SCHOOL KEDIRI
3. RESULT AND DISCUSSION
Quantitative analysis was conducted to identify the quality of validity, reliability, and item difficulty level. Based on the test the researcher got the result that displays in table 1 which shows the result of the test. In this section the, results of the study are presented in three main subtitles validity analysis, Reliability analysis, and Item Analysis.
3.1 Result of the test
There were 15 items in the form of a multiple-choice test with 4 options in the English daily test for fourth-grade students of Ar-Rahman Elementary School. After arranging the assessment and trying out the test, the researcher got the result of the data. The result of the test is shown in table 1.
Table 1: The test result
NO NAME L/P 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 TOTAL
1 ATP L 1 1 0 1 0 1 1 0 1 0 1 1 1 1 1 11
2 ARS L 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14
3 BVN P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
4 CAP P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
5 FML P 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14
6 GJF L 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 13
7 GAM L 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 14
8 MSA P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
9 NAA P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
10 NMM P 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 11
11 PWK L 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14
12 WAR L 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14
13 ABF L 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 13
14 ADS L 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 13
15 AAS P 1 0 0 1 1 1 1 0 1 0 0 0 1 1 1 9
16 DUW L 1 0 1 1 0 0 1 0 1 1 0 1 1 1 0 9
17 KAY P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
18 KAP L 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 13
19 MLA P 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14
20 MSA L 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 12
21 MII P 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 11
22 NAY P 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
23 NBS L 1 0 0 1 1 0 0 0 1 0 0 1 1 1 1 8
24 RYF P 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14
25 RND L 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
26 WAM L 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 12
3.2 Validity analysis
‘Validity’ is used to measure accurately the level of what it is intended to measure in testing and assessment (Hughes, 1989:22), or to measure the appropriateness of the components parts of the test that was given (Henning, 1987:170) [9]. Validity analysis is the analysis of the data to find the items that tested valid or not. The validity of data can be interpreted in the index table of validity based on the result of the Pearson Correlation that has been analyzed using IBM SPSS Version 26. The items will be categorized as “valid” if the significant score is lower than 0.05. And if the significant score is more than 0.05 the test item is “invalid”. To know the
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interpretation will be gained from the Pearson Correlation score for each item, and here are the interpretations of the validity:
0.800-1.00 : Highest 0.600-0.799 : High 0.400-0.599 : Enough 0.200-0.399 : Low 0.000-0.199 : Lowest
Based on the interpretation of Pearson correlation data of the validity and analysis of the SPSS the research result was, that there were 6 items in the categorize are “valid” and the 9 items in the category are “invalid”.
Table 2: The validity test interpretation using IBM SPSS Version 26
TEST ITEMS PEARSON
CORRELATION SIGNIFICANT
SCORE (Sig.) CATEGORY INTERPRETATION
QUESTION 1 a. - INVALID -
QUESTION 2 0.739 0.000 VALID High
QUESTION 3 0.725 0.000 VALID High
QUESTION 4 0.198 0.332 INVALID Lowest
QUESTION 5 0.475 0.014 INVALID Enough
QUESTION 6 0.352 0.077 INVALID Low
QUESTION 7 0.495 0.010 INVALID Enough
QUESTION 8 0.571 0.002 VALID Enough
QUESTION 9 0.099 0.630 INVALID Lowest
QUESTION 10 0.581 0.002 VALID Enough
QUESTION 11 0.775 0.000 VALID High
QUESTION 12 0.387 0.051 INVALID Low
QUESTION 13 .a - INVALID -
QUESTION 14 .a - INVALID -
QUESTION 15 0.396 0.045 VALID Low
3.3 Reliability analysis
This is the result of the multiple-choice reliability test. To know the reliability using the Cronbach’s alpha scale [1], here is the interpretation of the reliability of the multiple-choice test:
>0.9 : Excellent
>0.8 : Good
>0.7 : Acceptable
>0.6 : Questionable
>0.5 : Poor
<0.5 : Unacceptable
Based on the result of the total Cronbach’s Alpha score is 0,708 in the total item 12, so the 12 multiple-choice tests are categorized as “Acceptable”. And the three items for items number 1, 13, and 14 were “Missing Variables” because they have zero variables. The detailed information is shown in table 3 above.
Table 3: The data test result of Reliability analysis using IBM SPSS Version 26 Warnings
Each of the following component variables has zero variance and is removed from the scale: N_1, N_13, N_14
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The determinant of the covariance matrix is zero or approximately zero. Statistics based on its inverse matrix cannot be computed and they are displayed as system missing values.
