The relationship between the results of multiple-echoice and essay test on reading comprehension : an exprimental studi at the frish grade of Madrasah Aliyah Pembangunan UIN Jakarta

(1)

THE RELATIONSHIP BETWEEN THE RESULTS OF

MULTIPLE-CHOICE AND ESSAY TEST ON

READING COMPREHENSION

(An Experimental Study at the Firs! Grade of Madrasah Aliyah Pembangunan UIN .Jakarta)

A Paper

Presented to the Faculty ofTarbiyah and Teachers Training in Partial Fulfillment of the Requirements

for the Degree ofS.Pd. (Bachelor of Arts) in English Language Educatio;1

By:

Isma Maryam

Oi1«rima

NIM: 103014027049

dari

.

.,.

...

,

...

ｾ＠

...

.,

Tgl

. .

."2.(.-!

. 75··

0 _- _Q

Tr ....

t... .. ... ..

No. lnduk : .... !..L1 .. ,., ..

L2.r.; ....

.\..!,,.4.:z,,,

klasilikasi : ... .

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SY ARIF HIDAY ATULLAH

JAKARTA

(2)

THE RELATIONSHIP BETWEEN THE Rlii:SULTS OF MULTIPLE-CHOICE AND ESSAY TEST

ON READING COMPREHENSION

AT THE FIRST YEAR OF MADRASAH ALIYAH PEMBANGUNAN UINJAKARTA

A Paper

r;;;RPUST.i\KAAN UTAMA L._:11N SYAHID JAKARTA

Presented to the Faculty ofTarbiyah and l'eachers Training in Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Arts) in English Language Education

Approved by the· Advisor

Drs. Nasrnn Mahmud, M.Pd,_ NIP. 150 041 070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING STA TE ISLAMIC UNIVERSITY SY ARIF HIDAY A TULLAH

(3)

ENDORSEMENT BY THE EXAMINATION COMMITTEE

The "Skripsi" (Scientific Paper) The Relationship Between the Results of Multiple-choice and Essay Test on Reading Comprehension (An Experimental Study at the First Grade of Madrasah Aliyah Pembangunan UlN Jakarta), written by Isma Maryam, student's registration number 103014027049 was examined in the examination session of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta on 27 of June 2008. The "Skripsi" has

been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd. (Bachelor of Art) in English Language Education in the department of English Education.

Jakarta, July 3rd, 2008

Chairman : Drs. Syauki, M.Pd.

ｾＺＺ｟｟｟Ｚ｟｟ＮＮＮ＠

(150 246 289)

Secretary : Neneng Sunengsih, S.Pd. (150 293 236)

Examiners : 1. Bahrul Hasibuan, M.Ed. ( )

2. Drs. Syauki, M.Pd. (150 246 289)

Acknowledgement by:

(4)

ACKNOWLEDGEMENT

fn the name of Allah the Beneficent, the Merciful. All praise be tu Allah the Lord of the World.

Peace and blessing be upon our prophet Muhammad SAW, his family, his companion, and his followers.

!n this section, the writer would like to express her sincere gratitude to her beloved mother who

has

been a great motivator

in

every condition.

Also

to her incredibb father who bas given her a lot of inspirations, her

sisters

and brothers Syifu. Firyal. Fikri. Iqbal who have always given her motivation, and moral encouragement to finish her study.

The ivriter also realizes that she would never finish writing this paper without the help of some people around her. Therefure, she would like to

express

her gratitude to the following persons:

l. Drs. Nasmn Mahmud, M.Pd. the writer's advisor for his patience and sincerity in guiding the w1iter to cmzy ＰｾＱｴ＠ this paper.

2. Syauki, M.Pd. the chief of English Education Depanment.

J. Neneng Sunengsih, 1\1.Pd. the secremry of English Education Department. 4 All lecturers of English Education Department such as Prof Dr. Hadjid

Harnawidagda, Nida Husna. M.Pd., Hidayati. tvf.Pd .. Farid.a Hamid,M.Pd., A.M. Zainmi, Nasifudin Djalil, M.Ag., Farhan,M.Pd., Arifin Toy, Bahml Hasilman, M.Ed., Miss Devi, and

Drs.

Didik Santoso, l\.LPd., who have taught and educated the writer during her study at U!N Jakarta and not forget to mention Yenny Rahmawati,S.Pd., Aida A.inul Wardah}vf.Pd., Teguh

Khaerudin, S.Pd., Ertin, S.Pd. who always give good advices.

5. H. Darn! Janin. S.Ag. die headrnasterofMadrasah Aliyah Pembangumm UIN Jakarta who has given the

permission to

the writer to do research at Madrasah Aliyah Pembangunan UIN Jakarta.

(5)

(

I!

7. All teachers at Madrasah Aliyah Pembangunan UIN Jakarta who has helped the writer to finish the research Ors. Samingan, Ora. Swnarji, Iqbal Muhammad, Eny Rosyidatun, S.Si., Ade Masturi., M.A., !wan Permana, M.Pd., Tonih Feronika, M.Pd., Abdul Muin, S.Si., Wage Wardana, S.Pd., Rahmiati Dewi, S.Sos., Zakariya, S.Pd.

8. The writer beloved mends who always help her such as Sheny, Nisa, Asma,

Kharla, Venny, Ema, Endah, !qi, Ka lffa, Lukman. Utay, Faisal, Cimong, and

all persons who may have given their support and the writer could not mention one by one. May Allah the Almighty b kss them

9. The amazing students of Madrasah Aliyah Pemba.ngtman VIN Jakarta whom can't be named one by one. A million thank for them.

Ciputat, May 2008

(6)

CHAPTER HI RESEARCH METHODOLOGY AND FINDINGS ... 25

A. Research Methodology ... .. .. ... 25

l. Objective of the Study ... . . ... 25

2. Place and Time of the Study ... 25

3. Method of the Study ... 26

4. Technique of the Data Collection ... 27

5. Population and Sample... .... ... .... 27

(7)

iv

7. Data Analysis ... 27

B. Research Findings ... ... . ... ... ... .. ... ... ... ... .. 29

I. Data Description... . ... ... 29

2. Analysis Data .... ... ... ... ... .. ... ... .. .. . . .... ... ... .... .. .. .. .... .. . 3 2 3. Data Interpretation ... ... 36

CHAPTER IV CONCLUSION AND SUGGESTION ... 39

A. Conclusion ... . ... 39

B. Suggestion... ... 39

REFERENCES ... . . ... 40

(8)

v

LIST OF CONTENTS

Table 3.1 Table of Frequency (Multiple-choice Test) ... 29

Table 3.2 Table of Frequency (Essay Test) ... 31

Table 3.3 Multiple-choice's Score ... 33

Table 3.4 Essay Test's Score ... 34

Table 3.5 Students' Multiple-choice and Essay Test ... 35

[image:8.518.61.419.71.506.2]

(9)

A. Background of tl1e Study

CHAPTER I

INTRODlTCTION

English is one of foreign languages and tbe most important one in the world. It is an international language used and spoken for commtmic:ati011 in many social interaction activities. English becomes one of the impo1tant subjects taught in every school. Nowadays, English presented almost in eve1y level of education. from k!ndergaiten to university. ft is believed that teaching a!ld leaming English earlier is appropriate and suitable in the global crn.

