THESIS
TEACHERS’ PREPARATION IN WRITING SUMMATIVE TEST ITEMS
AT SENIOR HIGH SCHOOLS IN TAKENGON,
CENTRAL ACEH
Bukhari
Student Register Number: 10083016
ENGLISH EDUCATION
POSTGRADUATED PROGRAM
SARJANAWIYATA TAMANSISWA UNIVERSITY
YOGYAKARTA
2013
THESIS
TEACHERS’ PREPARATION IN WRITING SUMMATIVE TEST ITEMS
AT SENIOR HIGH SCHOOLS IN TAKENGON,
CENTRAL ACEH
Bukhari
Student Register Number: 10083016
The thesis submitted to
Postgraduate Studies Program of English Education of
Sarjanawiyata Tamansiswa University
In Fulfillment of the Requirement of Magister Pendidikan Degree
In English Education
ENGLISH EDUCATION
POSTGRADUATE PROGRAM
SARJANAWIYATA TAMANSISWA UNIVERSITY
YOGYAKARTA
2013
APPROVAL
TEACHERS’ PREPARATION IN WRITING SUMMATIVE TEST ITEMS
AT SENIOR HIGH SCHOOLS IN TAKENGON,
CENTRAL ACEH
Bukhari
St.No: 10083016
Presented as Partial Requirement for the Attainment of the Magister
Degree (M.Pd) in the Graduate Program of English Education
Dated on May 7th, 2013
Accepted and Approved By
First Consultant,
Prof. Dr. Gunawan, M. Pd
Second Consultant,
Dr. Imam Ghozali, M.Sc
RATIFICATION
TEACHERS’ PREPARATION IN WRITING SUMMATIVE TEST ITEMS
AT SENIOR HIGH SCHOOLS IN TAKENGON,
CENTRAL ACEH
Accepted by the Board of the Thesis Examiners of Post Graduate Program of
English Language of Sarjanawiyata Tamansiswa University
Date: Mei 2nd, 2013
BOARD OF EXAMINERS
Prof. Dra. Djuhertati Imam Muhni, MA. PhD
Chair person
_____________________
Dr. Mundilarno, M.Pd
Secretary
_____________________
Prof. Dr. Gunawan, M.Pd
Supervisor I/Examiner I
_____________________
Dr. Imam Ghozali, MSc
Supervisor II/Examiner II
_____________________
Yogyakarta, …………………….
Post Graduate Director
Sarjanawiyata Tamansiswa University
Prof. Dr. Supriyoko, S.DU, M.Pd
ABSTRAK
Bukhari, 2013. Thesis. Teachers’ Preparation In Writing Summative Test Items
At Senior High Schools In Takengon, Central Aceh English Language,
Post Graduate Program of Sarjanawiyata Tamansiswa University.
One of teacher competences in actualizing their of his professional performance
is to make creation on test items, both for formative tests and summative
tests.generally summative tests is assumed demand bigger responsibilities of
teachers both volume and content of summative tests had to be bigger and
higher than the formative tests. Making or writing summative test items
commonly known as relatively more difficult and harder for teachers, including
English teachers. related to both quantity and quality demands of the summative
tests will likely always involve the teachers’ efforts to actualize it.
The study explored, systematized, and describes the efforts of English teachers in
preparing the summative test items that become the responsibility, both as
individuals and as a community. Result of study shows a kind of coordination on
the creating and the using of summative test items in the school of central Aceh.
That is This study focuses on coordination in which teacher determine or uniform
basic pattern and scope of the material while the test item them themselves is part
of authority, and the creation and direct responsibility of each teacher who
assigned by each school.
Key words: Preparation, Writing, Test Item, Summative
PERSONAL STATEMENT
I am, who sign below,
Name
: Bukhari
Student’s Register Number
: 10083016
Study Program
: English Education
University
: Post Graduate Program
Sarjanawiyata Tamansiswa University
Address
: Juru Mudi no 252, Bebesen, Central Aceh
Hereby state that the opinions, statements, and analysis that appear in this
graduating paper are truly my original work. This graduating paper is written by
the help of many references and suggestions from some people. Every statement
from the references written in this graduating paper is treated as quotation which
also includes the names of the author and any other work’s identity needed. I
state that this personal statement is really true. If it is untrue statement in the
future, I will receive the sanction as the role of Post Graduate program of
Sarjanawiyata Tamansiswa University.
Yogyakarta, Mei ..., 2013
Declarator
Bukhari
10083016
DEDICATION
I dedicated this work to
All of you
MOTTO
They are on (true) guidance from their Lord, and they are the
successful. (Al- Qur’an, Al-Baqarah:5)
ACKNOWLEDGEMENT
First, I want to thank Allah SWT for all the blessings and the way Allah
shows me. My special regard then goes to Muhammad SAW – the model for the
best attitudes.
I would say thank and give my appreciation to Prof. Dr. Gunawan, M.Pd.,
and Dr. Imam Ghozali, M.Sc. as my graduating paper consultants for the
assistance and the advice they gave to me, and to all lecturers of English
Education of Post Graduate Program of Sarjanawiyata Tamansiswa University for
giving me their knowledge.
I want to say thank to my lovely parent (Usman Bin Seben and Hamidah
Binti Abdul Karim) for their love, support and spirit. I also want to thank to my
elder brother (Nurdinsyah and wife), elder sisters (inen wati and inen anjas) for
everything in the past.
Bukhari
CHAPTER I
INTRODUCTION
A. Background of the Problem
Education as means the process of transferring knowledge, custom,
value, and skills in purpose is able to survive. Commonly, it reflected
through any experience that has a formative effect on the way one thinks,
feels, or acts. In this case, teachers as motor to establish the situation
above are professional workers who fulfil certain requirements and
criteria.
According to Indonesian government regulations number 14 in 2005
and number 74 in 2008, about teacher competences. Those are pedagogical
and professional competence. In accordance with this regulation, it is
assumed that English teachers have those competences as a part of
teachers’ professional works.
One of teachers’ professional works is writing summative test. It has
some indicators; they are knowledge, or skills that have been taught. The
English summative test is basically in purpose to look closer and clear
both learners’ development and learning result of English teacher.
Looking at summative test purpose above, writing a summative test is
quite difficult for English teachers. In this case, how they write a good
summative and avoid it of bias.
English Teachers write good summative test items are in various
ways. One of them, they determine the compositional indicator based on
subject matter that have been thought. The English teachers write a
summative test have to fulfil validity and reliability principles. Validity
divided into three. First of all, content validity. An English test valid in
content when English teachers are able to determine the suitability of the
question with teaching materials and with the objectives to be measured
with a grading or that we make. Second, prediction validity that focus on
test items, these meant that the test result able to predict students’
successfulness precisely in the future, it can be use such in an entrance
exam or test selection. Finally, empirical validity that is needed in purpose
determine the level of question reliability. Moreover, Reliability can be
defined as consistency or regularity. An evaluation instrument is highly
reliable when the test is made having consistent results in a measure to be
measured. This means the more reliable the test; the more confident
English teachers can state that the results of a test have the same results as
do the test again.
Based on description above, writer is interested in teacher preparation
in writing test effectively and efficient. Those terms cover the way how
writes a test that measure the accuracy, regularity and consistency. It is
also discuss difficulty level of a test. In purpose to explore clear and
deeper information about situation above, writers propose his research
entitle Teachers’ Preparation in Writing Summative Test Items in
Takengon, Central Aceh.
In this research, English teachers’ act, and effort in preparing to write
Summative test items in Takengon, Central Aceh will be presented. The
main purpose of the research is to give contribution to all related education
elements about steps, act, and hints in writing English summative test
items both effectively and efficiently improve summative test quality.
B. Problem Identification
Summative test should recover all competences and require needed in
each its items test. The more competences and fewer numbers can be
assessed by test, the better quality will be. English Teachers have to be
able to design and arrange a test which show learning achievement domain
when it is interpreted intensively.
Writing summative test items is generally assumed relatively more
difficult for English teachers. The English teachers had problems in
determining quantity and quality demands that some efforts actualize it.
English teachers as test maker or examiners are often failed to mapping the
learners’ (examinees) ability, knowledge, or performance because they
cannot present a test that both valid and reliable. It is most likely
influenced by the teachers’ competence in preparing test materials in
connection with its learning material. Beyond of them, English teachers
can optimize summative test quality by allowed series preoperational
guide, so the result will be more systematic, more planned, and more
focused in measuring the test aim.
Starting from reality above that occurs in the English language
teacher, the writer will do research on the teacher preparation writing
summative test in which the results hopefully will be able to solve, to
guide, and to systematize the English summative test more effective and
efficient.
C. Limitation of the Problem
The writer would like to focus the research on English teachers’
preparation in writing test items for summative test. This research will be
done on English teachers or teacher from other backgrounds who are ever
writing summative test. They are work on different institution at local
Government in Takengon, Central Aceh.
D. Problem Formulation
This research is carried out with the problem formulation as follows:
1.
What kinds of preparation are done by English teachers in writing
summative test items?
2.
What strategies are used the teachers in preparing writing
summative test items?
E. Objectives of the Study
The research objectives are formulated as stated below:
1. To find out the methods or techniques which are used by the
teachers in writing summative test items.
2. To find out the strategies which are used by the English teachers in
preparing writing summative test items.
F. Benefits of the Research
1.
For The Researcher
As a teacher in senior high school, and a student in post graduate
program at Sarjanawita Tamansiswa University of Yogyakarta, this
research gives a chance for writer to explore much more information
about effort, activity and steps by English teachers in writing high
quality summative test as focus of this study. It is starting point to
improve his environment of professional work quality.
2.
For the Teachers
Teachers are provided with some such kinds of guidance in
choosing, selecting and arrange test material to improve their quality
in writing test items particularly and summative test in general. This
can be a guide as well as help in developing better tests summative as
part of professional work
3.
For the Students
Students have clear sight about summative test, and can prepare
their selves better results doe to good understanding about the test. It
will change assumption that summative test as night mare for many
students become something delight.
4.
For Further Study of the Other Writer
This research result expectantly becomes useful reference for the
other researches in similar field of research and it can be as starting
point to do deeper research by making this study as similarity,
comparison and rebuttal. Finally, finding and formulation in this
research can be part of list the weakness and advantages about writing
summative test items.
CHAPTER II
LITERATURE REVIEW
A. Theoretical Review
1.
Teacher preparation in writing test
To establish condition of English summative test that is required in
Principles of Language Assessment, English teachers do some
preparations as such as determination and deployment of question,
arrangement prediction of question, determination of the source, etc.
After determining the purpose of assessment of English summative
test and discussion of the subject matter or more specific topic are
very important. Then, the next step is to determine the amount
questions of each subject matter or topic discussion and its
deployment.
For ease in implementation, it needs to consider steps such as the
following:
a. Determining the purpose of assessment. In this case in purpose
to asses summative test.
b. Determine the competencies will be tested in accordance with
the purpose of assessment.
c. Determine the matter, important teaching subject discussion.
d. Determine the number of items that to be tested. This
determination is based on the time available.
e. Specify the question proportion or number of item on the
middle and end of the semester. This is only for end semester
test.
f. Specify the question proportion or number of item on each
teaching subject matter.
g. Determine the behaviour to be measured on each material to be
measured
h. Formulate indicators precisely, in written test, it include: a form
of description, the short answer, multiple choice, or any other
form.
i. Write it into the format of the test prediction.
