EVALUATION

VALIDATION OF COGNITIVE AND NON COGNITIVE TEST

By: Ni Wayan Mei Indrayani

Class : 2B2

NIM : 1429081052

ENGLISH EDUCATION STUDY PROGRAM

POST GRADUATE PROGRAM

GANESHA UNIVERSITY OF EDUCATION

2015

CHAPTER I

GRAND THEORY

1.1 VALIDITY AND RELIABILITY

For the statistical consultant working with social science researchers the

estimation of reliability and validity is a task frequently encountered.

Measurement issues differ in the social sciences in that they are related to the

quantification of abstract, intangible and unobservable constructs. In many

instances, then, the meaning of quantities is only inferred.

Let us begin by a general description of the paradigm that we are dealing

with. Most concepts in the behavioral sciences have meaning within the context

of the theory that they are a part of. Each concept, thus, has an operational

definition which is governed by the overarching theory. If a concept is involved

in the testing of hypothesis to support the theory it has to be measured. So the

first decision that the research is faced with is “how shall the concept be

measured?” That is the type of measure. At a very broad level the type of measure

can be observational, self-report, interview, etc. These types ultimately take shape

of a more specific form like observation of ongoing activity, observing video-

taped events, self-report measures like questionnaires that can be open-ended or

close-ended, Likert-type scales, interviews that are structured, semi-structured or

unstructured and open-ended or close-ended. Needless to say, each type of

measure has specific types of issues that need to be addressed to make the

measurement meaningful, accurate, and efficient.

Another important feature is the population for which the measure is

intended. This decision is not entirely dependent on the theoretical paradigm but

more to the immediate research question at hand.

A third point that needs mentioning is the purpose of the scale or measure.

What is it that the researcher wants to do with the measure? Is it developed for a

specific study or is it developed with the anticipation of extensive use with similar

populations?

Once some of these decisions are made and a measure is developed, which

is a careful and tedious process, the relevant questions to raise are “how do we

know that we are indeed measuring what we want to measure?” since the

construct that we are measuring is abstract, and “can we be sure that if we

repeated the measurement we will get the same result?”. The first question is

related to validity and second to reliability. Validity and reliability are two

important characteristics of behavioral measure and are referred to as

psychometric properties.

It is important to bear in mind that validity and reliability are not an all or

none issue but a matter of degree.

Validity:

Very simply, validity is the extent to which a test measures what it is

supposed to measure. The question of validity is raised in the context of the three

points made above, the form of the test, the purpose of the test and the population

for whom it is intended. Therefore, we cannot ask the general question “Is this a

valid test?”. The question to ask is “how valid is this test for the decision that I

need to make?” or “how valid is the interpretation I propose for the test?” We can

divide the types of validity into logical and empirical.

The test should be tried out properly before the real test is administered.

Sutrisno Hadi as cited in Utami (2005) points out that the aim of trying out test:

- To avoid misunderstanding on the questions

- To drop the difficult and confusing words

- To substitute the easy questions with the ones that need deeper answer

- To add items, which are completely needed and drop away the irrelevant ones.

The criteria used for selecting the items were based on the validity and the

Reliability of items.

Content Validity:

When we want to find out if the entire content of the

behavior/construct/area is represented in the test we compare the test task with the

content of the behavior. This is a logical method, not an empirical one. Example,

if we want to test knowledge on American Geography it is not fair to have most

questions limited to the geography of New England.

Gay, et.al (2009) points out that content validity is the degree to which a

test measures an intended content area. It means that the test must be

comprehensive and the content is in line with the purpose of measurement.

Content validity involves: (1) clear statement of the domain that are measured, (2)

composition or selection of a set of items. The reading comprehension test would

test the student’s comprehension of the reading text.

1. Item Validity

Gay, et.al (2009) state that item validity is concerned with whether the test

items represent measurement in the intended content area. The item validity is

measured by point-biserial correlation (Arikunto, 2005).

Remarks:

γpbi = correlation coefficient point beserial

Mp = the mean score of students who answer the questions correctly

Mt = the total mean score

St = the score deviation

p = the proportion of students who answer correctly

q = the proportion who answer wrongly

The criteria:

An item is valid if γpbi > rcv at 0.05 level of significance

2. Facility Value and Index of Discrimination

According to Nurkancana & Sunartana (1990), a test should not be too or

too difficult. An item which is too easy is not a good item. The same thing

happened if the test is too difficult; it is not good for students. A good item is an

item that can differentiate the good and the poor students. In this case, all items

should be examined from the point of view of their facility value and index of

discrimination.

According to Heaton (1988), facility value of an item simply shows how

or difficult the particular item proved in the test. The facility value is

expressed as the traction of the students who answered the item correctly. It is

calculated by the following formula:

FV =

Remarks :

R : number of items

N : number of students taking the test

Meanwhile to measure the index of discrimination (D) the formula used is:

D =

Remarks ;

D = index of discrimination

n = number of students in one group

U = upper half group

L = lower half group

Face Validity:

Basically face validity refers to the degree to which a test appears to

measure what it purports to measure.

Criterion-Oriented or Predictive Validity:

When you are expecting a future performance based on the scores obtained

currently by the measure, correlate the scores obtained with the performance. The

later performance is called the criterion and the current score is the prediction.

This is an empirical check on the value of the test – a criterion-oriented or

predictive validation.

Concurrent Validity:

Concurrent validity is the degree to which the scores on a test are related

to the scores on another, already established, test administered at the same time, or

to some other valid criterion available at the same time. Example, a new simple

test is to be used in place of an old cumbersome one, which is considered useful,

measurements are obtained on both at the same time. Logically, predictive and

concurrent validation are the same, the term concurrent validation is used to

indicate that no time elapsed between measures.

Construct Validity:

Construct validity is the degree to which a test measures an intended

hypothetical construct. Many times psychologists assess/measure abstract

attributes or constructs. The process of validating the interpretations about that

construct as indicated by the test score is construct validation. This can be done

experimentally, e.g., if we want to validate a measure of anxiety. We have a

hypothesis that anxiety increases when subjects are under the threat of an electric

shock, then the threat of an electric shock should increase anxiety scores (note:

not all construct validation is this dramatic!)

A correlation coefficient is a statistical summary of the relation between

two variables. It is the most common way of reporting the answer to such

questions as the following: Does this test predict performance on the job? Do

these two tests measure the same thing? Do the ranks of these people today agree

with their ranks a year ago?

(rank correlation and product-moment correlation)

According to Cronbach, to the question “what is a good validity

coefficient?” the only sensible answer is “the best you can get”, and it is unusual

for a validity coefficient to rise above 0.60, though that is far from perfect

prediction.

All in all we need to always keep in mind the contextual questions: what

is the test going to be used for? how expensive is it in terms of time, energy and

money? what implications are we intending to draw from test scores?

