k : The number of questionnaire item
: The sum of item variance : Total variance
Arikunto 1998:193
3.7.4 Test
I use a pre-test, a post-test, and a formative test in this study. The purpose of giving pre-test is to measure the students’ reading ability before they are taught
by using ‘Look Ahead 2’ textbook. The purpose of the post-test is to measure the students’ achievement of teaching and learning. The formative test is given after
the teaching and learning process. Department of National Education defines that the purpose of formative is to measure students’ achievement in mastering the
material given in a certain period. This type of assessment is called achievement assessment 1994: 3. The formative test consists of 15 multiple-choice items and
10 essays.
3.7.4.1 Multiple-Choice Items
I give 45 multiple-choice items that should be answered by the students. There are 15 multiple-choice items to be answered in the pre-test, 15 items for the
formative test and the rest is given in the post-test. Before the test is used as the instrument for collecting the data, I make some preparations:
1 I select six reading passages.
2 I make some questions from the text. The test consists of 50 items.
3 I consult the test to the advisor.
4 After getting some revision, the multiple-choice items are ready to be tried
out. The time allotment is 45 minutes. 5
After conducting the try-out test, the answer sheets will be scored. Then, the score of each item will be analyzes to decide which test item can be used as
the instrument. The analysis is based on the result to find out validity, reliability, difficulty level and discriminating power for each test item.
3.7.4.2 Essays
The second type I use is essays. I give 30 essays that should be answered by the students. First, I give 10 essays on the pre-test. Then, 10 essays are given in
the formative test and 10 essays for the post-test. In preparing the essays, I take the following steps:
1 I select three narrative texts from ‘Look Ahead 2’ textbook.
2 I take the questions that are acquired from the book on each text.
3 I consult the advisor.
4 I select 10 questions that are valid and reliable based on the face validity on
the stage 3. 5
After getting some revision, the essays are ready to be used as the test.
3.7.4.3 Validity of the Test
Validity is the important principle of the most complex criterion of an effective test. It shows whether the instrument is valid or not. According to
Gronlund 1998: 226 as quoted by Brown 2004: 22 validity is the extent to which inferences made from assessment results are appropriate, meaningful, and
useful in terms of the purpose of the assessment. A valid test of reading ability actually measures reading ability. The validity of the instrument is analyzed using
The Product Moment Formula:
In which: rxy
: coefficient of correlation between x and y variable or variable of each item.
N : the number of studentssubject participating in the test.
∑X : the sum of score in each item. ∑X
2
: the sum of the square score in each item. ∑Y : the sum of total score from each student.
∑Y
2
: the sum of the square score from each student. ∑XY : the sum of multiple of score from each student with the total score in
each item. Arikunto
1998:174 3.7.4.4
Reliability of the Test
Brown 2004: 20 argues that a reliable test is consistent and dependable. If you give the same test to the students or matched students on two different
occasions, the test should yield similar result. To calculate the reliability of the test, I use this formula:
{ }
{ }
2 2
2 2
xy
r ΣΥ
− ΝΣΥ
ΣΧ −
ΝΣΧ ΣΥ
ΣΧ −
ΝΣΧΥ =
Where: r
11
: reliability of test k
: the number of the items p
: proportion the subject answering the item incorrectly q
: proportion the subject answering the item correctly S
2
: total variance Arikunto
1998:193
3.7.4.5 Difficulty Level
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