In arrangement prediction the items, test blue-print or a table of
specification are descriptions of space and scope of content that will
be tested. The objective of arrangement prediction the items are to
define the scope and pressure test rigorously, so it can be a guide in
writing about its form. A good arrangement prediction the items must
fulfil several requirements the following:
a. Items prediction must be able to represent the contents of the
syllabus / curriculum or materials that have been taught
appropriately and proportionately.
b. Its components are described in a clear and easily understood.
Besides those above, English teachers are also appropriately using
some resources in writing test item as below:
a. Googling. In modern era, English teacher use Google as
searching machine by reason effective and efficient
b. Text book. Text book is common and familiar resource used by
English teacher in writing summative item test.
c. Authentic resource. English teacher looking for item material
from, magazine, news paper, etc.
d. The same items. It means that English teacher as examiner use
the same items of previous summative test, middle test, etc.
2.
Test
A test is an action which produces discoveries that can be used to
evaluate product quality (Creamer). In more general definition, a test,
in simple terms, is a method of measuring a person ability, knowledge,
or performance in a given domain (Brown: 3). In term of this proposal
research, test is a media to asses teaching learning process and
students progress, in which the component of the test have connection
to the aim of learning and subject matter that have been taught.
An English summative test here is in purpose to measures an
individual’s ability, knowledge or performance after a semester.
English teacher as tester need to understand who the students (testtaker are). Finally, an English test is final product that stages of the
process making.
In writing a test, English teachers as tester have to take attention to
kinds of test, principles of language assessment.
3.
Kinds Of Test
Refers to kinds of test functions, a test can be grouped into formative
and summative test. First is formative test. It evaluate students in the
process of “forming” their competencies and skills with the goal of
helping them to continue that growth process. The key to such
formation is the delivery (by the teacher) and internalization (by the
student) of appropriate feedback on performance, with an eye toward
the future continuation (or formation) of learning. Second, Test
summative test / assessment.
Summative Assessment aims to
measure, or summarize, what a student has grasped, and typically
occur at the end of a course or unit of instruction. A summation of
what a student has learned implies looking back and taking stock of
how well that student has accomplished objectives, but does not
necessarily point the way to future progress. Final exam in a course
and general proficiency exams are examples of summative
assessment.
4.
Principles of Language Assessment
Brown (2004: 19- 30) elaborated that there are 5 criteria for “testing a
test”:
a.
Practicality. An effective test is practical. This means that it 1).
is not expensive. 2). stays within appropriate time constraints.
3). is easy to administer. 4). has a scoring procedure that is
specific and time-efficient.
b.
Reliability
A reliable test is consistent and dependable. If English teachers
give the same test to the same student or matched students on
two different occasions, the test should yield similar results. It
covers
student-related
reliability,
ratter
reliability,
test
administration reliability, test reliability. Reliability is the extent
to which a measurement instrument or procedure yields the
same results on repeated trials (Carmines and Zeller, 1979).
Without reliable measures, English teacher cannot build or asses
the summative test, and therefore cannot develop productive and
efficient procedures for improving English teacher competence.
c.
Validity
A valid test should show the extent to which inferences made
from assessment results
are
appropriate,
meaningful
and
useful in terms of the purpose of assessment (Gronlund, 1998:
226). There are three kinds of validity. Firstly, content validity
that based on the extent to which a measurement reflects the
specific intended domain of content (Carmines & Zeller, 1991,
p.20). Second, Construct validity seeks agreement between a
theoretical concept and a specific measuring device or
procedure. It can be broken down into two sub-categories:
Convergent validity and discriminate validity. Convergent
validity is the actual general agreement among ratings, gathered
independently of one another, where measures should be
theoretically related. Discriminate validity is the lack of a
relationship among measures which theoretically should not be
related. Third, empirical validity is assessed by evaluating the
extent to which a measure relates to other measures consistent
with theoretically derived hypotheses concerning the concepts
being measured (Carmines and Zeller, 1979). Empirical validity
is intrinsically linked to theory. Hence, we assume a measure of
a concept is valid if a theoretically derived hypothesis relating
the concept to another concept receives support through
observation and data analysis.
d.
Authenticity. It is connected with the “real world”. In a test,
authenticity is present in the following ways: 1). language in the
test is as natural as possible. 2). Items are contextualized rather
than isolated. 3). Topics are meaningful (interesting) for
learners. 4). some thematic organization to items is provided
(e.g. through a story line or episode). 5). Tasks represent real
world tasks.
e.
Wash back. It refers to the effect that a test gives for the testtakers on the teaching and learning (Hughes, 2003: 1).
B. Conceptual frame work
A test or assessment aims is to know real description of examinee’s
ability, knowledge, or performance. Based on those purpose, the demands
of good quality test is a must. Next, test result will be very useful for many
people involved in educational environments. In purpose to making good
test that can be a representative of the test, a test have to passes a series of
preparation levels and beyond of bias. Finally, knowing the sequences
preparation on test summative will help both the learner as examinees in
getting optimal result and the English teacher as examiner in making a
more efficient high qualification test.
CHAPTER III
RESEARCH METHODS
A. Research Style
This research belongs to Qualitative research. It is research undertaken to
gain insights concerning attitudes, beliefs, motivations and behaviours of
individuals to explore a social or human problem and include methods
such as focus groups, in-depth interviews, observation research and
documentation. In this research particularly will be focusing on English
teacher preparation in writing summative test.
B.
Research Setting
This research will be hold at both junior and senior high school in
Takengon, Central Aceh.
The lists of Senior high schools are as below:
N
o
1
2
3
SCHOOL
SMAN 1 TAKENGON
SMAN 2 TAKENGON
SMAN 3 TAKENGON
4
5
6
7
8
9
SMAN 4 TAKENGON
SMAN 5 TAKENGON
SMAN 6 TAKENGON
SMAN 7 TAKENGON
SMAN 8 TAKENGON
SMAN 9 TAKENGON
10
11
SMAN 10 TAKENGON
SMAN 11 TAKENGON
12
13
14
15
16
17
SMAN 12 TAKENGON
SMAN 13 TAKENGON
SMAN 14 TAKENGON
SMAN 15 TAKENGON
SMAN 16 TAKENGON
SMAN 17 TAKENGON
Address
Jln. Lebe Kader No. 13
Jl. Ujung Temetas Takengon
Jl. Takengon – Isak, Pegasing
Jln. Takengon – Bireun, paya tumpi
no
Jln. K. H. Dewantara Jagong
Jl. Mutiara-Celala Angkop
Jl. Bintang
Jln. Pertamina – Kebet no.
Jln. Rejewali-Blang Mancung
Jln. Kuyun – berawang Gading,
Celala
Jln. Soekarno-Hatta, Atu Lintang
Jln. Asir Asir, Kp. Asia, Lut Tawar,
no
Jln. Lukup Badak, Pegasing, no
18
19
20
SMAS Y 1001 TKN
SMAS SILIH NARA
SMAS Muhammadiyah 5 Takengon
Jln. Buntul Gelinggang
Jln. Angkup - Blang Mancung
Jl. Senggeda Mampak Kebayakan
The lists of school as level as senior high schools are as below:
N
o
1
2.
3.
4.
5.
6.
7.
8.
9.
SCHOOL
MAN I TAKENGON
MAN II TAKENGON
MAN PEGASING
MAS DARUL MUKHLISIN
MAS ULUMUL QUR'AN
MAS IHWANUL YAKIN
MAS SILIH NARA
MAS PANTAN TENGAH PILAR
MAS DARUL ULUM
Address
KEMILI
BLANG KOLAK II
SIMPANG KELAPING
BUR JIMET
BEBESEN
KERAMAT MUPAKAT
SIMPANG KEMILI
RUSIP
CELALA
The lists of vocational school as level as senior high schools are as below:
No
1
2
3
4
SCHOOL
SMKN 1 TAKENGON
SMKN 2 TAKENGON
SMKN 3 TAKENGON
SMKN 4 TAKENGON
Address
Jln. Lebe Kader Lr. Sejahtera No. 13
Takengon
Jln. Takengon – Isak, Wih Nareh
Jln. Desa Mongal, Bebesen
Jagong
The lists of junior high schools are as below:
No
SCHOOL
1
SMPN 1 TAKENGON
2
SMPN 2 TAKENGON
3
4
5
6
7
8
9
SMPN 3 TAKENGON
SMPN 4 TAKENGON
SMPN 5 TAKENGON
SMPN 6 TAKENGON
SMPN 7 TAKENGON
SMPN 8 TAKENGON
SMPN 9 TAKENGON
Address
Jln. Kartini no. 1, Lut Tawar, Aceh
Tengah
Jln. Lut Tawar, Lut Tawar, Aceh
Tengah
Jln. Takengon – Angkup, Aceh
Tengah
Takengon
Simpang Kelaping
Pinangan
Ratawali
Isaq
Bintang
10
SMPN 10 TAKENGON
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
SMPN 11 TAKENGON
SMPN 12 TAKENGON
SMPN 13 TAKENGON
SMPN 14 TAKENGON
SMPN 15 TAKENGON
SMPN 16 TAKENGON
SMPN 17 TAKENGON
SMPN 18 TAKENGON
SMPN 19 TAKENGON
SMPN 20 TAKENGON
SMPN 21 TAKENGON
SMPN 22 TAKENGON
SMPN 23 TAKENGON
SMPN 24 TAKENGON
SMPN 25 TAKENGON
SMPN 26 TAKENGON
SMPN 27 TAKENGON
SMPN 28 TAKENGON
SMPN 29 TAKENGON
SMPN 30 TAKENGON
SMPN 31 TAKENGON
SMPN 32 TAKENGON
SMPN 33 TAKENGON
SMPN 34 TAKENGON
SMPLB TAKENGON
SMP Terbuka Linge
SMPS Budi Darma
Kebet
Jln. Belanggele, Atu Tulu Aceh
Tengah
Blang Mancung
Blok Kebayakan
Gele Lungi
Celala
Jagong Jeget
Bies Penentanan
Wihni Durin
Rusip
Batu Lintang
Pondok Balik
Toweren
Wihni Bakong
Waq
Jagong Jeget
Jamat
Nosar
PAMEU
SERULE
LUMUT
WIH ILANG
KEKUYANG
CELALA
Mulya Jadi
Kebayakan
Isaq
Kemili
The lists of school as level as junior high schools are as below:
N
o
1
2
3
4
5
6
7
8
9
SCHOOL
MTs Negeri 1 Takengon
MTs Swasta Ikhwanul Yaqin
MTs Negeri 2 Takengon
MTs Negeri Bintang
MTs Negeri Angkup
MTs Swasta Arul Kumer
MTs Swasta Pilar/pantan Tengah
MTs Swasta Darul 'ulum Celala
MTs Swasta Blang Mancung
Address
Takengon Timur
Lut Tawar
Ujung Temetas
Bintang
Angkup
Arul Kumer
Rusip
Celala
Blang Mancung
10
11
C.
MTs Negeri Ratawali
MTs Negeri Pegasing
Ratawali
Pegasing
Data Needed
The data needed for this research is all of information that is in the
form of words, phrases and sentences, steps, strategies, in connection
with the process of writing summative test items that are obtained from
English teachers in Central Aceh. Writer is also use additional data that
support this research such as test items nominee, question-bank, and
question sample in lesson plan.
D. Research Subject
Research subject are all of teachers who are ever involved in writing
English summative test at Takengon, Central Aceh. The total of research
subjects are around 8 teachers, the research subjects are select randomly
as repetitive of all of the English teachers in Central Aceh.
E.
