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
lll
.,1-
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
William Wiersma and Stephent G Juts, Educational Measurement and Testing,
(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
William Wiersma and Stephent G Juts, Educational Measurement and Testing,
(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
understood that these items
measure students‟ ability in
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
The question number 44 asks
students to write down the
functional texts of instruction,
shopping list, announcement,
greeting card. It can be
understood that these items
measure students‟ ability in
writing the functional text. Thus,
these items conform to the
recommended indicator namely
“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
recommended indicator namely
“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
understood that these items
measure students‟ ability in
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.
The question number 1 asks
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
The question number 2 asks
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.
4 4. Aisyah: Do you like to play
sport?
Wahyudin: …..
Aisyah: Whst sport do you
like?
Wahyudin: I‟m very fond of
playing football.
The question number 3 asks
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
38
a. No, I am not
b.I can‟t stand it
c. Yes, I‟m fine
d.Yes, I like it a lot
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.
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
The question number 5 asks
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.
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
The question number 6 asks
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.
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
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
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 question number 28
asks 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.
29 29. Buyer: How…. Is a
kilogram of meat?
Seller: it is Rp 90.000
a. Many
b. Some
c. Any
d. Much
The question number 29
asks students to write the
appropriate grammar in the
text. It can be understood
that this item measures the
student‟s ability in
grammar. Thus, it can be
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
30
30. We buy vegetables at …..
a. Drugstore
b. Fruit seller
c. Grocery store
The question number 30
asks students to determine
the factual information
given. It can be understood
40
d. Greengrocery
that this item measures the
student‟s ability in
identifying factual
information. Thus, it can be
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
32 32. The old woman is …. now.
a. Cry
b. Crying
c. Cried
d. Cries
The question number 32
asks students to write the
appropriate grammar in the
text. It can be understood
that this item measures the
student‟s ability in
grammar. Thus, it can be
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
33 33. We buy birthday cake at ….
a. Fruit seller
b. Drugstore.
c. Bakery
d. Florist
The question number 33
asks students to determine
the factual information
given. It can be understood
that this item measures the
student‟s ability in
identifying factual
information. Thus, it can be
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
39 39. Malik: What do you think of
our new teacher?
Ibrahim: Well, …. She is a nice
person.
The question number 39
asks students to determine
the appropriate word to the
responding of expression. It
41
a. I hope so
b. I don‟t
c. I am sorry
d. I think
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.
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
The question number 40
asks 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.
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
asks students to determine
the appropriate word
reference. It can be
understood that this item
measures the student‟s
ability in finding word
reference. Thus, it can be
concluded that these
question doesn‟t conform to
the syllabus because the
42
indicator is not concluded
into suggested indicator.
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.
Mother : Alright, but (44)…
Salma : Ok, mom. Good night.
Mother : (45)…., sweetheart
45. a. Good evening
b. Good morning
c. Good night
d. Good bye
The question number 45
asks 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.
48 48. Pineapple, melon, banana,
strawberry belongs to …
a. Fruits
b. Vegetables
c. Grains
d. Flowers
The question number 48
asks students to determine
the factual information
given. It can be understood
that this item measures the
student‟s ability in
identifying factual
information. Thus, it can be
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
49. 49. Carrots, cauliflower,
cucumber, cabbage are…
a. Fruits
b. Vegetable
c. Grains
d. Flowers
The question number 49
asks students to determine
the factual information
given. It can be understood
that this item measures the
student‟s ability in
identifying factual
information. Thus, it can be
43
concluded that these
questions don‟t conform to
the syllabus because the
indicator is not concluded
into suggested indicator.
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
The question number 50
asks 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.
