1. The Reliability of the Test
As it was explained in the previous chapter, this research used the split-half method to measure the reliability of the test. The procedure of this method was the
thirty items were divided into two equal halves, odd-numbered items and even- numbered items. Then the students’ scores on each half were counted. Next, the
coefficient correlation between the two sets of scores was determined using the Pearson Product Moment formula. The result of the coefficient correlation of the two
sets of scores or the reliability of the half test was 0.51 see appendix 6. For the reliability of the full test, the Spearman Brown Prophecy formula was used, and the
result was 0.68 see appendix 6. According to Best, this result indicates that the test had substantial reliability Best, 1981.
2. Presentation of Descriptive Statistics
The descriptive statistics of the data obtained is presented in table 4.4 below. This descriptive statistics is necessary to answer the first problem of the research, ‘How
far have the fourth semester students of the English Language Education Study Program of Sanata Dharma University mastered reported speech?’ The descriptive
statistics provides the scores of the mean, median, mode, range and standard deviation.
Table 4.4 The Descriptive Statistics
No Variables
Score 1
Mean 19.60
2 Median
19.50 3
Mode 20
4 Range
14 5
Standard Deviation 3.29
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Table 4.4 shows that the average score the mean the students achieved in the test was 19.60. This score shows the students’ mastery on reported speech. In
determining the students’ mastery on reported speech, this study referred to the academic regulation of Sanata Dharma University. There are three measurement
systems which can be used to determine the students’ mastery on certain study material Peraturan Akademik Universitas Sanata Dharma Yogyakarta, 2002. The
first is the Sistem Penilaian Acuan Patokan or PAP Criterion-Referenced Measurement System. In this system, the minimum passing score as the minimum
standard of mastery the students must achieve is determined first. The second is the Sistem Penilaian Acuan Norma
or PAN Norm-Referenced Measurement System. In this system, the achievement of one student is compared to that of the others in the
group. The third is the Sistem Penilaian Acuan Kombinasi or PAK Combination- Referenced Measurement System. In this system, the groups’ achievement is
compared to the expected achievement, then the minimum passing score is determined. The measurement system which is suitable with the Competence
Approach and is used in Sanata Dharma University is the adjusted Criterion- Referenced Measurement System. In this system, the minimum passing score as the
minimum standard of mastery is determined first. The minimum passing score is 56 of the highest score the students can achieve in the test. The students achieving
56 of the highest score enter the category of sufficient C.The students who can only achieve 50 of the highest score enter the category of insufficient D. The
minimum score for the category of good B and very good A are determined by the lecturer.
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Referring to the academic regulation above, then the researcher set the score category applied in this study. The highest score the students could achieve in the test
was 30. The 56 of this score is 17. This is the minimum passing score. If the students’ score fall among 17-20, it means they enter the category of sufficient C.
The score category is presented below. Score
Category 26-30
21-25 17-20
14-16 ≤13
very good A good B
sufficient C insufficient D
fail E
Figure 4.1 The Score Category
The students’ average score the mean was 19.60. This score enter the category of sufficient. It can be said that the fourth semester students’ mastery on reported
speech was considered sufficient according to the academic regulation of Sanata Dharma University. Table 4.5 shows the students’ scores in relation to the category.
Table 4.5 The Students’ Scores in Relation to the Category
Category Scores
Number of Students Achieving the Category
Very good Good
Sufficient Insufficient
Fail 26-30
21-25 17-20
14-16 ≤13
2 15
25 9
1 From table 4.5 above, it can be seen that only one student entered the category of
fail. There were 9 students 17.3 who fell on the category of insufficient. Most of them 25 students or 48.1 entered the category of sufficient. There were 15
students who fell on the category of good, and the category of very good was achieved by two students.
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