The Ability of Third Semester Students in Multiple Choice Questions to Assess Literal, Evaluative and Critical Understanding
DOI:
https://doi.org/10.65309/31dnhe89Keywords:
Literal Understanding, Evaluative Understanding, Critical Understanding, Reading Comprehension, Multiple-ChoiceAbstract
This study aims to examine the ability of third-semester students in answering multiple-choice questions designed to assess literal, evaluative, and critical levels of reading comprehension. A quantitative descriptive method was employed using a 30-item multiple-choice test. The participants consisted of 35 third-semester students from an English Course at STIKOM Tunas Bangsa. The results show that the students’ literal comprehension is categorized as “good” (mean = 78), evaluative comprehension as “fair” (mean = 65), and critical comprehension as “poor” (mean = 58). These findings indicate that students still need to develop higher-order reading strategies, especially in the area of critical analysis.
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