Research Time Plan
The writer plans this research during June to November 2012. The
research activities are started with writing research proposal. Then,
continue to collect research data on middle of July until August. In
Central Aceh, School activities are stopped while Ramadhan Month this
year will start on July 21st until August 19th 2012. Choosing Ramadhan
month as time in collecting data period because the teachers are relatively
have lots of spare time, so it is much easy for writer to make an
appointment to have data needed. After that, analysis on the data will be
done around August and September. for writing the research report will
be done at the time of the study and thereafter. The schedule of this
research is as below:
Table. Research Plan
NO ACTIVITIES
1
1
2
3
4
5
F.
2
Writing
Proposal
Data
Collection
Data Analysis
Writing
Report
Finishing
June
3
July
4
MONTH
August September
5
6
October
7
Criteria of the Subject
As mention above, the criteria of research are all of teachers who are ever
involved in writing English summative test at Takengon, Central Aceh.
G. Data Collection
For better result, the writer uses four ways to collect data needed in this
research. First, documentation, it uses in this research as additional data
which will be compare with in depth interview as mine data.
The documentation method is used to get the data of the
previous summative test. The documentations are in the forms of:
1. The observation is used to give a clearer sight of teachers’ preparation
by engage in free conversation on the sideline their activities.
2. printed or hard copy of previous summative test in last view years
form school documents
3. Notes or summative test draft, it can be question in form of designate
test item.
4. The other documents those support this research such as, lesson plan,
teachers’ test collection (bank soal), and middle semester test in
connection with items summative test.
Second, questioner, it is given to teachers in order to get an
appropriate general description of reality as data needed of English
November
8
teacher preparation in writing summative test. Third, in-depth interview,
it is in purpose to explore deeper information about activities, efforts, and
ways of English teacher in preparing English summative test as main data
of this research.
H. Data Analysis
The writer uses grouping or classifying analysis as the method in
analyzing the data that has been accumulated of some techniques. The
writer takes data from English teachers as subject
interview
and
then
by doing in-depth
classifying their effort as preparation of writing
summative test items into certain category. It may be similar or different
to develop the concepts of the research, to generate about common
methods within the subjects’ experience.
I.
Ways to Present the Result of the Analysis
This research analysis is presented in qualitative descriptive form.
Research stages starts form the data collecting as rough material that will
be analyzed. When the result is obtained, the writes then summarizes the
result, interprets them and finally reports them.
CHAPTER IV
RESEARCH FINDINGS, DESCRIPTION,
AND SUBSTANTIVE THEORY
I.
RESEARCH FINDING
There are 170 data items those used to develop this research by giving
certain classifications on them. The data items were gotten through view Indepth interviews to ten English teachers who work at both junior and senior
hight school in Central Aceh. Than, those datas are categorized into three
main groups in the first classification (C1). Ninety four datas are involved in
Self-Made Test Item (SM), fourty four datas in group of Modifying Test Item
(MD), and thirty three data are grouped as Duplicating Test Item (DP).
Researcher regroups those datas into more specific terms in purpose to
explore deeper reality on datas as follow. The 94 data items on Self-Made Test
Item were grouped againt into three more particular terms as second
classification (C2) i.e.: first, Problem Analyzing (PA) as much as fivety two
data items, to Write Test (WT) as much as fourty one data item. And the rest
is belonging to Final Checking (FC).
Doe to some grouping data items are still in a big amount, researcher
broken them down into some terms in third classification (C3). Competence
(CM) as much 23 data which is than describe in term of 11t data items of CC
and 12 data items for CL, Indicator (IN) as much as 4 data items, and 24 data
items are for Resource (RE) which are derivative group of Problem Analyzing
(PA). For the most specific ones, RE would be described in terms: Article
(AR), Hand Book (HB), Students’ Exercise book (SE).
It is categorized into Multiple Choice (MP), and Essay (ES). Both MP
and ES are classified into Test Item (TI) and Content (CO) for multiple
choices. Test Item (TI), and composition for Essay. Final Checking (FC) is
categorized into Teacher alone (TO) Teacher at school (TS), teacher group
(TG).
There are 42 data of Modifying Test Item which are classified into four
categories i.e.: first, Resource (RE) which is classified into four in which three
of them as in Self-Made Test Item plus Test Item Collection (TC), second,
Collect Test Material (CL). Third, Choose Test Material (CH), fourth. Part of
Modifying (PM) which divided into question modification (QM), Resource
modification (RM), Formatting Modification (FO).
There are 34 data of Duplicating Test Item, and divided into more
specific categories as in Duplicating except in Part of Modifying (PM).
In purposes to have better and clearer description of description of
category above are also shown in form of chart as below:
II.
RESEARCH DESCRIPTION
Description of the study will be discussed in three approaches, namely
self made test, write test by modifying, and creating item tests by duplicating.
There are 180 items of data that supports all three approaches as follow.
A. Self -Made Test Item
Self made test category consists of three sub-categories, namely the
analysis problem, to write tests, and checking t
a. Problem Analysis
Problem analysis will be discussed in 6 categories which are
consist of 2 categories related to competence checking, 3
categories related to the source of tes material, and another
category related with indicators. The Complete decryptions of the
six categories are as follows.
1) Competence Checking (CC)
Category "Competence Checking" in Table 1 below relates to
teachers' efforts to check the competencies tested are in accordance
with previous learning objectives. Words or phrases that had the
same meaning as the description above are supported by seven data
items as in the following table.
Table 1. Competence Checking (CC)
Data
No
1
2
3
4
5
6
7
acuannya ya syllabus, dari Buku syllabus
Berdasarkan indicator. (berkaitan dengan data 2a2)
soalnya sama, tapi kalimatnya yang berubah
jenisnya sudah ada tapi … dengan soal yang berbeda …
… saya mengambil teks narrative juga dengan judul yang
berbeda…
… kita pilah pilah, kita pilih soal..
… teks disitu pengenalan kata kata yang sukar …
Resource: Data shorting No. 54-64
Competency mapping is the first step of a process of making a
test item. To do this step requires a resource as a reference. In the
data items no 1 mentions the word "syllabus" as a medium to check
competence on a test item. The phrase "berdasarkan indicator
(based indicator)" in data item 2 shows that the competency is
developed from indicators of a syllabus. Teacher does this
inpupose to create test item that suitable with competency learned
previously
Data No. 3 shows how a test item was made after checking
competencies.Test items are made with the same pattern suc as
“soalnya sama, tapi kalimatnya yang berubah”. This is
corroborated by the phrase contained in the data item 3“jenisnya
sudah ada” teachers as making actual test items just follow the
existing pattern in the way the data item No. 6 is by way of
"sorting out" test item with the appropriate kompensi. This is
corroborated by the phrase contained in the data item 3
The follow up of "competence checking" is gathering material
in accordance with the test item "... take the narrative text as well ...
with a different title." or "... the introduction of the difficult words
..." that supports one or more test items on a test end of the
semester.
Description above shows that the "competence checking"
aims to produce items in accordance with the competencies, to
facilitate realizing that goal.
2) Competency Level (CL)
The second category will cover everything that contains the
meaning of "Competency Level" of a series of teachers' efforts in
preparing test items for the purposes of final exams. "Competency
Level" associated with conformity between the competencies
tested on the test item to the examinee because there are some
materials with the same topic were introduced at different levels.
There are 13 items of data that support "competency level"
category.
No
1
2
3
4
Table 2. Data Competence Level (CL)
Data
dengan materi yang sama … untuk membiasakan diri…. anak untuk
menjawab soal UN dan SMPTN.
… semuannya ada variasi misalnya kan untuk tidak membuat siswa
itu blank atau bingung …
soalnya itu saya rangkum dari pelajaran yang telah saya terangkan
misalnya pada blaming… ungkapan menuduh
tingkat kesulitannya … IPA1, IPA2, IPA3, IPA4 … buat soal semester
itu sama
tingkat kesulitannya… IPS berbeda karena gurunya juga berbeda.
… saya ambil sama karena waktu ujian UN juga tidak dibedakan
antara kelas social dan kelas science
harus yang berbeda lagi … dengan tingkat kesukaran yang sama…
saya ambil soal yang lain … dengan indikatornya, dengan tingkat
kesukarannya juga
… saya buat standardnya … menyesuaikan dengan anak … tingkat
kesusahanya …
… Buku … disesuiakan dengan SKL.
… ingin mengetahui lebih pengetahuan mereka … tentang
expression …
5
6
7
8
9
10
11
Resource: Data shorting No. 42-53
3) Exercise Book of Students (SE)
The following kategory named students' exercise books or in
the original data is known as the Lembar Kerja Siswa or LKS. It
describes the using of LKS as one of three references is used in
creating summative test item. There are 5 items of data support
this category as in Table 4 below.
No
1
2
3
4
5
Table 4. Exercise Book of Students (SE)
Data
dari LKS ...
referensinnya dari Buku LKS ...
kita ... tidak terfocus hanya pada satu LKS,
kami mengambil dari buku LKS
... LKS tu sudah sesuai dengan silabus … baru baru
Resource: Data shorting No.69-73
The whole point of data in the table above contains phrases
dealing with Student Worksheets or LKS. The data showed that the
No. 1 test item is created by taking the source material that is
sourced " dari LKS ", or "referensinnya dari LKS ..." on the data
item No. 2.
Data item No. 4 “kami mengambil dari buku LKS” refer to the
same word in the sense of the amount of lots. Data item no 3
mentions that “tidak terfocus hanya pada satu LKS” has the
meaning that would be any diversity of LKS as source material that
made the test item. Teachers assume that LKS as sources of test
items is suitable due to support hand book. Further explanation
relate with hand book will be discussed in another category.
Another reason of teacher related with LKS is produced each
semester “baru baru (new)” so there are many material of test items
can be developed from LKS
The word “mengambil (take)" on the data item 4 in contexts
language of speakers meant both to create and to adopt. It means
that teachers use LKS A, B, C etc in making a test item. And the
word in second meaning will be discussed in resource category
relate with duplicating technique.
4) Article /Text (AR)
The second source used as a reference of test items is the
article (AR). The article in this category means various kinds of
text both in printed form and in electronic one. Then the texts are
used as materials test items as sesuiai with the desired material.
Datas those support this category are as follows:
No
1
2
3
4
5
6
7
Table 5. Article (AR)
Data
tidak dari teks yang sama yang dipelajari …
…dari teks teks …
… ambil dari internet.
... dari teks ...
kita catat dulu dibuku catatan silabusnya… kemudian kita
kumpulkan bahan bahan yang ingin kita ambil …
kami mengambil dari ... majalah
… ada sumber sumber baru yang juga saya ambil dari internet …
Resource: Data shorting No.86-92
Seven grain data in table 5 show that teachers use various
articles in the process of creating test items in words such as:
“tidak dari teks yang samaí”, “dari teks teks”, “dari teks”, “kita
kumpulkan bahan yang kita inginkan”, “mengambil dari
majalah”, dan “saya ambil dari internet”.
In the creating test items, the teacher uses two types of text
i.e. Text in the form of hard copy (printed) e.g. "magazine" and
"texts" and texts in the form of soft copy (unprinted) e.g. "internet"
Data 3 describes more specific efforts of teacher in collecting
appropriate text by browsing using internet facility. Moreover data
item 7 stated that “… ada sumber sumber baru yang juga saya ambil
dari internet … (i take some new texts from internet)”
As a comparison, there are several more convesional ways in
making the test item by doing note-taking “kita catat dulu dibuku
catatan silabusnya… kemudian kita kumpulkan bahan bahan yang
ingin kita ambil …( make a not on syllabus first, then collect the
material)” it happen with teacher who have not internet facility.
