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AN ANALYSIS OF THE LEVEL OF THOUGHT PROCESSES OF THE RCQs INTHE MALAYSIAN UNIVERSITY ENGLISH TEST (MUET), PAPBR 3, READING

COMPREHENSION, MAY 2OO4 AND THE UiTM JENGKA STUDENTS'PERFORMANCE IN THIS MUET EXAM PAPER.

INSTITUTE OF RESEARCH DEVELOPMENT AND COMMERCIALIZATIONUNIVERSITI TEKNOLOGI MARA

40450 SHAH ALAMSBLANGOR

HIU LUANG PENGNGO KEA LENG

JBYAMAHLA A/P VEERAVAGU

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MAY 2006

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600-cPH(uPP 5/7)02 November 20Q4

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UniversitiTeknologiMARA

UNIT PENYELIDIKAN, PEMBANGUNANDAN PENGKOMERSILAN

satu item perluPihak tuan juga

ffiSurat KamiTarikh

En. Hiu Luang pengPensyarah

t Jabatan BahasaUniversiti Teknofogi MARACawangan pahang26400 Bandar JengkaPahang Darul Makmur.

Tuan,

TAJUK PROJEK : AN ANALYSIS OF THE LEVEL OF THOUGHT PROCESSES OF THERCQS lN THE MALAYSIA UNIVERSITY ENcltslr TEsi'iruueq, pepen g,-nenol^toCOMPREHENSION MAY 2004 AND THE uiTM JENGK,A siuoelrrs pERFoRMAN.E tNTHIS MUET EXAM PAPER

sukacita dimaklumkan bahawa Jawatankuasa Penyelidikan, Pembangunan dan pengkomersilan{ di peringkat uir,M cawangan pahang telah membuat keputusan :

i' Bersetuju meluluskan,gad.als.an penyelidikan yang dikemukakan oleh tuan, cik Ngo KeaLeng dan pn. Jeyamahla fup Veeravigu

ii' Tempoh projek penyelidikan ini ialah 12 bulan, iaitu mulai 1f Novem ber 2o14hingga 14November 2005.

iii' Kos yang diluluskan ialah sebanyak RM 4,49g.00 (RM : Empat Ribu Empat RatusSembilan puluh Lapan ) sahaja.

iv' Penggunaan geran yang diluluskan hanya akan diproses setelah perjanjianditandatangani.

v. semua pembelian peralatan yang kosnya merebihi RMs00.0omenggunakan pesanan Jabatan Universiti- Teknologi MARA aio)dikehendaki mematuhi peraturan penerimaan peraratan.

vi' Kertaskerja boleh dibentangkan di seminar setelah zs% deral awat laporan akhir projekdihantar ke lRDc untuk semakan. walau bagaimana pun, tuan perlu membuatpermohonan kepada Institut Penyelidikan, Pembangunan 'dan pengkomersilan U1TMShah Alam.

vii' Pihak tuan dikehendaki mengemukakan Laporan Kemajuan projek penyelidikan padasetiap 15 hb' April, 15 hb. ogos dan 15 hb. Disemb"i r"prn;r'ng projek penyelidikanberialan' Laporan Akhir perlu dlhantar sebaik sahaja projek puny"riJiirl.1 disiapkan.Universit.i Teknologi MARA, Cawangan pahang, IJintasan Semarak, 26400 Bandar Jengka, pahangTel. : 09-4602284 paxt Og_qeOZqSS hEtp://www.pahang.ui.n.ed.u.my

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Format menulis laporan akhir boleh diperolehi di Unit Penyelidikan, Pembangunan danPengkomersilan UiTM Cawangan Pahang,

Bersama-sama ini disertakan Surat Perjanjian untuk ditandatangani oleh pihak tuan. Silapenuhkan perjanjian berkenaan dengan menggunakan pen berdakwat hitam dan kembalikan keUnit Penyelidikan, Pembangunan dan Pengkomersilan U|TM Cawangan Pahang untuk tindakanselanjutnya.

Sekian, terima kasih.

