PREDICTIVE VALIDITY OF THE COLLEGE ENTRANCE LANGUAGE TEST OF UIN SUNAN AMPEL SURABAYA TOWARD STUDENTS’ ACHIEVEMENT OF ENGLISH TEACHER EDUCATION DEPARTMENT (PBI).

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ACHIEVEMENT OF ENGLISH TEACHER

EDUCATION DEPARTMENT (PBI)

THESIS

Submitted in partial fulfillment of the requirment for the degree of Sarjana

pendidikan (S.Pd) in Teaching English

By:

M Zakaria Adityawarman

(D05211014)

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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Language Test of UIN Sunan Ampel Surabaya Toward Students’ Achievement of English Teacher Education Department (PBI), English Department, Faculty of Education and Training, State Islamic University Sunan Ampel Surabaya. Advisor: Dra. Hj. Arbaiyah Ys, M.A and Ana Nurul Laila, M.TESOL.

Key word: Predictive Validity, College Entance Language Test, Intensive Course (IC)

The correlation of college entrance language test of UIN Sunan Ampel Surabaya and students’ Achievement of English Teacher Education Department (PBI) is conducted to know the predictive validity of the college entrance language test as the main predictor in accepting and rejecting the pre-college students who want to study in languages program including English Teacher Education Department (PBI). Therefore, knowing the quality of the language material in college entrance test in predicting students’ ability is important because it is the way to filter the best pre college students of English Teacher Education Department (PBI). For that, the researcher conducted the study about the correlation of college entrance language test of UIN Sunan Ampel Surabaya and students’ Achievement of English Teacher Education Department (PBI)in the first semester. The scores needed in the first semester which becomes the measurement variable to know the predictive validity of the college entrance language test is Intensive course (IC). Intensive Course (IC) is one of couses in the first semester of English Teacher Education Department (PBI). This research focuses on the college entrance language test scores academic year 2014-2015 and Intensive Course (IC) scores academic year 2014-2015. To analyze the correlation between those two scores, the researcher uses Pearson Product Moment Correlation through SPSS 16.0 version program. The result of Pearson Product Moment Correlation analysis through SPSS version 16.0 program shows that the college entrance language test scores of UIN Sunan Ampel Surabaya academic year 2014-2015 and Intensive Course (IC) scores academic year 2014-2015 have a correlation in 0,428. From the guidence criterion table, 0,428 is catagorized as high correlation in average (between 0,40-0,59). It means that H0is rejected and H1 is accepted. Therefore, the students achieved high scores in college entrance language test are also more likely to achieved high scores in Intensive Course (IC).

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TABLE OF CONTENT

Page

TITLE PAGE

... i

ADVISOR APPROVAL SHEET... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ABSTRACT... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENT... x

LIST OF APPENDIX ... xii

CHAPTER I: INTRODUCTION A. Research Background ... 1

B. Research Question ... 7

C. Objectives of The Research ... 7

D. Hypothesis ... 7

E. Significance of The Research ... 10

F. Scope And Limits of The Research ... 10

G. Definition of Key Terms ... 10

CHAPTER II: REVIEW OF RELATED LITERATURE A. Validity ... 13

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4. Consequential Validity... 19

5. Face Validity ... 20

B. The Definition of Students’ Achievement... 22

C. Factors Influencing Success Learning ... 26

1. Pre-Class Experience And Backgorund Characteristics of Student... 26

a. Work Experience... 27

b. Age ... 28

c. Educational Background ... 29

d. Socio-Economic Condition And Family Situations... 30

e. Gender ... 31

2. Stage College Experience ... 32

D. Aspects Influencing Score in a Test... 34

E. Previous Study ... 37

CHAPTER III: RESEARCH METHOD A. Research Design... 40

B. Research Subject ... 40

C. Data Collection Technique... 41

D. Research Intrument ... 41

E. Data Analysis Technique ... 42

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Findings... 46

1. Students’ Score of College Entrance Language Test Intensive Course (IC) Scores of English Teacher Education Department (PBI) .... 47

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2. The Result of Statistic Data Analizing Using Pearson Product Moment through SPSS ... 52 B. Discussion ... 54

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ... 60 B. Suggestion... 61

BIBLIOGRAPHY APPENDICAS

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CHAPTER I

INTRODUCTION

This chapter presents the discussion of some problems related to the topic which is studied. This chapter discusses research background, research question, scope and limitation, objective and significant of the study, previous study and key terms definition.

A. Research Background

College is an educational element for students after graduating from Senior High School. Having education at college is an important thing for young generations because college is a place where they can explore materials and are given more chance to be active in teaching learning process in the class.

However, college surely wants the best inputs because this process which will determine students’ future because most people will take their carrier in the field they take at college. Then, it can be said that college becomes students’ future determiner.

Suryabrata states that There are at least four reasons that the college should be selective in admission test.1 First, future leaders of society should possess necessary qualities so they can be real leaders. It is not all pre-college students possess. College period is a place to improve and gain those necessary qualities for the future leaders. In countries which are still growing

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id in process such as Indonesia, the opportunity to learn in college is lack.

Therefore, the little chance to study in college must be given to the most qualified pre-college students. Third, the selection system in college gives opportunity to gain valuable talent human, so, the potential of valuable human talent who join the selection at college will not be wasted. Fourth, it is known that college education is very costly education, therefore it should be used efficiently by possible students to get success in learning.

College Entrance Test aims to recruit and filter pre-college students who have the academic ability to enroll in college in accordance with the deadline set. Thus, the selection is essentially a kind of prediction, and it is usually associated with the academic results. This is in line with Kerlinger who explained that “there are many people who use the test for prediction purposes in order to filter and to select potential candidates that are successful in the educational field and jobs”.2 Therefore, consideration of the test effectiveness is as a tool to predict student success after accepting to study at college. It means that, those who are accepted because successfully gain highest score in college entrance test, they later will more likely to show satisfactory academic success which operationally is often expressed in the form of a high Grade Point Average(GPA). The base of this consideration is that the candidates who are most likely to succeed, they must be accepted, because these are the talent human that have the right more to obtain the opportunity to enjoy the limited higher education.

Kerlinger, Fred N,Foundation of Behavioral Research, (Fort Worth, TX : Harcourt College Publishers,2000) 24

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To filter pre-college students who will take education in the college, there are many ways provided either by the Indonesian goverment or the internal institution of college. From the Indonesian goverment, there are Public College Entrance Selection Test (SBMPTN), Interests And Abilities Exploration Test (PMDK), Pre-College Students Entrance Test Of Public Islamic College (SPMB-PTAIN) and others. Whereas, internal institution of university also conducts selection namelyPre-College Students Selection Test (SPMB).3

Joshua argued that test is one of criterion for judging the excellent education4. There are many kinds of test depending on the test purpose itself such as evaluating purpose from what has been taught and for knowing the qualiaty of the students. The collage entrance test is an example of a test which has purpose to select or filter the pre-collage students then taking them program based on the quality possessed by them. In the collage entrance test, the pre-college students are given 3 choices program which they want to be studied. Then, by the score they are gotten, the collage entrance test executant will decide who are accepted and which one the suitable program for them based on their capability.

From the explanation above, it can be infeered that the College Entrance Test result gives significant effect toward college students, because by their score there are gotten, they will be determined by the college whether

www.uinsby.ac.id taken at 23 January 2016. 4

Joshua Aronson,IMPROVING ACADEMIC ACHIEVEMENT,Impact Psychological Factors on Education, (New York: Academic Press, 2002) 64

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id they are accpepted or rejected and it also will determine the program they are

going to study. Therefore, the urgensity of creating accurate tests have to be arranged based on the a good test concept. Where, in this case, there are many aspects that must be noticed which all of them are becoming one in validity, reliability, practicality and authenticity test concept.5

Dealing with the explanation above that College Entrance Test can become one of the predictors of pre-college students’ achievement, this disscussion focuses on the concept of validity where it is including into one kind of various validity ,criterion-related evidence6. So that it is important to know the validity of College Entrance Test toward students’ achievement, it means that if the college students got big score in College Entrance Test, they will also achieve a big score in their academic achievement. Eventhough, there are many aspects that influence students’ achievement in their academic, the conducting research is applied to know the quality of the College Entrance Testto predict the students’ achievement.

