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Research Procedure RESEARCH METHOD

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3.6.2 Reliability

Reliability is a measure meant of accuracy, consistency, dependability or fairness of scores resulting from administration of particular examination. Reliability of the test was determined by using the odd and event in order to estimate the reliability of the test. To measure coefficient of the reliability the first and second half group, the researcher used the following formula: rı = ² ² Notes: r¹ : The coefficient of reliability between first half and second half group X : The total numbers of second half group Y : Total numbers of second half group X² : The square of X Y² : The square of Y To find out the reliability of the test, the writer employed “Spearment Brown’s Prophecy Formula” Hatch and Farhady, 1982: 286 The formula is as follows: rk = rk : The reliability of the test rı : The reliability of half test 31 The criteria of reliability are: 0.90-1.01.1 : High 0.50-0.89 : Moderate 0.00-0.49 : Low

3.6.3 Level of Difficulty

To see the level of difficulty, the researcher used the following formula: LD= Where : LD : Level of difficulty U : The proportion of upper group students who answer correctly L : The proportion of lower group students who answer correctly N : Total number of students The criteria are : 0.30 : Difficult 0.30 – 0.70 : Average .0.70 : Easy Shohamy, 1985: 79 32

3.6.4 Discrimination Power

This index refers to the extent to which the item able to differentiate between high and low levels students on the test. A good item according to this criterion is one that good students get good score and get bad score. To see the discrimination index, the researcher uses the following formula: = Shohamy, 1985: 81 Notes: DP : discrimination power U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students The criteria are: 1. If the value is positive, it has discrimination because a large number of more knowledgeable students than poor students get the item correct if the value is zero. It means no discrimination. 2. If the value is negative, it has negative discrimination because more low-level students than high level students get the item correct. 3. In general, the higher discrimination index, the better, in the classroom situation most items should be higher than 0.20 indexes Shohamy, 1985: 82.

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