Reliability:

Research requires dependable measurement. (Nunnally) Measurements

are reliable to the extent that they are repeatable and that any random influence

which tends to make measurements different from occasion to occasion or

circumstance to circumstance is a source of measurement error. (Gay) Reliability

is the degree to which a test consistently measures whatever it measures. Errors

of measurement that affect reliability are random errors and errors of

measurement that affect validity are systematic or constant errors.

Test-retest, equivalent forms and split-half reliability are all determined

through correlation

Test-retest Reliability:

Test-retest reliability is the degree to which scores are consistent over

time. It indicates score variation that occurs from testing session to testing session

as a result of errors of measurement. Problems: Memory, Maturation, Learning.

Equivalent-Forms or Alternate-Forms Reliability:

Two tests that are identical in every way except for the actual items

included. Used when it is likely that test takers will recall responses made during

the first session and when alternate forms are available. Correlate the two scores.

The obtained coefficient is called the coefficient of stability or coefficient of

equivalence. Problem: Difficulty of constructing two forms that are essentially

equivalent.

Both of the above require two administrations.

Split-Half Reliability:

Requires only one administration. Especially appropriate when the test is

very long. The most commonly used method to split the test into two is using the

odd-even strategy. Since longer tests tend to be more reliable, and since split-half

reliability represents the reliability of a test only half as long as the actual test, a

correction formula must be applied to the coefficient. Spearman-Brown prophecy

formula.

Split-half reliability is a form of internal consistency reliability.

Rationale Equivalence Reliability:

Rationale equivalence reliability is not established through correlation but

rather estimates internal consistency by determining how all items on a test relate

to all other items and to the total test.

Internal Consistency Reliability:

Determining how all items on the test relate to all other items. Kudser-

Richardson-> is an estimate of reliability that is essentially equivalent to the

average of the split-half reliabilities computed for all possible halves.

Standard Error of Measurement:

Reliability can also be expressed in terms of the standard error of

measurement. It is an estimate of how often you can expect errors of a given size.

Reliability is the degree to which a test consistently measure whatever it

measures (Gay,et.al 2909). A test is said to be reliable if the test shows an exact

result. To measure the reliability of the test, the formula Kuder-Richardson

21(Arikunto, 2005) is used as follows :

KR 21 =

Remarks:

K : number of items

M : mean

S2 : variance

The following is a chart which shows the summary of validation to prove

its validity and reliability

COGNITIVE TEST

1.2.1 RECEPTIVE SKILL READING COMPREHENSION

(A) Assessing the Reading Comprehension

The assessment was usually with test. Generally, there were two kinds of

tests that can be used in measuring the students‟ ability, namely, oral test (it

usually used in test of listening and speaking) and written test (usually used for

making test of reading and writing). Brown (2004:165) argues that assessment, on

the other hand, is an ongoing process that encompasses a much wider domain.

Whenever a student responds to a question, offers a comment, or tries out a new

word or structure, the teacher subconsciously makes an assessment of the

students‟ performance. Based on this, it can be mentioned that assessment used to

determine the quality of students‟ works.

Elizabeth Pang S et al. (2004:215) defines that there are two forms of

reading assessment. The first is to find out how well children are reading in order

to help them improve (diagnosis). Diagnostic assessment is about giving feedback

and assistance to learners. The second is to measure how much progress has been

made. Both forms of assessment are needed for effective reading instruction. In

beginning reading, assessment is normally done by listening to students reading

aloud. Teachers assess word recognition and fluency in this way. Beyond this

stage, assessment should focus primarily on text comprehension. Text

comprehension is usually assessed through questions. Questions should focus on

main ideas and viewpoints, not minor details. Therefore, these terms are called

higher order questions.

ASSESMENT

Indicator Technique Instrument Example

instrument

Answering the

following

questions

according to the

text given.

Written test Text

What is the

main idea of the

text?

NO KRITERIA SCORE

I Correct answer 1

Incorrect

answer or no

answer

0

Assessment Guideline

Written :

1. For number I, for each correct answer scoring 1

I 10 x 1 = 10

Total = Maximum value = 10 xv1 = 10

Table 1. The Blue Print of Reading Comprehension Test

Basic

Competency

Text

Type

Indicators Dime

nsions

TOT

AL

items

Item’s

Number

The students

are able to

respond

meaning and

the

rhetorical

development

Narra

tive

Text

Find out the main ideas and

supporting details of the text

C3 4 1,6,11,16

Identify the specific

information of the text

C2 4 2,7,12,17

Find out the textual

references from the text

C2 4 3,8,13,18

Find out the meaning of C1 4 4,9,14,19

of monolog

text

accurately,

fluently and

contextually

certain words used in the text

Identify the language features

used in the text

C1 4 5,10,15,2

0

Repo

rt

Text

Find out the main ideas and

supporting details of the text

C3 2 21,26

Identify the specific

information of the text

C2 2 22,27

Find out the textual

references from the text

C2 2 23,28

Find out the meaning of

certain words used in the text

C1 2 24,29,

Identify the language features

used in the text

C1 2 25,30

(B) INSTRUMENT

School : SMP HARAPAN NUSANTARA

Subject : English

Class/Semester : IX/1

Skill : Reading

NAME :

NO :

Read the following text then answer the questions that follow.

Ali Baba

Once upon a time there were 40 thieves who put their stolen money and

treasures in a cave. When they wanted to come in the cave, they said to the cave

entrance, ”Open Sesame! ”A poor man saw them while they were doing that, so he

heard the opening word. After they left he went towards the cave and opened it. He was

surprised to see a very large quantity of money in it. He took some of it and went back

home soon.

After that he became a rich man and his brother wanted to know how he became

rich.

One day his brother followed him to solve that mystery. Next day the brother

went back to the cave and opened it. He found a lot of money but when he tried to get out

he could not. After a few minutes the thieves came in and saw the brother.

The boss asked him how he knew about the cave so he told them the story. They

killed the brother and went to find Ali Baba’s house.

Next morning the thieves hid in big jars and went to Ali Baba’s house. The boss

and two of his men pretended that they were merchants. Ali Baba invited them to lunch.

After lunch they took a rest. The house maid went out and found 40 thieves in

the jars, so he boiled hot oil and poured it on their heads to kill them. After that Ali Baba

lived in happiness forever.

