testing methods very good

7/29/2019 Testing Methods Very Good

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Teachers have the responsibility to judge whenever they teach. They

cannot fail to note that some students learn more easily and rapidly than others

(Noll, 1975). Teacher must follow the students progress; therefore, they should

adopt some technique of evaluation or testing.

It should be well note that there is a cloze relationship between teaching

and testing. Testing is an important part of teaching and learning. It is an integral

part of instructional program, and it provides basic information for a variety of

educational decision. The main emphasis in educational evaluation or testing,

however, is on the students and their learning progress (Gronlund, 1976).

In reality, however, teachers are often confronted with many problems

when they want to administer a test. One of the problems is selection of kind of

tests. There are some advantages when the teacher uses the multiple-choice test.

Firstly, it can measure various types of knowledge effectively, and it can also

measure a variety of complex learning outcomes. Secondly, because there are

many options, then it is simpler to answer. Thirdly, because of practicality, it is

used to large classes (Heaton, 1988).

Nevertheless, there are some weaknesses of the multiple-choice test. The

first is it takes a relatively long time to construct a good the multiple-choice test.

The second is the testee cannot develop their ability. The third, test item opens a


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chance for the testee to do what is called guessing. The examinees guessing

behavior when she or he is not sure of the correct answer to a particular item

(Madsen, 1983).

Those advantages and weaknesses lead the teachers or testers of structure

to try another alternative that is the completion test.

The advantage of using the completion test is the examiners tend to spend

a relatively short time on setting questions. Otherwise, perhaps the scoring of the

test will be very time-consuming, because it cannot be machine-marked.

Based on the description above, the writer would like to compare the

difference between the mean scores of the multiple-choice and the completion

tests measuring the students ability in using Simple Present Tense.

1.2 Statement of the Problem

Based on the background of the study above, the writer wants answer

some questions as follow:

1.2.1 How is the result of the multiple-choice test measuring the students ability

in using Simple Present Tense?

1.2.2 How is the result of the completion test measuring the students ability in

using Simple Present Tense?

1.2.3 Is there any significant difference between the mean scores of the multiple-

choice and the completion tests measuring the students ability in using

Simple Present Tense?


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1.3 Hypothesis

To have tentative answer and to give direction of the research, the

following hypothesis is formulated:

Ho : There is no significant difference between the mean scores of the multiple-


Simple Present Tense.

Hi : There is significant difference between the mean scores of the multiple-



1.4 Purpose of the Study

In accordance with the formulation of the statement of the problems

above, this study has the following objectives:

1.4.1 To know the result of the multiple-choice test measuring the students ability

in using Simple Present Tense.

1.4.2 To know the result of the completion test measuring the students ability in

using Simple Present Tense.

1.4.3 To measure the difference between the mean scores of the multiple-choice

and the completion tests measuring the students ability in using Simple

Present Tense.


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1.5 Significance of the Study

It hoped that the findings of the study will give some information to the

teachers of the structure that their test success or unsuccessful.

Theoretically, the findings of this study are also expected to help both

teacher and students to identify areas of test difficulty, especially in Simple

Present Tense.

1.6 Scope and Limitation

This study is limited only to know the result of the multiple-choice and

the completion tests and to measure the difference between the mean scores of the

multiple-choice and the completion tests measuring the students ability in using


1.7 Definition of Key-Terms

- Score is a number assigned to an examinee to provide a quantitative

description of his or her performance on a particular measure.

( Tinambunan, 1988).

- Multiple-choice test is an item that consists of a premise and a set of

alternatives. The premise known as the stem is presented as a question or

incomplete statement, which the student answers or completes by selecting

one or several alternatives (Tinambunan, 1988).

- Completion test is a test requiring one to supply missing parts so as to produce

a coherent whole, as of a sentence or picture (Websters Dictionary).

- Simple Present Tense expresses events or situations that exist always, usually,

habitually; they exist now, past and probably will exist in the future

(Schrampfer, 1988).


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CHAPTER I I

REVIEW OF RELATED LITERATURE

2.1 Type of Test

According to Heaton (1975), there are four kinds of test, those are:

1. Achievement test

An achievement test is intended to measure achievement on a large

scale. The test is based on what the students are presumed to have learnt-not

necessarily on what they have actually learnt not on what has actually been

taught. Thus, achievement test is similar to progress test in that it measures

how much the student has learnt in the course of instruction.

2. Proficiency Test

The proficiency test is defined a students language proficiency with

reference to a particular task which they will be required to perform. Placement

test is an example of proficiency test.

