evaluation (ni wayan mei indrayani )
DESCRIPTION
EvaluationTRANSCRIPT
EVALUATION
VALIDATION OF COGNITIVE AND NON COGNITIVE TEST
By: Ni Wayan Mei Indrayani
Class : 2B2
NIM : 1429081052
ENGLISH EDUCATION STUDY PROGRAM
POST GRADUATE PROGRAM
GANESHA UNIVERSITY OF EDUCATION
2015
CHAPTER I
GRAND THEORY
1.1 VALIDITY AND RELIABILITY
For the statistical consultant working with social science researchers the
estimation of reliability and validity is a task frequently encountered.
Measurement issues differ in the social sciences in that they are related to the
quantification of abstract, intangible and unobservable constructs. In many
instances, then, the meaning of quantities is only inferred.
Let us begin by a general description of the paradigm that we are dealing
with. Most concepts in the behavioral sciences have meaning within the context
of the theory that they are a part of. Each concept, thus, has an operational
definition which is governed by the overarching theory. If a concept is involved
in the testing of hypothesis to support the theory it has to be measured. So the
first decision that the research is faced with is “how shall the concept be
measured?” That is the type of measure. At a very broad level the type of measure
can be observational, self-report, interview, etc. These types ultimately take shape
of a more specific form like observation of ongoing activity, observing video-
taped events, self-report measures like questionnaires that can be open-ended or
close-ended, Likert-type scales, interviews that are structured, semi-structured or
unstructured and open-ended or close-ended. Needless to say, each type of
measure has specific types of issues that need to be addressed to make the
measurement meaningful, accurate, and efficient.
Another important feature is the population for which the measure is
intended. This decision is not entirely dependent on the theoretical paradigm but
more to the immediate research question at hand.
A third point that needs mentioning is the purpose of the scale or measure.
What is it that the researcher wants to do with the measure? Is it developed for a
specific study or is it developed with the anticipation of extensive use with similar
populations?
Once some of these decisions are made and a measure is developed, which
is a careful and tedious process, the relevant questions to raise are “how do we
know that we are indeed measuring what we want to measure?” since the
construct that we are measuring is abstract, and “can we be sure that if we
repeated the measurement we will get the same result?”. The first question is
related to validity and second to reliability. Validity and reliability are two
important characteristics of behavioral measure and are referred to as
psychometric properties.
It is important to bear in mind that validity and reliability are not an all or
none issue but a matter of degree.
Validity:
Very simply, validity is the extent to which a test measures what it is
supposed to measure. The question of validity is raised in the context of the three
points made above, the form of the test, the purpose of the test and the population
for whom it is intended. Therefore, we cannot ask the general question “Is this a
valid test?”. The question to ask is “how valid is this test for the decision that I
need to make?” or “how valid is the interpretation I propose for the test?” We can
divide the types of validity into logical and empirical.
The test should be tried out properly before the real test is administered.
Sutrisno Hadi as cited in Utami (2005) points out that the aim of trying out test:
- To avoid misunderstanding on the questions
- To drop the difficult and confusing words
- To substitute the easy questions with the ones that need deeper answer
- To add items, which are completely needed and drop away the irrelevant ones.
The criteria used for selecting the items were based on the validity and the
Reliability of items.
Content Validity:
When we want to find out if the entire content of the
behavior/construct/area is represented in the test we compare the test task with the
content of the behavior. This is a logical method, not an empirical one. Example,
if we want to test knowledge on American Geography it is not fair to have most
questions limited to the geography of New England.
Gay, et.al (2009) points out that content validity is the degree to which a
test measures an intended content area. It means that the test must be
comprehensive and the content is in line with the purpose of measurement.
Content validity involves: (1) clear statement of the domain that are measured, (2)
composition or selection of a set of items. The reading comprehension test would
test the student’s comprehension of the reading text.
1. Item Validity
Gay, et.al (2009) state that item validity is concerned with whether the test
items represent measurement in the intended content area. The item validity is
measured by point-biserial correlation (Arikunto, 2005).
Remarks:
γpbi = correlation coefficient point beserial
Mp = the mean score of students who answer the questions correctly
Mt = the total mean score
St = the score deviation
p = the proportion of students who answer correctly
q = the proportion who answer wrongly
The criteria:
An item is valid if γpbi > rcv at 0.05 level of significance
2. Facility Value and Index of Discrimination
According to Nurkancana & Sunartana (1990), a test should not be too or
too difficult. An item which is too easy is not a good item. The same thing
happened if the test is too difficult; it is not good for students. A good item is an
item that can differentiate the good and the poor students. In this case, all items
should be examined from the point of view of their facility value and index of
discrimination.
According to Heaton (1988), facility value of an item simply shows how
or difficult the particular item proved in the test. The facility value is
expressed as the traction of the students who answered the item correctly. It is
calculated by the following formula:
FV =
Remarks :
R : number of items
N : number of students taking the test
Meanwhile to measure the index of discrimination (D) the formula used is:
D =
Remarks ;
D = index of discrimination
n = number of students in one group
U = upper half group
L = lower half group
Face Validity:
Basically face validity refers to the degree to which a test appears to
measure what it purports to measure.
Criterion-Oriented or Predictive Validity:
When you are expecting a future performance based on the scores obtained
currently by the measure, correlate the scores obtained with the performance. The
later performance is called the criterion and the current score is the prediction.
This is an empirical check on the value of the test – a criterion-oriented or
predictive validation.
Concurrent Validity:
Concurrent validity is the degree to which the scores on a test are related
to the scores on another, already established, test administered at the same time, or
to some other valid criterion available at the same time. Example, a new simple
test is to be used in place of an old cumbersome one, which is considered useful,
measurements are obtained on both at the same time. Logically, predictive and
concurrent validation are the same, the term concurrent validation is used to
indicate that no time elapsed between measures.
Construct Validity:
Construct validity is the degree to which a test measures an intended
hypothetical construct. Many times psychologists assess/measure abstract
attributes or constructs. The process of validating the interpretations about that
construct as indicated by the test score is construct validation. This can be done
experimentally, e.g., if we want to validate a measure of anxiety. We have a
hypothesis that anxiety increases when subjects are under the threat of an electric
shock, then the threat of an electric shock should increase anxiety scores (note:
not all construct validation is this dramatic!)
A correlation coefficient is a statistical summary of the relation between
two variables. It is the most common way of reporting the answer to such
questions as the following: Does this test predict performance on the job? Do
these two tests measure the same thing? Do the ranks of these people today agree
with their ranks a year ago?
(rank correlation and product-moment correlation)
According to Cronbach, to the question “what is a good validity
coefficient?” the only sensible answer is “the best you can get”, and it is unusual
for a validity coefficient to rise above 0.60, though that is far from perfect
prediction.
All in all we need to always keep in mind the contextual questions: what
is the test going to be used for? how expensive is it in terms of time, energy and
money? what implications are we intending to draw from test scores?
Reliability:
Research requires dependable measurement. (Nunnally) Measurements
are reliable to the extent that they are repeatable and that any random influence
which tends to make measurements different from occasion to occasion or
circumstance to circumstance is a source of measurement error. (Gay) Reliability
is the degree to which a test consistently measures whatever it measures. Errors
of measurement that affect reliability are random errors and errors of
measurement that affect validity are systematic or constant errors.