So English becomes the most esscmial subject of educational issues in Indonesia. Students from elemeNary up to university learn it Through Englisl1 subject, they hope to have the ability in English. As a matter of fact, many young learners face some difficulties to understand English as their second language that is definitely different from their mother tongue.

Talking about education, we need to know the components in education, which can make the aims of education, successful. 111ey are learners, teachers, methods, techniques, instruments and condition. The most important basic component in education is teacher, because teacher has the authori1y to choose the method and technique even the aim of the teaching and learning activities. So, teacher has to know the ability of his learners, in that way teacher can decide

(10)

2

which method should he use or which technique he can use to the teaching and learning activities eftectively.

Evaluation can help teacher to diagnose students' strength and weaknesses, because well-made tests of English can help students in at least two ways. First. such tests can help create positive attitudes towards instruction by ｧｩ｜ｾｮＨＨ＠ students a sense of accomplishment and a feeling that the teacher's evaluation of them matches what he has taught them. Second, good English tests also help students learn the language by requiring them to study hard, emphasizing course objectives, and showing them where they need to improve. 1

Based on the explanation above, evaluation is needed to see whether the program of learning is successful or not. The instrument that will be used here is a test6'Test is the integral pa11 of teaching and learning process. In education, test is very important for both students and ｴ･｡｣ｨ･ｾＮ＠ Teacher can get the infonnation about the students' condition and achievement by the test Test means teed back for teacher, to measure !lie effectiveness and !lie efficiency of the method that the teacher uses during teaching and iearnmg time. A.fter measuring the effectiveness and !lie efficiency of the method teacher can determine the next step or the next method will be used to make teaching and learning better. Test also means measurement for students, they can measure tl1e progress of their studying and they can encourage the motivation to learn harder

The result of tests can be ttsed to assess how well your students can read. They can also tell you how successful your course has been, or how well you have taught the course. Depending upon your perspective, you can interpret test results as indicating students' strengths and weaknesses, the teacher's strengths and

'

weaknesses, or the strengths and weak,1esses of the course.

-1

Harold_S_ Madsen, Techniques in Testing, ｾｏｸｦｯｲ､Ｚ＠ Oxford Univt!rsity Press, 1983), p. 4

2 _{Christine Nuttall,}_{Teaching Reading Skills in a Foreign Language,}_{(Oxford: Heiuonuum, !996),}

(11)

3

The process of testing does not end with the assignment of the scores to the students. Teachers must make interpretation of these scores to find out a more accurate picture of the t,'Toup of students taking the test and how individual sl1!dent stands in relation to the 'est of the group. Analysis must also be made of the items to see if the test really measures what it is supposed to measure. 3

The purpose, the time, the characteristic of the task and the amount of the subject are needed to be appropriate before giving the test. Teacher has to choose carefully the form and kind of the test.

Actually there are two forms of test that are usually used in evaluation. They are multiple-choice test and essay test. All of the tests of course not perfect, each test has advantages and disadvantages.

Considering the benelit of the lest, the writer is interested in researching the relationship between the result of multiple-choice and essay test in students' achievement on reading comprehension. A student with high score in multiple-choice test is not certainly get the high score in essay test or students with high score in multiple-choice is certainly get high score in essay test. That is the point that the wiiter would like tu research. 111ere are many factors that intluence rhe score of students' whether in multiple-choice or essay test.

B. Limitation and Formulation of the Problem

Test is a wide area to talk about, so this study attempts to analyze the correlation between the results of multiple-choice and essay test to the students nf MA f'embangunan U IN Jakarta at the 1'" grade. In a hypothetical sentence, this study ｜［ｾｬｬ＠ answer this question: "ls there any correlation between the result of multiple-choice and essay test on reading comprehension?"

Hypotheses:

Ha (Alternative Hypotheses): There is positive relationship between the result of multiple-choice test and essay test on reading comprehension.

3 _{Ed\vard L. Thorndike.}_{Psycho/og_v and 1he Science of}_{ｅ､ｵ｣｡ｴｩｯｮｾ＠} _{(Virginia: William Byrd Press,}

(12)

4

Ho (Null Hypotheses): There is no positive relationship between the result of multiple-choice test and essay test on reading comprehension.

C. Objective of Study

The objective of the study in this paper is to find out the correlation between the result of multiple-choice test and essay test in students' achievement on reading comprehension. Besides, this paper is expected to be profound the writer knowledge in the field of English language.

D. Method of Study

(13)

A. Reading

CHAPTER IT

THEORETICAL OF FRAME\VORK

l. Understanding of Reading

Reading is one of four basic skills, which should be mastered by students in learning English_ Reading activity is common done by teacher and students in the class, using a textbook. newspaper, magazine or other sources.

Richard Allingtoa said that "most peoi;le see reading as a siraple process with the reader processing each letter in tum, producing the appropriate sounds and fanning words. "1 \\11ile Verna Diecman Anderson s.aid that '"some people considered reading as a thinking ｰｲｯ｣ｾｳｳ＠ through which mear;ing is obtaiaed from printed symbols_ "2

'"Reading· is a complex couummicalion process m which the mind of the reader interacts with the lex! i11 a particular setting or context. During the reading process. readers .:ontract a meaningful representation of text through an interaction of their conceptual and linguistic knowledge with the cues that are in the text''3

1

Richard Allington and Michael ｓｴｲ｡ｮｧ･ｾ＠ Learning Through Reading in The Ｈｾｯｮｲ･ｮｴ＠ Areas,

(Toronto: D. C. Healh'llld Company, l990) p. l5

2 _{Verna Dlecman Anderson. Paul S. ,1\nderson, Francis BeIIatin, Virgil M.}

I..Jo\ves, Reading in 7Jze

language Arr. (New York: McMillan Companv, 1964) p. 28!

(14)

6

Reading is an active process that does indeed require using grnphic (letters) and phonic (smmds) inforrnalion; but for fluent readers particularly, the language-based cues-semantic (meaning) and syntactic (!,>rammar)-seem far and away more important than &>raphic and phonic cues. In addition, the reader's "knowledge of the world," or the prior knowledge the reader has of the

topic,

interacts with the text-based and

ｬ｡ｮｧｵ｡ｧ･Ｍ｢｡ｾ･､＠ cues to produce efficient reading.4

Reading has been defined a' the ad of respomJing to printed symbols so that meaning is created. It has long since been recognized, however, that getting meaning from the printed page is too limited a definition of reading. Bringing meaning to the printed page indicates more accnrately the reciprocal process between the printed symbols and the mind ofreader. Constructing meaning is a vital prerequisite of all reading. But reading is also a fonn of thinking, problem solving or reasoning. which involves analyzing and discriminating. judging, evaluating and synthesizing. 5

Goodman, as quoted by Carrel stated tbat reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a w1iter and end with meaning that the reader constructs. Jn the other words, there is an interaction between iani,,•uage and thought in reading. The writer puts thought as language in printed fonn and the reader analyzes language to ｴｨｯｵｧｨｾ＠

From the process. the reader receives the message that the writer conveys.

Based on the definition of some ex')Jerts above the writer can conclude that reading is 'ong activity to draw meaning from a process of moving through printed page and interpret the information appropriately.

2. Types of Reading Skill

There are 4 easily identifiable skills ir1 reading skimming, scauning, intensive reading and extensive reading.

a. Skimming is fast looking through a passage to verify its general substance, e.g. quickly glancing through an article to see if the article interests the

reader.

