2. Item Facility
Item facility refers an index of how easy an individual test item was for the people who took it.
10
Item facility is typically printed in a decimal number and it represents the proportion of people or test takers who got the item right. The
reason why item facility must be concerned by test makers is to know whether an item is too easy or too difficult to answer.
To count the item facility of a test item, it will be used the following formula:
After the item facility has been counted, it can be known the rate of the difficulties and the easiness by using the item facility scale as follows:
Table 4.2 Item Facility Scale
ID REMARK
– 0.14 Difficult
0.15 – 0.85
Moderate 0.86
– 1.00 Easy
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Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction, London: Heinle Heinle Publisher, 1998, p. 132
IF =
The number of Students who answered the item correctly Total Number of Students
10. Criteria of the Action Success
Classroom Action Research is called successful research if the criterion that has been determined is reached. Meanwhile, if the criterion has not been
reached yet, thus the next cycle has to done. The criterion is fixed by teacher and researcher.
In this research, teacher and researcher determine when there are 70 of students achieve any improvement; started from the pretest until the second
posttest in cycle two. It can be stated that successful CAR and next action will be stopped. Meanwhile, there are no 70 of students achieve any improvement; it
can be called unsuccessful CAR. Thus, the next cycle has to done.
B. RESEARCH FINDINGS
In this part, the writer presents the data of the research that have been collected. It is divided into three parts: data description, data analyzing, and
interpretation of the data. The data discusses developing students’ understanding
of the Simple Past Tense by using narrative text at VIII-1 grade of MTs. Al-Falah Jakarta. Data description consists of observation before implementation the
action, observation, interview, and also test pretest, data analyzing consists of posttest 1 and posttest 2.
1. Description of Data before Implementing the Action
Before the implementation of the action, the writer has divided three parts of data description in order to know the obstacles of teaching learning in reading
activities selectively, those are data of observation, data from interview questionnaire and the test.
a. Data of Pre-Observation
Based on the observation was conducted by the writer on Monday, 4
th
October 2010. It was held at VIII Grade MTs. Al-Falah Jakarta. There were 34 students in the class and was started at 6.45 A.M up to 8.05 A.M.
from the observation, the writer saw that the teacher used the traditional method in teaching Simple Past Tense. The teacher explained the grammar
Simple Past Tense inductively. Which is she gave the rule first, and then she gave example based on the rule, after that she asked the students to make
another example according to the rule. The teacher only focused on the rule of grammar, she didn’t ask the students to do another activity like reading or
speaking. At the first, she explained the rule of the simple past tense and wrote it down on the whiteboard, and made several examples based on the rule.
Next, the teacher asked the students to do the exercise in LKS workbook. After the students finished it, the teacher asked some students to wrote their
own answers on the whiteboard while the other students checked their work. In the end of the teaching learning activity, the teacher gave homework to the
students.
b. Data of Pre-Interview
This interview was conducted as unstructured interview, it was held on Thursday, October 7
th
2010, and started 10.00 A.M up to 11.00 A.M. In this interview, the writer asked some questions related English teaching
learning activity, emphasized on grammar material. The English teacher taught grammar inductively, she explained the rule first and then she gave
examples based on the rule. Besides that, the English teacher also never used other method and never gives any media in teaching the Simple Past Tense.
According to the teacher, students’ understanding of grammar especially tenses is still low, their English score also not good.
Then the writer asked about how many KKM Criteria of Minimum Completeness that concerning with school program. The students should get
70 seventy score in English subject. The next interview discussed the problems faced the student when the teacher taught the material. Most of
students felt boring when the teacher conveyed the material.
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