TESTS OF GRAMMAR DAN USAGE

Syamsul Bahri, S.S.
(Guru SMPN 4 Mattirosompe-Pinrang Sulsel)

I. Introduction

Grammar is one of the important language elements. It can be called frame of sentences produced either through oral or written communication channel. In this paper, the writers will discuss briefly types of grammar test.

Some of the most common types of objective items used to identify the students’ ability in the case of grammar are noted as follows:

1. Multiple choice form
2. Error-recognition form
3. Rearrangement form
4. completion form
5. transforming form
6. form of the changing of words
7. Broken sentence form
8. pairing and matching form
9. combination form
10. addition form

These forms of the grammar test above emphasize on the ability to know correct form of the language. They are not connected with semantically view or other areas of language. For example, when a teacher has a student produce a sentence in the form of simple present tense, the student arranges an illogical sentence such as: “I am eating a book”. The sentence is not wrong according to grammatical form, but semantically it is bad sentence.

II. Discussion

In this session the writers note ten forms of grammar test which then discuss in detail one by one. Let discuss the ten forms of grammar test.

A. Multiple choice form

Designing test of multiple choice needs some considerations. Particularly, designer should consider the students ability by applying Bloom’s taxonomy level. Besides, construction of the test should obey the ethics of the test design.

Multiple choice test can be designed with a question, statement, or blank space, then followed with a choice of more than one options. The most common form of the options is constructed four or five options. Let see the following examples:

1. Mr. X always … (A. read B. reads C. will read D. is reading)

2 Mr. X always … a story.

A. read

B. reads

C. will read

D. is reading

A. read

3. Mr. X always B. reads a story.

C. will read

D. is reading

B. Error – Recognition Test

The main point of this test form is to measure the ability to identify either the true or error sentence. The following examples can guide us to construct this test form.

1. Reducing the length of the sentence and correcting the error.

Mr. X gives me two books and he also gives me a pen yesterday.

Become:

Mr. X gave me two books and a pen yesterday.

2. Giving two or four option (true and false) for filling the blank space in the sentence.

Mr. X … me two books and a pen yesterday.

a. give b. gave

C. Rearrangement Form

Rearrangement form is one of the text type which is constructed in the jumbled form, multiple choice, completion. Let see the following examples:

1. Correction arrangement of the sentence

You know how ….

A. it is B. is it

D. Completion Items

Carefully constructed completion items are a useful means of testing a student’s ability to produce acceptable and appropriate forms of language. They are frequently preferable to multiple choice items since they measure production rather that recognition, testing the ability to insert the most appropriate words in selected blanks in sentences. The words are selected for omission are grammatical or functional words (e.g. to, it, in, is, the): content words may be selected in a vocabulary or reading test.

Let study the following examples:

1. Completion form based on the students’ word

Can you see … the children playing

2. Providing a context

Kim usually goes to the cinema about once a week but she … four films already this month and it’s only the 20^th today.

3. Providing data

I go to the cinema regularly, but it’s ages since I last saw a play. I go to the cinema regularly, but I … to the theater for months.

4. Using multiple-choice technique

I … to the theatre three times since I last saw you.

A. go C. had gone

B. have been D. went

E. Transformation Form

It is useful for testing ability to produce structures. It can be constructed by using multiple choice form; completing sentence by giving some idea; and changing the sentences according to a given pattern or by using selected words.

F. Changing of Words

This test is constructed by reducing text such as verb (tenses) and word building. Let see the following examples:

1. Verbs: tense, etc.

Researchers (1) to convince that a drug (1) ………………..

they (2) to test can improve the memory and that (2) ……………….

It (3) to be the forerunner of other drugs which (3) ……………….

Eventually (4) to improve mental ability (4) ……………….

2. Word Building

Students who were given the drug for a fortnight did

Considerably (1. well) in tests than others. The tests (1) ………………

Included the (2. memorise) of lists of words as well (2) ……………...

as of (3. inform) from two messages transmitted at (3) ……………..

of the same time. During the first week there was no

(4. notice) difference between the two groups, but (4) ……………..

After a fortnight the group on the drug was found to

Have increased its (5. able) to learn by almost (5) ……………..

Twenty per cent.

G. Broken Sentence Form

This type of item tests the student’s ability to write full sentences from a series of words and phrases, and thus does not allow the test writer to concentrate exclusively on testing those particular grammatical features which may have just been practiced in class.