The research was conducted in UIN Sunan Ampel Surabaya exactly English Teacher Education Department (PBI). SPMB qualification test is arranged and conducted by internal institution of the college. In UIN Sunan Ampel Surabaya, It is consisting of few materials : general science, language competence (English and Arabic) and religion material. But, to get more focus research, the test score is only taken from langauge competence, it is because language matereial becomes the main criterion in acception and 5

H Douglas Brown,LANGUAGE ASSESSMENT, Principles And Classroom Practices,(London: Pearson Longman, 2003) 19

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rejection in language program including English Teacher Education Department (PBI). To know the level of predictive validity of the College Entrance Testto predict the students’ achievement, the students’ achievement in first semester is becaming the measurement. The students’ achievement is only focused to the Intensive Course (IC) scores of English Teacher Education Department (PBI) in the first semester.

The students of Teacher English Education Department (PBI) who were received through SPMB Qualification test get a period where they are taught by their lectures. this period is a time where the students improve their ability in English and by the scores they were gotten in SPMB qualification test, they were expected to be able to pass the test of Intensive Course (IC) and earn good academic achievement.

In this research, the researcher acknowledges that there are many aspects that influence students’ academic achievement in college. This is because college period is a period where someone explores his personality and knowledge by many ways such as by joining intra-organization of college or extra-organization. In this period, parents give more chance to thier children in their social interaction. However, the researcher does not include those aspects to the research because the purpose of conducting the research is only to know the level of predictive validity of the College Entrance Test as predictor of pre-college students who want to study in college especially for language program including English Teacher Education Department (PBI).

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id The acception and rejection system in language program including for

English Teacher Education Department (PBI) of UIN Sunan Ampel Surabaya is by accumulating all scores in 3 materials of SPMB qualification test. but, according to the officer of UIN Sunan Ampel Surabaya central office, even the acception and rejection system is by uisng accumulating all scores in 3 materials of SPMB qualification test, the main scores to be criterion in language program including for English Teacher Education Department (PBI) is language test score. Therefore, this research focuses on the college entrance language test scores. To know the level of predictive validity of the college entrance language test is by knowing the correlation between college entrance language test scores and Intensive Course (IC) scores of English Teacher Education Department (PBI) in the first semester.

In other side, the researcher assumes that the students who are accepted in English Teacher Education Department (PBI) through SPMB Qualification test and they are gotten high scores Intensive Course (IC) score, there have been few aspects which influence them thus they can get high scores in Intensive Course (IC). the achievement they get, not only because the scores they got in SPMB qualification test.

B. Research Questions

1. What is the correlation between college entrance language test of UIN Sunan Ampel Surabaya and Students’ achievement of English Teacher Education Department (PBI)?

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2. What is the predictive validity of college entrance language test scores toward students’ achievement of English Teacher Education Department (PBI) ) who were accepted throgh SPMB qualification test?

C. Objective of The Research

Seing to the research question, the objective of the research is to see the correlation between college entrance language test of UIN Sunan Ampel Surabaya and Students’ achievement of English Teacher Education Department (PBI) therefore the predictive validity of college entrance language test scores toward students’ achievement of English Teacher Education Department (PBI) who were accepted throgh SPMB qualification test will be known.

D. Hypothesis

Ary defines hypothesis as tool that is used in the research process, no ends of research.7 It means that hypothesis is only researcher’s prediction which presents researcher’s expectations about a significant difference from variables. This research hypothesis is college entrance language test as one of materials tested for pre- college students who want to study in UIN Sunan Ampel Surabaya becomes media to filter the qualified and the best pre-college students especially pre-college students for English Teacher Education Department (PBI). This test also predicts the academic achievement of the students who are received in English Teacher

Ary Donald,Introduction To Research In Education: 8thEdition(USA: Wadsworth Cengage Learning, 2010), 82

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Education Department (PBI) in the future after they had been gotten

teaching learning process. Therefore, the researcher assumes that students who got high scores in college entrance language test will more likely get high scores also in Intensive Course (IC) in the first semester, remembering that Intensive Course (IC) is a course which focuses on the all English skills in the first semester. So there is correlation between those two variables where college entrance language test scores as the independent variable and Intensive Course (IC) score is dependent variable. The hypothesis used in this study is 2 side hypotheses.

1. Null hypothesis (H0)

The level of predictive validity of the college entrance language test is catagorized as low correlation. It is when the result shows under 0,40 2. Alternative hypothesis (H1)

The level of predictive validity of the college entrance language test is catagorized as high correlation. it is when the result shows more then 0,40

The more detail, the researcher in catagorizing correlation uses guidence presented by Sugiyono,8it is below:

1.1The Guidence of Determining Correlation

R Correlation Criteria

0,00 - 0,199 Very low

0,20 - 0,399 Low

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0,40 - 0,599 Average

0,60–0,799 Strong

0,80–1,000 Very strong

To simplify in determining the correlation between college entrance language test scores and Intensive Course (IC) scores, the researcher devides the guidence of determining correlation above in two kinds, low and high. It is catagorized as low correlation when the result is under 0,40 and it is catagorized as high correlation when the result is more then 0,40. However, in catagorizing the result, even the researcher catagorizes the result in two kinds, the researcher constantly will explain the result including into one of correlation criteria in the table 1.1.

E. Significant of The Reseach

The significance of this research is for the UIN Sunan Ampel Surabaya exactly the institution handling the College Entrance Test especially in language material, after obtaining the result of the research, whatever the result, the institution which has role management in making the college entrance language test in UIN Sunan Ampel Surabaya will know whether the college entrance language test has whether high or low level of predictive validity in term of predicting the students’achievement.

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id So there will be evaluation in case predictive validity in the college

entrance language test.

F. Scope and Limits of The Research

This research focuses on the students’ college entrance language test score in UIN Sunan Ampel Surabaya academic year 2014-2014 and their achievement in English Teacher Education Department (PBI) academic year 2014-2015. Student’s achievement at college is marked in the form of Study Result Script(KHS). So, to know the level of predictive validity of the college entrance language test, the scores of the college entrance language test will be correlated with the scores of Intensive Course (IC) in the first semester in English Teacher Education Department (PBI) gotten from Study Result Script (KHS). The Intensive Course (IC) scores are taken from students who were accepted trough SPMB Qualification test.

G. Key Terms

Below are the definitions of key terms in the research:

1. Predictive Validity: Predictive validity is the extent to which performance on a test is related to later performance that the test was designed to predict9. It means that, the test in college entrance language test is for predicting the quality of pre-college students who will be accepted in English Teacher Education Department (PBI) whether they are able to get standard scores of pass students criterion

H Douglas Brown,LANGUAGE ASSESSMENT, Principles And Classroom Practices,(London: Pearson Longman, 2003) 24

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or they more likely to get high scores. For example, students sometimes join toffle preparation class before join the real toffle test. In the end of the class, the test is made to predict the students’ capability in joining the real toffle test. The toffle preparation test scores is becoming the predictor variable while the scores of the toffle test is becoming the criterion variable. It is concluded that if the tester passes the toffle preparation test, he/she should be ready to join the real toffle test. In other words, if the toffle preparation test scores could predict the real toffle test scores, the toffle preparation test is claimed to have a high level of predictive validity.

2. College Entrance Language Test of UIN Sunan Ampel Surabaya: is one of test materials conducted by internal institution of UINSA Surabaya to filter the pre-college students.

3. Intensive Course (IC): Integrated English skills course which have 8 Credits (SKS) in the first semester in English Teacher Education Department (PBI).