"SELAMAT MENJALAN KAN PENYELI DIKAN"

YA IR. ABDULLAH SUHAIMI BIN MOHAMEDPengarah Kampus,U|TM Cawangan Pahang

s.k. 1. Penolong Naib Canselor (Penyelidikan)Institut Penyelidikan, Pembangunan dan PengkomersilanUniversiti Teknologi MARA

Pegawai Kerja AkaunUnit KewanganZon 17Institut Penyelidikan, Pembangunan dan Pengkomersilan

KoordinatorUnit Penyelidikan, Pembangunan dan PengkomersilanUniversiti Teknologi MARA,Cawangan Pahang,

Timbalan Bendahari,Universiti Teknologi MARA,Cawangan Pahang.

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Universit.i Teknologi MjNU\, CawanganTeI.; 09-4502284 Faxl

Pahang, Lint.asan Semarak, 26400 Bandar .7engka, Pahang09 - 4602455 btEp : / /wwu. pahang. uitm. edu. my

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Date

Project Ref. No.

: 3l MAY 2006

:021000040018

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Assistant Vice ChancellorInstitute of Research Development & CommercializationUniversiti Teknolo gi MARAShah AlamSelangor Darul Ehsan

Ybhg Prof

FINAL RESEARCH REPORT ON "AN ANALYSIS OF THE LEVEL OF THOUGHTPROCESSES OF THE RCQs IN THE MALAYSIAN UNIVERSITY ENGLISH TEST(MUET), PAPER 3, READING COMPREHENSION, MAy 2004 AND THE UiTMJENGKA STUDENTS' PERFORMANCE IN THIS MUET EXAM PAPER.''

We are very pleased to enclosed herewith five (5) copies of the final report of theaforementioned research project which has been conducted by a team of researchers of UiTMPahang, Jengka Campus.

We would like to express our sincerest thanks and gratitude for granting us the opportunity toundertake the project.

Thank you.

HIU LUANG PENGProiect Leader

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Yours sincerely,

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RESEARCH GROUP

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HIU LUANG PENGProject Leader

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NGO KBA LENGResearch Member

Signature

JEYAMAHLA A/P VEERAVAGUResearch Member

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TABLE OF CONTENTS

LETTER OF TRANSMITTALRESEARCH GROUP MEMBERSTABLE OF CONTENTSABSTRACTACKNOWLEDGEMENT

t LIST OF TABLESLISTS OF FIGURESLIST OF APPE,NDICES

CHAPTER ONE :

1.0 Introduction

INTRODUCTION

l.l Background to the Study

1.2 Statement of the Problem

* 1.3 Research Questions

1.4 Purpose of the Study

1.5 Significance of the Study

1.6 Scope of the Study

1.7 Limitations and Delimitations

1.8 Definition of Terms

r} CHAPTER Two : LITERATURE REVIEw

2.0 Introduction

2.1 Objectives of Reading Tests

2.2 ClozeTest

2.3 Advantages of Multiple Choice Tesl

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2.4 Disadvantages of Multiple Choice Test

2.5 Effects of Question Type

2.6 lnteraction between Types and Level of Questions

2.7 Conclusion

CHAPTER FOUR : FINDINGS AND DISCUSSION

4.0 Introduction

4.1 DataAnalysis

4.1.1 Cloze Passage

l 4.1.2 Information Transfer

4.1.3 Reading Passages

4.2 Analyses of scores by students of different programs

4.3 Conclusion

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CHAPTER THREE : RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction 38

3.1 Settine 38

3.2 The Subiects 38

3.3 The Design of the Study 39

3.4 Research Instruments 40

3.5 Research Procedure and StatisticalTreatment 4l|t3.6 Conclusion 42

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CHAPTER FIVE :

5.0 Introduction

5.1 Summary of the Study

5.2 Summary of the Findings

5.3 Suggestions and Recommendation

5.3.1 Pre-Reading, While Reading and Post Reading

5.3.2 VocabularyBuilding

5.3.3 Breaking up of text

5.3.4 QuestionDesigning

5.3.5 Reading Test

5.3.6 Cloze Test

5.3.7 TeacherEducation

5.3.8 Techniques to improve reading comprehension

Conclusion

Recommendation for Further Research

BIBLIOGRAPHY

APPBNDICES

SUMMARY, CONCLUSION ANDRECOMMENDATION

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ABSTRACT

This study concerns the issues of a large number of Universiti Teknologi MARA (UiTM),

Jengka undergraduates not obtaining strong bands in the MUET paper, which relates to their

inability to answer correctly reading comprehension questions in the MUET paper.

