THE EFFICACY OF DYNAMIC ASSESSMENT TO IMPROVE THE STUDENT’S READING COMPREHENSION: THE CASE OF ELEVENTH GRADE STUDENTS IN SMA NEGERI 2 REMBANG
Keywords:
Dynamic Assessment, Reading ComprehensionAbstract
The application of dynamic assessment in reading comprehension in the English classroom of the senior high schools eleventh grade was the main emphasis of this study. The author applied a quasi-experimental research design, followed by a qualitative research design, to achieve this goal using a mixed method methodology. There were 71 students in that took part in the study. The author employed an open questionnaire in experimental class and a reading comprehension test to get the data. Following data collection, the author used SPSS 22 to evaluate the quantitative data, including mean score, descriptive statistics, and tests for normality. The open questionnaire was analyzed using thematic analysis. The results of the research show that the experimental class's students reading comprehension is higher than that of the control class students. Additionally, according to data from the tests of normality, children in the experimental class who were exposed to dynamic assessment showed greater gains in their reading comprehension. The students in the experimental class also express some favorable opinions on dynamic assessment. Dynamic assessment is seen as entertaining, collaborative, effective, and improving learning motivation. This result has demonstrated that the use of dynamic assessment in reading comprehension lessons is advantageous and worthwhile.
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