4. Student’s Achievement: “the extent to which a student has achieved their educational goals.”10

Arthur Hughes,Testing for Language Teachers,Second Edition(united kingdom: Cambridge university press, 1989) 32

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✁

✂✄☎ ✄✆ ✄✝✞ ✟ ✄✠✡✝✞ ☛☞ ✞ ✄ ✂y ✂✄☎ ✄✆ ✄✝✞ ✟ ✄✠✡✝✞ ☛☞ ✞ ✄✂y ✂✄☎✄ ✆✄✝✞ ✟ ✄✠✡✝✞ ☛☞ ✞ ✄✂y ✂✄☎✄ ✆✄✝✞ ✟ ✄✠✡✝y✞ ☛☞ ✞ ✄✂ ✂✄☎✄ ✆✄✝✞ ✟ ✄✠✡✝y✞☛☞ ✞ ✄✂ ✂✄☎ ✄✆✄✝✞ ✟ ✄✠✡✝y✞ ☛☞✞ ✄✂ CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher explains the related literature of the research consists of the definition of validity, the kinds of validity, the definition of students’ achievement, factors influecing success learning, aspects influencing scores in a test and previous studies.

A. Validity

The term validity is frequently used in case of measurement and testing. The definition of validity according to Fulcher is the extent to which inferences made from assessment result are appropriate, meaningful, and useful in terms of the purpose of the assessment1. From the definition above, it can be concluded that to measure whether the test is valid or not depends on the purpose of the test made. The instrument can be categorized to have high validity if the test runs its function well or gives the test result in accordance with the aim of the test made. So, the test which possesses low validity will produce irrelevant data with the purpose of the test made.

Validity as a term to determine proper test in gaining the goal made is an important thing to do by the tester. Tester should be careful in making a test. For example, if tester wants to measure students’ ability in making question tag, so the test result will show students’ ability in ✌

Glenn Fulcher,✍✎✏ ✑t✒ ✑✏ ✓✔ ✏ ✕ ✖✏✖✗u ✘✗st✒ ✕✖ , (Great Britian: Hodder Education, 2010) 19

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making question tag. The things that will be achieved in valid test are preciseness and accuracy.2 In another word, the test can differentiate a small aspect of the test given. For example, if we want to measure gold weight, we exactly must use gold measurement to gain accuracy and preciseness result. If we use body measurement instrument in measuring gold weight, the result will not valid because those two instruments are different in use. The valid measurement or test has lowest error degree so it can show the real thing of the measured or tested object.

From the explanation above, it shows that validity has two primary characters, accuracy and preciseness. So, a test cannot be categorized as the most valid test without seeing the test object. One test instrument possesses high quality level to test one object. But it cannot be high quality level in other objects. But, the valid test is not always showing the goal we want to get, because sometimes there is other aspect that can influence the quality of the test such as in scoring or from the people who join the test. So, to measure the validity of the test, the way is comparing to the lattice work made by the tester.

According to Brown, validity consists of five kinds: content-related evidence, criterion-related evidence, construct-related evidence,

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consequential validity and face validity.3The term of validity is sometimes known as evidence. The following will discuss about each of them.

1. Content-Related Evidence

This approach measures how far the test items represents domain or tested materials.4 To establish the content validity in the measurement instrument, the tester must identify the whole content that will be examined. Then the items will be chosen randomly from the whole content which represents the information from the all areas. By using this method, the tester should collect carefully amount of a group which represents the whole content.

In term of content validity, the tester tries to take the conclusion from the test score into larger domain from the whole content. So that, the content validity is related to the sample of a population representativeness. Knowledge and skills covering in the test items must represent the larger domain from knowledge and skills. However, to make representative test of the whole materials is difficult. For example, in the grammar class, the grammar materials in 1 semester are consisting of tenses, passive voice, if clause, question tag, and adjective clause. It is difficult and near to the nonsense to make representative test of this

H Douglas Brown,✵ ✶✷✸ ✹✶✸ ✺✶✻✻ ✺✻✻ ✼✺ ✷✽✾✿ ❀❁ ❂ ❃❁ ❄ ❅ ❆s ✶❂❇❈ ❅ ❉ss❀❊ ❊ ❋✿❀ ❉ ❃❁ ❃❆t s ,(London: Pearson Longman, 2003) 22

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grammar course materials. Content validity is usually made by content experts. Taking a grammar course as an example again, a test of grammar course should be written by English experts because they know more what are important in their own discipline.

2. Criterion-Related Evidence

When the focus of the test is on criterion validity, the tester tries to take the conclusion from the test scores to performance. A high score of a valid test shows that the test taker has the performance criteria. An independent variable could be used as a predictor variable and a dependent variable as the criterion variable. The correlation coefficient between them is called validity coefficients.5 Here is the researcher concern, criterion validity. College entrance is as predictor of pre-college students’ ability in theirfuture achievement in college.

For example, students sometimes join toffle preparation class before join the real toffle test. In the end of the class, the test is made to predict the students’ capability in joining the real toffle test. The toffle preparation test scores is becoming the predictor variable while the scores of the toffle test is becoming the criterion variable. It is concluded that if the tester passes the toffle

Arthur Hughes,● ❍■ ❏ ❑st ▲ ▼◆❖ P❏❑uP ❑❍● ❍P◗ ❘ ❍◆s ,❙ ❍◗▼❏ ❚❯❚ ■ ❱■ ▼❏(united kingdom: Cambridge university press, 1989) 29

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preparation test, he/she should be ready to join the real toffle test. In other words, if the toffle preparation test scores could predict the real toffle test scores, the toffle preparation test is claimed to have a high degree of criterion validity.

The concept of validity helps us to know what the test measures, what it intends to measure and can the results be used to predict the future behavior of the participants. In other words, it addresses at how well a specific assessment tool predicts the future behavior. College entrance test or college admission test is a test that is expected to be able to predict the success of pre-college students in gaining good academic achievement in the future. Pre-college students filtered based on college entrance test results are expected to reflect the high-low ability in gaining academic achievement. If the score of the college entrance test is high, necessarily it will guarantee success in the future. Instead, pre-college students who do not pass the college entrance test it is because the test shows that they have low test scores and they will not be able to success in the future.

As a tool of comparison of predictive validity is the scores obtained after the pre-college students join the teaching learning process at the college. If it proves that who has the higher score in the college entrance test failed in the first semester exams and if the rejected pre college students gives chance to have same

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teaching learning process and they pass in the first semester exams, so the college entrance test of the college cannot be categorized as good predictor or has low predictive validity.

3. Construct-Related Evidence

To understand the construct validity, first, it is important to know about what construct is. A construct is known as attribute, proficiency, ability, or skill that processed in human brain toward the existing theory.6 Construct validity deals with how well an assessment, or topics within an assessment, connected with the educational constructs that the assessment was designed to measure.7 For example, if the construct to be measured is the ability of the students in speaking English by oral interview, the way how to analize the score is using several factors, fluency, pronunciation, grammatical accuracy, vocabulary in use and socio linguistic appropriateness. Those catagorization in analyzing the ability in speaking English are theoretical cunstruct which is made by the language experts as major components of oral profiency. So if there is a teacher conducts test for speaking ability and just evaluates only pronunciation and grammar, the

H Douglas Brown,❲ ❳❨❩ ❬❳❩ ❭❳❪❪ ❭❪❪ ❫❭ ❨❴❵❛ ❜❝ ❞ ❡❝ ❢ ❣ ❤s ❳❞✐❥ ❣ ❦ss❜❧ ❧ ♠❛❜ ❦ ❡❝ ❡❤t s ,(London: Pearson Longman, 2003) 25

D, J, Brown,❴ ❤❝ ❞♥st ♦❞❲ ❦❞♥u❦♥ ❤❛ ❜❧♥ ❜ ❦ ♠s . (USA: Upper Saadle River, Prentice Hall Regents, 1996) 59

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result of the test is not valid because the construct validity of the test made and conducted is low.

