A COMPARATIVE STUDY OF READING TEST ABOUT NEWS ITEM MATERIAL USING
MULTIPLE-CHOICE AND ESSAY FORMAT AT THE FIRST GRADE STUDENTS OF SMA
NEGERI 1 PADALARANG IN ACADEMIC YEAR 2012/2013
Rani Ranjani Permana
ranz_myoung@yahoo.com
English Education Study Program Language and Arts Departement
STKIP Siliwangi Bandung
Abstract
The objectives of this research entitled “A Comparative Study of Reading Test about News Item Material Using Multiplechoice and Essay Format at the First Grade Students of SMA Negeri 1 Padalarang in Academic Year 2012/2013” were 1) to
know whether or not there is a significant difference students’ score between multiple-choice and essay test; 2) to find out what
factor that cause the significant difference; 3) to find out the index of difficulty or facility falue (FV); and 4) to find out the
index of discrimination (D) of multiple-choice and essay tests. The design of this research was causal-comparative study and
this research used quantitative research method. The instruments of this research were the tests, interview guide and
questionnaire. The population of this research was 9 classes of students of the first grade and used random sampling technique
to decide the samples of this research that consists of 38 students in 1 class. The collected data were analysing using t test for
non-independent means. The results showed that: 1) the t-observed was 8.88 with the critical value df = 37 and significance
level at 0,001. Then, the alternative hypothesis was accepted because the t-observed was bigger than t-critical value (8.88 >
3.33). 2) The factors that influenced different score of multiple-choice and essay tests were test items itself, time of conducting
a test, and the students them self. 3) 45% of multiple-choice test items were easy and 55% of them were difficult to answer by
students. In addition, 85% of essay test items were easy and 15% of them were difficult to answer by students. 5% items of
multiple-choice belong to zero discrimination index, 15% items belong to negative discrimination index, 30% of items belong
to middle discrimination index, and 50% items belong to low discrimination index. And 5% of essay items belong to negative
discrimination index, 15% of items belong to middle discrimination index and 80% items belong to low discrimination index.
Keywords: Comparative Study, Multiple-choice, Essay, Test
common and widely used assessment tool for the
measurement of knowledge, ability and complex
learning outcomes” (Annie & Alan, 2009). Beside,
“since a hundred years ago, all college course exams
were essay items and today many teachers still consider
essay questions the preferred method of assessment”
(http://cfe.unc.edu, 2012).
A. BACKGROUND
Test is a specific way to measure performance
because it will produce a number as a result of
measuring individual’s performances. This numbers will
be calculated because “measurement is a process of
assigning numbers to qualities or characteristics of an
object or person according to some rule or scale and
analyzing that data based on psychometric and
statistical theory” (Zimmaro, 2004:4). He also explained
that:
After the data assigned and analyzed in
measurement
process, the data will be assess in
assessment process - process of gathering, describing
or quantifying information about performance. Then,
the data will be evaluated in evaluation process examining information about many components of the
thing being evaluated and comparing or judging its
quality, worth or effectiveness in order to make
decisions. Finally, by passing testing, measurement,
assessment and evaluation process, the learner’s
performance can be described as student achievement.
There are two kinds of test which is usually used in
language teaching. They are multiple-choice and essay
test. This fact reflected from many statements from
experts. They are “today multiple-choice test is the most
B. LITERATURE REVIEW
1. Test
Douglas (2003) explained that:
Test is a method because test is an instrument – a set
of techniques, procedures or items – that requires
performance on the part of the test-taker. Then, a test
itself must measure general ability or very specific
competencies or objectives from an individual’s
ability, knowledge or performance. In language test,
this performance tests is measure one’s ability to
perform language like how to speak, write, read or
listen to a subset of language. Finally, a test itself has
to measure a given domain which is only measure the
desired criterion and not include the other factors
inadvertently.
1
whole test tended to do well or badly on each item in the
test.
The formula of item discrimination (D) shows in
box:
2. Multiple-choice Items
Definition of multiple-choice items was explained
by Cunningham (2005:76), he argued that “multiplechoice items is one type of objective response items –
conventional tests - which has four options although it
may have three or five option provided”. Burton et al
(1991) claim that “a multiple-choice items consists of
two basic parts: they are a problem (stem) and the list of
suggested solutions (alternatives)”. He also explains that
“the stem may be in the form of either a question or an
incomplete statement and the list of alternatives
contains one correct or best alternative (answer) and a
number of incorrect or inferior alternatives
(distracters)”.
