The relationship between the results of multiple-echoice and essay test on reading comprehension : an exprimental studi at the frish grade of Madrasah Aliyah Pembangunan UIN Jakarta
THE RELATIONSHIP BETWEEN THE RESULTS OF
MULTIPLE-CHOICE AND ESSAY TEST ON
READING COMPREHENSION
(An Experimental Study at the Firs! Grade ofMadrasah Aliyah Pembangunan
UIN .Jakarta)
A Paper
Presented to the Faculty ofTarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree ofS.Pd. (Bachelor of Arts) in English Language Educatio;1
By:
Isma Maryam
NIM: 103014027049
Oi1«rima
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DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SY ARIF HIDAY ATULLAH
JAKARTA
2008
THE RELATIONSHIP BETWEEN THE Rlii:SULTS OF
MULTIPLE-CHOICE AND ESSAY TEST
ON READING COMPREHENSION
AT THE FIRST YEAR OF MADRASAH ALIYAH PEMBANGUNAN
UINJAKARTA
r;;;RPUST.i\KAAN UTAMA
L._:11N SYAHID JAKARTA
A Paper
Presented to the Faculty ofTarbiyah and l'eachers Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) in English Language Education
Approved by the· Advisor
Drs. Nasrnn Mahmud, M.Pd,_
NIP. 150 041 070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STA TE ISLAMIC UNIVERSITY SYARIF HIDAY ATULLAH
.JAKARTA
2008
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The "Skripsi" (Scientific Paper) The Relationship Between the Results of Multiplechoice and Essay Test on Reading Comprehension (An Experimental Study at the
First Grade of Madrasah Aliyah Pembangunan UlN Jakarta), written by Isma
Maryam, student's registration number 103014027049 was examined in the
examination session of the Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta on 27 of June 2008. The "Skripsi" has
been accepted and declared to have fulfilled one of the requirements for the degree of
S.Pd. (Bachelor of Art) in English Language Education in the department of English
Education.
Jakarta, July 3rd, 2008
ｾＺ｟Ｎ＠
Chairman
: Drs. Syauki, M.Pd.
Secretary
: Neneng Sunengsih, S.Pd.
(150 293 236)
Examiners
: 1. Bahrul Hasibuan, M.Ed.
(
2. Drs. Syauki, M.Pd.
(150 246 289)
(150 246 289)
Acknowledgement by:
Dean of Faculty ofTarbiyah and Teachers Training
)
ACKNOWLEDGEMENT
fn the name of Allah the Beneficent, the Merciful. All praise be tu Allah
the Lord of the World.
Peace and blessing be upon our prophet Muhammad SAW, his family, his
companion, and his followers.
!n this section, the writer would like to express her sincere gratitude to her
beloved mother who has been a great motivator in every condition. Also to her
incredibb father who bas given her a lot of inspirations, her sisters and brothers
Syifu.
Firyal. Fikri. Iqbal who have always given her motivation, and moral
encouragement to finish her study.
The ivriter also realizes that she would never finish writing this paper
without the help of some people around her. Therefure, she would like to express
her gratitude to the following persons:
l. Drs. Nasmn Mahmud, M.Pd. the writer's advisor for his patience and sincerity
in guiding the w1iter to cmzy
ＰｾＱｴ＠
this paper.
2. Syauki, M.Pd. the chief of English Education Depanment.
J.
Neneng Sunengsih, 1\1.Pd. the secremry of English Education Department.
4
All lecturers of English Education Department such as Prof Dr. Hadjid
Harnawidagda, Nida Husna. M.Pd., Hidayati. tvf.Pd .. Farid.a Hamid,M.Pd.,
A.M. Zainmi, Nasifudin Djalil, M.Ag., Farhan,M.Pd., Arifin Toy, Bahml
Hasilman, M.Ed., Miss Devi, and Drs. Didik Santoso, l\.LPd., who have taught
and educated the writer during her study at U!N Jakarta and not forget to
mention
Yenny Rahmawati,S.Pd., Aida A.inul
Wardah}vf.Pd.,
Teguh
Khaerudin, S.Pd., Ertin, S.Pd. who always give good advices.
5. H. Darn! Janin. S.Ag. die headrnasterofMadrasah Aliyah Pembangumm UIN
Jakarta who has given the permission to the writer to do research at Madrasah
Aliyah Pembangunan UIN Jakarta.
6. Prof Dr. Dede Rosyada, M.A. the dean of Faculty of Tarbiyah UIN Symif
Hidayatullab Jakarta Smre Islamic University Jakarta.
I!
7. All teachers at Madrasah Aliyah Pembangunan UIN Jakarta who has helped
the writer to finish the research Ors. Samingan, Ora. Swnarji, Iqbal
Muhammad, Eny Rosyidatun, S.Si., Ade Masturi., M.A., !wan Permana,
M.Pd., Tonih Feronika, M.Pd., Abdul Muin, S.Si., Wage Wardana, S.Pd.,
Rahmiati Dewi, S.Sos., Zakariya, S.Pd.
8. The writer beloved mends who always help her such as Sheny, Nisa, Asma,
Kharla, Venny, Ema, Endah, !qi, Ka lffa, Lukman. Utay, Faisal, Cimong, and
all persons who may have given their support and the writer could not mention
one by one. May Allah the Almighty b kss them
9. The amazing students of Madrasah Aliyah Pemba.ngtman VIN Jakarta whom
can't be named one by one. A million thank for them.
Ciputat, May 2008
The Writer
(
iii
TABLE OF CONTENTS
ACKNO\VLEDGEMENT
TABLE
ｏｾｃｎｔｅｓ＠
LIST OFT ABLES
..................
Ill
.............. ............... ............. .............. .................. v
CHAPTER I INTRODUCTION ..... .
A. Background of Study .......... ..
B. Limitation and Formulation of the Study ..
··········---·-··················
C. Objective of the Study .................... .
D. Method of the Study .
CHAPTER II ｔｕｅｏｉｾｃａｌ＠
..................