This research intends to provide educators about the level of thought processes of questions

designed by the Malaysian Examination Council (Maljis Peperiksaan Malaysia) in the

reading comprehension passages of the MUET paper and therefore equipping them with the

necessary skills to perform tasks with regard to tackling reading comprehension questions.

The findings indicate that the level of questions designed according to the level of thought

a processes advocated by the Bloom taxonomy has a bearing on the performance of the

students in the MUET paper. It seems that the students face difficulties when answering

higher order questions especially questions at the level of analysis, synthesis and evaluation.

It also has an influence on the students' ability to answer higher order questions as compared

to lower order questions. The findings conclude that there is a relationship between the level

of thought processes on questions formation and the students' ability to answer them

correctly.

Such findings has provided a common base for further discussions and debate about our

undergraduates competence in the English Language as well as the recommendations on the

techniques that could be used to handle higher order level questions.

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ACKNOWLEDGEMENT

First and foremost, we would like to express our deepest appreciation to Universiti TeknologiMARA for granting the financial support to make this research possible.

Our indebtedness to the Director of the campus, Associate Professor Ir. Abdullah SuhaimiBin. Mohamed. It is his constant encouragement to all lecturers to be involved in researchand publications that has given us the impetus to carry out this research.

We are no less grateful to our immediate superior, the Academic Director, AssociateProfessor Dr. Jamaluddin Bin Kasim, his able captaincy of the academic department hasmade the running of the smooth and well-coordinated, this was crucial in enabling us to giveour commitment to our teaching duties as well as the research needs of the university.

This acknowledgement would be flawed if we did not express our thanks and appreciation tothe Head of the Research Unit of the campus,Dr Azhan Bin Hashim, his patient guidanceand advice was instrumental in giving us the extra motivation to carry out this research andalso to those not mentioned here who have given their blessings and support.

We also appreciate the cooperation accorded to us by the Malaysian Examination Council(Majlis Peperiksaan Malaysia) and the Examination Unit of the Pahang State EducationDepartment (Unit Penilaian dan Peperiksaan Jabatan Pelajaran Negeri Pahang). Our gratitudealso goes to the respondents for their willingness to spend some of their valuable time totake part in this research.

Our sincerest thanks to all our colleagues; we wish to thank them for their support,encouragement and generosity in helping us towards the completion of this research.

Last but not least, we would like to pay tribute to our immediate family members for theirpatience, encouragement and understanding throughout the process of completing thisresearch.

Hiu Luang PengNgo Kea Leng

Jeyamahla a/p VeeravaguUNIVERSITI TEKNOLOGI MARA

JENGKA CAMPUSMay 2006

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Table I

Table 2

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Table 4

Table 5

Table 6

Table 7

Table 8

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Table 10

Table I I

Table 12

Table 13

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Table 15

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LIST OF TABLES

MUET Components

MUET Results For October 2003 &Mav 2004

Distribution of Students from Various Prosrams

The Distribution of Questions

Itemization of the Percentage of Students' CorrectScores for each Question (LOTP)

Percentage of Students with Correct AnswersAccording to the LOTP

Distribution of Programs and Faculties

Analyses of Scores by Students of Different ProgramsQuestion8_LEVEL3

Analyses of Scores by Students of Different ProgramsQuestion l8 _ LEVEL 3

Analyses of Scores by Students of Different ProgramsQuestion 24 _LEVEL2

Analyses of Scores by Students of Different ProgramsQuestion 37 _LEYEL2

Analyses of Scores by Students of Different ProgramsQuestion 38 _LEVEL 4

Analyses of Scores by Students of Different ProgramsQuestion 45 _LEVEL 2

Analyses of Scores by Students of Different ProgramsQuestion 46_ LEVEL I

Analyses of Scores by Students of Different ProgramsQuestion 50 _ LEVEL 4

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Results Analysis of the MUET Paper 3 800/3 & Band l8

