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THE VALIDITY AND RELIABILITY OF TEACHER-MADE

TEST OF ENGLISH SUMMATIVE TEST FOR THE SEVENTH

GRADE STUDENTS OF MTs NEGERI 2 JAKARTA

By

Septia Susilowati

NIM: 109014000050

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

THE RELIABILITY OF TEACHER-MADE TEST OFENGLISH ST]MMATIVE TEST FOR THE SEVENTH GRADE

STUDENTS OF MTs NEGERI2 JAKARTA

A Quantitative Research at MTs Negeri 2 Jakarta

*AS(ripsi"

Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment

of the Requirement for the Degree of strata I (s.pd.) in English Language

Education

Approved by:

flAdvisor I

U,Et*'L-Dr. Atiq Susilo. M.A.

NIP. 1949rn2 D78031 001 N

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC T'NIVERSITY

JAKARTA

2015

19690912 200901

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Trainingcertifies that the "slvipsi" (Scientific Paper) entitled The Validity andReliability of Teacher-Made Test of English Summative test for The SeventhGrade Students of MTs Negeri 2 Jakarta written by Septia Susilowati, NIM109014000050 was examined by the committee on April 23'd, 2015. The"sl{ripsi" has been accepted and declared to have fulfrlled one of the requirementsfor the Degree of S.Pd (S1) in English Language Education at the EnglishDepartment.

Jakarta, April 23'd 201 5

Chairman:

Secretary:

Examiner I:

Examiner II:

EXAMINATION COMMITTEE

Drs. Syauki. M.Pd.NIP. 196412t2 199103 I 002

Zaharil Anasv. M.Hum.NrP. 19761007 200710 t 002

Drr tr'arida Hamid. lVI.Pd.NIP. 19631010 199103 2 003

Training

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NrP. 19811031 201101

Acknowledged by

Dean of Faculty

KEMENTERIAN AGAMA

'l ilrN -TaKAPTA

tiiiit I 1,.',)[r,.**"si ciputat 1s4lztndoresta

FORM (FR)

No. Dokumen : FITK-FR-AKD-089Tgl. Terbil : 1 Maret 2010No. Revisi: : O1

Hal 1t1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nam a '. Septia Susilowati

Tempat/Tgl.Lahir : Jakarta, 5 September 1991

NIM : 109014000050

Jurusan i Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : The Validity and Reliability of Teacher-Made Test of English

Summative Test for the Seventh Grade Students of MTs Negeri

2lakarta

Dosen Pembimbing 1. Dr. Atiq Susilo, M.A.

2. Dr. Alek, M.Pd.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri

dan saya berfanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.

Jakarta, 1 Juli 2015Mahasiswa Ybs.

Septia SusilowatiNIM. 109014000050

v

ABSTRACT

Septia Susilowati, 2015. The Validity and Reliability of Teacher-Made Test of

English Summative Test for Seventh Grade Students of MTs Negeri 2 Jakarta. (A

Quantitative Research at MTs Negeri 2 Jakarta). Skripsi, Department of English

Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Keywords: Validity. Reliability. Test scores. Teacher-made test of English

summative test.

This study was carried out to obtain empirical evidence about the validity

and reliability of teacher-made test of English Summative Test for seven grade

students in MTs Negeri 2 Jakarta. The study was held on June 2014. The method

that used in this study was qualitative method, which the writer used the syllabus

and the summative test on the second semester 2013-2014 to conform the validity

of the test items to the indicators in syllabus and for the reliability the writer

collected the scores of the test, then split the scores into two halves (odd-even

numbers), total number of the test items was 50 items. And also the writer

calculated the scores of each halves then use the Spearman-Brown formula to find

out the reliability of the test.

The findings of the study showed the teacher-made test of English

Summative Test for seventh grade students of MTs Negeri 2 Jakarta resulted as

64% valid in term of the conformity with the indicators, the test item represent the

suggested indicators in the syllabus were 32 items and the inconformity items 18

items. For the correlation coefficient between score X and score Y was 0.606 and

the reliability of the whole test was 0.745. It can be inferred that The Teacher-

made test of the English Summative test for Seventh Grade students of MTs

Negeri 2 Jakarta was fulfilled the criteria of validity and reliability.

vi

ABSTRACT

Septia Susilowati, 2015. The Validity and Reliability of Teacher-Made Test of

English Summative Test for Seventh Grade Students of MTs Negeri 2 Jakarta. (A

Quantitative Research at MTs Negeri 2 Jakarta). Skripsi, Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif

Hidayatullah Jakarta

Keywords: Validitas. Reliabilitas. Nilai test. Soal bahasa Inggris rancangan guru

bahasa Inggris

Penelitian ini bertujuan untuk memperoleh bukti empiris tentang validitas

dan reliabilitas soal sumatif bahasa Inggris untuk siswi tingkat 1 rancangan guru

bahasa Inggris di MTs Negeri 2 Jakarta. Penelitian ini dilaksanakan pada Juni

2014. Peneliti menggunakan metode kuantitatif dalam penelitian ini, peneliti

menggunakan silabus dan soal sumatif bahasa Inggris semester genap tahun 2013-

2014 untuk menguji validitas soal terhadap indikator pada silabus. Dalam menguji

reliabilitas, peneliti mengumpulkan nilai sumatif siswa dan kemudian peneliti

akan membagi masing masing item soal menjadi dua bagian yang sama (nomor

genap-ganjil), total item soal sumatif adalah 50 butir soal. Untuk mengetahui

jumlah keseluruhan reliabilitas soal, peneliti menghitung keseluruhan butir soal

genap-ganjil dan mengunakan formula Spearman-Brown.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif

bahasa Inggris rancangan guru bahasa Inggris untuk siswa tingkat 1 di MTs

Negeri 2 Jakarta memiliki 64% valid dalam kecocokan indikator, yang dibuktikan

dengan 32 soal sesuai dengan indikator pada silabus dan 18 soal yang tidak sesuai

dengan indikator. Pada reliabilitas hasil korelasi koefisien nilai X dan nilai Y

adalah 0.606 dan reliabilitas keseluruhan test adalah 0.754. Hal ini dilihat dari

perhitungan penelitian yang menyatakan Ho ditolak dan Ha diterima, karena hasil

to lebih besar dari t-table atau 0.273 ≤ 0.606 ≥ 0.354. Dari hasil diatas, dapat

disimpulkan bahwa soal sumatif bahasa Inggris rancangan guru bahasa Inggris

untuk siswi tingkat 1 di MTs Negeri 2 Jakarta memenuhi kriteria validitas dan

reliabilitas.

vii

ACKNOWLEDMENT

Praised be to Allah, Lord of the world, who has given the writer His

love and compassion to finish the last assignment in her study. Peace and

salutation be upon to the prophet Muhammad SAW, his family, his

companion, and his adherence.

This “skripsi” is presented to Department of English Education,

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirements for the degree of

Strata I (S.Pd.) in English Language Education.

On this great occasion, the writer would like to thank to her beloved

parents, Sumardiono and Sukarni, for their love, sincere prayers, supports,

advices, motivations and patience for the writer in finishing this “skirpsi”.

She also would like to thank to her beloved brothers Eka Riana Sumardiono

and Destaria Dwi Umar for all the caring and motivations to finish this

“skripsi”.

The writer realizes that she would not finish writing this “skripsi”

without help from some people around her. Therefore, she would like to give

her gratitude and appreciation to:

1. Her advisors, Mr. Atiq Susilo,M.A. and Mr. Alek, M.Pd. for their

valuable advices and guidance in developing and accomplishing this

skripsi.

2. All the inspiring lecturers of English Education Department who have

already taught and educate the writer during her study at UIN Syarif

Hidayatullah Jakarta.

3. Drs. Syauki, M.Pd., the chief of Department of English Education.

viii

4. Zaharil Anasy, M.Hum., the secretary of Department of English

Education.

5. Prof. Dr. Ahmad Thib Raya, MA., the Dean Faculty of Tarbiyah and

Teachers’ Training.

6. Drs. H. Fahrurozi, M.Pd., the Headmaster of MTs Negeri 2 Jakarta, who

allowed the writer to held a research at his school.

7. Siti Suryani, S.Pd., English teacher in MTs Negeri 2 Jakarta, who spends

her time and helps the writer in collecting data she needs.

8. The principal and teachers in PS-KG-PRIMARY of Kinderfield School

Depok.

9. Her beloved friends in English Education Department Class B for

academic year 2009 who always give inspiration, ideas, and remind the

writer in finishing this “skripsi”.

Finally, the writer realizes that this “skripsi” is far from being perfect,

therefore it is really a pleasure for her to receive suggestion and criticism from

everyone who will encourage her to continue her study.

Jakarta, April 2015

The writer

ix

TABLE OF CONTENTS

COVER ....................................................................................................... i

APPROVAL ................................................................................................. ii

ENDORSEMENT SHEET .......................................................................... iii

SURAT PERNYATAAN HASIL KARYA SENDIRI .............................. iv

ABSTRACT .................................................................................................. v

ACKNOWLEDGEMENT ........................................................................... vii

TABLE OF CONTENTS ............................................................................ ix

LIST OF TABLES ....................................................................................... xi

LIST OF APPENDICES ............................................................................. xii

LIST OF FIGURES ..................................................................................... xiii

CHAPTER I INTRODUCTION…………………………………….... 1

A. The Background of the Study............................. ......... 1

B. Identification of the Study ........................................... 4

C. Limitation of the Study ................................................ 4

D. Formulation of the Study ............................................. 4

E. Method of the Study .................................................... 5

F. Objective of the Study ................................................. 5

G. Significance of the Study ............................................. 5

CHAPTER II THEORETICAL FRAMEWORK…………………… . 6

A. The Understanding of Evaluation ................................ 6

B. The Purpose of Evaluation .......................................... 7

1. General purposes ............................................. 7

2. Specific, topic-related purposes ....................... 8

C. Technique of Evaluation .............................................. 8

D. The Understanding of Test .......................................... 9

E. The Purpose of Test ..................................................... 10

F. The Types of Language Testing .................................. 11

1. Types of test based on its function .................. 11

x

2. Types of test based on its construction ............ 12

G. The Characteristics of a Good Test ............................ 13

H. Validity ...................................................................... 15

1. Content validity ............................................... 16

2. Face validity .................................................... 17

3. Construct validity ............................................. 18

4. Criterion-related validity ................................ 18

I. Reliability ................................................................... 19

1. Test-retest or Stability .................................... 19

2. Alternate form or Equivalent method .............. 20

3. Split-halves method ......................................... 21

J. Material, Syllabus and Curriculum ........................... 22

CHAPTER III RESEARCH METHODOLOGY……………………. .. 25

A. The Place and Time of the Study ................................. 25

B. The Population and Sample of the Study .................... 25

C. The Method of the Study ............................................. 25

D. The Instrument of the Study ........................................ 25

E. The Technique of Collecting Data ............................... 26

F. Technique of Data Analysis ......................................... 26

CHAPTER IV RESEARCH FINDING and INTERPRETATION …. 29

A. Research Findings ........................................................ 29

1. The Validity Criteria .............................................. 29

a. Description of The Data ................................... 29

b. Data Interpretation .......................................... 43

2. The Reliability Criteria .......................................... 45

a. Description of The Data .................................. 45

b. Data Analysis .................................................. 54

xi

CHAPTER V CONCLUSION and SUGGESTION…………………. 58

A. Conclusion ................................................................... 58

B. Suggestion .................................................................... 58

BIBLOGRAPHY .......................................................................................... 60

APPENDICES ........................................................................................... 64

xi

LIST of TABLES

Table 3.1 The Criteria of Conformity Level

Table 4.1 The Conformity between the English summative test items

(Summative test) and the Syllabus

Table 4.2 Description of the Test Items

Table 4.3 The Inconformity between the English summative test item

(Summative test) and the Syllabus

Table 4.4 The Analysis Result of the Conformity and the Inconformity of

English Summative test item at MTs Negeri 2 Jakarta for the

Seventh Grade students in the Even semester 2013-2014

Table 4.5 Student’s scores of the odd number (score X) of English

Summative test for the Seventh grade student on the second

semester in 2013-2014 academic year

Table 4.6 The Frequency of Distribution of the English Summative test for

the Seventh grade students on the second semester 2013-2014

academic year (score X)

Table 4.7 Student’s scores of the even numbers (score Y) of the English

Summative test for the Seventh grade students on the second

semester 2013-2014 academic year.

Table 4.8 The Frequency of Distribution of the English Summative test for

the Seventh Grade students on the second semester 2013-2014

academic year (score Y)

Table 4.9 Pearson-Product Moment Correlation of each half of the score X

and score Y of the English Summative test for the Seventh Grade

students 2013-2014 academic year.

xii

LIST of APPENDIXES

Appendix 1 : The English Test of MTs Negeri 2 Jakarta

Appendix 2 : The Syllabus of MTs Negeri 2 Jakarta

Appendix 3 : Data Card

Appendix 4 : Answer key of the test

Appendix 5 : The odd numbers of English Summative Test for

the seventh grade students on the second academic

year 2013-2014 (score X)

Appendix 6 : The even numbers of English Summative Test for

the seventh grade students on the second academic

year 2013-2014 (score Y)

Appendix 7 : Surat Izin Penelitian

Appendix 8 : Surat Keterangan Telah Melakukan Penelitian

xiii

LIST of FIGURES

Figure 2.1 Test-retest reliability (Using the same test forms)

Figure 2.2 Alternate form reliability

Figure 2.3 Split-halve reliability (Odd-even numbers)

1

CHAPTER I

INTRODUCTION

A. Background of the study

At the end of the process of teaching and learning program, there must be a

result to be evaluated based on the levels or materials that have been taught to the

students. This activity is done by a teacher at the end of the semester which is called

evaluation. Evaluation is one of important components to provide a valuable

judgment for teachers to make decision about what is good or desirable.

Traditionally, data of the evaluation are collected and counted at the end of term or

semester.