....................... ..
0
4
4
FRAM.EWORK .. .
A. Reading ...................... .
ｾ＠
..................
5
·····································
5
1. Understanding uCReadiug ............................. ..
............................. 5
.. . . . ...........
6
3. Understanding of Reading Comprehension ... .............. ....................
7
B. Test............................... ................ . ....... ...................... ...... .................
9
2. Twes of Reading ....................... ..
l . Understanding of Test .................................. .
2. Purpose of Test... .........
.......................
9
............................... 10
3. Characteristics of Good Test .... ... .. .... .. .. .. .. .... .. .... .. .. .. .. ... .. .. .. ........... 11
C. Different Classification of Test ..
. ................... 13
D. Objective and Subjective Test............................. ... ............................... 14
1. Objective Test .................. .
.............................. 14
2. Subjective Test.. ............................................................................... 22
CHAPTER HI RESEARCH METHODOLOGY AND FINDINGS ......... 25
A. Research Methodology ................................. ..
l. Objective of the Study .............. .
.. ........................... 25
................................... 25
2. Place and Time of the Study.......................................................... 25
3. Method of the Study ................................................................... 26
4. Technique of the Data Collection ................................................. 27
5. Population and Sample.......................... .... ............................... .... 27
6. Research Instrument ........................... ..
................................ 27
iv
7. Data Analysis .................................................................................. 27
B. Research Findings ........ ... .......................... ... ........ .. ...... ... ..... ............... .. 29
I. Data Description................................................. . ................... ......... 29
2. Analysis Data .... ........ ...... ..... ... .. ......... ... .. .. ...... ....... ........ .... .. .. .. .... .. . 3 2
3.
Data Interpretation ................................ .......................................... 36
CHAPTER IV CONCLUSION AND SUGGESTION................................... 39
A. Conclusion ........................................ .
............................................. 39
B. Suggestion............................................................. ................................ 39
REFERENCES .............................. .
....................................... 40
APPENDIX ...................................................................................................... 41
v
LIST OF CONTENTS
Table 3.1 Table of Frequency (Multiple-choice Test) ........................................ 29
Table 3.2 Table of Frequency (Essay Test)
...................................... 31
Table 3.3 Multiple-choice's Score .................................................................... 33
Table 3.4 Essay Test's Score
......................................................................... 34
Table 3.5 Students' Multiple-choice and Essay Test ......................................... 35
Table 3.6 Table of Coefficient of Content ......................................................... 37
\
CHAPTER I
INTRODlTCTION
A. Background of tl1e Study
English is one of foreign languages and tbe most important one in the world. It
is an international language used and spoken for commtmic:ati011 in many social
interaction activities. English becomes one of the impo1tant subjects taught in
every school. Nowadays, English presented almost in eve1y level of education.
from k!ndergaiten to university. ft is believed that teaching a!ld leaming English
earlier is appropriate and suitable in the global crn.
So English becomes the most esscmial subject of educational issues in
Indonesia. Students from elemeNary up to university learn it Through Englisl1
subject, they hope to have the ability in English. As a matter of fact, many young
learners face some difficulties to understand English as their second language that
is definitely different from their mother tongue.
Talking about education, we need to know the components in education,
which can make the aims of education, successful. 111ey are learners, teachers,
methods, techniques, instruments and condition. The most important basic
component in education is teacher, because teacher has the authori1y to choose the
method and technique even the aim of the teaching and learning activities. So,
teacher has to know the ability of his learners, in that way teacher can decide
2
which method should he use or which technique he can use to the teaching and
learning activities eftectively.
Evaluation can help teacher to diagnose students' strength and weaknesses,
because well-made tests of English can help students in at least two ways. First.
such tests can help create positive attitudes towards instruction by
ｧｩ｜ｾｮＨ＠
students
a sense of accomplishment and a feeling that the teacher's evaluation of them
matches what he has taught them. Second, good English tests also help students
learn the language by requiring them to study hard, emphasizing course
objectives, and showing them where they need to improve. 1
Based on the explanation above, evaluation is needed to see whether the
program of learning is successful or not. The instrument that will be used here is a
test6'Test is the integral pa11 of teaching and learning process. In education, test is
very important for both students and
ｴ･｡｣ｨｾＮ＠
Teacher can get the infonnation
about the students' condition and achievement by the test Test means teed back
for teacher, to measure !lie effectiveness and !lie efficiency of the method that the
teacher uses during teaching and iearnmg time. A.fter measuring the effectiveness
and !lie efficiency of the method teacher can determine the next step or the next
method will be used to make teaching and learning better. Test also means
measurement for students, they can measure tl1e progress of their studying and
they can encourage the motivation to learn harder
The result of tests can be ttsed to assess how well your students can read. They
can also tell you how successful your course has been, or how well you have
taught the course. Depending upon your perspective, you can interpret test results
as indicating students' strengths and weaknesses, the teacher's strengths and
weaknesses, or the strengths and weak,1esses of the course. '-
1
2
Harold_S_ Madsen, Techniques in Testing, ｾｏｸｦｯｲ､Ｚ＠
Oxford Univt!rsity Press, 1983), p. 4
Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Heiuonuum, !996),
p.
227
3
The process of testing does not end with the assignment of the scores to the
students. Teachers must make interpretation of these scores to find out a more
accurate picture of the t,'Toup of students taking the test and how individual
sl1!dent stands in relation to the 'est of the group. Analysis must also be made of
the items to see if the test really measures what it is supposed to measure.
3
The purpose, the time, the characteristic of the task and the amount of the
subject are needed to be appropriate before giving the test. Teacher has to choose
carefully the form and kind of the test.
Actually there are two forms of test that are usually used in evaluation. They
are multiple-choice test and essay test. All of the tests of course not perfect, each
test has advantages and disadvantages.