In the rubric, students should be instructed to make whatever changes are necessary to form good sentences, adding articles, prepositions, etc. Let see the following example:

Take/drugs and stimulants/keep awake/while revise examination/

often be very harmful. /It be far better/lead/balanced life/and get

enough sleep/every night. /There be limit degree and span/

concentration/which you be capable/exert. /Brain/need rest/as much

body. /Indeed, /it be quality/than quantity work/that be important.

H. Pairing and Matching Form

      The item is more useful for testing students’ sensitivity to appropriacy and their awareness of the functions of language rather than their knowledge of grammar (although grammatical clues may prove important in completing this item satisfactorily).

To perform the task required, students are simply required to write the letter of the correct response in the space provided.

       Read the following example

               Column 1                               Letter      Column 2

                Going to see the film to night             ……..      A. Most are, I think

                                                                            ……..      B. Yes, I probably like

I. Combination and Addition Form

These objective test forms have long been used in the past tests. They should be used sparingly, however, as they involve largely mechanical responses on the part of the student. Notethat although the separate sentences are linked to another by theme, the items can hardly be described as being contextualized in any real way.

1. Combination form

Students are instructed to join each pair of sentences, using the word in brackets

You finish the paper. Then check your answers carefully. (AFTER)

Some questions may be very difficult. They should be left until later (WHICH)

2. Addition form

Students are instructed to join each pair of sentences, using the word in brackets.

(a) YET Have you answered all the questions?

(b) STILL Some students had not mastered to the correct techniques for

answering examination question.

III. Conclusion.

The previous explanations give us the knowledge to construct the grammatical test more clearly. The emphasis of these grammatical test cover in the form of the sentences, words, and phrases.

IMPROVING THE STUDENTS’ ABILITY IN WRITING REPORT GENRE

By

ERNA NOVALINDA

NIM. 56080501007

Abstract: This research was conducted to improve the IX-5 grade students’ ability in writing report genre by using mind-mapping strategy. The population of this research were the IX-5 students of SMP Negeri 17 Palembang. The total samples were 43 students. In taking the data, the researcher used classical approach. The data was taking in three ways, observation, questionnaire and test. In taking observation data the researcher was helped by two English teachers to know the students’ improvement from cycle to cycle.

The result of the research showed that there is good impact to the students’ achievement and ability in writing report genre through mind-mapping technique. In conclusion, mind-mapping technique is the most suitable strategy to improve the students’ ability in writing report genre.

Key Words: Mind-mapping, teaching writing, genre, report genre

ICARE Images Created by Mr. Syamsul Bahri, S.S.

ICARE Model was Presented by Mr. Syamsul Bahri

Introduction stage:

Mr. Syamsul gave the students jumbled letters, then he had them arrange those letters to be a correct word by putting the letter "A" at the beginning of the word and letter "T" at end of it.

Connection stage:
The students tried to understand main points of announcement given by Mr. Syamsul.

Application:
A student was correcting the other group work

Reflection given to them was meant to know whether they understood the material.








Extention given to them was to get them to create a good announcement at home. Next meeting, their work would be collected. The best announcement would be stuck on the announcement board.

PTK Bahasa Inggris SMP tentang ICARE Model

Applying ICARE Learning Model to Improve Students’ Achievement in Writing Short Functional Text

to the Seventh Grade of SMP N 18 Palembang

Syamsul Bahri, S.S*)

Abstract: ICARE is an acronym for Introduction, Connect, Apply, Reflect, and Extend. This model basically develops either on- or off-line learning system and also applies module. In this research the writer did not apply online learning system but he took the current learning materials from in order to manipulate the situation to be more contextual. The interesting point done by the him; that is, he made an effort to apply technology based learning such as computer in order to enhance the students’ motivation in learning English. In turn, the student would get improvement in their achievement.

This research aims to know whether the application of ICARE learning model can improve students’ achievement in writing short functional text to 40 students of Grade VII.7 of SMPN 18 Palembang as subject of this research. The data obtained from tests (pre- and post-test) and observation. Then, they were analyzed qualitatively and quantitatively.

This research consists of two cycles, namely: cycle 1 and cycle 2. The average grade achieved by the students in the post-test was 64.71. Because the result did not reach the standardized grad (66.66), so the writer continued to the cycle 2. The result of the post-test in the cycle 2 indicates that the students’ average grade is 72.24. The learning process was successful.

In the end, the writer concludes that the ICARE learning model can develop the students’ achievement in writing short functional text.

Key word: ICARE learning mode.
*) English teacher of SMPN 4 Mattiro Sompe