Teacher shall know not only what to teach and how to teach, but also how to

evaluate. This is in line what Gage and Remmers point in theirbook, “Teacher are the

agents of society, selected and trained to be highly qualified in determining what

pupils need to learn and how they can learn it, and in evaluating pupils to determine

how well they have learned”.1 Gronlund in his book stated about the definition of

evaluation, “Evaluation is the systematic process of collecting, analyzing, and

interpreting information to determine the extent to which pupils are achieving

instructional objectives”.2 Evaluation can be said as the last process in education that

containing a judgment of students’ skills and abilities which traditionally gathered at

the end of term or semester. In other words, evaluation is a systematic process which

happens after the information taken from the assessment has been collected,

synthesized and thought about. This is the part that teacher informed judgment as

feedback in classroom activities and educational instruction.

1 H.H Remmers and N.L Gage, A Practical Introduction to Measurement and Evaluation,

(New York: Harper and Brothers Publishers, 1960), p. 189. 2 Norman. E. Grolund and Robert L.Linn, Measurement and Evaluation in Teaching 6

th

Edition, (New York: Macmillan Publishing Company, 1985), p. 5.

2

Evaluation plays a very important role in education activities. It is because

education has goals that need to be reached; by giving evaluation furthermore teacher

can know whether the students reach the evaluation’s goals or not. According to

Pauline Rea-Dickins in her book that “The role of evaluation makes the teachers

aware of the parameters in which they are working. Raising awareness in this way

helps them to analyze the context for possible openings for innovation or for

constrains. Analyzing contexts helps teachers to evaluate possible approaches for

their classroom”.3Moreover, evaluation draws how well students achieve the material

after teaching and learning process. The information of evaluation will be very useful

to make judgments of the students either about their progress in reaching the goals or

about their overall achievement.

One of the methods of evaluation is using a test. The test is commonly use by

the teacher to measure the students’ ability or knowledge. A test is a set of questions

that each of the items has a correct answer. A test could be in the form of essay or

multiple choices. By testing, teacher is able to know the students’ achievement,

performance and effectiveness of the methods in teaching. It will be very useful for

the teacher to understand the students’ progress. The quantity of language learned in a

school can be measured as well by giving a test before, during, and after the course.

For teachers, it is not always been so easy to create a good test. A good test

has several characteristics. According to Gronlund the characteristics of a good test

are consist of validity, reliability and practicability.4 In other words, a test has to

measure what it is supposed to be measured (validity), give a consistent score from

one measurement to another (reliability).

At the end of the semester, every school holds a test that called a summative

test. Based on Gronlund, that Summative test is given at the end of a course of

instruction, and the results are used primarily for assigning grades, or for certifying

3 Pauline Rea-Dickins, Evaluation, (Oxford: Oxford University Press, 1993), p. 20.

4Norman E. Gronlund, op.cit,. p.7.

3

pupil mastery of the instructional objectives.5 The summative test is kind of tests

given to the students at the end of the course. The content must be related to the

course. The purpose of holding the summative test is to determine the extent to which

the instructional objectives have been achieved, and to provide information for

teachers to have a decision whether or not students deserve to go up the next level of

education.

MTs Negeri 2 Jakarta, as one of public schools in South Jakarta, has created

their own summative tests for years. The summative test is created by the teachers

who teach English lesson at MTs Negeri 2 Jakarta. Teachers develop the test items

based on the syllabus given. A test like this can be named as the teacher-made test.

Teacher-made test are generally prepared, administered, and scored by one teacher.

On the other hand, there test that is already created by the MGMP team under

the supervision of the Ministry of Education, this kind of tests named as standardized

test. A standardized test is a test that carefully constructed by the experts including

the needs of purposes; like administering procedures, scoring, and interpreting scores

are specified in detailed.

Considering some facts that MTs Negeri 2 Jakarta has developed its own tests,

test on MTs Negeri 2 classified as a teacher-made test. Also, looking at some

arguments that it is no easy to create a good test, the writer is interested to observe the

test use in MTs Negeri 2 Jakarta. In creating a test, the teachers have to concern if the

test is valid, reliable, and practical. A teacher made-test should be in line with the

syllabus and the content of the test must be measured what is intended to measure, in

this case is the language skill taught by teachers. In discussing the validity, the

validity of test is the extent to which a test measures what is intended to measure.

And the reliability of test is the score must consistent, there for, to be reliable a

language test must obtain consistent result and give consistent information.

According with the explanation above the writer would like to observe about the tests

5Norman E. Gronlund, Ibid., p. 126.

4

held in MTs Negeri 2 Jakarta. The purpose of this research is to find out whether the

English Summative test in MTs Negeri 2 Jakarta for the Seventh Grade students

fulfill of the criteria of a good test. On this research focused on the validity and

reliability of the teacher-made test of English summative test.

In accordance, with the test purpose to get the validity and reliability data of

the test, the needs of the test items and the scores of English Summative test from the

Seventh Grade students were taken at MTs Negeri 2 Jakarta on the second semester

academic year 2013-2014.

B. Identification of The Problems

Based on the background above the writer tried to indentify several problems

as follows:

1. The English summative test of teacher-made test is not in line with the syllabus

given.

2. The English summative test of teacher-made test is not fulfilling the criteria of

a good test; in term of validity and reliability.

3. Teacher does not explain about the materials based on the syllabus given.

C. Limitation of The Study

This research limited this study on the criteria of a good test, in term of

validity and reliability of teacher-made test of English Summative test for the Seventh

Grade students at the MTs Negeri 2 Jakarta on second semester academic year 2013-

20014.

D. The Formulation of The study

Based on the information in the background and the limitation of the study

above, the formulation of question as follows:

5

“Was the teacher-made test of English Summative test made for the seventh

grade students of MTs Negeri 2 Jakarta fulfilling the criteria of a good test, in term of

validity and reliability?”

E. Method of The Study

The method used in this research was a qualitative method. And the writer

would used the descriptive analysis to describe the data collected.

F. The Objective of The Study

The objective of the study was to know whether or not the English summative

test made by the teacher at MTs Negeri 2 Jakarta academic year 2013-2014 fulfill the

criteria of a good test, in terms of its validity and reliability.

G. The Significance of The Study

The finding of this research is hopefully can be very useful for the teachers,

students, school (principles), and the future researchers. For the teachers, this research

is expected can help the teacher to arrange a well-constructed test, by fulfilling the

criteria of a good test such as validity and reliability criteria.

For the school (principles) it is expected to help the school to have a

documentation of tests that fulfill the characteristic of a good test. It is also beneficial

for school as a guidance to improve school’s quality in providing and facilitating tests

for the students. For the students, this research helps them to minimize the error or

mistake when answering the tests. And the last for the future researcher it hopes can

help them to find a reference and information in conduction the same research.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. The Understanding of Evaluation

In the activities of teaching and learning, evaluation has a close

relationship and cannot be separated from it. Through evaluation, teacher can

monitor the students‟ progress and achievement in mastering the lessons and the

effectiveness of the teaching and learning activities. Evaluation provides an

effective means of securing a developmental and characteristics of each pupil in

the school. The great value of evaluation lies in the effective use by

administrators, counselors, and teachers as a basis for instruction and guidance.

According to Peter W. Airasian and Michael K Russel, that “Evaluation is the

process of making judgments about what is good or desirable.”1

While Hagen and Thorndike define evaluation in education as:

“Describing something in terms of selected attributes and judging the

degree of acceptability or suitability of that which has been described” This

“something….is typically (a) a total school program, (b) a curricular procedure, or

(c) an individual or a group of individuals.”2

Pupil evaluate on is a process in which a teacher commonly uses

information derived from many sources to arrive at a value judgment. The

information might be obtained by using measuring instruments as well as other

techniques that do not necessarily yield quantitative result, such as general

information questionnaires, direct observation, and teacher-pupil interviews.3

From those statements above, evaluation can be explained as a systematic

process which is done to get information or educational data from many sources to

1Peter W. Airasian and Michael K. Russel, “Classroom Assessment: 6

th edition.” (New

York: McGraw Hill Inc., 2008),p.10. 2Elizabeth P. Hagen and Robert L. Thorndike, “Evaluation.” in Victor H. Noll,

“Introduction to Educational Measurement: 2nd

Edition.” (Boston: Houghton Mifflin Company,

1965), p. 14 3J. Stanley Ahmann and Marvin D. Glock, “Evaluating Pupil Growth: Principles of Test

and Measurement: 3rd

Edition.” (Boston: Allyn and Bacon Inc., 1986), p. 12.

7

be processed and counted to arrive at a value judgment. Evaluation also occurs

right after assessment evaluation is collected, it uses for making a final judgment

at the end of the process of teaching and learning.

B. The Purpose of Evaluation

Dickins and Germaine assumed that purpose of evaluation can be divided

into two categories which are general purpose and specific, topic-related

purposes.4 In general purposes, it may be undertaken for three principal reasons

which are evaluation for purposes of accountability, curriculum development and

teacher self-development.

1. General purposes:

a. Accountability

Accountability deals with the value of money, effectiveness and efficiency.

The purpose of accountability is to report on a product and give an evaluation

judgment. The term of this evaluation is known as a Summative test.

b. Curriculum development

Some information for instance students‟ strength and weaknesses on

teaching and learning can be gathered through curriculum development. In the

contrast of Summative evaluation, there is also Formative evaluation. Formative

evaluation will collect information from different people over period of time that

is intended to improve curriculum itself.

c. Teacher self-development

Teacher self-development deals with broadening teachers‟ knowledge

about teaching and learning in the classroom.

Despite the general purposes, Rea-Dickins and Germaine also written that

evaluation falls into a category of specific, topic-related purposes.

4Pauline Rea-Dickins and Kevin Germaine. op.cit. pp. 23—26.

8

2. Specific, topic-related purposes

Evaluation is important to classroom teachers and how their awareness can

be raised by evaluation activities. The environment is made up of many things

including the social organization of the classroom, the textbooks, the mode(s) of

teacher presentation and the resources available to the teacher. The materials may

be evaluated in terms of how well they reflect the principles by which they have

been written.

The use of evaluation helps teacher to see the importance of looking at

indicators in whenever they are teaching. By giving attention, helps teachers to

work with the context to indicate for possible innovation and limitation. For

having possible approaches in their classroom teachers can be helped by analyzing

the contexts. The more are teachers aware of this issue, the more possible for

teachers to create innovation and limitation whenever they are teaching.

C. Techniques of Evaluation

Evaluation is not just a testing program, but it widely that it is. Snow

mentions in his book about the five techniques of evaluation5that may contribute

to the total evaluation program, as follow:

1.Test

The backbone of evaluation in many systems consists of tests, especially

midterm and final examinations. In fact, testing somehow label as the main form

of evaluation, makes people think of testing and evaluation are equally the same.

2.Quizzes

Quizzes are shorter that tests, it of often give to the students frequently.

Because of quizzes are done regularly, it takes time longer rather than packing it

into a few exams. By having quizzes, students helped to get into study regularly.

5Don Snow, From Language Learner to Language Teacher: An Introduction to Teaching

English as a Foreign Language (Michigan: McNoughton & Gunn. Inc, 2007), pp. 55—59.

9

3.Home work and in-class work

An obvious and important alternative to testing is evaluation based on

homework assignments or in-class work.

4.Portfolios

A portfolio is one of the techniques deals with the process from beginning

to end. Students may select their works, which they do during semester then turn

it in to final grades. This approach works most naturally in writing courses.

5.Self-assessment

One final idea is to involve students in assessing their own work and

perhaps even allow them to have a limited voice in determining their final grade.

D. The Understanding of Test

The information about the student‟s strengths and weakness during the

lesson, his progress, and final achievement is collected by using the techniques of

evaluation. One of the techniques of evaluation is a test. Tests may be constructed

primarily as devices to reinforce learning and to motivate the students or primarily

as a means of assessing students‟ performance in the language. Classroom tests

may be given every two or three week, and such tests may be constructed to last

the entire class period at the end of course.

H. Douglas Brown states that a test in simple term is a method of

measuring person‟s ability, knowledge, or performance in a given domain, the

definition sounds fairly simple, but in fact, constructing a good test is a complex

task involving both science and art.6 While another famous experts in language

testing, Cronbach (1970) defines a test as “a systematic procedure for observing a

person‟s behavior and describing it with the aid of a numerical scale or category

system.7

6H. Douglas Brown, “Language Testing Principles and Classroom Practice.” (New

Jersey: Prentice Hall, 1980), p. 3. 7Cronbach (1970), in H.J.X Fernandes, „Testing and Evaluation.”(Jakarta: Atma Jaya

University. 1984), p.1.

10

For those explanation above the writer concludes that a test is as one of the

technique in evaluation that teacher uses consist of a sequence of task or items to

be responded by students. It is used to measure student‟s ability, knowledge, and

achievement by numerical scale result to assess students‟ specific traits.

E. The Purpose of Test

The major purpose of testing is to measure students‟ achievement as an

indication of progress toward educational objectives set for the students. In line

with the purpose to measure students‟ ability, Valetta mentions three important

roles of testing in her book, as follow:

1. They define course objectives,

2. They stimulate student progress, and

3. They evaluate class achievement.8

The classroom test is concern with evaluation for the purpose of enabling

teachers to increase their own effectiveness by making adjustment in their

teaching to enable certain group of students or individuals in the class to benefit

more.

The test should also enable the teacher to ascertain which parts of the

language program have been found difficult by the class.

Harris indicates six different emphases in measuring student ability or

potential. He states that objective of administering test9 are:

a. to determine readiness for instructional programs

b. to classify or placed individuals in appropriate language classes.

c. to diagnose the individual‟s specific strengths and weaknesses

d. to measure aptitude for learning and used to predict future

performance.

8Rebecca M. Valette, “Modern Language Testing: 2

nd Edition.” (New York: Harcout

Brace Jovanovich, 1997), p. 3. 9David P. Harris, “Testing English as a Second Language.” (New Delhi: Tata McGraw-

Hill Publishing Company, Ltd., 1977), pp. 2—3.

11

e. to measure the extent of student achievement of the instructional goals.

f. to evaluate the effectiveness of instruction.