Considering the benelit of the lest, the writer is interested in researching the
relationship between the result of multiple-choice and essay test in students'
achievement on reading comprehension. A student with high score in multiplechoice test is not certainly get the high score in essay test or students with high
score in multiple-choice is certainly get high score in essay test. That is the point
that the wiiter would like tu research. 111ere are many factors that intluence rhe
score of students' whether in multiple-choice or essay test.
B. Limitation and Formulation of the Problem
Test is a wide area to talk about, so this study attempts to analyze the
correlation between the results of multiple-choice and essay test to the students nf
MA f'embangunan UIN Jakarta at the 1'" grade. In a hypothetical sentence, this
study
｜［ｾｬ＠
answer this question: "ls there any correlation between the result of
multiple-choice and essay test on reading comprehension?"
Hypotheses:
Ha (Alternative Hypotheses): There is positive relationship between the result of
multiple-choice test and essay test on reading comprehension.
3
Ed\vard L. Thorndike. Psycho/og_v and 1he Science of ｅ､ｵ｣｡ｴｩｯｮｾ＠
1962), p.63
(Virginia: William Byrd Press,
4
Ho (Null Hypotheses): There is no positive relationship between the result of
multiple-choice test and essay test on reading comprehension.
C. Objective of Study
The objective of the study in this paper is to find out the correlation between
the result of multiple-choice test and essay test in students' achievement on
reading comprehension. Besides, this paper is expected to be profound the writer
knowledge in the field of English language.
D. Method of Study
This writing is based on what the writer discovers through survey to find out
the reiationship between the results of multiple-choice and essay test on reading
comprehension at Madras:1h Aliyah Pembangunan UIN Jakarta at the first grade.
academic year 2007/2008. The writer administered two types of cests, multiplechoice and essay test to correl:.1:racting as
possible, further, locating the relevant adveiiisement on the board and
understanding the new infonnation contained in the article demonstrates that the
reading purpose in each case has been successfully foliilled." 12
13ased on 13etty D. Roe "reading comprehension is processing wrilttm
language to ger ideas, relating ideas to the experience, organizing ideas evaluating
ideas and utilizing ideas."13 Meanwhile Nila B. Smith on Reading Instruction fur
Today's Children said that "reading comprehension means the understanding,
evaluation and utilizing of information and ideas 1,-ained through an interaction
between reader and author." 14
10
I·Ie Ji Sheng, ··A. ('ognitive A,fodel f'"or Teaching Reading Con1prchcnsion .. , English Teaching
Forum. Vol. 38 No. 4 (Oct 2000) p. 13
11
John F. Savage and Jean F. Mooney, Teaching Reading 10 Children Wilh Special Needs,
(London: Allyn and Bacon Inc, 1979) p. 5
11
ｆｲ｡ｮｾｯｩｳ･＠
Grellet, J)eveloping }leading SA.'ill.s, (Cambridge: Can1bridge Uni,·ersity Press, 1994)
p. 3
13
Betty D. Roe, Barbara D. Stoodt and Paul C. Bums, Reading f11s:1n1ctio11 in Secondar;' Sdrool,
(Boston: Houghton Mifflin Company, 197&)1>. 145
14
Nila B. Smith and Alan Robinson, Reading lnstruclion for Tod;xy's Children, (New York:
Prentice-Hall Inc, !963j p. 205
9
So, the writer can figure out that reading comprehension is t11e activity to
w1derstand written te;>,.1: containing information, recognition of written materials,
interpretation of meaning and interaction with background knowledge.
B. Test
I. Understanding of Test
Differencing between test and evaluation is something difficult. 111e two terms
are related, yet decidedly different. 111e evaluation tenn is more inclusive than the
test and it is only a part of evaluation. Before we discuss about the test, the writer
wants to give a little explanation about evaluation. In addition to make it easier in
understanding it, it is done to omit the hesitation abuut the meaning of evaluation
and test.
Evah;ation is one of the main aspects in teachirng ·- learning process. It is
intended to know about the success and effectiveness (strength and weakness) of
teaching - learning activities. According to Stanley: "Evaluation is defined as the
process of gathnifcant records.
d. Help the student and the teacher's self evaluation of their effort.
e. Support the students and teachers in creation the student's practice, which is
necessary in school.
f
Provide a method for the students' development and possible success in his
course or schoolwork in general. 19
17
Rebecca M. Valliette & Edward David A., Fore1&01 Language and English as Second Language,
(Ne" Jersey: HB Jovanovich, 1977) p.111
" S. Carvia B. Anderson, Encyclopedia of Educarional Eva/uafion. (San Francisco: Jossey Bass
Publishers, I 976) p. 425.
19
Ralph L. Pounds & Robert L. Garretson, ｐｲｩｵＮｾＱｬ･ｳ＠
C?f Modern liducation, (Ne\\' York: Mac
Millan, t967) p. 331
If
While, according to J. B. Heaton test are to:
a.
b.
c.
d.
e.
f.
Finding out about progress
Encouraging students
Finding out about learning difficulties
"inding out about achievement
Placing students
Finding out about proficiency2°
The Explanations above show some objecrives of test. such as:
a. To describe the student's ability.
b. To evaluate the successfol of teaching and learning process.
c. To determine the follow up of the test result that is held to improve the
teaching and learning process .
.3. The Characteristics of Good Test
When teachers are considering making a test. they have to recognize the
vaiious test of each case depending on purpose, time subject and the
characteristics of a good test. All good tests possess qualities: validity, reliability
and practicality. That is lo say, any
ｴｾｳ＠
lhal we use must be approp1fate in terms
of the objective>. Without any of those a test would be a poor test.
The qualities of a good test are:
a. Reliability
As being the most important of the 3 element;, we shall begin with
reliability for the reason that is generally affect validity and that validity cannot be
fully appreciated without a basic underslam!iug of rdiabi!i!y.