3. Aptitude Test

The aptitude test or prognostic test is designed to measure the students

probable performance in a foreign language which they have not started to

learn. This test generally seeks to predict the students probable strengths and

weaknesses in learning a foreign language.

4. Diagnostic Test

Diagnostic test is concerned with the areas of difficulty are diagnosed in

such tests so that appropriate remedial action can be taken later.


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Diagnostic test is much more comprehensive and detailed because it searches

for the underlying causes of those learning problem.

2.2 The Purpose of Testing

Testing plays an important role in many aspects of the school program.

There are many purposes that have been classified concerning the testing purpose.

Heaton (1975) stated that there are three purposes of tests;

First, tests is concerned with evaluation for the purpose of enabling the

teachers to increase their effectiveness by making adjustment in their teaching to

enable certain group of students or individuals in the class to benefit more.

Second, a good classroom test will also help to show the precise areas of

difficulty faced by the class or by the individual student.

Third, the test should also enable the teacher to ascertain which parts of

the language programs have been found difficult by the class. In this way, the

teacher can evaluate the effectiveness of the syllabus as well as the methods and

materials he or she is using.

In this case, Harris (1969) stated that there are six purposes of language

test those are;

1. To determine readiness for instructional programs.

Some screening tests are used to separate those who are prepared for an

academic or training program from those who are not.


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2. To classify or place individuals in appropriate language classes.

Other screening tests try to distinguish degrees of proficiency so that

examinees may be assigned to specific sections or activities on the basis of

their current level of competence.

3. To diagnose the individuals specific strengths and weaknesses.

Diagnostic screening tests generally consist of several short but reliable

subtest measuring different language skills or components of single broad

skill. On the basis of the individuals performance on each subtest, we can plot

a performance profile which will show his relative strength in the various

areas tested.

4. To measure aptitude for learning.

At the time of testing, the examinees may have little or no knowledge of

the language to be studied, and the test is employed to assess their potential.

5. To measure the extent of student achievement of the instructional goals.

Achievement tests are used to indicate group or individual progress toward

the instructional objective of a specific study or training program.

6. To evaluate the effectiveness of instruction.

Other achievement tests are used exclusively to assess the degree of

success not of individuals but of the instructional program itself.


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2.3 The Completion Test

The completion test is a useful means of testing a students ability to

produce acceptable and appropriate forms of language.

The completion test is frequently preferable to multiple-choice test since it

measure production rather than recognition, testing the ability to insert the most,

appropriate words in selected blanks in sentences. The words selected for

omission are grammatical or functional words, and content words may be selected

in a vocabulary or reading test.

2.3.1 The Advantages Use the Completion Test

The completion test has some advantages in testing of grammar, those are:

1. In using a passage of continous prose rather than separate sentences when

giving a completion type test have advantages, those are; a) the using of

context often avoids the kinds of ambiguity referred to in the previous

paragraph, and b) the students experience the use of grammar in context,

being required to use all the context clues available in order to guess many of

read glance at the whole passage before starting to fill in of the blanks.

2. When using the completion test through the dialogues, it can also provide a

useful way of testing the ability to manipulate the grammar and patterns of the

language in context. Meaning plays a key role in determining the students

ability to provide satisfactory answers.

3. The completion test is very useful for inclusion in classroom tests and for

exercise purposes.


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2.3.2 The Disadvantages Use the Completion Test

There are some disadvantages of the completion test:

1. Sometimes the most straightforward completion test can cause problem in the

scoring, since the completion test cannot, of course, be machine-marked.

2. When using the dialogues, the testers are often very difficult to write natural

dialogues and at the same time provide students with useful cues.

2.4 Multiple-Choice Item

As we all know, the multiple-choice items are one of the most widely used

types of items in objective test. It is a kind of test that consists of explanation or

information about an incomplete definition or statement. To complete this

statement, the testee should choose one of the possible answers given in the test

(Suharno, 1984).

According to Gronlund (1985) multiple-choice item consists of stem,

which presents a problem situation and several alternatives, which provide

possible solutions to the problems. Usually in either four or five alternative

(options or choices), there is only one correct answer or best response, and the

others are referred to as distractors.

2.4.1 The Form of the Multiple-Choice Items

2.4.1.1 The Stem

a) The primary purpose of the stem is to present the problem clearly and

concisely. The testee should be able to obtain from the stem a very


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general idea of the problem and the answer required. Although the

stem should be short, it should convey enough information to indicate

the basis on which the correct option should be selected.

b) The stem should usually contain those words or phrases which would

otherwise have to be repeated in each option.

c) The stem may take the following forms; (1) an incomplete statement,

(2) a complete statement, and (3) a question.

