej.stkipgetsempena.ac.id/home/article/view/50/47
 
Rights Copyright (c) 2017 Getsempena English Education Journal
 

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