The "reliability" of a test concerns the accuracy and trustworthiness of
its resnlts: if we could erase the test from students' memories and then
repeat it, how similar would the results be 9 Reliable test results will
accnrately reflect each student understands of whatever is being tested;
items on which students are .r,iessing more or Jess randomly are therefore
going to be low in reliabiliry.- 1
20
J. B. Heaton, Classroom Testing, (New York: Longman, 1990) p.9
11
Destnond Allison, Language Testing and Evaluation, (Singapore: Singapore University Press,
1999) p. 85
12
By reliability is meant the stability of test scores. A test cannot measure
anything well unless il measures consislenily, to have confidence in a
measuring instrument, we wollld need to be assl!red, for example that
approximately the same results would be obtained (!) if we tested a l;'TOllp
on Tuesday instead on Mondav; (2) if we gave two parallel fonns of the
test to the same group on Monday and on Tuesday; (3) if we scored a
particular test on Tuesday instead of Monday; (4) if two or more
competent scores scored the test independently. 22
So, in other words we can say that reliability means consistency with a test
measures the same thing all the time. Reliability of a test refers to its consistency
with the san1e rank for students after several times.
b. Validity
In the selection of any test, two questions mu:lt always be considered:
(I) What precisely does the test measarc:'> And (2) How well does the test
measure? If the test is fotmd to be based upon a sound analysis of the skill
or skills we wish to measl!re, and if there is Sllflicient evidence that the
scores correlate fuirly highly with acrual ability in the skills area being
tested, then we may feel reasonably safe in assuming that the test is valid
for our purpose. A number of types of validation are applied to test>, all of
them attempting to answer the above questions. ｬｉｾ＠ this brief survey we
shall limit our consideration to just a few of the most common kinds. 2 ·'
From the explanation given above the Vi-Titer conclude that in choosing a
test, teacher must consider about the specific materials or test being tested and the
basis for their selection to make the test valid.
c. Practicality
The third characteristic of a good test is practicillity. The test could be
reliable and valid but still we have to keep in mind a number of ve1y practirnl
considerations. According to David P. Hanis the numbers of practical
considerations are:
!) Economy
It should be determined whether several administrations ,-.,ill be needed.
Such as the copy of the test book, which must be involved in giving and
scoring a test, choose short test or longer one.
2) Ease of Administration and Scoring
22
David P. Harris, Tes ling English as a Seamd Language, (New Delhi: Tata McGraw-Hill
Publishing, 1974) p. 18
23
David P. Harris ... , p. 19
13
Scoring procedures can have a significant effect on the practicality of a
given instrument. Particularly when large nrnubers of examinees are
involved, we need to know whether the test must be scored subjectively or
objective
3) Ease oflnterpretation
lf a standard test is being adopted, it is important that we examine and
take into acconnt the data, which the publisher provides. 24
C. Different Classification of Test
During this subchapter the writer will look into difforent classification of test
that is prominent in the language testing literature.
I. Placement Test
Placement tests, as their name suggests, are intended to provide
information, which will help to place students at the stage (or in the part)
of the teaching· programmed most 'lppropriate to !heir abilities. Typically
they are used to assign students to classes at different levels. Placemenl
test can. be bought, but this is not to be recommended unless the institution
concerned is quite sure that the test being considered suits its particular
teaching programmed. 25
2. Nor:n-Referenced and Criterion-Referenc:ed Test
Norm-referenced (NR) tests compare an individual's pe1fo1mance with
that of others, relating it to the "nom1" of some relevant group. These tests
discriminate between test takers and rank them. Criterion-referenced (CR)
tests detennine how an in di vi dual perfonns with respect to some
"criterion" (e.g. is or is not able to carry ont some task successfully).
Comparison with other test takers is not considered relevant: the aim is
thal each test taker should be tested st an appropriate level of difficulty
and ability. 26
3. Discrete Point and Integrative Test
In a discrete-point approach, the teacher wants to test one thing at a
time; in an integrative approach, on tbe otber hand, the teacher v1ants a
much more general idea of how well students read. In the latter case, this
may be because the teacher recoi,>nizes that "the whole is more than the
some of the parts'. It may also be simply becanse the teacher does not
have the time, or even the skills, to test one thing at a time, or it may be
24
25
26
David P. Harris ... , p. 21-23
Arthur Hughes ... , p. 14
Desmond Allison ... ,.82
J4
that the test purpose's is such: that she does not need to know what skills,
or detailed understanding, a student has. 27
4. Direct and Indirect Test
Testing is said to be direct when it requires the candidate to perfonn
precisely the skill, which we wish to measure. The task, and the texts
which are used, shoul,1 be as authentic as possible. Nevertheless the effort
is made to make them as realistic as possible. Indirect testing is attempts to
measure the abilities which w1derlie the skills in wl1ich we interested.
Perliaps the main appeal of direct testing is that it seems to offers the
possibility of testing a representative sample offinite nwnber of abilities,
which underlie a potentially indefinitely large number of manifestations of
them. 28
5. Objectives and Subjeirl ·-··---··---·sick yesterday, so he could not come to school.
a.
\Vas
b. were
35
C. IS
d. are
Cyril Weir, Understanding and Developing Language Test, (London: Prentice-Hal\, 1993) p. 13
Fred Genesee and John A.. Upshur, Cla'\sroa1n-based Evaluation Second Language F..ducation,
(New York: Cambridge University Press, 1996) p. 168-169
37
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: MacMillan
Publishers. 1981) p.178
36
18
b) Guidelines for Constructing Multiple-Choice Test
The following suggestions provide more specific maxims about constructing
multiple-choice test:
l _The stem of the item should be understanding and should present an explicit
problem_
2. The item stem should contain as much of the- item as possible and should be
relevant to material.
3. The use of a negative stated item stem only when considerable learning
outcomes require it
4. The alteruarives of the items shou.ld be grammatically consistent with the
stem.
5. TI1ere should be only one correct or clearly best answer.
6_ Items used to measure understandine should contain some novelty but
beware of too much novelty.
7 _The di,trncters should be credible.
