The Validity and Reliability Analysis of English National Final Examination for Junior High School

Jayanti, Dwi; Husna, Nida; Hidayat, Didin Nuruddin

doi:10.29408/veles.v3i2.1551

Cited by 6 publications

(8 citation statements)

References 4 publications

(1 reference statement)

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“…Frost (2005) elaborates on various types of testing questions such as: error correction, open-ended questions, true or false, and multiple choice. Among the aforementioned questions commonly used in language testing, multiple-choice appears to be the most utilized testing items inside classrooms (Bachman & Palmer, 1996;Hemmati & Ghaderi, 2014;Jayanti et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

Jannah

Hidayat

Husna

et al. 2021

LKS

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The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

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Section: Introductionmentioning

confidence: 99%

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

Jannah

Hidayat

Husna

et al. 2021

LKS

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“…This research is supported to research that was conducted by Putri (2017), she had already proved that from 50 questions of the test only 10 items are invalid. Then, supported by Jayanti, Husna, and Hidayat (2019), they found that most of the test items of English National Final Examination for Junior High School 2017/2018 matched with competence standard and the English Syllabus and graduation standard. Additionally, Sugianto (2017), he analyzed the validity based on test items, and the validity of the whole test was determined based on the percentage of all valid items.…”

Section: Resultsmentioning

confidence: 88%

“…Previous studies that focused on validity and reliability have been conducted by Mistar, J. (2011), Umam (2011), Sugianto (2011, Akib and Ghafar (2015), Ali and Sultana, (2016), Putri (2017), Jayanti, Husna, andHidayat (2019), andFurwana, (2019). Moreover, Bentri, Hidayati, and Rahmi (2016) conducted a study that only focused on applying the authenticity assessment to English class.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Winarti

Faridi

Rozi

2021

EEJ

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This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.

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“…One of them is the multiple-choice (MC) in the reading comprehension tests. According to Hemmati and Ghaderi (2014); Jayanti et al, 2019), MC is the most well-known testing item in the side classroom. The quality of MC is determined by the level of its validity, reliability, and discrimination ability (Jannah et al, 2021;Manalu et al, 2019;Arikunto, 2013).…”

Section: Introductionmentioning

confidence: 99%

Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

Karim

Sudiro

Sakinah³

2021

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Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.

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The Validity and Reliability Analysis of English National Final Examination for Junior High School

Cited by 6 publications

References 4 publications

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

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