Test-retest, equivalent forms and split-half reliability are all determined
through correlation
Test-retest Reliability:
Test-retest reliability is the degree to which scores are consistent over
time. It indicates score variation that occurs from testing session to testing session
as a result of errors of measurement. Problems: Memory, Maturation, Learning.
Equivalent-Forms or Alternate-Forms Reliability:
Two tests that are identical in every way except for the actual items
included. Used when it is likely that test takers will recall responses made during
the first session and when alternate forms are available. Correlate the two scores.
The obtained coefficient is called the coefficient of stability or coefficient of
equivalence. Problem: Difficulty of constructing two forms that are essentially
equivalent.
Both of the above require two administrations.
Split-Half Reliability:
Requires only one administration. Especially appropriate when the test is
very long. The most commonly used method to split the test into two is using the
odd-even strategy. Since longer tests tend to be more reliable, and since split-half
reliability represents the reliability of a test only half as long as the actual test, a
correction formula must be applied to the coefficient. Spearman-Brown prophecy
formula.
Split-half reliability is a form of internal consistency reliability.
Rationale Equivalence Reliability:
Rationale equivalence reliability is not established through correlation but
rather estimates internal consistency by determining how all items on a test relate
to all other items and to the total test.
Internal Consistency Reliability:
Determining how all items on the test relate to all other items. Kudser-
Richardson-> is an estimate of reliability that is essentially equivalent to the
average of the split-half reliabilities computed for all possible halves.
Standard Error of Measurement:
Reliability can also be expressed in terms of the standard error of
measurement. It is an estimate of how often you can expect errors of a given size.
Reliability is the degree to which a test consistently measure whatever it
measures (Gay,et.al 2909). A test is said to be reliable if the test shows an exact
result. To measure the reliability of the test, the formula Kuder-Richardson
21(Arikunto, 2005) is used as follows :
KR 21 =
Remarks:
K : number of items
M : mean
S2 : variance
The following is a chart which shows the summary of validation to prove
its validity and reliability
COGNITIVE TEST
1.2.1 RECEPTIVE SKILL READING COMPREHENSION
(A) Assessing the Reading Comprehension
The assessment was usually with test. Generally, there were two kinds of
tests that can be used in measuring the students‟ ability, namely, oral test (it
usually used in test of listening and speaking) and written test (usually used for
making test of reading and writing). Brown (2004:165) argues that assessment, on
the other hand, is an ongoing process that encompasses a much wider domain.
Whenever a student responds to a question, offers a comment, or tries out a new
word or structure, the teacher subconsciously makes an assessment of the
students‟ performance. Based on this, it can be mentioned that assessment used to
determine the quality of students‟ works.
Elizabeth Pang S et al. (2004:215) defines that there are two forms of
reading assessment. The first is to find out how well children are reading in order
to help them improve (diagnosis). Diagnostic assessment is about giving feedback
and assistance to learners. The second is to measure how much progress has been
made. Both forms of assessment are needed for effective reading instruction. In
beginning reading, assessment is normally done by listening to students reading
aloud. Teachers assess word recognition and fluency in this way. Beyond this
stage, assessment should focus primarily on text comprehension. Text
comprehension is usually assessed through questions. Questions should focus on
main ideas and viewpoints, not minor details. Therefore, these terms are called
higher order questions.
ASSESMENT
Indicator Technique Instrument Example
instrument
Answering the
following
questions
according to the
text given.
Written test Text
What is the
main idea of the
text?
NO KRITERIA SCORE
I Correct answer 1
Incorrect
answer or no
answer
0
Assessment Guideline
Written :
1. For number I, for each correct answer scoring 1
I 10 x 1 = 10
Total = Maximum value = 10 xv1 = 10
Table 1. The Blue Print of Reading Comprehension Test
Basic
Competency
Text
Type
Indicators Dime
nsions
TOT
AL
items
Item’s
Number
The students
are able to
respond
meaning and
the
rhetorical
development
Narra
tive
Text
Find out the main ideas and
supporting details of the text
C3 4 1,6,11,16
Identify the specific
information of the text
C2 4 2,7,12,17
Find out the textual
references from the text
C2 4 3,8,13,18
Find out the meaning of C1 4 4,9,14,19
of monolog
text
accurately,
fluently and
contextually
certain words used in the text
Identify the language features
used in the text
C1 4 5,10,15,2
0
Repo
rt
Text
Find out the main ideas and
supporting details of the text
C3 2 21,26
Identify the specific
information of the text
C2 2 22,27
Find out the textual
references from the text
C2 2 23,28
Find out the meaning of
certain words used in the text
C1 2 24,29,
Identify the language features
used in the text
C1 2 25,30
(B) INSTRUMENT
School : SMP HARAPAN NUSANTARA
Subject : English
Class/Semester : IX/1
Skill : Reading
NAME :
NO :
Read the following text then answer the questions that follow.
Ali Baba
Once upon a time there were 40 thieves who put their stolen money and
treasures in a cave. When they wanted to come in the cave, they said to the cave
entrance, ”Open Sesame! ”A poor man saw them while they were doing that, so he
heard the opening word. After they left he went towards the cave and opened it. He was
surprised to see a very large quantity of money in it. He took some of it and went back
home soon.
After that he became a rich man and his brother wanted to know how he became
rich.
One day his brother followed him to solve that mystery. Next day the brother
went back to the cave and opened it. He found a lot of money but when he tried to get out
he could not. After a few minutes the thieves came in and saw the brother.
The boss asked him how he knew about the cave so he told them the story. They
killed the brother and went to find Ali Baba’s house.
Next morning the thieves hid in big jars and went to Ali Baba’s house. The boss
and two of his men pretended that they were merchants. Ali Baba invited them to lunch.
After lunch they took a rest. The house maid went out and found 40 thieves in
the jars, so he boiled hot oil and poured it on their heads to kill them. After that Ali Baba
lived in happiness forever.
1. The main idea of the first paragraph is.
A. there were 40 thieves who put their stolen money in a cave
B. the thieves were very surprise to see a large quantity of money
C. the thieves took some of the money in a cave
D. a thief saw a poor man came into the cave
2. Where did the thieves put their stolen money?
A. in a jar C. out of cave
B. at home D. in a cave
3. ”A poor man saw them While they put the stolen money”. The underlined
word refers to the……
A. . poor lady C. rich man
B. thieves D. wise person
4. A very large quantity of money “has the similar meaning with … money.
A. a little C. some
B. a lot of D. not so much
5. After that he became a rich man (par 2). Which of the words is an adjective?
A. after that C. rich
B. became D. man
6. The main idea of the third paragraph is. . ..
A. Ali Baba tried to solve a mystery
B. Ali Baba’s brother didn’t want to go to the cave
C. the thieves saw Ali Baba’s brother in the cave
D. Ali Baba’s brother saw him go to the cave
7. What did the poor man find in the cave?
A. a beautiful girl C. a golden treasure
B. a lot of money D. a wise thief
8. The boss asked £131 how ...(par 4). “Him” refers to the
A. poor person C. poor person’s brother
B. poor person’s father D. one of the thieves
9. At the end of the story Ali Baba was very happy. The italic word means....
A. poor C. sad
B. delighted D. unhappy
10. The following words are adverbs, except
A. rich man C. next morning
B. one day D. once upon a time
Read the following text then answer the questions that follow.