4. Consequential Validity

Language testing experts use consequential validity to refer to the social consequences caused by particular test for a particular purpose.8 A test considered to have consequential validity if the test has benefits for the social life, even if some experts assume that consequential validity is not urgent. Since, it is excluded to the concept of validity in which focus to the essence of the assessment itself.9

The explanation above means that, the impact of the test takers, teachers, schools, government and the community should be considered. According to Brown, the impact test is known as washback (reverse impact).10 For example, the impact of the test on learning, especially in preparation for the particular test. The appearing of institutes tutoring, private tutoring, and books of UAN preparation, a test preparation of CPNS test, and others are some of phenomena of test impact. Other example, If after the teacher certification is found institution that sells seminars

H Douglas Brown,♣ qrs tqs ✉q✈✈ ✉✈✈ ✇✉ r①②③ ④⑤ ⑥ ⑦⑤ ⑧ ⑨ ⑩s q⑥❶❷ ⑨ ❸ss④❹ ❹ ❺③④ ❸ ⑦⑤ ⑦⑩t s ,(London: Pearson Longman, 2003) 29

Arthur Hughes,① ⑩⑤ ⑥❻st ❼❹ ④♣ ❸ ⑥ ❻u❸ ❻⑩① ⑩❸ ⑦❽ ⑩④s ,✈ ⑩⑦❹⑥ ❶✉ ❶⑤ ❾⑤❹⑥(united kingdom: Cambridge university press, 1989) 34

H Douglas Brown,♣ qrs tqs✉q✈ ✈✉✈ ✈✇ ✉ r①②③④⑤ ⑥ ⑦⑤⑧⑨ ⑩s q⑥ ❶❷ ⑨ ❸ss④❹❹❺③ ④ ❸ ⑦⑤ ⑦ ⑩t s ,(London: Pearson Longman, 2003) 38

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certificates, training certificates and even sell diploma, it was also a washback of teacher certification. The thing to remember does not mean the impact behind it is always bad, it must be able to produce a posotive washback. If we do a formative test and find weaknesses in the students learning or teachers teaching weaknesses and we are trying to fix it, so the test that we are arranged has produced positive feedback effect. In other hand, if after following the test the students did not even change the learning style and learning targets, and when they are tested again the results still does not pass, the test that we developed did not leave any impact.

5. Face Validity

In many ways, face validity offers is contradictive to content validity, which attempts to measure how accurately an assessment represents what it is trying to measure. The difference is that content validity is comprehensive and specific evaluation, whereas face validity is a more general measure. Furthermore, the measurement is from the student who doing the test. As an example, after a group of students did a test, the teacher asked for feedback to decide about what good and need to be improved in the test. This can be used as an evaluation for the next assessment project.

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According to Brown face validity is classified as 'weak evidence' supporting construct validity, but that does not mean that it is incorrect11. For example, after doing a test, some students would assume that the test is good because it assess the lesson that had been explained by the teacher. However, another student would assume that the test was too difficult. Thus, this validity doesn’t guarantee how the quality of assessment is, but it is as a support for the other validity concept.

In fact, in the social and educational sciences, it is difficult to measure the face validity of a test because there are so many factors that may lay behind the one assumption such as; background knowledge, the lesson mastery, or even the student emotion. It is practically impossible to account for them all. So that, face validity cannot be a single validity concept of a test because the result can be based on the participant perspective. To make a view about how good the test is we can send the test to a group of colleague experts in the field, to evaluate what they think it needs improvement. This face validity helps a teacher to find the weakness before wasting a lot of time and money for a test.

B. The Definition ofStudents’_Achievement

D, J, Brown,❿ ➀➁ ➂ ➃st ➄➂➅ ➆➂➃u➆➃ ➀➇ ➈➉ ➃ ➈➆➊s . (USA: Upper Saadle River, Prentice Hall Regents, 1996) 46

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Before the disscussion about students’ achivement will be explored more, the researcher explains that the term students’ achievement is sometimes called academic achievement and learning achievement. Those terms are same in meaning, so the researcher sometimes uses term learning achievement and academic achievement in explaining “students’ achievement”. Achievement is always associated with the implementation of activities dealing with the objective of the class. Learning achievement is inseparable from learning, because learning is a process, while learning achievement is the output of the learning process. In the other word, learning achievement is measurement to know how good the process is.

At the same time, there are some definitions of learning achievement, for example, Winkel states that learning achievement is a statement to the success of learning or ability students in learning activities in accordance with the achieved weight.12 On the other hand, Kuh et al assumes that learning achievement is the realization of potential abilities or capacity of a person13. In school, learning achievement can be seen from the mastery of the learning materials and objective of the class. To this purpose, the achievement has private role in evaluating how far students understand the material. Tools to measure achievement or learning

Pascarella, Tarenzini, ➋➌w College Affects Student: A Third Decade Research , (USA: PB Printing, 2005) 38

George D.Kuh at al,What Matters to Student Success: A Review of The Literature

,Commissioned Report For The National Symposium On Postsecondary Student Success: Spearheading A Dialog On Student Success, Indiana University Bloomington, July 2006

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outcomes are called achievement test developed by teachers or lecturers who teach the subjects.

Furthermore, Tarenzini defines learning achievement involve the mastering of cognitive, affective and psychomotor.14 Those aspects are connected to each others which can make a standard of how student can gain the “good” predicate.

Students’learning achievements are often presented in the form of a symbol, in the form of numbers, letters or words that tell the results already achieved by each student in a given period. The results of the measurement of the students include cognitive (knowledge), affective (attitude) and psychomotor (skills) can be determined after evaluation called achievement test.15In the university level, the learning achievement is denoted by numbers or letters. Based on some definitions above, it can be concluded that learning achievement is the level of capability that students have to understand with the information obtained in the learning process including cognitive, affective and psychomotor.

On the contrary, Pascarella argued that the success of learning achievement tests will not always guarantee a student’s success in

Pascarella, Tarenzini, How College Affects Student: A Third Decade Research , (USA: PB Printing, 2005) 69

George D. Kuh et al,What Matters to Student Success: A Review of The Literature, Commissioned Report For The National Symposium On Postsecondary Student Success: Spearheading A Dialog On Student Success, USA, Indiana University Bloomington, July 2006

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learning.16 It is because there are some factors that exactly involve in the learning process. However in achievement almost only cognitive aspect that is evaluated. To this reason, the student achievement through test may not fully reveal complete student ability in the lesson that has been taught. As a result, learning achievement tests may show invalid result toward student competency. Meanwhile, according to Kuh et al, there are two kinds of outcome learning achievement, those are: academic achievement shown by the value (IPK) in school and (b) the economic benefits and quality of life after graduation lecture17.

Although there are limitations in its use, Pascarella and Terenzini and Kuh et al concluded that the academic achievement is still the best indicator for the persistence of students, graduation rates and school enrollment at the next level. An academic achievement in the first year is crucial to further academic success and graduation rates, due to good academic achievement can reduce the possibility of students dropped out from college and increase the possibility of faster or at least on time graduation. In addition, the benefit of an academic achievement also has a positive effect on the probability of obtaining employment that is suitable with the field after he graduated from college.

Pascarella, Tarenzini, How College Affects Student: A Third Decade Research , (USA: PB Printing, 2005)

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As a fact, William and Swail found that college graduation proved to have a better life-career than colleagues who did not earn a degree which will influence to their financial economically.18 Furthermore, the college graduation will have the better skill and experience than the one who do not continue their education. As a result, the college graduation will have better work ethos and qualification dealing with job demanded. To prove the graduation, academic achievement is needed to make sure that he or she is approved by the university. Moreover, through the academic achievement the job seeker will know the qualification of the employer. In short, academic achievement is the most valid way in measuring the quality of the student.

C. Factors Influencing Success Learning

Kuh et al in the commission report delivered at the National Symposium on Post secondary Student Successwith the title What Matters to Student Success: A Review of the Literature proposed a framework for student learning success is based on literature surveys that have been done. Within this framework, the success of student learning (student success) is defined as academic achievement, the students’ involvement in activities

18 Ibid

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which is aimed at education, satisfaction, acquisition of knowledge, skills, achievement of educational goals, and performance after graduation.19

There are two factors that influence the success of learning those are: Pre Class Experience and Background Characteristics of Students (Pre-college Student Experience and Background Characteristic) and phase Experience Class (College Experience), which includes the Student Behavior, Institution Condition and Student Engagement.