4 2 _{Richard Allington}_&_{Michael Strange ... , p.65}

5 _{Ralpn C. Stagier, 71ie}_{Teaching of Reading,}_{(Lexington: Gin and Company, l 973) p. 45}

6 _{Patricia L. Carrel, Joanne Divine and David E. Eskey,}_{Interactive approaches To Second}

(15)

7

Be able to look ti1e material quickly for given purposes without reading eve1y single phrase is great asset for a reader to have. Skimming fucilitates people to select which of the content they want to read and which of the content ｴｾＺ･ｹ＠ want to abandon. In skimming people can gain a general idea about material rather than to read all material in detail.

b. Scarming reading is placing specific i11fom1atio11, •e.g. locating a telephone number in a directory. Be able in searching through materiai rapidly, with purpose in mind. In order to find a specific fact or an answer to particular question plays a large role in much ofa young's reading. Scanning pennits people to put specific information witi1out all material around it.

c. loteusive reading, readers is trying to auract aH the iniOr1nation given by

the passage; e.g. reading dosagt: instruction for meJiciut:.

d. Extensive reading; the reader reads text as a whole. hhich needs to understand the overall meaning of the passage. e.g. reading a newspaper m1icle, short story or novel. i

3. IJ mlerstanding of Reading Comprehension

Reading and comprehension are hvo things tllat cannc-t be separated. Reading means understanding the text and it is the 3ame meaning as comprehension. Reading aloud is only the way to lead but the main focus is reading comprehension.

John f. Savage and JCaIJ F. Mooney, they defined that "comprehension is cognitive activity, the ability to derive meaning and umlers!mtding from printed language." g John Osborn explained d1at "comprehension occurs when the reader

activities or constmcts a scheme that explains events aod object described in the

text. "9

7

PJ1dre\v Wright, I'icture _f()r Reading Language Learning. (Carr.bridge: Can1bridge Un\\!ersity

Press, 1999) p. 159

8 _John_F. _{Savage and Jean F. Mooney,} _{Teaching Reading ro Children Wirh Special Needs,}

(London: All;n and Bacon Inc, 1979) p. l

9 _{Paul T. \Vilson and Jean Osborn,}_{Reading Education:}_Fo1112da11on _{17or Literate,}_(Toronto:

(16)

8

From the previous explanations the writer could describe the general meaning of comprehension, it means relating what we don't know or get new infumiation to what we already know which is not a random collection of facts but a structural theory.

Reading is a process of communication from the writer to tl1e reader it involves the recognition of letters, words, phrases and in some 1espects. It can be considered a simple process than comprehension. Comp1ehension on tlte other hands is a process of negotiating understanding between the reader and the writer. It is a more complex. Psychological process and including linguistic factors, such as psychological, syntactic elements. in addition to cognitive and emotional factors.10

John F. Savage and Jean F. Mooney gave a meaning of reading comprehension as follows "the process of acquiring or deriving meani11g a11d understanding of printed ｬ｡ｮｧｵ｡ｧ･ｾ＠ involves cognitive function related to what one reads."ll

"Reading comprehension means understand a written text means e>.1:racting as possible, further, locating the relevant adveiiisement on the board and understanding the new infonnation contained in the article demonstrates that the reading purpose in each case has been successfully foliilled."12

13ased on 13etty D. Roe "reading comprehension is processing wrilttm language to ger ideas, relating ideas to the experience, organizing ideas evaluating ideas and utilizing ideas."13 Meanwhile Nila B. Smith on Reading Instruction fur Today's Children said that "reading comprehension means the understanding, evaluation and utilizing of information and ideas 1,-ained through an interaction between reader and author."14

10 _{I·Ie Ji Sheng,}_··A.

('ognitive A,fodel f'"or Teaching Reading Con1prchcnsion .. , English Teaching

Forum. Vol. 38 No. 4 (Oct 2000) p. 13

11 _{John F. Savage and Jean F. Mooney,}_{Teaching Reading}₁₀_{Children Wilh Special Needs,}

(London: Allyn and Bacon Inc, 1979) p. 5

11 _{ｆｲ｡ｮｾｯｩｳ･＠} _Grellet,_{J)eveloping }leading SA.'ill.s,}_{(Cambridge: Can1bridge}

Uni,·ersity Press, 1994)

p. 3

13 _{Betty D. Roe, Barbara D. Stoodt and Paul C. Bums,}_Reading_{f11s:1n1ctio11}_{in Secondar;' Sdrool,}

(Boston: Houghton Mifflin Company, 197&)1>. 145

14 _{Nila B. Smith}_and_{Alan Robinson,}_{Reading lnstruclion for Tod;xy's Children,}_{(New York:}

(17)

9

So, the writer can figure out that reading comprehension is t11e activity to w1derstand written te;>,.1: containing information, recognition of written materials, interpretation of meaning and interaction with background knowledge.

B. Test

I. Understanding of Test

Differencing between test and evaluation is something difficult. 111e two terms are related, yet decidedly different. 111e evaluation tenn is more inclusive than the test and it is only a part of evaluation. Before we discuss about the test, the writer wants to give a little explanation about evaluation. In addition to make it easier in understanding it, it is done to omit the hesitation abuut the meaning of evaluation and test.

E vah;ation is one of the main aspects in teachirng ·- learning process. It is intended to know about the success and effectiveness (strength and weakness) of teaching - learning activities. According to Stanley: "Evaluation is defined as the process of gath<::ring data about the goal, environment personal, methods and the cuntenl of an educational prugrarn un liie basic of which decision can made aboul µrogran1 " ' J

in Fundamental Consideration in Language Te.wing, Lyle F. Bachman pointed om thac "Evaluation is the systematic gathering of infi.mnation for the purpose of

making decisions". 16 So, through evaluation, we can measure how far the teacher and students achieve in teaching and learning activities. The result of evaluation can be used for reporting rnaleiial mid measuring the school achievement. Al school, the headmaster and teachers hold the evaluation.

i5 J. Stanley r\hman and Man•in D. Glock, Evaluation Pupil (Jro\.vlh. Principles o_( Test and

!.-fearnrement, (Boston: Allyn & Bacon Inc., 1967) p.5

16 _{Lyle F. Bachn1an,}_{f}auia1nental Consideration in Language Testing,}_{(I-fong Kong: Oxford}

(18)

JO

"Tesl is au important diagnostic instrument not only does it allow teachers to keep lrnck of the progress of their students but also enable them to measure their own successes and failures in the classroom and let the teachers know when the lesson plan must be modified to meet the students unforeseen problem."17

According to Encyclopedia of Educational Evaluation, "test is any series of questions or exercises or other means of measuring the skill, knowledge, intelligence. and capacities of aptitudes or an individual group. ,,is

The conclusion of all definitions above that test is: a. A wav or technique to do evaluation.

b. A test consists of some items or jobs that answered by the students. c. The result of the students test needed score.

2. The Purposes of Test

In Principles of Modem Education, the purposes of a test are to:

a. Test can measure accurately the growth of skills, knowledge, understanding atti:udes or value of the students.

b. Offer objective facts, which rnay help to reduce biases. It is because which somemnes the result from subjective process when exact measurement is lacking.

c. Shorten the recording of the data that allow sib>nifcant records. d. Help the student and the teacher's self evaluation of their effort.

e. Support the students and teachers in creation the student's practice, which is necessary in school.

f Provide a method for the students' development and possible success in his course or schoolwork in general.19

17 _{Rebecca M. Valliette}_&_{Edward David A.,}_{Fore1&01 Language and English as Second Language,}

(Ne" Jersey: HB Jovanovich, 1977) p.111

" S. Carvia B. Anderson, Encyclopedia of Educarional Eva/uafion. (San Francisco: Jossey Bass Publishers, I 976) p. 425.