Based on the statements above it can be concluded that the purpose of test

is to diagnose the individual‟s strength and weakness in a course program in order

to measure the extend student‟s achievement of the instructional goals.

F. Types of Language Testing

In this part, the writer is going to explain the types of language testing,

classify by its function and its construction.

1.Types of test based on its function

Harris argued that there are three general types of test10

. These three

general types are aptitude test, general proficiency test, and achievement test:

a. Aptitude test is a test that predicts a person‟s ability in skills and learning.

Proficiency tests are no way related to any syllabus or teaching programme;

indeed, many proficiency tests are intended for students from several different

schools, countries even language background.

b. General proficiency test is used to indicate what an individual is capable of

doing now (as the result of his cumulative learning experiences), though it may

also serve as a basis predicting future attainment.

c. Achievement test is used to indicate the extent to which an individual has

mastered the specific skills or body of information acquired in a formal

learning situation. There are two kinds of achievement test, formative test and

summative test.

1. Formative test

Formative test, is used to provide feedback to students and teacher on

learning process or during the course. The purpose of this test is to measure the

10

Harris, loc.cit.,p. 10

12

students‟ achievement that related to materials that have been given by the

teacher. The information that is received by the formative test is very useful for

evaluating the effectiveness of teaching and learning activities that have been

done by the teacher. The advantage of this test for the students, they can find out

whether or not they have mastered the lesson that has been learned.

2. Summative test

Summative test, is used to assign grades, or certify mastery at the end

involves all of the materials that have been thought by teacher during the teaching

and learning activities in one term or for about six months. Every school has to

administer the summative test in order to determine the extent to which the

instructional objectives have been achieved, and to provide information for

teacher, to make a decision whether or not the student is deserve to go up next

level.

From the statement above, the writer tries to conclude that there are at

least three types of test based on its function that involves aptitude test which use

for getting specific skills given before the study, then the second is general

proficiency test or proficiency test which provide the predicting future attainment

to specific language requirement, and the last is progress test or achievement test

usually gathered after the teaching and learning process, which divided into

subgroup the formative test and the summative test.

2. Types of test based on its construction

There are two types of test based on its construction. These two types are

teacher-made test and standardize test.

a. Teacher-made test

Teacher-made tests is also named by an informal test, or in the book of

Peter Airasian and Michael K. Russel named as non-standardized assessments11

.

Non-standardized assessment or teacher-made tests are created to be used in a

11

Peter Airasian and Michael K. Russel, op. cit., p. 13.

13

single classroom with a single group of students. The items are representing the

particular areas of instruction focused on in that single classroom. According to J.

Stanley Ahmann and Marvin D. Glock see teacher-made tests as informal tests

because of this kind of tests are constructed by a classroom teacher that uses only

in a particular classroom when its own teacher sets the time.

Based on the statements above, the writer tries to conclude that teacher-

made tests is an informal tests that construed by the classroom teachers to assess

students‟ achievements as a result of exposure to specific instructional activities,

objectives, plans, and practices which administered only to a group of students in

school.

a. Standardized tests

Victor H. Noll, stated that standardized tests is on that has been carefully

constructed by experts in light of acceptable objectives or purposes; procedures of

administering, scoring, and interpreting scores are specified in detailed so that no

matter who gives the test or where it may be given, the result should be

comparable; and norms or averages for different ages or grades levels have been

pre-determined.12

Standardized assessments are meant to be administered in many

classrooms across a school, district, state, or nation.

Standardized test also can contribute to decision making about school

programs and curricula and they can become part of an ongoing school or district

program evaluation process.

It can be conclude that standardized tests are tests that made by the experts that

widely use over the schools, areas, even nations; as the examples of this test are

UAMBN, UAN, SNMPTN, TOEFL and so on.

12

Victor H. Noll, op. cit., p. 5.

14

G. Characteristics of a Good Test

Each test is good when it has fulfilled the characteristics of a good test,

namely validity, reliability and practicality.13

The word practicality also has the

same meaning with usability as one of the most essential characteristics of a good

test. Here the writer will try to give brief information about the characteristics of a

good test.

The first characteristic is validity. In general the concept of validity is to

measure what it supposes to be measured. While according to Weir mentioned

other concept of validity, validity resides in test scores. Validity is perhaps better

defined as the extent to which a test can be shown to produce data and test score,

which are an accurate representation of a candidate‟s level of language knowledge

or skills.14

It can be argued that validity deals with the degree of evaluation

measure what is supposed to be measure that described in data (scores) or how

well it fulfills the function for which it is being used.

Next characteristic is reliability. Reliability refers to the consistency of test

scores, that is how consistent the test score or evaluation results are from one

measurement to another. Reliability is also important to decide whether or not the

test has a good measurement to arrive at the final judgment of students‟

performance. Bachman and Palmer argue that reliability is often defined as

consistency of measurement. A reliable test score will be consistent across

different characteristics of testing situation.15

States by Kubiszyn and Borich, The

reliability of a test refers to the consistency with which it yields the same rank for

individuals who take the test more than once.16

The writer tries to conclude the

key of reliability is the consistency of scores of a test resulted by the same group

of examinees‟, even if the test is tested in different time of test.

13

Harris, op.cit., p. 13. 14

Cyril J. Wier, “Language Testing and Validation: An Evidence-based Approach.” (New

York: Palgrave Macmillan: 2005), p. 12. 15

Lyle F. Bachman Adrian S. Palmer, “Language Testing in Practice: Designing and

Developing Useful Language Test.” (New York: Oxford University Press, 1997), p. 19. 16

Tim Kubiszyn and Gary Borich, Educational Testing & Measurement: Classroom

Application and Practice.( New Jersey: John Wiley&Sons, Inc. 2010), p. 341.

15

The third characteristic is practicality or usability. Usability or

practicability has several points that must be taken into account when selecting

assessment procedures, the practical considerations cannot be neglected. Linn and

Gronlund mentioned at least five points of practicability17

, consisting of easy of

administration, that the tests are usually administered and interpreted by teachers

with only a minimum of training in measurement. Time required for

administration, time available for test is almost limited, because of test is in

constant competition with other important activities for time in school schedule.

Cost of testing, because of testing is relatively inexpensive but it can be

expensive, the teachers or test takers must take into account cost for copy or test

book. Then the fourth point is ease of interpretation and application, the success or

failure of an assessment program is determined by the use made of the assessment

result, it will contribute the educational decision if they interpreted and applied

effectively. The last is availability of equivalent or comparable forms, equivalent

forms of a test measure the same aspect of behavior by using test items that are

like in content, level difficulty, and other characteristics.

H. Validity

Test validity is the most critical factor to be judged and considered in the

total of a foreign language testing. A test is valid when it measures effectively

what it is intended to measure.

Validity really is not a simple concept; however, the concept of validity

reveals a number or aspect, each of which deserves our attention. Arthur Hughes

classifies validity into four: content validity, face validity, construct validity, and

criterion-related validity.18

17

Robert L. Linn and Norman E. Gronlund, Measurement and Assessment in Teaching:

7th

fEdition.(New Jersey: Prentice Hall, Inc, 1995), p. 106. 18

Arthur Hughes, Testing for Language Teachers 2nd

Edition, ( Cambridge: Cambridge

University Press, 1989), p. 22

16

1. Content Validity

Content validity is concerned with the extent to which the test is

representative of a defined body of content consisting of topics and processes.19

Moreover, the test should reflect instructional objectives or subject matters. But it

is not expected that every knowledge or skill will always appear in the test; there

may simply be too many things for all of them to appear in a single test.

Wiersma divided content validity into two parts, content validity of

teacher-constructed tests and content validity of published tests.20

Content validity

of teacher-constructed test essentially depends on the sampling of items. If the test

items adequately represent the domain of possible items, the test has adequate

content validity. When a test is not content valid, there are two consequences.

First, the students cannot demonstrate skills that they possess if they are not

tested. Second, irrelevant items are presented that the students will likely answer

incorrectly only because the content was not taught. Both of these consequences

tend to lower the test scores; as a result, the test score is not an adequate measure

of student performance relative to the content covered by instruction.

Most teachers are quite familiar with the content they cover during

instruction, and, to a large extent, teacher-constructed tests have an inherent

content validity. However, in planning a test, teachers can use a straightforward

procedure that tends to improve content validity.

The second part is content validity of published tests. Teachers may, at

least on occasion, use published tests, some of which accompany curriculum

materials. The tests constructed for a specified textbook or set of materials usually

have high content validity if the materials are used as intended for instruction.

Sometimes materials are used as supplementary and are only partially covered, in

which case any accompanying tests would at least need to be reviewed for content

validity.

19

William Wiersma and Stephent G Juts, Educational Measurement and Testing,

(Boston: Allyn & Bacon, 1990), p.184 20

Ibid p.p. 185-186

17

According to Wilmar, content validity may be defined as the extent to

which a test measures a representative sample of the subject matter content and

the behavioral changes under consideration.21

It can be understood, that in this

case the content of the test which interpretated through the test is the important

thing and must be able measure what it is intended to measured.

There are two importance of content validity. First, the greater test‟s

content validity, the more likely it is to be an accurate measure of what it is

supposed to measure. Secondly, such a test is likely to have a harmful backwash

effect. Areas which are not tested are likely become areas ignored in teaching and

learning. The best a safeguard against this is to construct full test specification and

to ensure that the test content is a fair reflection of these.22

2. Face Validity

Face validity is a surface or appearance of test. As Alderson stated, face

validity refers to the test‟s surface credibility or public acceptability.23

It means

that the test‟s surface that will be examined to the students must describe or show

the good construct test and it can be acceptability by the examinee. While Arthur

stated, Face Validity refers to the appropriateness of test items.24

It is mean the

form of test that given to the examinee should be appropriate and complete

instructions.

Substantially, there is no different view among definition above. They

would like to elaborate that a test is regarded as having face validity, if its

appearance is acceptable, it is clearly readable, and it has a clear instruction in

answering the test.

21

Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen

Pendidikan dan Kebudayaan, 1988), p. 12. 22

Arthur Hughes, Testing for Language Teachers 2nd

Edition, ( Cambridge: Cambridge

University Press, 1989), pp. 22-23. 23

J. Charles Alderson, et. al. Language Test Construction & Evaluation, (Cambridge:

Cambridge University,1995), p. 172. 24

Arthur Hughes, Testing for Language Teachers Second Edition, ( United Kingdom:

Cambridge University Press, 1989), p. 27.

18

3. Construct Validity

William said that construct validity is concerned with the psychological

constructs that are reflected in the scores of a measure or test.25

It means, the

result of testing which has done will be desribed in the form of scores.

Construct validity deals with construct and underlying theory of the

language learning and testing. J.B. Heaton states that if the test has construct

validity it is capable of measuring certain specific characteristics in accordance

with a theory of language and behavior and learning.26

The statment mentioned

gives a describing that the test made by teacher where it has construct validity

otomaticaly it can measure certain specific characteristic accordence theory

language.

While, Kenneth said that construct validity is the systematic analysis of

tests score designed to assess whether there is a basis for validity.27

This statment

explain that it should be basis, in this case the theory of language and behavior

that sistematic in designing the construct validity.

4. Criterion-Related Validity

William and Stephen stated that criterion validity is based on the

correlation between scores on the test and scores on a criterion. The corelation

coeficient is the criterion validity coefficient.28

It can be understood, in the

criterion validity there is a relation between scores on the test which resulted by

the students and the scores that standarized and both can be influence one to

another.

According to Arthur there are two kinds of criterion related validity:

concurent validity and last is predictive validity. Concurent validity is constanted

when the test and standarisation are arranged at about same time, while the

25


(Boston: Allyn & Bacon, 1990), p.193 26

JB. Heaton, Writing English Language test, (London and New York, Longman1998),

p. 161. 27 Kenneth D. Hopkuns, Educational and Psychological Measurement and Evaluaton,

(Boston: Allyn & Bacon, 1998), p. 99. 28


(Boston: Allyn & Bacon, 1990), p.189

19

predictive validity is focus the level when a test can guess examinee‟s future

action.29

I. Reliability

Reliability is a necessary characteristic of any good test. Reliability

is of primary importance in the use of both public achievement and proficiency

test and classroom tests. Reliability refers to the accuracy; consistency and

stability of measurement by a test. Any direct measurement of such consistency or

stability calls for correlating at least two measurement. There are numbers of ways

in estimating reliability of a test. Lado mentioned, there are three widely used

practice in estimating the reliability of test30

. First, from simplest technique of

test- retest method, alternated or equivalent methods, and split-halves methods.

1. Test-retest or Stability

Test-retest is a method of estimating reliability requires the test is tested

twice to the same students with a length of time. The result of the two

administrations of the same test will be calculated by mean of the correlation

coefficient. On the other hand, this method has certain disadvantage. The facts of

testing the same test to the same students with too short an interval of time may

cause student‟s memories of the previous test. If the time interval between the two

test is too long as mean to overcome the „memory factor‟ the students‟ proficiency

may have change as the factor as interviewing learning, growth, and has lower self

correlation in learning. Thus, reliability scores could be underestimated.

29 Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge:

Cambridge University Press, 1989), pp. 27-29. 30

Robert Lado, Language Testing: The Constructing and Use of Foreign Language Tests.

(New York: McGraw Hill Book Company, 1961), p.332.

20

Figure 2.1 Test-retest Reliability (Using the same test form)

2. Alternate forms or Equivalent Method

Robert Lado in his book, alternate-form method is the method that uses

two different forms of tests which are equivalent to same students and correlate

the scores31

. The equivalent test must be in the same of length, difficulty, time

limits and content, it must be similar but not identical.

As any other method, the alternate method has disadvantage, the most

issue problem is the teachers take a great deal of effort to develop one good test,

let alone two. The test must be homogeny and measure the same indicators.

31

Ibid.,p.332.