1. The main idea of the first paragraph is.

A. there were 40 thieves who put their stolen money in a cave

B. the thieves were very surprise to see a large quantity of money

C. the thieves took some of the money in a cave

D. a thief saw a poor man came into the cave

2. Where did the thieves put their stolen money?

A. in a jar C. out of cave

B. at home D. in a cave

3. ”A poor man saw them While they put the stolen money”. The underlined

word refers to the……

A. . poor lady C. rich man

B. thieves D. wise person

4. A very large quantity of money “has the similar meaning with … money.

A. a little C. some

B. a lot of D. not so much

5. After that he became a rich man (par 2). Which of the words is an adjective?

A. after that C. rich

B. became D. man

6. The main idea of the third paragraph is. . ..

A. Ali Baba tried to solve a mystery

B. Ali Baba’s brother didn’t want to go to the cave

C. the thieves saw Ali Baba’s brother in the cave

D. Ali Baba’s brother saw him go to the cave

7. What did the poor man find in the cave?

A. a beautiful girl C. a golden treasure

B. a lot of money D. a wise thief

8. The boss asked £131 how ...(par 4). “Him” refers to the

A. poor person C. poor person’s brother

B. poor person’s father D. one of the thieves

9. At the end of the story Ali Baba was very happy. The italic word means....

A. poor C. sad

B. delighted D. unhappy

10. The following words are adverbs, except

A. rich man C. next morning

B. one day D. once upon a time

Read the following text then answer the questions that follow.

Beauty and the Beast’

Once upon a time, there was a beautiful girl named Beauty. She lived with

her two sisters and her father in a small village. She was also a hard working girl.

She always help edher father in the farm.

One day, her father set out for the city. On his way, he saw an old castle.

He became curious to know who lived inside, and he went in. While he was

walking around the castle, hemet nobody inside, so he ate the food on the table

and picked a rose from the garden, for Beauty. Then, an angry beast appeared and

wanted to kill him unless Beauty came and lived with him.

After reaching his home, Beauty’s father told her the truth. Beauty loved

her father very much, so she didn’t refuse what her father asked. She went to the

beast’ scastle and lived there only with the Beast. Her gloomy life began since

then. She often tried to run away but The Beast always successfully stopped her.

The Beast loved Beauty very much. Because of his treatment, Beauty began to

like him very much.

One day, when Beauty visiting her father in the village because of his

illness, she hada dream. She saw The Beast was dying. She suddenly came back

to The Beast castle. Seeing the ”dying Beast” she began to cry. When her tear was

falling on to the Beast, he became a handsome prince. Beauty and The Beast got

married and lived happily ever after.

11. What is the topic of the text?

A. The story of a beautiful girl and his father.

B. The living of a poor man with his daughters.

C. A happy ending love story between two creatures.

D. An unhappy ending story between the Prince and Beauty.

12. What kind of girl do you think Beauty was?

A. smart C. shy

B. diligent D. cruel

13. “One day, her father set out for the city. On his way, he saw. . . ” (par.2).

The underlined word refers to... .

A. Beauty C. Beauty’s father

B. The Beast D. Beauty’s sister

14. “. . . , so she didn’t refuse what her father asked” (par. 3). The synonym of

the bold typed word is. . ..

A. reject C. give

B. remember D. agree

15. “He became curious to know who lived inside” (par 2).

Which of the word is an adjective?

A. lived C. curious

B. became D. inside

16. The main idea of the fifth paragraph is... .

A. Beauty visited her father in the village

B. Beauty had a very bad dream about his father

C. Beauty’s tear changed The Beast into a handsome prince

D. Beauty began to cry as she saw the dying Beast

17. The Beast always stopped Beauty to run away because he… her.

A. loved C. refused

B. hated D. rejected

18. “Because of his treatment, Beauty began to like very much” (par. 4). The

underlined word refers to... .

A. Beauty’s father C. The Beast

B. Beauty D. Beauty’s sisters

19. “After reaching his home, Beauty’s father told her the truth. (par.3) The

underlined word has the similar meaning with something. . ..

A. right C. good

B. sad D. bad

20. The following words express adverb of time.

A. Beautiful girl C. Old castle

B. Small village D. Once upon a time

Read the following text then answer the questions that follow.

ELEPHANTS

The elephant is the largest animal to walk on Earth. An elephant

can carry a loadorI200 pounds. They eat 300 pounds of food a day.

An elephant baby can weigh 200 pounds atbirth. Elephants can live up to 70

years.

Elephants can be trained to carry logs with their trunks, and have

been usedinthe forestry industry in Asia for many years. Elephants also use

their trunks for drinkingwater, bathing, and eating and communicating.

“Recently it was discovered that elephants can communicate

over adistance ofseveral miles using infrasonic sounds inaudible to

humans.Elephants use their earsas acooling system. Blood flow

through veins in the ears and asthe elephant flaps his ears,the blood cools and

flows through his body to cool off otherparts.

Elephant’s feet are large and round. They distribute the large

animal'sfi weighteffectively. In the past, elephants were killed and

their feet were made intoumbrellastands and small tables for tourists.

Now elephants are protected by special laws.Thereare two kinds of elephants: the

African elephant and the Indian elephant. Africanelephants can be identified by

the larger ears. The Africanelephant grows up to 10 feet talland weighs as much as

12,000 pounds.

The Indian elephant grows up to 9 feet tall, and Weighs up to

8000pounds. It‘seasier to identify because of its smaller ears. Most

circus elephants are Indianelephants.Another name for the Indian

elephant is the Asian elephant.

21. The idea that elephants eat a lot of food is found in paragraph...

A. one C. three

B. two D. four

22. An elephant cannot carry things without its

A. trunk C. feet

B. ears D. legs

23. “Elephants also use their trunks for drinking water .”. The underlined word

refers to... .

A. logs C. years

B. elephants D. industry

24. "Inaudible" means... .

A. can be heard C. can’t be seen

B. It's very noisy. D. can’t be heard

25. “Hunters made umbrella holders out of elephants’ feet”. The Words below are

nouns, except...

A. hunters C. feet

B. made D. umbrella

26. The idea about the kinds of elephants is found in paragraph... .

A. 2 C. 5

B.4 D. 3

27. An Indian Elephant has...than the African Elephant.

A. longer tail C. bigger teeth

B. Stronger trunk D. smaller ears

28. “It's easier to identify because of its smaller ears” (par.5). The bold typed

word refers to...

A. Indian elephant C. pounds

B. African elephant D. easier

29. “It‘s easier to identify because of its smaller ears” (par.5). The antonym of the

bold typed word is. ..

A. shorter C. better

B. longer D. larger

30. “Elephants feet are large and round. They distribute the large animal's weight

effectively”. Which of the words is an adverb?

A. large C. effectively

B. round D. animal

KUESIONER

Pilihlah salah satu jawaban dari pertanyaan-pertanyaan di bawah ini dengan mengisi

tanda silang (X) pada (a), (b), (c), atau (d) dengan sejujur-jujurnya sesuai dengan

pendapat anda!

1. Menurut Anda apakah pelajaran membaca penting bagi Anda dalam menambah

wawasan ?

a. Sangat penting.

b. Kurang penting.

c. Biasa saja.

d. Tidak penting.

2. Bagaimana perasaan Anda ketika membaca teks dalam Bahasa Inggris?

a. Sangat senang.

b. Senang.

c. Sedikit senang.

d. Tidak senang.