Beauty and the Beast’
Once upon a time, there was a beautiful girl named Beauty. She lived with
her two sisters and her father in a small village. She was also a hard working girl.
She always help edher father in the farm.
One day, her father set out for the city. On his way, he saw an old castle.
He became curious to know who lived inside, and he went in. While he was
walking around the castle, hemet nobody inside, so he ate the food on the table
and picked a rose from the garden, for Beauty. Then, an angry beast appeared and
wanted to kill him unless Beauty came and lived with him.
After reaching his home, Beauty’s father told her the truth. Beauty loved
her father very much, so she didn’t refuse what her father asked. She went to the
beast’ scastle and lived there only with the Beast. Her gloomy life began since
then. She often tried to run away but The Beast always successfully stopped her.
The Beast loved Beauty very much. Because of his treatment, Beauty began to
like him very much.
One day, when Beauty visiting her father in the village because of his
illness, she hada dream. She saw The Beast was dying. She suddenly came back
to The Beast castle. Seeing the ”dying Beast” she began to cry. When her tear was
falling on to the Beast, he became a handsome prince. Beauty and The Beast got
married and lived happily ever after.
11. What is the topic of the text?
A. The story of a beautiful girl and his father.
B. The living of a poor man with his daughters.
C. A happy ending love story between two creatures.
D. An unhappy ending story between the Prince and Beauty.
12. What kind of girl do you think Beauty was?
A. smart C. shy
B. diligent D. cruel
13. “One day, her father set out for the city. On his way, he saw. . . ” (par.2).
The underlined word refers to... .
A. Beauty C. Beauty’s father
B. The Beast D. Beauty’s sister
14. “. . . , so she didn’t refuse what her father asked” (par. 3). The synonym of
the bold typed word is. . ..
A. reject C. give
B. remember D. agree
15. “He became curious to know who lived inside” (par 2).
Which of the word is an adjective?
A. lived C. curious
B. became D. inside
16. The main idea of the fifth paragraph is... .
A. Beauty visited her father in the village
B. Beauty had a very bad dream about his father
C. Beauty’s tear changed The Beast into a handsome prince
D. Beauty began to cry as she saw the dying Beast
17. The Beast always stopped Beauty to run away because he… her.
A. loved C. refused
B. hated D. rejected
18. “Because of his treatment, Beauty began to like very much” (par. 4). The
underlined word refers to... .
A. Beauty’s father C. The Beast
B. Beauty D. Beauty’s sisters
19. “After reaching his home, Beauty’s father told her the truth. (par.3) The
underlined word has the similar meaning with something. . ..
A. right C. good
B. sad D. bad
20. The following words express adverb of time.
A. Beautiful girl C. Old castle
B. Small village D. Once upon a time
Read the following text then answer the questions that follow.
ELEPHANTS
The elephant is the largest animal to walk on Earth. An elephant
can carry a loadorI200 pounds. They eat 300 pounds of food a day.
An elephant baby can weigh 200 pounds atbirth. Elephants can live up to 70
years.
Elephants can be trained to carry logs with their trunks, and have
been usedinthe forestry industry in Asia for many years. Elephants also use
their trunks for drinkingwater, bathing, and eating and communicating.
“Recently it was discovered that elephants can communicate
over adistance ofseveral miles using infrasonic sounds inaudible to
humans.Elephants use their earsas acooling system. Blood flow
through veins in the ears and asthe elephant flaps his ears,the blood cools and
flows through his body to cool off otherparts.
Elephant’s feet are large and round. They distribute the large
animal'sfi weighteffectively. In the past, elephants were killed and
their feet were made intoumbrellastands and small tables for tourists.
Now elephants are protected by special laws.Thereare two kinds of elephants: the
African elephant and the Indian elephant. Africanelephants can be identified by
the larger ears. The Africanelephant grows up to 10 feet talland weighs as much as
12,000 pounds.
The Indian elephant grows up to 9 feet tall, and Weighs up to
8000pounds. It‘seasier to identify because of its smaller ears. Most
circus elephants are Indianelephants.Another name for the Indian
elephant is the Asian elephant.
21. The idea that elephants eat a lot of food is found in paragraph...
A. one C. three
B. two D. four
22. An elephant cannot carry things without its
A. trunk C. feet
B. ears D. legs
23. “Elephants also use their trunks for drinking water .”. The underlined word
refers to... .
A. logs C. years
B. elephants D. industry
24. "Inaudible" means... .
A. can be heard C. can’t be seen
B. It's very noisy. D. can’t be heard
25. “Hunters made umbrella holders out of elephants’ feet”. The Words below are
nouns, except...
A. hunters C. feet
B. made D. umbrella
26. The idea about the kinds of elephants is found in paragraph... .
A. 2 C. 5
B.4 D. 3
27. An Indian Elephant has...than the African Elephant.
A. longer tail C. bigger teeth
B. Stronger trunk D. smaller ears
28. “It's easier to identify because of its smaller ears” (par.5). The bold typed
word refers to...
A. Indian elephant C. pounds
B. African elephant D. easier
29. “It‘s easier to identify because of its smaller ears” (par.5). The antonym of the
bold typed word is. ..
A. shorter C. better
B. longer D. larger
30. “Elephants feet are large and round. They distribute the large animal's weight
effectively”. Which of the words is an adverb?
A. large C. effectively
B. round D. animal
KUESIONER
Pilihlah salah satu jawaban dari pertanyaan-pertanyaan di bawah ini dengan mengisi
tanda silang (X) pada (a), (b), (c), atau (d) dengan sejujur-jujurnya sesuai dengan
pendapat anda!
1. Menurut Anda apakah pelajaran membaca penting bagi Anda dalam menambah
wawasan ?
a. Sangat penting.
b. Kurang penting.
c. Biasa saja.
d. Tidak penting.
2. Bagaimana perasaan Anda ketika membaca teks dalam Bahasa Inggris?
a. Sangat senang.
b. Senang.
c. Sedikit senang.
d. Tidak senang.
3. Dengan membaca…bagi saya untuk menambah kosa kata dalam Bahasa Inggris?
a. Mudah.
b. Sangat mudah.
c. Tidak mudah.
d. Sulit.
4. Bagaimana cara Anda memahami isi dari suatu reading text ?
a. Membacanya berulang-ulang dan menarik kesimpulan.
b. Hanya mencari jawaban atas pertanyaan yang diberikan setelah membaca wacana
tersebut.
c. Mencari kata-kata sulit dalam kamus.
d. Hanya membaca sekilas tanpa memahami teks tersebut.
5. Efektifkah bagi Anda diskusi dalam proses belajar mengajar?
a. Sangat efektif.
b. Efektif.
c. Kurang efektif.
d. Tidak efektif.
6. Menurut Anda apakah diskusi dapat membantu memahami suatu bacaan?
a. Dapat sekali.
b. Dapat.
c. Kurang dapat.
d. Tidak dapat.