2.4.1.2 The Correct Option

The correct option should be approximately the same length as the

distractors. This principle applies especially to vocabulary tests and tests of

reading and auditory comprehension, where there is a tendency to make the

correct option longer than the distractors simply because it is so often necessary to

qualify a statement or word in order to make it absolutely correct.

2.4.1.3 The Distractors

Each distractor, or incorrect option, should be reasonably attractive and

plausible. It should be constructed in such a way that students obtain the correct

option by direct selection rather than by the elimination of obviously incorrect

options.

Unless a distractor is attractive to the student who is not sure of the correct

answer, its inclusion in a test is superfluous. Plausible distractors are best on (a)

mistakes in the students own written work, (b) their answers in previous tests, (c)

the teachers experience, and (d) a contrastive analysis between the native and

target language.


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2.4.2 The Characteristics of Good the Multiple-Choice Item

The type of multiple-choice item favored by many constructors of

grammar tests is the incomplete statement type, with a choice of four or five

options. It has some characteristics, those are:

1. The options should not interrupt the flow of meaning in the sentence. The

items present the entire sentence so that it can be read a glance.

2. In a test of grammar; a knowledge of the particular syntax is necessary for the

understanding of the sentence. The students select the alternative which is true

according to the information conveyed in each sentence.

3. Item which appears in a test of grammar and structure should be made to

sound as natural as possible.

4. The distractors should generally be correct both in writing and in speech.

2.4.3 The Advantages of the Multiple-Choice Test

The multiple-choice test has some advantages as other objective test has.

Firstly, the multiple-choice test usually has only one correct answer, it can be

scored mechanically. This also means facilitating in scoring the result of the test

because any examiner can mark the test. Furthermore, the multiple-choice item

can provide a useful means of teaching and testing in various situations and cover

a great number of different materials. Finally, the reliability will not be difficult to

achieve in marking of the multiple-choice test (Heaton, 1988).


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The advantages of using multiple-choice test are also discussed by Wilmar

Tinambunan in his book Evaluation of students achievement.

He listed six advantages of using the multiple-choice test. Those are:

1. The multiple-choice item is adaptable to subject matter content areas as well

as different level behavior.

2. The structure of premise with four or five alternatives provides less chance for

guessing the correct response than the true-false item does.

3. One advantage of the multiple-choice item over the true-false item is that

pupils cannot receive credits from simply knowing that the statement is

incorrect, they must also know what is correct, (Gronlund, 1985).

4. Four or five options in the multiple-choice test provide more incorrect choices

for selections of responses by the students who do not know the best or correct

answer.

5. The difficulty of each the multiple-choice item can be controlled by changing

the alternatives.

6. Multiple-choice items are amenable to item analysis which unable the teacher

to determine how well the item function with the students tested and how well

each alternative functions in discriminating between the higher achieving and

lower achieving students.

2.4.4 Principles of Constructing Multiple-Choice Test

Heaton (1988) suggests 5 general principles in constructing Multiple-

choice test:

1. Each multiple-choice item should have only one answer.


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2. Only one feature at a time should be tested. It is usually less confusing for the

testees and it helps to reinforce a particular teaching point.

3. Each option should be grammatically correct when placed in the stem.

4. All multiple-choice items should be at a level appropriate to the proficiency

level of the testes.

5. Multiple-choice items should be as brief and as clear as possible.

Furthermore, Tinambunan (1988) says that there are some consideration

should be remembered when constructing multiple-choice test. Those

considerations are:

1. The stem of the item should be meaningful by itself and should present a

definite problem

2. The stem should be free of irrelevant material

3. Use a negatively stated item stem only when significant learning outcomes

require it

4. An item should contain only one correct or clearly best answer

5. Item used to measure understanding should contain some novelty

6. All distractors should be plausible

2.5 Simple Present Tense

2.5.1 Principal Parts of the Simple Present Tense

The simple present tense of all verbs except be is based on the simple

form. The present tense form of all verbs (except be) is the simple form for all

persons except the third person singular.


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The third person singular of almost all verbs is made by adding s or es to

the simple form. The ending es is added in the following cases; (a) to a simple

form ending in the letters ch, s, sh, x, or z, (b) to simple form ending in y,

preceded by a consonant (after changing y to i). And the ending s is added to the

simple form of all other verbs (except have).

