scholarly journals THE ABILITY OF THE ELEVENTH GRADE STUDENTS OF SMA DELI MURNI BANDAR BARU ON USING COUNTABLE ANDUNCOUNTABLE NOUNS IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 35-47
Author(s):  
Tesalonika Br Karo ◽  
Viator Lumbanraja ◽  
Novalina Sembiring
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
English Teachers ◽  
Test Items ◽  
High Category ◽  
The Mean ◽  
English Students ◽  
Academic Year

The purpose of this research is to describe the ability of the eleventh-grade students of SMA Deli Murni Bandar Baru on using Countable and Uncountable Nouns. The population of this research was the eleventh-grade students, with 58 students taken as sample. The instrument of collecting data is a test concerning Countable and Uncountable Nouns. The tryout test was done to know the validity, reliability, item difficulty of test items. The result showed that 5 students (15 %) belong to the high category, 24 students (73 %) to the moderate category, and 4 students (12 %) to the low category. The mean score was 61,39 it was only 24 % of the total students who can do the test well with 12 students who get a score above 75, it means that the eleventh-grade students of SMA Deli Murni Bandar Baru are not yet able to use Countable and Uncountable Nouns. Based on the total incorrect answers made by the students in using countable and uncountable was 502. The percentage of students’ mistakes made by students in uncountable multiple choice including indefinite and quantifier uncountable was 33 %, in countable multiple choice including singular, regular, irregular countable 34%, in the countable essay including regular and irregular countable was 33%. Based on the findings and conclusions, some suggestions are offered to English teachers, English students, and other researchers. Especially to English teachers, who teach in school, are advised to improve students' ability to use countable and uncountable nouns.

scholarly journals THE ELEVENTH GRADE STUDENTS’ ABILITY IN USING QUESTION TAG IN SMA NEGERI 1 LINTONG NIHUTA

2021 ◽  
pp. 1-13
Author(s):  
Feranita Hutasoit ◽  
Fiber Yun Almanda Ginting
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Multiple Choice ◽  
Descriptive Research ◽  
High Category ◽  
The Mean ◽  
Academic Year

Grammar is a description of certain organizing aspects of a written particular language. One of the grammar topic is question tag. Question tag is a mini question which we often put at the end of a sentence. The purpose of this study is to describe the ability of the eleventh grade students of SMA Negeri 1 Lintong Nihuta in using question tag. This study is a qualitative study with descriptive research. The population of this study is the eleventh grade students of SMA Negeri 1 Lintong Nihuta in Academic Year 2020/2021. The sample is 50 students. The instrument for collecting data is a test concerning question tag which consist of 20 multiple choice and 10 for completion form. The test is done in order to know the ability of students in using question tag. Based on result of the data analysis, the percentage of the student’s ability is devided three parts high category, moderate category and low category. The result shows that 2 students (4%) belong to high score category, 40 students (80%) to moderate category, and 8 students (16%) to low category. The mean score is 83.56, it is 84% of the total students who can do the test well with 42 students who got score above 72. The writer concludes that the eleventh grade students of SMA Negeri 1 Lintong Nihuta are able in using question tag

scholarly journals ANALYSIS OF STUDENTS’ ABILITY IN USING ENGLISH FOR TAKING ORDER PROCEDURE IN RESTAURANT

2018 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Data Analysis ◽  
Standard Deviation ◽  
English Language ◽  
English Speaking ◽  
The Mean ◽  
English Students ◽  
Academic Year ◽  
Speaking Skills

The aim of this study to analyze students' English speaking skills in conducting taking orders procedure in restaurants.  This study is conducted in order to overcome the problems encountered by the students in speaking activities in taking orders. To measure the ability of students in speaking English in taking orders, the researchers observed the procedures that the students did not perform and measure the students’ competence of English language. Samples of this study are the fourth semester students in Hospitality courses Diploma Degree of Mataram Tourism Institute in Academic Year 2018/2019. The results of this study indicated that the level of completeness of the procedure in taking student orders in STP Mataram is in average. More than 50% students have conducted the appropriate procedure when taking orders in using English. From the result of data analysis in measuring the students’ competence in speaking English, the mean score is 78.90 with standard deviation is 12.14. From the result, it is converted and get score 3.1. The score showed that the ability of English students from 40 students in STP Mataram classified as Good Criteria.