7. Setujukah Anda jika Guru menerapkan teknik diskusi tersebut dalam proses
pembelajaran?
a. Sangat setuju.
b. Setuju.
c. Tidak setuju.
d. Ragu-ragu.
8. Bagaimanakah kemampuan belajar Anda setelah menggunakan teknik diskusi?
a. Sangat meningkat.
b. Meningkat.
c. Kurang meningkat.
d. Tidak meningkat.
9. Kegiatan diskusi dalam kelas akan…. Bila adanya interaksi antara guru dan siswa.
a. Sangat efektif.
b. Efektif.
c. Kurang efektif.
d. Tidak efektif.
10. Menurut Anda tepatkah teknik diskusi digunakan untuk membantu anda lebih
memahami isi dari suatu bacaan?
a. Sangat tepat.
b. Tepat.
c. Biasa saja.
d. Tidak tepat.
PRODUCTIVE SKILL WRITING
(A) Writing Assessment
Assessment can be thought as the process of collecting information about
a given object of interest according to procedure that is systematic substantively
grounded. A product or an outcome of his process such as test score or a verbal
description is also referred to as an assessment (Bachman, 2004:7). Every subject
in teaching learning process need to assess; it include English subject.
Johnson and Johnson (2002:6) state that assessment is collecting
information about the quality or quantity of the change in students, group, teacher,
or administrator. Performance assessment is collecting information about
demonstration of achievement involving actually performing a task or a set of
task, such as: conducting an experiment, giving a speech, writing a story or
operating a mechine. After the intended outcomes of instruction are defined, the
procedures used to determine whether they were achieved must be selected. In
other to achieve purpose that match with the students performances; it can assess
with the appropriate assessment method. The purpose of assessing may be to (a)
diagnose students’ present level of knowledge and skill , (b) monitor progress
toward learning goals to help form the instructional program, and (c) provide
judge the final level of the students learning.
There are two ways in which students may be involved in the assessment
process are helping create the criteria and rubric used to assess a students’ work
and communicating to their interested stakeholders the result of their efforts to
learn. A criterion is a predetermined standard used to assess a performance.
Involving students in creating the criteria and rubrics for assessing students’ effort
does not mean turning over total control to students. A rubric is a list of indicators
of different levels of a criterion being used to assess a performance. A rubric is
usually a scale ranking from poor to good (Johnson and Johnson, 2002 :259). As
quoted from may (2002:88) write that the assessment is complex and
personalized, it is difficult to assess the efficacy of an investigation or of an
investigator because like complex human task. Since the assessment is complex, it
is must be effective to measure and reflect the students ability.
In supporting statement above, Brown (2004:218) asserts that writing was
a skill that was the exclusive domain of scribes and scholar in education or
religious institution. The ability to write to become an indispensable skill in our
global literate community. Writing skill at least at rudimentary levels, is a
necessary condition for achieving employment in many walks of life and is simply
take for granted in literate culture. In the field of second language teaching only a
half century ago experts were saying that writing was primarily a convention for
recording speech and for reinforcing grammatical and lexical features of language.
In relation to this study, the teacher focuses on assessing students ability
in composing a good descriptive paragraph. The students are ask to make a
descriptive paragraph based on the topic already given and they have to submit
their work, than the researcher analyzes and gives the score for students work by
using rubric which includes some components, such as: format, punctuation and
mechanics, content, organization, grammar, and sentence structure. The rubric is
taken from Oshima and Houge (2007:196)
SCORING RUBRIC : WRITING PARAGRAPH
CRORRING ASSPECT Max.
Score
Actual
Score
FORMAT – 5 POINTS
There is a title 1
The title is centered 1
The first line is indented 1
There are margins on both sides 1
Tidiness 1
Total 5
PUNCTUATION AND MECHANICS – 5 POINTS
There is a period after every sentence 1
Capital letters are used correctly 1
The spellings are correct 2
Capitalization & other punctuations are used correctly 1
Total 5
CONTENT – 20 POINTS
The paragraph fits the assignment 4
The paragraph is unity. 8
The paragraph is coherence. 8
Total 20
ORGANIZATION – 40 POINTS
The paragraph begins with a clear identification about the
object to be described.
10
The paragraph contains vivid detail descriptions of place,
person, or thing that students want to describe so that the
reader can easily imagine or picture the object, or they
can feel the object with their five senses.
25
The paragraph ends with an appropriate concluding
sentence.
5
Total 40
GRAMMAR & SENTENCE STRUCTURE – 30 POINS
Estimate a grammar and sentence structure score 30
Grand Total 100
Taken from Oshima and Houge(2007:196)
Table 1. The Blue Print of Writing Test
Basic Competency Text
Type
Indicators Cognitive/
Knowledge
Dimensions
Total
items
Items’
number
Expressing
meaning and
rhetorical steps
in simple short
essays by using
various written
form
accurately,
smoothly and
acceptable to
interact within
the
surroundings in
the form of
descriptive or
procedure text.
Descripti
ve
Students are able to
write a descriptive
paragraph about their
school based on the
generic structure.
C3 K3 1 1
INSTRUMENT
NAME :
CLASS :
Instruction
Please write from your own word a simple descriptive paragraph about
your school the title is “ My School” ,at least five until seven sentences with
good grammatical, punctuation, spelling and the generic structure correctly.
Kuesioner
Petunjuk pengerjaan
Jawablah semua pertanyaan dalam kuesioner di bawah ini sesuai dengan
keadaan anda yang sebenarnya dengan cara memberikan tanda silang pada
hurup A, B, C, atau D.
Terimakasih atas bantuan anda menjawab pertanyaan dalam kuesioner ini.
1. Apakah cara pembelajaran menulis paragraf melalui membaca dan
menemukan topic bacaan di perlukan?
a. Sangat perlu
b. Perlu
c. Kurang perlu
d. Tidak perlu
2. Bagaimana menurut anda topic yang diberikan untuk menulis paragraph ?
a. Gampang
b. Biasa saja
c. Sulit
d. Sangat sulit
3. Apakah anda mengalami kesulitan dalam menulis paragraf?
a. Sangat gampang
b. Gampang
c. Cukup sulit
d. Sangat sulit
4. Apakah anda pernah mengenal tentang cara menulis descriptive paragraph
a. Sangat mengenal
b. Mengenal
c. Kurang mengenal
d. Tidak mengenal
5. Bagaimana kesan anda mengenai menulis paragraph descriptive dengan
generic structure nya
a. Sangat menarik
b. Menarik
c. Cukup menarik
d. Tidak menarik
6. Apakah menurut anda menulis paragraph perlu diterapkan dalam
meningkatkan kemampuan siswa?
a. Sangat perlu
b. Perlu
c. Kurang perlu
d. Tidak perlu
7. Bagaimana sikap anda jika guru memberikan kesempatan untuk menulis
paragraph dalam proses pembelajaran bahasa inggris?
a. Sangat senang
b. Senang
c. Kurang senang
d. Tidak senang
8. Apakah pembelajaran dengan menulis paragraph membuat anda merasa
termotivasi untuk terlibat atau berpartisipasi dalam proses pembelajaran?
