THE IMPACT OF DYNAMIC ASSESMENT METHOD TOWARDS STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT IN JUNIOR HIGH SCHOOL

Viska, Ulandari (2026) THE IMPACT OF DYNAMIC ASSESMENT METHOD TOWARDS STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT IN JUNIOR HIGH SCHOOL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT One of the most important skills for learning English is reading comprehension, especially when it comes to comprehending recount texts that are taught in junior high school. Nonetheless, many students continue to struggle with recognising key concepts, making deductions, and deciphering vocabulary in texts. These problems are caused by limited vocabulary, lack of effective reading strategies, and the use of conventional assessment methods that only emphasize outcomes rather than learning processes. Therefore, using instructional strategies such as dynamic assessment is needed, since it not only evaluates students’ performance but also provides direct intervention during the assessment process to help them overcome reading difficulties. This study used a quasi-experimental design and a quantitative methodology. The study was carried out during the 2025/2026 school year at MTSS Nurul Ulum, Kebun Tebu, West Lampung. Eighth-grade students made up the population, and two classes were chosen for the sample using cluster random sampling. The dynamic assessment method was used to teach one class as the experimental group, and traditional assessment ( reading comprehension test ) was used to teach the other class as the control group. A multiple-choice test was administered as the research instrument to measure eight aspects of reading comprehension. Data were obtained through pre-tests and post-tests, then analyzed using normality and homogeneity tests. Since the control class data were not normally distributed, the Mann-Whitney U test was applied to test the hypothesis. The results showed a significant difference between the control and experimental groups. The alternative hypothesis (Hₐ) was accepted since the Mann-Whitney U test result showed that the significance value was less than 0.05 (p < 0.05). This implies that the use of dynamic assessment had an impact on students’ reading comprehension of recount texts. Additionally, the use of dynamic assessment increased students' motivation, active engagement, and capacity to recognise their own learning challenges in addition to improving their test scores. Therefore, in order to help English teachers improve their students' reading comprehension, dynamic assessment is suggested as an alternative teaching method. Keywords: Dynamic Assessment, Junior High School, Reading Comprehension, Recount Text

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