1. Pre-Class Experience and Background Characteristics of Students

In the teaching learning process, teacher sometimes finds a student who has good intensity in material given by the teacher. Moreover, the student sometimes makes a difficult question which the teacher never predicts before. The student pretends to master the material given well then the others. This fact concludes that there is a correlation between pre- class experience and background characteristics of students. Kuh at al divides some factors in the period of pre-college experience and student background characteristics that influence academic achievement into four

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categories: work experience, age, educational background and socio-economic condition and family situations.20

a. Work Experience

When college students choose faculty of their education in college that is accordance with their work, it can be indicated that they will get better score then others in their academic achievement because they directly apply what they gain in the class and they can explore it in their work place. It is proved by Research De Rue entitled "Quantity or Quality? Work Experience as a Predictor of MBA Student Success ", showed that the Master of Business Administration (MBA) program must recruit students with the qualification of high quality work experience, the work experience that requires high responsibility and work place diversity.21

This is in contrast to research Dreher and Ryan, which examines the relationship between work experience for Master of Business Administration (MBA) students and the academic achievement. The results showed that the work experience only had small impact on academic success or

D. Scott DeRue,Quantity or Quality? Work Experience as a Predictor of MBA Student Success, GMAC Research reports, september 2, 2009

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academic achievment in the first semester, and does not affect the academic success of the following semester.22

b. Age

Age of a personal is assumed to have an influence on his thinking ability. Students who are older often said to be possess more ability in terms of basic skills which is necessary for effective study at higher education level. Therefore, a student who is older tended to have higher academic achievement than students who are younger. But test results of Richardson in his study entitled "Mature Student in Higher Education: Academic Performance and Intellectual Ability '' gives different conclusion about age impact on academic achievement. He concluded that in terms of academic performance for higher education (post graduate) there is no sufficient evidence to guarantee the young student will have a better academic performance than students with older age. Differences in gender and age of the students do not have an impact on student performance. The ages 25-29 ages is seen as the most excellent in the performance of students, but other than that age only provide a slight difference in affecting student achievement23.

George F. Dreher, Katherine C. Ryan,Prior Work Experience And Academic Achievement Among Firts-Year Mba Students.Research in higer education, august 2000, volume 41, issue 4

Jhon T.E. Richardson,Mature Students In Higher Education Performance And Intellectual Ability, (netherland: kluwer academic publisher, 1994)

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c. Educational Background

The educational background and participation courses have a significant effect on academic achievement in the exam. The experience or academic background in language at the previous education gives significant positive effect on student achievement of language department. It is very logic, someone who has gotten education before going to the college, and he or she chooses college program same with the education before, surely his or her educational backgorund influences the academic acievement at college.

but Trail, et al in his research entitled "Impact of Field of Study, College and Year on Calculation of Cumulative Grade Point Average" shows that the differences in educational background give little effect on the academic performance of students. The differences in educational background affect only 1.5% of the academic achievement.24

d. Socio-Economic Condition and Family Situations

This case actually has biggest effect to the college students’ achievement in the college. There had been many facts dealing with the collegestudents’ failure in their college

Carla trail at al,Impact of Field of Study, College And Year on Calculation of Cumulative Grade Point Average, advances in health sciences education august 2008, volume 13, issue 3

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caused by this case. Bary in his research entitled “TheEffect of Socio-Economic Status on the Academic Achievement” investigated the effect of family situation (family-level factors) including the number of siblings, socio - economic status (consisting of education, employment status and income of parents), incomes possessed by the family and parent involvement in their children school. The sample was 7.976 students from 752 schools. The Selection of schools conducted by the way probability sampling of the Educational Longitudinal Study data of 2002, which is collected by the National Center for Education Statistics (NCES).25

The results showed that socio-economic status gives positive effect on the test scores, students who have a lower socio-economic status tend to get lower test scores as well. whereas, other results shows that the number of sibling gives negative effect on the test scores, incomes of the family give positive effect on the test scores, and the greater parents involvement in their children school give a positive effect on the test scores. In case increasing students’ concentration, something to support student success is a guarantee of financial aid that is suitable until the student graduating from

Jennifer Barry,The Effect of Socio-Economic Status on Academic Achievement, a thesis of bachelor of arts student, Wichita state university, 2005

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the college, especially for the scholarship program. With this guarantee, the students will be able to fully concentrate to the learning activities and does not need to work after being in college to pay college and suffice their needs and their family needs.

e. Gender

Most researches which observe the effect of gender on learning achievement shows that female tend to have better academic achievement than male. In addition, female tend to be more diligent in learning and diligently involved in extra college activities that support the learning process, while male prefer to join college activities that are refreshing and sports.

Female also has nature in case a tendency to involve and join in social relations, so in the learning, they feel possess the obligation and responsibility to improve her performance to reach the family expectations, teachers and friends around her, while male tend to get his motivation to improve performance only for his own purposes.26

2. Stage College Experience

George D.Kuh at al,What Matters to Student Success: A Review of The Literature

,Commissioned Report For The National Symposium On Postsecondary Student Success: Spearheading A Dialog On Student Success, Indiana University Bloomington, July 2006

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When college students begin the course in the college, another important factor in achieving success is the involvement of the college students toward effective educational activities. Chikering and Gamson in a Kuh et al explained that there are seven categories of effective educational activities that can affect college student learning and the quality of their educational experience. The seven categories, namely: the relationship between students and faculty, collaboration between students, active learning process, fast in giving feedback and accurate, time which is used to do the homework, high expectations and appreciate the variety of talents and ways of learning27. In general, the college students that are more involved in those activities, the more that they learn and possess and the more that they are more to survive and graduate from college.

The college must help the college students in providing interesting classroom experiences that encourage students to spend more time and effort to the learning process and help students to develop good study habits. It is important for institutions to invest in supporting the academic facilities designed for students and academic staff to work together to increase the learning atmosphere inside and outside the classroom in order to have a great influence on student success. Institutional

27 Ibid

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conditions are related to student success include: the mission of the institution is clear and focused, high standards and expectations for student achievement, assessment and timely feedback, a culture of student-centered learning, peer support, the pressure on the first year of college, respecting the diversity of knowledge, the integration of learning and previous experience, academic support programs tailored to meet the needs of students, the application for subjects studied, active learning, collaboration between students and academic staff and among students, stressing support environment for academic work, relationships with faculty outside the classroom.28

In addition, Campbell in his study titled Motivational Systems Theory and The Academic Performance of College Students examined the relationship between learning motivations, responsive learning to environmental factors and college Grade Point Average (GPA) of the academic achievement of 259 students in business program at Institute of Higher Education in the Southeast United States of America. The results showed that learning motivation, responsive learning to environmental factors

28 Ibid

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and college Grade Point Average (GPA) has positive correlation.29

D. Aspects Influencing Score in A Test

Score in a test becomes an important thing for someone who taking a test because score determines the test takers’ hope in joining a test. There are few aspects that can influence increasing and decreasing score in test. Prof. Dr. Saifuddin Azwar, MA explained in his speech aspects influencing score in test.30He divided it into 4 kinds as below:

1. In the many tests Rosser found that the true answer test questions relating to the differences of gender are always profitable to the men even though woman have high academic achievement. Rosser also found that women are generally better at answering questions about relationships, aesthetics, and the humanities, while men are more successful in answering questions about sports, science, and business. This conclusion is supported by the findings of previous studies conducted by researchers of Educational Testing Service (ETS). Dwyer reviewed gender gap from a historical perspective. Dwyer found that among the writer’s tests generally know that gender differences can be manipulated by selecting different test items. For example fact showed that, in a few years early

Michael M. Campbell,Motivation Systems Theory and The Academic Performance of College Students,Journal Of College Teaching And Learning, Volume 4, Number 7, July 2007

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implementation of the SAT, men got higher scores than women on the mathematics but women always gained higher than men on the Verbal section. The head ofEducational Testing Service(ETS) took a policy in balancing verbal tests in order to help men by multiplying 18 questions related to politics, business and sport on the Verbal section. After that, men gained higher score than women whether on the Math and the Verbal section.