19

Ralph L. Pounds & Robert L. Garretson, ｐｲｩｲｵＮＮｾＱＱＱｬ･ｳ＠ C?f Modern liducation, (Ne\\' York: Mac

(19)

If

While, according to J. B. Heaton test are to: a. Finding out about progress

b. Encouraging students

c. Finding out about learning difficulties d. "inding out about achievement e. Placing students

f. Finding out about proficiency2°

The Explanations above show some objecrives of test. such as: a. To describe the student's ability.

b. To evaluate the successfol of teaching and learning process.

c. To determine the follow up of the test result that is held to improve the teaching and learning process .

.3. The Characteristics of Good Test

When teachers are considering making a test. they have to recognize the vaiious test of each case depending on purpose, time subject and the characteristics of a good test. All good tests possess qualities: validity, reliability and practicality. That is lo say, any ｴｾｳｴ＠ lhal we use must be approp1fate in terms of the objective>. Without any of those a test would be a poor test.

The qualities of a good test are: a. Reliability

As being the most important of the 3 element;, we shall begin with reliability for the reason that is generally affect validity and that validity cannot be fully appreciated without a basic underslam!iug of rdiabi!i!y.

The "reliability" of a test concerns the accuracy and trustworthiness of its resnlts: if we could erase the test from students' memories and then repeat it, how similar would the results be9 _{Reliable test results will} accnrately reflect each student understands of whatever is being tested; items on which students are .r,iessing more or Jess randomly are therefore going to be low in reliabiliry.-1

20

J. B. Heaton, Classroom Testing, (New York: Longman, 1990) p.9

11

Destnond Allison, Language Testing and Evaluation, (Singapore: Singapore University Press,

(20)

12

By reliability is meant the stability of test scores. A test cannot measure anything well unless il measures consislenily, to have confidence in a measuring instrument, we wollld need

to

be assl!red, for example that approximately the same results would be obtained (!) if we tested a l;'TOllp on Tuesday instead on Mondav; (2) if we gave two parallel fonns of the test to the same group on Monday and on Tuesday; (3) if we scored a particular test on Tuesday instead of Monday; (4) if two or more competent scores scored the test independently. 22

So, in other words we can say that reliability means consistency with a test measures the same thing all the time. Reliability of a test refers to its consistency with the san1e rank for students after several times.

b. Validity

In the selection of any test, two questions mu:lt always be considered:

(I) What precisely does the test measarc:'> And (2) How well does the test measure? If the test is fotmd to be based upon a sound analysis of the skill or skills we wish to measl!re, and if there is Sllflicient evidence that the scores correlate fuirly highly with acrual ability in the skills area being tested, then we may feel reasonably safe in assuming that the test is valid for our purpose. A number of types of validation are applied to test>, all of them attempting to answer the above questions. ｬｉｾ＠ this brief survey we shall limit our consideration to just a few of the most common kinds.2·'

From the explanation given above the Vi-Titer conclude that in choosing a test, teacher must consider about the specific materials or test being tested and the basis for their selection to make the test valid.

c. Practicality

The third characteristic of a good test is practicillity. The test could be reliable and valid but still we have to keep in mind a number of ve1y practirnl considerations. According to David P. Hanis the numbers of practical considerations are:

!) Economy

It should be determined whether several administrations ,-.,ill be needed. Such as the copy of the test book, which must be involved in giving and scoring a test, choose short test or longer one.

2) Ease of Administration and Scoring

22 _{David P. Harris,}

Tes ling English as a Seamd Language, (New Delhi: Tata McGraw-Hill Publishing, 1974) p. 18

23 _{David P. Harris ... ,}

(21)

13

Scoring procedures can have a significant effect on the practicality of a given instrument. Particularly when large nrnubers of examinees are involved, we need to know whether the test must be scored subjectively or objective

3) Ease oflnterpretation

lf a standard test is being adopted, it is important that we examine and take into acconnt the data, which the publisher provides.24

C. Different Classification of Test

During this subchapter the writer will look into difforent classification of test that is prominent in the language testing literature.

I. Placement Test

Placement tests, as their name suggests, are intended to provide information, which will help to place students at the stage (or in the part) of the teaching· programmed most 'lppropriate to !heir abilities. Typically they are used to assign students to classes at different levels. Placemenl test can. be bought, but this is not to be recommended unless the institution concerned is quite sure that the test being considered suits its particular teaching programmed. 25

2. Nor:n-Referenced and Criterion-Referenc:ed Test

Norm-referenced (NR) tests compare an individual's pe1fo1mance with that of others, relating it to the "nom1" of some relevant group. These tests discriminate between test takers and rank them. Criterion-referenced (CR) tests detennine how an in di vi dual perfonns with respect to some "criterion" (e.g. is or is not able to carry ont some task successfully). Comparison with other test takers is not considered relevant: the aim is thal each test taker should be tested st an appropriate level of difficulty and ability. 26

3. Discrete Point and Integrative Test

In a discrete-point approach, the teacher wants to test one thing at a time; in an integrative approach, on tbe otber hand, the teacher v1ants a much more general idea of how well students read. In the latter case, this may be because the teacher recoi,>nizes that "the whole is more than the some of the parts'. It may also be simply becanse the teacher does not have the time, or even the skills, to test one thing at a time, or it may be

24 _{David P. Harris ... ,}_p._21-23

25

Arthur Hughes ... , p. 14

(22)

J4

that the test purpose's is such: that she does not need to know what skills, or detailed understanding, a student has.27

4. Direct and Indirect Test

Testing is said to be direct when it requires the candidate to perfonn precisely the skill, which we wish to measure. The task, and the texts which are used, shoul,1 be as authentic as possible. Nevertheless the effort is made to make them as realistic as possible. Indirect testing is attempts to measure the abilities which w1derlie the skills in wl1ich we interested. Perliaps the main appeal of direct testing is that it seems to offers the possibility of testing a representative sample offinite nwnber of abilities, which underlie a potentially indefinitely large number of manifestations of them. 28

5. Objectives and Subje<.-'tive Test

"The distinction between the objective test and the subjective test i:; the methods of scoring, and nothing else. If no judgment is required on the pa1t of the scorer, then the scoring is objec:ive. A multiple-choice test, with the correct responses unambiguously identified, would be a <:ase in point. If judgment is called for. the scoring is said to be subjective."29

D. Objective Test and Subjective Test

I. Objective Test

a. Understanding of Objective Test

Objective test is that in which the examinee responds to each of large number of questions by selecting one or more of several alternative answers provided with the question; by supplying a single word; or by some other process (reflecting the ingenuity of the complier of the examination) indicating his knowledge or lack knowledge of the pre-determined correct answer. These answers are corrnnonly called

'responses', the questions 'items'. '0

27 _{Christine Nuttall, Teaching Readmg Skills ma Foreign Language, (Oxford: Heinemann, 1996)}

ｾﾷ＠ 222

8 _{David P. Hanis .. ., p. 16}

29 _{Arthur Hughes ... , p. 19}

30 _{Alan Davies,}_{Language Testing}_{.">)'mposiun1.}_{A I>s,,vcholinguistic ,4pproach,}_{(London: Oxrord}

(23)

15

By the explanation above the wiiter figure out that objective test is a test that uses to evaluate something with an objective way. It means not influenced with the testers or teacher feeling and opinion in scoring.

b. Kinds of Objective Test

There are many kinds of objective test such as below but here the writer only focus on multiple-choice and essay test. Although some of ob.1ective tests are mentioned, the writer discusses them not as deep as mult1ple-choice and essay test.

