RESULTS OF THE TEST TRIAL

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