2. The multiple choice format from the research conducted by ETS and the College Board have concluded that form of multiple choices potentially influences against women. In a study of various forms of tests at Advanced Placement (AP) test created by ETS for the College Board, also found that the gap scores between genders is reduced or lost all in other forms such as answers-short and essays except in the form of multiple-choices. Similar results were concluded from the findings of the California Bar Exam tests and the SAT's English Composition with Essay Test.

3. Guessing opportunities on multiple-choices test with five choices that imposing guessing penalty, which is to reduce the score by quarter for each wrong answer and give a score of zero for a question that is not answered, intended to test takers who do not feel sure the answer did not make any guesses, because speculation in the answer contains a risk of loss score. Research shows that men tend to be braver to take risks and will guess if they do not know the answer, while women

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tend to answer only if they convince that their answers are correct and tend not to guess. Unwillingness to do guessing on the test proved negative impact on test scores.

4. Another factor influencing the gender gap is the elements that must work quickly in response to the test. Evidence shows that women and men have a different approach to solving the problem. In general, women tend to view the problem as a whole, considering the possibility of more than one correct answer and check their answers. This approach is good for the school and in everyday life but will be harm when facing exam because it would be very wasting time. Various studies have found that when a test is given without any pressure of time, the scores of women will rise sharply, while a score of men has not changed much compared with an exam that must be completed within a limited time.

In this research, the researcher does not measure the factors influencing success learning and factors influencing scores in a test (point C and D). But, the researcher has strong asssumption that students who achieve high scores in college entrance language test, have been influenced by factors explained in point D. The students accepted through SPMB qualification test and achieved high scores in Intensive Course (IC), have been passed through processing few factors in point C.

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In this research, generally, discusses about validity test. Actually there have been some of graduated students of UIN Sunan Ampel Surabaya that in their thesis discussed about validity, but the difference is in case angle or point of view and the variable and place of research focus on. Year 2013, student of Arabic Teacher Education Department (PBA), Salma, conducted research about validity and reliability of the college entrance test items of UIN Sunan Ampel Surabaya exactly pre-college students selection test (SPMB) in the second SPMB qualification test, but she focused on the items of the test, measuring whether the items of the test can be catagoried as valid and reliable or no.

From the outside college, the research aboutAnalysis in The Level of Predictive Validity of The College Entrance Test D-3 Program of UIN Yogyakarta Toward Students’ Achievement of Technic Faculty Academic Year 2012-2013. The result of this reseach showed that the level of predictive validity between those two variables is in 0,68. It means that the level of the college entrance test of UIN Yogyakarta toward students’ achievement of technic faculty has high predictive to the students’ achievement.

Next, the research conducted by Sahlan Rosyid, he conducted a research untitle “Dampak Nilai Ujian Masuk Universitas Muhammadiyah Surakarta Terhadap Indeks Prestasi Mahasiswa Fakultas Psikologi Dan Fakultas Agama Islam Prodi Tarbiyah Angkatan 2009”. In his reserach result showed that between the college entrance test of Universitas

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Mumahammadiyah surakarta towards achievment index (IP) students of psychology faculty and PAI academic year 2008-2009 is low, therefore, the scores of the college entrance does not determine or predict the achievment index (IP) students of psychology faculty and PAI academic year 2008-2009.

The previous studies above are few samples of research focusing in assessing the level of predictive validity of a test at college. Actually there are many research conducted to analyze the level of predictive validity of the other test excluding college entrance test such as national examination, school admission test and others. It proves that evaluation in case predictive validity has significant rule in determining the quality of the students. Therefore, knowing the level of college entrance language test scores in UIN Sunan Ampel Surabaya towards students’ achievement of Teacher English Education Department (PBI) in the first year academic year 2014-2015 is conducted by the researcher.

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RESEARCH METHODOLOGY

A. Research Design

This research applied a quantitative approach. Based on the purpose of this study that the study is to explain the correlation between collage entrance language test score and students’ achievement in the first semester in case Intensive Course (IC), this study clarifies as nonexperimental research. Nonexperimental research is a research where the researcher identifies variables and may look for relationship among them but does not manipulate the variables.1 This study makes no manipulation or control of independent variable from the researcher, thus, it is catagorized as correlational research.

B. Research subject

The number of research subject in this research is twenty six students. The research subject is students of English Teacher Education Department (PBI) accepted through college entrance test or SPMB qualification test academic year 2014-2015. The scores needed by the researcher to answer the hipothesis are two kinds of score: the first is college entrance language test scores of English Teacher Education Department (PBI) Students who are received through SPMB qualification

↕ ➙➛➜➝ ➞➟➠ ➡ ,➢➤ ➥➦➧ ➨➩ ➫ ➥➭ ➧➤➯➧➲➳➵➳➸ ➦➩ ➺➢ ➤➻➨ ➫➩ ➸ ➥➭ ➧➤,(➼ ➽➟➾ ➚ ➜➞➪➶ ➙➠➹➘, ➴➷ ➛➬ ➜➬ ➷➮➷➜➠ ➛➱ ➛➬ ✃ 2010), 26

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test and the second is their scores of Intensive Course (IC) score in the first semester academic year 2014-2015.

C. Data collection technique

To gather the information about the object of the study, the researcher uses documentation. The documentation is in the form of students’ score of college entrance language test and students’ score of Intensive Course (IC) in the first semester academic year 2014-2015. The students’ score of college entrance language test andthe students’ score of Intensive Course (IC) will be reached from central office of UINSA Surabaya (Rektorat Office) that handles the documentation of all scores of college entrance.

D. Research instrument

This research uses quantitative data analysis. The data collection technique in the research is documentation. Therefore, the research instrument in this research is documentation study guidence which is used to list the data needed for the research. The list of data consists of primary data and secondary data. The primary data consists of data of college entrance language test scores academic year 2014-2015 and data of Intensive Course (IC) scores of students of English Education department (PBI) who were accepted through SPMB qualification test. For additional information, the secondary data are also listed in documentary study guidence such as range of the scoring in college entrance language test, the number of the question in college entrance language test and point of each

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question. Those secondary data are needed to strengthen the result of the research.

E. Data Analysis Technique

This is the final and the most important step of the research as it will lead the researcher to the conclusion about the data collected. For this reason the researcher must choose the appropriate data analysis to come up with the valid hypothesis. Considering the research project is to measure the correlation between college entrance language test score and Intensive Course (IC) score the researcher will use quantitative data analysis with Pearson Product Moment correlation. According to Ary, one of the correlation parts is prediction correlation which evaluates how the two variables will predictively impact to another variable2. In the other word, the bigger correlations of two variables have the bigger possibility of the prediction will be success.

In this research the data is from the college entrance language test score and Intensive Course (IC) score of the first semester of English Teacher Education Department (PBI). Furthermore, the data will be analyzed by using Pearson Product Moment correlation to see the correlation between those two variables, with the level of significance 0,05. Here is the manual formula of Pearson Product Moment correlation.

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analysis in educational research4. Thus, SPSS is chosen by the researcher because it is more valid and efficience.

After the result of analizing those two scores, college entrance language test scores and Intensive Course (IC) scores, by using SPSS 16.0 version program, the researcher then catagorizes the result whether the correlation between those two scores is low or high. Above is the guidence:

3.1The Guidence of Determining Correlation

R Correlation Criteria

0,00 - 0,199 Very low

0,20 - 0,399 Low

0,40 - 0,599 Averange

0,60–0,799 Strong

0,80–1,000 Very strong

To simplify in determining the correlation between college entrance English test scores and Intensive Course (IC) scores, the researcher devides the guidence of determining correlation above in two kinds, low and high. It is catagorized as low correlation when the result is under 0,40 and it is catagorized as high correlation when the result is more then 0,40. However, in catagorizing the result, even the researcher catagorizes the result in two kinds, the researcher constantly will explain the result

ð ñòóô õö÷ ø ,ùú ûüý þÿ û✁ ýú✂ý✄☎✆☎✝ üÿ ✞ù ú✟þ ÿ ✝ û✁ ýú,(✠ ✡ö☛ ☞ óõ✌✍ ñ÷✎✏, ✑✒ ò✓ ó✓ ✒✔✒ó÷ ò✕ ò✓ ✖ 2010) 140

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including into one of correlation criteria in the table 1.1. The null hypothesis is rejected or the alternative hypothesis is accepted when the result of the SPPS version 16.0 analysis shows that the correlation between those two scores is high, and The null hypothesis is accepted or the alternative hypothesis is rejected when the result of the SPPS analysis shows that the correlation between those two scores is low.