Test-retest

June July

Form A

1. Testee A

2. Testee B

3. Testee C

Score = 82

Form A

1. Testee A

2. Testee B

3. Testee C

Score = 86

21

Figure 2.2 Alternate Form Reliability

3.Split-halves Method

This technique is come up because of the difficult of the first two

techniques, test-retest and alternate form. The technique of this method is by

giving a single test to the individuals then separate the scores for each half then

computing the correlation coefficient between the two halves of scores obtained.

Robert Linn assumed that reliability can be estimated from a single test form of

students on one occasion, known as a split-halves method32

. The procedure of this

method is by splitting a single test into two equivalents halves, an odd number and

even number. Through this procedure every student receives a score of each half

of the test; each half will be calculated to know the reliability coefficient by

correlating the scores. Since this reliability holds only for half of the test then the

reliability of the whole must be obtained, the formula for estimating the reliability

of the whole test from two halves is use the Spearman-Brown formula. Lado

points, in his book, “From a theoretical point of view we are more interested in

knowing the “real” reliability of the test.”33

The advantages of Split-Halve

technique, it may eliminate such variables that may affect some students interest

32

Robert Linn, op. cit., p. 87 33

Robert Lado, op.cit.,p. 333.

Alternate Form Reliability

June July

Form A

1. Testee A

2. Testee B

3. Testee C

Score = 82

Form B

1. Testee A

2. Testee B

3. Testee C

Score = 78

22

to repeat a test, the situation of the second test administration that held may be

different, the changing of the students‟ performance, etc. For this purpose, the

Split-Halve technique is conducted to get a reliability coefficient more exactly

depend on the test itself.

Figure 2.3 Split halves reliability (odd-even scores are then correlated)

J. Material, Syllabus and Curriculum

The materials are the important parts of the teaching learning process that

should be mastered by the teacher and should be passed to the students. The

materials that given by the teacher must agree with the syllabus and it will be

better if suit with the context learning. James D. Brown said that material is

defined as any systematic description of the technique and exercises to be used in

classroom teaching.34

It is mean that a description of teaching and learning

technique that used by a teacher and a lot of exercises that given to the student as

a tool of test must arranged systematically, so that materials that taught in the

classroom can be achieved effectively.

34

James D Brown, The Elemen of Language Curriculum: A Systematic Approach to

Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.139.

Split Halve Reliability

Test items = 50 items

Sum number of Sum number of

odd number items even number items

Items 1, Items 2,

3, 4,

5, 6,

7,… 8,…

Total odd score = 40 Total even score = 42 total score = 82

Form A

June…

1. Testee A

2. Testee B

3. Testee C

23

Richard and Rodgers stated that materials designed on the assumptions that

learning is initiated and monitored by the teacher must meet quite different

requairements from those designed for student self-instruction.35

It can be

understood that materials that constructed for student must effective and

systematic,because the teacher still a task to extend the material clearly to control

learning process when the student do the task from the materials.

From the statements above, the writer can conclude that materials is the

descriptions of learning object that given to the students in the classroom by

considering the approach, syllabus, technique, and exercises so that the learning

purpose can be achieved effectively.

A syllabus is designed based on school program and students degrees. Besides

that, when a teacher constructs the syllabus, it must be suitable with students‟

ability and relevant to early situation. It is hoped in other to the indicators that

depeloved in the syllabus can be achieved.

According to Richards, a syllabus is a specification of the content of a course

of instruction and list what will be taught and tested.36

from the definition

mentioned, syllabus is a tool of instruction or reference and a lot of materials that

will be taught to the student and finaly will be tested also to measure student‟s

understanding about the material that has learned based syllabus reference. In the

content of syllabus indicator plays an important part, because indicator describing

competence that has to mastered by the students.

While, Brown said that syllabus are predominantly concerned with the choices

necessary to organize the language content of a course or program.37

It can be

understood that when the teachers will teach the materials in the classroom, they

can choice a lot of courses and organize the materials that needed. Whole must

concerned to the syllabus so the materials or course not lateral.

35 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 1986), p. .30. 36

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 2. 37

James D Brown, The Elemen of Language Curriculum: A Systematic Approach to

Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.141.

24

Syllabus is not separated with the curriculum, because the instructions or the

content in the curriculum will be developed into syllabus based on the

competency standard and basic competence. Posner said that curriculum is the set

of instructional startegies teacher plan to use.38

It means that curriculum hold the

important role, that is the instructional strategies for the teacher where curriculum

be basic reference in teaching and learning process.

From the statements, the writer concludes that curriculum is the planned learning

experiences of an educational system with attention to the elements of program of

studies, program of activities and program of guidance.

38

George J. Posner, Analyzing the Curriculum, (New York: McGraw-Hill Companies,

Inc., 2004), p. 5.

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This study was conducted at MTs Negeri 2 Jakarta, located in Jln RM.

Kahfi 1, RT 007/01, No. 34, Ciganjur, Jagakarsa, Jakarta Selatan 12630. This

research was held during the end of the second semester on June 13th

2014. The

research was carried in one day occasion at 13th

of June 2014, when the English

summative was held.

B. Population and Sample of the Study

The population on this study was the entire seventh grade students in MTs

Negeri 2 Jakarta, academic year 2013-2014, which consist of five classes, with

187 students. Random sampling technique was used in this research, so each

student has a chance to be selected as a sample. 50 students were randomlychosen

as the sample of the research.

C. Method of the Study

In method used in this study was a qualitative method, categorized as

descriptive analysis. As the writer collected and analyzed the test items of English

summative test at MTs Negeri 2 Jakarta whether the summative test fulfill the

criteria of a good test; validity and reliability. The test is measured adaptable with

the syllabus and indicators especially from reading and writing skills.

D. Instrument of the Study

The research instruments which was used by the writer in collecting the

data is documentation. The documents are:

26

1. Test of English summative test

The instruments in this study was the test of English summative test for

the seventh grade students in odd semester 2013-2014 academic years. The test

consists of 50 items of multiple choices.

2. English syllabus and indicators for the second grade students of Mts Negeri 2

Jakarta.

The writer analyzed the English summative test items, then conform it to

the English syllabus and indicators. The English syllabus which is made by the

teacher should be based on the Standard competency and basic competence.

3. Answer sheet of English summative test

The writer analyzed the answer sheets of students and would split it into

two halves and counted using the spearman-brown formula.

E. Technique of Collecting Data

To collect the data for this study, the writer used the syllabus and the

summative test of the English subject on the second semester 2013-2014 academic

years. And also asking for the answer sheet of the students then split the scores

into two halves (odd-even numbers)

F. Technique of Data Analysis

To examine the item test, the writer identifyed each of the item in the

summative test and made a data card by identifying the components of the test.

The writer categorized the components of the test. Next, the writer compared the

components of the test with the materials which are represented in syllabus and

counted the percentages of each component. To make the percentage, the writer

uses the formula:

F

P = ── × 100%

N

27

P = Percentage of Content Validity

f = Frequency of item appearance

n = Number of sample

Moreover, to measure the conformity level of the English summative test

items, the writer adopts the conformity level criteria by Arikunto:

Table 3.1

The Criteria of the Conformity Level1

81% - 100% Very good

61% - 80% Good

41% - 60% Fair

21% - 40% Poor

0 – 39% Very poor

The split-halves method was used in dividing a test into two halves (by

separating the odd-numbered and even-numbered. Each half would be calculated

for the reliability score. The score of odd number, produced the X data, while the

score of even number, produced the Y data. These two data would be analyzed by

implementing statistical analysis, named Pearson Product Moment, with the

formula:

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

rxy2 = the square of the correlation of the scores on the two halvesof the

test.

N = the number of students in sample

1Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: PT. Rineka Cipta, 2005), p. 44.

28

∑X = the sum of X scores

∑Y = the sum of Y scores

∑X2 = the sum of the squares of X scores

∑Y2 = the sum of the squares of Y scores

∑XY2

= the sum of the products of X and Y scores for each student

Next step to estimate the reliability for the entire test score, the writer used

the Spearman-Brown formula:

(

)

Obtain the reliability of the entire test.

Obtain reliability of half the test.

29

CHAPTER IV

RESEARCH FINDINGS and INTERPRETATION

A. Research Findings

1. The Validity Criteria

a. Description of the Data

To obtain the validity criteria of the test of English summative test at MTs

Negeri 2 Jakarta, thewriter analyzed the test materials whether they conform to the

English syllabus of MTs Negeri 2 Jakarta. To get the data,the writer took the

questions sheet and the English syllabus document to be analyzed. The data that

the writer used in this study is the English summative test for odd semester, which

is called Ulangan Akhir Semester (UAS )Genap Tahun Pelajaran 2013/2014 for

the first grade students of MTs Negeri 2 Jakarta. The total numbers of test items

are 50 items of multiple choice items. The test was held on Friday, 13rd

June 2014

with the given time 120 minutes.

Having investigated the summative test items, the writer is able to describe the

data as follows:

Table 4.1

The conformity between the English final test items (Summative test)

and the syllabus

Basic Competence Based on the indicators of

Reading

Items number

Membaca

1.1 Merespon makna

yang terdapat dalam teks

1.Mengidentifikasi

berbagai informasi

dalam teks

fungsional pendek

berupa:

- Instruksi

- Daftar barang

- Ucapan selamat

3, 27, 34, 35, 41

30

tulis fungsional pendek

sangat sederhana secara

akurat, lancar dan

berterima yang berkaitan

dengan lingkungan

terdekat

- Pengumuman

2 .Merespon berbagai

informasi dalam teks

fungsional pendek

25, 26, 36, 37, 42,

43

3.Membaca nyaring teks

fungsional / pendek.

-

1.2 Merespon makna dan

langkah retorika secara

akurat, lancar dan

berterima dalam esai

sangat sederhana yang

berkaitan dengan

lingkungan terdekat

dalam teks berbentuk

descriptive/procedure

1. Mengidentifikasi

berbagai informasi

dalam teks

descriptive dan

procedure

7, 9, 10, 11, 18, 19,

20, 21, 22, 23,

2. Mengidentifikasi

fungsi komunikatif

teks deskriptif /

procedure.

8

3. Mengidentifikasi

langkah retorika

teks deskriptif

/prosedur

-

4. Menyebutkan ciri

kebahasaan teks descriptive

/ procedure.

-

Basic Competence Based on the indicators of

Writing

Items number

Menulis

2.1 Mengungkapkan

makna dalam teks tulis

fungsional pendek sangat

sederhana dengan

menggunakan ragam

1. Menulis teks

fungsional

pendek

berbentuk :

- Instruksi

- Daftar barang

- Pengumuman

44

31

bahasa tulis secara akurat,

lancar dan berterima

untuk berinteraksi dengan

lingkungan terdekat.

- Ucapan Selamat

2. Menulis kalimat

Sederhana

-

2.2 Mengungkapkan

makna dan langkah

retorika dalam esai

pendek sangat sederhana

dengan menggunakan

ragam bahasa tulis secara

akurat, lancar dan

berterima untuk

berinteraksi dengan

lingkunguan terdekat

dalam teks berbentuk

descriptive/ procedure

1. Melengkapi teks -

descriptive

- procedure

12, 13, 14, 15, 16,

17

2. Menyusun teks

31, 38, 47, 46

3. Menulis teks berbentuk

- Descriptive/

procedure

-

Table 4.2

The Description of the Test Items

Item

numbers Samples

Point of conformity

3, 27

3. Teacher: Hadi, open the

door please!

Hadi : …….

a. Don‟t mention it.

b. Yes, Sir.

c. Ok, Sir. Thank you

d. I‟m sorry Sir.

27. Some celery

The question number 3 ask

students to identify information

from the functional text of

instruction, and number 27 asks

the students to identify

information from the functional

text of Shopping list . It can be

understood that this item

measures the student‟s ability in

identify the information from the

32

1 ounce garlic

1 ounce onion

1 kg chicken

¼ kg carrots

¼ kg tomato

1 pack salt

From the text above we know

that the writer probably

wants to cook….

a. Fruit salad

b. Black Forest

c. Chicken soup

d. Chicken curry

functional text, “mengidentifikasi

berbagai informasi dalam text

functional pendek berupa

instruksi, daftar barang, ucapan

selamat, pengumuman”

25, 36

25. How much garlic does the

writer wants to buy?

a. One ounce

b. Two ounce

c. Three ounce

d. Four ounce

36. Dear Anita,

Congratulation on your success

in the poetry reading

competition. You are the

best. I am proud of you.

Love

Harun

Who send the card?

a. Anita

b. Anita and Harun

c. Poetry competition

d. Harun

The question number 25 and 36

ask students to respond the

information from the functional

text. It can be understood that

these items measure students‟

ability in identifying functional

text. Thus, these items conform

to the recommended indicator

namely “Merespon berbagai

informasi dalam teks functional

pendek.”

33

7,9

The Jackson Family

Mr. Jackson is an

American teacher, but he

lives and works in Denpasar,

Bali. He teaches English at

SMP Bina Bangsa. He is

very good teacher. His

students like hime

His wife is an

Indonesian. She comes from

Medan. They have one son

and one daugther. The

children go to a primary

school.

Mr. Jackson‟s house is

made of wood. It has five

rooms, a kitchen, a bathroom,

a living room and two

bedrooms. The Jackson have

a house maid to help Mrs.

Jakcson to do the house

work. The maid is from

Surabaya.

7. What does the topic of the text

about?

a. Mr. Jackson‟s wife

b. Mr. Jackson‟s maid

c. Mr. Jackson‟s work

d. Mr. Jackson family

9. Where does the Jackson

family stay?

a. in Bali

b. in Surabaya

c. in Medan

d. in America

The question number 7 and 9 ask

students to identify the

information from the descriptive

text and procedure text.. It can be

understood that these items

measure students‟ ability in

identifying the information form

descriptive and procedure text..

Thus, these items conform to the

recommended indicator namely

“Mengidentifikasi berbagai

informasi dalam tekx deskriptif

dan prosedur teks.”