3. Dengan membaca…bagi saya untuk menambah kosa kata dalam Bahasa Inggris?

a. Mudah.

b. Sangat mudah.

c. Tidak mudah.

d. Sulit.

4. Bagaimana cara Anda memahami isi dari suatu reading text ?

a. Membacanya berulang-ulang dan menarik kesimpulan.

b. Hanya mencari jawaban atas pertanyaan yang diberikan setelah membaca wacana

tersebut.

c. Mencari kata-kata sulit dalam kamus.

d. Hanya membaca sekilas tanpa memahami teks tersebut.

5. Efektifkah bagi Anda diskusi dalam proses belajar mengajar?

a. Sangat efektif.

b. Efektif.

c. Kurang efektif.

d. Tidak efektif.

6. Menurut Anda apakah diskusi dapat membantu memahami suatu bacaan?

a. Dapat sekali.

b. Dapat.

c. Kurang dapat.

d. Tidak dapat.

7. Setujukah Anda jika Guru menerapkan teknik diskusi tersebut dalam proses

pembelajaran?

a. Sangat setuju.

b. Setuju.

c. Tidak setuju.

d. Ragu-ragu.

8. Bagaimanakah kemampuan belajar Anda setelah menggunakan teknik diskusi?

a. Sangat meningkat.

b. Meningkat.

c. Kurang meningkat.

d. Tidak meningkat.

9. Kegiatan diskusi dalam kelas akan…. Bila adanya interaksi antara guru dan siswa.

a. Sangat efektif.

b. Efektif.

c. Kurang efektif.

d. Tidak efektif.

10. Menurut Anda tepatkah teknik diskusi digunakan untuk membantu anda lebih

memahami isi dari suatu bacaan?

a. Sangat tepat.

b. Tepat.

c. Biasa saja.

d. Tidak tepat.

PRODUCTIVE SKILL WRITING

(A) Writing Assessment

Assessment can be thought as the process of collecting information about

a given object of interest according to procedure that is systematic substantively

grounded. A product or an outcome of his process such as test score or a verbal

description is also referred to as an assessment (Bachman, 2004:7). Every subject

in teaching learning process need to assess; it include English subject.

Johnson and Johnson (2002:6) state that assessment is collecting

information about the quality or quantity of the change in students, group, teacher,

or administrator. Performance assessment is collecting information about

demonstration of achievement involving actually performing a task or a set of

task, such as: conducting an experiment, giving a speech, writing a story or

operating a mechine. After the intended outcomes of instruction are defined, the

procedures used to determine whether they were achieved must be selected. In

other to achieve purpose that match with the students performances; it can assess

with the appropriate assessment method. The purpose of assessing may be to (a)

diagnose students’ present level of knowledge and skill , (b) monitor progress

toward learning goals to help form the instructional program, and (c) provide

judge the final level of the students learning.

There are two ways in which students may be involved in the assessment

process are helping create the criteria and rubric used to assess a students’ work

and communicating to their interested stakeholders the result of their efforts to

learn. A criterion is a predetermined standard used to assess a performance.

Involving students in creating the criteria and rubrics for assessing students’ effort

does not mean turning over total control to students. A rubric is a list of indicators

of different levels of a criterion being used to assess a performance. A rubric is

usually a scale ranking from poor to good (Johnson and Johnson, 2002 :259). As

quoted from may (2002:88) write that the assessment is complex and

personalized, it is difficult to assess the efficacy of an investigation or of an

investigator because like complex human task. Since the assessment is complex, it

is must be effective to measure and reflect the students ability.

In supporting statement above, Brown (2004:218) asserts that writing was

a skill that was the exclusive domain of scribes and scholar in education or

religious institution. The ability to write to become an indispensable skill in our

global literate community. Writing skill at least at rudimentary levels, is a

necessary condition for achieving employment in many walks of life and is simply

take for granted in literate culture. In the field of second language teaching only a

half century ago experts were saying that writing was primarily a convention for

recording speech and for reinforcing grammatical and lexical features of language.

In relation to this study, the teacher focuses on assessing students ability

in composing a good descriptive paragraph. The students are ask to make a

descriptive paragraph based on the topic already given and they have to submit

their work, than the researcher analyzes and gives the score for students work by

using rubric which includes some components, such as: format, punctuation and

mechanics, content, organization, grammar, and sentence structure. The rubric is

taken from Oshima and Houge (2007:196)

SCORING RUBRIC : WRITING PARAGRAPH

CRORRING ASSPECT Max.

Score

Actual

Score

FORMAT – 5 POINTS

There is a title 1

The title is centered 1

The first line is indented 1

There are margins on both sides 1

Tidiness 1

Total 5

PUNCTUATION AND MECHANICS – 5 POINTS

There is a period after every sentence 1

Capital letters are used correctly 1

The spellings are correct 2

Capitalization & other punctuations are used correctly 1

Total 5

CONTENT – 20 POINTS

The paragraph fits the assignment 4

The paragraph is unity. 8

The paragraph is coherence. 8

Total 20

ORGANIZATION – 40 POINTS

The paragraph begins with a clear identification about the

object to be described.

10

The paragraph contains vivid detail descriptions of place,

person, or thing that students want to describe so that the

reader can easily imagine or picture the object, or they

can feel the object with their five senses.

25

The paragraph ends with an appropriate concluding

sentence.

5

Total 40

GRAMMAR & SENTENCE STRUCTURE – 30 POINS

Estimate a grammar and sentence structure score 30

Grand Total 100

Taken from Oshima and Houge(2007:196)

Table 1. The Blue Print of Writing Test

Basic Competency Text

Type

Indicators Cognitive/

Knowledge

Dimensions

Total

items

Items’

number

Expressing

meaning and

rhetorical steps

in simple short

essays by using

various written

form

accurately,

smoothly and

acceptable to

interact within

the

surroundings in

the form of

descriptive or

procedure text.

Descripti

ve

Students are able to

write a descriptive

paragraph about their

school based on the

generic structure.

C3 K3 1 1

INSTRUMENT

NAME :

CLASS :

Instruction

Please write from your own word a simple descriptive paragraph about

your school the title is “ My School” ,at least five until seven sentences with

good grammatical, punctuation, spelling and the generic structure correctly.

Kuesioner

Petunjuk pengerjaan

Jawablah semua pertanyaan dalam kuesioner di bawah ini sesuai dengan

keadaan anda yang sebenarnya dengan cara memberikan tanda silang pada

hurup A, B, C, atau D.

Terimakasih atas bantuan anda menjawab pertanyaan dalam kuesioner ini.