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✧★ ✩★ ✪★ ✫.✬★ ✭✮✫✯.✰✱.★✧✧★ ✩★ ✪★ ✫.✬★✭✮✫✯.✰✱.★ ✧✧★ ✩★ ✪★✫.✬★✭✮✫✯.✰✱.★ ✧✧★ ✩★ ✪★✫.✬★✭✮✫✯.✰✱.★ ✧✧★ ✩★ ✪★✫.✬★✭✮✫✯.✰✱.★✧✧★✩★✪★✫.✬★✭✮✫✯.✰✱.★✧

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter the researcher presents and analyzes the data. The analized data was conducted to know the quality of the college entrance language test as a tool or media to deciding and filtering the pre–college students who want to enter and study in English Teacher Education Department (PBI). It means that, the quality of college entrance language test to predict the students’achievement is tested in this case. In

analyzing the data, the researcher presented the college entrance language test scores (SPMB) and Intensive Course (IC) scores of English Teacher Education Department (PBI) in the first semester. Then those two scores are analyzed by using Pearson Product Moment method in gaining the result whether those two variables are correlated or not. To know the correlation of them, the researcher uses SPSS version 16.0 program.

A. Findings

In this stage, the researcher presents the needed data to get the result of the study. The data of this study consists of 2 data, College Entrance Language Test scores and Intensive Course scores in one table as below:

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1. Students’ Score_{of College Entrance Language Test And Intensive}

Course (IC) Score of English Teacher Education Department (PBI)

In this case, the researcher presents the data about the Students’

scores of college entrance language test and students’ scores of

Intensive Course (IC) of English Teacher Education Department (PBI) in the first semester. Those two data are gotten from central academic office UIN Sunan Ampel Surabaya. The official of central academic office UIN Sunan Ampel Surabaya gives those two scores without the name of the students to keep the previllige, but it does not decrease the validity of data because the official of central academic office UIN Sunan Ampel Surabaya guarantees the originality of data.

In determining the acception and rejection of pre-college students who want to study in UIN Sunan Ampel Surabaya through SPMB qualification test, according to the officer in central office of UIN Sunan Ampel Surabaya, each scores from each materials is prosentased in one scores, and the scores of English And arabic is prosentased as one. For language programs including English Teacher Education Department (PBI), the language material scores is become the main criterion or determination for acception and rejection.

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✽✾ ✿✾ ❀✾ ❁.❂✾ ❃❄❁❅.❆❇.✾✽✽✾ ✿✾ ❀✾ ❁.❂✾❃❄❁❅.❆❇.✾ ✽✽✾ ✿✾ ❀✾❁.❂✾❃❄❁❅.❆❇.✾ ✽✽✾ ✿✾ ❀✾❁.❂✾❃❄❁❅.❆❇.✾ ✽✽✾ ✿✾ ❀✾❁.❂✾❃❄❁❅.❆❇.✾✽✽✾✿✾❀✾❁.❂✾❃❄❁❅.❆❇.✾✽ 4.1 The SPMB Qualification Test Scores Academic Year 2014-2015

ID PERIODE TAHUN

KURIKULUM

KODE UNIT

KODE MK

KELAS MK

NILAI SPMB

1 20141 2013 PBI BD613027 A 49.4175

2 20141 2013 PBI BD613027 A 49.1675

3 20141 2013 PBI BD613027 A 50.8325

4 20141 2013 PBI BD613027 A 43.75

5 20141 2013 PBI BD613027 A 50.3325

6 20141 2013 PBI BD613027 A 47.75

7 20141 2013 PBI BD613027 A 45.0825

8 20141 2013 PBI BD613027 A 48.1675

9 20141 2013 PBI BD613027 A 59.0825

10 20141 2013 PBI BD613027 A 23.6675

11 20141 2013 PBI BD613027 A 47.4175

12 20141 2013 PBI BD613027 A 43.3325

14 20141 2013 PBI BD613027 A 46.9175

15 20141 2013 PBI BD613027 A 44.3325

16 20141 2013 PBI BD613027 A 47.5

17 20141 2013 PBI BD613027 A 48.1675

18 20141 2013 PBI BD613027 A 44.1675

19 20141 2013 PBI BD613027 A 49.25

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21 20141 2013 PBI BD613027 A 51.8325

22 20141 2013 PBI BD613027 A 38.0825

23 20141 2013 PBI BD613027 A 43.8325

24 20141 2013 PBI BD613027 A 42.0825

25 20141 2013 PBI BD613027 A 41.8325

26 20141 2013 PBI BD613027 A 46.25

4.2 The Intensive Course (IC) Scores of English Teacher Education Department (PBI) Academic Year 2014-2015

ID Periode Tahun

Kurikulum Kode Unit Kode MK Kelas MK Nilai Numerik Nilai Angka Nilai Huruf

1 20141 2013 PBI BD613027 A 72 3 B

2 20141 2013 PBI BD613027 A 72 3 B

3 20141 2013 PBI BD613027 A 77 3.25 B+

4 20141 2013 PBI BD613027 A 63 2.5 C+

5 20141 2013 PBI BD613027 A 62 2.5 C+

6 20141 2013 PBI BD613027 A 66 2.75

B-7 20141 2013 PBI BD613027 A 59 2.25 C

8 20141 2013 PBI BD613027 A 83 3.5

A-9 20141 2013 PBI BD613027 A 94 4 A+

10 20141 2013 PBI BD613027 A 72 3 B

11 20141 2013 PBI BD613027 A 71 3 B

12 20141 2013 PBI BD613027 A 70 2.75

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15 20141 2013 PBI BD613027 A 71 3 B

16 20141 2013 PBI BD613027 A 73 3 B

17 20141 2013 PBI BD613027 A 63 2.5 C+

18 20141 2013 PBI BD613027 A 71 3 B

19 20141 2013 PBI BD613027 A 66 2.75

B-20 20141 2013 PBI BD613027 A 86 3.75 A

21 20141 2013 PBI BD613027 A 76 3.25 B+

22 20141 2013 PBI BD613027 A 42 1.75 D

23 20141 2013 PBI BD613027 A 83 3.5

A-24 20141 2013 PBI BD613027 A 72 3 B

25 20141 2013 PBI BD613027 A 66 2.75

B-26 20141 2013 PBI BD613027 A 67 2.75

B-In the table 4.1, it shows the scores of college entrance language test scores and table 4.2 shows the scores of Intensive Course (IC) scores. In common scoring system at college, the scores are catagorized into three catagories. It is also in UIN Sunan Ampel Surabaya scoring system. The scores of Intensive Course (IC) consist of three categories: numerical score, number equivalent and letter equivalent. In the college, the scoring system of all materials is categorized using those three categories. A letter symbol in scoring system has own score interval numeral. This is explained in the book

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of Guide Implementation of Education Undergraduate Program (S1) about the score interval numeral as in the table below.1

4.3 Score Interval Numeral

SCORE OF INTERVAL NUMERAL LETTER EXPLANATION 91-100 86-90 81-85 76-80 71-75 66-70 61-65 56-60 51-55 40-50 <39 A+ A A-B+ B B-C+ C C-D E 4.00 3.75 3.50 3.25 3.00 2.75 2.50 2.25 2.00 1.75 0 Pass Pass Pass Pass Pass Pass Pass Pass Fail Fail Fail

From the table 4.1, the researcher concludes that from 26 college students of English Teacher Education Department (PBI) who are accepted through SPMB qualification passed the Intensive Course (IC) in the first semester except one student. The spesification of their

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❞❡ ❢❡ ❣❡ ❤.✐❡ ❥❦❤❧.♠♥.❡❞❞❡ ❢❡ ❣❡ ❤.✐❡❥❦❤❧.♠♥.❡ ❞❞❡ ❢❡ ❣❡❤.✐❡❥❦❤❧.♠♥.❡ ❞❞❡ ❢❡ ❣❡❤.✐❡❥❦❤❧.♠♥.❡ ❞❞❡ ❢❡ ❣❡❤.✐❡❥❦❤❧.♠♥.❡❞❞❡❢❡❣❡❤.✐❡❥❦❤❧.♠♥.❡❞

score is: one student gets A+, one student gets A, two students get A-, two students get B+, eight students get B, five students get B-, five students get C+, one student gets C and one last student who fails in Intensive Course (IC) gets D.