2.5.2 The Uses of the Simple Present Tense

According Hayden (1956) there are five functions of simple present tense,

those are:

1) The simple present tense expresses perceptions, feelings, or states that occur

or exist at the moment of speaking.

2) The simple present express activities that extend for varying lengths of time

beyond the moment of speaking.

3) It also expresses activities which have occurred at intervals before, and will

probably continue to occur at intervals after, the moment of speaking.

4) The simple present expresses activities that are relatively permanent (general

truths).

5) The simple present expresses activities that will take place in future time.

Furthermore, Cook (1980) said that the simple present tense does not

ordinarily refer to actions taking place at this very moment. Simple present

tense is more often used to describe recurring action or stated, that occur

repetitively over a period of time.


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CAPTER II I

RESEARCH METHODOLOGY

In this chapter, the writer of the thesis will discuss the research design,

population and sample, research instrument, procedure and data collection and

analysis.

3.1 Research Design

According J. Mason (1978) descriptive research is divided into five. There

are ex post facto research, case and field studies, action research, correlation

research, and developmental research. B. Van Dalen (1979) says that descriptive

is divided into three; survey studies, interrelationships studies, and developmental

studies. Ali (1985) classifies descriptive studies into seven kinds. Those are

survey, case study, comparative study, correlation study, prediction study, growth

study, and trend study. Since this study is trying to compare the difference

between mean scores of the multiple-choice and the completion tests measuring

the students ability in using simple present tense, this study constitutes as

descriptive comparative study.

3.2 Population and Sample

3.2.1 Population

Population according to Gay (1987) is the group of interest to the

researcher, to which she or he would like the result of the study to be generalized.


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Ary (1979) said that population is defined as all members of any well defined

class of people, events of subjects.

The target population of this study is all of the students of SMK I

Tulungagung. Because of limited time and energy the writer decided to take the

1st year students as her accessible population. There are 215 students, and divided

into 6 classes. Each class consist around 36 students.

3.2.2 Sample

According to Ary (1969), sample is a part of population that present all the

population and it must be equal in characteristics of all subjects. In addition to this

definition, Gay says that sample is a number of individuals in a study that

represents the larger group (population) which were selected in such a way.

To get the sample for this study, the writer uses cluster sampling technique

because all the 1st year students of SMK I Tulungagung share the equal

characteristics. In addition, they have an equal and independent chance being

selected to be the sample of the study. The sample in this study is class C and D.

They are 33 students of class C and 34 students of class D.

3.3 Instrument

The instruments which are suitable in this research are the tests. Since this

study is trying to find out the difference between mean scores of the multiple-

choice and the completion tests measuring the students ability in using simple

present tense, thus the instruments of this study are the multiple-choice test and

the completion test that related with the simple present tense. Both of the tests, all


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the verb were deleted. In multiple-choice, the questions are given an incomplete

statement and several options. The testees are asked to answer the questions by

choosing one correct answer from several options. Otherwise the form of the

completion test is constructed an incomplete statement in which the testees are

asked to fill in the blanks with the appropriate words.

In this test the writer of this thesis makes scores by multiplied in each

number. Each number has been multiplied with 3.3. Because the test is consist of

30 items of multiple-choice and 30 items of the completion test, so the total scores

of each test is 100.

3.3.1 Try-out

To know whether the tests of the writer has given to the students are reliable

or not, in this case the writer of this thesis conduct the try-out test before the tests

are given to the students who become the sample. The try-out test was conducted

the 1st year students of SMK I Tulungagung, with helping the English teacher.

They are class A and B. Class A did the multiple-choice test and another did the

completion test. They were given the normal instructions for the test and the test

instructions were found to be well understood by the students since they were able

to do the test according to the instruction. The time allotted to them to do the

multiple-choice test was 45 minutes and the completion test was 45 minutes.


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3.3.2 Reliability

Harris (1969) defines that reliability as the stability of the test scores. A test

cannot measure anything well unless it measures consistently.

Reliability is one of the characteristic of good test referring to the

consistency of the scores of the test. In order to be reliable, a test must be

consistent in its measurement (Heaton, 1975).