34

8

8. What is the purpose of the

text?

a. to tell how the Jackson family

b. to describe the Jackson family

c. to show about the Jackson

family

d. to invite the Jackson family

The question number 8 asks

students to identify the

communicative purposes from

the descriptive text and

procedure text. It can be



identifying the communicative

purposes of descriptive text and

procedure text. Thus, these items

conform to the recommended

indicator namely

“Mengidetifikasi fungsi

komunikatif teks deskriptif dan

procedure teks.”

44

44. Complete the following

dialogue to answers

questions 44 and 45

Mother : Salma, why are you

still awake?

Salma : I‟m working on my

assignment, mom.

Mother : Alright, but (44)…

Salma : Ok, mom. Good night.

Mother : (45)…., sweetheart

a. go to bed late

b. go to bed tomorrow

c. don‟t go to bed too late

d. you can go to bed earlier


students to write down the

functional texts of instruction,

shopping list, announcement,

greeting card. It can be



writing the functional text. Thus,

these items conform to the


“Menulis teks functional,

instruksi, daftar barang,

pengumuman, ucapan selamat.”

Read and complete the

Procedure text below for no.

12-15

Pineapple juice

1. first, cut a piece of

pineapple

2. Then, (12)… the

35

12, 13,14

pineapple into the

blender

3. (13)… a half glass of

water into the blender

4. (14)… one spoonful of

sugar

5. Put some ice cubes into

the blender

6. (15)… for several

minutes

7. Now, your juice is ready

to be served

12.

a. cut c. chop

b. put d. slice

13.

a. break c. pour

b. stir d. grate

14.

a. grill c. add

b. bake d. clean

The question number 12, 13,14

ask students to identify the

descriptive text and procedure

text by completing the text. It

can be understood that these

items measure students‟ ability

in completing the text of

descriptive and procedure text.

Thus, these items conform to the


“Melengkapi teks deskriptif dan

procedure.”

31, 38

31. Arrange these jumbled

sentences into the right

paragraph.

How to make coffee!

a) Add a spoonful of sugar

b) Then, put a teaspoon of

coffee into a cup

c) First, boil some water in

The question number 31 and 38

ask students to arrange the text

of procedure text. It can be



36

the kettle

d) Next, stir the mixture for

a few moment

e) Fill in the cup with

boiling water

f) Finally the coffee is

ready to be served

a.) a-b-c-d-e-f c.) b-c-a-d-f-e

b.) b-c-e-f-a-d d.) c-b-a-e-d-f

38. Arrange the sentences into

the corrects steps How to make

fried banana.

a) Then, fry in very hot oil

b) First, peel the banana

c) Fried banana is ready to

be served

d) Next, roll the banana in

flour

e) Wait until it turn brown

f) Slice the banana into thin

slices

a.) b-f-d-a-e-c c.) b-f-a-e-d-c

b.) b-f-e-a-c-d d.) b-f-d-e-a-c

arranging the sentences of

procedure text. Thus, these items

conform to the recommended

indicator namely “Melengkapi

teks.”

37

Table 4.3

The inconformity between the English final test item (Summative test)

and the syllabus.

Item

numbers

Sample Points of inconformity

1 1. Andi: Can I borrow your

pencil?

Sani: Sure, here it is.

Andi: Thank you

Sani: …….

a. I‟m sorry

b. That‟s ok

c. Thank you

d. Don‟t mention it.


students to determine the

appropriate word to the

responding of expression. It

can be understood that this

item measures the student‟s

ability in responding of

asking expression. Thus, it

can be concluded that these

questions don‟t conform to

the syllabus because the

indicator is not concluded

into suggested indicator.

2 2. Mother : Marisa, did you

break the plate?

Marisa: Yes, I did. „m sorry

mom.

Mother: ….

a. I‟m sorry too

b.That‟s all right

c. You are welcome

d.Don‟t mention it














4 4. Aisyah: Do you like to play

sport?

Wahyudin: …..

Aisyah: Whst sport do you

like?

Wahyudin: I‟m very fond of

playing football.








38

a. No, I am not

b.I can‟t stand it

c. Yes, I‟m fine

d.Yes, I like it a lot







5 5.Santi : What do you think

about my new dress?

Rina: …… it looked good.

a. I hope

b. I don‟t know

c. I think

d. I think it‟s a good idea














6. 6. Hasan : Good morning

Ridwan: Good morning. Can I

have this magazine, please.

Hasan: That‟s Rp 10.000

Ridwan: Here you are

Hasan: …

a. Don‟t mention it

b. Thank you

c. Never mind

d. Good bye














24 Some celery

1 ounce garlic

1 ounce onion

1 kg chicken

¼ kg carrots

¼ kg tomato

The question number 24

asks students to determine

the genre of the functional

text. It can be understood

that this item measures the

39

1 pack salt

24. What kind of text is it?

a. A food label

b. An advertisement

c. A short message

d. A shopping list

student‟s ability in

recognizing the genre of the

functional text. Thus, it can

be concluded that these





28 28. Shop assistant: ……?

Aisah: Yes, I need two kg of

oranges.

a. Can I help you?

b. Can you help me?

c. Do you help me?

d. What can I do for you?



the appropriate word to the











29 29. Buyer: How…. Is a

kilogram of meat?

Seller: it is Rp 90.000

a. Many

b. Some

c. Any

d. Much


asks students to write the

appropriate grammar in the




grammar. Thus, it can be

concluded that these





30

30. We buy vegetables at …..

a. Drugstore

b. Fruit seller

c. Grocery store



the factual information

given. It can be understood

40

d. Greengrocery



identifying factual

information. Thus, it can be






32 32. The old woman is …. now.

a. Cry

b. Crying

c. Cried

d. Cries


asks students to write the

appropriate grammar in the




grammar. Thus, it can be






33 33. We buy birthday cake at ….

a. Fruit seller

b. Drugstore.

c. Bakery

d. Florist







identifying factual







39 39. Malik: What do you think of

our new teacher?

Ibrahim: Well, …. She is a nice

person.





41

a. I hope so

b. I don‟t

c. I am sorry

d. I think










40 40. Sarah: Do you think is going

to rain?

Dewi: ….. the sky looks so

dark.

a. Really

b. I think so

c. Do you like

d. I don‟t think so














43 Dear: Rina

I went to see your

Grandmother. Your lunch is

on the table. Don‟t forget

your rabbit, clea the house

and water the flowers. I‟ll be

back soon.

Love,

Mom

43. “I‟ll be back soon.”

What does the word “I” refers

to?

a. Mother

b. Rina

c. Grandmother

d. Rabbit

This question number 43


the appropriate word

reference. It can be

understood that this item

measures the student‟s

ability in finding word

reference. Thus, it can be


question doesn‟t conform to


42



45 Complete the following

dialogue to answers questions

44 and 45

Mother : Salma, why are you

still awake?

Salma : I‟m working on my

assignment, mom.




45. a. Good evening

b. Good morning

c. Good night

d. Good bye














48 48. Pineapple, melon, banana,

strawberry belongs to …

a. Fruits

b. Vegetables

c. Grains

d. Flowers







identifying factual







49. 49. Carrots, cauliflower,

cucumber, cabbage are…

a. Fruits

b. Vegetable

c. Grains

d. Flowers







identifying factual


43






50. 50. Anton: Do you like jogging,

Budi?

Budi: …..

Anton: Why?

Budi: Because it is good for our

health.

a. I am sorry

b. I am afraid I don‟t like

c. No, I hate it

d. Yes, I love it














b. Data Interpretation

The following table describes the total frequency of the conformity and the

inconformity of English final test items to the syllabus based on the data of item

analysis result above. Based on the data of item analysis result, we can see the

table as follow:

Table 4.4

The Analysis Result of the Conformity and the Inconformity of English

Summative Test Items at MTs Negeri 2 Jakarta for the Seventh grade

students in the even semester 2013-2014.

No Summative Test

Items Area Items Number

Total

Frequency

The conformity test

items based on the

3,7,8,9,10,11,12,13,14,15,16,17,

32 items= 64%

44

indicators of English

syllabus

18,19,20,21,22,23,25,26,27,31,34,

35,36,37,38,41,42,44,46,47

The inconformity test

items based on the

indicators of English

syllabus

1,2,4,5,6,24,28,29,30,32,33,39

40,43,45,48,49,50

18 items= 36%

Percentage:

Table 4.4 shows that the conformity of English summative test with the

English syllabus is 64 % consist of 32 items. The percentage obviously falls into

the level of 41-60 %, based on Arikunto‟s opinion, it means fair, then, the

inconformity between test items and English syllabus is 36% consist of 18 items.

The calculations are explained bellow.

Based on the data of the conformity items number, the writer analyses:

P : Percentage

F : Frequency of conformity

N : Number of sample

F

P = ── × 100%

N

32

P = ── × 100%

50

P = 64 %

F

P = ── × 100%

N

45

So, based on the calculation above the English summative test which is

administrated in Seventh grade students of MTs Negeri 2 Jakarta is 64% valid

in terms of its conformity with the indicators.

While, based on the data of the inconformity items number, the writer

analyses:

P : Percentage

F : Frequency of inconformity

N : Number of sample

F

P = ── × 100%

N

18

P = ── × 100%

50

P = 36%

2. The Reliability Criteria

a. Description of the Data

The English Summative Test of the second semester at MTs Negeri 2

Jakarta for the Seventh Grade students 2013-2014 academic years, it consists of

50 items tested on July 13th

2014. The test divided into odd numbers and even

numbers, the odd numbers as the variable X, and the even numbers as the variable

Y.

a. The odd numbers of English Summative Test for the seventh grade students on

the second academic year 2013-2014 (score X)

F

P = ── × 100%

N

46

Tabel 4.5

Students’s scores of the odd number (score X) of English

Summative test for the seventh grade students on the second semester in

2013-2014 academic years.

No. X

1 21

2 18

3 13

4 16

5 22

6 17

7 21

8 15

9 14

10 9

11 17

12 17

13 21

14 17

15 15

16 13

17 16

18 17

19 15

20 16

21 17

22 23

23 11

24 20

25 22

47

No. X

26 11

27 17

28 21

29 20

30 19

31 15

32 22

33 17

34 19

35 20

36 19

37 15

38 20

39 15

40 18

41 19

42 16

43 15

44 20

45 17

46 11

47 17

48 20

49 14

50 18

n= 50 ∑ 860

48

a.The frequency of distributions of the scores X

The table and chart below showed the descriptive data of the research for

variable X with detail calculation.

nc = 1+ 3.3 (log n)

= 1+ 3.3 log 50

= 1+ 3.3 (6.989)

=1 + 5.6306

= 6.6306 6.7

r = hs – ls i = r : nc

= 22 – 9 = 13 : 6.7

= 13 = 1.94 2

Tabel 4.6

The frequency of distribution of the English Summative test for

the seventh grade students on the second semester 2013-2014 academic

year (scores X)

No.

Class interval

MidPoint

Xx

Frequency

(fx)

fxXx

Fx (Xx2)

1. 9-10 9.5 1 9.5 90.25

2. 11-12 11.5 3 11.5 3570

3. 13-14 13.5 4 13.5 1166

4. 15-16 15.5 10 15.5 2402

5. 17-18 17.5 14 17.5 8403

6. 19-20 19.5 10 19.5 3802

7. 21-22 21.5 7 21.5 1585

8. 23-24 23.5 1 23.5 5522

∑ 50 867 26540

49

Mean and standard deviation for score X:

a. Determining the mean of scores X with the formula:

∑

b. Determining the standard deviation score X with the formula:

x ∑ – ∑

√

= 15.32

Note:

r = range

hs = highest score

ls = lowest score

nc = number of class

n = number of sample

1+3.3 = fixed number

Log = logarithm

i = interval

6. The even numbers of English Summative Test for the seventh grade students on

the second academic year 2013-2014 (score Y)

50

Tabel 4.7

Students’s scores of the even numbers (score Y) of English Summative test

for the seventh grade students on the second semester in 2013-2014 academic

years.

No. Y

1 17

2 19

3 17

4 20

5 19

6 12

7 15

8 11

9 14

10 11

11 19

12 16

13 16

14 17

15 16

16 11

17 20

18 17

19 18

20 18

21 14

22 19

23 11

24 17

51

No. Y

25 21

26 15

27 17

28 21

29 18

30 19

31 19

32 19

33 15

34 20

35 17

36 18

37 12

38 20

39 21

40 20

41 19

42 20

43 15

44 18

45 19

46 11

47 16

48 23

49 12

50 16

n= 50 ∑ 845

52

a.The frequency of distributions of the scores Y

The table and chart below showed the descriptive data of the research for

variable Y with detail calculation.

nc = 1+ 3.3 (log n)

= 1+ 3.3 log 50

= 1+ 3.3 (6.989)

=1 + 5.6306

= 6.6306 6.7

r = hs – ls i = r : nc

= 23 – 11 = 12- 6.7

= 12 = 1.79 2

Tabel 4.8

The frequency of distribution of the English Summative test for

the seventh grade students on the second semester 2013-2014 academic

years (scores Y)

No. Class Interval Mid Point

Xx

Frequency

(fx)

fxXx Fx (Xx2)

1 11-12 1.5 8 2 8464

2 13-14 3.5 2 7 729

3 15-16 5.5 9 39.5 19460

4 17-18 7.5 12 10 44100

5 19-20 9.5 15 92.5 85556

6 21-22 1.5 3 64.5 4160.2

7 23-24 3.5 1 23.5 552.25

∑ 50 49 163022

53

Mean and standard deviation for score Y

a. Determining the mean of scores Y with the formula

∑

b. Determining the standard devition of score Y with the formula:

∑ ∑

√

= 55.07

b. Data analysis

The writer useed the formula of Pearson Product Moment to calculate each

halves of the score X and the score Y. Then to get the reliability of the whole test,

the score will be calculated using the Spearman-Brown formula.

Table 4.9

Pearson Product Moments Correlation of each half of the score X

and score Y of the English Summative test for the seventh grade students

2013-2014 academic years.

