ABSTRACT

Evaluation has been an essential component of the teaching and learning process for as long as it has been a part of the teaching and learning process itself, which is something that takes place all the time at every educational institution. This is because the assessment has a tight link with educators in the process of transferring information to analyze how much students' abilities have developed over the course of the learning process and while assembling each assignment in the process of learning. This study tries to shed light on the index of difficulty index found in a set of prediction test in Ekadanta tutoring book. This study employed descriptive qualitative approach. The data source was 20 questions from Ekadanta tutoring book. The subject of this study were 11 students of English Department at Universitas Iskandarmuda, Banda Aceh, Indonesia. The data collection was carried out by instructing the students to do the test within 40 minutes. After the data obtained, they were analyzed using index of difficulty formula and categorized into its index level. The results shows that from 20 question, there are 8 questions fall under difficult index, 8 questions are categorized into moderate, and the other 4 questions are considered easy in the level of difficulty index. It is concluded that the test is good and descent from the perspective of the difficulty index. It is later suggested that future research would involve more questions and test sets as well as participants in studies alike.

Teachers’ questions play vipotal role in facilitating language learning by which the teachers often ask students to practice vocabulary, grammatical rules, or some expressions in the target language. Hence, this paper addresses types of questions explored by English lecturers in teaching speaking to English department students of UIN Ar-raniry Banda Aceh and investigate the most common type ocuured during the lesson. The data was collected through a recorded teaching session of Speaking class which then transcribed and analyzed by using Mile’s and Huberman’s (1992) model of data analysis consisting of data reduction, data display, and conclusion. The analysis revealed that the lecturer employed both display and refential questions to invite students’ speaking and engagement in the classroom. Further, referential questions is the the most frequent type of questions that occured in the classroom during the teaching and learning process. This study suggests that more referential questions can be maximized in language class to promote students’ speaking proficeincy and active learning.

Penilaian termasuk komponen penting yang terdapat dalam sistem pendidikan untuk menganalisis perkembangan dan tingkat pencapaian dari hasil pembelajaran. Pengukuran melalui tes prestasi akademik merupakan salah satu penilaian Pendidikan yang dilakukan. Maka perancangan kisi-kisi soal perlu melihat kesesuaian dengan level kognitif yang ditetapkan kementrian Pendidikan. Tujuan pengabdian ini adalah untuk meningkatkan pengetahuan, pemahaman dan kreatifitas guru sekolah SMP Negeri 3 Ingin Jaya dalam membuat soal berdasarkan level kognitif. Metode yang digunakan adalah tutorial, tanya jawab dan demonstrasi. Dalam kegiatan seminar peserta menunjukkan sikap yang aktif dan antusias dalam bertanya terkait kriteria soal berdasarkan level kognitif, sehingga diketahui bahwa guru SMP Negeri 3 Ingin Jaya telah merancang soal berdasarkan level kognitif yang ditetapkan oleh Peraturan Menteri Pendidikan, Namun masih perlu ditingkatkan lagi karena perancangan soal belum sempurna yaitu berada pada level kognitif 1 dan 2, dengan kata lain mengacu pada kriteria C1, C2 dan C3. Sedangkan untuk menuju level kognitif 3 yaitu berbasis HOTS yang mengacu pada kriteria soal C4, C5 dan C6 masih dalam tahap penjajakan.