I) True/fulse

"The true-fulsc item is simply a d<:!clarative statement that the student must judge as trne or false. There are modifications of this basic fonn in which the students must respond "yes" or "no", "agree" or "disagree", "right" or "wrong", "fact" or "opinion", and the I ike. "·"

Example : T - F The capital city of Thailand is Bangkok.

J - F The sun rise:< in the west and sets in the east

2) Matching

"Matching tas!cs are used by the several of exam boards, some of which include more than one matching task in their reading tests. In m1tchiDg tasks. candidates choose from a list of prompts. The prompts may be headings, statements, or question completions. '"32

Match the words in column A v.rith their antonyms in column B. A

1. Comteous 2. Cheerful 3. Trustworthy

B

Boring

1--(;:;;el

l

Dull

31

Norman E. Gronlund, Ｈｾｯｮｳｴｲｵ｣ｴｩｮｧ＠ Achievement Te.sis, (Engle\\'ood Cliffs: Prentice-Hall.

l982)p.54-55

32

(24)

16

4. Hardworking Timid

5. Interesting Careless

6. Bold Miserable

-7. Carefol Unreliable

ｾＭＭﾷＭｾＭ -- --- ·

-I

· · - ---_,_ ___ -··---. - ｾ＠

8. Kind Untrustworthy

I

···-9. Lively

i

Rude

I

.,,

___

I

10. Reliable Lazy

- .

-3) Gapped Text

Tasks involving texts (including text in d1a1is aHd diagmrns) from which single words, phrases, sentences, or paragraphs have been ren:oved are also common to m'lny reading tests. Single word, phrase, or sentence gap fills are found in tests of grammar and vocabulaiy. In some tasks, it is the candidates who have to decide what should fill the gap, while in others

they must choose (as with multiple choice task) from a series of

alternatives, only one which is correct.33

Example: Fill in the blanks with the following words'

happened looked rushed needed sat cried hit sighed

" Krisna, we have a serious problem,'"Ramon phoned. ·'Siska was shot She is critical."

"WHAT?" Krisna was shocked. "What happened?"

"Just come to the hospital now," Ramon said, "And I'll tell you what happened.'"

Krisna (I) to bs car ai1d went to the hospital quickly.

He found Ramon sitting nervously in front of the operation's room.

"How was she'/" Krisna asked. Ramon didn't ai1swer. He just (21 _____ at his fiiend deeply. Then he (3) _ _ _ .

"I don't know, Kris. The bullet ( 4) her left chest. The doctors said that she (5) a miracle," Ramon said. "It's my fault," Ramon (6 ＩＭＭｾＭＭﾷＭＭ

Krisna (7) next to Ramon trving to calm him dmrn.

"Be strong, Ramon. Now will you ｴｾｩｬ＠ me what (8) _____

?"'"

33 _{Sally Burgess and Katie Head,}_How_to_reach_{for Exams.}_{(Essex. Pearson Education Limited.}

2005) p. 28

34 _{Th. M. Sudarwati and Eudia Grace,}_{Look Ahead· An English Course for Senior High School}

(25)

17

4) Multiple-Choice

Multiple-choice test commonly used by the teacher than another tests. The writer will explain about this test deeper and larger.

a) Understanding of Multiple-choice test

"Multiple-choice test item is usually set out in such a way that the candidate is required to select an answer from a number of given options, only one of which is COITect. ,,;;

Closed-ended tasks include prompt, stem, or elicitation followed by alternative responses or answers. Students select their answers from the alternative3 that are given. These are what commonly !mown as multiple-choice questions. TI1e task is basically one of recognition of the correct or appropriate answer. Closed-ended test tasks are suitable for assessing comprehension skills. They do not involve language prodLKtion and, therefore, cannot be used to assess speaking and writing skills directly. '6

A multiple-choice item consists of suggested solutions. TI1e problem may be stated in the fonn of direct question or an incomplete statement and is called the stem of the item. The list of suggested solutions may include words, numbers. symbols, or phrases and are called altemalll"es. The pupil is typically requested to read the stem and the list of alternatives and to select ihe one coITect, or best altemati ve.

·nie

cuITect alternative in each item i> called me1 ely the answer, while the remaining altemati ves ilfe called

distracters. )7

By the definitions above the writer conclude that multiple-choice test consist of the stem or the question and some alternatives or options, which the students must choose the best answer.

Example: The &>irl ·-··---··---·sick yesterday, so he could not come to school.

a. \Vas C. IS

b. were d. are

35 _{Cyril Weir,}_{Understanding and Developing Language Test,}_{(London: Prentice-Hal\, 1993) p. 13} 36 _{Fred Genesee and John}_A.._Upshur,_{Cla'\sroa1n-based Evaluation Second Language F..ducation,}

(New York: Cambridge University Press, 1996) p. 168-169

(26)

18

b) Guidelines for Constructing Multiple-Choice Test

The following suggestions provide more specific maxims about constructing multiple-choice test:

l _ The stem of the item should be understanding and should present an explicit problem_

2. The item stem should contain as much of the-item as possible and should be relevant to material.

3. The use of a negative stated item stem only when considerable learning outcomes require it

4. The alteruarives of the items shou.ld be grammatically consistent with the stem.

5. TI1ere should be only one correct or clearly best answer.

6_ Items used to measure understandine should contain some novelty but beware of too much novelty.

7 _ The di,trncters should be credible.

8. The association between the stem and the correct answer shoui<l iJe avoidetl. 9. The relation with the alternatives should nor provide a suspicion to the

ans\ver.

10. The best answer should emerge in each of the alternative -equally but in random order.

11. The use of special alternatives such as "none of the above" or "all of the

aho\'e" sparingly.

12. Do not use multiple-choice items where other items types are more

. ;s

appropnate. -·

(27)

c) 'Die Advantages and Disadvantages of Multiple-Choice Test a, 1l1e Ad vantages

19

Teachers, schools, and assessment organizations use multiple-choice test so often because of the following reasons:

l. Multiple-choice test are quick, simple, and efficient to score.

2. The scoring is very objective and ir makes the test fairer and/or more reliable than subjective scored tests.

3_ lt reduces the chances of lear:iers guessi_ng the correct answer in

compaiison to true-false items, '9

Another book .vritten as follow:

L There is almost complete marker reliability in multiple-choice tests. Candidates' marks. not like in subjective design. cannot be influenced by the personal judgment of the examiner. The marking is simple more fas: and often more cost economical than other forms of v1iitten test 2. Because items can be pre-tested quite easily, it is generally probable to

estimate in adrnnce the difficulty level of each item and that the test as

a whole, Pre-testing also offers information abom the extent which each item contiibutes positively towards what the test as a whole is measuring. Ambii,'l!ities in wording of items may also be revealed by analysis of the pre-test data and can then be clarified or removed in the test proper.