3. Essay Items
According to Cunningham (2005:76) “essay items is
one type of constructed response items which requires
more emphasis on style, the mechanics of writing and
other considerations that allow students to demonstrate
their knowledge of a topic or their ability to perform the
cognitive tasks”. He also claims that “essay test item
requires the student to construct a longer response than
is required for a short answer item. Its length can range
from a paragraph to an answer that requires multiple
pages”.
Based on that definition that definitions, the writer
wanted to know wheather or not significant different
score between multiple-choice and essay score to find
out the findings of Hickson & Reed (2009) research that
claims “multiple-choice questions give higher scores
than essay questions” and “multiple-choice scores have
mean scores higher than essay scores”.
4. Item Analysis
Item analysis is needed in analyzing a test questions
because all items should be examined from the point of
view of (a) their difficulty used the index of difficulty or
facility value (FV) and (b) their level of discrimination
used the index of discrimination (D) by Heaton (1990).
a. The Index of Difficulty or Facility Value (FV)
In his book, Heaton (1990:178) explains that “the
index of difficulty (or facility value) of an item simply
shows how easy or difficult the particular item proved
in the test”.
The formula of the index of difficulty or facility
value (FV) shows in box:
FV =
D = Correct U – Correct L
n
*Note: ~ n = the number of candidates in either the upper or lower group (n = ½ N)
~ N = the number in the whole group as used previously in the facility value (FV)
~ U is Upper Groups of twenty students who got higher scores
~ L is Lower Groups of twenty students who got lower scores
C. RESEARCH METHODOLOGY
1. Research Method
Regarding the main objective of the study, the writer
used quantitative research: causal-comparative study or
ex post facto research because the writer systematically
select two criterions of scores from the same groups of
students (matched pairs subject) while answered the
problems of this research to find out the cause for the
significant differences between multiple-choice and
essay scores in reading test about news item material in
the same groups of students by directly observed and
collected the data from the place that the research was
placed in the first grade students class at SMA Negeri 1
Padalarang in academic year 2012/2013 consists of
thirty eight students that conducted in one class – X1
class. Then, the other data took from all of students fill
the questionnaire that given by the writer and also three
of English teachers was visited by the writer to had
interview sessions with them.
2. Instrument of the Research
This research was analyzing the student
comprehension by implemented achievement test. This
test using multiple-choice and essay format in the first
grade students of SMA Negeri 1 Padalarang conducted
with reading test about news item material, then after
collected the data from test, the scores that produced by
students analyzed by using item analysis based on their
difficulty and their level of discrimination also
interview session used to collected data from English
teachers and used questionnaire to collecting the data
from the students to supported the other data from test
and interview session.
3. Research Population and Samples
The study of this research took place in SMA Negeri
1 Padalarang and covers the first grade students.And the
samples for this research are first grade students at X1
class that consists of thirty eight students and three
English teachers.
4. Data Collection
The data were collected using three techniques, test,
interview and questionnaire.
This research employed test as an instrument to gain
detail information. Each tests consists of twenty
questions which was divided into four texts about news
item n multiple-choice and essay format. Then,
𝑹
𝑵
* Note : ~ FV = Facility Value or Index of Difficulty
~ R = the number of correct answers
~ N = the number of students who are taking the test
b. The Index of Discrimination (D)
Still based on the same expert, Heaton (1990:179)
explained that the index of discrimination (D) tells us
whether those students who performed well on the
2
interview guide for English teachers consists of three
questions about test in multiple-choice and essay. Also,
the questionnaire for students who did tests consists of
three questions about test in multiple-choice and essay
format.
5. Data Analysis
In this research, the data which had been collected
from test, interview session and questionnaire was
analyzed by many steps, they are:
a. The data from test were analyzed using t-test for nonindependent means and item analysis (The Item
Difficulty / FV and The Item Discrimination / D).
b. The data from interview session was analyzed by
generating natural units of meaning – limitation for the
topic in categories, classifying, categorizing and
ordering these units of meaning, structuring narratives
to describe the interview and interpreting the interview
that data.
c. The data from questionnaire was analyzed by data
reducing and data editing.
6. Research Procedures
The writer divided the procedures of this research
into three days of observation.
1. In the first day, the writer gave the multiple-choice
test of news item material that consists of twenty
questions to the thirty eights students in X1 class and
questionnaire about multiple-choice and essay tests.
2. In the second day, the writer gave the essay test of
news item material that consists of twenty questions to
the thirty students in X1 class.
3. In the third day, the writer interviewed the three of
English teacher with three questions about multiplechoice and essay tests.
