1 1 1
1 1 2 2
1 ,0 0 1 0 0
0 ,0 0 0 ,0 0
P O O R 2
2 2
0 ,0 9 9
2 ,0 0 0 ,1 8
1 8 P O O R
3 1 1
1 0 2 1
0 ,9 5 9 5
1 ,0 0 0 ,0 9
9 P O O R
4 1 1
1 0 2 1
0 ,9 5 9 5
1 ,0 0 0 ,0 9
9 P O O R
5 1 0
1 0 2 0
0 ,9 1 9 1
0 ,0 0 0 ,0 0
P O O R 6
1 1 1 0
2 1 0 ,9 5
9 5 1 ,0 0
0 ,0 9 9
P O O R 7
8 7
1 5 0 ,6 8
6 8 1 ,0 0
0 ,0 9 9
P O O R 8
1 1 1 1
2 2 1 ,0 0
1 0 0 0 ,0 0
0 ,0 0 P O O R
9 7
3 1 0
0 ,4 5 4 5
4 ,0 0 0 ,3 6
3 6 S A T IS F A C T O R Y
1 0 1 1
1 0 2 1
0 ,9 5 9 5
1 ,0 0 0 ,0 9
9 P O O R
1 1 1 1
1 1 2 2
1 ,0 0 1 0 0
0 ,0 0 0 ,0 0
P O O R 1 2
1 1 8
1 9 0 ,8 6
8 6 3 ,0 0
0 ,2 7 2 7
S A T IS F A C T O R Y 1 3
1 0 9
1 9 0 ,8 6
8 6 1 ,0 0
0 ,0 9 9
P O O R 1 4
1 0 1 1
2 1 0 ,9 5
9 5 -1 ,0 0
-0 ,0 9 -9
P O O R 1 5
1 1 8
1 9 0 ,8 6
8 6 3 ,0 0
0 ,2 7 2 7
S A T IS F A C T O R Y 1 6
1 1 1 0
2 1 0 ,9 5
9 5 1 ,0 0
0 ,0 9 9
P O O R 1 7
1 1 1 1
2 2 1 ,0 0
1 0 0 0 ,0 0
0 ,0 0 P O O R
1 8 1 1
1 0 2 1
0 ,9 5 9 5
1 ,0 0 0 ,0 9
9 P O O R
1 9 1 1
9 2 0
0 ,9 1 9 1
2 ,0 0 0 ,1 8
1 8 P O O R
2 0 1 1
1 1 2 2
1 ,0 0 1 0 0
0 ,0 0 0 ,0 0
P O O R 2 1
2 2 2 0
4 2 1 ,9 1
1 9 1 2 ,0 0
0 ,1 8 1 8
P O O R 2 2
2 2 1 6
3 8 1 ,7 3
1 7 3 6 ,0 0
0 ,5 5 5 5
G O O D 2 3
2 0 1 6
3 6 1 ,6 4
1 6 4 4 ,0 0
0 ,3 6 3 6
S A T IS F A C T O R Y 2 4
2 2 1 7
3 9 1 ,7 7
1 7 7 5 ,0 0
0 ,4 5 4 5
G O O D 2 5
6 2
8 0 ,3 6
3 6 4 ,0 0
0 ,3 6 3 6
S A T IS F A C T O R Y K E T
U + L D P
Ite m N u m b e r
U p p e r L o w e r
T K U -L
respondent also explained some pictures for the test items were not culturally appropriate. She thought it was hard to find a city part that can be used as a
recreational place. As has been mentioned before this test needed a skillful administrator, thus all the respondents agreed it was necessary to provide
technical test manual. The test manual must be consisted of the purpose of the test, the test takers, the description of the test result and what the test result for.
This would help the administrator to conduct the test.
D. RESULTS OF THE TEST TRIAL
As had been stated in the previous chapter the test model was tried out to the elementary school students. They were required to do the listening part 1 to 5
and the speaking part 1 and 2. The obtained scores of the multiple choice test is presented as follows.
Table 4.5 The Summary of the Test Items Analysis
From the computation it was found that most of the students can choose the correct answer of the listening part 1. The level of difficulty was above 90 to
100. It means the test items were very easy, therefore most of the students can answer the items correctly. These test items were also categorised as poor and the
test items need to be revised. The similar results were also found in the listening part 2 and 4. In these two parts, the level of difficulty were above 90. It meant
the test items of these part were very easy. From the computation it was found there were not significant differences between the upper and lower group of
students. It could be seen from the level of difference which were below 0.20. When the scores were below 0. 20, this meant the test items were categorised as
poor and need to be revised. More varies results were found in the listening part 3 and 5. There were 3 items which were categorised as poor and need to be revised
and 2 items were categorised as satisfactory. While in listening part 5, there were 2 items were categorised as good, 2 items were satisfactory and 1 item was poor.
The analysis of the results is presented on the table below. Table 4.6 The Category of the Test Items
Category Test items
Total number Percentage
Good 22, 24
2 8
Satisfactory 9, 12, 15, 23, 25
5 20
Poor and revised
1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 13, 14, 16,
17, 18, 19, 20, 21. 18
72
In the speaking part the students were required to produce spoken text. The test takers were asked to speak based on the picture provided and to have a
mini dialogue to get some information from the others. The speaking scripts presented below are the representation of the students from three different groups.