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
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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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
Skill : Writing
Indicator /competency : Identify expressing
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
Skill : Writing
Indicator /competency : Identify expressing
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
Item Test : Multiple Choice
Theme : Favorite Sport
Discourse/Text : Dialogue
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
Skill : Writing
Indicator /competency : Identify expression
6/27/2015
2
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
Skill : Writing
Indicator /competency : Identify expression
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
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme : Family
Discourse/Text : Descriptive text
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
Item Test : Multiple Choice
Theme : Family
Discourse/Text : Descriptive text
Skill : Reading
Indicator /competency : Find the written information on the text
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
Item Test : Multiple Choice
Theme : Family
Discourse/Text : Descriptive text
Skill : Reading
Indicator /competency : Find the written information on the text
6/27/2015
3
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
Item Test : Multiple Choice
Theme : Family
Discourse/Text : Descriptive text
Skill : Reading
Indicator /competency : Find the written information on the text
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
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme : Pineapple juice
Discourse/Text : Procedure text
Skill : Writing
Indicator /competency : Vocabulary
Test item no. 14
14.a. grill c. add
b. Bake d. clean
Item Test : Multiple Choice
Theme : Pineapple juice
Discourse/Text : Procedure text
Skill : Writing
Indicator /competency : Vocabulary
Test item no. 15
15.a. play c. mix
b. Push d. blend
Item Test : Multiple Choice
Theme : Pineapple juice
Discourse/Text : Procedure text
Skill : Writing
Indicator /competency: Vocabulary
6/27/2015
4
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
Item Test : Multiple Choice
Theme : My father
Discourse/Text : Descriptive text
Skill : Writing
Indicator /competency : Vocabulary
Test item no. 17
17.a. racing c. football
b. Athletics d. water sport
Item Test : Multiple Choice
Theme : My father
Discourse/Text : Descriptive text
Skill : Writing
Indicator /competency : Vocabulary
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
Skill : Reading
Indicator /competency : Find the written information in the text.
6/27/2015
5
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
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
Item Test : Multiple Choice
Theme : Hobby
Discourse/Text : Descriptive text
Skill : Reading
Indicator /competency : Find the written information in the text
Read the list below and answer the questions number 24-27
24. What kind of text is it?
a. a food label
b. an advertisement
c. a short message
d. a shopping list
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme : Shopping list
Discourse/Text : Shopping list
Skill : Reading
Indicator /competency : Find the written information in the text
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
Item Test : Multiple Choice
Theme : Shopping list
Discourse/Text : Shopping list
Skill : Reading
Indicator /competency : Find the implied information in the text
6/27/2015
6
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
Item Test : Multiple Choice
Theme : Shopping list
Discourse/Text : Shopping list
Skill : Reading
Indicator /competency : Find the written information in the text
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?
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Writing
Indicator /competency :
Test item no. 30
30. We buy vegetables at…
a. Drugstore c. Grocery store
b. Fruit seller d. Greengrocery
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
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
Item Test : Multiple Choice
Theme : How to make coffee
Discourse/Text : Procedure text
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Grammar
Indicator /competency : Identify the suitable word for the blank space
6/27/2015
7
Test item no. 33
33. We buy birthday cake at …
a. Fruit seller
b. Drugstore
c. Bakery
d. Florist
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Writing
Indicator /competency : Find the written information in the text
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
34. What kind of text is it?
a. A greeting card c. A short message
b. A birthday card d. A condolence card
Item Test : Multiple Choice
Theme : Greeting card
Discourse/Text : Functional text
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
Item Test : Multiple Choice
Theme : Greeting card
Discourse/Text : Functional text
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
Item Test : Multiple Choice
Theme : Greeting card
Discourse/Text : Functional text
Skill : Reading
Indicator /competency : Find the written information in the text
Test item no. 37
37. Who won the poetry reading competition?
a. Anita c. Poetry competition
b. Harun d. Anita and Harun
Item Test : Multiple Choice
Theme : Greeting card
Discourse/Text : Functional text
Skill : Reading
Indicator /competency : Find the written information in the text
6/27/2015
8
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
Item Test : Multiple Choice
Theme : How to make fried banana
Discourse/Text : Procedure text
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Writing
Indicator /competency : Identify expression
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Reading
Indicator /competency : Find the written information in the text
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
Skill : Reading
Indicator /competency : Find the meaning of the underline word
6/27/2015
9
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Functional text
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.
Mother : Alright, but (44)…
Salma : Ok, mom. Good night.
Mother : (45)…., sweetheart
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
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
Item Test : Multiple Choice
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
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme :
Discourse/Text :
Skill : Writing
Indicator /competency : Identify the imply information
6/27/2015
10
Test item no. 49
49. Carrots, cauliflower, cucumber, cabbage are …
a. Fruits c. Grains
b. Vegetables d. Flowers
Item Test : Multiple Choice
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
Item Test : Multiple Choice
Theme :
Discourse/Text : Dialogue
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
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