2. The t Test
The writer of this research employed t test for nonindependent or correlated means – in minitab 14 called
paired t test – to determine whether there is a
statistically significant difference between the means of
two matched or non-independent samples – two groups
consisting of the same people or matched pairs
(Fraenkel et al, 2012:G-9; Crowl, 1996:432). The
summary of that paired samples data presents in Table
2.
Table 2
Statistical Summary of Paired Sample Test
Paired Samples Test
Paired Differences
95 % Confidence Interval of the
Difference
Mean
Multiplechoice
Scores
Essay
Scores
Mean
(M)
Minimum
Maximum
Std.
Dev
(SD)
SE
Mean
38
44.60
25.00
70.00
10.48
1.70
38
60.42
28.75
81.25
11.30
1.83
1
& Essay
Dev
Mean
-15.82
10.98
Lower
1.78
-19.43
Upper
-12.21
t
8.88
df
37
Sig. (2tailed)
0.000
B. Research Discussion
1. Explanation of Significant Difference between
Multiple-choice and essay scores based on
Calculation of t Test for Non-independent or
Correlated Means – in minitab paired t test
Based on the Table 1 above, the mean of essay
scores (M = 60.42; SD = 11.30) is significantly different
from the mean of multiple-choice scores (M = 44.60;
SD = 10.48) of the same group who had been tested in
news item material using multiple-choice and essay
format test. It was a fact that for each student who did
tests, the scores of essay test is bigger than multiple-
Table 1
Means and Standard Deviation in a Paired Samples t Test
Observations
Multiple-choice
SE
3. Interview
This research employed interview session for
collecting the descriptive data from the respondents who
are three teachers of English Major at SMA Negeri 1
Padalarang. All of the respondents was given three
questions about test that specifically talked about
multiple-choice and essay test. The writer tried to find
out the preference test of each English teacher between
multiple-choice and essay format in which is always
used in their school environment. Then, the writer
wanted to know the opinion of all of the respondents
about significant different scores between multiplechoice and essay test which has been experienced by
them in the class. And finally, the writer tried to find out
types of test which always used by the respondents to
evaluate their students but specifically to multiplechoice and essay test.
4. Questionnaire
This research employed questionnaire for collecting
the descriptive data from the respondents who are thirty
eight students in X1 class at SMA Negeri 1 Padalarang.
All of the respondents was given three questions about
test that specifically talked about multiple-choice and
essay test.
D. RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings
Based on the data which was collected in this
research, there are several findings that can be discussed
as a result in this research.
1. Means and Standard Deviation in a Paired
Samples t Test for Multiple-choice and Essay Scores
The writer employed t test for non-independent – in
minitab 14 is paired samples test. And The data then
presented the statistical summary of the data in Table 1.
Variable
Pair
Std.
3
choice. So, it was because the mean for essay scores is
bigger than the mean for multiple-choice scores.
Also, based on the Table 2 above, the difference
mean of multiple-choice (M = 44.60; SD = 10.48) and
essay scores (M = 60.42; SD = 11.30) is M = -15.82 and
SD = 10.98. Besides, the t value for paired sample test
between multiple-choice and essay test is -8.88. The
negative t value means that the essay scores in row 2 is
higher than multiple-choice scores in row 1. But, it isn’t
a problem because “a t value may be either positive or
negative” depend on the arrangement of the data in the
table (Crowl, 1996:180).
Finnally, it presented the evidence that there is a
statistically significant difference between the two
means of multiple-choice and essay scores which was
tested in the same groups of samples – thirty eight
students in paired sample – because the t value for df=
37 are 3.3 (more detail t value = 3.326) and 3.5 (more
detail t value = 3.474) where the obtained t value of
8.88 is higher than 3.3 and 3.5.
Based on Table 4, the writer classified four
performances of items for multiple-choice questions.
First, 1 item (5%) of multiple-choice item belong to
zero discriminant index. Second, 3 items (15%) of
multiple-choice items belong to negative discriminant
index. Third, 6 items (30%) of multiple-choice items
belong to middle discriminant index. And fourth, 10
items (50%) of multiple-choice items belong to low
discriminant index.
In addition, based on Table 4 the writer classified
three performances of items for essay questions. First, 1
item (5%) of essay item belong to to negative
discriminant index. Second, 3 items (15%) of essay
items belong to middle discriminant index. And third,
16 items (80%) of essay items belong to low
discriminant index.
The detail information present in the Table 4.