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LIST OF FIGURES

Figure I : Hierarchy of the LOTP on question designingof the Bloom Taxonomy 67

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LIST OF APPENDICES

Appendix A : Sample Examination Paper 800/3/J MUET APR/MAY 2004

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CHAPTER ONE

TNTRODUCTION

1.0 Introduction

This study is intended to investigate the level of thought processes ( LOTP of the Bloom

Taxonomy ) of questions designed by the Malaysian Examination Council (MEC) or Majlis

Peperiksaan Malaysia (MPM) in the Malaysian University English Test (MUET). It aims is

to find out the LOTP of questions designed in the Reading Comprehension Paper 3 of

MUET, May 2004 and the test scores obtained by the Jengka UiTM students in this paper.

The one predictable thing about MUET so far has been the consistently poor results of

students taking it. Since the test was introduced in 1999, less than lYo of students havetachieved the highest score of Band Six. In the November 2002 test only 0.08% students

obtained Band Six while in the May 2003 results, it increased to 0.l3Yo.

This study can provide a common base for further discussion and debate about our students'

competence in the English Language with reference to their ability to comprehend reading

passages easily in the MUET paper in our effort to produce better results in this principal-

level subject for enrolment into public universities. It also seeks to provide recommendations||to further improve the students' performance and achievement in this public examination

paper.

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This chapter describes the background to the study, statement of the research problem, the

research questions, the purpose and the significance of the study. In addition, this chapter

explains the theoretical framework set as the base for this study, as well as the definition of

the key terms. Finally the limitation and delimitation of the study are also described.

1.1 Background to the Study

MUET is the acronym of the Malaysian University English Test which measures the English

language proficiency level of pre-university students. Students who wish to pursue first

degree courses in public institutions of higher learning in Malaysia are required to take this

test which is administered by the Malavsian Examination Council.

As English is an international language, a high level of competency in the language iso

required. The English language is taught from Year I to Form 5. However, students are not

taught or tested on the English language at Form 6.

MUET was first introduced in 1999 to:

a. fill the gap in English language needs between secondary and tertiary education;

b. equip students with appropriate language and critical thinking skills which are

necessary when they enter localpublic universities;tStudents who have passed the following public exams can sit for MUET:

a. SijilTinggi Persekolahan Malaysia (STPM)

b. SijilPelajaran Malaysia (SPM)

c. Sijil Pelajaran Malaysia (vocational) (SPMV)

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Malaysian Certifi cate of Examination

Cambridge School Certifi cate

A l0-year education that is equivalent to O-levels

MUET is held twice a year. Students can choose to take this test either in the middle of the

year or at year end. Registration for the mid-year test is held in mid-January and registration

for the December test is held in early May. Candidates from schools and institutions are

encouraged to register at their respective places of study. Private students and those who are

studying in centers that do not provide registration facilities will need to register at the State

Education Department. The application form costs RM2 per set. The sum of RM60 (exam

fees) should be submitted together with the completed registration form. MUET cassettes

priced at RM20 (inclusive of postage) can be purchased from the Malaysian Examinations

Council. A booklet consisting of regulations, sample questions and the syllabus of the test is

priced at RM5 per copy.

When MUET was first introduced, it was made compulsory for students enrolling in public

universities to take the test but they did not have to 'pass' it to gain entry. Students are

classified according to six bands or levels of achievement from Very Good User (Band Six)

to Extremely Limited User (Band One). Many people assume thatBand Three (Modest User)tis the passing grade for MUET, but Malaysian Examinations Council (MEC) subject officer

Khatija Mohd Tahir said that this was not the case. There is no pass or fail mark. MUET is a

criterion-referenced test as students' ability is measured against a set of criteria in terms of

language proficiency required of university undergraduates. "The results show that students

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who do badly on the test simply do not have the (English) language ability to cope with

university-level studies." To be able to use English effectively in university, Khatija said

that undergraduates should have a minimum Band Four (Competent User). (\lew Straits

Times, 26 October 2003).