1. Apakah cara pembelajaran menulis paragraf melalui membaca dan

menemukan topic bacaan di perlukan?

a. Sangat perlu

b. Perlu

c. Kurang perlu

d. Tidak perlu

2. Bagaimana menurut anda topic yang diberikan untuk menulis paragraph ?

a. Gampang

b. Biasa saja

c. Sulit

d. Sangat sulit

3. Apakah anda mengalami kesulitan dalam menulis paragraf?

a. Sangat gampang

b. Gampang

c. Cukup sulit

d. Sangat sulit

4. Apakah anda pernah mengenal tentang cara menulis descriptive paragraph

a. Sangat mengenal

b. Mengenal

c. Kurang mengenal

d. Tidak mengenal

5. Bagaimana kesan anda mengenai menulis paragraph descriptive dengan

generic structure nya

a. Sangat menarik

b. Menarik

c. Cukup menarik

d. Tidak menarik

6. Apakah menurut anda menulis paragraph perlu diterapkan dalam

meningkatkan kemampuan siswa?

a. Sangat perlu

b. Perlu

c. Kurang perlu

d. Tidak perlu

7. Bagaimana sikap anda jika guru memberikan kesempatan untuk menulis

paragraph dalam proses pembelajaran bahasa inggris?

a. Sangat senang

b. Senang

c. Kurang senang

d. Tidak senang

8. Apakah pembelajaran dengan menulis paragraph membuat anda merasa

termotivasi untuk terlibat atau berpartisipasi dalam proses pembelajaran?

a. Sangat termotivasi

b. Termotivasi

c. Kurang termotivasi

d. Tidak termotivasi

9. Apakah dengan menulis paragraph ini membantu anda dalam meningkatkan

kemampuan bahasa inggris

a. Sangat membantu

b. Membantu

c. Cukup membantu

d. Tidak membantu

10. Apakah pembelajaran menulis paragraf bermanfaat bagi kemampuan anda?

a. Sangat bermanfaat

b. Bermanfaat

c. Tidak bermanfaat

d. Tidak bermanfaat

METACOGNITIVE TEST

1. Theories of Motivation

Etymologically, Dornyei (2001) expiains the term motivation comes from

the Latin word, movere (to move) and then absorbed in English language into

motivation which means providing motive or cause of motive that lead of

encouragement. Next, he points out motivation of a person depend on the strength

of his or her motive. So, the motivation cannot be separated from the concept of

motive. In essence it can be said that the motive is a cause of action. Moreover,

Steiner (1985) explains, the motive is sometimes stated to be the needs, desires,

impulses that arise in a person. The motive directed toward goals that can arise in

conditions in the conscious or unconscious condition.

2. Kinds of Motivation

Motivation has been formulated in a number of different definitions. Even

so, the substance is not much different. According to Brown (1980), motivation is

commonly thought of as an inner drive, impulse, emotion, or desire that moves

one to a particular action. Motivation was examined as a factor of attitudes

divided into two basic types of motivation, such as instrumental and integrative

motivation. Instrumental motivation refers to motivation to acquire a language as

means for attaining instrumental goals: furthering a career, reading technical

material, and translation. An integrative motivation is employed when a learner

wishes to integrate himself within the culture of the second language group, to

identify himself with and become a part of society. From the conclusion of this

study is that integrative motivation may indeed be an important requirement for

successful language learning and some claim that integrative motivation is

absolutely essential for successful second language learning.

Related to the kinds of motivation, Gardner & Labert in Ellis (l986) define

motivation in terms of the L2 learner’s overall goal or orientation, and attitude as

the persistence shown by the learner in striving for a goal. They argue that there is

no reason to expect a relationship between the two. The type of motivation is

distinct from the attitudes displayed to different learning tasks. However Gardner

suggests that attitudes are related to motivation by serving as supports of the

learner’s overal orientation. In this types of motivation, Brown in Ellis (1986) also

distinguishes motivation. He identities three types of motivation, such as:

(1) Global motivation which consists of a general orientation to the goal of

learning a L2, (2) situational motivation, which varies according to the situation in

which learning takes place (the motivation associated with classroom learning is

distinct from the motivation involved in naturalistic learning); (3) task motivation,

which is the motivation for performing particular learning tasks. So, it can be

concluded that motivation account for a substantial amount of the variance in the

learning rate and learning outcomes of different learners. It is also possible that

different factors may be responsible for different types of L2 competence.

Related to this, Lightbown & Spada (1993), motivation in second language

learning is a complex phenomenon which can be defined in terms of three factors,

they are learner’s communicative needs, attitudes towards the second language

community and social dynamic or power relationship between the languages. If

the learners need to speak the second language in a wide range of social situations

or to fulfill .professional ambitions, they will perceive the communicative value of

the second language and will therefore be motivated to acquire proficiency in it.

Likewise, if learners have favorable attitudes towards the Speakers of the

language, they will desire more contact with them. On the other hand, we should

keep in mind that an individual’s identity is closely linked with the way he or she

speaks. It follows that when speaking a new language, one is adopting some of the

identity markers of another cultural group. Depending on the learner’s attitudes,

learning a second language can be a source of enrichment. If the speaker’s only

reason for learning a second language is external pressure, internal motivation

may be minimal and general attitudes towards learning may be negative. One

more factor which often affects motivation is the social dynamic or power

relationship between the languages. That is members of a minority group may

have different attitudes and motivation when learning the language of a majority

group than those majority group members learning a minority language. Even

though it is impossible to predict the exact effect of such societal factors on

second language learning, the fact that languages exist in social contexts cannot be

overlooked when we seek to understand the variables which affect success in

learning. Even children are sensitive to social dynamics and power relationships.

Another types of motivation is also defined by Bandura (2010).

Motivation can be divided into two terms, such as intrinsic motivation and

extrinsic motivation. In term of intrinsic motivation is a motivation that comes

from us or our self In students, by having this motivation, usually, those students

will learn the language for the best result, with our without price or punishment

from the teachers. Meanwhile, extrinsic motivation is a motivation that comes

from outside. For students, they usually learn language for some prices or afraid

of teachers punishment. From those terms of kind of motivation, it can be

concluded that intrinsic motivation is more important than extrinsic motivation,

especially for long term retention. By having intrinsic motivation, the students

will realize that they need to learn and they must learn for their own succeed.

They will do it with or without price, award or afraid of teacher’s punishment.

Concerning theory types of motivation, Ken & Param (2010) divided

motivation into seven types, such as: achievement motivation, affiliation

motivation, competence motivation, power motivation, attitude motivation,

incentive motivation and fear motivation. (1) achievement motivation is desire to

achieve something in life, and what we feel, we need to achieve is relative to who

we are as persons. What is easy for one to achieve could be difficult to another,

but achievement is rarely looked upon as a motivation factor. However, when you

have this desire to achieve, and when you recognize it as a driving force, nothing

is impossible once you put your mind to it. (2) affiliation motivation is a drive to

relate to people on a social basis. Persons with affiliation motivation perform

work better when they are complimented for their favorable attitudes and

cooperation. (3) Competence motivation is the drive to be good at something,

allowing the individual to perform high quality work. Competence motivated

people seek job mastery, take pride in developing and using their problem-solving

skills and strive to be creative when confronted with obstacles. They learn from

their experience. (4) Power Motivation. It is the drive to influence people and

change situations. Power motivated people wish to create an impact on their

organization and are willing to take risks to do so. (5) Attitude Motivation.