The formula used in this study to count the reliability of the test is one that

proposed by Kuder and Richardson, that is KR-21 formula. This formula is as

follows:

)1(

)(.2

2

=k

XkXkr

X

X

XX

XXr =the reliability of the whole test

k =the number of item in the test

2

X =the variance of the scores

X =the mean of the scores

(Ary, 1979)

3.3.3 Validity

According to Gay (1987) validity is that it is the degree to which a test

measures what it is supposed to measure. Heaton (1988) stated that validity of the

test as the extent to which it measures what it is supposed to measure. Heaton

divided of validity become four parts, that is; 1) content validity 2) face validity 3)

construct validity and 4) empirical validity.


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Content validity is the content in the test is appropriate or depend on the

analysis of the language being tested and depend on the objective of the course.

Face validity, is condition or situation in which the item look right to the

testee, other teacher, other examiner, other authorities.

Construct validity, is capable of the test to measure of specific

characteristic in accordance with a theory of language behavior and learning.

Empirical validity is obtained as a result of comparing the result of the test

with the result of some criterion. It has two parts, that is; a) predictive validity b)

concurrent validity.

In this study the writer focused on content validity, for which the

verification is relied on the researchers judgment.

3.4 Data Collection

Collecting the data is an important step in conducting research to find out

an exact research result. The data was obtained from the result of two tests,

namely: the students scores from the multiple-choice test and the completion test.

The students in this research are not the same with those in try-out. They

were class C and D. The multiple-choice test was done by class C and the

completion test was done by class D. Each class was given 45 minutes to do it.

The item of the multiple-choice is 30 items and the completion test is also 30

items.


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After all the answer sheets were gathered and scored separately to find out

the raw score. The scores from the multiple-choice were separated from the scores

of the completion test. Those data was analyzed.

3.5 Data Analysis

Since this is a quantitative study that tries to find out the difference

between mean scores of the multiple-choice and the completion tests measuring

the students ability in using simple present tense, some statistical techniques were

applied to arrive at the valid conclusion.

The scores from tests were analyzed by using t-test formula stated by

Sudijono (1989) as follows:

21

210

MMSE

MMt

=

There are some steps to calculate the data using the above formula. Those are:

1. Find out the mean of the first variable (X variable) by using the following

formula:N

fxM

2

1

=

2. Find out the mean of the second variable (Y variable) by using the same

formula for the first variable.

3. Find out the standard deviation of the first variable by using:

22

1

=

N

FX

N

FXSD

4. Find out the standard deviation of the second variable by using the same

formula as the first variable


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5. Find out the mean of the standard error of the first variable:1-N

SDSE 1

1=

M

6. Find out the mean of standard error of the second variable

8. Find out the standard error of mean differences between the first and the

second sample, using the formula:

2

2

2

121 MMMMSESESE +=

9. Find out21

21

MMSE

MMt

=

10. Find out df using formula: df =(N1 +N2) - 2

11. Based on the gained from the above computation, we find the t critical

value on the t table in the degree of significance of 5%.

12. Drawing conclusion.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

4.1 Result

In this chapter the writer wants to present the result of the research. After

analyzing the students scores which are obtained from the tests, the writer gets

the difference scores of the multiple choice and the completion tests. The mean

scores of the multiple-choice test are 78.43 and the completion test is 72.40. It

means that the average of the multiple-choice test is higher than the completion

test.

From the computation of t-test, t-value was obtained 2.169. The writer

compares t-value with t-table at level of significance .05. The degree of freedom

in this study was 65 (df =(N1 +N2) 2, df =33 +34 2 =65). It is found that the

degree of freedom at level of significance .05 is 2.00.

Since the resulting t-value is greater than the tabled t-value (2.169>2.00)

so the alternative hypothesis is accepted and the null hypothesis is rejected. There

is significant difference between mean scores of the multiple-choice test and the

completion test. In other words, students do better in the multiple-choice test than

the completion test.

4.2 Discussion

Based on the findings, it was interpreted that the students did better in the

multiple-choice test than the completion test because the mean score of the

multiple-choice 78.43 and the mean score of the completion test 72.40.


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The reasons why the mean score of the multiple-choice test is higher than

the completion test; firstly, the answers in the multiple-choice test formats are

provided in the options. Secondly, the students have chance in guessing the

correct answer. Multiple choice types encourage guessing (Heaton, 1975).

The other reasons why the mean score of the completion test were lower

than the multiple-choice test, those are:

~The students do not understand the context.

~The students are not able to distinguish plural or singular subjects.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter will present conclusions related with the result of the study

discussed in the previous chapter and provide some suggestions concerning the

teaching and learning of structure in order to improve the students mastery on

simple present tense.