MUET, considered equivalent to principal-level subject, consists of four components:

listening, speaking, reading comprehension and writing. (Table l) More marks are given to

reading comprehension (45%) than writing(25%) as students are expected to read more than

write. Khatija said that an analysis of students' MUET scoring showed that they were

especially weak in speaking and writing. Therefore by doing very well in the Reading

Comprehension (Paper 3), the likelihood of getting a good band would be brighter. She

added that University Malaya (UM) and Universiti Teknologi MARA (UiTM) offered places

to students based on their MUET scores. Students' MUET scores will determine what type of

English courses they do. Hence, it is important that students do well in the Reading

Comprehension Paper which contributes 45o/o of the score for the MUET.( See Table l)

Table 1 : MUBT COMPONENTS

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CODE COMPONENTS DURATION MAXIMUM SCORE WEIGHTAGE("/"\

800/l Listening Yzhour 45 l5

80012 Speaking Yzhour 45 l5

800/3 ReadingComprehension

2 hours' 135i'.'tll

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800/4 Writing I % hours 75 25

Total 4Yzhotrs 300 100

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(Source : Majlis Peperiksaan Malaysia)

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1.2 Statement of the Problem

Apart from the issues of getting good grades in the MUET and the opportunity of being

granted the courses that one had applied for, proficiency in English is also seen as the main

e language for one to be successful in any field of study. It is also the vehicle for employment

and career advancement.

Since Universiti Teknologi MARA is the sole university that only admits Bumiputera or

Malay students, its role and responsibility becomes even greater in churning out excellent

competent user of English language.

Therefore this study attempts to analyze the level of the thought processes of the RCQs in

the MUET Reading Comprehension Paper 3, May 2004, and to determine the students'

ability in answering each item correctly of the MUET Reading Comprehension Paper 3, May

2004.Italsoseeksto find outthestudents'ability inthisareaoflinguistic ability,andthe

sufficient support provided by the English Language teaching and learning environment in

UiTM, in preparing the undergraduates with the linguistic competence to carry out tasks

effectively, efficiently and productively.

The data has provided useful insights to the students' performance in the examination in

preparing the students with the necessary skills in the language for them to choose the

answers correctly for the multiple choice questions in the future.

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1.3 Research Questions

Specifically, this study seeks to answer the following questions:

1. At what level of the thought processes on question designing (based on the Bloom's

taxonomy) were asked on the RCQs of the MUET Reading Comprehension Paper 3,

}i4ay 2004?

2. How was the performance of this test by the BEL 250 students (semester 3,part3,

2005) of UiTM Jengka, Pahang?

3. How did the students score against each level of thought processes of the RCQs (on

questions formation) advocated by the Bloom's taxonomy?

1.4 Purpose of the Study

In general, this study is an attempt to find out the level of the English language competence

of the UiTM undergraduates. Specifically, it intends to analyze the UiTM undergraduates'

ability in answering RCQs at the different levels of thought processes in the MUET paper. It

also intends to determine whether the UiTM undergraduates have the necessary reading skills

that are necessary to perform well in the Reading Comprehension Paper 3, MUET.

The data collected and analyzed will provide useful insights to the students' performance in

the examination in preparing the students with the necessary skills in the language for themL

to choose the answers correctly for the multiple choice questions in the future.

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1.5 Significance of the Study

This study may improve students' performance in the MUET reading paper (Paper 3) which

is closely associated with the students' ability to answer the higher order questions (critical

thinking questions). Table 2 below shows the results of the UiTM Jengka students'

I achievement in the MUET October 2003 and May 2004 examinations.

Table 2 MUET RESULTS OCTOBER 2OO3 & MAY 2OO4

BAND OCTOBER 2OO3 MAY 2OO4 DIFFERENCE%1.58 % 0.69% - 0.89%

2 19.68% 25.0% + 5.32yo

3 59j8% 43.49% - 16.09%

4 1758% 28.77% + ll.19yo

5 t.58% 2.05% + 0.470A

6 0% 0% 0%

(Source : Majlis Peperiksaan Malaysia)

From the table above, it clearly shows that more than two thirds of the students (69J8%)

only managed to score between Band I and Band 3, which is considered low level of English

proficiency. Therefore in this study it seeks to improve the students' level of reading

comprehension of which 45o/o of the marks is allocated for the MUET exam paper. The

t probability of students getting a better band in the MUET lies very much on doing well in the

Paper 3 of MUET.

