Written By: Group III
Hasanah A1D2 08 052
Dian Trianita Lestari A1D2 08 010
Harlisnawati A1D2 08 050
Sri Muniarty.S A1D2 08 066
Pitriani A1D2 07164
ABSTRACT
This project aimed at measuring the students’ general vocabulary ability as well as to classify the students based on the result of the test. So, in this case we gave them a general vocabulary test which is taken from the internet. The test itself consist of 30 numbers of multiple choice question. Through this test, we could see whether their vocabulary knowledge are in elementary, intermediate, or advance level.
The participants of this project were 30 students in Junior High School 10 Kendari, particularly the VIII.5 class. The project itself was conducted at their classroom on Monday morning. Each student was given the vocabulary test and was asked to answer it based on their previous knowledge. They were given 40 minutes to answer it all.
The result of the test showed that the students’ level of vocabulary knowledge were in the elementary one. Then, their vocabulary knowledge is prevalent which can be seen from the mean score of the students (2.96). While the reliability of the test after it is administered was -1.15. It was because the test was quite hard to them due to their grade. Last, mode of the test was 3.33 and median was 3.00.
Title: Report of Student’s Vocabulary Ability
These tests are aimed to:
- Measure the students’ general vocabulary ability whether they are in elementary, intermediate, or advance level.
- Classify the students based on the result of the test (excellent, good, enough or bad).
1. Who do what (Job description)
- Browsing the theory from internet: How to choose a good resource of vocabulary test from internet? (Dian Trianita Lestari and Harlisnawati).
- Measuring reliability, mean, mode, and median of the test. (Hasanah, Sri Muniarty and Pitriani).
- Administering vocabulary test at SMP Negeri 10 Kendari (All members).
2. Where do we get the resources:
a. Internet
b. When will it be completed:
First week, the theory related to vocabulary test:
a. How to choose a good resource of vocabulary test from internet
b. Marking Scheme
c. Measuring validity and reliability.
2nd week, test browsing
3rd week, conducting the test and result analysis
4th week, report and do first revision
5th week, second revision
6th week, third revision
7th week, presentation
8th week, web publishing
Objectives:
a) Audience: Class VIII.5
b) Level: Junior High School particularly SMP Negeri 10 Kendari
c) Number of students: One class
d) When: the third week
e) Behavior: Measure students vocabulary ability
f) Condition: Administering the test to students
g) Degree: Answer the test at least 80% from the questions correctly.
h) Time allocation: 40 minutes
HOW TO CHOOSE A GOOD VOCABULARY TEST RESOURCE FROM INTERNET
Common formats for assessing vocabulary recognition
- multiple-choice questions (MCQs)
- matching
Multiple-choice Question Formats
MCQs are one of the most common formats in professionally-developed language tests. They are widely used to assess learning at the recall and comprehension levels (Coombe Folse & Hubley, 2007)
There are many advantages associated with the MCQ.
- they are very reliable because if written well, there is only one correct answer.
- they are quick and easy to mark and thereby deemed very practical from a T’s perspective.
- They can be used to assess knowledge at various levels from beginning to advanced.
- Ss from most parts of the world are familiar with the format.
- MCQs
The disadvantages associated with MCQs center around the knowledge they assess.
- MCQs do not lend themselves to the testing of productive language skills or language as communication.
- The ability to test primarily recognition knowledge restricts what can be tested with this format (Coombe, Folse & Hubley, 2007).
-
MCQ Structure
MCQs take many forms but their basic structure is stem and response options,
- includes the key or correct answer and the distractors or incorrect responses.
- Ss must then identify the correct or best response choice.
- Ss construct meaning through dependence on the context clues that are provided in the stem.
- Sometimes more than a one-sentence stem is needed for beginning level Ss
Item Stems
Guidelines to follow in writing effective MCQ stems.
- It should provide as much context as possible.
- Read (2004) recommends a stem of one to two sentences or a context of between 10-20 words.
- blanks in stem should be of a uniform length.
- Grammatically, the stem should consist of one or two simple declarative sentences, without a subordinate clause (Read, 2004).
- When using two sentence contexts, the sentence which does not contain the blank should provide contextual clues as to the meaning of the word being tested.
- The stem should present the word in a “natural” semantic and grammatical context.
Distractors
- All distractors should be the same part of speech as the word being tested. The exception to this rule is if you are testing word forms.
- They should come from the same frequency level as the word being tested (i.e., 1st 1000, 2nd 1000 or AWL). Distractors selected should not be related to the tested word in terms of meaning.
- The MCQ format can be used to assess vocabulary knowledge in a variety of ways. They include: synonym recognition, definition, meaning in context, and odd man out.
Types of MCQs
- Synonym Recognition (word in isolation or with context):
- Choose the word that is closest in meaning to shimmer:
1) assemble
2) shine
3) outrageous
4) hygienic
5) Types of MCQs
The teacher was furious when she heard the students talking during the test.
1) angry
2) calm
3) happy
4) delighted
Definition recognition (word level, minimal sentence context):
Detest
1) dislike intensely
2) become very sick
3) look very angry
4) search carefully
Definition recognition (word level, minimal sentence context):
Detest
1) dislike intensely
2) become very sick
3) look very angry
4) search carefully
Assessing Vocabulary in Reading Comprehension
What does the phrase “talking nonsense” (line 10) probably mean?
a) discussing feelings about something
b) speaking in a crazy way
c) saying something that doesn’t make sense
d) stating an obvious fact
ESTABLISH TEST VALIDITY AND RELIABILITY
Validity is the extent to which a test measures what it was intended to measure. Reliability provides an estimate of consistency of test results. All tests must be valid and reliable to accurately measure student achievement. Everything from the testing environment to student illness can affect test validity and reliability.
