n
=
number of times the test length is to be increase13The detailed results of the calculation of reliability of the instrument could be explained as follow:
Step 1 : Group the items into two parts, namely about the odd item and the even item.
Step 2 : Found the correlation coefficient of the Product Moment formula between the first parts (odd item) and the second parts (even item).
Step 3 : Inserted the value of the correlation coefficient Spearman Brown.
In this research, the researcher find a reliability coefficient is 0, 884. Thus it was consultancy with „r‟ index, db = 17 (5% significancy) is 0,456. Because “r” calculated higher than “r” index, so this instrument is reliable.
Test
The technique of collecting data in this research is test. It helps teachers to learn more about their learners‟ needs and progress and about the effectiveness of their teaching. A test in simple terms, is a method of measuring a person‟s ability knowledge, or performance in a given domain.14 Test is a technique to maesure of somebody‟s knowledge or competence in understanding of the knowledge.
In this research, test applied in order to know the effectiveness of outdoor learning towards students‟ achievement in writing descriptive text at the tenth grade students of MA Ma‟arif Balong Ponorogo. The researcher used test to get scores of data from students, so it can be knew significant difference between students before use outdoor learning and after use outdoor learning strategies. And here was analytic scale for measuring students‟ writing.15
14 H. Donglas Brown, Language Assesment Principles and Classroom Practice (New York:
Pearson Education Comapny, 2001), 3.
15H. Dougles Brown, Language Assessment: Principle and Classroom Practices (New York:
Pearson Education inc 2004), 244-245.
Table 3.3
Analytic scale for rating composition task (Brown & Bailey) Aspect Score Performance Description Organization
-introduction -body -conclusions
Excellent to good 18-20
Appropriate title, effective introductory paragraph, topic is stated, leads o body: transitional expressions used: arrangement of material shows plan (could be outlined by reader); supporting evidence given for generalization;
conclusion logical and complete.
Good to adequate 15-17
Adequate title, introduction, and conclusion; body of essay is acceptable, but some evidence may be lacking, some idea aren‟t fully developed; sequence is logical but transitional expressions may be absent or misused.
Adequate to fair 12-14
Mediocre or scant introduction or conclusion; problem with the order of ideas in body; the generalizations may not be fully supported by the evidence given; problem of organization interfere
Unacceptable- not 6-11
Shaky or minimally recognizable introduction; organization can barely be seen; severe problems with ordering of ideas; lack of supporting evidence; conclusion weak or illogical; inadequate effort at organization.
College-level work
1-5
Absence of introduction or conclusion; no apparent organization of body; severe lack of supporting evidence; writer has not made any effort to organize the composition (could not be outlined by reader) Logical
Development of
Excellent to good
Essay addressed the assigned topic;
the ideas are concrete and
ideas:
Content
18-20
thoroughly developed; no extraneous material; essay reflects thought.
Good to adequate 15-17
Essay addressed the issue but misses some points; ideas could be more fully developed; some extraneous material is present.
Adequate to fair 12-14
Development of ideas not complete or essay is somewhat off the topic;
paragraphs aren‟t divided exactly right.
Unacceptable- not 6-11
Ideas incomplete; essay does not reflect careful thinking or was hurriedly written; inadequate effort in area of content.
College-level work
1-5
Essay is completely inadequate and does not reflect college-level work;
no apparent effort to consider the topic carefully.
Grammar Excellent to good 18-20
Native-like fluency in English grammar; correct use of relative clause, prepositions, modals, articles, verb forms, and tense sequencing; no fragments or run-on sentences
Good to adequate 15-17
Advanced proficiency in English grammar; some grammar problems don‟t influence communication, although the reader is aware of them;
no fragments or run on sentence.
Adequate to fair 12-14
Ideas are getting through to the reader, but grammar problems are apparent and have a negative effect on communication; run-on sentences or fragment present
Unacceptable- not 6-11
Numerous serious grammar problems interfere with communication of the writer‟s ideas;
grammar review of some areas clearly needed; difficult to read sentence.
College-level work
Severe grammar problems interfere greatly with the message; reader
1-5
can‟t understand what the writer was trying to say; unintelligible sentence structure.
Punctuations, spelling, and
mechanics
Excellent to good 18-20
Correct use of English writing conventions; left and right margins, all needed capitals, paragraphs indented, punctuation and spelling;
very neat.
Good to adequate 15-17
Some problems with writing conventions or punctuation;
occasional spelling errors; left margin correct; paper is neat and legible.
Adequate to fair 12-14
Uses general writing conventions but has errors; spelling problems distract reader; punctuation errors interfere with ideas.
Unacceptable- not 6-11
Serious problems with format of paper; part of essay not legible;
errors in sentence punctuation and final punctuation; unacceptable to educated readers.
College-level work
1-5
Complete disregard for English writing conventions; paper illegible;
obvious capitals missing, no margins, and severe spelling problem.
Style and quality of expression.
Excellent to good 18-20
Precise vocabulary usage; use of parallel structures concise; register good.
Good to adequate 15-17
Attempts variety; good vocabulary;
not wordy; register OK; style fairly concise.
Adequate to fair 12-14
Some vocabulary misused; lack awareness of register; may be too wordy.
Unacceptable- not
Poor expression of ideas; problems in vocabulary; lack variety of structure.
6-11 College-level
work 1-5
Inappropriate use of vocabulary; no concept of register or sentence variety.