No. X Y X2

Y2

XY

1 21 17 441 289 357

2 18 19 324 361 342

3 13 17 164 289 221

4 16 20 256 400 320

5 22 19 484 361 418

6 17 12 289 144 204

7 21 15 441 225 315

54

No. X Y X2

Y2

XY

8 15 11 225 121 165

9 14 14 196 196 196

10 9 11 81 121 99

11 17 19 289 361 323

12 17 16 289 256 272

13 21 16 441 256 336

14 17 17 289 289 289

15 17 16 289 256 272

16 13 11 169 121 143

17 16 20 256 400 320

18 17 17 289 289 289

19 15 18 225 324 270

20 16 18 256 324 288

21 17 14 289 196 238

22 23 19 529 361 437

23 11 11 121 121 121

24 20 17 400 289 340

25 22 21 484 441 462

26 11 15 121 225 165

27 17 17 289 289 289

28 21 21 441 441 441

29 20 18 400 324 360

30 19 19 361 361 361

31 15 19 225 361 285

32 22 19 484 361 418

33 17 15 289 225 255

34 19 20 361 400 380

35 20 17 400 289 340

36 19 18 361 324 342

37 15 12 225 144 180

55

No. X Y X2

Y2

XY

38 20 20 400 400 400

39 15 21 225 441 315

40 18 20 324 400 360

41 19 19 361 361 361

42 16 20 256 400 520

43 15 15 225 225 225

44 20 18 400 324 360

45 17 19 289 361 323

46 11 11 121 121 121

47 17 16 289 256 272

48 20 23 400 529 460

49 14 12 196 144 168

50 18 18 324 324 324

∑ ∑ ∑ ∑ ∑ ∑

Pearson Product Moment formula:

r = ∑ ∑ ∑

√ ∑ ∑ ∑

√

√

=

√

√

56

Spearman-brown formula:

Having obtained the correlation coefficient of the score X and score Y by

using the Pearson Product Moment formula then to calculate the reliability of the

whole test; it was using the Spearman Brown formula. The Pearson Product

Moment resulted r = 0.606. The writer sets the hypothesis of the criteria of testing

as follows:

1. The Null hypothesis (H0) The Teacher-made test of English Summative test for

the seventh grade students of MTs Negeri 2 Jakarta on the second semester is

not reliable.

2. The Alternative hypothesis (Ha) The Teacher-made test of English Summative

test for the seventh grade students of MTs Negeri 2 Jakarta on the second

semester is reliable.

The assumption of these hypotheses, as followed:

a. The assumption of the hypothesis (H0) is rejected. It means the Teacher-made

test of English Summative test for the seventh grade students of MTs Negeri 2

Jakarta was reliable.

b. If the t0 t-table the Null hypothesis (H0) is accepted. It means the Teacher-

made test of English Summative test for the seventh grade students of MTs

Negeri 2 Jakarta was not reliable.

57

The result of the analysis is presented as follow:

Score X ScoreY

Number of samples 50 50

Mean 17.34 16.89

Modus 17-18 19-20

Standard Deviation 15.32 55.05

Pearson‟s correlation of

both correlation 0.606

Based on the analysis of the data finding shows that:

a. The value of df 50 at the degrees of significance 5% in t-table= 0.273

b. The value of df 50 at the degree of significance 1 % in t-table= 0.354

c. The value of r0 is 0.606

It summarized the t0 t-table both in the degree of significant 5 % and 1 %

(0.273 ). It means the Null Hypothesis (H0) was rejected, and

the Alternative Hypothesis (Ha) was accepted. It can be inferred that the Teacher-

made test of the Eglish Summative test for the seventh grade students of MTs

Negeri 2 Jakarta 2013-2014 academic years was reliable.

58

CHAPTER V

CONCLUSION and SUGGESTIONS

A. Conclusion

According to the findings in the previous chapters that the Teacher-made

test of the English Summative test for the seventh grade students at MTs Negeri 2

Jakarta 2013-2014 academic year were valid and reliable. The writer analyzed the

conformity of the test item with the syllabus to find out the validity of the test, it

was resulted as 64% valid in term of the conformity with the indicators. The test

items that represent the suggested indicators in the syllabus were 32 items and the

inconformity items are 18 items. So, based on Arikunto’s opinion, it means fair,

because the percentage falls into the level of 41% - 60%.

In other words, the English summative test of the odd semester on the first

grade students of MTs Negeri 2 Jakarta has bad content validity. It means that

almost 36% indicators in the test items were not suggested in the syllabus, besides

that the indicator of reading dominate almost all the items.

In the term of reliability, based on the result of correlation coefficient the

test has 0.606 of the score-X and score-Y. The spearman-brown formula shows

the result of the whole test is 0.745.

Moreover, it is also supported by the result of the r0 is higher (0.606) than

the t-table (0.273). It means that the Null Hypothesis (H0) is rejected and the

Alternative Hypothesis was accepted. It could be concluded that the Teacher-made

test of the English Summative test for the seventh grade students at MTs Negeri 2

Jakarta is reliable.

B. Suggestion

Based on the results of the study, it can be delivered some suggestion that

in arranging a test, a teacher has to know whether the test is fulfill the

characteristics of a good test, such as validity and reliability. For the teachers or

59

test designer who construct the test, it have to understand how to write a good test

in term of validity and reliability. In term of validity, the test designer makes the

test item by considering conformity between the test items and the indicators in

syllabus. The test designer have to distribute all the indicators in syllabus into the

test item fairly. It is better if there are not indicators which are dominate each

other because a good test is the test which covers all the indicators in syllabus. So,

the test designer can measure students’ competences.

For measuring the reliability using Split-halve method, test designer can

minimize the factors that may affecting the reliability of the test, such as the

memorizing the test items, fatigue or changing on the students’ performance and

the condition of the class during the second test is hold.

60

BIBLIOGRAPHY

Ahmann, J Stanley and Marvin D. Glock. Evaluation Pupil Growth:

Principles of Test and Measurement, 3rd

Edition. Boston: Allyn and

Bacon Inc, 1986.

Airasian, Peter W and Michael K. Russel. Classroom Assessment 6th

Edition. New York: McGraw Hill Inc, 2008.

Alderson, J. Charles et.al. Language Test Construction & Evaluation.

Cambridge: Cambridge University, 1995.

Bachman, Lyle F and Adrian S. Palmer, Language Tsting in Practice:

Designing and Developing Useful Language Test. New York:

Oxford University Press, 1997.

Brown, H. Douglas, Language Testing Principles and Classroom Practice.

New Jersey: Prentice Hall, 1980.

Brown, James. D, The Element of Language Curriculum: A Systematic

Approach to Program Development. New Jersey: Heinle & Heinle

Publisher, 1995.

Fernandes, H. J. X, Testing and Evaluation. Jakarta: Atma Jaya University,

1984.

Fulcher, Glenn. Practical Language Testing. Great Britain: Hodder

Education, 2010.

Grolund, Norman E and Robert L. Linn, Measurement and Evaluation in

Teaching, 6th

Edition. New York: MacMillan Publishing Company,

1985.

Harris, David. P.Testing English as a Second Language. New Delhi: Tata

McGraw Hill Publishing Company, Ltd, 1977.

Heaton, J. B. Writing English Language Tests. London: Longman Group

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Hopkuns, Kenneth. D. Educational and Psychological Measurement and

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Hughes, Arthur. Testing for Language Teachers, 2nd

Edition. Cambridge:

Cambridge University Press, 2003.

J. Nitko, Anthony. Educational Tests and Measurement An Introduction.

USA: Harcourt Brace Jovanovich, 1983.

61

Joni, Raka. Pengukuran dan Penilaian Pendidikan. Malang, 1984.

J. Posner, George. Analyzing The Curriculum. New York: McGraw Hill

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Noll, Victor. H, Introduction to Educational Measurement 2nd

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Richards, Jack. C. Curriculum Development in Language Teaching.

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Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta:

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62

Read, John. A. S. Papers on Language Testing. Singapore: SEAMEO

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rKEMENTERIAN AGAMA

KELOMPOK KERJA MADRASAH (Klff)MADRASAH TSANAWIYAH NEGERI 2 JAKARTA

ULANGAN AKHIR SEMESTER (UAS) GENAPTAHUN PELAJARAN 201312014

LEMBAR SOALSatuan PendidikanMata PelajaranKelasHariffanggalWaktu

Madrasah Tsanawiyah ( MTs)Bahasa lnggrisVll (Tujuh)Jum'at, 13 Juni2014Pkl. 07.00 - 09.00 WIB (120 menit)

PETUNJUK UMUM:1. Tulis nomor kamu pada lembar jawaban yang tersedia2. Periksa dan bacalah naskah soaldengan teliti sebelum kamu menjawabnya3. Dahulukan menjawab soal-soalyang kamu anggap mudah4, Kerjakan pada Lembar Jawaban yang disediakan5. Pilihlah satu Jawaban yang kamu anggap paling benar6. Apabila adaJawaban yang kamu anggap.salah maka hapustah Jawaban yang salah tersebut,

kemudian pilih jawaban lain yangkKamu anggap benar.

PETUNJUK KHUSUS:Pilihlah salah satu huruf a, b, c, atau d yang kamu anggap benar pada lembar jawabanl

1. Andi : Can I borrow your pencil?Sani : Sure here it isAndi : Thank youSani : .....

6. HasanRidwan

HasanRidwanHasan

: Good morning.: Good morning, Can lhave this

magazine, Please.: That's Rp 10.000: Here you are:......

2. Mother : Marisa, did you break the plate?Marisa :Yes ldid, I'm sorry Mom .

Mother : ......A. I'm sorry tooB. That's all right

3. Teacher : Hadi, open the door please !

Hadi I ...,

A. Don't mention itB. Thank you

C. Never mindD, Goodbye

Read the texl and answer the questions no :7 * 11

THE JACKSON FAMILY

Mr. Jackson is an American teacher, but helives and works in Denpasar, Bali. He teachesEnglish at SMP Bina Bangsa. He is very goodteacher. His students like him.

His wife is an lndonesian. She comes fromMedan, They have one son and one daughter. Thechildren gQ to a primary school.

Mr. Jackson's house is made of wood. lt hasfive rooms, a kitchen, a bathroom, a living room andtwo bedrooms. The Jacksons have a house maid tohelp Mrs. Jackson to do the house work. The maidis from Surabaya.

7. What does the topic of the text about ?A. Mr.Jackson's wifeB. Mr. Jackson's maidC. Mr. Jackson's workD. The Jackson family

A. I'm sorryB. That's Ok

A. Don't mention itB. Yes, Sir

A. No, I am notB. I can't stand it

C, Thank youD. Don't'mention it

C. You are welcomeD. Don't mention it

C, Ok Sir, thank youD. I'm sorry Sir

4. Aisyah : Do you like to play sport ?Wahyudin :......Aisyah :What sport do you like ?Wahyudin : I'm very fond of playing football

5. Santi

Rina

C. Yes, l'm fineD. Yes, I like it a lot

: What do you think about my newdress?

It looks good.A.B.c.D,

hopedon't knowthinkthink it's a good idea

10. "g!g comes from Medan" (line 3); The underlineword refers to Mr. Jackson's.,....

B. What is the purpose of the text?A. To tell how The Jackson FamilY

B. To describe the Jackson FamilY

C, To show about Jackson FamilYD. To invite the Jackson FamilY

9. Where does the Jackson Family stay?

16. A. shortB. thin

17 . A. racingB. athletics

C. fatD. tall

C. footballD. water sport

Read the text and answer the questions no z 18 -21HOBBY

,Everybody has a hobby. A hobby issomething.we do for happiness in our spare time.My hobby is collecting stamps. I like to collectmany kinds from all over the world. Sometimes I

must buy a new stamp, I put my collections in astamps album,

I have a brother, His name is Andre. Helikes to go camping. He always goes camping onholidays. My sister,Fitria, like cooking. She likesbaking cikes but she hates preparing our meals.

My mother and father like gardening. Theylike to spend their time in garden, There are manyflowers in their garden. There are roses, jasmines,orchids and hisbicuses. They also plant vegetables.There are carrots, tomatoes, and lettuce.

18. What is a hobby? lt is ....A. something we do for pleasure in a spare timeB. the activities on $undayC. to spend the time with our Mother and FatherD. something we like to collect

19. How many persons are there in the write/sfamily?A.38,4

Where does thecolleclion?A, in the bookB. in the stamp album

writer put his stamps

C. in the walletD. in the cupboard

Which sentences is TRUE according to the textabove?A. The writer is a philatelistB. Andre's hobby is collecling stampsC, The writer is the only son in the familyD. The write/s slster likes to prepare their meal

A hobby is something we do for pteasu.re.

(paragraph 1)

The underlined word has the same meaningwith...A. beautiful C. interestingB. happiness D. dilligent

My mother and father like gardening. Ihev liketo spend their time in the garden. The underlined

A. in BaliB. in SurabaYa

A. TeacherB. Daughter

C. in MedanD. in America

C. WifeD. Maid

C, chopD. slice

C. pourD, grate

C, addD, clean

C. mixD. blend

1 1. Mr. Jackson' house has...,A. a kitchen and a private roomB. a living room and a garage roomC. a living room and a bathroomD. a bedroom and a prayer room

Read and complete the Procedure text below forno. 12 - 15

1. First, cut a piece of pineaPPle

2. Then, (12).,.the pineapple into the blender3. (13),. . .a hatf glass of vrater into the blender.4. (14)...,one spoonful of sugar5. Put some ice cubes into the blender6. (15).,.for several minutes7, Now, your juice is ready to be served

c,5D.6

12.

13.

14.

15.

A. cutB, put

A. breakB. stir

A. grillB, bake

A. playB. push

21.

22.

23.

Read and complete the text below for no : 16

and {7

I want to describe my Father, He is forty five years

old. He is about 170 cm (16)........... He has roundface and black shot hair, He has big eyes and a flatnose. My Father likes doing sports, especially(17)......, His favorite sportsare surfing and B, Mother and father D. Andre and Putri

word refers to...A, Mother C. Father

Bohaso Inggils Kelas 7 tJlaagan Ahhir seuester Genap Tohun Pelajatat 2013 /2014

REad the list belownumber 24 -27Some celery1 ounce garlic1 ounce onion1 kg chicken%Rg canol% kg tomato

salt

28, Shop assistantAisah

A. one ounceB. two ounces

A. a greengroce/sB. the butchefs

From the lext above weprobably wants to took...A. fruit saladB. black forest

and answer the questions

C. three ouncesD. four ounces

C. a groce/sD. a bakery

know that the writer

C. chicken soupD. chicken curry

24,

25.

