A. RESEARCH FINDINGS
2. Mona is a new member of Tapulh club. She introduce herself
Mona : Ladies and Gentlemen
To complete the dialogue, the suitable expression is ...
A. Allow me to introduce my self B. I‟m happy to meet you
C. Let me introduce you to the audience D. May I introduce you to the introduce E. I will tell you my name
In the sentence, in test item number 2 above is incorrect.
The sentence“Mona is a new member of Tapulh club. She introduce herself”. The sentence did not put to be after subject, it is
” she introduce herself”. Thesentence it shoud be put to be (is),”she is introduce herself”. So, the correct sentence it should be Mona is a new member of Tapulh club. She is introduce herself”.
(2) Capitalization
In theEnglish Final Examination Instrument Designed by Teacher at the First Grade Students of Islamic Senior High School Mahdaliyah Jambi, there are five letters in the test item which are incorrect in term of capitalization. It can be seen fromthe data below.
(a) The test items number 9.
(9). Kate : We will have a long holiday next month. what are you going to do?
Yani : ...
Complete the dialogue above ...
A. I am thinking of going to bali Sorry B. Sorry, I can‟t tell you
C. It‟s not your business D. I have nothing to do E. I don‟t know what to do
In the sentence, in test item number 9. There is no capital letter after full stop. The sentence is “We will have a long holiday next month. what are you going to do?. The letter what should be written with capital letter, because it is the beginning of the sentence after fullstop. The sentence should be “We will have a long holiday next month. What are you going to do? ” .
(b) The test item number 11.
(11). michelle .... begin medical school next year A. Is going to
B. Go to C. Will go to D. Going to E. Is gone
The sentence in the item number 11 there is no use capital letter in letter michelle. Whereas, it is the beginning of the quotation. The sentence is “michelle .... begin medical school next year”. The correct sentence
“Michelle .... begin medical school next year” because it is the beginning of the sentence.
(c). The last, the researcher found three mistakes of capitalization in the tes sheet. The sentence in test item number 4, 7 and 9 there is no use capital letter when she used subject “I” in the middle of a sentence. See the following data:
(4). Lisa :”Don‟t mention it. i .... (4)
(7). Ryan : Can you tell me how to get the nearest restaurant?
Hani : may be you can ask the policement over there.
A. Yes, there is one across the street B. Next to library
C. Behind the hotel
D. I‟m sorry. i don‟t leve here.
E. No thank you
In the three test item above, the sentences there is no capital letter when use subject “I” in the middle of the test item. The sentence is test item number 4 “Lisa : Don‟t mention it. i ... “. The correct sentence is
“Lisa :Don‟t mention it. I ...”.
The sentence is test item number 7 “D : I‟m sorry. i don‟t leave here. From the sentence we know that after fullstop it must be use capital letter, so the correct sentence must be “I‟m sorry. I don‟t leave here.
(3) Spelling
In the English final examination instrument designed by teacher at the first grade students of islamic senior high school mahdaliyah jambi, the researcher found five word that have misspelling. The misspelling word is on the test item number 7, 11, 14, 17, and 26. See the following data:
7. Ryan : Can you tell me how to get the nearest restaurant?
Hani : may be you can ask the poliement over there.
A. Yes, there is one across the street B. Next to library
C. Behind the hotel
D. I‟m sorry. I don‟t leve here.
E. No thank you
In the sentence, in test item number 7 of the test wrong letter in word “poliement. So, in the test the word “poliement” is written
“policeman”. The sentences is “Hani :may be you can ask the poliement over there ”. The correct sentence is “Hani : may be you can ask the policeman over there “Nita : what are you planing to do with all this sculpture?
Rachmat : I .... them in cultural fair next month.
A. To be exhibiting B. To exhibit C. Will exhibit D. Be exhibiting E. To be
In the sentence, in test item number 14 of the test missed one letter in word
“planing”. The misspelling letter is “n”. So, in the test the word “planing” is written “planning”. The sentences is “Nita : what are you planing to do with all this sculpture? “. The correct sentence is “Nita : what are you planning to do with all this sculpture? “.
(4) Font
Font is about how is face of the letter. The size and also the style of the letter itself. In the test, the test use Times New Roman as the letter type with 12 as the size of the letter. The combination between the letter types and the size of the letter is good. Because the test and also the question in test are readable and very clear for student.