3. The fonnat of the multiple-choice test item is SL!Ch that the intentions of

the test compiler are clear and unequivocal; the candidates know what is required for them. [n open-ended fonnats ambiguities in the wording of questions may sometimes lead to the candidates submitting answer to questions different from those which the examiner had i11tended to ask.

39 _{Kathleen M. Bailey,} _{Learning About Language Assessmenr: Dile1nn1as. J)ecisions, and}

(28)

20

4. In more open-ended fonnats, e.g., short-answer questions, the candidate has to deploy the skill of writing. The extent to which this aftected accurate measurement of the trait being assessed has not been established. Multiple-choice tests avoid this particular difficulty. 411

b. The Disadvantages of Multiple-choice Test

Besides the advantages mentioned above tiiere are also some critics toward multiple-choice test, such as:

I. The technique tests only detection knowledge.

1. Guessing may have an extensive but unknowable effect on test score.

3. The technique severely restricts what can be tested. 4. It is not easy to make successful items.

5. Backwash may be damaging 6. Cheating may be ｦ｡｣ｩｬｩｴ｡ｴｩｮｧＮｾＧ＠

"Designing good multiple-choice tesr items for compretiension

is

not easy, and the authenticity of the :ask is always questionable, but such items may have their place to add variety and to limit the demands being placed by a reading test as a whole on writing abilities."42

Beside the limitations above, there are also some i'xperts said about the lacks of multiple-choice test:

I. If a candidate gets a multiple-choice test wrong because of some flaw in the question, the answer sheet on which he records his answer will not reveal this fuct. In addition, we do not know whether the candidate's failure is due to lack of comprehension of the text or lack of comprehension of the question.

4

°

_{Cyrill \Ve1r,}_{C'.01nrnunicative}_{Language Testing,}_{(I-lertfordshire: Prentice.}_HatL_{l 990)}_p.₄₃

41 _{Arthur Hughes ... , p. 76 - 78}

42

(29)

21

2, The scores gained in multiple-choice tests, may be suspect because the caudidate has guessed all of some of the answers.

3. Multiple-choice tests take much longer and more expensive and difficult to prepare than mO''O open-ended examination, e.g. composition.

4. It is extremely time-consuming and demanding to get the requisite number of satisfactory items for a passage, especially for testing skills such as skimming.

5. A further objec,iion to the use of multiple-choice format is the danger of the fonnat having an m1due effect on measurement of the trait. 6. Tf1ere is considerable doubt about their validity as measures of

language ability. 43

c. 1110 Advantages and Disadvantages of Objective Test The advantages of objective test are:

• Pennit broad sampling oflmowledge

• Objective test can assess knowledge swiftly and efficien<ly • Easy to score and analyze

• Possible to administer in large groups • A void bias in scoring

• Assess student lmowledge without bias m writing, grammatical or nearness skills.

Disadvantages of objective test: • Very time-eoosmning to make

• Represent highly subjective selection of question • Very difficult in writing miambiguous question • Rely on recognition and recall for assessment44

43

Cyril J. \Ve, Conununicative Language Tesling ... , p. 43-45

44 _{David W.}_{ｊｯｨｮｳｯｾ＠} _{Roger T. Johnson,}_{Meaning/Ul Assess1nent, A. M'anageable and Cooperative}

(30)

22

2. Subjective Tests

After the discussion about objective test, the next is subjective test which has the same meaning of essay test Subjective test is a test that uses the subjectivity of the teacher or examiner. Tiiat is because the variation of the answer from tb student In other word, the respond alternatives of subjective test are unlimited. The students are free to give varieties of possible response. The example of subjective test is essay test

a. Understanding of Essay Test

"Leaming outcomes concerned with the abilities to select, organize, integrate, relate, and evaluate ideas require the freedom of response and the originality provided for by essay test TI1e distinctive feature of essay questions is the freedom of response permitted the pupil. He is free to select, relate, and present ideas on his O\vn \Vords."45

b. Guidelines for Constmcting Essay Questions

l. Restrict 1he use of essay questions to those learning outcomes which cannot be salisfuctorily measured by objective ite111s.

2. Fonnulate questions that will call forth the behavior specified in the learning outcomes.

3. Phrases each question so that the pupirs task is clearly indicated. 4. Indicate an approximate time limit for each question.

5. Avoid the use of optimal question.46

Because essay test is one of the subject tests so the scoring tends to be unreliable, below are some suggestions for scoring essay questions.

l. Prepare an outline of the expected answer in advance. 2. Use the scoring method which is most appropriate.

3. Decide on provisions for handling factors which are irrelevant to the learning outcomes being measured.

(31)

23

4. Evaluate all answers to one question before goi11g on to the question. 5. Evaluate the answers without looking at the pupil's name.

6. If especially important decisions are to be based on the results, obtain two or more independent rating.47

c. The Advantages of Essay Test

I. The essay has traditionally been occmred high prestige as a testing teclmique which may explain a widespread reluctance to discard it despite the problems in marking that has been encountered.

2. The topics are extremely easy to set and it is familiar testing technique to both the candidates and the users of the test results.

3. It is suitable vehicle for testing skills, such as the ability to develop an extended argument in logical manner, which cannot be tested in other \vays.

4. The big advantage it shares with other tests of extended writing is that a sample of writing is produced wl1ich can provide a tangible point of reference for comparison in the future.48

d. The disadvantages of Essay Test

I. Free, open-ended writing is problematic. A.n ability to write general opeG-ended topics may depend on th2 candidate's background or cultural knowledge, imagination or creativity.

2. The candidate may not have anv interest in the topic he is given and if a selection of topics is provided it is very difficult to compare perfonnances especially if the production of different text types is involved.

3. Candidates tend to approach an open-ended question in different ways and examiners have to assess the relative merits of these different approaches.

47 _{Nonnan E. Gronlund,}_Measurement

(32)

24

4. Time pressure is often

an

unrealistic constraint

for

extended writing and \\Titing timed essays is not nonnally done outside

of

academic lifo. 5. The inclusion of an extended \\Titing component in an examination is

time consuming in tenn

of tile

total ammmtoftest time what

is

available for testing all the skills. 49

(33)

CHAPTER Ill

RESEA.RCH METHODOLOGY AND FINDINGS

A. Research Methodology 1. Objective of tile Study

The objective of this study is to know whether there is any relationship between the result of multiple-choice test ｾｮ､＠ es'my test on reading wmprehension.

2. Place and Time of the Study

TI1e research of this study was conducted at Madrnsah Aliyah Pembangunan UIN Jakarta that is located on JL lbnu Tairniyah IV CiputaL Tangerang. The writer chose Madrasah Aliyab f>embangunan UlN Jakarta because she was the substituted teacher for English subject for almost 3 months.

(34)

26

Madrasah Aliyah Pembangunan UIN Jakarta once opened in 1991 - 1996, but for some reasons it was closed. Madrasah Aliyah Pembangunan UfN Jakarta was opened again in 2006 until now. Madrasah Aliyah Pembangunan UIN Jakarta has opened the registration for the new students on March 18,. 2008.

Madrasah Aliyah Pembangunan UlN Jakmia is located in Ciputat the same place as Madrasah Ibtidaiyah Pembangunan and Madrasah Tsanawiyah Pembm1gunan UIN Jakarta.

