To collect the data, the researcher used two research instruments, they were: documentation of English summative test and a checklist of Bloom's Taxonomy. Bahrun Amin, M.Hum, and Nurdevi Bte Abdul, S.Pd., M.Pd, who helped, guided and supported the researcher during the writing of this thesis. Kaimuddin, Dip.Eng., M,Hum., Nurdevi Bte Abdul, S.Pd, M.Pd, Awaliah, S.Pd, M.Pd, Asrianto, S.Pd, M.Pd, who gave suggestions for this thesis ;.
They are the researcher's motivators and inspirers so that she can complete this thesis and her study.
Background
In addition to the above purposes, the test is also used to diagnose the area of strength and weakness of students, the test is quite qualified, the teacher will know the strength and weakness of their students. In standardized testing, it is done by professional testing services to have the test first tested, analyzed, and revised before it is used. In the teacher-made test, the test is made by the teacher himself or a group of teachers without being tested, analyzed and revised first.
Moreover, the quality of the test that the teacher makes is questionable, because the test is not analyzed by the other person.
Problem Statement
Objective of the Study
Significance of the Study
Scope of the Study
Previous Related Research Findings
Types of Test
Standardized test is a test that is made by professional testing services, on which the test is tried first, analyzed and revised before it becomes it. In a teacher-made test, the test is carried out by the teacher himself by a group of teachers without first being tested, analyzed and revised. The teacher-made test is used to measure his student's performance on the objectives given after completing the learning progress of the lesson.
The teacher-made test is made by the teacher based on his or her own goals and it is not tested, analyzed and revised.
Forms of Test
Subjective test is that which requires an opinion, a judgment of the examiner. The opinion above leads to the conclusion of the strengths and weaknesses of subjective test. This means that in objective tests students are required to give short answers, even just by choosing certain codes that are representative of the available answers.
In addition, Heaton (1991) states that objective testing refers to the scoring of the test that can be described as objective. The statement above leads to the conclusion of strengths and weaknesses of objective testing. There are many varieties of the typing test, but four types are in most common use, true-false, multiple-choice, completion, matching.
The options include a correct answer and several wrong answers, called distractors, to distract those students who are unsure about the answer. When a distractor attracts more students from the upper group than the lower group, it is not a good distractor. And when object deterrents do not attract both the top and bottom groups, it is a dysfunctional deterrent.
If any part of the question is false, then the whole statement is false, but just because part of a statement is true, it does not necessarily make the whole statement true. In general, matching items consist of a column of stimuli presented on the left side of the exam page and a column of responses placed on the right side of the page.
Bloom’s Taxonomy
Definition of Bloom’s Taxonomy
The categories after knowledge were presented as skills and abilities, with the understanding that knowledge was the necessary condition to put these skills and abilities into practice. The taxonomy of learning behavior can be seen as “the goals of the learning process”. This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex.
However, Bloom's taxonomy is easy to understand and is probably the most widely applied taxonomy in use today. As students progress through the higher levels of critical thinking, one can be confident that the previous level of thinking for that concept was that. However, mastering one level does not guarantee that students can perform at a higher level (Aviles, 1999).
Many have illustrated the levels of Bloom's Taxonomy as steps; the higher the step, the higher the level of thinking (Forehand, 2005). Students should think at the top of the stairs as often as possible.
Bloom’s Taxonomy for Cognitive Domain
The expected behavior during the proficiency level is similar to that in the original learning situation. Analysis involves breaking down the material into parts and discovering the relationships between the parts. The highest level of Bloom's taxonomy, which has been classified as the highest level of thinking, is evaluation.
This highest level of thinking includes a combination of all other levels of thinking on Bloom's Taxonomy. The purpose of the Taxonomy of Educational Objectives is to help define the thinking skills that teachers expect from students and to make the teacher's goals equivalent to the questions asked of students. Determining the purpose of asking the questions helps determine the level of questions to be asked.
Research Design
Research Variables and Indicators
Population and Sample
Research Instrument
Data Collection
Data Analysis
The researcher made a summary and then described how the level of teacher made English test in SMAN 1 Tanete Rilau, Barru. The research findings show data obtained from the result of the analysis of the teacher-made English test based on Bloom's Taxonomy in SMAN 1 Tanete Rilau, Barru.