scholarly journals Item Analysis of Final Test for the 9th Grade Students of SMPN 44 Surabaya in the Academic Year of 2019/2020

2020 ◽  
Vol 2 (1) ◽  
pp. 34-46
Author(s):  
Siti Fatimah ◽  
Achmad Bernhardo Elzamzami ◽  
Joko Slamet
Keyword(s):  
Test Scores ◽  
Item Difficulty ◽  
Statistical Tests ◽  
Item Analysis ◽  
Discrimination Power ◽  
Test Items ◽  
9Th Grade ◽  
Research Findings ◽  
Microsoft Office ◽  
Academic Year

This research was conducted by focusing on the formulated question regarding the test scores validity, reliability and item analysis involving the discrimination power and index difficulty in order to provide detail information leading to the improvement of test items construction. The quality of each particular item was analyzed in terms of item difficulty, item discrimination and distractor analysis. The statistical tests were used to compute the reliability of the test by applying The Kuder-Richardson Formula (KR20). The analysis of 50 test items was computed using Microsoft Office Excel. A descriptive method was applied to describe and examined the data. The research findings showed the test fulfilled the criteria of having content validity which was categorized as a low validity. Meanwhile, the reliability value of the test scores was 0.521010831 (0.52) categorized as lower reliability and revision of test. Through the 50 items examined, there were 21 items that were in need of improvement which were classified into “easy” for the index difficulty and “poor” category for the discriminability by the total 26 items (52%). It means more than 50% of the test items need to be revised as the items do not meet the criteria. It is suggested that in order to measure students’ performance effectively, essential improvement need to be evaluated where items with “poor” discrimination index should be reviewed.    

scholarly journals OPTIMIZING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH E-LEARNING METHOD WITH WHATSAPP APPLICATION AT STUDENTS OF SMA NEGERI 1 BUKO

2021 ◽  
Vol 9 (1) ◽  
pp. 1-16
Author(s):  
Yustira Kharlina Tangiduk ◽  
Nurmin Samola ◽  
Rinny Rorimpandey
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Standard Deviation ◽  
Frequency Distribution ◽  
Multiple Choice ◽  
Learning Method ◽  
Multiple Choice Questions ◽  
E Learning ◽  
The Mean ◽  
Academic Year

This study aims to determine whether the E-learning method can be effective in optimizing students' reading comprehension of descriptive text with WhatsApp Application. This research was conducted in class X MIA 1 SMA Negeri 1 Buko in the academic year of 2020/2021. This study used one group-pretest-postest design of research with the data analysis were the frequency distribution of scores, mean and standard deviation. The questions from the pretest and posttest used the type of multiple choice questions with questions about the descriptive text. From this result, it was found that the mean of posttest Y = 7.8 with standard deviation Sy = 0.79 was higher than mean score at pretest X = 5.33 with standard deviation Sx = 0.89. It means that students' reading comprehension in descriptive text was higher after treatment at posttest than pretest. So the researcher concluded that the application of the E-learning method through WhatsApp application was effective in optimizing students' reading comprehension of descriptive text.

scholarly journals Upaya Meningkatkan Pemahaman Bahaya Bullying Melalui Bimbingan Klasikal bagi Siswa SMPN 22 Mataram

2021 ◽  
Vol 8 (3) ◽  
pp. 364
Author(s):  
Ni Ketut Seriasih
Keyword(s):  
Data Analysis ◽  
Innovative Strategy ◽  
Guidance Services ◽  
Total Frequency ◽  
High Category ◽  
Analysis Technique ◽  
The Mean ◽  
The Difference ◽  
Academic Year ◽  
Very High

