Content
2
1 classification of ideas
Little or no attempt at connectivity-thought-reader
can deduce some organization-individual ideas may be clear but very difficult to deduce connection between
them
Lacks of organization so serve that communication is
seriously impaired Heaton, 1975: 109-111
The writer constructed some topics for the students to choose, the topics given were: my Birthday party, first time I fell in love, and my unforgettable
moment. All the topics above were students’ oriented, so it gave the students an
opportunity to talk about themselves. In this way, they had already had something to say.
3.4.3 Try Out
Before the test was used as an instrument to collect the data, it had been tried out first. The test was tried out to the students in another class.
The main purpose of conducting the try out was to measure the validity, reliability and the effectiveness of the test. The try out test was held on March,
20
th
2009. It was administered to different students of the same level as the population. 36 students were taken as the subject of the try out. If the test had low
validity and reliability, they had to be revised or omitted.
3.4.4 Validity of the Test A test is considered to be a good test if it has validity. Heaton 1975: 153 stated
that the validity of a test is the extent to which it measures what it is supposed to measure and nothing else. An instrument of the study is called valid if it measures
what should be measured. A valid instrument has high validity. There are six kinds of validity i.e. content validity, construct validity, empirical validity,
concurrent validity and predictive validity Heaton, 1975: 154. Arikunto 2002: 146 claimed that there is a kind of validity which is
called item validity. Item validity calculates the index of validity of each item. In this research, the writer used the item validity and calculated them by using
Product Moment Formula:
{ }
{ }
2 2
2 2
Y Y
N X
X N
Y X
- XY
N ∑
− ∑
∑ −
∑ ∑
∑ ∑
r
xy
=
In which, r
xy
: coefficient of correlation between x variable and y variable or validity of each item
N : the number of students subject participating in the test
∑X : the sum of score of each item
∑X
2
: the sum of the square score in each item ∑Y : the sum of 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,
2006: 170
3.4.5 Reliability of the Test
The test is considered to be reliable if it shows the consistency in its
measurements. Heaton claimed that reliability denotes the extent to which the
same marks or grades are awarded if the same test papers are marked by 1 two or more different examiners or 2 the same examiners on different occasions
1975:155. Reliability of the test is of primary importance in the use of achievement test, proficiency test and classroom test.
To measure the reliability of the test, the writer used the spilt half Spearman-Brown.
r 1
r x
2 r
1212 1212
11
+ =
With,
{ }
{ }
2 2
2 2
1212
Y Y
N X
X N
Y X
- XY
N r
∑ −
∑ ∑
− ∑
∑ ∑
∑ =
Where, r
11
: reliability of the instrument R
1212
: Pearson correlation of odd and even value
3.5 Item Analysis