5.1 Conclusion

Based on the discussion and the analysis which are presented in the

previous chapter, the writer makes conclusion as follow:

1. In fact, the average scores of the multiple-choice test are higher than the

completion test. It can be seen that the mean scores of the multiple-choice test

is 78.43 and the completion test is 72.40.

2. There is significant difference in mean scores of the multiple-choice and the

completion tests measuring the students ability in using simple present tense.

5.2 Suggestion

After knowing the result of this study, the writer offers some suggestions

to the teacher and to the students.

5.2.1 To the teacher

To make the students achievement better in simple present tense, the

writer has some suggestions for the teacher as follow:

1. Although the average score of the multiple-choice test is higher than the

completion test, the teacher should use both of the tests. If the teacher just uses


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the multiple-choice test, he or she will not know the students ability in using

simple present tense because in this test the students can answer by guessing

the options. But sometimes the teacher should use the completion test to know

the development of the students ability in this subject and to avoid losing one

type of test.

2. Explain how to add e/es in the sentence, especially in simple present tense.

3. Give some practices using the completion test in order they know the hints

and tricks to do it.

4. When making the multiple-choice test the teacher should consider the

discrimination power of the option.

5.2.2 To the students

The writer also suggests the students as follows:

1. Listen the teachers explanation how the adding -s/-es are used in simple

present tense

2. Do some exercises that are related with simple present tense, especially in the

completion test form in order to improve their level of mastery on the subject

and to make their scores better than the multiple-choice test.


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BIBLIOGRAPHY

Arikunto, Suharsimi, 1993.Prosedur Penelitian.Rineka Cipta, Jakarta

Ary, Donald. 1979. Introduction to Research in Education. Holt, Rinehard andWinston, Inc.USA

Cook J.S. 1980.The Scope of Grammar. McGraw-Hill Publishing Company

Dalen, B.Van. 1979.Understanding Educational Research. McGraw-Hill, Inc

Gay. L.R. 1987. Educational Research. Merril Publishing Company

Grattan, J.H.G. 1953.Our living Language. Thomas Nelson and Sons LTD

Gronlund, Norman. E. 1976. Constructing Achievement Test. New Jersey.Prentice-Hill, Inc.

Gronlund, Norman. E. 1981. Measurement and Evaluation in Teaching.Macmillan Publishing Co, Inc.

Harris, David P. 1969.Testing English as a Second Language. McGraw-HillBook Company.

Hayden, Pilgrim,. 1956.Mastering American English. Prentice-Hall, Inc.

Heaton, J .B. 1975.Writing English Language Tests. Longman Group Ltd.

Heaton, J .B. 1988.Writing English Language Tests. Longman, Inc-New York.

Leech, G.N. 1985.Meaning and the English Verb. Longman Group Limited.

Oller, J.W. 1979.Language Tests at School. Longman Group Ltd.

Rahmat, Nur, Kristyowati, 1987.Structure and Vocabs. BPFE, Yogyakarta

Schrampfer, Betty. A. 1989. Understanding and Using English Grammar.Prentice-Hall, Inc.

Sudijono, Anas. 1989.Pengantar Statistik Pendidikan. Rajawali Press, Jakarta

Tinambunan, Wilmar. 1988.Evaluation of Student Achievement. Jakarta.

Tuckman, Bruce W. 1979. Conducting Educational Research. Harcourt Brace

Jovanovich, Inc.


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APPENDIX 1

Reliability of the Multiple-Choice Test from Try-out

Score (X) Deviation from themean x

Square deviation x2

92.4 20.22 408.84

92.4 20.22 408.84

92.4 20.22 408.84

89.1 16.92 286.28

89.1 16.92 286.28

85.8 13.62 185.50

85.8 13.62 185.50

85.8 13.62 185.50

85.8 13.62 185.50

85.8 13.62 185.50

85.8 13.62 185.50

75.9 3.72 13.83

75.9 3.72 13.83

75.9 3.72 13.83

75.9 3.72 13.83

75.9 3.72 13.83

69.3 -2.88 8.29

69.3 -2.88 8.29

69.3 -2.88 8.29

69.3 -2.88 8.29

66 -6.18 38.19

66 -6.18 38.19

66 -6.18 38.19

59.4 -12.78 163.3256.1 -16.08 258.56

56.1 -16.08 258.56

56.1 -16.08 258.56

52.8 -19.38 375.58

52.8 -19.38 375.58

52.8 -19.38 375.58

49.5 -22.68 514.38

49.5 -22.68 514.38

2310 6223.63


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Computation of Reliability of the Multiple-Choice Test