This study aims to describe the increased understanding of the dangers of bullying through classical guidance to class VIII.A students of SMPN 22 Mataram in the 2020/2021 academic year. This research is a classroom action research. The subjects in this study were 32 students. The instrument used in this research is a questionnaire. While the data analysis technique to test the difference in the mean of the pretest and posttest after the action was carried out was using the t-test. The results showed that after being given classical guidance services, the understanding of the dangers of bullying was in the very high category with a total frequency of 23 which was 71, 875%. In the very high category it has reached more than half the number of students. In the high category with a total frequency of 6 of 18, 75 %, in the medium category the number of frequency 3 of 9, 375%, in the low category the number of 0 is 0%, the category is very low with a total frequency of 0 of 0%. Thus, it can be concluded that classical guidance is an effective and innovative strategy to increase the understanding of class VIIIA students of SMPN 22 Mataram regarding the understanding of the dangers of bullying.

scholarly journals THE FRESHMEN’S ABILITY ON USING THE GRAMMAR OF ENGLISH IN ACADEMIC YEAR 2019/2020

2021 ◽  
pp. 138-152
Author(s):  
Viator Lumban Raja
Keyword(s):  
Correct Answer ◽  
Study Program ◽  
Teaching Process ◽  
Learning Achievement ◽  
Test Items ◽  
English Grammar ◽  
Significant Difference ◽  
The Mean ◽  
Academic Year

Grammar is the rules of how words are arranged into sentences. Without the knowledge of grammar one cannot produce sentences grammatically. If one makes a sentence which  is not grammatically arranged, then that sentence cannot be said grammatical though perhaps it is still meaningful. Therefore, a sentence  should  be grammatically correct and meaningfully acceptable. This study deals with the ability of the freshmen of the English Study Program on using English grammar in academic year 2019/2020. They are first given the pretest, and after studying for one semester they are given the posttest in order to see if there is significant difference from the pretest to posttest. It is expected that the learning-teaching process for one semester will give significant impact on the learning achievement. Based on the result of analysis of the test both in the pretest and posttest, it is found out that there found no difference between the result of the pretest and that of posttest. It is indicated by the mean score of the pretest 9.04 and that of posttest only 9.00. Therefore, it can be concluded that their ability on using English grammar is far below the average as the percentage of correct answer only 30.10% both in the pretest and posttest.  Of the 17 topics covering the 30 test items both in the pretest and posttest, only 5 (five) items are correctly answered by more than 10 students within the percentage of 44% - 68%. On the whole,. Their ability on using English grammar is far below average.

scholarly journals Writing English language test items as a learning device: a principle of habit formation rules

2017 ◽  
Vol 1 (3) ◽  
pp. 135-144
Author(s):  
I Nengah Astawa ◽  
Nengah Dwi Handayani ◽  
Ida Bagus Nyoman Mantra ◽  
I Ketut Wardana
Keyword(s):  
High School ◽  
Junior High School ◽  
Habit Formation ◽  
Junior High ◽  
English Teachers ◽  
Choice Test ◽  
Measuring Device ◽  
Test Items ◽  
Valid Test ◽  
The Mean

The present study aims to uncover how valid and reliable the multiple-choice test items as learning device are and their effect on permanent language habit formation. In this pretest-posttest one group pre-experiment study, we observed and analyzed the English test constructed by junior high school teachers. The Pretest on constructing the test items was administered to fifteen English teachers and some weaknesses were revealed. These can be seen from the total score of 855 and the mean score was 57.00.  Treatment was given by ensuring them the rules of writing the test based on a principle of habit formation. The competence of teachers in constructing appropriate test items increased to higher quality indicated by scores of 79.33. It means the treatment has significantly influenced the ability of English teachers in constructing appropriate tests. The tests were tried out to 40 students of Junior High School and the result showed that 63 test items were valid and 37 was invalid. The fifty-valid test was administered to the students of different Junior High School and the result showed that the mean score was 72.53. 21 students from 40 students passed the minimum rank and 19 students still needed improving. The highest score was 95 and the lowest one was 26. The medium was 78 and the mode was 53. After measuring the reliability level, the standard deviation ranged 0.50 – 1.00, meaning that the test was appropriate to be applied as measuring device. The valid test was then reconstructed to be raw material of software module. 