(5) Space
For the space between lines the teacher used 1.5 lines. It is the most popular line spacing that conducted by many people in the world. This line spacing makes the test item not dofficult to read. Sometime, when the space between lines in the test instrument is too near, it will make the students difficult to read. Of course, this situation will make thestudents waste the time just reading the test. In the case of this test, the text and also the questions is on proportional line spacing.
(6) Test regulation
Ideally, the test instrument should be provide test regulation in the test sheet. Test regulation is very important in the test instrument.
Because from the test regulation the students know what is forbidden to do and what is allowed to do during the test. In the case of English test, the test regulation could be about the porhibition of opening dictionary, cheating, noisy in the class, and so on. In the English final examination instrument design by teacher at the first grade students of islamic senior high school mahdaliyah jambi, the
researcher found that the instrument did not put the test regulation in the test sheet. The test without test regulation enables the students to open dictionary, open their English book, or moreever they cheat during the test. This situation will make the test not effective to measure the students ability.
(7) School identify
In the English final examinationinstrument designed by teacher at the first grade students of islamic senior high school mahdaliyah jambi. The school identity can be about the school address, the district, phone number, and of course the name of the school. The school identity can show to the students that the test is really designed by teacher who teaches in the school. It can also make the test instrument are clear for the students that the test is really designed for them.
(8) Time allocation
Time allocation is also very important in a test instrument. Time allocation is the time that the teacher give to the students to finished all the questions in the test. In the English final examination instrument designed by teacher at the first grade students islamic senior high school mahdaliyah jambi, the teacher did not put the time allocation in the test sheet. It made the students confused about how long the time that they had to finish the questions. In this case, the teacher had to tell the students directly in class about the time allocation for finishing the test. Telling the students directly in the class will waste the time. The researcher knew that the time allocation to finish the test is 90 minutes.
(9) Printing quality
The printing quality of the test sheet that designed by teacher is good. Because all the words and sentences in the test are clear.
The test is not blueprint. The text, and also the questions are easy to read (readable)
b) A test that is clearly doable within the alloated time limit
Based on the interview with the teacher, the researcher get the information that the time allocation thet the teachers give to finish the question in the test is about 90 minutes. Moreever, based on the teacher explanation there are some students who finish the questions before the time is over. It showed tahat the test that is clearly doable within the time limit.
c) Items that are clear and uncomplicated
There are 30 items in the test, the test items were multiple choice.
All items were not clear and there was item complicated. It is because the misspelling of sentence that made the test unclear and uncomplicated there are question number 1, 2, 7, 11, 17, and 26.
d) Directions that are crystal clear direction
The direction on the test very important. The directions can guide the test taker to answer the question correctly. The test instrument can not ignore this term. In the English final examination instrument designed by teacher at the first grade students of islamic senior high school mahdaliyah jambi, there are one directions in the test. All the directions in the test are very clear for the students. See the following data :
CHOOSE THE ANSWER BY CROSSING A, B, C, D. OR E !
e) Task that relate to their work course work ( content validity)
Based on the interview with English teacher, all question that the teacher give to students are match with the material that the students learn in the
class. All the materials in the test are already taught by the teacher. But researcher found that the test items are not match with the indicator in syllabus. It means that the teacher taught the students not based on the syllabus that she designed.
f) A difficult level that present a personable challenge
All the questions in the test are suitable with the first grade students. The questions are designed based on material that have been taught and learned by the students. The students only choose the right and correct answer of the questions. As the researcher explaines before the test is divided into one part is the questions choose answer by crossing a, b, c, d, or e. For the form of the questions, see appendix.
