Abstract:
This study investigated Grade 10 students’ English reading ability and perception after the implementation of learning-oriented reading assessment (LORA). The participants were 67 students studying in Grade 10. 32 Students were in an experimental group and 35 students were assigned as the control group. The study was in a period of 11 weeks which the experimental group received LORA intervention. Whereas the controlled group participated in general reading lessons. The quantitative data was collected through reading test (pretest and posttest) through the pre-implementation and post-implementation of LORA. The posttest scores of both groups were compared using Mann-Whitney U-test. Moreover, the pretest and posttest scores of the experimental group were compared using the Wilcoxon Signed Ranks Test. The qualitative data was collected from selected participants from the experimental group through the questionnaire and the semi-structured interview. They were aimed to observe students’ perception toward task, test, teacher’s observation, feedback, and redesign aspects in LORA. The result from the questionnaire was interpreted using the means and standard deviations, and the result from semi-structured interview was transcribed and reported through thematic analysis.
The findings revealed that there was a statistically significant difference between students’ English reading ability pretest and posttest scores in the experimental group (z = -2.24, p = .025). However, there was no statistically significant difference between posttest score of the experimental group and posttest score of the controlled group (z = -0.30, p = .76). Students’ perception for each aspect of LORA from questionnaire had a mean score between 4.03-4.16 which was interpreted that students agree that LORA helped improved their reading ability. The qualitative data gained from the semi-structured interview provided more insights and details on students’ perception. Based on the findings, reading ability improvement through LORA should be encouraged, as it involves processes that allows students to engage in the assessment and tracks their learning that benefits their reading ability.