30.

31.

What kind of text is it?A. a food label C. a short messageB. an advertisement D. a shopping llst

How much garlic does the writer want to buy?

26. The writer will go to ... if she wants to buy meat.

27.

29.

A. Can I help you?B. Can you help me?C. Do you help me?D. \lVhat can I do for you?

Buyer: How.... is a kilogram of meat ?Seller: lt is Rp 90, 000,-

:Yes, I need two kg oforanges

C. anyD. much

C. grocery storeD.. greengrocer

C. b-c-a-d-f-eD. c-b-a-e-d-f ",

C. criedD. cries

A. manyB. some

We buy vegetables at....A. drugstoreB. fruit seller

A. a-b-c-d-e-fB. b-c-e-f-a-d

32. The old woman is.....,,...now

Arrange these jumbled sentences into the .righl

paragraph, How to make coffee!a) Add a spoonful ofsugatb) then, put a teaspoon of cotfee into a cupc) First, boil some water in the kettled) Next, stir the mixture for a'few momente) Fill in the cup with boiling water

0 Finally the coffee is ready to be served

A.B.

crycrying

33. We buy birthday cake at....A. fruit sellerB. drugstoreC. bakeryD. florist

Read the text and answer the questions no :

34-37

Dear AnitaCongratulation on your suctess in the poetry

reading compefition. You are the best. I am

itroud of you.,Love

Harun

What kind of text is it? ,

A. a greeting card C. a short messageB. a birthday card D. a condolence card

What is the purpose of the text?A. to tell how to congratulation on successB. to explain anita's successC. to congratulate on Anita's successD. to describe anita's success

36. Who send the card?A. Anita C. Poetry comPetitionB. Anita and Harun D. Harun

37. Who won the poetry reading competition?A. Anita C. Poetry comPetitionB. Harun D. Anita and Harun

Arrange the sentences into the correct stepshow to make fried banana I

a) then, fry in very hot oilb) first, peel the bananac) fried banana is ready to be servedd) next, rollthe banana in floure) wait untll it turn brown

0 slice the banana into thin slices

34,

35.

38.

39. Malik ,: What do you think of our new teacher ?

lbrahim : Well,....,She is a nice person

A. b-f-d-a-e-cB. b-f-e-a-c-d

A. I hope soB. ldon't

C. b-f-a-e-d-cD. b-f-d-e-a-c

C, lam scrryD. I think

40. Sarah :Do you think it is going to rain ?Dewi :... .,. ... , ,. the sky looks very dark,A. Really C. Do You likeB. I think so D. I don't think so

Bahasa Inggtis Kclas ? Ulangon Alhit Scmi.r;tcr Genap Tahud Peloiorua 2013 /2014

Read the following text to anwer question:41- 43

C. To cook foodD. To take food

no

41. What is the texl about ?A. Rina's message for MotherB. Mothe/s message for GrandmaC. Mothe/s message for RinaD. Grandma's message for Rina

iDon't forget to sgg! your Rabbit"What does the underline word mean?

A. To buy foodB. To give food

"l'll be back soon". What does the word u[' refergto?A, Mother C. GrandmotherB. Rind D.. The Rabbit

Complete the following dialogue to anwersquestions tl4 and 45

42,

43.

MotherSalma

MotherSalmaMother

Salma, why are you stillawake ?l'm working on my assignment,MomAlright, but (44).,...Ok. Mom. Good night.(45)......, sweetheart.

Dear: RinaI went to see your Grandmother. Your lunch is onthe table . Don't forget to feed your Rabbit , deanthe house and waterthe flowers. l'll be back soon.

Love,

Mom

44. A, go to bed lateB. go to bed tomorrowC. don't go to bed too lateD. you can go to bed later

45. A. Good eveningB. Good morningC. Good nightD. Goodbye

' Arrange the words into good sentencesl46. beautiful dress - a * have - Leni- doesn't

123451:2-34-5 C. 3-4-5-1-22-34-5-1 D. 4-5-3-2-1

47. white - uniform - Dany's school- blue - and - is

A.B.

B; 3-5-4-6-1-1

48. Pineaple, melon,to-A. FruitsB. Vegetables

A. FruitsB. Vegetables

49, Carrot, cauliflower, cucumber, cabbage are,

123A. 4-2-6-5-1-3

456c. 3-2-6-1-5-4D. 4-5-3-2-1-6

banana, strowberry belong

C, GrainsD. Flowers

C. GrainsD. Flowers

50. AntonBudiAnton

: Do you like Jogging , Budi ?

:Why?Andi : Because it is good for our healthA. lam sorryB. I am afraid I don't likeC. No , I hate itD. Yes , I love it

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6/27/2015

1

Kartu Data

MTs Negeri 2 Jakarta

Ulangan Akhir Semester (UAS) Genap

Test item no. 1

1. Andi : Can I borrow your pencil?

Sani : Sure here it is

Andi : Thank you

Sani : ……..

a. I’m sorry c. Thank you

b. That’s ok d. Don’t mention it

Item Test : Multiple Choice

Theme :

Discourse/Text : Dialogue

Skill : Writing

Indicator /competency : Identify expressing

Test item no. 2

2. Mother : Marisa, did you break the plate?

Marisa : Yes, I did. I’m sorry mom.

Mother : …..

a. I’m sorry too c. you are welcome

b. That’s all right d. Don’t mention it


Theme :


Skill : Writing


Test item no. 3

3. Teacher : Hadi, open the door please!

Hadi : ……

a. Don’t mention it. C. Ok Sir, thank you

b. Yes, sir. D. I’m sorry Sir


Theme :


Skill : Writing


Test item no. 4

4. Aisyah : Do you like to play sport?

Wahyudin : …..

Aisyah : What sport do you like?

Wahyudin : I’m very fond of playing football

a. No, I am not c. Yes, I’m fine

b. I can’t stand it d. Yes, I like it a lot


Theme : Favorite Sport


Skill : Writing

Indicator /competency : Identify expression

Test item no. 5

5. Santi: What do you think about my new dress?

Rina: ……. It looked good.

a. I hope c. I think

b. I don’t know d. I think it’s a good idea


Theme :


Skill : Writing


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Test item no. 6

6. Hasan : Good morning.

Ridwan : Good morning, Can I have this magazine, please.

Hasan : That’s Rp 10.000

Ridwan : Here you are

Hasan : …..

a. Don’t mention it c. Never mind

b. Thank you d. Good bye


Theme :


Skill : Writing


Read the text ad answer the question no. 7-11

The Jackson Family

Mr. Jackson is an American teacher, but he lives and works in Denpasar, Bali. He teaches English at SMP Bina Bangsa. He is very good teacher. His students like hime

His wife is an Indonesian. She comes from Medan. They have one son and one daugther. The children go to a primary school.

Mr. Jackson’s house is made of wood. It has five rooms, a kitchen, a bathroom, a living room and two bedrooms. The Jackson have a house maid to help Mrs. Jakcson to do the house work. The maid is from Surabaya.

Test item no. 7

7. What does the topic of the text about?

a. Mr. Jackson’s wife

b. Mr. Jackson’s maid

c. Mr. Jackson’s work

d. The Jackson family


Theme : Family

Discourse/Text : Descriptive text

Skill : Reading

Indicator /competency : Find the written information on the text

Test item no. 8

8. What is the purpose of the text?

a. To tell how The Jackson family

b. To describe the Jackson family

c. To show about the Jackson family

d. To invite the Jackson family


Theme : Family


Skill : Reading

Indicator /competency : Identify the communicative purpose on the text

Test item no. 9

9. Where does the Jackson family stay?

a. In Bali

b. In Surabaya

c. In Medan

d. In America


Theme : Family


Skill : Reading


Test item no. 10

10. “ She comes from Medan” (line 3). The underline word refers to Mr. Jackson’s…

a. Teacher

b. Daugther

c. Wife

d. Maid


Theme : Family


Skill : Reading


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Test item no. 11

11. Mr. Jackson’ house has….

a. A kitchen and a privet room

b. A living room and a garage room

c. A living room and a bathroom

d. A bedroom and a prayer room


Theme : Family


Skill : Reading


Read and complete the Procedure text below for

no. 12-15

Pineapple juice

1. first, cut a piece of pineapple

2. Then, (12)… the pineapple into the blender

3. (13)… a half glass of water into the blender

4. (14)… one spoonful of sugar

5. Put some ice cubes into the blender

6. (15)… for several minutes

7. Now, your juice is ready to be served

Test item no. 12

12. a. cut c. chop

b. put d. slice


Theme : Pineapple juice

Discourse/Text : Procedure text

Skill : Writing

Indicator /competency : Vocabulary

Test item no. 13

13.a. break c. pour

b. Stir d. grate




Skill : Writing


Test item no. 14

14.a. grill c. add

b. Bake d. clean




Skill : Writing


Test item no. 15

15.a. play c. mix

b. Push d. blend




Skill : Writing

Indicator /competency: Vocabulary

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Read and complete the text below for no. 16 and 17

I want to describe my father. He is forty five years old. He is

about 170cm (16)… He has round face and black short hair. He has

big eyes and a flat nose. My father likes doing sports, especially

(17)…. His favorite sport are surfing and swimming.

16. a. short c. fat

b. thin d. tall


Theme : My father


Skill : Writing


Test item no. 17

17.a. racing c. football

b. Athletics d. water sport


Theme : My father


Skill : Writing


Read the text and answer the question no.18-21

HOBBY

Everybody has a hobby. A hobby is something we dofor happiness in our spare time. My hobby is collectingstamps. I like to collect many kinds from all over the world.Sometimes I must buy a new stamp. I put my collections ina stamps album.

I have a brother. His name is Andre. He likes to gocamping. He always goes camping on holidays. My sister,Fitria, like cooking. She likes baking cakes but she hatedpreparing our meals.

My mother and father like gardening. They like tospend their time in garden. There are many flowers in theirgarden. There are roses, jasmines, orchids, and hisbicuses.They also plant vegetables. There are carrots, tomatoes,and lettuce.

Test item no.18

18. What is a hobby? It is …

a. Something we do for pleasure in a spare time

b. The activities on Sunday

c. To spend the time with our Mother and Father

d. Something we like to collect


Theme : Hobby


Skill : Reading

Indicator /competency : Find the written information in the text

Test item no 19

19. How may persons are there in the writer’s family?

a. 3

b. 4

c. 5

d. 6


Theme : Hobby


Skill : Reading

Indicator /competency : Find the written information on the text.

Test item no. 20

20. Where does the writer put his stamps collection?

a. In the book

b. In the stamp album

c. In the wallet

d. In the cupboard


Theme : Hobby


Skill : Reading

Indicator /competency : Find the written information in the text.

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Test item no. 21

21. Which statement is true according to the text above?

a. The writer is philatelist

b. Andre’s hobby is collecting stamps

c. The writer is the only son in the family

d. The writer’s sister likes to prepare their meal


Theme : Hobby


Skill : Reading

Indicator /competency : Find the written information in

the text

Test item no. 22

22. A hobby is something we do for pleasure (paragraph 1)

The underline word has the same meaning with….

a. Beautiful c. Interesting

b. Happiness d. Diligent


Theme : Hobby


Skill : Reading

Indicator /competency : Identify the synonym meaning of the underlined word

Test item no. 23

23. My mother and father like gardening. They like to spend their time in the garden. The underline word refers to …

a. Mother c. Father

b. Mother and father d. Andre and Putri


Theme : Hobby


Skill : Reading


Read the list below and answer the questions number 24-27


a. a food label

b. an advertisement

c. a short message

d. a shopping list


Theme : Shopping list

Discourse/Text : Shopping list

Skill : Reading

Indicator /competency : Determine

the genre of the functional text

Some celery

1 ounce garlic

1 ounce onion

1 kg chicken

¼ kg carrots

¼ kg tomato

1 pack salt

Test item no. 25

25. How much garlic does the write want to buy?

a. One ounce c. Three ounce

b. Two ounce d. Four ounce




Skill : Reading


Test item 26

26. The writer will go to .. If she wants to buy meat.

a. A greengrocer’s c. A grocer’s

b. The butcher’s d. A bakery




Skill : Reading

Indicator /competency : Find the implied information in the text

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Test item no. 27

27. From the text above we know that the writer probably wants to cook…

a. Fruit salad c. Chicken soup

b. Black forest d. Chicken curry




Skill : Reading


Test item no.28

28. Shop assistant: ……?

Aisah : Yes, I need two kg of oranges.

a. Can I help you? C. Do you help me?

b. Can you help me? D. What can I do for you?


Theme :

Discourse/Text : Functional text

Skill : Writing

Indicator /competency : Identify the expression of

Test item no. 29

29. Buyer : How… is a kilogram of meat?

Seller : It is Rp 90.000

a. Many c. Any

b. Some d. Much


Theme :


Skill : Writing

Indicator /competency :

Test item no. 30

30. We buy vegetables at…

a. Drugstore c. Grocery store

b. Fruit seller d. Greengrocery


Theme :


Skill : Reading

Indicator /competency :

Test item no. 31Arrange these jumbled sentences into the right paragraph.

How to make coffee!

a) Add a spoonful of sugar

b) Then, put a teaspoon of coffee into a cup

c) First, boil some water in the kettle

d) Next, stir the mixture for a few moment

e) Fill in the cup with boiling water

f) Finally the coffee is ready to be served

A. a-b-c-d-e-f C. b-c-a-d-f-e

B. b-c-e-f-a-d D. c-b-a-e-d-f


Theme : How to make coffee


Skill : Reading

Indicator /competency : Arranging the sentences into the correct order

Test item no. 32

32. The old woman is … now.

a. Cry

b. Crying

c. Cried

d. Cries


Theme :


Skill : Grammar

Indicator /competency : Identify the suitable word for the blank space

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Test item no. 33

33. We buy birthday cake at …

a. Fruit seller

b. Drugstore

c. Bakery

d. Florist


Theme :


Skill : Writing


Read the text and answer the questions no. 34-

37

Dear Anita,

Congratulation on your success in the

poetry reading competition. You are the

best. I am proud of you.