1. Face Validity
The result of face validity analysis
Based on the analysis above, the researher showed the result of face validity analysis in the checklist below:
Table 4.1
Checklist Result of analysis Face Validity of the Test, Adopted From Brown:
No
Aspects Criteria
Official
Statement Score Yes No
1. A well-constructed
Grammar of the test is correct 0 Capitalization of the test
items are correct 0
Spelling of the words in the
test are correct 0
Font is good in type and size 1
Space used correctly 0 The test regulation is
available 1
Written of school identify and
test identify 0
Time allocation is written in
the test 0
The score for each of questions are written in the test
0
Printing quality is clear 1
2. A test that is clearly doable within the allotted time limit
The time allocation enough for students to do the test to
finish the test 0
3. Items that are
clear and
uncomplicated
The questions are clear and
complicated 0
4. Directions that are Crystal clear
The instructions of the items
clear in the test 1
5. Tasks that relate to their work course work ( content validity )
The test is match with the material which already taught by the teacher
0 6. A difficulty level
that present a reasonable
challenge
All the questions readoable for students in the test
1
Total Score 6
From the checklist result in the table 4.1, it can be seen that the face validity quality of the test designed by teacher is available 6 from 15 criterias of face validity. To know the percentage of the face validity of the test, the researcher showed below:
= x 100%
= 40%
Based on the result above, it can be concluded that the test fulfilled 40% criterias of face validity. Based on Arikunto‟s opinion that criteria of face validity 40% - 55% is less good. So the the face validity of the test instrument designed by teacher is categorized as less good.
2. Difficulty Index Tabel 4.2
Item
Number difficulty index Interpretation
1. P = = = 0,45 Medium
2. P = = = 0,22 Difficult
3. P = = = 0,54 Medium
4. P = = = 0,54 Medium
5. P = = = 0,58 Medium
6. P = = = 0,51 Medium
P = x 100%
7. P = = = 0,74 Easy
8. P = = = 0,74 Easy
9. P = = = 0,38 Medium
10. P = = = 0,48 Medium
11. P = = = 0,51 Medium
12. P = = = 0,87 Easy
13. P = = = 0,83 Easy
14. P = = = 0,80 Easy
15. P = = = 0,83 Easy
16. P = = = 0,80 Easy
17. P = = = 0,45 Medium
18. P = = = 0,70 Medium
19. P = = = 0,87 Easy
20. P = = = 0,83 Easy
21. P = = = 0,87 Easy
22. P = = = 0,83 Easy
23. P = = = 0,80 Easy
24. P = = = 0,64 Medium
25. P = = = 0,41 Medium
26. P = = = 0,74 Easy
27. P = = = 0,74 Easy
28. P = = = 0,61 Medium
29. P = = = 0,54 Medium
30. P = = = 0,32 Medium
From the result of the analysis on 30 test items, it can be known as many as 14 items included easy quality, and 15 items included medium quality, and then 1 item from number 2 is difficult quality. So 50% from the all items which in the test of learning outcomes are good quality, while 50% items are categorized as bad items either because they are too easy or they are too difficult.
3. Discriminatory power item The higher group
( )
Teeste Skor W
R F M N
26 25 23 23 23
Y Z I E I e A J P b B D
23 23 23 23 22 21 20 20 20 20 19 19
=
16The lower group Testee Skor
D C G H O Q c K E L T X a S
19 18 18 18 18 18 18 16 15 15 15 15 15 13
V 12 = 15
Tabel 4.3
Tabel 4.4The calculation results of , dan D
No
= = D = -
1. 9 5 16 15 0,56 0,31 0,25
2. 3 4 16 15 0,18 0,26 0,08
3. 12 5 16 15 0,75 0,33 0,42
4. 10 7 16 15 0,62 0,46 0,16
5. 12 6 16 15 0,75 0,40 0,35
6. 11 5 16 15 0,68 0,33 0,35
7. 14 9 16 15 0,87 0,60 0,27
8. 15 8 16 15 0,93 0,50 0,43
9. 7 5 16 15 0,43 0,33 0,10
10. 11 4 16 15 0,68 0,26 0,42
11. 10 6 16 15 0,62 0,40 0,22
12. 16 11 16 15 1 0,73 0,27
13. 16 10 16 15 1 0,67 0,33
14. 12 13 16 15 0,75 0,86 -0,11
15. 13 13 16 15 0,81 0,86 -0,05
16. 13 12 16 15 0,81 0,80 0,01
17. 8 6 16 15 0,50 0,40 0,10
18. 13 9 16 15 0,81 0,60 0,21
19 14 13 16 15 0,87 0,86 0,01
20. 15 11 16 15 0,93 0,73 0,20
21. 14 13 16 15 0,87 0,86 0,01
22. 15 11 16 15 0,93 0,73 0,20
23. 15 10 16 15 0,93 1 -0,07
24. 13 7 16 15 0,81 0,46 0,35
25. 7 6 16 15 0,43 0,40 0,03
26. 10 13 16 15 0,62 0,86 -0,24
27. 11 13 16 15 0,68 0,86 -0,24
28. 11 8 16 15 0,68 0,50 0,18
29. 9 8 16 15 0,56 0,50 0,06
30 7 3 16 15 0,43 0,20 0,23
Tabel 4.4 Interprestation of D
Number Item D Classification Interpretation
Excellent
The item in the qustions has a very good discriminatory power 3
8 10 24
0,47 0,50 0,47 0,41
Good
The item in the questions has a good
discriminatory power 1
4 6 7 11 12 13 18 20 22 24 28 30
0,29 0,21 0,40 0,40 0,33 0,27 0,33 0,39 0,27 0,27 0,27 0,23 0,27
Satisfactory
The item in questions has a medium discriminatory
power
2 0,06 Poor The item in questioSns
9 15 16 17 19 21 25 26 27 29
0,14 0,01 0,07 0,13 0,01 0,07 0,07 0,19 0,13 0,10
has bad discriminatory power
14 23
-0,06
-0,07 -
The item in questions has a very bad discriminatory
power
From the results of analyzing the data above, it can be concluded that 70%
17 items from 30 items which is used in the test of learning outcomes in the field of English studies have a good discriminatory power item, while 30% from 13 items are not have a good discriminatory power item.