Browsing is an easier way for teachers in purpose to collect
the appropriate text when create test items. From the brief
overview above it can be concluded that the more various texts can
be retrieved and collected by teacher, greater chances of getting the
appropriate text that support the creation of test items.
5) Hand Book (HB)
The third source used as a reference of test items is the hand
Book (HB). The hand book in this category means various kinds of
book that used by both teacher and student while teaching learning
process at the class. Datas those support this category are as
follows:
No
1
2
3
4
5
6
7
8
9
10
11
Table 6. Handbook (HB)
Data
kami pertama membuat, mengamati silabus kemudian bahan
ajar.
soal ujian semester itu berdasarkan bahan ajar yang sedang
dipelajari pada semester itu … beracuan kepada silabus …
kami mengambil dari ... buku paket
saya ambil satu rangkuman… dari pelajaran yang telah saya
terangkan
kita punya Buku
referensinnya ... ABC English grammar ...
referensinnya dari ... kamus
… Buku … sudah sesuai dengan selabus …
... dari Buku …
soalnya itu saya rangkum dari pelajaran yang telah saya
terangkan
… berdasarkan pada materi apa yang diajarkan … berdasarkan
12
13
silabus itu kemudian melihat indicator.
… dari buku perpanduan guru…
dari buku ...
Resource: Data shorting No. 74-85
Teacher’s effort related the use of the Handbook in the table
above include “mengamati silabus (observe on syllabus)” then
“mengamati bahan ajar (observe learning materials)”, “bahan ajar
yang sedang dipelajari (materials being studied)” “beracuan
kepada silabus (relate to syllabus) ”, “mengambil dari buku paket
(take from the handbook)”, “mengambil rangkuman dari pelajaran
yang telah diterangkan (taking the summary of the lessons
explained)” and another explanation.
There are two important things that can be drawn from the
data above: first, seeing or observing on syllabus contents in order
to to constantly produce test the items which focuson measuring
capabilities of examenee as listed in the syllabus.
The creating of test item process begins with an observation
on the syllabus. Then, to match the result of observations with
handbook as stated “bahan ajar (learning materials)",”, “pelajaran
yang telah saya terangkan (lesson have been learned”. This is done
to check the alignment between the learning-objectives indicators
of syllabus with handbook as a source of test items.
Data item 1 shows the actions of observing on syllabus as part
of process of problem analysis inpurpose to juxtaposed both
syllabus and handbook in making summative test item
Data 1 and 2 show that teachers use the handbook as a
reference in making summative test item. it can be seen in data 2
on phrase “soal ujian semester itu berdasarkan bahan ajar yang
sedang dipelajari pada semester itu … beracuan kepada silabus
…”(semester exam are based on materials being studied on the
semester and refers to syllabus)
6) Indikator (IN)
Next category is associated with the word "indicator" which
means when the teacher makes summative test items should pay
attention to signs or benchmark of skills to be tested. This category
is supported by 4 data item in the following table.
No
1
2
3
4
Tabele 3. Indikator (IN)
Data
ditentukan dari apa yang kita ajarkan … ada buku silabusnya …
tidak lari dari syllabus
acuannya ya syllabus, dari Buku syllabus
… Cuma sedikit maksudnya jenisnya sama soalnya berbeda.
untuk ujian summative ibu akan cari teks yang berbentuk
narrative
Resource: Data shorting No. 65-68
The word "syllabus" in data item 1 and 2 is written sources
for teachers in developing learning materials and as a reference for
measuring the success rate of the learning process through a
summative examination.
Teachers try to make a high quality test item. It is a test item
which “tidak lari dari syllabus (tied on syllabus)” as stated in data
1. Teachers assume that high quality of test item is it problem if
accordance with the subject matter. It can be seen from phrase
“ditentukan dari apa yang kita ajarkan (based on material
learned)”.
In addition, data 2 mention how to create test items which are
in accordance with the syllabus by doing problem analysis on
silabus. It’s shown by phrase “acuannya ya syllabus (refers to
syllabus)”.
Analysis that can be drawn from the data 1 is as follows: first,
the “bahan ajar (materials)" was through the selection process and
well checking as well as adjustment to competence that learners
acquired after learning process, so it was ascertained that test
materials are god and tested. Second, indicators of syllabus serve
as a guide for the development of students’. As conclusion,
teachers do some adjustment on indicators to produce a good test
item.
Data 3 show teachers’ efforts in making varietion of test items
with the same indicator as “… Cuma sedikit maksudnya jenisnya
sama soalnya berbeda (another question in different pattern).”
Making similar test items is inpurpose to avoid bias. Data 4 shows
teachers’s efforts to look for the same ganre of such as "narrative"
in purpose to create test items which test the same competence of
examenee.
Based on the four items of data above, it can be drawn a
conclusions as bellow. Indicator is a kind of singn to describe
ability that students should have, and to check the ability has been
overrun by the pupils are assessed by a test.
b. To Write Test
To write Test category will break down into nine particular
categories. Seven categories are related with to write multiple
choice and two categories relate with to write test item for essay.
Kategory “Multiple Choice” will describe Test Item (TI) and
Content (CO) of test item in summative exam. Then, Test Item (TI)
category is rebreakdown into 3 categories such as rule Making
(MM), Total Test Item (TT), and Material Compostion. Content
Kategory (CO) is also rebreakdown into 3 categories such as:
category relate with Format (FO), category relate with Text Genre
(TG), category relate with Composition (CP).
1) Procedur of Test Item Making (MM)
The following category will explain the words or phrases
related to the procedure of test item making for summative exam.
This category is supported by 6 item data as in table 9 below.
Table 9. Making rule (MM)
Data
No
1
2
3
4
5
6
Saya buat kata kata sendiri
… kita bikin perindikator kan ada 4 soal.
… bahkan kita buat lebih untuk cadangan
... kita buat dulu penyimpanan soal … supaya saya jangan lupa …
saya ambil soal yang lain yang tidak pernah saya berikan …
… saya berusaha untuk membuat yang baru
Resource: Data shorting No.9-14
Data 1 describes the procedure of making test items in
General, and more specifically procedure indicated by data 2, 3, 4,
5, and 6. The items reserved are always made many aiming to use
in various exams like “perindikator kan ada 4 soal (4 test item
each indicator)”.
Teachers can save time and power by creating test items
which are tested similar both ability and skills. The procedure of
test item making above aimed to avoid mistake on test item used as
“… supaya saya jangan lupa … (in order to avoid forgetting)”. Or
teacher attempt to recycle the test items that already exist or have
been given previously “… saya berusaha untuk membuat yang
baru (create new test items)”
In addition, creating some similar test items at once will likely
avoid from the reused of test items those ever used or discussed
before. It shown in phrase “saya ambil soal yang lain yang tidak
pernah saya berikan …( I take another question which I never
give)”. The word "ambil (take)" means that test items have been
made and will beused if needed from test item collection as stated
in this phrase “... kita buat dulu penyimpanan soal …(make banks
test item firstly)”.
2) Total of Test Item (TT)
Category in the table below is related to total of multiple
choice items for summative. This category is supported by 8 Datas
as in the table below.
No
1
2
3
4
5
6
7
8
Table 8. the Total of Test Item (TT)
Data
tergantung berapa yang diminta dari sekolah
… ujian semester itu sekitar dua lima sampai dengan tiga puluh
pilihan ganda …
saya buat dua puluh lima soal …
jumlah soal ditentukan oleh kurikulum … pilihan gandanya 30
dan essaynya 5 …
(jumlah soal yang dibuat guru) jumlah soal sudah ditentukan
oleh … wakil kepala bidang Kurikulum
(jumlah soal yang dibuat guru) ditentukan oleh sekolah.
biasanya 40 atau 50 soal …
… untuk guru IPS soal pilihan gandanya ada 30 …
Resource: Data shorting No. 1-8
Datas 8 above indicates the numbers of test items on
summative exam of every semester are not always the same, it
change in accordance with the request of each respective
institutions. It proof by phrase “tergantung berapa yang diminta …
(depending on how much is required)”. The changes done by their
institution are shown in phrases “…sudah ditentukan oleh
kurikulum (already determined by institution)”, and “ditentukan
oleh sekolah (determined by school") on data 4, 5, and 6. Teachers
create tes item in mount of such previous semesters and some
additional test items. It proof by data 3, 4, 7, and 8. Word “sekitar”
shows total number of questions are change so teachers do a
prediction on it. It proofs by word "around" in the data 2 and the
word "usually" on data 7. In addition in some school total of tes
item are the same every semester as shown in data 3 and 8.
As conclusion, total number of summative test items which
must be prepared by teachers is determined by policy of each
institution, and it will automatically effect on material composition,
competence, and the successfulness of learning process that
applied in the summative test item. It means that teachers are
required to be able to make the test item which represent the
ability, understanding and in evenly matched.
3) Material Composition (MC)
Material Composition (MC) Category in the following table
relate to multiple choice tes item composition in summative tes. 3
datas support this categort can be seen in table below.
Table 10. Material Composition (MC)
Data
No
1
2
3
saya buat dulu lima soal tentang percakapan, nanti lima soal lagi
teks, terus nanti lima soal lagi apa misalnya bentuk teks
rumpang,…
lebih dari separuh lah kita bikin soal yang baru kan pembaruan …
... saya melihat berapa KD …
Resource: Data shorting No.15-17
Data1shows test items composition that viewed from various
format
materials
in
form
of
using
texts
“Percakapan
(conversations)", then “teks (texts)" and the “rumpang (hiatus)"
text.
Data 2 shows summative test items are composed by both
new test items and old test items. New in this term means that the
test items have never been used before at among the daily test,
blocks test, and midterm test. This term is used to remodel existing
previously format of test item by “bikin soal yang baru (makes
new test items)” of “dari separuh (half of)” total test item.
Composition of test item on data 2 is used to save the time
becaused there were some checking on test items that heve be used
before, so the checking just happen on new test items.
Data 3 point outs test item is composed based on basics
competence "... saya melihat berapa KD ...". It done in peose to
avoid bias on skill, knowledge, or understanding that will be tested
examenee on summative exam. The more balanced representation
of the skills, understanding and knowledge of basic competence on
test items, the better the quality of summative exam have in
material test point of view.
Next three categories below were broken down from content
categories of multiple choice tes item. Those categories are as
follows.
1) Test Item format (FO)
The following categories related to the format of the test
items. Here, teacher did any adjustment in order to create test items
which are suitable with kereteria of a good test.
Table 12. Test Item format (FO)
Data
No
1
2
3
4
5
6
Saya buat kata kata sendiri
saya buat … tiga teks.
Dari teks itu muncul pertanyaan, terus conversation
Sekolah (Lihat pertanyaannya)
… kadang kadang juga saya selipkan soal soal ebtanas didalamnya
… yang berhubungan dengan teks…
saya harus menentukan komposisi banyaknya soal antara soal
reading dengan … dialog …
Resource: Data shorting No.27 - 32
Data 1 mention “Saya buat kata kata sendiri (I created own
words)” means that the teachers define test items format by her
self. It includes multiple choice, order of alternative answers,
distribution, and various forms of text are tested as found on data 1,
2, 3, and 6.
Test item format that teacher has are combined with the other
formats by inserting it on. It stated on data 5. Answers format on
data 2 is related with text were presented in various forms and it
corroborated by prasa data 3 “muncul pertanyaan, terus
conversation (questions first, then conversation)”. Similar things
are also found in data 6: “antara soal reading dengan … dialog
…(both reading and dialogue)”.