8. The association between the stem and the correct answer shoui
MULTIPLE-CHOICE AND ESSAY TEST ON
READING COMPREHENSION
(An Experimental Study at the Firs! Grade ofMadrasah Aliyah Pembangunan
UIN .Jakarta)
A Paper
Presented to the Faculty ofTarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree ofS.Pd. (Bachelor of Arts) in English Language Educatio;1
By:
Isma Maryam
NIM: 103014027049
Oi1«rima
dari
Tgl
.
..
No. lnduk
,
........,
: ....!..L1..,., ..L2.r.;.....\..!,,.4.:z,,,
.. .,. ........................... .....
ｾ＠
Q ............
75·· Tr....0t..........
.."2.(.-!
klasilikasi : ............................................. .
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SY ARIF HIDAY ATULLAH
JAKARTA
2008
THE RELATIONSHIP BETWEEN THE Rlii:SULTS OF
MULTIPLE-CHOICE AND ESSAY TEST
ON READING COMPREHENSION
AT THE FIRST YEAR OF MADRASAH ALIYAH PEMBANGUNAN
UINJAKARTA
r;;;RPUST.i\KAAN UTAMA
L._:11N SYAHID JAKARTA
A Paper
Presented to the Faculty ofTarbiyah and l'eachers Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Arts) in English Language Education
Approved by the· Advisor
Drs. Nasrnn Mahmud, M.Pd,_
NIP. 150 041 070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STA TE ISLAMIC UNIVERSITY SYARIF HIDAY ATULLAH
.JAKARTA
2008
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The "Skripsi" (Scientific Paper) The Relationship Between the Results of Multiplechoice and Essay Test on Reading Comprehension (An Experimental Study at the
First Grade of Madrasah Aliyah Pembangunan UlN Jakarta), written by Isma
Maryam, student's registration number 103014027049 was examined in the
examination session of the Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta on 27 of June 2008. The "Skripsi" has
been accepted and declared to have fulfilled one of the requirements for the degree of
S.Pd. (Bachelor of Art) in English Language Education in the department of English
Education.
Jakarta, July 3rd, 2008
ｾＺ｟Ｎ＠
Chairman
: Drs. Syauki, M.Pd.
Secretary
: Neneng Sunengsih, S.Pd.
(150 293 236)
Examiners
: 1. Bahrul Hasibuan, M.Ed.
(
2. Drs. Syauki, M.Pd.
(150 246 289)
(150 246 289)
Acknowledgement by:
Dean of Faculty ofTarbiyah and Teachers Training
)
ACKNOWLEDGEMENT
fn the name of Allah the Beneficent, the Merciful. All praise be tu Allah
the Lord of the World.
Peace and blessing be upon our prophet Muhammad SAW, his family, his
companion, and his followers.
!n this section, the writer would like to express her sincere gratitude to her
beloved mother who has been a great motivator in every condition. Also to her
incredibb father who bas given her a lot of inspirations, her sisters and brothers
Syifu.
Firyal. Fikri. Iqbal who have always given her motivation, and moral
encouragement to finish her study.
The ivriter also realizes that she would never finish writing this paper
without the help of some people around her. Therefure, she would like to express
her gratitude to the following persons:
l. Drs. Nasmn Mahmud, M.Pd. the writer's advisor for his patience and sincerity
in guiding the w1iter to cmzy
ＰｾＱｴ＠
this paper.
2. Syauki, M.Pd. the chief of English Education Depanment.
J.
Neneng Sunengsih, 1\1.Pd. the secremry of English Education Department.
4
All lecturers of English Education Department such as Prof Dr. Hadjid
Harnawidagda, Nida Husna. M.Pd., Hidayati. tvf.Pd .. Farid.a Hamid,M.Pd.,
A.M. Zainmi, Nasifudin Djalil, M.Ag., Farhan,M.Pd., Arifin Toy, Bahml
Hasilman, M.Ed., Miss Devi, and Drs. Didik Santoso, l\.LPd., who have taught
and educated the writer during her study at U!N Jakarta and not forget to
mention
Yenny Rahmawati,S.Pd., Aida A.inul
Wardah}vf.Pd.,
Teguh
Khaerudin, S.Pd., Ertin, S.Pd. who always give good advices.
5. H. Darn! Janin. S.Ag. die headrnasterofMadrasah Aliyah Pembangumm UIN
Jakarta who has given the permission to the writer to do research at Madrasah
Aliyah Pembangunan UIN Jakarta.
6. Prof Dr. Dede Rosyada, M.A. the dean of Faculty of Tarbiyah UIN Symif
Hidayatullab Jakarta Smre Islamic University Jakarta.
I!
7. All teachers at Madrasah Aliyah Pembangunan UIN Jakarta who has helped
the writer to finish the research Ors. Samingan, Ora. Swnarji, Iqbal
Muhammad, Eny Rosyidatun, S.Si., Ade Masturi., M.A., !wan Permana,
M.Pd., Tonih Feronika, M.Pd., Abdul Muin, S.Si., Wage Wardana, S.Pd.,
Rahmiati Dewi, S.Sos., Zakariya, S.Pd.
8. The writer beloved mends who always help her such as Sheny, Nisa, Asma,
Kharla, Venny, Ema, Endah, !qi, Ka lffa, Lukman. Utay, Faisal, Cimong, and
all persons who may have given their support and the writer could not mention
one by one. May Allah the Almighty b kss them
9. The amazing students of Madrasah Aliyah Pemba.ngtman VIN Jakarta whom
can't be named one by one. A million thank for them.
Ciputat, May 2008
The Writer
(
iii
TABLE OF CONTENTS
ACKNO\VLEDGEMENT
TABLE
ｏｾｃｎｔｅｓ＠
LIST OFT ABLES
..................
Ill
.............. ............... ............. .............. .................. v
CHAPTER I INTRODUCTION ..... .
A. Background of Study .......... ..
B. Limitation and Formulation of the Study ..
··········---·-··················
C. Objective of the Study .................... .
D. Method of the Study .
CHAPTER II ｔｕｅｏｉｾｃａｌ＠
..................
