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All Journal LINGUA: Jurnal Bahasa dan Sastra Journal of English Literacy Education
Muslih Hambali
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Education Languange, Linguistic, Communication & Media

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Teacher-made Summative Test: An Analysis of Test Format, Index of Difficulty, Discrimination, and Distractors Isabell Sengkaton; Muslih Hambali; Soni Mirizon
Jurnal Bahasa dan Sastra Vol 20, No 2 (2020)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study was aimed at finding out the quality, index of difficulty, discriminating power, and effectiveness of distractors of teacher-made English summative test item format. The sample of this study was 44 eleventh-grade students of one public senior high school in Palembang. The data were collected from the result of the English summative test responded by eleventh-grade students of the school. The data were analyzed by using the table of multiple- choice test item format and item analysis. The result of the test item format showed that none of the item was in the good (accepted) category, 34 (85%) items were in the moderate category, and 6 (15%) items were in poor category. The result of index difficulty showed that 10 (25%) items were in difficult category, 12 (30%) items were in easy category, and 18 (45%) items were in satisfactory category. The result of discriminating power showed that 16 (40%) items had poor discriminating power, 10 (25%) items had moderate discriminating power, and 14 (35%) items had good discriminating power. The result of the effectiveness of distractors showed that from a total of 160 distractors 41% of them functioned effectively, 51% of the distractors functioned less effectively, and 8% of the distractors were ineffective. In short, the teacher- made English summative test of the eleventh-grade students of the school was not acceptable to be used as an instrument to evaluate the students’ English learning due to many aspects of a good test in terms of quality, index of difficulty, discrimination power and effectiveness of distractors were not fulfilled. Keywords: test item analysis, teacher-made summative test, English Abstrak: Studi ini bertujuan untuk mengetahui kualitas, indeks kesulitan, kekuatan pembeda, dan keefektipan pengecoh terhadap format butir tes sumatif Bahasa Inggris. Jumlah sampel sebanyak 44 siswa kelas 11 Sekolah Menengah Atas Negeri 3 Palembang. Data studi ini merupakan jawaban hasil sumatif tes yang dikerjakan oleh ke 44 siswa tersebut dan dianalisa menggunakan tabel format butir tes berbentuk pilihan ganda. Hasil format butir tes menunjukkan tidak satupun butir soal berkatagori bagus. Dari sejumlah 40 soal, 34 (85%) butir soal tergolong sedang dan sisanya 6 soal (15%) termasuk katagori kurang. Dari hasil indeks kesulitan butir soal terdapat 10 butir (25%) dianggap sulit, 12 butir  (30%) mudah , dan 18 butir (45%) tergolong memuaskan. Untuk kekuatan pembeda, terdapat 16 butir (40%) soal kurang, 10 butir (25%) butir sedang, dan 14 butir (35%) dianggap bagus. Sementara itu, hasil keefektipan pengecoh menunjukkan 41% dari total 160 pengecoh efektif, 51% kurang efektif, dan 8% tidak efektif. Secara ringkas tes sumatif Bahasa Inggris buatan guru  untuk kelas 11 kurang dapat diterima sebagai instrumen untuk mengevaluasi pembelajaran bahasa Inggris siswa dikarenakan terdapat beberapa aspek sebagai persyaratan tes yang bagus tidak sempurna terpenuhi. Kata-kata kunci: analisis butir tes, tes sumatif buatan guru, Bahasa Inggris
USING THEME-BASED APPROACH TO IMPROVE STUDENTS’ NARRATIVE WRITING ACHIEVEMENT Febrianita Prasasti; Muslih Hambali; Fiftinova Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 2 (2014): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v1i2.2071

Abstract

Abstract: The objectives of this study were to find out whether or not there were 1) a significant difference in students’ narrative writing achievement before and after they were taught by using Theme-Based Approach, and 2) a significant improvement in students’ narrative writing achievement in terms of content (purpose and narrative development). This study was a pre-experimental study which applied pretest-posttest one group design. The population was the 10th grade students of SMA N 1 Indralaya Utara in academic year 2013/2014 with a total number of 123 students. The total number of the sample was 32 students that was taken purposively. The data were obtained by means of writing test. First, the result showed that the students got better scores in the posttest than in the pretest. The calculation of paired-sample t-test showed that there was a significant difference in students’ narrative writing achievement before and after the treatment. This showed by the t-obtained (12.042) that was higher than the t-table (2.041). Second, the calculation of paired-sample t-test per aspect of writing showed that content (purpose and narrative development) was the most significantly improved aspect out of the five aspects. In other words, there was a significant improvement in students narrative writing in terms of content (purpose and narrative development) after they were taught by using Theme-Based Approach. Key words:narrative text, writing achievement, theme-based approach, improve
TEACHERS’ SENSE OF EFFICACY IN RELATION TO STUDENTS’ ENGLISH ACHIEVEMENT AT STATE ISLAMIC SENIOR HIGH SCHOOLS IN PALEMBANG Apik Soraya; Muslih Hambali; Zuraida Siregar
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v1i1.2064

Abstract

Abstract: This study was proposed to find out whether or not (1) there was a significant correlation between teachers’ sense of efficacy and students’ English achievement at State Islamic Senior High Schools in Palembang, and (2) teachers’ sense of efficacy contributed to students’ English achievement. The method used was descriptive method. The population of the research was divided into two groups. The first population was the English teachers at State Islamic Senior High Schools in Palembang. The writer used comprehensive sampling technique. There were 20 English teachers and all of them were taken as the first sample. The second was the students at the same schools with the total number 1741. The writer used purposive sampling technique. So there were 320 students taken as the second sample. The data obtained by means ready-made questionnaire (TSES) for English teachers and students’ English achievement obtained from their teachers’ documentation. TSES was completed by the teachers in order to measure their level of sense of efficacy and it was correlated to students’ English achievement. The findings showed that there was a significant correlation between the independent variable (teachers’ sense of efficacy) and the dependent variable (students’ English achievement) of this study (r = 0.797, p = 0.00). Moreover, the result of determination analysis revealed that teachers’ sense of efficacy contributed 63.5% to students’ English achievement(R = 0.797and R2 = 0.635). Key words: correlation, teachers’ sense of efficacy, students’ English achievement
Co-Authors Apik Soraya Febrianita Prasasti Fiftinova Fiftinova Isabell Sengkaton Soni Mirizon Zuraida Siregar