Attitude motivation is how people think and feel. It is their self confidence, their

belief in themselves, then attitude to life. It is how they feel about the fixture and

how they react to the past. (6) Incentive Motivation. It is where a person or a team

reaps a reward from an activity. It is “You do this and you get that”, attitude. It is

the types of awards and prizes that drive people to work a little harder. (7) Fear

Motivation. Fear motivation coercions a person to act.

3. Factors Affecting Motivation

According to Ebata (2001) three factors to build motivation towards

language-learning are self-confidence, experiencing success and satisfaction, and

good-teacher-learner relationships as well as relationships between learners. All

three factors are believed to be correlated to each other in the process of

motivation development. The factors are:

1. Self confidence

Self-confidence is the most significant in language-learning- it provides

learners with the motivation and energy to become positive about their

own learning. It also creates them to acquire the targeted language, enjoy

the learning process, and experience real communication.

2. Experience of success and satisfaction

Experience of success provides students with more power to pursue a new

goal. It allows language learners to understand the purpose of trying and

have pleasure in communicating with others. Some people might feel

successful when they can communicate their thoughts to people; others

might feel the sense of success when they complete a challenging task in a

targeted language.

3. Good relationships among learners and between the learners and the

teacher

There are a number of methods that English teacher can use to motivate

students in class, and teachers should flexibly employ the most suitable

method for the class. Furthermore, teachers should develop a mutual

relationship with their learners. In order to develop a mutual relationship

with their learners, teachers need to understand students who are from

different backgrounds, have different interests, future goals, aims for

English learning most importantly different personalities. Once they

understand them better, teachers are able to apply specific teaching and

communicating strategies to each student, creating a relationship between

a teacher and student. Once a relationship develops, the classroom will

become comfortable and enjoyable enough for students to learn positively

from the teacher without any hesitation. Teachers need to acquire what

students pursue in teachers in order for students to be motivated in

language learning. They certainly have a strong relation with students’

motivation status. It is understood that a teacher’s personality and behavior

towards students have a strong influence. In order to produce successful

language speakers, teachers should devote themselves to teaching.

In conclusion, motivation is vital in language learning. It makes language

learners positive about their own learning. It also acquires the targeted language,

enjoy the learning process, and experience real communication. Moreover,

experience of success and satisfaction has a strong connection with motivation.

By realizing their improvement and achievement, students always gain the feeling

of success. In order to make students become satisfied with a lesson, it is required

to produce a stress-free classroom and develop integrated-tasks lesson. It is

necessary that there is a trust between a teacher and the students so that much

communication in a targeted language is developed. These three factors: self

confidence, experiencing success and satisfaction, and good teacher-learner

relationships as well as relationships between learners play an essential role in

developing language learners’ motivation.

In relation to the factors that can affect motivation, Dimyati & Mudjiono

(1994) state that there are several factors that affect students motivation to learn

such as:

1. Students’ ideal or aspiration

Ideals can take place in a very long time. The ideal of the student will

strengthen the spirit of learning to achieve the students’ goal.

2. Students’ ability

The student’s capability will strengthen students’ motivation to perform

the task development. The capability includes some psychological

aspects, for example: observation, attention, memory, and thinking. So the

students who have a high learning ability usually more motivated in

learning because students often gain, success by strengthening the

motivation.

3. Students’ condition

Condition of the students includes physical and mental condition. A

student who is sick, hungry, tired or angry will interfere with their

attention in learning.

4. Environmental condition of the students

Environmental conditions are the elements that come ‘from the outside of

the students. Their motivation can be formed by the environmental

condition of their family, school, community, and peer interaction. As a

member of the community, the students can be affected by their

surrounding environment. Meanwhile, at school, this can be done for

example by means the teachers must try to manage the classroom and

creating a fun learning environment in order to help students motivated in

learning.

5. Dynamic factor in learning

Students have feelings, concerns, desires, memories and thoughts which

are transformed by their life experience. Peer experience influence the

motivation and learning behavior. The natural environment, residence and

association are also changing. Cultural environments such as newspapers,

magazines, radio, and television increasingly reach out to students. All of

the elements can make affect the students’ motivation in learning.

6. The teacher’s effort in teaching learning process

The term teachers’ effort in this factor of motivation means how teachers

preparing themselves in teaching starting from mastering the material,

how to deliver the material and how to attract the students’ attention in

teaching and learning process.

According Wlodkowski & Jaynes (2010) state that motivation to learn is

influenced by several factors, among others:

1. Culture

Each ethnic group has its own values about learning. Japanese mothers

emphasize nationality effort rather than ability, compared with mothers

of American nationality prioritizes good school performance. Value

system affect adopted for the elderly will affect parental involvement

in depth in the efforts to inculcate the child’s energy.

2. Family

Family factors provide an important influence on students' learning

motivation. Research conducted by Benjamin Bloom of the number of

young professionals (28 years to 35 years) who succeeded in his career

in various fields such as mathematics expert, neurology, and pianist

showed the same characteristics of the involvement of their parents.

They showed the direct involvement of parents in children's learning.

They saw the encouragement of parents is a priority in directing their

destination.

3. School

The role of teachers in motivating students is very important for them

in learning process. Some qualities of effective teachers in motivating

children are: teachers as a good manager, teachers expect their students

to become successful students, teachers provide learning materials that

match with the capacity of his/her students, teachers provide feedback

to the student, teachers provide a fair test, teacher explains the criteria

for assessment, teachers can stimulate the students in learning process,

and teachers help students to realize the growth of competence and

mastery of students.

Based on the above explanation, it be concluded that many factors the

students’ motivation in learning process such as, self confidence, experience of

success and satisfaction, good relationships among learners and the teachers,

students’ ideal or aspiration, students’ ability, students’ condition, environmental

condition of the students, dynamic factors in learning, the teachers’ effort in

teaching and learning process, culture and family.

4. Theory of Achievement Motivation by Gardner

Gardner’s in Dornyei (2001) motivation theory is the relationship between

motivation and orientation. In his view of motivation refers to a kind of central

mental or energy that subsumes effort and task enjoyment. Gardner argues that the

three components of motivation are effort, desire to learn the language and

attitude towards learning the language. These three components belong together

because the truly motivated individual displays all three. Attitudes toward the

learning situation are the assumption that it is the influence of the educational

context on the individual’s attitudes that influence the individual’s level of

motivation.

First, the motivated individual expends on the effort to learn the language.

The effort is driven by a desire to achieve language skill. There is persistent and

consistent attempt to learn the material by doing homework, by seeking out

opportunities to learn more, by doing extra work, etc. Second, the motivated

individual wants to achieve the goal. By having strategic plan they have a directed

step toward a specific target that is to be able to learn a language. Third; the

positive affect toward a native speaker. The motivated individual will enjoy the

task of learning the language and have a positive attitude to the native speakers.

