Abstract
In the teaching of English as a foreign language in Indonesia, the teaching and testing of English grammar are indispensable. To test English grammar mastery, the multiple choice test must be used due to its merit of guaranteeing the fulfillment of the content validity of achievement tests. Unfortunately, the construction of many multiple choice test items has not been based on a very important consideration to aid learning processes. This paper discusses the need to use multiple choice test in English grammar achievement testing, two cognitive learning theories that underlie the importance of constructing multiple choice items that aid learning processes, and examples of faulty multiple choice test items and their revisions.
Highlights
Adisutrisno, Multiple Choice English Grammar Test Items 37 problem of concord
Option d. falled, is a non occurrent form in English, that is, a form that does not exist in the English language
Option d: explains is not desirable either since it poses a problem of subject-predicator concord, not a tense problem
Summary
For the last two decades or so, the structural approach to foreign language teaching has partly been replaced by the communicative approach While the former is a foreign language teaching approach that focuses on the mastery of the grammatical rules and vocabulary of the foreign language in order to be able to write correct sentences, paragraphs, and compositions in the foreign language and understand reading texts in the foreign language, preferably literary works, the latter is an approach to foreign language teaching that focuses on expression of meaning, that is, the ability to comprehend the meaning of written and spoken discourse and the ability to produce meaning or ideas in written and spoken discourse. TWO INFLUENTIAL COGNITIVE LEARNING THEORIES: THE HUMAN INFORMATION PROCESSING THEORY AND NOAM CHOMSKY’S HYPOTHESIS- MAKING THEORY
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