a. Sangat termotivasi
b. Termotivasi
c. Kurang termotivasi
d. Tidak termotivasi
9. Apakah dengan menulis paragraph ini membantu anda dalam meningkatkan
kemampuan bahasa inggris
a. Sangat membantu
b. Membantu
c. Cukup membantu
d. Tidak membantu
10. Apakah pembelajaran menulis paragraf bermanfaat bagi kemampuan anda?
a. Sangat bermanfaat
b. Bermanfaat
c. Tidak bermanfaat
d. Tidak bermanfaat
METACOGNITIVE TEST
1. Theories of Motivation
Etymologically, Dornyei (2001) expiains the term motivation comes from
the Latin word, movere (to move) and then absorbed in English language into
motivation which means providing motive or cause of motive that lead of
encouragement. Next, he points out motivation of a person depend on the strength
of his or her motive. So, the motivation cannot be separated from the concept of
motive. In essence it can be said that the motive is a cause of action. Moreover,
Steiner (1985) explains, the motive is sometimes stated to be the needs, desires,
impulses that arise in a person. The motive directed toward goals that can arise in
conditions in the conscious or unconscious condition.
2. Kinds of Motivation
Motivation has been formulated in a number of different definitions. Even
so, the substance is not much different. According to Brown (1980), motivation is
commonly thought of as an inner drive, impulse, emotion, or desire that moves
one to a particular action. Motivation was examined as a factor of attitudes
divided into two basic types of motivation, such as instrumental and integrative
motivation. Instrumental motivation refers to motivation to acquire a language as
means for attaining instrumental goals: furthering a career, reading technical
material, and translation. An integrative motivation is employed when a learner
wishes to integrate himself within the culture of the second language group, to
identify himself with and become a part of society. From the conclusion of this
study is that integrative motivation may indeed be an important requirement for
successful language learning and some claim that integrative motivation is
absolutely essential for successful second language learning.
Related to the kinds of motivation, Gardner & Labert in Ellis (l986) define
motivation in terms of the L2 learner’s overall goal or orientation, and attitude as
the persistence shown by the learner in striving for a goal. They argue that there is
no reason to expect a relationship between the two. The type of motivation is
distinct from the attitudes displayed to different learning tasks. However Gardner
suggests that attitudes are related to motivation by serving as supports of the
learner’s overal orientation. In this types of motivation, Brown in Ellis (1986) also
distinguishes motivation. He identities three types of motivation, such as:
(1) Global motivation which consists of a general orientation to the goal of
learning a L2, (2) situational motivation, which varies according to the situation in
which learning takes place (the motivation associated with classroom learning is
distinct from the motivation involved in naturalistic learning); (3) task motivation,
which is the motivation for performing particular learning tasks. So, it can be
concluded that motivation account for a substantial amount of the variance in the
learning rate and learning outcomes of different learners. It is also possible that
different factors may be responsible for different types of L2 competence.
Related to this, Lightbown & Spada (1993), motivation in second language
learning is a complex phenomenon which can be defined in terms of three factors,
they are learner’s communicative needs, attitudes towards the second language
community and social dynamic or power relationship between the languages. If
the learners need to speak the second language in a wide range of social situations
or to fulfill .professional ambitions, they will perceive the communicative value of
the second language and will therefore be motivated to acquire proficiency in it.
Likewise, if learners have favorable attitudes towards the Speakers of the
language, they will desire more contact with them. On the other hand, we should
keep in mind that an individual’s identity is closely linked with the way he or she
speaks. It follows that when speaking a new language, one is adopting some of the
identity markers of another cultural group. Depending on the learner’s attitudes,
learning a second language can be a source of enrichment. If the speaker’s only
reason for learning a second language is external pressure, internal motivation
may be minimal and general attitudes towards learning may be negative. One
more factor which often affects motivation is the social dynamic or power
relationship between the languages. That is members of a minority group may
have different attitudes and motivation when learning the language of a majority
group than those majority group members learning a minority language. Even
though it is impossible to predict the exact effect of such societal factors on
second language learning, the fact that languages exist in social contexts cannot be
overlooked when we seek to understand the variables which affect success in
learning. Even children are sensitive to social dynamics and power relationships.
Another types of motivation is also defined by Bandura (2010).
Motivation can be divided into two terms, such as intrinsic motivation and
extrinsic motivation. In term of intrinsic motivation is a motivation that comes
from us or our self In students, by having this motivation, usually, those students
will learn the language for the best result, with our without price or punishment
from the teachers. Meanwhile, extrinsic motivation is a motivation that comes
from outside. For students, they usually learn language for some prices or afraid
of teachers punishment. From those terms of kind of motivation, it can be
concluded that intrinsic motivation is more important than extrinsic motivation,
especially for long term retention. By having intrinsic motivation, the students
will realize that they need to learn and they must learn for their own succeed.
They will do it with or without price, award or afraid of teacher’s punishment.
Concerning theory types of motivation, Ken & Param (2010) divided
motivation into seven types, such as: achievement motivation, affiliation
motivation, competence motivation, power motivation, attitude motivation,
incentive motivation and fear motivation. (1) achievement motivation is desire to
achieve something in life, and what we feel, we need to achieve is relative to who
we are as persons. What is easy for one to achieve could be difficult to another,
but achievement is rarely looked upon as a motivation factor. However, when you
have this desire to achieve, and when you recognize it as a driving force, nothing
is impossible once you put your mind to it. (2) affiliation motivation is a drive to
relate to people on a social basis. Persons with affiliation motivation perform
work better when they are complimented for their favorable attitudes and
cooperation. (3) Competence motivation is the drive to be good at something,
allowing the individual to perform high quality work. Competence motivated
people seek job mastery, take pride in developing and using their problem-solving
skills and strive to be creative when confronted with obstacles. They learn from
their experience. (4) Power Motivation. It is the drive to influence people and
change situations. Power motivated people wish to create an impact on their
organization and are willing to take risks to do so. (5) Attitude Motivation.
Attitude motivation is how people think and feel. It is their self confidence, their
belief in themselves, then attitude to life. It is how they feel about the fixture and
how they react to the past. (6) Incentive Motivation. It is where a person or a team
reaps a reward from an activity. It is “You do this and you get that”, attitude. It is
the types of awards and prizes that drive people to work a little harder. (7) Fear
Motivation. Fear motivation coercions a person to act.
3. Factors Affecting Motivation
According to Ebata (2001) three factors to build motivation towards
language-learning are self-confidence, experiencing success and satisfaction, and
good-teacher-learner relationships as well as relationships between learners. All
three factors are believed to be correlated to each other in the process of
motivation development. The factors are:
1. Self confidence
Self-confidence is the most significant in language-learning- it provides
learners with the motivation and energy to become positive about their
own learning. It also creates them to acquire the targeted language, enjoy
the learning process, and experience real communication.
2. Experience of success and satisfaction
Experience of success provides students with more power to pursue a new
goal. It allows language learners to understand the purpose of trying and
have pleasure in communicating with others. Some people might feel
successful when they can communicate their thoughts to people; others
might feel the sense of success when they complete a challenging task in a
targeted language.