Based on description above, it can be seen that there are
variation on the multiple choice format of summative test. The
variation is good because it can explore the ability of test
participants.
2) Test Item Relate With Text Genres
The following category is grouped based on type of texts that is
find in the summative examinations. There are many genres of the text
contained on the summative. This category is supported by ten data as
in the table below:
Table 13. Test Item Relate With Text Genres (TG)
No
1
2
3
4
5
6
7
8
Data
saya buat soalnya … pembahasannya, tidak lain dari syllabus
misalnya tentang narrative teks gitu kan, anecdote
saya buat … tentang narrative teks … anecdote
… hortatory exposition, narrative text dan misalnya teks report …
soalnya harus berdasar itu tidak boleh lari dari apa yang tercantum
dari silabus
dengan materi yang sama … tentang explanation, text explanation,
text hortatory exposition,
… saya juga masukan model model advertisement, … barner,
poster … sehingga semua soalnya bisa ter-cover.
… news itemnya diambil dari the Jakarta post …
… saya ambil … tentang teks narrative …
sesuai indikatornya … menentukan kalimat utama, atau pikiran
9
10
utama …
Buat What is the theme of the text
… saya ambil … konteks percakapannya misalnya ungkapan
blaming, ungkapan menuduh, request ungkapan permintaan,
banning and excusing someone…, ungkapan pendapat. …
Resource: Data shorting No. 33-39
Datas above show kinds of text genres find in summative test.
There are many types of text found on a summative exam. Texts in
Genre of narrative are on data 1, 2, and 7. Those text aims to asses testtaker's the knowledge and understanding of ideas contained in the
narrative text.
10 data related show that teachers take in a lot of type of text into
a summative test. The text can be groped into some kind.. The text
contains the current information that belongs to report, or news items
as on data 3 and 6. Second, Advertising Text such as barner and
posters. Third, text which is inpurpose to entertaining i.e. narrative,
anecdote, exposition. Besides types of text, there are some type of
expression insered on a text as such as blaming, among other things,
request, banning and excusing someone, an opinion.
3) SM MP CN
Table . SM MP CN
No
Data
1
2
3
sesuai indikatornya … menentukan kalimat utama, atau pikiran
utama …
Buat What is the theme of the text
… saya ambil … konteks percakapannya misalnya ungkapan
blaming, ungkapan menuduh, request ungkapan permintaan,
banning and excusing someone…, ungkapan pendapat. …
4) Test Item Composition (CP)
This category wills discusse about words or phrases that
means relate to “composition of test items". The difference
between Test Item Composition (CP) material composition (MC)
are which is the Test Item Composition (CP) is emphasis on the
sum of multiple choice test items, and materials Composition (MC)
is emphasis on the composition of the test items material contained
in exam. Test Item Composition (CP) Category consists of 6 data
as in the table below.
Table 11. Composition of Test (CP)
Data
No
1
2
3
4
5
6
… dalam 40 soal … ada 2 teks …
… kemudian yang 10 lagi saya tanyakan dalam bentuk … dialog
disitu … argumentative … argumentasi…
… variasilah karena untuk soal reading itu kan kadang kadang
panjang (yang dimaksud adalah text untuk soal soal reading)
… saya bagi … soalnya empat puluh gitu jadi tiga puluh soal untuk
reading…
… soal untuk reading ada tiga KD jadi saya bagi satu KD 2 Teks …
… saya ambil per-subbahasan.
Resource: Data shorting No.21-26
data 1 above indicates there are 40 multiple choice test items
that consist of "2 teks (2 type of text) ", and in form of dialogue
“…10 lagi saya tanyakan dalam bentuk … dialog disitu …(10 the
other test item iform of dialogue)” as mentioned in the data item
No. 2.
Data 4 indicates the composition of the test items are more
emphasis on reading skills as much as “… tiga puluh soal untuk
reading… (Thirty item of reading test) ” of forty items test on
summative test.
The composition of test item on data 5 is focusing on the
representativeness of indicators tested by taking each skill, ability,
understanding creating “… soal untuk reading ada tiga KD jadi
saya bagi satu KD 2 Teks …(2 test item each besed competence)”.
Representation of test items is also reinforced with “ambil persubbahasan (take it every sub topic)” In data 6.
There are similarities of each data above the reading skills are
always examined in summative test indicated by data 3.4 and 5 in
words or phrases such as“membaca”, “ada 2 teks …”.“soal
reading itu kan kadang kadang panjang”, “… reading ada tiga
KD…2 Teks …”. Based on Pharases above, it can be concluded
that the ability to read plays an important role for students that are
always placed in the summative test material
To Write Test (Part Essay)
There are 26 data items those are divided into the four
categories below will describe English teachers’ effort in making
essay test items for summative exam of the semester. The fourth
categories are essay test item, test item deficulty level, and reason
for making essay test item and contesnt og essay test item.
1) the Total of Test Item
The first category in writing essay test items is “the Total of
Test Item”. This category is supported by nine data item.
It
describes information relate with sum of essay items in a
summative test. The data items are as shown in table below:
Table. The total of test item for essay
No
1
2
3
4
5
6
7
8
9
Data
saya buat jumlahnya sekitar 5 saja, … karena soal tersebut pada
dasarnya menanyakan kemampuan yang sama dengan yang ada
pada pilahan ganda.
Saya membuat beberapa butir soal, … siswanya hanya diminta
menjawab satu atau dua nomor saja. … karena tingkat
kesulitannya pasti lebih sulit
.. saya biasanya menentukan keterampilan apa yang hendak
diujikan lalu saya buat soalnya yang bisa mengujikan
keterampilan tersebut, … bisa diujikan dalam 1 soal ya satu aja …
… soal essay saya buat 5 soal … karena soal essay biasanya
uraian, nanti waktuknya tidak cukup dan kita juga memeriksanya
lumayan capek karena tidak bisa dilalukan seperti pada soal
pilihan ganda.
… saya biasanya buat 5 soal essay … dalam bentuk uraian
singkat. …untuk menguji pemahaman structure dan vocabulary
cukup satu atau 2 soal saja dengan panjang uraian kira kira 200
kata…
1 soal essay itu bisa menguji banyak hal jadi tinggal tentukan aja
keterampilan yang ingin kita ujikan.
Soal essay itu score totalnya itu 25 jadi saya buat sekitar 5 soal
saja tetapi anak anak hanya mengerjakan 1 butir soal essay saja
yang paling mudah menurut mereka.
soal essay itu gak usah banyak cukup 3 aja karena objectivitas
penilaiannya juga agak sulit kalau buat saya.
… ujian semester itu sekitar … lima sampai sepuluh essay.
The phrases those support categori above are “buat
jumlahnya sekitar 5 saja”, “Saya membuat beberapa butir soal”,
“bisa diujikan dalam 1 soal ya satu aja”, “… soal essay saya buat
5 soal …”, “… saya biasanya buat 5 soal essay …”, “…saya buat
sekitar 5 soal saja…”.
The wole data items in the table above show that the total of
essay test item is less than multiple choice. It is emphasize with
word “saja” in data items 1-2-3-5-7. Most of the English teachers
make five test items for essay with some varian. The varians are
shown in data items 2-5-7 “answering only one or two numbesr”
of the five test items”, “one or two test item are enogh for an essay
in length 200 words”, “the students only answer one test item that
the most easy for them”. Besides that, an essay test item can cover
many skills, knowledge, competences so it can be representing “in
only one test item”.
From a short description above it can be concluded that
teachers creat test item for essay are less that multiple choice test
item. It happen because it needs longer time both to answer as
examenee and to check the result as teacher. In addition, students
also need requires a longer time in working on the essay question
those teachers must take into account the time needed to answer
test item.
2) Reason on essay item
Tabel dibawah ini berkaitan dengan alasan dari guru dalam
membuat test item untuk essay yang mengandung arti bahwa guru
membuat soal essay pertimbangan tertentu. katagori ini didukung
empat butir data seperti pada tabel dibawah ini.
Table test item for essay (reason)
No
1
2
3
4
Data
saya buat jumlahnya sekitar 5 saja, … karena soal tersebut pada
dasarnya menanyakan kemampuan yang sama dengan yang ada
pada pilahan ganda.
… soal essay saya buat 5 soal … karena soal essay biasanya
uraian, nanti waktuknya tidak cukup dan kita juga memeriksanya
lumayan capek karena tidak bisa dilalukan seperti pada soal
pilihan ganda.
soal essay itu gak usah banyak cukup 3 aja karena nanti
memeriksanya juga repot sekali dan membutuhkan waktu yang
lama
soal essay itu gak usah banyak cukup 3 aja karena objectivitas
penilaiannya juga agak sulit kalau buat saya.
Four data above indicates that the teacher has a diverse reason
in determining the number of test items that are marked with the
word "because" of each data. There are two reasons that affect the
determination of the items reserved for the summative test. First,
both students and teacher need more time on essay test item, so it is
not reliable. Second reason, for practility amount of essay have not
to as much as multiple choice because it asking the same thing. As
a teacher stated that “menanyakan kemampuan yang sama dengan
yang ada pada pilahan ganda”. It is the same effect on students is
indicated on the item about the essay basically "asking the same
ability to that of the double pilahan" so it does not need to be made
in great numbers, or as much as multiple choice.
Datas above show that teachers are trying donot create test
item that measure the same ability, The second reason relate with
fewer number of essay exams summative because of time
limitations. It indicated the phrase karena soal essay biasanya
uraian, nanti waktuknya tidak cukup (don't have enough time
because it tells us)” on data 2. In onether words test item for essay
are adjut with time allocation of summative exam have.
Reasons of making essay test item in teacher point of view of
astest item maker as well as checker the resul of exam results is
supported by data 2.3, and 4. This opinion is corroborated by
phrases such as“dan kita juga memeriksanya lumayan capek”.
“…karena
nanti
membutuhkan
memeriksanya
waktu
yang
juga
lama”,
repot
“…karena
sekali
dan
objectivitas
penilaiannya juga agak sulit…”. Of the third phrase confirms that
difficulty level of essay test item is much higher and total of test
item are reduce inpurpose to establish an condusive exam.
From the explanation above it can be concluded that essay test
item have ability to measure many indicators (multi skills) and it
deficulty level are much higher, so it can be represented on limited
number of test item it is in accordance with the purpose of a test.
3) Content of Essay
Content of Essay category di bawah ini akan membahas
materi yang digunakn untuk butir soal essay. Kategori ini didukung
oleh 6 butir data seperti dibawah ini.
Table 1. Content of Essay (CO)
No
1
2
3
4
5
6
Data
saya buat jumlahnya sekitar 5 saja, … karena soal tersebut pada
dasarnya menanyakan kemampuan yang sama dengan yang ada
pada pilahan ganda.
… saya biasanya buat 5 soal essay … dalam bentuk uraian
singkat. …untuk menguji pemahaman structure dan vocabulary
cukup satu atau 2 soal saja dengan panjang uraian kira kira 200
kata…
… saya berapa saja yang diinginkan sekolah saya buat aja …
materi diambil secara acak aja dari materi yang dipelajari
sebelumnya.
Soalnya tentu terkait dengan pokok bahasan pada semester itu
tapi bentuknya soalnya aja beda denga pilihan ganda
soal essay itu gak usah banyak cukup 3 aja … Soalnya seperti
membuat teks anecdote.
