Hesti Rokhaniyah, Hesti (2021) Task Characteristics and Prompt Effect on Test Performance: IELTS Academic Reading. Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020), 518. pp. 357-361. ISSN ISSN: 2468-5739, ISBN: 978-94-6239-315-8

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Abstract

ABSTRACT Reading is a complex and interactive activity that needs resources to develop. In essence, reading lets learners examine arguments, make prediction, inference, or interpretation, and explore implication and consequence. Hence, the research aims at investigating how test takers’ performance in IELTS academic reading may differ on such tasks. As such, three kinds of tasks were selected in this study: multiple choices; matching information to paragraphs; and yes/no/not given. In order to accomplish the objectives of the study, 30 test takers have already participated in this research. To determine the participants’ homogeneity as well as reading proficiency, IELTS reading test was carried out at the outset of the research. Based upon the result, 23 test takers were included in this research and four original tests of IELTS were utilized. One-way ANOVA together with Sheffe Test were employed to analyze the subsequent data. Data recognized that test takers had performed differently on IELTS reading test because of dissimilar task type delivered. The finding of the research indicated that the task types had significant effect on the performance of IELTS reading test Keywords: IELTS, Reading, Task Characteristics, Performance

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