4. Content Validity
In term of content validity, the researcher focused on the validity of test items that have been answer by the students. The items that can be answered correcly by testee, total score result will be higher (valid). In other wise, the items that can be answered by students, total score of the test result will be lower (invalid). Based on the result above, from 30 items that have been tested, 20 items among have been declared as valid items they are 1, 3, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 17, 19, 20, 21, 23, 24, 27, and 30. Whereas 10 items are 2, 4, 10, 16, 18, 22, 25, 26, 28 and 29 is an invalid items. Whereas from 20 valid items that have been matched from the syllabus are, firstly the topic talking about self are related from the questions number 1 and 3. Secondly, the topic about congratulating and complicating other are related from questions number 5 and 6. Thirdly, the topic
about asking and giving information are related from questions number 7, 8, 9, 10, 11, 12, 13, and 14. Next the topic about descriptive text are related from the questions number 15, 17, 19, 20, and 21. And then the topic about announcement where the indicator is the students should be identification source of communication, topic, and any information from the text that their read are related from the questions number 23, 24, 27, and 30.
The result of content validity can be known by calculating item scores using correlation point biserial technique ( ). The analysis of content validity can be seen as follows :
No p Q
Inter-prestasi
1 20,714 19,161 1,641 0,4 0,6 0,772 ( > )
Valid
2 16,714 19,161 1,641 0,5 0,5 - 1,491 Kor. Negatif Invalid 3 19,823 19,161 1,641 0,5 0,5 0,398 ( > )
Valid
4 19,529 19,161 1,641 0,5 0,5 0,224 ( < )
Invalid
5 20,333 19,161 1,641 0,5 0,5 0,714 ( > )
Valid
6 20,18 19,161 1,641 0,51 0,49 0,620 ( > )
Valid
7 20,043 19,161 1,641 0,7 0,3 0,820 ( > )
Valid
8 20,625 19,161 1,641 0,7 0,3 1,362 ( > )
Valid
9 19,916 19,161 1,641 0,4 0,6 0,355 ( > )
Valid 10 15 19,161 1,641 0,6 0,4 -5,097 Kor. Negatif Invalid 11 20,5 19,161 1,641 0,5 0,5 0,815 ( > )
Valid
12 19,777 19,161 1,641 0,9 0,1 1,125 ( > )
Valid
13 20,461 19,161 1,641 0,8 0,2 0,792 ( > )
Valid 14 18,88 19,161 1,641 0,8 0,2 -0342 Kor.Negatif Invalid 15 21 19,161 1,641 0,8 0,2 2,240 ( > )
Valid
16 19,44 19,161 1,641 0,8 0,2 0,340 ( < )
Invalid
17 19,42 19,161 1,641 0,45 0,55 0,140 ( > )
Valid 18 19,04 19,161 1,641 0,7 0,3 -0,111 Kor.Negatif Invalid 19 20 19,161 1,641 0,9 0,1 1,321 ( > )
Valid
20 19,846 19,161 1,641 0,8 0,2 0,834 ( > )
Valid
21 19,259 19,161 1,641 0,9 0,1 0,125 ( < )
Valid
22 19,269 19,161 1,641 0,8 0,2 0,131 ( < )
Invalid
23 19,48 19,161 1,641 0,8 0,2 0,388 ( > )
Valid
24 20,55 19,161 1,641 0,6 0,4 1,036 ( > )
Valid 25 18,846 19,161 1,641 0,4 0,6 -0,156 Kor.Negatif Invalid 26 19,260 19,161 1,641 0,7 0,3 0,091 ( < )
Invalid
27 19,782 19,161 1,641 0,7 0,3 0,577 ( > )
Valid
28 19,526 19,161 1,641 0,6 0,4 0,271 ( < )
Invalid
29 18,94 19,161 1,641 0,5 0,5 -0,134 Kor.Negatif
Invalid
30 21,1 19,161 1,641 0,3 0,7 1,945 ( > )
Valid
48
designed to measure learner‟s language and skill progress in relation to the syllabus they have been following. Progress test or achievment tests are often written by teacher and given to the students every few weeks to see how well they are doing. In this way they can form part of programme of formative achievement.
