CHAPTER II THEORETICAL FRAMEWORK
A. Test
1. Definition of Test
There are many functions of a test. M. Buchory as quoted from Suharsimi Arikunto says that: “Tes merupakan alat atau prosedur yang digunakan untuk
mengetahui atau mengukur sesuatu dalam suasana, dengan cara dan aturan-aturan yang sudah ditentukan.”
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Anas Sudijono says that: “Tes adalah cara atau prosedur dalam rangka pengukuran dan penilaian di bidang pendidikan yang berbentuk pemberian tugas atau
serangkaian tugas baik berupa pertanyaan atau perintah sehingga dapat menghasilkan nilai yang melambangkan tingkah laku atau prestasi pesrta tes.”
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While H. Douglas Brown says that: A Test, in plain, ordinary words, is a method of measuring a persons ability or knowledge in a given area.”
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According to Antony J. Nitko, “Test is a systematic procedure for observing and describing one or more characteristics of a person with the aid of either a numerical of
category system.”
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5
Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan ed. rev, Jakarta: Bumi Aksara, 1999, p.53
6
Anas Sudijono, Pengantar Evaluasi Pendidikan, Jakarta: PT Raja Grafindo Persada, 2003 p. 66
7
H. Douglas Brown, Principles of Language Learning and Teaching, 3
rd
ed., New Jersey: Prentice Hall, Inc., 1994, p. 252
8
Antony J. Nitko, Educational test and Measurement An Introduction, New York: Harcourt Brace Jovanovich, Inc., 1983, p.6
While Michael T. Nietzel says that: “A test is a systematic procedure for observing and describing a person’s behavior in a standard situation.”
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In same words, Jum C. Nunnaly says that: “A test is a standardized situation that provides each student with a numerical score.”
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Based on the above opinion, the writer tends to follow what Nitko says that it emphasized on the characteristics of a person that should be tested.
2. Function of Test
As a means of evaluation, test has some functions of course. Penny Ur writes some functions of test. She says that test is a means to:
a. Give the teacher information about where the students are at the moment to help
decided to teach next. b.
Give the students information about what they know, so that they also have an awareness of what they need to learn or review.
c. Assess for some purpose external to current teaching.
d. Motivate students to learn or review specific material.
e. Get a noisy class to keep quite and concentrate.
f. Provide a clear indication that the class has reached a ‘station’ in learning. Such
as the end of unit, thus contributing to a sense of structure in the course as a whole.
g. Get students to make effort in doing the test itself, which is likely to lead to
better result and feeling of satisfaction. h.
Give students task which themselves may actually provide useful review or practice, as well as testing.
i. Provide students with a sense of achievement and progress in their learning.
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9
Michael T. Nietzel, Introduction to Clinical Psychology, New Jersey: prentice hall, 1998, p.159
10
Jum C. Nunnaly, Educational Measurement and Evaluation,New York: Mc. Graw Hill Book Company, 1964, p.12
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Penny Ur, A Course in Language Teaching: Practice and Theory, London: Cambridge University Press, 1996, p. 34
From the description above, test has some important function to make the education getting better. From it we can determine what we will do to the students,
method of teaching and learning, teachers and curriculum.
3. Types of Test
Kategori