Table 4
Table of Item Difficulty or Index of Facility Value (FV) and Index of Discriminat (D) of Essay
Items
Items
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2. Explanation of Item Difficulty or Index of Facility
Value (FV) of Multiple-choice and Essay Items
Based on the Table 5, the writer classified two
performances of items for multiple-choice questions.
First, the writer claims that only 9 items (45%) – the
facility value (FV) with black and green colors – from
20 items were easy to answer by students. Second, 11
items (55%) –the facility value (FV) with red color –
from 20 items were difficult to answer by students.
In addition, based on Table 3 the writer classified
two performances of items for essay questions. First, the
writer claims that only 3 items (15%) – the facility value
(FV) with red color – from 20 items were difficult to
answer by students. And 17 items (85%) – the facility
value (FV) with green and blue colors – from 20 items
were easy to answer by students.
The detail information present in the Table 3.
U+L
3
31
9
10
5
7
20
26
3
37
13
12
1
30
28
9
27
33
26
11
FV
0,08
0,82
0,24
0,26
0,13
0,18
0,53
0,68
0,08
0,97
0,34
0,32
0,03
0,79
0,74
0,24
0,71
0,87
0,68
0,29
U-L
1
1
7
8
3
-1
8
0
1
1
7
4
-1
6
8
3
3
5
2
-1
FV
0,62
0,42
0,47
0,32
0,64
0,88
0,75
0,88
0,48
0,70
0,36
0,66
0,37
0,67
0,67
0,53
0,68
0,71
0,78
0,51
U-L
2,00
0,50
6,25
2,50
1,75
-0,25
1,00
4,75
2,75
4,25
4,50
6,25
1,50
5,50
2,50
0,50
2,00
8,00
2,25
2,75
D
0,11
0,03
0,33
0,13
0,09
-0,01
0,05
0,25
0,14
0,22
0,24
0,33
0,08
0,29
0,13
0,03
0,11
0,42
0,12
0,14
3. Interpretation of Result of Interview Session with
Teachers
This research employed interview session for
collecting the descriptive data from the respondents who
are three teachers of English Major at SMA Negeri 1
Padalarang. Then, all of the respondents were given
three questions about test that specifically talked about
multiple-choice and essay test. The writer tried to find
out the preference test of each English teacher between
multiple-choice and essay format in which is always
used in their school environment. Then, the writer
wanted to know the opinion of all of the respondents
about significant different scores between multiplechoice and essay test which has been experienced by
them in the class. And finally, the writer tried to find out
types of test which always used by the respondents to
evaluate their students but specific to multiple-choice
and essay test.
After transcribing, analyzing and verifying the data
from interview with the three respondents, the detail
information presented in the Table 5.
Table 3
Table of Item Difficulty or Index of Facility Value (FV) and Index of Discriminant (D) of
Multiple-choice Items
Items
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
U+L
23,50
16,00
17,75
12,00
24,25
33,25
28,50
33,25
18,25
26,75
13,50
25,25
14,00
25,50
25,50
20,00
26,00
27,00
29,75
19,25
D
0,05
0,05
0,37
0,42
0,16
-0,05
0,42
0
0,05
0,05
0.37
0,21
-0,05
0,32
0,42
0,16
0,16
0,26
0,11
-0,05
4
Table 5
Descriptions of Interview Contents
Multiple-choice Test
1. Multiple-choice was choosed by the
respondents because this test can give
advantages not only for the students but
also the teacher as tester.
2. The advantage for the students itself is
can help them with the optional answers
if they don’t know the answer or may be
feel confuse with the questions (although
it’s also a disadvantage of multiplechoice test by doing guessing or choose
the answer randomly)
3. Multiple-choice test also give an
analytical thinking for the students
because to answer the questions
correctly, the students have to think
analytically to choose the right answer
between the optional answers that always
given in multiple-choice test.
4. The advantage also can be felt by
teacher while they are checking their
students’ answer. To correcting ot
checking the multiple-choice is not take a
long time.
5. Multiple-choice also able to produce
higher scores but it’s depend on the
quantity of questions (how many
questions are given in one test) and the
quantity of scores for each question (how
many points are given in each items) or
when this scores calculated with essay or
the other scores that given in one time of
test.
6. Multiple-choice could give higher
scores for students if the material in the
test prevoiusly given to the students
although in different format test, students
able to answer because this material
understood and known by students
before.
Students' Preference Tests
Essay Test
1. Essay test was choosed by the
respondent because this test can give
advantages not only for the students
but also the teacher as tester.
2. The advantage for the students
itself is can help them to express
their opinion or comprehension about
material that have been studied by
them freely (although it’s always not
supported by students who unable to
express their opinion in written text).