3. Good relationships among learners and between the learners and the
teacher
There are a number of methods that English teacher can use to motivate
students in class, and teachers should flexibly employ the most suitable
method for the class. Furthermore, teachers should develop a mutual
relationship with their learners. In order to develop a mutual relationship
with their learners, teachers need to understand students who are from
different backgrounds, have different interests, future goals, aims for
English learning most importantly different personalities. Once they
understand them better, teachers are able to apply specific teaching and
communicating strategies to each student, creating a relationship between
a teacher and student. Once a relationship develops, the classroom will
become comfortable and enjoyable enough for students to learn positively
from the teacher without any hesitation. Teachers need to acquire what
students pursue in teachers in order for students to be motivated in
language learning. They certainly have a strong relation with students’
motivation status. It is understood that a teacher’s personality and behavior
towards students have a strong influence. In order to produce successful
language speakers, teachers should devote themselves to teaching.
In conclusion, motivation is vital in language learning. It makes language
learners positive about their own learning. It also acquires the targeted language,
enjoy the learning process, and experience real communication. Moreover,
experience of success and satisfaction has a strong connection with motivation.
By realizing their improvement and achievement, students always gain the feeling
of success. In order to make students become satisfied with a lesson, it is required
to produce a stress-free classroom and develop integrated-tasks lesson. It is
necessary that there is a trust between a teacher and the students so that much
communication in a targeted language is developed. These three factors: self
confidence, experiencing success and satisfaction, and good teacher-learner
relationships as well as relationships between learners play an essential role in
developing language learners’ motivation.
In relation to the factors that can affect motivation, Dimyati & Mudjiono
(1994) state that there are several factors that affect students motivation to learn
such as:
1. Students’ ideal or aspiration
Ideals can take place in a very long time. The ideal of the student will
strengthen the spirit of learning to achieve the students’ goal.
2. Students’ ability
The student’s capability will strengthen students’ motivation to perform
the task development. The capability includes some psychological
aspects, for example: observation, attention, memory, and thinking. So the
students who have a high learning ability usually more motivated in
learning because students often gain, success by strengthening the
motivation.
3. Students’ condition
Condition of the students includes physical and mental condition. A
student who is sick, hungry, tired or angry will interfere with their
attention in learning.
4. Environmental condition of the students
Environmental conditions are the elements that come ‘from the outside of
the students. Their motivation can be formed by the environmental
condition of their family, school, community, and peer interaction. As a
member of the community, the students can be affected by their
surrounding environment. Meanwhile, at school, this can be done for
example by means the teachers must try to manage the classroom and
creating a fun learning environment in order to help students motivated in
learning.
5. Dynamic factor in learning
Students have feelings, concerns, desires, memories and thoughts which
are transformed by their life experience. Peer experience influence the
motivation and learning behavior. The natural environment, residence and
association are also changing. Cultural environments such as newspapers,
magazines, radio, and television increasingly reach out to students. All of
the elements can make affect the students’ motivation in learning.
6. The teacher’s effort in teaching learning process
The term teachers’ effort in this factor of motivation means how teachers
preparing themselves in teaching starting from mastering the material,
how to deliver the material and how to attract the students’ attention in
teaching and learning process.
According Wlodkowski & Jaynes (2010) state that motivation to learn is
influenced by several factors, among others:
1. Culture
Each ethnic group has its own values about learning. Japanese mothers
emphasize nationality effort rather than ability, compared with mothers
of American nationality prioritizes good school performance. Value
system affect adopted for the elderly will affect parental involvement
in depth in the efforts to inculcate the child’s energy.
2. Family
Family factors provide an important influence on students' learning
motivation. Research conducted by Benjamin Bloom of the number of
young professionals (28 years to 35 years) who succeeded in his career
in various fields such as mathematics expert, neurology, and pianist
showed the same characteristics of the involvement of their parents.
They showed the direct involvement of parents in children's learning.
They saw the encouragement of parents is a priority in directing their
destination.
3. School
The role of teachers in motivating students is very important for them
in learning process. Some qualities of effective teachers in motivating
children are: teachers as a good manager, teachers expect their students
to become successful students, teachers provide learning materials that
match with the capacity of his/her students, teachers provide feedback
to the student, teachers provide a fair test, teacher explains the criteria
for assessment, teachers can stimulate the students in learning process,
and teachers help students to realize the growth of competence and
mastery of students.
Based on the above explanation, it be concluded that many factors the
students’ motivation in learning process such as, self confidence, experience of
success and satisfaction, good relationships among learners and the teachers,
students’ ideal or aspiration, students’ ability, students’ condition, environmental
condition of the students, dynamic factors in learning, the teachers’ effort in
teaching and learning process, culture and family.
4. Theory of Achievement Motivation by Gardner
Gardner’s in Dornyei (2001) motivation theory is the relationship between
motivation and orientation. In his view of motivation refers to a kind of central
mental or energy that subsumes effort and task enjoyment. Gardner argues that the
three components of motivation are effort, desire to learn the language and
attitude towards learning the language. These three components belong together
because the truly motivated individual displays all three. Attitudes toward the
learning situation are the assumption that it is the influence of the educational
context on the individual’s attitudes that influence the individual’s level of
motivation.
First, the motivated individual expends on the effort to learn the language.
The effort is driven by a desire to achieve language skill. There is persistent and
consistent attempt to learn the material by doing homework, by seeking out
opportunities to learn more, by doing extra work, etc. Second, the motivated
individual wants to achieve the goal. By having strategic plan they have a directed
step toward a specific target that is to be able to learn a language. Third; the
positive affect toward a native speaker. The motivated individual will enjoy the
task of learning the language and have a positive attitude to the native speakers.