There are three different groups based on the obtained scores, they are upper group, middle group and the lower group. The results of the speaking scripts will
be presented as follows. Table 4.7 The Table of Speaking Script.
Students Speaking Part 1
Speaking Part 2 Groups
Description 1
In the park, there are many
children. There are Hani, Budi,
Sinta, Dewi, Joko, and Siti. Hani is
playing swing. Mother is reading
a book on the chair. Joko and
Siti playing a sew saw. In the park
there are many flower example
Mawar, Melati, Bugenvil, and
Alamanda. In the park there is a
pond. In the pond there are many
ducks and on the tree there is one
bird.
Student:
What is your name?
Teacher:
My name is Marian.
Student:
How old are you?
Teacher: I am ten years old.
Student: What is your favorite
subject? Teacher: I like
Science.
How about you?
Student: I like Math. Who is
your
science teacher?
Teacher:
My science teacher
is Miss Yuyun. Student: What
she like? Teacher: Miss
Upper Without
elicitation
Yuyun is tall,
slim and
beautiful. She is kind
and friendly.
2 In the park there
are many the children. In the
park children play. They are is
playing slide and there are is
playing volleyball. There
are membaca books in the front
of chair. There are playing see
saw and tree on bird. And many
flower in the park.
Student: What
is your name? Teacher:
My name is Marian.
Student: What is your age?
Teacher: I am ten years old.
Student: What is
favorite subject?
Teacher: I like Science.
How about you?
Student: I like Science too.
Teacher:
My science teacher
is Miss Yuyun. Who is your
science teacher?
Student: He is Mister
Pur? What
are teacher
characteristics? Teacher: Miss
Yuyun
is tall, slim
and beautiful. She is
kind and
friendly. Upper
Without elicitation
3 Ducks swimming
in the river. Children playing
bird. Flower – flower is
beautiful. Beside is the butterfly.
All in the park is beautiful. Many
the flower in the bush.
Student: What
name? Teacher:
My name is Marian.
Student: What age?
Teacher: I am ten years old.
Student: What is
favorite subject?
Teacher: I like Science.
Student: What is
Science teacher?
Teacher:
My science teacher
is Miss Yuyun. Student: What
characteristic? Teacher: Miss
Yuyun
is tall, slim
and beautiful. She is
kind and
friendly. Middle
Without elicitation
4 In the park is
children. The ducks is
swimming in the pool. Butterflies is
in the flower. The children is
playing ball. Ani is reading a book.
Student: What
is name? Teacher:
My name is Marian.
Student:
What is age?
Teacher: I am ten years old.
Student: What
Middle Without
elicitation
The bird is terbang.
is favorite
subject? Teacher: I like
Science. Student:
Teacher? Teacher:
My science teacher
is Miss Yuyun. Student: What
teacher characteristic?
Teacher: Miss Yuyun
is tall, slim
and beautiful. She is
kind and
friendly.
5 Student: keep
silent Teacher : Where
are they? Student: Park.
Teacher : What are they doing?
Student: Bermain.
Teacher : What are they playing?
Student: Football.
What are in the Pond?
Student: ..... Student:
What name?
Teacher:
My name is Marian.
Student: Age? Teacher: I am
ten years old. Student: What
subject? Teacher: I like
Science.
How about you?
Student: I like Olah raga.
Teacher: What sport do you
like to play? Student: Yes, I
like badminton. What is Science
Lower By elicitation
teacher? Teacher:
My Science teacher
is Miss Yuyun. She is tall, slim
and
beautiful. She is kind and
friendly. How
about your
Math teacher? Student: Good
6 Student: keep
silent Teacher : Where
are they? Student: keep
silent Teacher : What
are they doing? Student: keep
silent Teacher : What is
it? the teacher pointed the
picture of duck Student: duck.
Teacher : What are the children
doing? the teacher pointed
the picture of the children are
playing a ball Student: ball.
Student: Name? Teacher:
My name is Marian.
Student: Age? Teacher: I am
ten years old. Student:
Favorite subject?
Teacher: I like Science.
How about you?
Student: keep silent teacher?
Teacher:
My science teacher
is Miss Yuyun. Who is your
favorite teacher?
Student: Hmmmm,
teacher characteristic?
Teacher: Miss yuyun is tall,
Lower By elicitation
slim and
beautiful. She is kind
and friendly.
The table shows the results of the spoken text produced by the test takers. Student 1 and 2 were in the upper group. They could produce meaningful spoken
text without elicitation. The grammar stucture was not perfect, but the message of the sentence was understandable. The listener could understand the story. They
also had shown their competence to connect every sentences to form more coherent story. From the script it was also found the students had competence to
cope the situation they were in. They keep speaking even though they did not know the English words for some vocabularies. While student 3 and 4 were
categorised as the middle group. Although they were in the middle group, they were able to form good sentences. The sentences were understandable. They also
produced the sentences without elicitation. It showed they had competence to produce simple sentences, but they had not been able to compose coherent story.
The last two students were categorised as the lower group. The students in this groups had difficulties to produce simple sentences. They depended on the
teacher’s elicitation. They had some knowledge about the language, but they could not form sentences. It indicated their competences were low.
E. DISCUSSION