… dan 5 untuk soal essay … harus ada perimbangan antara soal
tingkat kelas 1, kelas 10 , kelas 11, 12
keenam butir data diatas menunjukan keberagaman konten
pada soal essay. Butir data 1, 3, 4 menunjukan bahwa soal essay
pada prinsipnya menanyakan hal yang sama seperti pada item
pilihan ganda. Soal essay untuk ujian summative dibuat dengan
materi yang sama dan mengacu pada materi pembelajaran yang
sama pula. Materi yang dimaksud antara lain “structure dan
vocabulary”, “membuat teks anecdote” yang terdapat pada butir
data 2, dan 5.
4) Essay difficulty level
Katagori dibawah ini terkait dengan kata “sulit” yang
mengandung arti bahwa guru mengalami kesulitan dalam membuat
dan memeriksa butir soal essay. Disamping itu, peserta ujian juga
mengalami kesulitan dalam mengerjakannya. Katagori ini berisi
enam butir data yang bersumber dari enam guru yang berbeda
sebagai berikut.
No
1
2
3
4
5
6
Data
Saya membuat beberapa butir soal, … siswanya hanya diminta
menjawab satu atau dua nomor saja. … karena tingkat kesulitannya
pasti lebih sulit
… soal essay saya buat 5 soal … karena soal essay biasanya uraian,
nanti waktuknya tidak cukup …...
soal essay itu gak usah banyak cukup 3 aja karena objectivitas
penilaiannya juga agak sulit kalau buat saya.
… saya biasanya buat 5 soal essay … dalam bentuk uraian singkat …
dengan panjang uraian kira kira 200 kata…
soal essay itu gak usah banyak cukup 3 aja karena nanti memeriksanya
juga repot sekali dan membutuhkan waktu yang lama
Soal essay itu score totalnya itu 25 jadi saya buat sekitar 5 soal saja
tetapi anak anak hanya mengerjakan 1 butir soal essay saja yang
paling mudah menurut mereka.
Enam butir data diatas menunjukan bahwa keenam guru
menganggap soal essay itu “sulit” baik bagi guru maupun bagi
siswa. Hal ini didukung oleh frasa “tingkat kesulitannya”, Object
penilaiannya agak sulit” pada butir data 1,dan 3. Butir data 3 dan 4
Menunjukan juga frasa yang menguatkan bahwa butir soal essay
itu sulit karena “waktunya tidak cukup…”, “panjang uraian”,
“membutuhkan waktu yang lama”. Frasa diatas merupakan imbas
dari kesulitan yang terdapat pasa soal essay.
Ada 3 jenis kesulitan yang ditemui pada saat membuat butir
soal essay berdasarkan data diatas yaitu, kesulitan pada saat
membuat, kesulitan pada saat mengerjakan dan kesulitan pada saat
memeriksa jawaban dari soal tersebut. kesimpulan yang ditarik dari
uraian diatas yaitu
soal essay pada ujian summative perlu
perhatian yang kusus karena berpengaruh pada waktu yang tersedia
dan penilaian.
B. Modifying
Guru membuat butir soal ujian sumatif dengan menggunakan teknik
memodifikasi akan dideskripsikan dalam delapan katagori. Katagori
tersebut adalah Students’ exercise book (SE), artikel (AR), test item
collection (TC), dan hand book (HB) yang merupakan pecahan dari
katagori Sumber (RE), to collect Test Item (CL), To choosing test item,
dan part of modifying (PM) yang akan dideskripsikan dalam tiga
kelompok kecil yaitu: Text modifying (T) question modifying (Q) dan
alternative modifying (A). Adapun gambaran dari masing masing katagori
tersebut adalah sebagai berikut.
a. Studen exercise book, Aticle/ text, Hand Book
The first group of data items to be discussed is a requirement
which is the merging of categories of Students ' exercise book (SE),
articles (AR), and hand book (HB). This is done because the details of
the supporting data are not enough when connected with context to
modify. This requirement is supported by five rounds of such data in
the table below.
Table. Resource (RE)
Data
jadi kalau saya ambil langsung dari sini walaupun dikumpul
LKSnya anak anak itu tau….
2 jadi kalau saya ambil langsung dari … LKSnya anak anak itu
tau….
3 … kita liat Buku mana yang cocok untuk menjadi acuan
pembuatan soal …
4 … buku pegangan…
5 Tapi kok misal cerita,….kita buat cerita yang lain. Misal teks
narrative,…dongengnya seperti putri salju …
Resource: Data shorting No. 133-137
No
1
Five of the above data show that the source of the test items
retrieved from: Students ' exercise book 2 data, handbook 2 data and
article I data
Words or phrase below indicated tehcnic that used in modifying
such as “kalau saya ambil langsung dari … LKS” on data 2 “liat buku
… yang cocok”on data 3 that means that make any justmesnt on
certain part “membuat yang lain test item lain” as on data 3. Similarity
of meaning from the phrase on items 1, 2, 3 and 5 implies that there is
a process of making the adjustment efforts of test items from the
source or test items that become a source of reference.
"on grain data 1.2" clay book ... that match "on the data items in
the real action is to make small changes in certain parts and" making
another test other items "such as on the details of the data 3. Similarity
of meaning from the phrase on items 1, 2, 3 and 5 implies that there is
a process of making the adjustment efforts of test items from the
source or test items that become a source of reference.
The purpose of the modifications to the test item is to acquire an
objective with test items tested that measure skill, knowledge of the
same. It indicated 1 and 2 data points that cover the possibility of
students and cheating of LKS.
b. Test Item Collection
The following categoriy are "Test Item Collection" which
describes the process of collecting test items relating to technical
modifications. This categoriy is supported by 5 data item as in the
table below.
No
1
2
3
4
5
Table . Test Item Collection (TC)
Data
saya harus sesuaikan … saya tidak membuat sendiri soalnya
tapi saya ambil dari BANK soal atau pun Buku Buku. (i
make some alteration by copied test item collection or
books)
… saya kompilasilah kalau buat BANK soalnya (i do some
compilation when make a test item collection)
… saya mengadopsi dari soal soal … UN .. (i adopt the test
item from national exam)
kami mengambil dari ... kumpulan tes masuk perguruan
tinggi … (teacher takes the test item from university
selection test)
… khusus persiapan UN … (specially the preparation of
national exam)
Resource: Data shorting No. 128-132
word that indicates a test item collection of five items of data
above is “Bank soal (Test Item Collection)” the items of data 1 and 2,
"books" on the data item 1, "UN" on the items of data 3 and 5, and "...
collection of college entrance test "in 4 items of data. From those data
can be seen in the form of source diversity Test Item Collection held
by the teacher to be modified into new test items. the appropriate test
items on test item collection then made adjustments that mark the
process of modification is the “(di)sesuaikan” (be adjusted) or the
process of adaptation, kompilasilah”,“adopsi” in the data 1, 2 and 3.
Process of collecting source in the above table by using the
technique of modifying the data contained in items 1, 2, 3, and 4 are
the words “saya (meng)ambil dari”, “saya compilasi”, “mengadopsi
dari”. Those words truly indicates that the range of actions in effort to
collect test material from a variety of sources to be used on the final
mumative test. Diversity endeavors of collecting material test items
above have a similarity that marks it as the process of modifying the
e.g. change form, composition etc.
c. Collect Test Material
The following category describes the varied efforts of teachers in
collecting material to be made into test items in conection to
modifications technic. This category is supported by 7 data as in
table below:
Table. Collect Test Material (CL)
No
1
2
3
4
5
6
7
Data
acuannya ya syllabus, dari Buku syllabus (the reference is
syllabus)
Berdasarkan indicator. (berkaitan dengan data 2a2) (based on
Indicator)
soalnya sama, tapi kalimatnya yang berubah (different sentence but
the same pattern)
jenisnya sudah ada tapi … dengan soal yang berbeda … (the
pattern is ready with different test items)
… saya mengambil teks narrative juga dengan judul yang
berbeda… (i take differet title of narrative texts)
… kita pilah pilah, kita pilih soal.. (i select the test item)
… teks disitu pengenalan kata kata yang sukar … (the text is in
purpose to introduce unfamiliar words)
Resource: Data shorting No. 108-1014
Teacher’s reference in creating test item is syllabus and indicators on
it as s sown onphareses “acuannya ya syllabus”, “Berdasarkan indicator”
on data 1 dan 2. It done by collecting materials are sorted again“memilah
milah” be modified. The collection of materials by selecting and sorting is
done on the basis of specific as to the purpose of "Introduction to Word
hard" as shown data item 7. The process of adjustment or modifications
will be discussed on different categories of techniques are modifying it.
Data Item No. 3, 4, 5, 7, shows the process of collecting test materials
to be test items if there is a match with the indicator on the syllabus. It can
be characterized from phrases like "because the same, but the sentence is"
in other words "kind already there but ... with a different matter".
Four criteria of competencies held by teachers on the above categories
are urgency, continuity, relevance and achievement. The fourth
competencies are in accordance with the translation of "Development of
Materials Testing and Analysis Exam Results".
d. the Choosing of Test Material
Category below is related with teacher’s effort to choose the test
material in process of test item making. It means that the teacher choose
test material became test items by using modifying technique. There are
thirteen data items those support the choosing of Test material category.
The data items are as in table below.
Table. the Choosing of Test Material (CH)
No
1
2
3
4
5
6
7
8
9
Data
jadi kalau saya ambil langsung dari … LKS … (i do not take it
directly)
.. kita … membuat kalimat yang lain tetapi tidak lari dari
pembahasan itu. (i make similar test item)
Sebelumnya kita adakan … ujian percobaan … kalau ... soal
tersebut bisa dikerjakan … bisa kita pakek untuk ujian semesternya,
tapi kalau misalkan kira kira siswa tidak bisa … kita rubah
soalnya. (i make and adjust the test item by testing it before)
Yang lebih mudah lagi (berkaitan dengan data 2a2) (change the
difficulty level of test item)
… biasanya sudah ada tinggal di ubah ubah sedikit. (it usually is
ready and just need some modifying)
kami mengambil …. kadang kadang kami campur campur … ( I
take the test items and sometimes mixes it)
genrenya sama seperti itu (with the same genre)
… kita pilah kita pilih dari pembuatan soal … mengenai teks (i
select of test item making relate with texts)
… tidak sama … tapi sesuai dengan buku cara pembuatanya.
(teacher makes different test items but with the same standard
opersional procedure as in the book)
… tingkat kesulitan ditengah (test item with medium difficulty
level)
ketik ulang … jangan sama dengan tahun lalu kan soalnya …
(retype do not the same with last year test item)
… soal yang pertanyaanya terlampau gampang, Jadi saya harus
sesuikan untuk anak SMA … (make modifying when the test item
is too easy for students in level of senior high school)
…misalnya berbentuk cerita, conversation … ungkapan menuduh,..
mengambil model yang lain (teacher makes some alter in form of
story, conversation, accuse utterance and the others)
Resource: Data shorting No. 95-107
10
11
12
13
From Seven items of data in the table above are find out word or
phrase .”saya ambil” ”, “membuat kalimat yang lain”, “kita pakek untuk
ujian semesternya”, ”kami mengambil”, “kita pilah kita pilih”,
“(mengetik ulang” dan “mengambil model yang lain”. which related to
teachers’ efforts in selecting materials to be used as a summative
component as on data 1, 2, 3, 6, 8, 11, and 12 .those phrases shows the
test material selection efforts with diverse expression but have the same
aims.
modifying action on the material of test in data above is done by
"tidak mengambil langsung (taking indirect)", " membuat test item yang
serupa (make a similar test items)", " mengganti, merombak atau
mengubah component pembentuk sebuah test item (replace, remodel or
change the component forming a test item)". The number of data points
that mark the selection process showed that the teachers are very familiar
with the way in selecting the test material is intended as final exams
material.
