Analysis of validity and reliability of English formative tests

Sugianto, Aris

doi:10.23971/jefl.v1i2.193

Cited by 3 publications

(4 citation statements)

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“…One of them was by Sugianto (2008) with the research title "Analysis of Validity and Reliability of English Formative Tests". The results of the reasearch showed that the teacher-made test that being investigated in the study was valid too.…”

Section: Resultsmentioning

confidence: 99%

“…The result from KR-20 showed that the score of the test reliability was 0.60 for the first test and 0.665 for the second test. Based on the reliability categorization by Allen and Davis (1978), Anthony (1983) and Worthen (1993), the score was in the moderate reliability category. Moreover, from the Pearson correlation formula, the score obtain was 0.62 and also considered to be moderately reliable as it was also belongs to moderate reliability category.…”

Section: Test Reliabilitymentioning

confidence: 99%

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An Analysis of Validity and Reliability of a Teacher-Made Test

Setiabudi

Mulyadi

Puspita³

2019

JEET

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The aim of this research was to find out the validity and reliability of a teacher-made test in SMAN 6 Bengkulu. This research was a descriptive quantitative research. The subject of this research was an English teacher-made test for eleventh grade students of SMAN 6 Bengkulu. There were 40 items of the test consist of 35 multiple choice items and 5 essay items. There were two research instruments used in this research, observation checklist and documentation. Based on the data analysis, it was found that the percentage of the validity score was 60% or 0.60. It means that the test was valid but in the intermediate category. The r-obtained for reliability test was 0.62 and it was considered to be reliable but was in the intermediate level of reliability. From the research finding, it can be concluded that the test was valid and reliable but both were in the intermediate category. It means that the test still need some revision and improvement in order to be a good, valid, and reliable test. Key Words : Validity, Reliability, Teacher-made test

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Section: Resultsmentioning

confidence: 99%

Section: Test Reliabilitymentioning

confidence: 99%

An Analysis of Validity and Reliability of a Teacher-Made Test

Setiabudi

Mulyadi

Puspita³

2019

JEET

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“…The data analysis technique was carried out by analyzing validation data, analyzing test data, and analyzing learning outcomes test data. The data from the assessment results from the validators were analyzed based on the average score (Sugianto, 2011). Thus, the results of data analysis that do not meet one of the good or very good categories will be taken into consideration for revising the learning tools (Sumiyati & Yusnarti, 2021).…”

Section: Methodsmentioning

confidence: 99%

Ecolinguistic-Based English for Computer Learning Tools to Develop Students’ Creative Thinking Ability

Afrianti

Supriyaddin²,

Nurhasanah³

et al. 2022

JPP

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Learning English is one of the important fundamental aspects that students must master from the lexicon/vocabulary learning process. Currently, lecturers only focus on giving assignments on test questions in general English books. This results in students not being confident in speaking English because they do not have a large collection of vocabulary. This study aims to produce an Ecolinguistic-based English for Computer learning tool. This research method is research development using the ADDIE model which consists of several steps, namely analysis, design, development, implementation, and evaluation. The subjects in this study consisted of 3 expert validation and 30 students in the information technology study program STKIP Yapis Dompu. The research instruments used in this research are Learning Device Validation Sheet, Learning Implementation Plan, Worksheet, Response Questionnaire, and Learning Outcome Test. The data analysis techniques in this study were expert validation analysis, test data analysis, and test analysis of learning outcomes. The result of this study shows learning tools of the material are presented well, the language used is easy to understand, and the questions given can be done by students. Textbooks are also effective in increasing the achievement of student learning outcomes because they are actively involved in finding material, finding relationships between materials, and being able to apply their knowledge so that students will be able to construct knowledge gained from their experiences. The resulting product is in the form of English course textbooks for students in the Information Technology Education Study Program.

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“…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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Analysis of validity and reliability of English formative tests

Cited by 3 publications

References 0 publications

An Analysis of Validity and Reliability of a Teacher-Made Test

An Analysis of Validity and Reliability of a Teacher-Made Test

Ecolinguistic-Based English for Computer Learning Tools to Develop Students’ Creative Thinking Ability

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

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