....................... ..
0
4
4
FRAM.EWORK .. .
A. Reading ...................... .
ｾ＠
..................
5
·····································
5
1. Understanding uCReadiug ............................. ..
............................. 5
.. . . . ...........
6
3. Understanding of Reading Comprehension ... .............. ....................
7
B. Test............................... ................ . ....... ...................... ...... .................
9
2. Twes of Reading ....................... ..
l . Understanding of Test .................................. .
2. Purpose of Test... .........
.......................
9
............................... 10
3. Characteristics of Good Test .... ... .. .... .. .. .. .. .... .. .... .. .. .. .. ... .. .. .. ........... 11
C. Different Classification of Test ..
. ................... 13
D. Objective and Subjective Test............................. ... ............................... 14
1. Objective Test .................. .
.............................. 14
2. Subjective Test.. ............................................................................... 22
CHAPTER HI RESEARCH METHODOLOGY AND FINDINGS ......... 25
A. Research Methodology ................................. ..
l. Objective of the Study .............. .
.. ........................... 25
................................... 25
2. Place and Time of the Study.......................................................... 25
3. Method of the Study ................................................................... 26
4. Technique of the Data Collection ................................................. 27
5. Population and Sample.......................... .... ............................... .... 27
6. Research Instrument ........................... ..
................................ 27
iv
7. Data Analysis .................................................................................. 27
B. Research Findings ........ ... .......................... ... ........ .. ...... ... ..... ............... .. 29
I. Data Description................................................. . ................... ......... 29
2. Analysis Data .... ........ ...... ..... ... .. ......... ... .. .. ...... ....... ........ .... .. .. .. .... .. . 3 2
3.
Data Interpretation ................................ .......................................... 36
CHAPTER IV CONCLUSION AND SUGGESTION................................... 39
A. Conclusion ........................................ .
............................................. 39
B. Suggestion............................................................. ................................ 39
REFERENCES .............................. .
....................................... 40
APPENDIX ...................................................................................................... 41
v
LIST OF CONTENTS
Table 3.1 Table of Frequency (Multiple-choice Test) ........................................ 29
Table 3.2 Table of Frequency (Essay Test)
...................................... 31
Table 3.3 Multiple-choice's Score .................................................................... 33
Table 3.4 Essay Test's Score
......................................................................... 34
Table 3.5 Students' Multiple-choice and Essay Test ......................................... 35
Table 3.6 Table of Coefficient of Content ......................................................... 37
\
CHAPTER I
INTRODlTCTION
A. Background of tl1e Study
English is one of foreign languages and tbe most important one in the world. It
is an international language used and spoken for commtmic:ati011 in many social
interaction activities. English becomes one of the impo1tant subjects taught in
every school. Nowadays, English presented almost in eve1y level of education.
from k!ndergaiten to university. ft is believed that teaching a!ld leaming English
earlier is appropriate and suitable in the global crn.
So English becomes the most esscmial subject of educational issues in
Indonesia. Students from elemeNary up to university learn it Through Englisl1
subject, they hope to have the ability in English. As a matter of fact, many young
learners face some difficulties to understand English as their second language that
is definitely different from their mother tongue.
Talking about education, we need to know the components in education,
which can make the aims of education, successful. 111ey are learners, teachers,
methods, techniques, instruments and condition. The most important basic
component in education is teacher, because teacher has the authori1y to choose the
method and technique even the aim of the teaching and learning activities. So,
teacher has to know the ability of his learners, in that way teacher can decide
2
which method should he use or which technique he can use to the teaching and
learning activities eftectively.
Evaluation can help teacher to diagnose students' strength and weaknesses,
because well-made tests of English can help students in at least two ways. First.
such tests can help create positive attitudes towards instruction by
ｧｩ｜ｾｮＨ＠
students
a sense of accomplishment and a feeling that the teacher's evaluation of them
matches what he has taught them. Second, good English tests also help students
learn the language by requiring them to study hard, emphasizing course
objectives, and showing them where they need to improve. 1
Based on the explanation above, evaluation is needed to see whether the
program of learning is successful or not. The instrument that will be used here is a
test6'Test is the integral pa11 of teaching and learning process. In education, test is
very important for both students and
ｴ･｡｣ｨｾＮ＠
Teacher can get the infonnation
about the students' condition and achievement by the test Test means teed back
for teacher, to measure !lie effectiveness and !lie efficiency of the method that the
teacher uses during teaching and iearnmg time. A.fter measuring the effectiveness
and !lie efficiency of the method teacher can determine the next step or the next
method will be used to make teaching and learning better. Test also means
measurement for students, they can measure tl1e progress of their studying and
they can encourage the motivation to learn harder
The result of tests can be ttsed to assess how well your students can read. They
can also tell you how successful your course has been, or how well you have
taught the course. Depending upon your perspective, you can interpret test results
as indicating students' strengths and weaknesses, the teacher's strengths and
weaknesses, or the strengths and weak,1esses of the course. '-
1
2
Harold_S_ Madsen, Techniques in Testing, ｾｏｸｦｯｲ､Ｚ＠
Oxford Univt!rsity Press, 1983), p. 4
Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Heiuonuum, !996),
p.
227
3
The process of testing does not end with the assignment of the scores to the
students. Teachers must make interpretation of these scores to find out a more
accurate picture of the t,'Toup of students taking the test and how individual
sl1!dent stands in relation to the 'est of the group. Analysis must also be made of
the items to see if the test really measures what it is supposed to measure.
3
The purpose, the time, the characteristic of the task and the amount of the
subject are needed to be appropriate before giving the test. Teacher has to choose
carefully the form and kind of the test.
Actually there are two forms of test that are usually used in evaluation. They
are multiple-choice test and essay test. All of the tests of course not perfect, each
test has advantages and disadvantages.