Dari data diatas dapat disimpulkan bahwa guru sangat terbiasa dalam
memilih materi yang akan dimodifikasi. Hal tersebut diperkuat dari
banyaknya tehnik cara memilih materi yang dimiliki guru
From data above it can be concluded that teacher used to select test
material to be modified. This is reinforced by techniques do teacher have
in choosing test materials
a. Text Modifying
Modifying text" category below will describe the "text" as modified
part of items. This category is supported by two data. The Data items are as
in the table below.
Table . Text Modifying (T)
No
1
2
Data
… saya mengambil teks narrative juga dengan judul yang
berbeda… (i take differet title of narrative texts)
cerita yang lain diluar dari karangan kita sendiri, …misanya
berbentuk cerita, conversation, … ungkapan menuduh ... (the text
which is modifying in form of history, conversation, accuse
utterance)
Resource: Data shorting No. 115-116
Phrases that show modification actions on text of data above are
“judul yang berbeda (different titles)” and “berbentuk cerita (in form of
story), conversation”, “judul yang berbeda (Different titles)” on data 1 can
be interpreted as modifying or replacing a part or entire of text with the
same kind, narrative. The same thing happened on the text in the form of a
story or dialogue contained in summative exam.
b. Question Modifying
Category below describes "interrogative sentence”of a test item as
part modified. There are six data items that supports this category as in the
table below.
Table . Question Modifying (Q)
No
1
2
3
4
5
6
Data
membuat soal itu sesuai dengan pelajaran … (test item making is
necessary with student’s matery)
… ada juga diacak … kadang sama … kita gantikan subject nya …
verb nya diganti … Pengecohnya diganti (sometimes teacher
modifying test item by changing subject, verb, the choice and its
composition)
format soalnya sama, tapi kalimatnya yang berubah (the test format
is the same but with different sentence)
… misal tentang grammar, … tentang passive voice, atau direct
indirect speech … kita ambil contoh kalimat yang lain …(teacher
uses another modified test item for something relate with grammar,
passive voice, direct indirect speech)
jenisnya sudah ada tapi … dengan soal yang berbeda … teks
narrative … tentang Snow ball, tentang Cinderella … (make the
others test item relate with the same genre , narrative i.g. snow ball,
cinderela)
dipariasi tidak persis, tidak jauh beda, persis. (make some variation,
some nuance, almost the same)
Resource: Data shorting No. 117-122
Teacher modifies test items in part of interrogative sentence is shown
from phrases like “ganti subjectnya”, “kalimatnya yang berubah”,
“Kalimatnya yang lain”. “divariasi, tidak persis, tidak jauh beda”.The
phrase marks a change action components contained in the interrogative
sentence .
Teachers change interrogative sentence in purpose to customize both
items and text allied. This is supported by the words "about the passive
voice, direct or indirect speech", “tentang passive voice, atau direct
indirect speech”, “tentang Snow ball, tentang Cinderella” on data 4 and
5.
c. Alternative Modifying
"Alternative Modifying" category describes teacher’s actions in
modifying the alternative of answer of multiple choice test items. This
category is supported by 5 items of data as in the table below.
Table . Alternative Modifying (A)
No
1
2
3
4
5
Data
… kita buat soal berdasarkan teks. (i make test items refers to texts)
Kesulitan (berkaitan dengan data 2a2) (modify the difficulty level)
soal itu harus dimodifikasi …alternativenya cuman a sampai d
saya tentu kan harus menambahnya menjadi alternative e ...(the test
item have to modified by adding the alternative until e)
bentuk pertanyaanya tetep sama .. karena … alternativenya harus
satu a sampai e, (the question is the same but by adding the choice
until e )
Berdasarkan teks itu kita … buat sistim multiple choice … kita buat
a. karnipora misalnya, reptile, memamah biak … (refers to the text,
i make it inform of multiple choice, for example, a reptile, ruminate
)
Resource: Data shorting No. 123-127
Data 3 and 4 show that teacher modify alternative of answer to fulfill
the standards of alternative answer for senior high school level. It is consist
of five alternative answers a, b, c, d, and e. It will automatically affect on
the level of "difficulty" as on data 2.
Data 1 and 5 show the teachers do modification techniques by making
any adaption to the text “berdasarkan teks (text based)”. Answers
alternative were modified truly have function as a rapscallion answers as
stated on data 6, so the teacher can make the test items with appropriately.
C. Duplicating
a. Table Students’ Exercise Book (SE) and Hand Book (HB).
The following categories are used in the source menyususn,
designing and creating test items for the purposes of final exams. Its
Data item is a combination of the Students' Exercise Book (SE) and
Hand Book (HB). The merging of those categiries because there are
not enough datas to support them if divided into two categories. There
are five data items that support this category as follows.
Table Students’ Exercise Book (SE) and Hand Book (HB).
No
1
2
3
4
5
Data
… LKS ditahun 2011, 2012 ... 2013
kita punya ... LKS,
kami tinggal diambil …buku … ambil juga sebagian dari Buku Buku
yang baru gitu.
… kita ambil sesuai dengan buku yang kita pegang
kita punya Buku ...
Resource: Data shorting No.155,156 and 157- 159
There are various sources that teachers have and use as summative
test item by way of duplicating such as “LKS ditahun 2011, 2012 ...
2013 (Students' Exercise Book, edition 2011, 2012, 2013) ”, “dari
Buku Buku yang baru (taken from new books)”, “kita ambil sesuai
dengan buku yang kita pegang (take the same topic)”, “kita punya
buku (we have a book)”.
Utilization of test items that are sourced both “Students’ Exercise
Book” and “Hand Book” can be classify into 2 parts those are direct
using due to use the same sources with "buku (book)" learned, and
"LKS (Students’ Exercise Book)". Second, it is indirect using by
searcing new sources which have the same topic, type, indicator i.e.
“buku buku baru (new book)” that has not been used yet during
learning.
b. Test Item Collection (TC)
The following category is named "Test Item Collection" which will
explain about the test items from collection items. This collection of
test items is like "barn" for teachers in making test items for various
purposes. "Test Item Collection" is used as the source of creating test
items through duplicating techniques. There are eight datas backed up
Test Item Collection category as in the following table.
Table. Test Item Collection (TC).
No
1
2
3
4
5
6
7
8
Data
…saya … punya BANK … soal SMPTN … soal UN …
ada … arsip soal
Ada juga
Yang lama pernah
… kami punya BANK soal … jadi langsung tinggal diambil …
… kita buat soal ini untuk kedepan nanti kita ambil dari sini.
soal UN … soal UMPTN … soal TUK … saya masukan …
… kenapa kita harus bikin sendiri kalau sementara banyak buku yang
menyediakan banyak contoh soal ...
Resource: Data shorting No. 160-167
Eight items above data indicate that teachers are using "Test Item
Collection" as source of duplicating to create test items. It is proof by
the word "Bank soal (Test Item Collection)" on data items 1, 3, and 6.
"Test Item Collection" itself is a kind of test items container that
derived from " soal SMPTN (test item of College selection test), UN
(national Exam test item)" on data 1, “arsip soal ( test item archives )”
on data 2, "(test items of previous exams) yang lama (archieve of last
semester exam)" on data 4 , “soal UN, UMPTN, TUK (national Exam
test item, test item of college selection test, competence test)” on data
7 from the “banyak buku (books)” on data 8.
"Test Item Collection" can be divided into 3 based on the origin
test item. First, test items which obtained by recycling test item that
has been used previously for certain purposes such as archival test
item, SMPTN, UN, UMPTN, TUK (national Exam test item, test item
of college selection test, competence test) on data items 1, 2, 4, and 7.
Second, test item which is a collection of test items are made before
such shown on data 6 which stated as “kita buat soal ini untuk
kedepan nanti kita ambil dari (create the test item first, the will be use
in the future)”. Third, test items that obtainable from certain sources
as “buku yang menyediakan banyak contoh soal (kind of book that
provides a lot of test item)” on data 8 points.
c. Article
This category will describe "article" asone of source of component
in creating test item for summative test by English teachers. This
category is supported by 3 datas as in the table below.
Table. Article
No
1
2
3
Data
… ambil dari buku cerita atau cari di internet
… ada sumber sumber baru yang juga saya ambil dari internet …
saya ambil dari internet, trus saya gabungkan dengan soal yang ada.
Resource: Data shorting No. 168-170.
The three items of data above shows that teachers use duplicating
technique in creating text to support test items. It done by browsing on
internet, and to duplicate texts from “buku cerita (storybook)” as data
1 stated. As viewed entirely, teacher only use partial duplicating
technique. It can be seen from the “(Peng) gabungan dengan soal
yang ada (joined with test items already)” as on data 3
.
d. the Collecting of Test Material (CL)
"The Collecting of Test Materials" Category is associated with test
materials collecting by duplicating. This category is supported by 12
data items as in the following table.
Table . the Collecting of Test Material (CL)
No
1
2
3
4
5
6
7
8
9
10
11
Data
acuannya ya syllabus, dari Buku syllabus
… saya ambil … ungkapan blaming, ungkapan menuduh, request
ungkapan permintaan, banning and excusing someone…, ungkapan
pendapat. …
Menulis kembali contoh yang lain, karena …. soal, soal soal itu kan
sudah dibahas
Tergantung,….. kalau misalnya pada pembahasan LKS ditahun 2011,
2012 berbeda dengan 2013 lain saya buat soalnya
… misal tentang grammar, … tentang passive voice, atau direct
indirect speech kan dah ada soal soalnya disitu, …
upaya yang saya lakukan … diambil dari buku panduan yang sudah
ada, … diambil dari soal soal tahun yang kemarin.
kami tinggal diambil … sebagian dari buku buku yang baru gitu.
… dari soal masuk PT juga karena mirip mirip.
BANK soal dan soal soal yang baru … sesuai dengan … silabus …
saya ambil dari kelas 1 dengan sub yang sama …
... dalam BANK soal sudah ada tinggal dipilah pilah, dan menambah
dengan jenis jenis teks yang baru yang up to date … model cerita
news item …
… saya usahakan tidak ….. saya menghawatirkan terjadi kebocoran
soal.
12
Resource: Data shorting No. 143-154
e. the Choosing of Test Material (CH)
This category will describe the selection of test material by
duplicating the test item creation process takes place. There are 5 data
points supporting this category as found in the table below.
Table. the Choosing of Test Material (CH)
No
1
2
3
4
5
Data
… kemudian kita bisa ambil misal kita caplok sana dari Buku ini, dari
Buku ini, soal perguruan tinggi ini atau kita tandai,
Adalah beberapa tidak semua
… kami punya BANK soal … jadi langsung tinggal diambil ..
saya ambil dari kelas 1 dengan sub yang sama …
… muncul dulu diujian harian dulu, ujian harian nanti waktu akhir
semester kita masukan soal itu tadi
Resource: Data shorting No. 138-142
Five of the datas above shows that the five teachers perform
duplicate techniques in selecting test materials for final exams. It
known from the word “ambil (take)”, “caplok (take fully)”, “tinggal
ambil (just take it)”, “ambil dari (take from)”, “memasukkan soal itu
tadi (inseted the test item)”. on data 1, 3, 4, and 5 show that teachers
clearly undertake duplicating action in order to select the test
materials. The word that show duplicating activity is “caplok (take
fully)” which means to take fully without say checking.