Pembinaan dan Penentusahan Instrumen Kemahiran Proses Sains Untuk Sekolah Menengah

2013 ◽  
Vol 66 (1) ◽  
Author(s):  
Ong Eng Tek ◽  
Mohd Al-Junaidi Mohamad
Keyword(s):  
Item Difficulty ◽  
Item Analysis ◽  
Full Range ◽  
Field Testing ◽  
Choice Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Test Items ◽  
The Mean ◽  
Difficulty Index

This study aims to develop a valid and reliable multiple-choice test referred to as Test of Basic and Integrated Process Skills (T-BIPS) for secondary schools to measure the acquisition of a full range of 12 science process skills (SPS), namely 7 basic SPS and 5 integrated SPS. This study involves two phases. Phase one entails the generation of test items according to a set of item objectives, and the establishment of the content and face validities as well as response objectivity in a qualitative manner through the use of panel experts. Phase two involves validating the psychometric properties of the instrument using field testing data from 104 Form 4 students of top, average and bottom sets in urban and rural schools. The final set of T-BIPS consists of 60 items: 28 items for basic SPS (with the KR-20 reliability of 0.86) and 32 items for integrated SPS (with the KR-20 reliability of 0.89). The mean item difficulty index is 0.60, ranging between 0.37 and 0.75, while the mean item discrimination index is 0.52, ranging between 0.20 and 0.77. The results of item analysis indicate that T-BIPS with the appropriate psychometric characteristics is an acceptable, valid and reliable test to measure the acquisition of science process skills. 

scholarly journals The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test

2020 ◽  
pp. 026553222091731
Author(s):  
Franz Holzknecht ◽  
Gareth McCray ◽  
Kathrin Eberharter ◽  
Benjamin Kremmel ◽  
Matthias Zehentner ◽  
...  
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Spatial Location ◽  
Unexpected Finding ◽  
Listening Test ◽  
Response Options ◽  
Test Items ◽  
Processing Order ◽  
Language Assessments ◽  
Different Response

Studies from various disciplines have reported that spatial location of options in relation to processing order impacts the ultimate choice of the option. A large number of studies have found a primacy effect, that is, the tendency to prefer the first option. In this paper we report on evidence that position of the key in four-option multiple-choice (MC) listening test items may affect item difficulty and thereby potentially introduce construct-irrelevant variance. Two sets of analyses were undertaken. With Study 1 we explored 30 test takers’ processing via eye-tracking on listening items from the Aptis Test. An unexpected finding concerned the amount of processing undertaken on different response options on the MC questions, given their order. Based on this, in Study 2 we looked at the direct effect of key position on item difficulty in a sample of 200 live Aptis items and around 6000 test takers per item. The results suggest that the spatial location of the key in MC listening tests affects the amount of processing it receives and the item’s difficulty. Given the widespread use of MC tasks in language assessments, these findings seem crucial, particularly for tests that randomize response order. Candidates who by chance have many keys in last position might be significantly disadvantaged.

scholarly journals Should Items and Answer Keys of Small-Scale Exams Be Published?

2020 ◽  
Vol 10 (2) ◽  
pp. 107
Author(s):  
Hüseyin Selvi
Keyword(s):  
Item Difficulty ◽  
Small Scale ◽  
Repeated Item ◽  
Test Items ◽  
Final Exams ◽  
Initial Item ◽  
Item Repetition ◽  
The Mean ◽  
Repeated Test ◽  
Total Test

This study aimed to examine the effect of using items from previous exams on students’ pass-fail rates and on the psychometric properties of the tests and items. The study included data from 115 tests and 11,500 items used in the midterm and final exams of 3,910 students in the preclinical term at the Faculty of Medicine from 2014 to 2019. Data were analyzed using descriptive statistics related to the total test scores, item difficulty and item discrimination values, and internal consistency values for reliability. The Shapiro-Wilks test was used to evaluate the distribution structure, and t test were used to analyze the differences between groups. The findings showed that the mean item repetition rate from 2014 to 2019 ranged from 16.98% to 39.00%. The total score variance decreased significantly as the percentage of test items increased. There was a significant, moderately positive relationship between the percentage of repeated test items and the number of students eligible to pass their grades. Item difficulty values obtained from initial item use were significantly lower than those obtained from repeated item use. We conclude that test items and answer keys should not be published by test makers unless they have the means such as the infrastructure, budget, and personnel to develop new items in place of the ones previously published in test banks.

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