CHAPTER II

RESULT OF READING COMPREHENSION TEST

NoJudges I Judges II

Relevan Irrelevan Relevan Irrelevan1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

= = 0,857

Judges II

Judges I Irrelevan Relevan

Irrelevan A = 4 C = 1

Relevan B = 0 D = 30

RESULT OF READING TEST

RESPONDEN p1 p2 p3 p4 p5 p6 p7 p8 p9 p10 p11 p12 p13 p14 p15 p161 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0

2 1 1 1 1 1 1 1 0 1 0 0 1 1 0 0 0

3 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0

4 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1

5 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1

6 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1

7 1 0 1 1 1 1 0 0 1 1 0 1 1 1 0 0

8 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0

9 1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 1

10 1 1 1 1 1 1 0 0 1 0 0 1 1 1 0 1

11 0 0 1 0 0 1 1 0 1 1 0 0 1 0 1 1

12 1 1 1 1 1 1 1 0 1 0 0 0 1 1 0 0

13 0 1 0 1 1 0 0 0 0 1 0 1 0 0 0 0

14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0

15 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0

16 1 1 1 1 1 1 0 0 1 0 0 0 1 1 0 0

17 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1

18 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1

19 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1

20 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0

21 0 0 1 1 1 1 1 0 1 1 0 0 1 1 0 1

22 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1

23 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0

24 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1

25 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0

26 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 0

27 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1

28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

29 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0

30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0

31 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0

32 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0

33 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0

34 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0

Statistik Simbol X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16

p 0,7941 0,7059 0,7941 0,9118 0,8235 0,8824 0,7647 0,4412 0,8529 0,6471 0,3824 0,7353 0,8824 0,7059 0,2353 0,4118q 0,2059 0,2941 0,2059 0,0882 0,1765 0,1176 0,2353 0,5588 0,1471 0,3529 0,6176 0,2647 0,1176 0,2941 0,7647 0,5882

Np 27 24 27 31 28 30 26 15 29 22 13 25 30 24 8 14∑Yp 557 494 568 619 558 622 526 337 604 447 297 516 622 515 171 303Mp 20,63 20,583 21,037 19,968 19,929 20,733 20,231 22,467 20,828 20,318 22,846 20,64 20,733 21,458 21,375 21,643Mt 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941SD 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148ϒpbi 0,5513 0,423 0,6843 0,5486 0,3546 0,816 0,3865 0,5208 0,7553 0,31 0,5108 0,4707 0,816 0,6483 0,2245 0,3758

r tabel 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3Keputusan valid valid Valid valid valid valid valid Valid valid valid valid valid valid valid invalid valid

p17 p18 p19 p20 p21 p22 p23 p24 p25 p26 p27 p28 p29 p30 Yt1 0 0 0 1 1 0 0 1 1 0 0 1 0 80 0 1 0 1 1 0 0 1 1 0 0 1 0 160 1 1 0 1 1 0 0 1 1 0 1 1 0 171 0 0 1 1 1 1 1 1 1 1 1 1 0 251 0 0 0 1 1 0 1 1 1 1 0 1 1 241 0 0 0 1 1 1 1 0 1 0 0 1 0 211 1 1 1 1 1 0 0 1 1 0 1 0 0 191 0 0 0 0 0 0 0 0 0 0 1 1 0 51 0 0 0 0 1 1 0 1 1 0 0 1 0 171 1 1 1 1 1 1 1 0 0 0 0 1 1 210 0 0 0 1 1 0 1 1 1 0 0 1 0 140 1 0 1 1 0 0 0 1 1 0 0 0 1 160 0 1 0 0 0 0 0 0 0 0 0 0 0 61 0 0 0 1 1 1 1 0 1 1 0 1 1 231 1 0 1 1 1 1 1 1 0 1 1 1 0 240 0 1 0 1 1 0 0 1 1 0 1 1 1 171 0 0 0 1 1 1 1 1 0 1 1 1 1 241 0 1 0 1 1 0 1 1 1 1 0 1 0 221 0 1 0 1 1 0 0 0 0 0 0 1 0 181 0 0 0 0 1 0 1 1 1 0 1 1 1 211 1 0 1 1 1 1 0 1 0 0 1 1 1 201 1 1 1 1 0 1 1 1 0 0 0 1 1 241 1 1 1 1 1 0 1 1 1 0 0 1 1 23

0 0 0 0 1 1 1 1 1 1 1 1 1 1 241 1 0 0 1 1 0 1 1 0 0 0 1 1 140 1 0 1 1 1 0 1 1 0 0 0 1 1 181 0 0 1 0 1 1 1 1 1 0 0 1 1 211 1 1 1 1 0 0 1 1 1 1 1 1 1 280 0 0 0 0 0 0 0 0 0 0 0 0 0 31 0 0 0 1 1 1 1 0 1 1 0 1 1 231 1 0 1 1 1 1 1 1 0 1 1 1 0 241 0 0 0 0 1 0 0 1 1 0 0 1 1 191 0 0 1 0 1 0 1 1 1 0 0 1 1 211 1 0 1 1 0 0 1 1 1 1 1 1 1 24

X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X300,7353 0,3824 0,3235 0,4118 0,7647 0,7941 0,3824 0,6176 0,7647 0,6471 0,3235 0,3824 0,8824 0,55880,2647 0,6176 0,6765 0,5882 0,2353 0,2059 0,6176 0,3824 0,2353 0,3529 0,6765 0,6176 0,1176 0,4412

25 13 11 14 26 27 13 21 26 22 11 13 30 19513 272 211 308 531 538 291 463 524 443 265 272 600 405

20,52 20,923 19,182 22 20,423 19,926 22,385 22,048 20,154 20,136 24,091 20,923 20 21,31618,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,941 18,9416,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,0148 6,01480,4375 0,2593 0,0277 0,4255 0,4442 0,3215 0,4504 0,6564 0,3635 0,269 0,5921 0,2593 0,4821 0,4443

0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3

valid invalid invalid valid Valid Valid valid valid valid Invalid valid invalid valid valid