Love

Harun

Test item no. 34


a. A greeting card c. A short message

b. A birthday card d. A condolence card


Theme : Greeting card


Skill : Reading

Indicator /competency : Identify the genre of the card

Test item no. 35

35. What is the purpose of the text?

a. To tell hog to congratulation on success

b. To explain Anita’s success

c. To congratulate on Anita’s success

d. To describe Anita’s success




Skill : Reading

Indicator /competency : Identify the purpose of the functional text

Test item no. 36

36. Who send the card?

a. Anita c. Poetry competition

b. Anita and Harun d. Harun




Skill : Reading


Test item no. 37

37. Who won the poetry reading competition?

a. Anita c. Poetry competition

b. Harun d. Anita and Harun




Skill : Reading


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Test item no.38

38. Arrange the sentences into the corrects steps How to make fried banana.

a) Then, fry in very hot oil

b) First, peel the banana

c) Fried banana is ready to be served

d) Next, roll the banana in flour

e) Wait until it turn brown

f) Slice the banana into thin slices

a. b-f-d-a-e-c c. b-f-a-e-d-c

b. b-f-e-a-c-d d. b-f-d-e-a-c


Theme : How to make fried banana


Skill : Reading

Indicator /competency : Arrange the jumble sentences into correct order

Test item no. 39

39. Malik : What do you think of our new teacher?

Ibrahim : Well, … She is a nice person.

a. I hope so c. I am sorry

b. I don’t d. I think


Theme :


Skill : Writing


Test item no. 40

40. Sarah : Do you think it is going to rain?

Dewi : …… The sky looks very dark.

a. Really c. Do you like

b. I think so d. I don’t think so


Theme :


Skill : Writing

Indicator /competency : Identify the expression

Read the following text to answer question

no.41-43

Dear: Rina

I went to see your Grandmother. Your lunch is on the

table. Don’t forget your rabbit, clea the house and water

the flowers. I’ll be back soon.

Love,

Mom

Test item no. 41

41. What is the text about?

a. Rina’s message for mother

b. Mother’s message for grandma

c. Mother’s message for Rina

d. Grandma’s message for Rina


Theme :


Skill : Reading


Test item no. 42

42. “Don’t forget to feed your rabbit”

What does the underline word mean?

a. To buy food c. To cook food

b. To give food d. To take food


Theme :


Skill : Reading

Indicator /competency : Find the meaning of the underline word

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Test item no. 43

43. “I’ll be back soon”.

What does the word “I” refers to?

a. Mother

b. Rina

c. Grandmother

d. Rabbit


Theme :


Skill : Reading

Indicator /competency : Identify the meaning of the word

Complete the following dialogue to answers questions 44 and 45

Mother : Salma, why are you still awake?

Salma : I’m working on my assignment, mom.




44. a. go to bed late c. don’t go to bed too late

b. go to bed tomorrow d. you can go to bed later


Theme :


Skill : Writing

Indicator /competency : Identify the suitable sentence for the conversation

Test item no. 45

45. a. Good evening

b. Good morning

c. Good night

d. Goodbye


Theme :


Skill : Writing

Indicator /competency : Identify the appropriate greeting for the text

Test item no. 46

46. Arrange the words into good sentences!

Beautiful dress- a- have – Leni – doesn’t

1 2 3 4 5

a. 1-2-3-4-5 c. 3-4-5-1-2

b. 2-3-4-5-1 d. 4-5-3-2-1


Theme :

Discourse/Text :

Skill : Writing

Indicator /competency : Arranging into the correct sentences.

Test item no. 47

47. Arrange the words into good sentences!

White – uniform – Dany’s school – blue – and – is

1 2 3 4 5 6

a. 4-2-6-5-1-3 c. 3-2-6-1-5-4

b. 3-5-4-6-1-1 d. 4-5-3-2-1-6


Theme :

Discourse/Text :

Skill : Writing

Indicator /competency : Arranging into the correct sentence

Test item no. 48

48. Pineapple, melon, banana, strawberry belong to …

a. Fruits c. Grains

b. Vegetables d. Flowers


Theme :

Discourse/Text :

Skill : Writing

Indicator /competency : Identify the imply information

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Test item no. 49

49. Carrots, cauliflower, cucumber, cabbage are …

a. Fruits c. Grains

b. Vegetables d. Flowers


Theme :

Discourse/Text :

Skill : Writing

Indicator /competency : Identify the implies information

Test item no. 50

50. Anton : Do you like jogging, Budi?

Budi : …

Anton : Why?

Budi : Because it is good for our health.

a. I am sorry

b. I am afraid I don’t like

c. No, I hate it

d. Yes, I love it


Theme :


Skill : Writing

Indicator /competency : Respond to the dialogue

t.D2.83.B4.D5.C6.B7_ D8.B9.A10. c

11. C

12.B13. ct4. c15. D16. Dt7.D18. A19. C20. B

31. D32.833. C

34. A35. C36. D37. A38. A39. D40. B

41. C42. B43. A44. C

4s. c46.D47. C48. A49.850. D

Answer Keys

21. A22.823.824.D25. A26.827.D28. A29.D30. D

A. The odd numbers of English Summative Test for the seventh grade students on the second academic year 2013-2014 (score X)

Students’

name

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 Total

Score D B C D A C C D D C A B A D D D C C A D C A C C B

1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 21

2 0 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 18

3 0 1 1 1 0 1 0 1 1 0 0 0 0 0 0 1 1 0 1 1 0 0 1 1 1 13

4 0 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 0 0 1 1 1 16

5 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 22

6 0 1 0 1 0 1 1 0 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 17

7 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 21

8 0 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 15

9 0 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 14

10 0 1 1 1 1 0 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 9

11 0 1 1 1 1 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 17

12 0 1 1 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 17

13 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 21

14 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 17

15 0 1 1 1 1 1 0 1 1 0 0 1 0 1 0 0 1 1 1 1 1 1 1 0 1 17

16 0 0 0 1 1 1 0 1 1 0 1 1 1 0 0 0 0 1 0 0 0 1 1 1 1 13

17 0 1 0 0 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 16

18 0 1 1 1 1 1 0 0 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 0 1 17

19 0 1 1 1 0 1 0 0 1 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 15

20 0 1 1 1 0 1 0 0 1 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 16

21 0 1 1 1 0 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 17

22 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23

23 0 1 0 0 0 1 0 0 0 0 0 1 1 0 0 1 1 1 0 0 0 0 1 1 1 11

24 0 1 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 20

25 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 22

26 0 0 1 1 0 1 0 0 1 0 0 1 1 0 0 1 1 0 0 0 1 0 0 1 1 11

27 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 17

28 0 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 21

29 0 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 1 1 1 1 1 1 1 1 20

30 0 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 19

31 0 1 1 1 0 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 0 0 0 1 1 15

32 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 22

33 0 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 17

34 0 1 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 19

35 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1 1 20

36 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 1 1 19

37 0 1 1 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 15

38 0 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 20

39 0 0 0 1 0 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 0 0 1 1 1 15

40 0 1 1 1 1 1 1 1 0 0 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 18

41 0 1 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 19

42 0 0 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 0 16

43 0 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 1 0 1 0 1 0 1 1 1 15

44 0 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 20

45 0 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 1 1 17

46 0 1 1 1 0 1 0 0 1 1 0 0 0 1 0 1 1 0 0 0 0 0 1 1 0 11

47 0 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 17

48 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 0 1 20

49 0 1 1 1 0 1 0 0 0 1 0 1 0 0 0 1 1 1 1 0 1 0 1 1 1 14

50 0 1 1 1 1 1 0 0 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 1 1 18

∑

B. The even numbers of English Summative Test for the seventh grade students on the second academic year 2013-2014 (score Y)

Students’

name

2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 Total

Score B D B B C B C D A B B D B A D B A D A B B C D A D

1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 1 0 17

2 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 19

3 1 1 1 1 0 0 0 1 1 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 0 17

4 1 1 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 20

5 0 0 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1 19

6 0 0 1 1 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 0 1 1 0 12

7 1 1 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 0 0 0 1 1 0 15

8 1 1 0 0 1 1 1 0 1 1 0 1 0 0 1 0 1 0 0 0 0 0 0 1 0 11

9 1 1 0 1 1 0 1 1 1 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 0 14

10 0 1 1 0 0 0 1 0 1 1 1 0 0 1 0 0 1 1 1 0 0 0 0 1 0 11

11 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 1 1 1 19

12 0 1 1 1 1 0 0 1 0 1 1 0 1 0 1 1 1 1 0 0 1 0 1 1 1 16

13 0 0 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 0 0 1 0 1 1 1 16

14 1 1 1 1 0 0 1 0 0 1 1 0 1 0 1 1 0 1 1 1 1 0 1 1 1 17

15 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 0 0 1 0 0 1 0 16

16 0 0 1 1 0 0 0 1 1 1 1 0 1 0 0 1 1 0 0 0 1 0 0 1 0 11

17 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 20

18 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 0 1 0 17

19 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 18

20 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 0 0 1 0 1 1 1 18

21 0 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 1 0 0 0 0 0 1 1 0 14

22 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 19

23 1 1 0 1 0 1 0 0 0 1 1 0 0 0 1 1 0 0 0 1 1 0 0 1 0 11

24 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 0 0 0 0 1 1 1 17

25 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 21

26 0 1 0 1 1 1 1 1 1 1 0 1 0 0 0 0 1 0 1 1 1 0 1 1 0 15

27 0 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 17

28 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 21

29 0 1 1 0 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 18

30 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 0 19

31 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 1 0 1 1 0 19

32 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 19

33 0 1 1 0 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 1 0 1 1 0 15

34 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 20

35 0 1 1 0 0 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 17

36 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 18

37 0 1 0 0 0 0 0 1 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 1 0 12

38 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 20

39 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 21

40 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 20

41 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 19

42 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 20

43 0 1 1 0 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 0 0 0 1 1 15

44 0 0 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 18

45 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 19

46 0 1 0 1 0 0 0 1 1 1 0 1 0 1 1 0 0 1 0 0 0 0 1 1 0 11

47 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 0 0 1 0 16

48 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 23

49 1 0 0 1 0 0 1 0 1 1 1 1 0 0 1 0 1 1 0 0 0 0 1 1 0 12

50 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 0 0 1 1 1 1 0 0 1 0 16

∑

DEPARTEMEN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 Indonesia

fIrarlllrlrry-J

FORM (FR)

No. Dokumen : FITK-FR-AKD-066

Tgl. Terbit : 5 Januari 2009

No. Revisi: : 00

Hal 1t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.O 1 /F. 1 /KM.O 1.3i 1 33 I 12013

Lamp. :......Hal : PermohonanlzinPenelitian

Jakarta, 30 Desember 2013

Kepada Yth.Kepala MTs Negen2 JakartadiTempat

A s s al amu' al aikum wr.w b.

Dengan hormat kami sampaikan bahwa:

Nama

NIMJurusan

Semester

Septia Susilowati109014000050

Pendidikan Bahasa Inggris (PBD

IX (Sembilan)

Judul Skripsi :"The Reliability of Teacher-Made Test of EtgltshSummative Test For The Seventh Grade Students of MTsNegeri 2 Iakarta (A Qualitative Research at MTs Negeri 2

Jakarta)"

adalah benar mahasiswa pada Fakultas llmu Tarbiyah dan Keguruan UIN SyarifHidayatullah Jakarta yang sedang menyusun skripsi, dan akan mengadakanpenelitian (riset) di Instansi/sekolah/madrasah yang Bapak/Ibu pirnpin. Oleh karena

itu, kami mohon kesediaan Bapak/Ibu dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian.

Demikianlah, atas perhatian dan bantuan Bapak/Ibu kami ucapkan terima kasi{-

Wassalamu' alaikum wr.wb.

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang Bersangkutan

ikan Bahasa lnggris

Drs. Sy i, M.Pd212 199143 1 AA2

KEMBNTERIAN AGAMAMADRASAH TSANAWIYAH NEGERI 2

CIGANJUR KOTA JAKARTA SELATANAlamat : Jl. R. Mohammad Kahfi I No. 34 Ciganjur Jagakarsa Jakarta Selatan 12630

Telp. ( 021) 7270822 Faks 7863793 e-mail : [email protected]

SURAT KETERANGANNomor : MTs.09.01.02lPP.001 102812014

Sesuai dengan Surat dari Universitas Islam Negeri Jakarta Nomor :

Un.01/F.1/KM.01 .3ll33Il20l3 tanggal, 31 Desember 2013 tentang permohonan izin

penelitian sdr. Septia Susilowati dalam rangka penulisan Skipsi dengan judul "The

R.etiabiiiry o{' Teacher-*"{aiie Test cf English S';.e:*ative Test For The Sevenlh Grade

Students of MTs Negeri 2 Jakafta (A Qualitative Research at MTs Negeri 2 Jakafia)", maka

dengan ini kami menerangkan bahwa :

Nama

NIM

Jurusan

Semester

Septia Susilowati

1 09014000050

Pendidikan Bahasa Inggris (PBI)

IX (Sembilan)

telah melakukan penelitian yang dilaksanakan pada bulan Januari 2014 di MTs Negeri

Ciganj ur Jakarta Selatan.

Demikian surat keterangan ini diberikan agar dapat di gunakan sebagaimana mestinya.

Jakarla,22 Januan2014

801 141996031001

##ry$

THE VALIDITY AND RELIABILITY OF TEACHER-MADE TEST …repository.uinjkt.ac.id/dspace/bitstream/123456789/44428/1/SEPTIA...the validity and reliability of teacher-made test of english

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