A MIDTERM TEST

First Draft of Proposal Thesis

Course: Language Testing and Assessment

Lecturer

Dr. Nida Husna, M. Pd., MA.TESOL

Didin Nuruddin Hidayat, MA TESOL, Ph.D

by:

Rohmatul Jannah

21180140000026

POSTGRADUATE OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

2019
 Analysis Item Test Of Tryout In SMPN 2 Tigaraksa Tangerang

Rohmatul Jannah
UIN Syarif Hidayatullah Jakarta

Abstract

This article is an analysis multiple-choice item test. The research does because of
the multiple choice item much popularity in every grade. Specifically in junior high
school. Many research is the focus in efficiency multiple-choice item in a different
context. In language teaching multiple choice used for all grade. But, the analysis
item is enough from multiple choice invalidity, reliability, and discrimination item.
Now the research purpose to exam structure of language, vocabulary and reading
comprehension in Junior High School specifically in SMPN 2 Tigaraksa. Because
the result can be evaluated and can learn in making questions in the future in
making questions. In the future time, hoped to be better and look the strength item
with the excellent characteristic. The assessment accurately to assess the students'
language ability in reading comprehension. In the research, 305 students at SMPN 2
Tigaraksa follow the first Tryout. The researcher only takes 40 students to be a
sample. The Data was collected from the responses given by the participants to 50
multiple choice items constituting a component of the Tryout. Data established in
January 2019. The exam was the first Tryout and students were supposed to answer
the questions in 120 minutes. In this research, the questions multiple choice part,
there are vocabulary, grammar, and reading. Data examined through the manual
system. To get results for the dependent variables frequency analysis was done. To
find out the result for Item facility (IF), item discrimination (ID) and distractor
efficiency, the formulas offered by Brown (2004).

Keywords: Language Testing, Reading Test, Multiple Choice Questions, Assessing

calculations using Multiple Choice, Item Analysis, Item discrimination.

INTRODUCTION

Language testing is the administration test to assess and measure of person’s language
competency and performance or test of language ability. Language testing is an evaluation of
an individual's language proficiency. Beside that According to (Gipps and Lynch, 2005) they
said that an assessment is a Judging the ability of learner based on a test or otherwise and
using the judgment as constructive element in learning over time. Assessment can be the
focus on the individual learner, the learning community (class, workshop, or another
organized group of learners), the institution, or the educational system as a whole also known
as granularity.

Testing or administering a test is a method of measuring a person’ s ability or

knowledge in a given domain. It is a set of techniques, procedures or and items that constitute
an instrument of some sort that requires performance or activity on the part of the test-taker
(and sometimes on the part of the tester as well). A test is an instrument or procedure to get
language performance of the students with purposed to measure of specified criteria. The
method maybe intuitive and informal or structure and explicit (Brown, 2001).

Evaluation is a process analyzing, summarized of assessment information and make a

judgment or decision from the data collected. According to (Douglas and Lynch, 2000)
Evaluation is the judgment made about a test taker's ability, knowledge or intelligence, based
on his/her test performance. Formative assessment is designed to help the learning process by
giving feedback to the learner, which can use to identify strengths and weakness and increase
the learner's performance in the future. Formative assessment is exact if the result used
internally by them (teacher, student, curriculum development) involved in the learning
process — multiple choice items described as selective or receptive (Brown,2004).

In other words, the administration of these items requires the test takers to choose
from a set of responses rather than producing an answer themselves. As for the essential
structure of a multiple choice item, every multiple-choice item has a stem which serves as a
stimulus and several alternatives provided to the test takers to be determined.

There are some concepts to manage the extent each multiple-choice item accepts the
testing purposes. There are item facility, item discrimination, and distractor efficiency. The
theory of item facility defined as the amount to which an item is easy or difficult for a defined
group of test takers (Brown, 2004).

LANGUAGE TESTING

Language testing is the administration of the test to assess and measure a person's
language ability and performance or testing language ability. Language testing is an
evaluation of an individual's language proficiency. Beside that According to (Gipps and
Lynch, 2005) they said that an assessment is a Judging the ability of learner based on a test or
otherwise and using the judgment as constructive element in learning over time. Assessment
can be the focus on the individual learner, the learning community (class, workshop, or
another organized group of learners), the institution, or the educational system.

Testing or administering a test is a method of measuring a person’ s ability or

knowledge in a given domain. It is a set of techniques, procedures or and items that constitute
an instrument of some sort that requires performance or activity on the part of the test-taker
(and sometimes on the part of the tester as well). A test is an instrument or procedure
designed to elicit performance from learners to measure their attainment of specified criteria.
The method may be intuitive and informal or may be structured and explicit (Brown, 2001).

Evaluation is a process analyzing, summarized of assessment information and make a

judgment or decision from the data collected. According to (Douglas and Lynch, 2000)
Evaluation is the report made about a test taker's ability, knowledge or intelligence, based on
his/her test performance.

There are several types of test based on categories. In this section, the written will
explain the kinds of test based on parts with intensive. The types of test-based Summative
test. The summative test is a test at the end of the teaching and learning program in the period
which used to evaluation to increase, and achievement of students after follow the learning in
the period. It usually can be held at the end of a project, course, semester, tryout, USBN and
UN. A pre-test is tests conducted before the end of the learning process. Post-test is tests
conducted after the end of the learning process. Aptitude is measurement of the student is a
possible performance. Measure student is probably of performance. Reference forward but
can be identified from proficiency tests. Aptitude tests assess proficiency in the language for
language use (e.g., will S experience difficulty in distinguishing sounds or the grammatical
structure of a new word) while Proficiency tests measure the adequacy of control in the
second language for studying other things through the medium of that language.