According to brown (2004:3) test is a method of a measuring a person‟s ability, knowledge, or performance in a given domain. Sudijono (2006:67) mentions two fuction of test, namely; test as a measuring instrument of the students. Test as a measurer of the successful of teaching program. From the explanations, it can be seen how importance the role of test in the process of teaching and learning. So that‟s why in designing a test, a designer should be designed a test as good as possible based on the characteristic of a good test.
According to brown (2004:19-28) there are 5 principles of language assessment. Those are practicality, reliability, validity, authenticity, and washback. In the case of my research, I will focus on analyzing the validity of the test, Harmes (2007:381) says that test is valid if it tests what it is supposed to test.
Thus it is not valid, for example, to writing ability with an essay questions that requires specialist knowledge of history or biology – unless it is known that all students share this knowledge before they do the test. In term of validity of the test, the researcher focuses to analyze the vace validity and the content validityof the test instrument.
Gronlund on Brown (2004:26) states “an important facet of consequencial validity id the extent ti which “students view the assessment as fair, relevant, and useful for improving learning” or what is popularly known face validity.
According to Brown(2001:27) face validity will likely be high if it enconters:
A well-constructed, expected format with familiar tasks, A test that is clearly doable within the allotted time limit, Items that are clear and uncomplicated,
Directions that are crystal clear,
Tasks that relate to their work course work (content validity) A difficulty level that presents a reasonable challenge.
Then, in term of content validity Fulcher and Davidson (2007:6) said that content validity is defined as any attempt to show that the content of test is a representative samples from the domain that is to be tested. Brown (2004:22-27) states if a test actually samples the subject matter about which conclusions are to be drawn, and if it requires the test –taker to perform the behavior that is being measured, it can claim content–related evidence of validity,often popularly referred to as cintent validity. So, in term of content validity the designer have to make sure that the test items that they made is match with what they want to measure. In term of analyzing the content validity, the researcher focuses on the validity of test items that have been answered by the students.
Sudijono( 2008:184) an item can be seen to be valid if the score on the items has a match with the total score “ there is a significant positif correlation between item scores and total scorer”.Based on the result of the writer analysis based on the theory from Brown, the English final examination instrument designed by teacher at the first grade of the islamic senior high school mahdaliyah jambi is unfair in term of face validity. It is because the test only fulfills 6 criteria from 15 criteria of face validity. The test designed not proportionally in term of grammar, capitalization, spelling,space, school identity, time alocation, the score for each question are clear and uncomplicated. It means that the test only cover 40%
criteria.
Then, in term of content validity the test designed by teacher at the first grade of the islamic senior high school mahdaliyah jambi is categorized unfair test. It is because from 30 items that have been tested, 20 items amonghave been declared as valid items they are 1,3,5,6,7,8,9,10,11,12,13,14,15,17,19,20,21,23, 24, 27, and 30. Whereas 10 items are 2,4,16,18,22, 25,26,28 and 29 is an invalid items.
From the result above, it would be better for the designer to pay attention to the criteria of a good test. One of the criteria is validity, especially face validity and content validity. In term of face validity the test designer has to pay attention to
the grammar, capitalization, spelling, space, test regulation, school identity, score and also the printing quality of the test. Then, in term of content validity the designer has to pay attention the validity of test items.