THE USE OF FRACTURED STORIES TEXT IN ASSESSING READING COMPREHENSION (A Case Study of 10th Grade Vocational High School Student in Ciamis)

Abstract

This study investigates the use of fractured stories text in assessing reading comprehension among 10th-grade students at a vocational high school in Ciamis. The research employs a qualitative case study approach to explore how teachers create reading tests using fractured stories and the challenges they encounter. The study reveals that teachers use various assessment methods, including multiple-choice, short-answer, and essay questions, to measure students' reading comprehension. However, the findings suggest that while these assessments effectively measure basic comprehension skills, they fall short in evaluating higher-order thinking and problem-solving abilities. The study highlights the importance of developing more sophisticated assessment tools to better capture students' critical and creative thinking in reading comprehension.

This study investigates the use of fractured stories text in assessing reading comprehension among 10th-grade students at a vocational high school in Ciamis. The research employs a qualitative case study approach to explore how teachers create reading tests using fractured stories and the challenges they encounter. The study reveals that teachers use various assessment methods, including multiple-choice, short-answer, and essay questions, to measure students' reading comprehension. However, the findings suggest that while these assessments effectively measure basic comprehension skills, they fall short in evaluating higher-order thinking and problem-solving abilities. The study highlights the importance of developing more sophisticated assessment tools to better capture students' critical and creative thinking in reading comprehension.