There are a lot of facilities that available in Madrasah Pembangunan UIN Jakmia such as Library with a lot of wonderful books, and free in accessing the internet, computer laboratory, language laboratory, skateboard slide, basketball court, futsal court, and badminton court.

The research of this study was held at Madrasah Aliyah Pembangunan UIN Jakarta, the research was held two times. First research of this study was multiple-choice test that was held at Madrasah Aliyah Pembangunan UIN Jakm1a on April 9, 2008. The second research of this study was essay test that was held cm April 30, 2008.

3. Method of the Study

The writer used survey method in completing the data. There were two types of tests that the writer administered to the students at the first grade of Madrasah Aliyah Pembangunan UIN Jakmia. The first test was multiple-choice test with 20 items or questions, 4 options or stems for each question and there were 5 reading passages in the multiple-choice test. Two weeks later after taking the first test of multiple-choice test the writer gave the essay test with the same questions and the same reading passages. The writer changed the questions into essay questions. It can be said that same items or questions for the different type of test.

(35)

27

significance of the correlation between those two variables, variable X and variable Y.

4. Technique of the Data Collection

The data were collected from reading test. The test was divided into two parts, multiple-choice test and essay test. Both of the tests consist of20 items. The first test was multiple-choice and the second was essay test.

The test administered in order to know the relationship between multiple choice and essay test.

5. Population and Sample

The writer took the whole first year students of MA Pembangunan UIN

Jakarta. Jn MA Pembangunan UIN Jakarta there are two classes of first year. they are class A and class B. From those classes. the writer took one class as a purposive sample ciass of this study. The total number of first grade at MA Pembangunan is 52 students and total sample of students are 20 studel!ts. The writer used purposiYc sample because the limitation of the time and resources. The wTitcr chose the

B

class because the B class has fulfilled the material of reading.

6. Research Instrument

The research instrument plays an important role to collect the data. The instrument used by the writer was test. The test consisils of 20 items for both multiple-choice and essay test. The reading passages that used in multiple-choice were also the same reading passage that used in essay test. There are 4 alternatives answers in multiple-choice test with only one correct answer. The essay test questions were as same as the multiple-choice questions. It can be said that same items or questions for the different type of test.

(36)

-,

PERPUSTAKi\AN UTAMA

i

UIN SYAHiD JAKARTA 1

28

using the Pearson r formula. The scoring is I for each correct answer and 0 for the wrong or blank answer. So, in total there are 20 scores for multiple-choice test and 20 scores for essay test the score later will be divided by 2. So in the end the highest score is 10 for both multiple-choice and essay test.

The first score is multiple-choice test that con"'ists of 20 items and the second is essay test that consists of 20 items too. The data of students' score of multiple-choice and essay test can be seen on the following tables in the data analysis.

To avoid the invalid 4uestion from these tests, the wTiter took all questions that have significant correlation with the students' compulsory book, like Look Ahead (Published hy Ganecaj and Materi dan Soal-soal Bahasa Jnggris Kelas X (Published hy Ganeca). So, the questions of the test calculated are relevant to the objective of the course.

7. Data Analysis

The writer used a quantitative data which is related to the numerals and it is analyzed by statistic. To find out the relationship between the result multiple-choice and essay on reading comprehension, the writer uses the Pearson Product Moment. It is an analysis technique to evaluate hypothesis ｣ｾｭ｣･ｲｮｩｮｧ＠ relationship between two variables that are examined statistically.

The variables are compared to know whether the relationship is very significant or it only happened by chance. The formula of product moment correlation is:

rxy=

N.I XY - (IX) (2:Yl

'1

[N

I

x2 -

a:

X) 2] [N

I

y2 -

a:

Y) 2]

r,,, : correlation 'r' Product Moment N : the number of respondent X : the students' score in essay test

(37)

29

X2 : the squared of sum of students' English score in essay test

Y2 : t11e squared of sum of students' English score in multiple-choice

test

Z:X

2

: •11e squared of sum of students' English score in essay test

Z:Y

2

: the squmed of sum of students' English score in multiple-choice

test

XY : the multiplication of essay test and multiple-choice test's score

IXY : the sum of multiplication of essay and multiple-choice test's score

df : N -2

B. Research Findings

[image:37.522.56.416.45.536.2]

I. Data Description

Table 3.l

Table of Frequency

----Multiple-Choice Test

I

fll

fkb

ｊｾｊ＠

Score

4,5 J 20=N l

5,5 l 19 2

I

7 1

18 5 I

.)

75

9 15 14

8 2 6 16

J

8,5

'

; 4 17

9 3 3 20=N

II

Total

II

20=N

JI

-

11

-I

Based on the data above it can be seen that the highest score is 9 with 3

(38)

30

mean of the essay score is 150 divide 20 equal 7,5. It's based on ProfDrs.Anas Sudjiono the formula to discover Mean is

L:X .

2

N

To find median of the data above the writer used: Mdn= I +(Yi N ·- tkb)

fi

Mdn =Median =lower limit

tkb =cumulative frequency l!Ilder the median score

ｬｾ＠ = frequency consists of Median score

N = Number of case

The first thing tu do tu detennine the Median is finding the lower limit or l. N

(number of case) of the data is 20 students, so Yi N = :;,, x 20 =

to.

In the !lb column

to

is in 15, the score is 7,5. The lower limit is 7,5 - 0,20 = 7,3. The

t;

is 9. The

tk,,

is

under the score that consisi of Median ( 15) it is 6.

Mdn= 7,3 + (10 - 6) 7,3

+

4

--- --=7,3+0,444=7,7

9 9

So, it can be accomplished d1at die Median of tlie data above

is

7, 7. After

fitiding the :-V1ean and Median: the \\Titer tried to find tviodus of the essay test. It

can be simply conclude that the Modus of the essay test it is 7,5 because most of the students got that score.

(39)

31

Table 3.2

Table of Frequency

! [

Essay Test Score

II

f

II

fkb

ｾ＠

I

- 7 ₁ _20=N

I ),_

i

I 5,5 1 19

][

Fka

J

2

'

1

5.7 18

. 2 4

6.2 2 16 6

6.5 1 14 7

7,5 4 13 I l

8 2 9 13

\ _8.2 ₃ ₇ _!6

i

1

85

2 4

8,7 2 2

j

18

20=N

I

Total

II

_20=N

11

-l I

The data above showed

that

the highest score is 8,7 with 2 students got the score. The lowest score is 5,2 only l student got the score. The me-an of the essay

score is 146 divide 20 equal 7,3. To get Median of the data above the writer used:

f

[image:39.521.55.422.114.537.2]

(40)

Mdn =Median =lower limit

fk0 =cumulative frequency under the median score

f, = frequency consists of Median score N

=

Number of case

Mdw=7,3 +(I0--9) 7,3 +I

- - - = 7,3 + 0,25 = 7.5

4 4

So, it can be accomplished that the Median of the data abov·e is 7,5. After finding the Mean and lv!edian the writer tried to find i'vlodus of the essay test It can be simply conclude that the Modus of the essay test it is 7,5 because most of

the students got that score.