Considering the benelit of the lest, the writer is interested in researching the
relationship between the result of multiple-choice and essay test in students'
achievement on reading comprehension. A student with high score in multiplechoice test is not certainly get the high score in essay test or students with high
score in multiple-choice is certainly get high score in essay test. That is the point
that the wiiter would like tu research. 111ere are many factors that intluence rhe
score of students' whether in multiple-choice or essay test.
B. Limitation and Formulation of the Problem
Test is a wide area to talk about, so this study attempts to analyze the
correlation between the results of multiple-choice and essay test to the students nf
MA f'embangunan UIN Jakarta at the 1'" grade. In a hypothetical sentence, this
study
｜［ｾｬ＠
answer this question: "ls there any correlation between the result of
multiple-choice and essay test on reading comprehension?"
Hypotheses:
Ha (Alternative Hypotheses): There is positive relationship between the result of
multiple-choice test and essay test on reading comprehension.
3
Ed\vard L. Thorndike. Psycho/og_v and 1he Science of ｅ､ｵ｣｡ｴｩｯｮｾ＠
1962), p.63
(Virginia: William Byrd Press,
4
Ho (Null Hypotheses): There is no positive relationship between the result of
multiple-choice test and essay test on reading comprehension.
C. Objective of Study
The objective of the study in this paper is to find out the correlation between
the result of multiple-choice test and essay test in students' achievement on
reading comprehension. Besides, this paper is expected to be profound the writer
knowledge in the field of English language.
D. Method of Study
This writing is based on what the writer discovers through survey to find out
the reiationship between the results of multiple-choice and essay test on reading
comprehension at Madras:1h Aliyah Pembangunan UIN Jakarta at the first grade.
academic year 2007/2008. The writer administered two types of cests, multiplechoice and essay test to correl:.1:racting as
possible, further, locating the relevant adveiiisement on the board and
understanding the new infonnation contained in the article demonstrates that the
reading purpose in each case has been successfully foliilled." 12
13ased on 13etty D. Roe "reading comprehension is processing wrilttm
language to ger ideas, relating ideas to the experience, organizing ideas evaluating
ideas and utilizing ideas."13 Meanwhile Nila B. Smith on Reading Instruction fur
Today's Children said that "reading comprehension means the understanding,
evaluation and utilizing of information and ideas 1,-ained through an interaction
between reader and author." 14
10
I·Ie Ji Sheng, ··A. ('ognitive A,fodel f'"or Teaching Reading Con1prchcnsion .. , English Teaching
Forum. Vol. 38 No. 4 (Oct 2000) p. 13
11
John F. Savage and Jean F. Mooney, Teaching Reading 10 Children Wilh Special Needs,
(London: Allyn and Bacon Inc, 1979) p. 5
11
ｆｲ｡ｮｾｯｩｳ･＠
Grellet, J)eveloping }leading SA.'ill.s, (Cambridge: Can1bridge Uni,·ersity Press, 1994)
p. 3
13
Betty D. Roe, Barbara D. Stoodt and Paul C. Bums, Reading f11s:1n1ctio11 in Secondar;' Sdrool,
(Boston: Houghton Mifflin Company, 197&)1>. 145
14
Nila B. Smith and Alan Robinson, Reading lnstruclion for Tod;xy's Children, (New York:
Prentice-Hall Inc, !963j p. 205
9
So, the writer can figure out that reading comprehension is t11e activity to
w1derstand written te;>,.1: containing information, recognition of written materials,
interpretation of meaning and interaction with background knowledge.
B. Test
I. Understanding of Test
Differencing between test and evaluation is something difficult. 111e two terms
are related, yet decidedly different. 111e evaluation tenn is more inclusive than the
test and it is only a part of evaluation. Before we discuss about the test, the writer
wants to give a little explanation about evaluation. In addition to make it easier in
understanding it, it is done to omit the hesitation abuut the meaning of evaluation
and test.
Evah;ation is one of the main aspects in teachirng ·- learning process. It is
intended to know about the success and effectiveness (strength and weakness) of
teaching - learning activities. According to Stanley: "Evaluation is defined as the
process of gathnifcant records.
d. Help the student and the teacher's self evaluation of their effort.
e. Support the students and teachers in creation the student's practice, which is
necessary in school.
f
Provide a method for the students' development and possible success in his
course or schoolwork in general. 19
17
Rebecca M. Valliette & Edward David A., Fore1&01 Language and English as Second Language,
(Ne" Jersey: HB Jovanovich, 1977) p.111
" S. Carvia B. Anderson, Encyclopedia of Educarional Eva/uafion. (San Francisco: Jossey Bass
Publishers, I 976) p. 425.
19
Ralph L. Pounds & Robert L. Garretson, ｐｲｩｵＮｾＱｬ･ｳ＠
C?f Modern liducation, (Ne\\' York: Mac
Millan, t967) p. 331
If
While, according to J. B. Heaton test are to:
a.
b.
c.
d.
e.
f.
Finding out about progress
Encouraging students
Finding out about learning difficulties
"inding out about achievement
Placing students
Finding out about proficiency2°
The Explanations above show some objecrives of test. such as:
a. To describe the student's ability.
b. To evaluate the successfol of teaching and learning process.
c. To determine the follow up of the test result that is held to improve the
teaching and learning process .
.3. The Characteristics of Good Test
When teachers are considering making a test. they have to recognize the
vaiious test of each case depending on purpose, time subject and the
characteristics of a good test. All good tests possess qualities: validity, reliability
and practicality. That is lo say, any
ｴｾｳ＠
lhal we use must be approp1fate in terms
of the objective>. Without any of those a test would be a poor test.
The qualities of a good test are:
a. Reliability
As being the most important of the 3 element;, we shall begin with
reliability for the reason that is generally affect validity and that validity cannot be
fully appreciated without a basic underslam!iug of rdiabi!i!y.