18.7232

2310===N

FXX

48.19432

63.62232

2 === n

XS

)1(

)(.2

2

=k

XkXkr

X

X

XX

(29)194.48

72.18)-72.18(30-(30)194.48

=

5639.92

3044.55-5834.4=

49.05639.92

2789.85==


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29

Reliability of the Completion Test from Try-out

Score (X) Deviation from themean x

Square Deviation X2

85.8 16.71 279.22

85.8 16.71 279.22

85.8 16.71 279.22

85.8 16.71 279.22

82.5 13.41 179.82

82.5 13.41 179.82

82.5 13.41 179.82

82.5 13.41 179.8282.5 13.41 179.82

82.5 13.41 179.82

82.5 13.41 179.82

75.9 6.81 46.37

75.9 6.81 46.37

75.9 6.81 46.37

69.3 0.21 0.04

69.3 0.21 0.04

66 -3.09 9.54

66 -3.09 9.54

66 -3.09 9.54

62.7 -6.39 40.83

62.7 -6.39 40.83

59.4 -9.69 93.89

59.4 -9.69 93.89

56.1 -2.99 168.74

56.1 -2.99 168.74

56.1 -2.99 168.74

56.1 -2.99 168.74

52.8 -6.29 2654.36

52.8 -6.29 2654.36

52.8 -6.29 2654.36

49.5 -9.59 383.76

49.5 -9.59 383.76

2211 5051.43


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30

Computation of Reliability of the Completion Test

09.6932

2211===N

FXX

85.15732

43.50512

2 === n

XS

)1(

)(.2

2

=k

XkXkr

X

X

XX

157.85(29)69.09)-69.09(30-(30)157.85=

4577.65

2700.72-4735.5=

44.04577.65

2034.78==


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APPENDIX 2

The Statistics Data of the Multiple-Choice Test Scores

Score (X) Frequency (F) FX FX2

92.4 5 462 42688.8

89.1 4 356.4 31755.24

82.5 7 577.5 47643.75

79.5 4 318 25281

75.9 4 303.6 23043.24

69.3 3 207.9 14407.47

66 2 132 8712

59.4 2 118.8 7056.72

56.1 2 112.2 6294.42

33 2588.4 206882.64

F =33

FX =2588.4

FX2 =206882.64


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The Statistics Data of the Completion Test Scores

Score (X) Frequency (F) FY FY2

89.1 2 178.2 15877.62

85.8 4 343.2 29446.56

82.5 5 412.5 34031.25

79.2 7 554.4 43908.48

66 4 264 17424

62.7 5 313.5 19656.45

59.4 3 178.2 10585.0856.1 2 112.2 6294.42

52.8 2 105.6 5575.68

34 2461.8 182799.54

F =34

FY =2461.8

FY2 =182799.54


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Steps in Calculating t-test Formula

1. Find out the mean scores of each variable

a. The mean score of the Multiple-Choice test

43.7833

4.25881 ===

N

FXM

B. The mean score of the completion test

40.7234

8.24612 === N

FYM

2. Find out the standard Deviation of each variable

a.33

)4.2588(

33

64.206882)( 222

1 ==N

FX

N

FXSD

264.6151170.626943.78170.6269 2 ==

858.10906.117 ==

b.34

)8.2461(

34

54.182799)( 222

2 ==N

FY

N

FYSD

76.5241452.537640.72452.5376 2 ==

627.11192.135 ==

3. Find out the standard error mean of each variable

a. 919.1656.5

858.10858.10321

1

1====

SD

NSEM

b. 024.2744.5

627.11627.11331

2

2 ====SD

NSEM


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4. Find out the standard error of different mean

2M2

2MMM SESESE 121 +=

22 (2.024)(1.919) +=

096.43.685+=

789.2781.7 ==

5. Find out the t0

169.2789.2

03.6

789.2

40.7243.78

21

210 ==

=

=

MMSE

MMt

6. Find out the degree of freedom

df =(N1 +N2) - 2 =(33 +34) - 2 =65

7. Consulted the0 with t-value at the table at level of significance .05

-value at the table for df =65 at level significance .05 is 2.00

2.00


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APPENDIX 3

Name:

Direction: Here are multiple-choice questions on simple present tense. Each

question consists of four choices. Mark your choice (X) on your answer sheet.