The pharases on data 1, 3, 5 such as “ambil … dari buku, buku ini,
soal perguruan tinggi (it takes from university selection test item )”,
“diambil (dari) BANK soal (it takes from test item collection)”,
“(me)masukan soal (dari) ujian harian) (the reuse of daily test) show.
Three ways did by teachers in choosing the test items by note
taking, taking directly from the sources that matches, and taking of
test items which have been tested on specific exam. It is found in the
data 1, 3, and 5.
Data item 2, and 4 show two teachers gather some test materials in
dose “beberapa, tidak semua (some, not all)”, it done only on test
material which has the same topic “dengan sub yang sama”.
III.
SUBSTANTIVE THEORY
Substantive theory is taken from the analysis on causality in one or several
category. Furthermore, those substantive theories are confirmed to the six
respondet in the form of a closed questionnaire inpurpose to have optimal results.
Results of confirmed substantive theories are presented in two groups: first,
substantive theories with high approval from respondents and substantive theories
which have approval from some of respondents as in the table below.
Tabel. Kelompok teori substrantif dengan persetujuan tinggi.
No
1
2
3
Teori Substantif
Penentuan dan Pengeceken kompentensi dilakukan demi
menghasilkan butir yang baik
Kesesuaian antara butir soal, materi dan peserta test
dipengaruhi oleh pemahaman terhadap indicator.
jumlah butir soal yang ideal akan memudakan proses
penilaian (scoring)
Keterangan
6 respondents
aggree , 0
respondent deny
4
5
6
7
8
9
10
11
“content” yang baik dari butir soal bertujuan untuk
memotret perkembangan dari peserta tes.
modifikasi artikel dilalukan untuk penysesuaian “test
passages” dengan butir soal.
duplikasi butir soal dari berbagai sumber ditempuh
karena alasasan kesesuaian dan kepraktisan
Pegumpulan dan pemilihan materi test dilakukan atas
dasar kesuaian indicator dari topik
Teks pada materi ujian akhir semester diperuntukan
untuk menguji pemahaman membaca.
analisa yang lebih mendalam diharuskan pada butir soal
essay karena melibatkan banyak aspek.
objectivitas butir soal yang lebih baik diperoleh dari
proses modifikasi pada buku pegangan dan buku latihan
Modifikasi yang terjadi pada bagian tertentu bertujuan
untuk menyempurnakan butir soal
5 respondents
aggree , 1
respondent deny
Five substantive theories which approve by all participants on table above are
dominated by "self made test" category as much as 4 substantive theories, and the
rest on "modifying" category. Some Important points of those substantives theory
leads to accuracy, objectivity, reliable, and the representation of material, as well
as the suitability of
material on summative test items. The points are a
characteristic of a good test.
Substantive theories those are approved by 5 participants on table above relate to
the various sources used by teacher as reference to create multiple-choice test
items and objectivity formulation on an essay test item.
Tabel. Kelompok teori substrantif dengan persetujuan sedang
No
1
2
3
Teori Substantif
digunakannya buku pegangan dan Lembar kerja siswa
sebagai sumber butir soal karena lebih praktis
Tingkat kesulitan yang lebih tinggi mengharuskan
pengurangan butir soal
Pemeriksaan butir soal bersama sama bertujuan
untuk meningkatkan kualitas dari butir soal
Keterangan
4 respondents
aggree , 2
respondent deny
4
5
Pemanfaatan Bank soal dan sejenisnya dilakukan
karena memerlukan sedikit penyesuaian.
Pengumpulan dan milihan materi test dilakukan atas
dasar kesamaan topik
6
memeriksa sendiri butir soal yang dibuat karena
keterbatasan tenaga pengajar.
3 respondents
aggree , 3
respondent deny
Substantive theory 1, 2, 3, 4, 5 have been rejected by 2 sources that occur in
the source collection, source selection, development and manufacturing process of
the examination of a series of items end of the semester. But if you look at the
reasons for the refusal of one of the speakers as it did against No. 5 substantive
theory shows that these sources basically agree with the theory that basically
substantive explanation of the terms contained in the data group "problem
analysis". The reason is “Pengumpulan dan pemilihan materi test dilakukan tidak
hanya atas dasar “Pengumpulan dan pemilihan materi test dilakukan tidak hanya
atas dasar kesesuain indicator dari topic, tetapi juga pada silabus…..”., tetapi
juga pada silabus…..”. "The collection and selection of test materials not only
based on the necessary between indicator and topic, but also on syllabus) words "
tidak hanya (not only)" in that sentence means participats are agree but there are
other considerations in process selecting of collecting exam materials.
On substantive theory related to examination exam, numbers of respondents
who agreed and deny are happen on data no 6 in which balanced look that refuses
occur on substantive theory related to examination exam is test item only checked
by teacher as test maker. This requires a more detailed analysis conducted by
researchers to reval the truth of reality.
BAB V
KESIMPULAN, IMPLIKASI DAN SARAN
A. Kesimpulan
Dari berbagai temuan dan analisa pada bab sebelumnya diketahui
bahwa proses pembuatan butir soal untuk ujian summative dilakukan
dengan menggunakan 3 teknik penulisan yaitu, menulis sendiri,
modifikasi, duplikasi.
Pertama, proses penulisan dengan pendekatan “menulis sendiri” butir
soal. Proses ini merupakan yang paling tepat karena didalam setiap
penentuan, pemilihan, dan pengumpulan sumber pada analisa masalah
ditentukan dengan beracuan pada indicator dari silabus yang dinginkan
guru. Disamping itu, butir soal yang dihasilkan memiliki kempuan yang
lebih baik dalam memotret tingkat kemampuan dan perkembangan dari
peserta.
Kedua. Penulisan butir soal dengan memodifikasi pada bagian tertentu
dari butir soal seperti pada bagian kalimat tanya, alternative jawaban, baik
urutan maupun jumlah alternative yang tersedia, dan pada teks (jika ada)
sangat effective dilakukan jika guru tidak mempunyai banyak waktu
dalam membuat butir soal summative. Teknik “modifikasi” ini kurang
baik jika dipergunakan untuk ujian summative dengan peserta test yang
banyak dengan tingkat interval kemampuan yang beragam
Ketiga, Proses duplikasi terjadi jika butir soal memiliki kesesuiaan
antara indicator dari syllabus dan materi pengajaran. Pendekatan ini
diterapkan jika guru tidak mempunyai waktu yang cukup dalam membuat
butir sendiri. Proses duplikasi yang paling lazim dilakukan adalah pada
bank soal atau yang sejenisnya.
Disamping ketiga pendekatan tersebut diatas, ada beberapa teori
substantive yang diperoleh dari hasil analisa data. Teori substantive
tersebut kemudian dikelompokan menjadi dua yaitu teori substantive
dengan tingkat persetujuan tinggi dan sedang. Pengelompokan tersebut
berdasarkan hasil questioner tertutup yang diberikan kepada narasumber.
ada sebelas teori substantive dengan tingkat persetujuan tinggi dari
narasumber yang secara garis besar berkaitan dengan upaya menghasilkan
butir soal yang berkualitas dengan pemilihan sumber yang sesuai, tehnik
yang tepat, sebaran materi serta penilaian dari butir soal ujian sumatif.
Disamping itu, Enam teori substantive dengan tingkat persetujuan sedang
berkaitan dengan tingkat kesulitan,pemanfaatan sumber, serta pemeriksaan
terhadap butir soal. Pendapat yang beragam pada teori substantive denga
persetujuan sedang senyatanya memerlukan penelitian yang lebih
mendalam.
B. Implikasi
Ada beberapa implikasi yang diperoleh dari kesimpulan diatas adalah:
1. Penulisan butir soal dengan menggunakan pendekatan menulis sendiri
berimplikasi pada waktu yang perlukan guru dalam menulis butir soal
menjadi lebih lama.Walau pun demikian, pendekatan menulis sendiri
test ditempuh karena mempunyai keunggulan yang lebih baik dalam
mengukur kemampuan dari siswa.
2. Membuat
butir
soal
dengan
memodifikasi
ditempuh
karena
keterbatasan referensi yang dimiliki, dan keterbatasan waktu yang
tersedia. Guru yang memiliki keterbatasan waktu memilih melakukan
modifikasi butir soal yang bersumber dari bank soal. Hal ini
disebapkan butir soal pada bank soal dibuat dengen beracuan kepada
kurikulum.
3. Penulisan butir soal dengan pendekatan menduplikasi berimplikasi
kepada sulitnya mempertahankan objectivitas dari butir soal, jika
dilakukan secara terus menerus berkemungkinan akan menurunkan
kemampuan guru dalam menghasilkan butir soal yang berkualitas.
Selanjutnya, kemungkinan terjadinya bias semakin besar karena butir
soal tidak dapat mengukur kemampuan yang semestinya dari siswa.
C. Saran
Dari implikasi diatas dapat diambil beberapa saran terkait dengan
persiapan guru dalam membuat test item untuk ujian sumatif sebagai
berikut.
1. Guru membuat butir soal dengan pendekatan
menulis sendiri
sebaiknya dilakukan setelah proses pembelajaran karena akan
mempermudah penulisan pada tahapan analisa masalah dan penentuan
indicator. Dengan demikian qualitas dari butir soal yang dihasilkan
akan semakin baik.
2. Pembuatan butir soal dengan memodifikasi sebaiknya dilakukan pada
saat guru tidak cukup waktu untuk membuat teks atau dialog sebagai
bagian dari butir soal yang mengujikan kemampuan membaca. Butir
soal yang dibuat dengan pendekatan memodifikasi sebaiknya
digabungkan
dengan
butir
soal
yang
dibuat
sendiri
untuk
meningkatkan kualitas.
3.
Jiak memungkinkan, sebaik Tehnik menduplikasi dalam pembuatan
butir soal sebaiknya dihindari. Kemampuan mengukur kemampuan
siswa dengan menggunakan soal dari menduplikasi kurang baik.
Disamping itu berakibat pada penurunan kualitas guru dalam membuat
butir soal.
Reference
Brown H. Douglas 20004. Language Assessment, Principles and Classroom
Practices San Francisco State University.
Carmines, E. G. & Zeller, R.A. (1991). Reliability and validity assessment. An
introduction to research methodology that includes classical test theory,
validity, and methods of assessing reliability. Newbury Park: Sage
Publications.
Haris, David P.,1969. Testing English as a Second Language USA: McGraw-Hill,
Inc
Suryana Asep in
http://file.upi.edu/Direktori/FIP/JUR._ADMINISTRASI_PENDIDIKAN/1972032
11999031ASEP_SURYANA/Copy_(5)_of_LANGKAH_PENELITIAN_KUALITATIF.pdf
, 21 June 2012
Lanette Creamer a.k.a in http://blog.testyredhead.com/2009/11/15/what-is-atest.aspx, 18 June 2012
http://www.m-edukasi.web.id/2012/04/kompetensi-pedagogik-guru.html
http://halil-pkn.blogspot.com/2012/03/empat-kompetensi-guru-professional.html
http://www.slideshare.net/suediahmad/pp-no-74-th-2008-ttg-guru
http://www.soc.iastate.edu/sapp/soc302relval.html
http://scoring.msu.edu/writitem.html#intro, 10 June 2012
http://www.highlandschools-virtualib.org.uk/ltt/whole_learner/summative.htm, 10
June 2012