1. ADMINISTER TEST.
Prior to administration, teachers should also consider the physical setting (e.g., space, lighting, ventilation, and temperature) of the testing environment. Finally, teachers should consider the psychological factors (test anxiety and pressure) that affect students by explaining the reason for the test and adequately preparing students for the test. Specifically, teachers should:
• Discuss the instructional content areas to be covered by the test as well as the format of the test.
• Discuss the parameters of the test (e.g., number and type of test items) before administration.
• Provide students with "practice" test items (and similar directions) prior to the test.
• Indicate to students that you expect them to succeed on the test and that you are available to help them.
2. INTERPRET TEST RESULTS AND ANALYZE TEST ITEMS.
Test results are interpreted using descriptive statistics. Descriptive statistics summarize test results through the use of measures of central tendency (mean, median, and mode) and measures of dispersion (range, percentiles/quartiles, ranks, standard deviation, and Z-scores). Measures of central tendency describe the tendency of scores to cluster together. Measures of dispersion describe the manner in which test scores are different or vary. Descriptive statistics coupled with graphic illustrations are useful in explaining test results to students, parents, and administrators.
Tests are analyzed using item analysis procedures, which provide a response profile for individual items and indicate item difficulty and item discrimination. Item difficulty indicates the percentage of students who responded correctly to a test item. Item discrimination provides an index of how an item discriminates between students who scored high and low on a test. Item difficulty and item discrimination are used to determine which test items are effective and which test items need improvement or should be discarded.
MARKING SCHEME
To determine the students’ vocabulary ability, the researcher used the following criteria:
RESOURCES OF THE TEST AND
THE BRIEF DESCRIPTION OF TEST DEVELOPER
Site: http://mister-guru.blogspot.com/2011/08/english-vocabulary-quiz intermediate.html
Name:
The owner of the blog is an English teacher at SMK Negeri 1 Probolinggo, fondly called "Mr. Pras", and has a hobby of blogging because he always want to share with the world on the sidelines of teaching routines.
Before teaching at SMK 1 Probolinggo, Mr Pras had also taught at private schools such as SMK Taman Siswa 1 Probolinggo, SMP Taruna Dra. Zulaeha, SMA Taruna Dra. Zulaeha, and AMIK Midshipman in Leces Probolinggo. His experience in teaching students with a variety of social and economic background is enough to make him understand about the world of learning English in school.
FINDING
Students Grade from highest to lowest grade
| NO | NAME | GRADE |
| 1 | Widi Yanto A. G. | 4.00 |
| 2 | Nurlan M. | 3.67 |
| 3 | Diannisa Suhrawardani | 3.67 |
| 4 | Fenny Nurdiyanti | 3.67 |
| 5 | Aditya Mahmud | 3.33 |
| 6 | Echa Ismi A. | 3.33 |
| 7 | Masita Nasrul | 3.33 |
| 8 | Yulfika | 3.33 |
| 9 | Siti Muniroh | 3.33 |
| 10 | Putri Indayani | 3.33 |
| 11 | Nilam Sari | 3.33 |
| 12 | Maisa | 3.33 |
| 13 | Robin Rablianto | 3.00 |
| 14 | Risa Afriyani R. | 3.00 |
| 15 | Resky Diansyah | 3.00 |
| 16 | Shinta Anggraini | 3.00 |
| 17 | Wd. Sitti khumairah | 3.00 |
| 18 | Irmayangti | 3.00 |
| 19 | Sitti Masyitah | 3.00 |
| 20 | Eva Haryana Rahayu | 2.67 |
| 21 | Ilham S | 2.67 |
| 22 | Srimawati | 2.67 |
| 23 | LD. Marsan | 2.33 |
| 24 | Wawan Pelangi | 2.33 |
| 25 | Saharuddin | 2.33 |
| 26 | Sherlyana | 2.33 |
| 27 | Anggun Wardani | 2.33 |
| 28 | Zainul Arifin | 2.33 |
| 29 | Gunawan Indra R. | 2.00 |
| 30 | Yuyun Gunawan | 2.00 |
Presentation of the score based on marking scheme
| Score interval | Composition categories | Presentation |
| 8-10 | Very high | 0 % |
| 7-7.9 | High | 0 % |
| 6-6.9 | Enough | 0 % |
| 0-5.9 | Low | 100 % |
Mean score: 2.96, mode: 3.33, median: 3.00. The questions which answered mostly wrong are number 3, 10, 13, and 24. The question which answered mostly correct is number 21 with 20 students answered it correctly.
Validity of the test is not measured since we adopt the test from internet. The reliability of the test after it is administered is -1.15. It was because the test was quite hard to them due to their grade. Fortunately, most of the questions are answered at least one correctly, except number 3 which based on our expectation will be the easier one.
The classification of the students:
Based on the mean score of the students which is compared with the highest and the lowest score, their vocabulary knowledge is prevalent. Moreover, looking at the result of the test the score/grade is lower than 6, means that the level of students is in elementary one. The factors are:
1. The students admit that they did not know some of the vocabulary on the test.
During the test, the students were not really serious to answer the question and some of them were cheating. Besides that, the teacher which was the volunteer one did not really firm to them.
Postingan
1 komentar:
vocabulary isn't ability. make the objectives clear. and explanation about MCQ is unnecessary. no explanation about what you do in revision, second, third,, what you revise and how
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