A Validation Study on National English Examination of Junior High School in Indonesia (original) (raw)
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Junior High School National English Examination in Indonesia is perceived to embed quality biases in its structure. For that reason, evidence is gathered in a validation analysis. This research concentrates on the content validity, the reliability, the item difficulty, the item discrimination, and the effectiveness of each distractor of Junior High School National English Examination in the academic year 2012/2013. The research purpose is to provide feedback about the test quality from a local context that leads to the improvement of National English Examination and English teaching and learning in Indonesia.
NATIONAL EXAMINATION OF ENGLISH IN INDONESIA: A VALIDITY AND RELIABILITY-BASED ELUCIDATION
The administration of national examination in Indonesia has caused much controversy. Some people think that the use of centralized tests is in conflict with the Law No. 20/2003 on national educational system. Some others argue that the law needs national monitoring of the students’ achievement on standard competencies and controlling the quality of education through nationwide evaluation. Eventhough, those who agree with the administration of national examinations still question the validity and reliability of the tests. Validity of a test has traditionally been defined as ‘the degree to which the test actually measures what is intended to measure’. Meanwhile, reliability refers to the consistency of measurement – that is, to how consistent test scores or other evaluation results are from one measurement to another. This paper tries to review the senior-high-school national examination of English on the basis of the traditional perspectives of test validity typology which includes content validity, constructs validity, and criterion-related validity as well as reviews it based on language test reliability viewpoint. Some suggestions are provided as well if the government should continue to use the national examination as a tool to assess students’ performance.
Language and Language Teaching Journal, 2013
This paper discusses content validity and authenticity of the English test items in National Examination (UN) year 2012. It is worth discussion because UN, which was administered nationally, was the most important standardized testto assess Indonesian students' competence. The study aimed to find out howvalidthe content of the English test items of National Examination year 2012 for senior high schools isand how authentic the English test items of National Examination year 2012 for senior high schools is. The writers employed a qualitative research with document analysis to conduct the analysis of both content validity and authenticity of the English test items. The data were obtained from the document and analyzed by using checklists. Besides, to maintain the validitiy of the analysis, a triagulation was done by distributing aquestionnaire to four experts in language assessment. There were twofindings resulted form the analysis. First, the content of the National Examination year 2012 was 98.8% valid since almost all of the contents were relevant to the test specifications. However, there were three reading test versions which failed to represent kinds of texts, namely explanation text. Second, the National Examination year 2012 met the criteria of authenticity with percentage 79.5% since some listening and reading test items failed to conform to authenticity criteria. Natural language use, the relevance of the test topics, and real-world representativeness became problematic aspects to meet the higher standard of authenticity.
IJET (Indonesian Journal of English Teaching), 2016
This study is aimed to know how the quality of second grade senior high school Sekolah Indonesia Kuala Lumpur Malaysia English language testing like in term of content validity, index of difficulty, index of discrimination, and the effectiveness of distracters. The design used in this study is a qualitative research. Qualitative in this research is descriptive research. Then, use quantitative descriptive research to calculate and compute the data to prove the qualitative data and conclude the result of this research. The object of this research is second grade of senior high school of Sekolah Indonesia Kuala Lumpur Malaysia and only focus in multiple choice test items. The sample of this research is second grade of Science class and second grade of Social class which conclude all students in the class. The result of this study reported that the English language testing has good content validity. It also reported that the index of difficulty of the English language testing are accept...
A Language Assessment Analysis of English National Examination in Indonesia
EduLite: Journal of English Education, Literature and Culture, 2016
By virtue of the importance and the gradual development of national examination in Indonesia, this article evaluates its implementation, focusing on English subject through the perspective of language assessment. The analysis of this qualitative research is placed initially on the quality of questions of English national examination in the academic year of 2014-2015 for senior high schools. After the question quality analysis, there is a subsequent analysis focusing on assessing the outer aspect in dealing with the English national examination implementation in Indonesia which is the regulation itself. The results show that some weaknesses still emerge regarding the quality of both the text the questions, also the aspects outside those ones like the impacts of the regulation towards the students and the schools.
Teachers' ability to compose high quality test is highly important, because with the good quality test, teachers are able to measure precisely the success of the learning process they has done. To be able to know teachers' ability in composing learning outcome test, the research has been done in order to acquire clear information. The measurement of learning outcomes test quality made by teacher can be seen in test item validity, test reliability, test discriminating power, and test difficulty level. The research result shows that the tests made by Indonesia language teacher are: (a) invalid so it cannot become students' learning outcomes measuring instrument, (b) it does not have test validity aspect, (c) it does not fulfil test reliability test. Based on the result, intense training related to test composing technique, test quality analysis, and school's evaluation techniques is necessary.
The Analysis on the Items of the English Test Made by the Teacher
Jurnal Pendidikan dan Pembelajaran, 2015
The purpose of this research is to evaluate and to provide information about the quality of English Summative test of grade XI SMA Negeri 5 Pontianak made by the teacher in academic year 2014/ 2015 by measuring the validity which consist of content validity, level of difficulty, discriminating power and the reliability of the test. This research is descriptive study. The test being analyzed are 50 multiple choice items. The data were collected by using a documentary technique. The data were taken from the items of English Summative test made by the teacher for grade XI, answer key, students' answer sheets, and test table of specification. The finding shows that the content validity of the test is 92%, there are 46 test items are good and 4 test items should be revised. The mean of level difficulty of the test is 0.45 (moderate), discriminating power is 0.24 (moderate) and reliability of the test is 0.64 (substantial). From the result, it is concluded that the test items have given a big contribution for the teacher to measure the students' competence. The test items already fulfilled the requirements of good test, but still need some revision on some items.
PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345, 2016
The new curriculum applied in Indonesia recommended the use of authentic assessment. This study deals with the authenticity of English assessment. This research aims at finding empirical facts about what type of assessments are used, describing the authenticity of the assessments, showing teachers’ understanding to the assessment system and identifying problems encountered in applying authentic assessment. The method used is qualitative research, and the data was collected by observation, interview and content analysis. The findings are firstly, the teacher used three types of assessment : (a) Formative Test covering affective-cognitive-psychomotoric aspects (b) Mid Term Test (c) Semester Test. Secondly, the Formative Test had high level of authenticity, while the Mid Term Test and Semester Test had low authenticity. Thirdly, the scoring system used was the Criterion Reference Test which refers to Minimum Mastery Criteria. (4) There were at least four problems in applying aut...
THE EVALUATION OF NATIONAL EXAMINATION OF ENGLISH SUBJECT AT SECONDARY SCHOOL
The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life. One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the three-day exam is used to determine the success or failure of a student's three years of high school. The second issue is about the quality of education in Indonesia's school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language