The "reliability" of a test concerns the accuracy and trustworthiness of
its resnlts: if we could erase the test from students' memories and then
repeat it, how similar would the results be 9 Reliable test results will
accnrately reflect each student understands of whatever is being tested;
items on which students are .r,iessing more or Jess randomly are therefore
going to be low in reliabiliry.- 1
20
J. B. Heaton, Classroom Testing, (New York: Longman, 1990) p.9
11
Destnond Allison, Language Testing and Evaluation, (Singapore: Singapore University Press,
1999) p. 85
12
By reliability is meant the stability of test scores. A test cannot measure
anything well unless il measures consislenily, to have confidence in a
measuring instrument, we wollld need to be assl!red, for example that
approximately the same results would be obtained (!) if we tested a l;'TOllp
on Tuesday instead on Mondav; (2) if we gave two parallel fonns of the
test to the same group on Monday and on Tuesday; (3) if we scored a
particular test on Tuesday instead of Monday; (4) if two or more
competent scores scored the test independently. 22
So, in other words we can say that reliability means consistency with a test
measures the same thing all the time. Reliability of a test refers to its consistency
with the san1e rank for students after several times.
b. Validity
In the selection of any test, two questions mu:lt always be considered:
(I) What precisely does the test measarc:'> And (2) How well does the test
measure? If the test is fotmd to be based upon a sound analysis of the skill
or skills we wish to measl!re, and if there is Sllflicient evidence that the
scores correlate fuirly highly with acrual ability in the skills area being
tested, then we may feel reasonably safe in assuming that the test is valid
for our purpose. A number of types of validation are applied to test>, all of
them attempting to answer the above questions. ｬｉｾ＠ this brief survey we
shall limit our consideration to just a few of the most common kinds. 2 ·'
From the explanation given above the Vi-Titer conclude that in choosing a
test, teacher must consider about the specific materials or test being tested and the
basis for their selection to make the test valid.
c. Practicality
The third characteristic of a good test is practicillity. The test could be
reliable and valid but still we have to keep in mind a number of ve1y practirnl
considerations. According to David P. Hanis the numbers of practical
considerations are:
!) Economy
It should be determined whether several administrations ,-.,ill be needed.
Such as the copy of the test book, which must be involved in giving and
scoring a test, choose short test or longer one.
2) Ease of Administration and Scoring
22
David P. Harris, Tes ling English as a Seamd Language, (New Delhi: Tata McGraw-Hill
Publishing, 1974) p. 18
23
David P. Harris ... , p. 19
13
Scoring procedures can have a significant effect on the practicality of a
given instrument. Particularly when large nrnubers of examinees are
involved, we need to know whether the test must be scored subjectively or
objective
3) Ease oflnterpretation
lf a standard test is being adopted, it is important that we examine and
take into acconnt the data, which the publisher provides. 24
C. Different Classification of Test
During this subchapter the writer will look into difforent classification of test
that is prominent in the language testing literature.
I. Placement Test
Placement tests, as their name suggests, are intended to provide
information, which will help to place students at the stage (or in the part)
of the teaching· programmed most 'lppropriate to !heir abilities. Typically
they are used to assign students to classes at different levels. Placemenl
test can. be bought, but this is not to be recommended unless the institution
concerned is quite sure that the test being considered suits its particular
teaching programmed. 25
2. Nor:n-Referenced and Criterion-Referenc:ed Test
Norm-referenced (NR) tests compare an individual's pe1fo1mance with
that of others, relating it to the "nom1" of some relevant group. These tests
discriminate between test takers and rank them. Criterion-referenced (CR)
tests detennine how an in di vi dual perfonns with respect to some
"criterion" (e.g. is or is not able to carry ont some task successfully).
Comparison with other test takers is not considered relevant: the aim is
thal each test taker should be tested st an appropriate level of difficulty
and ability. 26
3. Discrete Point and Integrative Test
In a discrete-point approach, the teacher wants to test one thing at a
time; in an integrative approach, on tbe otber hand, the teacher v1ants a
much more general idea of how well students read. In the latter case, this
may be because the teacher recoi,>nizes that "the whole is more than the
some of the parts'. It may also be simply becanse the teacher does not
have the time, or even the skills, to test one thing at a time, or it may be
24
25
26
David P. Harris ... , p. 21-23
Arthur Hughes ... , p. 14
Desmond Allison ... ,.82
J4
that the test purpose's is such: that she does not need to know what skills,
or detailed understanding, a student has. 27
4. Direct and Indirect Test
Testing is said to be direct when it requires the candidate to perfonn
precisely the skill, which we wish to measure. The task, and the texts
which are used, shoul,1 be as authentic as possible. Nevertheless the effort
is made to make them as realistic as possible. Indirect testing is attempts to
measure the abilities which w1derlie the skills in wl1ich we interested.
Perliaps the main appeal of direct testing is that it seems to offers the
possibility of testing a representative sample offinite nwnber of abilities,
which underlie a potentially indefinitely large number of manifestations of
them. 28
5. Objectives and Subjeirl ·-··---··---·sick yesterday, so he could not come to school.
a.
\Vas
b. were
35
C. IS
d. are
Cyril Weir, Understanding and Developing Language Test, (London: Prentice-Hal\, 1993) p. 13
Fred Genesee and John A.. Upshur, Cla'\sroa1n-based Evaluation Second Language F..ducation,
(New York: Cambridge University Press, 1996) p. 168-169
37
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: MacMillan
Publishers. 1981) p.178
36
18
b) Guidelines for Constructing Multiple-Choice Test
The following suggestions provide more specific maxims about constructing
multiple-choice test:
l _The stem of the item should be understanding and should present an explicit
problem_
2. The item stem should contain as much of the- item as possible and should be
relevant to material.
3. The use of a negative stated item stem only when considerable learning
outcomes require it
4. The alteruarives of the items shou.ld be grammatically consistent with the
stem.
5. TI1ere should be only one correct or clearly best answer.
6_ Items used to measure understandine should contain some novelty but
beware of too much novelty.
7 _The di,trncters should be credible.
8. The association between the stem and the correct answer shoui