2. The Result of Statistic Data Analizing Using Pearson Product Moment

In this case, the researcher uses the Correlation Pearson Product Moment analysis technique through the SPSS version 16.0 program. From the statistical analysis by using SPSS the result is listed as follow :

4.4 the result of pearson product moment correlation analysis through SPSS version.16.0

Correlations

Intensive Course (IC)

scores (X)

SPMB qualification test Scores (Y)

Intensive Course (IC) scores (X)

Pearson Correlation 1 .428*

Sig. (1-tailed) .016

N 25 25 SPMB qualificati on test Scores (Y)

Pearson Correlation .428* 1

Sig. (1-tailed) .016

25 25

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Correlation Pearson Product Moment analysis from the X variable and Y variable result is in 0,428. X means the Intensive Course (IC) scores and Y variable is college entrance language test scores. Seeing to the result, it is more than 0,40, thus it is catagorized as high correlation in line averange based on the guidence of determining correlation that the researcher uses. Above is the guidence:

4.5 The Guidence of Determining Correlation

R Correlation Criteria

0,00 - 0,199 Very low

0,20 - 0,399 Low

0,40 - 0,599 Averange

0,60–0,799 Strong

0,80–1,000 Very strong

It means that the result of the college entrance language test scores has high influence to the Intensive Course (IC) scores of English Teacher Education Department (PBI) students in the first semester. In the other word, the high scores that the students have in the college entrance language test, they are more likely to have potency to achieve high scores in Intensive Course (IC).

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the higher scores that the students have in the college entrance language test, the higher potency to get higher scores achieved in Intensive Course (IC).

The researcher also concludes that the purpose of conducting college entrance test year 2014-2015 focusing in filtering pre-college students who want to enter to English Teacher Education Department (PBI) in UIN Sunan Ampel Surabaya had implementatively done. So, the students of English Teacher Education Department (PBI) academic year 2014-2015 are the better than students who are rejected. By having the best students, surely it will make easier for the lectures to explore and improve the students’ ability. This also will create a competitive classroom.

(2)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses the final conclusion of the research which was conducted in UIN Sunan Ampel Surabaya. The researcher gave the result of the research to answer the problem for research questions in the first chapter and also to give some suggestions that maybe useful for next researcher when they want to conduct a research in case predictive validity of a test.

A. Conclusion

In this study, the researcher’ focus is to know the level of the predictive validity of college entrance language test toward students’ achievement in English Teacher Education Department (PBI). In the other word, the researcher sees whether college entrance languaeg test scores as predictor of students’ ability for English Teacher Education Department (PBI) has correlation with Intensive Course’s (IC) scores in the first semester. Seeing the function or purpose of the college entrance test (as predictor) especially in language material as the focus on this research, the high level of predictive validity of the college entrance test is important to be achieved.

For knowing the correlation between college entrance language test score and Intensive Course’s (IC) score, the researcher asked the data to the office center of UIN Sunan Ampel Surabaya. Then after getting the score of students of English Teacher Education Department (PBI) who were accepted by SPMB qualification test and their score in Intensive

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Course’s (IC) score in the first semester, the researcher used Pearson Product Moment correlation by SPSS program version 16.0 in getting the result of correlation.

The result shows that there is high correlation in averange line based on the guidence of correlation criterion between college entrance language test scores and intensive course’s (IC), where those two variables correlation is in 0, 428. It means that the Null Hypothesis is rejected and alternative hhypothesis is accepted.

From the explanation above, the researcher concludes that the predictive validity of college entrance language test scores toward students’ achievement is able to be a good predictor for English Teacher Education Department (PBI). It has been in accordance with the internal institution’s hope who handles the making of college entrance language test. By gaining the high level (averange position) of predictive validity of college entrance language test, hopefully, it will help the lecturers easier transwering knowledge in the class and for the college it self, it may become the tool to get the best students.

B. Suggestion

The researcher suggests for the next researcher who wants to explore more about validity in college entrance English test score in UIN Sunan Ampel Surabaya to analyze the items of test. The purpose is to know the difficulty level of each item in the test. This is because the test materials should be in accordance with the test taker level. The test takers in college

(4)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id entrance test are graduated from senior high school, so the test materials

should be in accordance with materials that students of senior high school had learned.

For the researcher who wants to conduct research in case validity of test, it is suggested to discuss about the reliability of the analized test items. The purpose is to get deeper information about the quality of the test itself.

By this research result, the next researcher can conduct a research

that analyze the factors influencing students’ achievement, hopefully, by knowing the most factors influencing the students’ achievement, it can become tha way or technique to improve the students’ achievement.

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Brown, H. Douglas, LANGUAGE ASSESSMENT, Principles and Classroom Practices, London: Pearson Longman, 2003

Fulcher, Glenn, Practical Language Testing, Great Britian: Hodder Education, 2010

Carmines, G. Edward. and R.A Zeller, Reliability and Validity Assessment, London: Sage Publication, 1979

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Tarenzini, Pascarella, How College Affects Student: A Third Decade Research, USA: PB Printing, 2005

Kuh .D. George at al, What Matters to Student Success: A Review of The Literature, Commissioned Report For The National Symposium On Postsecondary Student Success: Spearheading A Dialog On Student Success, Indiana University Bloomington, July 2006

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Trail Carla at al, Impact of Field of Study, College And Year on Calculation of Cumulative Grade Point Average, advances in health sciences education august 2008, volume 13, issue 3

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✜✢✣ ✢✤ ✢✥.✦ ✢✧★✥✩.✪✫.✢✜✜✢✣ ✢✤ ✢✥.✦ ✢✧★✥✩.✪✫.✢✜✜✢✣✢ ✤✢✥.✦ ✢✧★✥✩.✪✫.✢✜✜✢✣✢ ✤✢✥.✦ ✢✧★✥✩.✪✫.✢✜✜✢✣✢ ✤✢✥.✦ ✢✧★✥✩.✪✫.✢✜✜✢✣ ✢✤✢✥.✦ ✢✧★✥✩.✪✫.✢ ✜ Barry Jennifer,The Effect of Socio-Economic Status on Academic Achievement, a

thesis of bachelor of arts student, Wichita state university, 2005

Campbell .M. Michael, Motivation Systems Theory and The Academic Performance of College Students, Journal Of College Teaching And Learning, Volume 4, Number 7, July 2007

Sugiyono, Metode Penelitian Kuantitatif Kualitatif Dan R&D, Bandung: ALFABETA CV, 2012

Denscombe Martvn, the good research guide, for small-scale social research projects, fourth edition, England: Open University Press, 2010

https://suicidealone.wordpress.com/2008/05/14/hello-world/, taken in 30 April 2015

Ary Donald, Introdcution To Research In Education, USA:Wadsworth, Cengage Learning, 2010

PREDICTIVE VALIDITY OF THE COLLEGE ENTRANCE LANGUAGE TEST OF UIN SUNAN AMPEL SURABAYA TOWARD STUDENTS’ ACHIEVEMENT OF ENGLISH TEACHER EDUCATION DEPARTMENT (PBI).

ACHIEVEMENT OF ENGLISH TEACHER

EDUCATION DEPARTMENT (PBI)

THESIS

Submitted in partial fulfillment of the requirment for the degree of Sarjana

pendidikan (S.Pd) in Teaching English

By:

M Zakaria Adityawarman

(D05211014)

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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ACHIEVEMENT OF ENGLISH TEACHER

EDUCATION DEPARTMENT (PBI)

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SUNAN AMPEL STATE ISLAMIC UNIVERSITY

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