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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Teaching and Linguistic Issues (JETLI)
PAhrizal, Novri
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Education Languange, Linguistic, Communication & Media

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Measuring the Quality of Teacher-Constructed English Test as Final Examination through Item Response Theory Pahrizal, Novri; Otaya, Lian Gafar
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 2 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i2.2998

Abstract

This study aimed to examine the psychometric quality of a teacher-constructed English final examination test for Grade X students at Senior High School in Sungai Penuh using the framework of Item Response Theory (IRT). The analysis focused on evaluating model fit, item difficulty, and item discrimination parameters across the 1-Parameter Logistic (1-PL) and 2-Parameter Logistic (2-PL) models. Data was collected from students’ responses to 40 multiple-choice items and analyzed using RStudio. The goodness-of-fit results revealed that the 2-PL model provided a better representation of the data, with 36 items classified as fit and only 3 misfitting, compared to the 1-PL model where 32 items fit and 8 misfits. Furthermore, the difficulty parameter (b) indicated that all items were within the acceptable range (–2 ≤ b ≤ +2), with a tendency toward easy to moderate levels. The discrimination parameter (a) demonstrated that most items possessed satisfactory to high discrimination power, although a small number exhibited lower values. These findings confirm that the teacher-constructed test generally meets psychometric standards of validity and reliability, while also highlighting the need for revision of a few misfitting and low-discrimination items. The study provides both theoretical and practical contributions by emphasizing the importance of applying IRT in school-based assessment practices to ensure fair, accurate, and effective evaluation of students’ learning outcomes.
Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners Pahrizal, Novri; Vintoni, Aridem; Sotlikova, Rimajon; Ya'akub, Hajah Zurinah Haji
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23908

Abstract

The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.
Co-Authors Aridem Vintoni Otaya, Lian Gafar Sotlikova, Rimajon Ya'akub, Hajah Zurinah Haji