CHAPTER II
RESULT OF READING COMPREHENSION TEST
NoJudges I Judges II
Relevan Irrelevan Relevan Irrelevan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
= = 0,857
Judges II
Judges I Irrelevan Relevan
Irrelevan A = 4 C = 1
Relevan B = 0 D = 30
RESULT OF READING TEST
RESPONDEN p1 p2 p3 p4 p5 p6 p7 p8 p9 p10 p11 p12 p13 p14 p15 p161 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0
2 1 1 1 1 1 1 1 0 1 0 0 1 1 0 0 0
3 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0
4 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1
5 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1
6 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1
7 1 0 1 1 1 1 0 0 1 1 0 1 1 1 0 0
8 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0
9 1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 1
10 1 1 1 1 1 1 0 0 1 0 0 1 1 1 0 1
11 0 0 1 0 0 1 1 0 1 1 0 0 1 0 1 1
12 1 1 1 1 1 1 1 0 1 0 0 0 1 1 0 0
13 0 1 0 1 1 0 0 0 0 1 0 1 0 0 0 0
14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0
15 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0
16 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0
17 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1
18 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1
19 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1
20 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0
21 0 0 1 1 1 1 1 0 1 1 0 0 1 1 0 1
22 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1
23 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0
24 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1
25 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0
26 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 0
27 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1
28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
29 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0
30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0
31 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0
32 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0
33 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0
34 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0
Statistik Simbol X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16
p 0,7941 0,7059 0,7941 0,9118 0,8235 0,8824 0,7647 0,4412 0,8529 0,6471 0,3824 0,7353 0,8824 0,7059 0,2353 0,4118q 0,2059 0,2941 0,2059 0,0882 0,1765 0,1176 0,2353 0,5588 0,1471 0,3529 0,6176 0,2647 0,1176 0,2941 0,7647 0,5882
Np 27 24 27 31 28 30 26 15 29 22 13 25 30 24 8 14∑Yp 557 494 568 619 558 622 526 337 604 447 297 516 622 515 171 303Mp 20,63 20,583 21,037 19,968 19,929 20,733 20,231 22,467 20,828 20,318 22,846 20,64 20,733 21,458 21,375 21,643Mt 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941SD 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148ϒpbi 0,5513 0,423 0,6843 0,5486 0,3546 0,816 0,3865 0,5208 0,7553 0,31 0,5108 0,4707 0,816 0,6483 0,2245 0,3758
r tabel 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3Keputusan valid valid Valid valid valid valid valid Valid valid valid valid valid valid valid invalid valid
p17 p18 p19 p20 p21 p22 p23 p24 p25 p26 p27 p28 p29 p30 Yt1 0 0 0 1 1 0 0 1 1 0 0 1 0 80 0 1 0 1 1 0 0 1 1 0 0 1 0 160 1 1 0 1 1 0 0 1 1 0 1 1 0 171 0 0 1 1 1 1 1 1 1 1 1 1 0 251 0 0 0 1 1 0 1 1 1 1 0 1 1 241 0 0 0 1 1 1 1 0 1 0 0 1 0 211 1 1 1 1 1 0 0 1 1 0 1 0 0 191 0 0 0 0 0 0 0 0 0 0 1 1 0 51 0 0 0 0 1 1 0 1 1 0 0 1 0 171 1 1 1 1 1 1 1 0 0 0 0 1 1 210 0 0 0 1 1 0 1 1 1 0 0 1 0 140 1 0 1 1 0 0 0 1 1 0 0 0 1 160 0 1 0 0 0 0 0 0 0 0 0 0 0 61 0 0 0 1 1 1 1 0 1 1 0 1 1 231 1 0 1 1 1 1 1 1 0 1 1 1 0 240 0 1 0 1 1 0 0 1 1 0 1 1 1 171 0 0 0 1 1 1 1 1 0 1 1 1 1 241 0 1 0 1 1 0 1 1 1 1 0 1 0 221 0 1 0 1 1 0 0 0 0 0 0 1 0 181 0 0 0 0 1 0 1 1 1 0 1 1 1 211 1 0 1 1 1 1 0 1 0 0 1 1 1 201 1 1 1 1 0 1 1 1 0 0 0 1 1 241 1 1 1 1 1 0 1 1 1 0 0 1 1 23
0 0 0 0 1 1 1 1 1 1 1 1 1 1 241 1 0 0 1 1 0 1 1 0 0 0 1 1 140 1 0 1 1 1 0 1 1 0 0 0 1 1 181 0 0 1 0 1 1 1 1 1 0 0 1 1 211 1 1 1 1 0 0 1 1 1 1 1 1 1 280 0 0 0 0 0 0 0 0 0 0 0 0 0 31 0 0 0 1 1 1 1 0 1 1 0 1 1 231 1 0 1 1 1 1 1 1 0 1 1 1 0 241 0 0 0 0 1 0 0 1 1 0 0 1 1 191 0 0 1 0 1 0 1 1 1 0 0 1 1 211 1 0 1 1 0 0 1 1 1 1 1 1 1 24
X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X300,7353 0,3824 0,3235 0,4118 0,7647 0,7941 0,3824 0,6176 0,7647 0,6471 0,3235 0,3824 0,8824 0,55880,2647 0,6176 0,6765 0,5882 0,2353 0,2059 0,6176 0,3824 0,2353 0,3529 0,6765 0,6176 0,1176 0,4412
25 13 11 14 26 27 13 21 26 22 11 13 30 19513 272 211 308 531 538 291 463 524 443 265 272 600 405
20,52 20,923 19,182 22 20,423 19,926 22,385 22,048 20,154 20,136 24,091 20,923 20 21,31618,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,9416,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,01480,4375 0,2593 0,0277 0,4255 0,4442 0,3215 0,4504 0,6564 0,3635 0,269 0,5921 0,2593 0,4821 0,4443
0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3
valid invalid invalid valid Valid Valid valid valid valid Invalid valid invalid valid valid
RESULT OF READING QUESTIONARIES
RESPONDEN p1 p2 p3 p4 p5 p6 p7 p8 p9 p10 p11 p12 p13 p14 p15 p161 4 4 4 3 5 4 4 4 4 3 4 4 4 4 4 42 3 3 4 3 3 4 3 4 4 4 4 4 4 3 4 43 3 5 5 4 5 3 3 4 4 4 3 4 4 3 4 44 3 1 2 1 1 1 2 1 2 1 2 1 2 1 2 15 4 5 5 5 5 5 5 4 4 5 4 5 4 4 4 56 4 5 5 3 2 4 3 4 3 3 4 4 4 4 4 27 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 58 3 4 4 3 4 3 4 5 3 3 4 4 4 4 4 49 4 4 3 4 4 4 3 4 4 3 3 4 4 3 4 410 3 3 3 2 3 3 3 4 3 3 3 3 3 3 3 311 5 4 3 4 4 4 4 4 4 3 4 4 4 4 4 212 4 5 5 4 5 5 3 4 4 4 4 3 5 4 5 513 4 5 5 3 5 4 4 5 3 3 4 4 4 4 4 414 4 5 4 3 3 4 3 4 4 3 4 4 4 4 4 415 5 5 5 4 5 5 4 5 5 5 5 3 5 4 5 516 5 4 3 4 4 5 4 5 5 4 4 5 5 5 5 517 4 5 5 4 5 3 3 5 4 4 4 3 4 4 5 418 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 519 3 4 4 4 4 3 3 3 3 3 3 3 3 3 3 320 5 4 3 4 4 5 4 5 5 4 4 3 5 4 5 521 2 2 2 3 2 2 2 2 5 5 2 2 2 3 2 222 4 5 5 3 5 4 5 4 3 3 3 4 4 3 4 523 3 5 2 4 4 3 3 4 4 5 4 4 4 4 4 224 3 1 2 5 5 3 4 4 3 5 2 3 3 2 3 325 4 3 3 5 3 4 3 3 3 3 2 3 3 2 3 3