As compared to the national level of the MUET results, the results does not show much

difference i.e.64.860/o of the students score between Band I and Band 3 ( Table 3 )

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MAJLIS PEPERIKSAAN MALAYSIAMALAYSIAN LINIVERSITY ENGLISH TEST TAHUN 2OO3 &2004

Table 3 : RESULT ANALYSIS OF THE MUET PAPER 800/3 & BAND

BAND MAY2003

DEC2003

MAY2004

DEC2004

6 0.94 0.59 t.46 1.52

5 9.88 12.34 I 1.65 14.90

4 24.65 32.48 22.03 27.72

J 28.42 28.34 26.87 23.87

2 27.88 20.20 30.7 22.50

I 8.23 6.05 7.29 9.48

(Source: Majlis Peperiksaan Malaysia)

1.6 Scope of the Study

This study is done by conducting an analysis of the Malaysian University English Test

(MUET) Reading Comprehension Paper 3, May 2A04. All the questions are analyzed

according to the categorization of questions advocated by the Bloom's taxonomy Level of

Thought Processes. The main concern of this study is to find out the English language

reading comprehension level of the UiTM Pahang branch campus undergraduates.

This study will analyze the level of thought processes of the RCQs in the MUET Reading

Comprehension Paper 3,May2004, the students' ability to answer correctly each item of

this MUET test paper and the correlation between the test scores of each item against the

six levels of the Bloom Taxonomy.

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Only BEL 250 Part 3 students from all the faculties at this branch campus were involved in

this study. The researchers have chosen this group of students because they have undergone

this English language course which is very similar to the MUET syllabus. UiTM's main

concern is also to produce competent English language users. Therefore the findings will

, provide a significant implication on any response towards the issue of the importance of this

global language.

In addition, the findings would be a useful guide to prepare any English language programs

to further enhance, improve and equip the students with the necessary skills especially at the

reading comprehension level needed before entering the job market.

1.7 Limitations and Delimitations

The study focuses only on the selected students of the Jengka campus in Pahang. Such

purposive sampling procedure adopted in this study decreases the generalisability of the

findings. The findings cannot be generalizedto other branch campuses of UiTM in Malaysia.

The limited number of subjects taking part in this study will not be a good gauge for the

entire population of the UiTM students. However, this study would be able to provide some

insights into the level of our undergraduates' competence in the English language especially

at the reading comprehension level.

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1.8 Definition of Terms

Within the scope of this study, the important key terms are defined as the followins:

1.8.1 Level of Thought Processes

The levels and types of question designed with reference to the Bloom's

taxonomy on question formation. The Bloom Taxonomy is a measuring tool used

for all Reading and Comprehension questions.

1.8.2 Performance

The number of correct answers (scores) that the students obtain in this test.

1.8.3 MUET

MALAYSIAN UNIVERSITY ENGLISH TEST

1.8.4 RCOs

Reading Comprehension Questions of the Reading Comprehension Paper 3,

May 2004 of the MUET which comprises 15 blanks of aclozepassagewith

multiple choice answers and 35 multiple-choice questions based on six passages.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

i This chapter reviews the relevant literature regarding the different levels and types of

questions being used by learning institutions in designing examination and test questions. It

also reviews how test scores are interpreted, the importance of reading tests, the advantages

and disadvantages of multiple choice tests and their effects on the types of questions and the

interaction between types and level of questions.

Instructional assessment plays an essential role in the progress of the instructionalprocess. It

is an integral part of the teaching-learning process. Students' learning can be measured byt

different procedures. One of these procedures, which is widely used by teachers in the

classroom, is the achievement test.

Achievement tests are commonly used for assessing students' learning. They are also

considered as a tool for enabling teachers to judge whether students have mastered the taught

skills and knowledge, thus to find out whether the planned behavioral objectives are

achieved.

Good achievement tests are supposed to measure different levels of learning. Bloom (1956),

for example, classified six hierarchical categories according to the cognitive process they

need. Descriptions of the major categories in the cognitive domain are:

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