RESULT OF READING QUESTIONARIES

RESPONDEN p1 p2 p3 p4 p5 p6 p7 p8 p9 p10 p11 p12 p13 p14 p15 p161 4 4 4 3 5 4 4 4 4 3 4 4 4 4 4 42 3 3 4 3 3 4 3 4 4 4 4 4 4 3 4 43 3 5 5 4 5 3 3 4 4 4 3 4 4 3 4 44 3 1 2 1 1 1 2 1 2 1 2 1 2 1 2 15 4 5 5 5 5 5 5 4 4 5 4 5 4 4 4 56 4 5 5 3 2 4 3 4 3 3 4 4 4 4 4 27 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 58 3 4 4 3 4 3 4 5 3 3 4 4 4 4 4 49 4 4 3 4 4 4 3 4 4 3 3 4 4 3 4 410 3 3 3 2 3 3 3 4 3 3 3 3 3 3 3 311 5 4 3 4 4 4 4 4 4 3 4 4 4 4 4 212 4 5 5 4 5 5 3 4 4 4 4 3 5 4 5 513 4 5 5 3 5 4 4 5 3 3 4 4 4 4 4 414 4 5 4 3 3 4 3 4 4 3 4 4 4 4 4 415 5 5 5 4 5 5 4 5 5 5 5 3 5 4 5 516 5 4 3 4 4 5 4 5 5 4 4 5 5 5 5 517 4 5 5 4 5 3 3 5 4 4 4 3 4 4 5 418 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 519 3 4 4 4 4 3 3 3 3 3 3 3 3 3 3 320 5 4 3 4 4 5 4 5 5 4 4 3 5 4 5 521 2 2 2 3 2 2 2 2 5 5 2 2 2 3 2 222 4 5 5 3 5 4 5 4 3 3 3 4 4 3 4 523 3 5 2 4 4 3 3 4 4 5 4 4 4 4 4 224 3 1 2 5 5 3 4 4 3 5 2 3 3 2 3 325 4 3 3 5 3 4 3 3 3 3 2 3 3 2 3 3

26 3 1 4 4 4 3 4 4 3 3 4 4 4 4 4 427 4 4 4 1 4 4 4 4 4 5 4 4 4 4 4 528 3 5 4 4 4 3 3 3 3 3 3 2 3 3 3 329 5 1 3 5 4 5 4 1 5 5 4 2 5 4 5 530 2 5 2 5 1 2 5 2 5 5 2 5 2 3 2 231 5 1 3 4 4 5 5 5 5 5 4 2 5 4 5 532 3 1 4 5 1 4 5 1 3 5 4 4 2 4 4 433 3 1 3 5 1 3 4 1 5 5 3 5 2 3 4 434 4 5 5 5 5 4 5 1 4 5 4 5 5 4 5 4

Statistik Simbol X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16

p 3,7059 3,6471 3,7353 3,7941 3,7353 3,7353 3,7353 3,5882 3,8824 3,9118 3,5588 3,6176 3,7941 3,5294 3,9412 3,7941q 1,2941 1,3529 1,2647 1,2059 1,2647 1,2647 1,2647 1,4118 1,1176 1,0882 1,4412 1,3824 1,2059 1,4706 1,0588 1,2059

Np 126 124 127 129 127 127 127 122 132 133 121 123 129 120 134 129∑Yp 8523 8563 8557 8925 8767 9034 8727 8407 9260 8998 8588 8831 8652 8499 9628 9099Mp 67,643 69,056 67,378 69,186 69,031 71,134 68,717 68,91 70,152 67,654 70,975 71,797 67,07 70,825 71,851 70,535Mt 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324SD 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954ϒpbi 0,3283 0,5127 0,2954 0,5732 0,5331 0,8353 0,4878 0,4783 0,7528 0,3696 0,743 0,876 0,2591 0,713 1,0535 0,7733

r tabel 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3Keputusan valid valid Invalid valid valid valid valid valid valid valid valid valid invalid Valid valid valid

p17 p18 p19 p20 p21 p22 p23 p24 p25 p26 p27 p28 p29 p30 Yt

4 3 3 3 3 3 3 3 3 5 4 3 3 4 55

4 4 4 4 4 5 4 4 4 4 3 4 4 4 74

4 3 3 4 4 4 4 4 4 4 4 4 4 3 36

1 2 2 2 3 2 2 2 1 2 2 2 2 2 68

4 5 5 5 4 4 5 4 5 5 5 5 4 5 61

2 4 3 3 3 3 3 3 3 4 4 3 4 4 57

5 4 4 4 4 5 4 4 4 4 5 4 5 4 51

5 3 3 3 4 3 4 3 3 4 4 4 4 3 64

4 2 4 4 4 4 4 4 4 4 4 4 4 4 74

2 2 3 3 3 3 3 3 3 3 3 3 3 3 64

2 4 3 4 4 4 4 3 3 4 5 4 4 4 62

4 4 5 5 5 5 5 5 5 4 4 5 4 5 72

5 4 4 4 4 4 4 4 4 4 4 4 4 4 67

4 2 3 3 3 3 3 3 3 4 4 4 4 4 62

5 5 5 5 5 5 5 5 5 4 5 4 5 4 66

5 4 5 5 5 5 5 5 5 5 4 4 5 4 25

5 4 4 3 4 4 4 3 3 4 4 4 4 4 77

4 4 3 3 4 3 4 4 3 5 4 4 4 4 60

3 4 4 3 3 3 3 3 3 3 3 3 3 3 83

5 4 5 5 5 5 5 5 5 5 5 5 5 5 65

2 2 2 2 2 2 1 3 2 2 3 2 2 2 63

4 5 3 3 5 3 1 4 3 5 4 3 3 4 50

2 5 4 4 5 4 1 5 4 4 4 4 4 3 63

3 5 4 4 5 4 4 3 4 3 3 3 3 3 73

3 5 3 3 5 3 1 3 3 4 3 3 3 4 70

4 5 3 3 3 3 3 3 3 3 3 5 2 3 65

4 5 3 3 4 3 1 4 3 5 4 4 4 5 80

3 5 4 3 3 3 1 3 3 3 3 5 3 5 77

5 5 5 5 5 5 5 5 5 5 1 5 5 5 71

3 5 2 2 5 2 2 3 2 2 1 5 2 5 69

5 5 5 5 5 5 5 5 5 5 1 5 5 5 80

2 5 3 3 4 3 4 4 3 4 3 5 4 5 77

2 5 3 4 4 4 4 4 3 4 4 5 4 5 71

1 1 5 5 5 5 5 5 5 5 5 5 4 5 69

X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X303,5294 3,9412 3,6471 3,6471 4,0588 3,7059 3,4118 3,7647 3,5588 3,9706 3,5882 4 3,7353 41,4706 1,0588 1,3529 1,3529 0,9412 1,2941 1,5882 1,2353 1,4412 1,0294 1,4118 1 1,2647 1

120 134 124 124 138 126 116 128 121 135 122 136 127 1368134 9324 8810 8106 9525 8765 8072 8425 8243 9239 8285 9381 9057 9000

67,783 69,582 71,048 65,371 69,022 69,563 69,586 65,82 68,124 68,437 67,91 68,978 71,315 66,17665,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,324 65,32411,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,954 11,9540,3188 0,6873 0,7863 0,0065 0,6425 0,6002 0,5226 0,0726 0,3681 0,5115 0,3449 0,6114 0,8614 0,1427

0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3 0,3

valid valid valid invalid Valid Valid valid invalid valid valid valid valid valid invalid

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