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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Teaching and Linguistic Issues (JETLI) RANGGUK: Jurnal Pengabdian Kepada Masyarakat
PAhrizal, Novri
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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.
BIMBINGAN BELAJAR BAHASA INGGRIS BAGI ANAK-ANAK SDN 02 NAGARI PULAURAJO KECAMATAN AIRPURA Hartono, Rodi; Pahrizal, Novri; Pardisa, Marcelia Puti
RANGGUK: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2021): RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Negeri Kerinci

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Abstract

The tutoring program exists to provide English tutoring for children at Elementary Scholl Number 02 Nagari Pulaurajo, Airpura District, as a strategy to improve English communication quality. The aim of English tutoring is for children to have an introduction to primary English material and to be able to pronounce essential words and sentences in English that are related to everyday life. The method for implementing Community Service regarding English language tutoring for children at Elementary Scholl Number 02 Nagari Pulaurajo, Airpura District, is the socialization, training, and guidance methods. The results of the service activities show that the children are thrilled and interested in the English language tutoring program. The children had difficulty pronouncing English words at the beginning of the English tutoring meeting. After the third meeting, the children started to pronounce words correctly, even though some participants still pronounced them wrong. Guidance methods used to guide and train children are playing, singing, spelling, pronouncing, and role playing. The learning results of children at Elementary Scholl Number 02 Nagari Pulaurajo, Airpura District, before tutoring showed that only 1 elementary school child who took the test passed while 19 children did not. The overall average score is 57. This indicates that children need to take English language tutoring. The results of the test carried out after the English language tutoring was carried out showed that the children of Elementary Scholl Number 02 Nagari Pulaurajo, Airpura District, who took the test all passed the test.
Co-Authors Aridem Vintoni Hartono, Rodi Otaya, Lian Gafar Pardisa, Marcelia Puti Sotlikova, Rimajon Ya'akub, Hajah Zurinah Haji