FINDINGS
- Class X (I)
- Class X(II)
- Class XI (I)
- Class XI (II)
- Class XII (I)
The result of the final English test analysis in the odd semester for the tenth grade showed that the test only covered the three lower levels. Five out of ten questions (50%) were included in the knowledge level, while none were included in the analysis, synthesis and evaluation levels. The result of the final English test analysis in the even-numbered semester for the tenth grade showed that the test increased into four levels, but the knowledge level (C1) was still dominant (50%).
The final English test in the odd semester for the eleventh grade showed that the test was divided into five levels. The result of the English final test analysis in the even-numbered semester for the eleventh grade showed that the test was also divided into five levels. The result of the final English test analysis in the odd semester for the twelfth grade showed that the test was only divided into four levels.
Table 4.6 above illustrates that most of the questions from the 2013/2014 English Summative Test from tenth to twelfth grade were included in the knowledge level (C1), which amounted to 22 questions. The final test for the twelfth grade was the test with questions at a knowledge level at most. Based on data analysis in the previous chapter, the researcher found that 44% of questions focus on knowledge level (C1), 16% focus on understanding level (C2), 22% focus on application level (C3), and 8% focuses on level of analysis (C4), 10%.
The results above described that the teacher-made English final test in 2013/2014 in SMAN 1 Tanete Rilau, Barru was dominated by Knowledge Level (C1). Based on the percentage of cognitive level of a normal curve, the number of questions in C3 and C4 should be more than the others.
DISCUSSION
The Result of Tests Analysis for Each Level
At this level, students can recall information about the topic, topic, competency, or competency area; can recall the right material at the right time and can respond to questions, perform relevant tasks, etc. Questions asking students to define, find, enumerate, describe, label, locate, recite, select, remember, recognize, name , state , identify or restate the level of knowledge of Bloom's taxonomy. From the sample, there were 22 questions at this level, but there were similar questions or instructions.
This level goes a step beyond the simple memorization of material and represents the lowest level of understanding. 1) "Complete the text/dialogue with the words/expression in brackets or column", there were 7 questions. Learning outcomes here represent a higher intellectual level than understanding and application, because they require an understanding of both the content and the structural form of the material.
Analyze, classify, relate, differentiate, divide, separate, differentiate, examine, calculate, compare/contrast are verbs that could be used to express the level of analysis of Bloom's Taxonomy. Learning outcomes in this area emphasize creative behavior, with a strong emphasis on forming new patterns or structures. Ability to judge the value of material (statement, novel, poem, research report) for a specific purpose.
Learning outcomes in this area are the highest in the cognitive hierarchy because they contain elements of all other categories, as well as conscious value judgments based on clearly defined criteria. Of the fifty questions that were analyzed, no questions were included in the evaluation stage.
The Result of Test Analysis for Each Class
The judgments must be based on well-defined criteria, which can be both internal (organization) and external (relevance to the goal). By asking students to evaluate, recommend, debate, criticize, or judge, they are challenged to incorporate the level of evaluation into their thinking process. The test items for each class were classified according to the cognitive domain level in Bloom's Taxonomy, using a checklist from Bloom's Taxonomy as a research instrument.
The analysis result and how the level of test based on cognitive domain in Bloom's Taxonomy for each class in the odd and even semester (except for the twelfth grade) is included in the appendices. This chapter comes as the last part of this research, which consists of conclusion and proposal. The conclusion is made according to the result of this research, while suggestion is intended to give information for future researchers who are interested in similar study.
Conclusion
Suggestion
It proved that the level of the 2013/2014 teacher-made summative English test in SMAN 1 Tanete Rilau, Barru was not proportionate. Kevyn did my make-up for photo shoots with my sister and for the Tony Awards of 1993. The analysis of teacher-made midterm English tests for year 12 students of the odd-numbered semester 2012/2013 of SMK N 1 Kudus.
Validity and reliability of teacher-made tests: Case study of Year 2011 Physics in Nyahururu District of Kenya.
