ITEM ANALYSIS ON THE VALIDITY OF ENGLISH SUMMATIVE TEST FOR THE FIRST YEAR STUDE NTS (A Case study

at the first year SMP YPPUI Ciledug Tangerang School year 2005 /2006) A skripsi Submitted to the English Teachers Training Program as Partial Fulfillm ent of the Requirements for the Degree of Sarjana Pendidikan By: Ade Rosita Reg. No. 102014023778 FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYAT ULLAH JAKARTA 2006

ITEM ANALYSIS ON THE VALIDITY OF ENGLISH SUMMATIVE TEST FOR THE FIRST YEAR STUDE NTS (A Case study at the first year SMP YPPUI Ciledug Tangerang School year 2005 /2006) A Skripsi Presented to Tarbiyah and Teachers Training Faculty In Partial of the fulfillment for Sarjana Degree (S1) By: Ade Rosita NIM. 102014023778 Approved by: Drs. Nasrun Mahmud, MPd. Advisor ENGLISH DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2006/1427 H

8 CHAPTER II THEORITICAL FRAMEWORK A. The Meaning of Test One of the evaluation instruments is a test. There are ma ny meanings of the test. M. Buchari as quoted from Suharsimi Arikunto said that T est is a trial which is held to know some results from a certain subject which i s taken from a student or a group of students11 By testing teacher can know the a bility of learning that students have. According to Anthony J Nitko, Test is Syst ematic procedure for observing and describing one or more characteristics of per son with the aid of either a numerical of category system.12 Groundlund defined, the evaluation is a systematic process of determining the extent to which instru ctional objectives are achieved by a student.13 By testing, teacher can know the ability of learning that students have. Mochtar Buchari said that Test is a trial which is held to know some results from a certain subject which is taken from a student or a group of students.14 Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bina Aksara,1 987), p.199 Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork. Harcourt Brace Jovanovic, Inc.1983), p.6 13 N.E. Groundlund, Measurement and Evaluation in Teaching, (USA : Mc. Millan Pu blishing Company, 1985). p.25 14 12 11 M. Buchari M. Ed, Tehnik-tehnik dalam Evaluasi Pendidikan, (Bandung, 1980). P.11 9

9 B. Types of test There are many types of test used to measure students achieveme nt. There are four types of achievement test which are commonly used by teachers in the classroom: 1. Placement test A placement test is designed to determine t he pupils performance at the beginning of instruction. 2. Formative test It is us ed at the end of a unit in the course book or after a lesson designed. The resul t of this test will also give the students immediate feed back. 3. Diagnostic te st Diagnosric test is intended to diagnose learning difficulties during instruct ion. Thus, the main aim of diagnostic test is to determine the causes of learnin g difficulties and then to formulate a plan for a remedial action. 4. Summative test The summative test is intended to show the standard that the students have now reached in relation to other students at the same stage. Therefore it typica lly comes at the end of a course or unit of instruction.15 Drs. Wilmar Tinambunan, Evaluation of students achievement, (Jakarta: Depdikbud. ,1998), p.7-9 15

10 Based on statement above the writer could summarize that generally test is a sys tematic and objective procedure to find out the knowledge and the ability of wha t have been learned from someone. While there are a number of tests that teacher s usually carry out in the classroom, however for practical purpose. The writer presents only two of them. Both which directly related to the analysis written i n this skripsi; they are formative and summative test. Norman E. Grounlund state s that Formative test is used to monitor the learning process during the instruct ional program usually teachers make the test by themselves.16 Furthermore, with t he summative test given for the students, teachers are not only having a final r eport about the programs achievement, but also the comparison among their indivi dual students ability and achievement in the instructional objectives of teaching learning activities. C. Types of Item The Question, exercises and tasks appearing on the test are cal led items the kinds of items on test are: 1. The letter type of items called cho ice items, which includes true false item, multiple choice items, and matching e xercise. 2. Completion items, present and incomplete sentence and examine is req uired to supply a word or short phrase that best complete the sentence. Norman E. Ground lund, Measurement and Evaluation in Teaching, (New York: Macmil lan publishing Co., Inc., 1981), 4 th, p.6 16