Progress most classroom tests take this form. Assess progress students make in
mastering material taught in the classroom. Often give to motivate students. They also enable
students to assess the degree of success of teaching and learning and to identify areas of
weakness & difficulty. Progress tests can also be diagnostic to some degree.

Achievement is an achievement test is related to directly to classroom lessons, units,

or even a curriculum. Achievements tests are limited to particular material covered in a
curriculum inside a special time structure and produced after a course has covered the
objectives in question. It is to determine the acquisition of course objectives at the end of a
period of instruction.

READING TEST

In testing of reading skills, the teacher has the center of attention on sub-skill and
reading levels. In the sub-skill consist of identify main facts and details, relate cause and
effect, identify sequent of events, predicting the outcome, and inferring meaning from
contextual clues. And the reading levels are literal comprehension, reorganization, inferential
comprehension, evaluation, and appreciation. There are criteria for reading texts:
exploitability, language, accessibility, text length, authenticity, and ideas (students' schema
and complexity). In testing of reading skills, the teacher can use many sources of reading text
such as theater, comics, reports, story books, reference books, internets, textbooks, travel
agencies, restaurants, manuals, and mass media (newspaper, magazine, radio or TV).

Also, descriptive, poem, play, table, graph, charts, expository, report, and narrative
text can be used to test the reading text types (genre). And the last that explains in the testing
of reading skills is reading test question types. The reading test question types consist of true
or false, rearrangement, open-ended (subjective response, free writing), MCQ (WH question,
matching, completion), structure (controlled, guided), and cloze procedure.

BARRET’S TAXONOMY

The track how the student processing information in reading activity, there is a scale
of comprehension called Barrett's Taxonomy. By using Barrett's range of understanding
below, you can ensure a balance between all five levels. The first is Literal comprehension
(Students identify information directly stated. This is reading level lowest). The second is
reorganization (Students organize or order the information in a different way than it
presented). The third is inferential comprehension (Students respond to information implied
but not directly stated). The forth is evaluation (Students make judgments in the information
of the material). The fifth is appreciation (Students give an emotional or image-based
response. This is reading level highest).

MULTIPLE CHOICE TEST

According to Toksoz (2017) the basic construction of a multiple choice item, every
multiple-choice item has a stem which acts as a stimulus and various alternatives presented to
the test takers to be accepted.(Brown: 2004; Toksoz: 2017) infers that multiple choice items
provide overloaded teachers with the opportunity of an easy and consistent process of scoring
and grading.

Based on (Dulger: 2016) The traditional multiple-choice question format, without any
room for written student explanations, is not conducive to tap into student reasoning while
assessing knowledge. The multiple-choice question format may also be an impediment to
assess students’ conceptual understanding. The multiple-choice question format introduces
the element of luck into the assessment process.Multiple choice questions have two parts.
There are a stem question, problem, or assignment to be answered or solving and a set
response option or alternative or solutions to the item (Oyzon:2016).

THE PRINCIPLE OF A GOOD TEST

A test is called a good test, if it fulfills the standard criteria. These standard criteria are
validity, reliability, discrimination, and practicality.

1. Validity
Validity explains whether a test measures what it is supposed to measure and nothing
else. Type of validity:
a. Face validity
Face validity means whether a test looks all right to you, and other test-takers.
Face validity can be known to do try out or test formal and get an opinion from the
colleagues. So, the teacher can eliminate any inappropriateness of items.
b. Content validity
Content validity whether the test is compatible with the purpose of the course
or lesson and content. The test areas must base on the curriculum or syllabus.
c. Construct validity
This tells you whether the format, the content, and type of items used all
matches the theoretical assumption, approach and method which used in teaching and
learning process. For example, when using a communicative approach, the test must
use a communicative way.
d. Predictive validity
Predictive validity is the ability of a measurement instrument to predict what
will happen in the future accurately. For example, if the school has a validity test
predictions or not is determined by the fact whether there is a significant correlation
 between the results of the entrance test after a student achievement, if any, means that
the test has predictive validity.
2. Reliability
A reliable test is consistent and dependable. If the students give the same test at
different times, the test should get a similar result. The issue of reliability of a test by
considering the unreliability of the test (Mousavi: 2002).
a. Discrimination
Discrimination used to distinguish level students ability. Language test has a
perception, and we can find out how well a test discriminates by calculating its
discrimination index.
b. Practicality
Practicality is a relation between the resources will be needed to design,
development and used test and support will evaluable (Bachman and Palmer, 1996:36).
They illustrated that this quality is unlike the others because it focuses on how managed
testing. Moreover, there are four types of practicality: time, cost, administration, and
personnel.
This is a measure of:
 How easy to administer and score the test.
 How clear the instructions to the students and raters.
 How easy it is to interpret the result.
 How economical (in term of money, time and equipment) it is to administer the
test.

RESEARCH METHODOLOGY

This part includes information on participants, instrument, period and procedure, data
analysis and assumptions.

Participants

In the research, 305 students at SMPN 2 Tigaraksa follow the first Tryout. The researcher
only takes 40 students to be a sample. The genders of the participants ignored as the gender
not regarded as an independent variable.
Instrument

The Data was collected from the responses given by the participants to 50 multiple choice
items constituting a component of the Tryout. In this research, the questions multiple choice
part, there are vocabulary, grammar, and reading. The items made by the teacher or the
course of school.

Period and Procedure

Data established in January 2019. The exam was the first Tryout and students were
supposed to answer the questions in 120 minutes.

Data Analysis

Data examined through the manual system. To get results for the dependent variables
frequency analysis was done. To find out the result for Item facility (IF), item discrimination
(ID) and distractor efficiency, the formulas offered by Brown (2004).
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Gipps and Lynch. (2005). An introduction to (English) Language testing. Dipetik mei 3,
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