1. What do you. every morning?

A. do C. did

B. does D. done

2. This tree.. its leaves once a year

A. would shed C. shed

B. will shed D. sheds

3. Jane.. her fingernails when she is nervous

A. bite C. would bite

B. bites D. will bite

4. Marry always her husband good bye in the morning

A. kiss C. kisses

B. will kiss D. have kissed

5. During the holidays, I ............. with my uncle

A. have stayed C. stays

B. stay D. is staying

6. How often does Diane her hair in a week?

A. wash C. washes

B. washed D. washing

7. Kathy always . in the front row during class

A. sits C. sit

B. will sit D. sat

8. Do you always the door to your apartment when you leave?

A. locked C. lock

B. locking D. locks

9. Every morning, the sun in my bedroom window.

A. have shined C. shined

B. has shined D. shines


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10. Do few people.. the theory of relativity

A. understand C. understood

B. understands D. understanding

11. Does Mr. Robinson . his lectures with a joke?

A. began C. begin

B. begun D. begins

12. She always . the money from her friend

A. will borrow C. borrow

B. borrows D. borrowed

13. I never .a letter to my sister

A. write C. wrote

B. written D. have written

14. The postman letters at nine oclock everyday

A. deliver C. delivered

B. delivers D. has delivered

15. He always . his girl friend every day from this box

A. phoned C. has phonedB. phones D. phone

16. Do the children very well?

A. dancing C. danced

B. dances D. dance

17. A lot of foreign visitors every summer

A. come C. came

B. is coming D. comes

18. Siew Lin............... very pretty in that blue dress

A. looked C. looks

B. look D. would look

19. A year................twelve months

A. has C. had

B. have D. is

20. As soon as the shop..............., go to buy some batteries for the radio.

A. open C. opened

B. opens D. will opening


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21. The player ............ up to throw the ball into the net

A. jumps C. has jumped

B. jumped D. jump

22. Where do they .................. their fishes every day?

A. sells C. selling

B. sell D. sold

23. The earth.................around the sun.

A. revolve C. revolved

B. will revolves D. revolves

24. The students............... to school every morning

A. are walking C. walk

B. walks D. is walking

25. Santy never ................ to send me a birthday card.

A. forgets C. forgot

B. forget D. has forgotten

26. The cat . itself after getting up from its sleep

A. stretch C. is stretchingB. stretches D. stretched

27. Does John ..his bill on time?

A. pays C. paid

B. pay D. paying

28. How often does Henry .. his bicycle in a week?

A. cleans C. clean

B. cleaned D. cleaning

29. Carol ..a skirt and blouse in class

A. is wearing C. worn

B. wears D. wear

30. Mrs. Wong.. helping her neighbor

A. like C. would like

B. likes D. will like


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Name:

Direction: Complete these sentences by using Simple Present Tense!

1. We usually ... television every night

2. They ............................ in the clothes department of the shop

3. Hethe money from the bank

4. My mother always..........................a vegetables in the market

5. He ..a letter to his family every week

6. George the piano everyday

7. Do you to the library everyday?

8. My father . coffee every morning

9. The sun ..in the east

10. I often. to the five oclock news broadcast

11. They..an English very fluently

12. He always Hello to me

13. John always ..the question by shaking his head

14. I for two hours every night

15. Does he always a sandwich for lunch?

16. The students usually their task on time

17. My father always ..a newspaper in the evening

18. The children at eight oclock.

19. My sister . from Canada next week

20. Do you my question?


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21. I usually. my grandparents every week

22. My mother always a cake every Sunday

23. My teacher . a homework every day

24. Tina always . her teeth every morning

25. I always . my money in the bank every month

26. Diligent students usually.. good mark on test

27. I .. my money to buy some books

28. My sister ..many kinds of stamps

29. Professor Clay..us English and History

30. She usually..work at half-past eight


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APPENDIX 4

Key Answers of the Multiple-Choice Test

1. A 16. D

2. D 17. A

3. B 18. C

4. C 19. A

5. B 20. B

6. A 21. A

7. A 22. B

8. C 23. D

9. D 24. C

10. A 25. A

11. C 26. B

12. B 27. B

13. A 28. C

14. B 29. B

15. B 30. B


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Key Answers of the Completion Test

1. Watch 16. Finish

2. Work 17. Reads

3. Take s 18. Sleep

4. Buys 19. Comes

5. Sends 20. Understand

6. Plays 21. Visit

7. Go 22. Makes

8. Drinks 23. Gives

9. Shines 24. Brushes

10. Listen 25. Save

11. Speak 26. Get

12. Says 27. Spend

13. Answers 28. Collects

14. Study 29. Teaches

15. Eat 30. Starts

testing methods very good

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