3. Essay test also give the
opportunity for the teacher to
measure their students’ ability in
writing and make students can’t
easily cheat while they do the test
(although this test is take a long time
to check and correct all of the
students’ answer.
4. Essay test mostly belived can give
higher scores by both of the students
or teacher because the quantity of
each item is higher than multiplechoice item (although essay test only
consists of a few items).
Multiplechoice Test
13%
Essay Test
32%
55%
Both Multiplechoice and
Essay Test
Chart 1
Percentage of Students Preference Tests
b. Students’ Preference Tests that Produce Higher
Scores Chart
Based on the data of questionnaire from the
students, the writer found that: First, 63% of the
students in X1 class choose essay test as their
preference test that can give higher scores (if multiplechoice and essay test compared). Second, 18% of the
students in X1 class choose multiple-choice test as their
preference test that can give higher scores (if multiplechoice and essay test compared). And third, 18% of the
students in X1 class choose both of multiple-choice and
essay tests as their preference test that can give higher
scores (if multiple-choice and essay test compared).
The detail interpretation present in the Chart 2.
Students' Preference Tests that Produce
Higher Scores
Multiplechoice Test
18%
19%
Essay Test
Both
Multiplechoice and
Essay Test
63%
Chart 2
Percentage of Tests that Produce Higher Scores
c. Students’ Suggestion Tests for Teacher Chart
Based on the data of questionnaire from the
students, the writer found that: First, 50% of the
students in X1 class choose both of multiple-choice and
essay tests as their suggestion tests to teacher to be
given for their students. Second, 37 % of the students in
X1 class choose essay test as their suggestion test for
teacher to be given to their students. And third, 13% of
the students in X1 class choose multiple-choice test as
their suggestion test for teacher to be given to their
students.
The detail interpretation present in the Chart 3.
4. Interpretation of the Result of Questionnaire from
Students
After reduced and edited by the writer, the data from
questionnaire presents in the Table 4.12 but to
summarized the data, the writer reduced the data and
changed into pie charts that consists of three chart
which is each chart presents a description data from
questionnaire.
a. Students’ Preference Tests Chart
Based on the data of questionnaire from the
students, the writer found that: First, 55% of the
students in X1 class choose multiple-choice test as their
preference test. Second, 32% of the students in X1
choose essay test as their preference test. And third,
13% of the students in X1 choose both of multiplechoice and essay tests as their preference test.
The detail interpretation present in the Chart 1.
Students Suggestion's Tests for Teacher
Multiple-choice
Test
13%
Essay Test
50%
37%
Both Multiplechoice and
Essay Test
Chart 3
Percentage of Students Suggestion’s Tests for Teacher
5
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E. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
1. There is significant difference in score based on
multiple-choice mean (M = 44.60) and essay mean (M =
60.42) calculated by using t test for non-directional or
correlated means – in minitab paired t test – and found
that the mean difference of their means is -15.82, t
observed is -8,88, the critical value with df = 37 and
significant at level 0,001 (t table value = 3.32).
2. The factors that influenced different score of
multiple-choice and essay tests were test items itself,
time of conducting a test, and the students them self ( as
subject of learning process).
3. Based on item difficulty (FV), 45% of multiplechoice test items were easy and 55% of them were
difficult to answer by students. And in addition, 85% of
essay test items were easy and 15% of them were
difficult to answer by students.
4. Based on item discrimination (D), 5% items of
multiple-choice belong to zero discrimination index,
15% items belong to negative index discrimination
index, 30% of items belong to middle discrimination
index, and 50% items belong to low discrimination
index. In addition, 5% of essay items belong to negative
discrimination index, 15% of items belong to middle
discrimination index and 80% items belong to low
discrimination index.
B. Suggestion
Based on the findings of this research, the writer
proposes several suggestions as follows:
1. Teachers should produce a test with a good
proportion that can be answered by the students
correctly when they want to evaluate their students’
comprehension about the topic.
2. Teachers should use not only one type of test but at
least combine two types of test to make valid
measurements of their students’ ability.
3. Teachers should design test items with item difficulty
(FV) in balanced proportion such as easy items = 25%,
moderate items = 50% and difficult items = 25%.
4. Teachers should design the test with good
discriminating by employing index of discrimination
(D) to distinguish the ability of her/his students
(between above-average student and below-average
student).
5. For another future research, it is important to analyze
each kind of tests as the focus of the research.
BIBLIOGRAPHY
Annie, W. Y. N. And Alan, H. S. C. (2009).“Different Methods of
Multiple-Choice Test: Implications and Design for Further
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