scholarly journals HUBUNGAN PENGUASAAN KOSAKATA SISWA DENGAN KEMAMPUAN BERBICARA SISWA KELAS XI SMA NEGERI 1 LEDO TAHUN AJARAN 2016/2017

2021 ◽  
Vol 1 (2) ◽  
pp. 52-64
Author(s):  
Oxtapianus Tawarik
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Inferential Statistic ◽  
Speaking Skill ◽  
Speaking Performance ◽  
Manual Test

Penelitian ini bertujuan untuk mengetahui hubungan penguasaan kosakata siswa dengan keterampilan berbicara mereka. Penelitian ini dilakukan melalui desain korelasional. Sampel penelitian ini adalah siswa kelas XI SMAN 1 Ledo tahun pelajaran 2016-2017. Penelitian ini merupakan penelitian korelasi dengan Teknik pengumpulan data kuantitatif deskriptif statistic dan inferensial statistik. alat yang digunakan dalam penelitian ini adalah rubrik score speaking performance untuk mengukur keterampilan berbicara siswa, sedangkan untuk mengukur penguasaan kosakata siswa (vocabulary mastery) menggunakan Multiple choice test (tes pilihan ganda) dimana secara manual (test Item validity and reliability) telah dilakukan validitas dan relibilitas terhadap kedua alat test tersebut. Untuk menganalisis data didalam penelitian ini penulis menggunakan descriptive statistic (nilai individu atau individual score, nilai rata rata atau mean score) dan inferential statistic (pearson product momen correlation) untuk menghitung variable penguasaan kosakata (vocabulary mastery) dan keterampilan berbicara (speaking skill). Hasil penelitian ini menunjukkan bahwa untuk tingkat Kosa Kata dan Prestasi Berbicara Siswa pada kelas XI SMAN 1 Ledo berada pada tingkat yang baik. Peneliti juga menemukan bahwa terdapat korelasi positif antara penguasaan kosakata dengan keterampilan berbicara siswa kelas XI SMAN 1 Ledo tahun pelajaran 2016-2017 dengan signifikansi korelasi sebesar 0,943. Korelasi tersebut tergolong korelasi erat artinya kedua variabel memiliki korelasi yang kuat. Berdasarkan hasil penelitian dapat disimpulkan penguasaan kosakata dan keterampilan berbicara siswa berkorelasi positif, artinya tingkat penguasaan kosakata tertinggi maka tingkat keterampilan berbicara juga tinggi. Oleh karena itu, guru yang berperan dalam mengontrol siswa dalam proses belajar mengajar juga penting untuk mengetahui peningkatan kosa kata dan keterampilan berbicara.

scholarly journals Development and Validation of Multiple-Choice Test of the Geometry Part of Mathematics for Secondary Class

2019 ◽  
Vol IV (II) ◽  
pp. 203-210
Author(s):  
Nasreen Akhter ◽  
Ahmad Akhtar Usmani ◽  
Sabiha Iqbal
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Secondary Level ◽  
Face Validity ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Items ◽  
Type Test ◽  
Development And Validation

This study overviews development and validity of a pool of multiple choice test items of geometry part of Mathematics for secondary level. A table of specifications was prepared and a pool of 48 multiple-choice type test items was developed from the test universe. The content validity and face validity of test items was determined with the help of a team of experts. Sample of the study was 488 students of class 10. After determining the validity and reliability through item analysis and quantitative and qualitative analysis of the test, it was concluded that 30 out of 48 items in the test were valid, reliable and suitable for measurement of the learning achievements in the course. Therefore, these items are useful in the boards of examinations for 9th class in Punjab (Pakistan).

scholarly journals Four-Tier Multiple Choice Test Characterized by Local Wisdom Values for Analyzing Critical Thinking Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Zuafatun Ni'mah ◽  
Qisthi Fariyani ◽  
Agus Sudarmanto
Keyword(s):  
Critical Thinking ◽  
Confidence Level ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Instrument ◽  
Category Type