Reliability Statistics Cronbach's
Alpha Cronbach's Alpha Based on
Standardized Items N of Items
.706 .708 12
Item-Total Statistics Scale Mean if
Item Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Squared Multiple Correlation
Cronbach's Alpha if Item
Deleted
N_2 9.1538 3.255 .640 . .640
N_3 9.1923 3.202 .610 . .642
N_4 9.0385 4.118 .104 . .711
N_5 9.1538 3.655 .319 . .691
N_6 9.3846 3.766 .118 . .735
N_7 9.0385 3.878 .418 . .687
N_8 9.5000 3.300 .367 . .688
N_9 9.0385 4.198 .004 . .718
N_10 9.1538 3.495 .443 . .672
N_11 9.1154 3.306 .699 . .638
N_12 9.1923 3.762 .203 . .710
N_15 9.0385 3.958 .311 . .695
3.4 Item difficulty analysis
Item difficulty analysis or what we can call item facility analysis is the numerical analysis to analyze the student’s correct answer by using the index of difficulty level [1]. There is the index table of item difficulty analysis, table 4 shows the classification of the item difficulty analysis adopted from Arikunto Suharsimi [17].
Table 4: The classification of item difficulty level adopted from Arikunto Suharsimi (2013) Index Difficulty Level
0,00-0,30 Difficult
0,31-0,70 Moderate
0,71-1,00 Easy
Table 4: The data test result of item difficulty analysis using IBM SPSS Version 26 Statistics
N_1 N_2 N_3 N_4 N_5 N_6 N_7 N_8 N_9 N_10 N_11 N_12 N_13 N_14 N_15 N Valid 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26
Missing 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Mean 1.0000 .8462 .8077 .9615 .8462 .6154 .9615 .5000 .9615 .8462 .8846 .8077 1.0000 1.0000 .9615 Based on the table interpretation of item difficulty analysis from Arikunto Suharsimi and the
data test result using IBM SPSS Version 26 the item difficulty level is shown in table 5. The result of the difficulty level item analysis there were 13 items number 1, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, and 15 that categorize as “Easy” with a score of mean in IBM SPSS Version 26 around 0,71-1,00. There were 2 items number 6 and 8 that categorize as “Moderate” with the score of mean in IBM SPSS Version 26 around 0,31-0,70. The detailed information is shown in the table above.
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Table 5: The Interpretation of Item Difficulty Level Question
Number Mean in the
SPSS Comparison Difficulty level
1. 1.000
Based on the Difficulty Level
Index
Easy
2. 0.8462 Easy
3. 0.8077 Easy
4. 0.9615 Easy
5. 0.8462 Easy
6. 0.6154 Moderate
7. 0.9615 Easy
8. 0.5000 Moderate
9. 0.9615 Easy
10. 0.8462 Easy
11. 0.8846 Easy
12. 0.8077 Easy
13. 1.000 Easy
14. 1.000 Easy
15. 0.9615 Easy
3.5 Item discrimination analysis
Item discrimination analysis is the analysis that is used to group the student’s level comprehension from the highest to the lowest level [1]. The level can be identified by analyzing the test score of an individual test. the guidelines for identifying the discrimination analysis here according to Ebel 1979 adopted from Brown [1]. The guidelines are shown in table 6 above.
Table 6: The guidelines of the Discrimination Level Index according to Ebel 1979 [1]
Index Discrimination Level 0,40 and up Very good items
0,30 to 0,39 Reasonably good, but possibly subject to improvement
0,20 to 0,29 Marginal Items, usually needing and being subject to improvement
Below 0,19 Poor items, to be rejected or improved by revision
Based on the table of discrimination item analysis according to Ebel from Brown and the Pearson Correlation score from IBM SPSS Version 26 statistics the interpretation of the discriminating level is shown in table 7. The result of the interpretation of the discriminating level was 4 items number 1, 9, 13, and 14 that were categorized as “Poor Items” with a score of Pearson Correlation below 0,19. There was 1 item number 4 that was categorized as “Marginal Items” with the total score of Pearson Correlation around 0,20-0,29. There were 2 items number 6 and 15 that were categorized as “Reasonably Good” with the score of Pearson Correlation around 0,30-0,39. And there were 7 items number 2, 3, 5, 7, 8, 10, 11, and 12 that were categorized as “Very Good Items” with a score of Pearson Correlation around 0,40 and up.
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Table 7: The interpretation of Discrimination Item
TEST ITEMS PEARSON
CORRELATION COMPARISON CATEGORY
QUESTION 1 a.
Based on the Discrimination
Level Index
Poor
QUESTION 2 0.739 Very Good
QUESTION 3 0.725 Very Good
QUESTION 4 0.198 Marginal
QUESTION 5 0.475 Very Good
QUESTION 6 0.352 Reasonably Good
QUESTION 7 0.495 Very Good
QUESTION 8 0.571 Very Good
QUESTION 9 0.099 Poor
QUESTION 10 0.581 Very Good
QUESTION 11 0.775 Very Good
QUESTION 12 0.387 Very Good
QUESTION 13 .a Poor
QUESTION 14 .a Poor
QUESTION 15 0.396 Reasonably Good