26 3 1 4 4 4 3 4 4 3 3 4 4 4 4 4 427 4 4 4 1 4 4 4 4 4 5 4 4 4 4 4 528 3 5 4 4 4 3 3 3 3 3 3 2 3 3 3 329 5 1 3 5 4 5 4 1 5 5 4 2 5 4 5 530 2 5 2 5 1 2 5 2 5 5 2 5 2 3 2 231 5 1 3 4 4 5 5 5 5 5 4 2 5 4 5 532 3 1 4 5 1 4 5 1 3 5 4 4 2 4 4 433 3 1 3 5 1 3 4 1 5 5 3 5 2 3 4 434 4 5 5 5 5 4 5 1 4 5 4 5 5 4 5 4
Statistik Simbol X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16
p 3,7059 3,6471 3,7353 3,7941 3,7353 3,7353 3,7353 3,5882 3,8824 3,9118 3,5588 3,6176 3,7941 3,5294 3,9412 3,7941q 1,2941 1,3529 1,2647 1,2059 1,2647 1,2647 1,2647 1,4118 1,1176 1,0882 1,4412 1,3824 1,2059 1,4706 1,0588 1,2059
Np 126 124 127 129 127 127 127 122 132 133 121 123 129 120 134 129∑Yp 8523 8563 8557 8925 8767 9034 8727 8407 9260 8998 8588 8831 8652 8499 9628 9099Mp 67,643 69,056 67,378 69,186 69,031 71,134 68,717 68,91 70,152 67,654 70,975 71,797 67,07 70,825 71,851 70,535Mt 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324SD 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954ϒpbi 0,3283 0,5127 0,2954 0,5732 0,5331 0,8353 0,4878 0,4783 0,7528 0,3696 0,743 0,876 0,2591 0,713 1,0535 0,7733
r tabel 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3Keputusan valid valid Invalid valid valid valid valid valid valid valid valid valid invalid Valid valid valid
p17 p18 p19 p20 p21 p22 p23 p24 p25 p26 p27 p28 p29 p30 Yt
4 3 3 3 3 3 3 3 3 5 4 3 3 4 55
4 4 4 4 4 5 4 4 4 4 3 4 4 4 74
4 3 3 4 4 4 4 4 4 4 4 4 4 3 36
1 2 2 2 3 2 2 2 1 2 2 2 2 2 68
4 5 5 5 4 4 5 4 5 5 5 5 4 5 61
2 4 3 3 3 3 3 3 3 4 4 3 4 4 57
5 4 4 4 4 5 4 4 4 4 5 4 5 4 51
5 3 3 3 4 3 4 3 3 4 4 4 4 3 64
4 2 4 4 4 4 4 4 4 4 4 4 4 4 74
2 2 3 3 3 3 3 3 3 3 3 3 3 3 64
2 4 3 4 4 4 4 3 3 4 5 4 4 4 62
4 4 5 5 5 5 5 5 5 4 4 5 4 5 72
5 4 4 4 4 4 4 4 4 4 4 4 4 4 67
4 2 3 3 3 3 3 3 3 4 4 4 4 4 62
5 5 5 5 5 5 5 5 5 4 5 4 5 4 66
5 4 5 5 5 5 5 5 5 5 4 4 5 4 25
5 4 4 3 4 4 4 3 3 4 4 4 4 4 77
4 4 3 3 4 3 4 4 3 5 4 4 4 4 60
3 4 4 3 3 3 3 3 3 3 3 3 3 3 83
5 4 5 5 5 5 5 5 5 5 5 5 5 5 65
2 2 2 2 2 2 1 3 2 2 3 2 2 2 63
4 5 3 3 5 3 1 4 3 5 4 3 3 4 50
2 5 4 4 5 4 1 5 4 4 4 4 4 3 63
3 5 4 4 5 4 4 3 4 3 3 3 3 3 73
3 5 3 3 5 3 1 3 3 4 3 3 3 4 70
4 5 3 3 3 3 3 3 3 3 3 5 2 3 65
4 5 3 3 4 3 1 4 3 5 4 4 4 5 80
3 5 4 3 3 3 1 3 3 3 3 5 3 5 77
5 5 5 5 5 5 5 5 5 5 1 5 5 5 71
3 5 2 2 5 2 2 3 2 2 1 5 2 5 69
5 5 5 5 5 5 5 5 5 5 1 5 5 5 80
2 5 3 3 4 3 4 4 3 4 3 5 4 5 77
2 5 3 4 4 4 4 4 3 4 4 5 4 5 71
1 1 5 5 5 5 5 5 5 5 5 5 4 5 69
X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X303,5294 3,9412 3,6471 3,6471 4,0588 3,7059 3,4118 3,7647 3,5588 3,9706 3,5882 4 3,7353 41,4706 1,0588 1,3529 1,3529 0,9412 1,2941 1,5882 1,2353 1,4412 1,0294 1,4118 1 1,2647 1
120 134 124 124 138 126 116 128 121 135 122 136 127 1368134 9324 8810 8106 9525 8765 8072 8425 8243 9239 8285 9381 9057 9000
67,783 69,582 71,048 65,371 69,022 69,563 69,586 65,82 68,124 68,437 67,91 68,978 71,315 66,17665,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,32411,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,9540,3188 0,6873 0,7863 0,0065 0,6425 0,6002 0,5226 0,0726 0,3681 0,5115 0,3449 0,6114 0,8614 0,1427
0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3
valid valid valid invalid Valid Valid valid invalid valid valid valid valid valid invalid
REFERENCES
Berk, R., 1979. Generalizability of Behavioral Observations: A Clarification of
Interobserver Agreement and Interobserver Reliability. American Journal of
Mental Deficiency, Vol. 83, No. 5, p. 460-472.
Cronbach, L., 1990. Essentials of psychological testing. Harper & Row, New York.
Carmines, E., and Zeller, R., 1979. Reliability and Validity Assessment. Sage Publications,
Beverly Hills, California.
Gay, L., 1987. Eductional research: competencies for analysis and application. Merrill
Pub. Co., Columbus.
Guilford, J., 1954. Psychometric Methods. McGraw-Hill, New York.
Nunnally, J., 1978. Psychometric Theory. McGraw-Hill, New York.
Winer, B., Brown, D., and Michels, K., 1991. Statistical Principles in Experimental
Design, Third Edition. McGraw-Hill, New York.
Atkinson, R. 1966. Theories of Motivation. http://collegecengage. com/ education /pbl/tc/motivate html. (Retrieved on December 29, 2010).
Atkinson, R. 1966. Theory of Achievement Motivation htlp://www. Answerbag.com/q_view/1964474 (Retrieved on January 16, 2011).
Bandura. 2010. Definition of Motivation http://en.wikipediaorg/wild/Motivation. (Retrieved on January 20, 2011).
Bergeson, Terry. 2001. Adaptations are Essential: Early Years Reading. Available at: http:/ /www. k8acce.sscenter .org/ accessinaction /documents/ readingADAPTATION.pdf (Retrieved on January 8, 2011).
Brown, H.l980. Principles of Language Learning and Teaching. Englewood Cliffs, New Jersey: Prentice Hall.
Butler. 2004. Using the POSSE Strategy to Enhance Science Instruction for Students with
Disabilities. Available at htlp:// www .ttac .odu. edu/ newsletter /PDF/ OLD / AprilMayJune2004/Page2.pdf. (Retrieved on February 20, 2011).
Campbell, D. T. & Stanley, J. C. 1996. Experimental and quasi-experimental designs for Research. Chicago: Rand Menally & Company.
Cleland. 2008. Theory of Needs. http :// en.wikipedia. org/wiki /Content_theory # McClelland .E2.S0. 99s_Theory_of_Needs. (Retrieved on February 9, 2011).
Cleland. 2010. Need for Affiliation. http :// www .coe.uga .edu/epltt /motivation /motivation.pdf (Retrieved on February 20, 2011).