<p>This study aims to develop a four-tier multiple choice test instrument characterized by the values of local wisdom to describe the characteristics of the instrument, determine the validity and reliability of the instrument, determine the characteristics of items, and analyze the critical thinking skills of class X students on Momentum and Impulse material. This research is Research and Development (R&amp;D) and uses the Borg and Gall development model. The research methods used included interviews, tests, questionnaires, and documentation. The four levels of the four-tier multiple choice test instrument consist of: multiple choice questions, answer confidence level, reason choice, and reason confidence level. Validity testing by the three validators obtained the result that the instrument developed was valid. Reliability testing shows that the developed question instrument is reliable with the acquisition of a value of 0.946. The test questions consist of 14 questions in the medium category and 7 questions in the difficult category. The difference in power index is 0.22 to 0.53 which consists of 11 good enough questions, 6 good questions, and 4 very good questions. Overall results of critical thinking skills of students 11.93% in the very critical category, 5.93% in the critical category, 12.2% in the less critical category type 1A (LC1A), 10.87% in the less critical category type 1B ( LC1B), 8.56% in the less critical category type 2A (LC2A), 9% in the less critical category type 2B (LC2B), and 41.36% in the non-critical category.</p>

Further Evidence Favoring Three-Option Items in Multiple-Choice Tests

1998 ◽  
Vol 14 (3) ◽  
pp. 197-201 ◽  
Author(s):  
Ana R. Delgado ◽  
Gerardo Prieto
Keyword(s):  
Test Item ◽  
Multiple Choice ◽  
Achievement Test ◽  
Optimal Number ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Choice Tests ◽  
Item Writing

This study examined the validity of an item-writing rule concerning the optimal number of options in the design of multiple-choice test items. Although measurement textbooks typically recommend the use of four or five options - and most ability and achievement tests still follow this rule - theoretical papers as well as empirical research over a period of more than half a century reveal that three options may be more suitable for most ability and achievement test items. Previous results show that three-option items, compared with their four-option versions, tend to be slightly easier (i. e., with higher traditional difficulty indexes) without showing any decrease in discrimination. In this study, two versions (with four and three options) of 90 items comprising three computerized examinations were applied in successive years, showing the expected trend. In addition, there were no systematic changes in reliability for the tests, which adds to the evidence favoring the use of the three-option test item.

Automated Content Analysis of Multiple-Choice Test Item Banks

2000 ◽  
Vol 18 (3) ◽  
pp. 258-271 ◽  
Author(s):  
John M. Ford ◽  
Thomas A. Stetz ◽  
Marilyn M. Bott ◽  
Brian S. O’Leary
Keyword(s):  
Content Analysis ◽  
Test Item ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Item Banks ◽  
Automated Content Analysis

Analyzing the Distractors of Multiple-Choice Test Items or Partitioning Multinomial Cell Probabilities with Respect to a Standard

1981 ◽  
Vol 41 (4) ◽  
pp. 1051-1068 ◽  
Author(s):  
Rand R. Wilcox
Keyword(s):  
Retrospective Study ◽  
Test Item ◽  
Multiple Choice ◽  
Point Of View ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Small Probability ◽  
Indifference Zone ◽  
Test Items ◽  
Formal Framework

When analyzing the distractors of multiple-choice test items, it is sometimes desired to determine which of the distractors has a small probability of being chosen by a typical examinee. At present, this problem is handled in an informal manner. In particular, using an arbitrary number of examinees, the probabilities associated with the distractors are estimated and then sorted according to whether the estimated values are above or below a known constant p0 In this paper a more formal framework for solving this problem is described. The first portion of the paper considers the problem from the point of view of designing an experiment. The solution is based on a procedure similar to an indifference zone formulation of a ranking and election problem. A later section considers methods that might be employed in a retrospective study. Brief consideration is also given to how an analysis might proceed when a test item has been altered in some way.

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