2, Analysis of l)ata

Having finished the field research by using multipk-<----,';-o-ice and essay test,

(41)

[image:41.522.80.423.99.585.2]

33

Table 3.3

Multiple-choice's Score

ＧＧＧＢＢＧＢｾＢＢＧＧＢ＠ '""'"'"'·'" ＢｾＧ＠ '

-Number Multiple-choice''s Score

Student(s) I 7 Student(s) 2 7.5 Student(s) 3 7.5 Student(s) 4 9 Student(s) 5 7 Student(s) 6 4.5 Student(s) 7 7.5 Student(s) 8 7.5 Student(s) 9 5.5

Student(s) I 0 7 Student(s) ll 8.5

-Student(s) 12 7.5 Student(s) 13 7.5 Student(s) 14 7.5 Student(s) 15 8 Student(s) 16 9 Student( s) 17 7.5 Student(s) 18 9

-Student(s) 19 8

Student(s) 20 7.5

N=20 IY=lSO

(42)

34

Table 3.4 Essay's Score

ＢＧｾＭＢＧ＠ _, '• _""='

"'"

Numbc1· Essay Score

Student(s) 1 8.5

Student(s) 2 8.2

Student(s) 3 7.5

Student( s) 4 6.2

Student( s) 5 5.7

Student( s) 6 7.5

Student( s) 7 8.5

I

Student( s) 8 8

'ff

l

Student(s) 9 7.5

i

J Student(s) 10 ).L

-

..,

J

'· _{Sturlent(s) 11} _6.2

j

1

)

i Student(s) 12 5.7

i

·l

Student( s) 13 8

j 1

i

Student( s) 14 7.5

I

j

Student( s) 15

{ _8.7

I

i

l _j _{Student( s) 16} _8.2

j

J

ｾ＠ Student(s) 17 8.7

Student( s) 18 8.2

Student( s) 19 6.5

Student(s) 20 5.5

N=20 L:X=l46

ｾＧＧＢｶＬＮ＠ｾﾷﾷＭＢＢ＠ ; ... ,.,.,_"'

[image:42.522.82.413.59.605.2]

(43)

-'

ｾＬＭＬ＠

,,. __ "_ ＢＢｾＧＭ · ｬ＾］ＢＧＢＢＧＧＢＧＢＧｾＢＧＢｾＧｭＢＧｭＧｾ＠ ,-,; "iJJO'.,,,,-,-,.,.

..

No

x

Student(s) 1 7

Student(s) 2 7.5

Student(s) 3 7.5

Student(s) 4 9

Student(s) 5 7

Student(s) 6 4.5

Student(s) 7 7.5

Student(s) 8 7,5

Student(s) 9 5.5

Student(s) 10 7

Student(s) 11 8.5

Student(s) 12 7.5 Student(s) 13 7.5 Student(s) 14 7.5

Student(s) 15 8

Student(s) 16 9

Student(s) 17 7.5

Student(s) 18 9

Student(s) 19 8

Student(s) 20 7.5

[image:43.521.8.456.84.629.2]

N=20 IY=l50

Table 3.5 Score Table

y

xv

8.5 59.5 8.2 61.5 7.5 56.25 6.2 55.8 5.7 39.9 7.5 33.75 8.5 63.75 8 60 7.5 41.25 5.2 36.4 6.2 52.7 5.7 42.75 8 60 . 7.5 56.25 8.7 69.6 8.2 73.8 8.7 65.25 8.2 73.8 6.5 52 5.5 41.25 ' !

IX=146 IXY=

1095.5

I

X' 72.25 67.24 56.25 38.44 32.49 56.25 72.25 64 56.25

t

27.04

38.44 32.49 64 56.25 75.69 67.24 75.69 67.24 42.25 30.25

IX2=1092

ｲﾷＮＭｾＭＭＭＭＭＬＭＭｾｾ＠ _{ﾷﾷﾷﾷﾷｹＭﾷｾＧＢＭＧＢＧＢＧﾱＧＧＧＢｲ＿ＢＧＧ＿ＧｾＧＢＢＧＢＢＧＢＭＧｾＢＢｙＢＢｙｦＧｴﾣＧＳｦｙｊＧＧＢＢＢＧＢＧＢＧＧｚＧｔＧＢｾＢＧＢＧＢＧﾷﾷＢＢﾷ＠} _''" _{, -,,_,_ __}ＢｗＧｾＢＬＬＮＭＢＧＧＢＢｾＢｦｩＺＧＪＧｾ｀ｚｩｊＧ｝ｊＧｗｴｰＢＭＪｦｩＢｗ｀ｩＧＣＧ＠

35

y>

'

49 _f

ｾ＠ 56.25 56.25 81

.

49 20.25

56.25

.

56.25 .

30.25

.

49 72.25 '.i6.25 56.25 56.25 64 81 56.25 81

.

64 56.25

IY2=1147

(44)

36

As stated before that the writer used the fonnula of product moment to correlate these two variables (variable

x

and variabley).

rw =

N.I

XY - (2.: X) (2.:Y)

-J

[NI

x

2 -

CI

X)2J

[N.I

Y2 -

CI

Y)2

J

r" = 20. 1095.5 -(146) (150)

'1[20 1092-(146]1][20 1147 -(150)2]

r,_,, = 21910--21900

;/ [21840-213161 (22940-22500}

r" = 10

;/ [524] [440]

r"

=

- - - - -

10

;/230560

r,\ = 10

480, 16

rw = 0,020

3. Data Interpretation

(45)

37

Table 3.4

Table of Coefficient Of Correlation

Coefficient of Correlation "r" Interpretation

I

0.00 -0.20

I

Correlation is

ｮ･ｧｬ･ｾｴ｣､｟｟｟｟＠

ｾ＠

0.20 - 0.40

i

Low correlation ,

I I

0.40 -0.70 I Moderate correlation I

I

0.70-0 90

ｾ＠

_{High correlation}

ｾ＠

f-- ＮｾﾷＭ

0.90- 1.00 Very high c01Telation _ I

By noting the result of the formula r (0,020), it is found out that the index is in the interval 0.00 - 0.20 which means that between the result of multiple-choice and essay test there is a neglected correlation and it is considered there is no significance correlation between multiple-choice and essay test on reading comprehension. The next step to rest the hypothesis afl:er the data obtained from analyzed and calculated is by using t te't formula.

df=N-nr Note:

df : Degree of freedom N : Number of cases Nr : Sum of correlation

The result of calculation, it obtained the value of the rxy is 0.020_ 'llie degree of freedom (df) is 20 - 2 = l 8. In the table significance of 5% it is obtained 0.468

and of 1% is 0,590. Because r,y on 5% significance is lower, it can conclude that

[image:45.522.39.428.70.489.2]

(46)

38

(47)

A. Conclusion

CHAPTER IV

CONCLIJSlON A.ND SUGGESTION

It can be seen from the data in the previous chapter that has the result of the statistic calculation and the test of hypothesis, we can conclude the alternative hypothesis (Ha) is rejected and the mtll lrypothesis(Ho)'

is

accepted. lt can be seen from the result of the re,;earch from 20 students of Madrasah Pembangunan Ul'\' Jakarta,

r,T=

0,020 with the de1o,>ree of freedom {di') N -

2=

18, in the table significa1rce of 5% it is obtai11ed 0.444 and in the table significance oi· 1 % is 0,56 l. So, rob=ooo" < liable. It means that there is no correlation between the result

of multiple-choice and essav test on reading comprehension at Madrasah Alivali Pembangw1a11 UfN Jakarta at the

The relationship between the results of multiple-echoice and essay test on reading comprehension : an exprimental studi at the frish grade of Madrasah Aliyah Pembangunan UIN Jakarta