11 3. Short answer items, in this type of item, the students usually is not free to n give expression to creative and imaginative thoughts. 4. Essay items, permit t he testing of a students ability to organize ideas and thoughts and allow for cre ative verbal expressions. D. The Criteria of a Good test. 1. Validity JB. Heaton said, The validity of a te st is the extent to which it measures what it is soppossed to measure and nothin g else.17 The validity of a test must be considered in measurement in this case t here must be seen wheter the test used really measures what are supposed to meas ure, briefly. The validity of a test is the extent to which the test measures wh at it is intended to measure. There are four types validity: a. Face validity Fa ce validity means the way the test looks to the testiest, teachers, moderators, and administrator. Therefore it is useful to show a test to colleagues or friend s in order to discover absurdities and ambiguities of a test. b. Content validit y Content validity is concerned with the materials that the students have learne d. The test should cover samples of the teaching materials given. To fulfill thi s the teacher should refer his consideration to the teaching 17 JB. Heaton, Writing English Language test, (Longman1998), p. 153

12 syllabus. JB. Heaton says Content validity depends on careful analysis of the lan guage being tested and of the particular course objectives; the test should be s o constructed as to contain a representative sample of the course. c. Construct v alidity Construct validity deals with construct and underlying theory of the lan guage learning and testing. JB. Heaton states. If the test has construct validity it is capable of measuring certain specific characteristics in accordance with a theory of language and behavior and learning. d. Empirical validity There are t wo kinds of empirical validity : Concurrent validity and Predictive validity whi ch depend on whether the test scores are correlated with subsequent or concurren t criterion measures. If we use a test of english as a second language to screen university applicants and then correlate test scores with grades made at the en d of the first semester, we are attempting to determine predictive validity of t he test. If, on the other hand, we follow up the test immediately by having an E nglish teacher rate each students English proficiency on the basis of his class p erformance during the first week and correlate the two measures, we are seeking to establish the concurrent validity of the test.18 18 Ibid., p. 154-155

13 2. Reliability A test shoud be reliable as a measuring instrument. A test cannno t measure anything well unless it measures consistently. According to J.Charles Alderson, Caroline clapham and Dianne wall . a test cannot be valid unless it is reliable19 If the test administered to the same students on the different occasio n and there is no difference to the results. It can be said that the test is rel iable. 3. Practicality The third characteristics of a good test is practicality or usability in the preparation of a new test. The teacher must keep in mind a n umber of very practical considerations which involves economy, ease of administr ation, scoring and interpretation of result. Economy means the test is not costl y. The teachers must take into account the cost percopy, how many scores will be needed, (for the more personnel who must be involved in giving and scoring a te st, the more costly the process becomes). How long the administering and scoring of it will take, choosing a short test rather than longer one. Ease of administ ration and scoring means that the test administrator can perform his task quckly and efficiently. We must also consider the ease with which the test can be admi nistered. J. Charles Anderson, Caroline Clapham and Dianne Wall, Language Test Constructio n and Evaluation, (British: Cambridge University Press, 1995), p.187 19

14 Ease of interpretation and application JB. Heaton states The final point concerns the presentation of the test paper it self, where possible , it should be printe d or type written and appear neat, tidy and aesthetically pleasing. Nothing is w orse and more disconcerting to the testiest than untidy test paper, full of miss spellings, omissions and corrections. if it happens, it will be easy for the stu dents or testiest easy to interpret the test items.20 Besides having a good crite ria, the other characteristics of the test thats more important and specific is t he quality of the test items. To know the quality of the test items, teachers sh ould use a method called item analysis. E. Item Analysis There are several meanings of what item analysis. According to Anthony J Nitko, in his book, he stated that: Item analysis refers to the process of collecting, summarizing, and using information about individual test items es pecially information about pupils response to items21 Item analysis is an importan t and necessary step in the preparation of good multiple choice test. Because of this fact; it is suggestested that every classroom teacher who uses multiple ch oice test data should know something of item analysis. How it is and what it mea ns.22 20 Op cit., p. 161 21 Anthony J. Nitko, Educational Test and Measurement an Introduction, (New York :Harcourt Brace Jovanich inch., 1983), p.284 22 Jhon W. Oller, Language Test at School , (London: Longman group., 1979), p. 245

15 For the teacher made test , the followings are the important uses of item analys is: determining whether an item functions as teacher intended, feed back to stud ents about their performance and as a basis for class discussion, feed back abou t pupil difficulties, area for curriculum improvement, revising the item and imp roving item writing skill. Item analysis usually provides two kinds of informati on on items:23 1. Item facilty, which helps us decide if the test items are at t he right level for the target group, and 2. Item discrimination, which allows us to see if the individual items are providing information on candidates abilities consistent with that provided by the other items on the test. Item facility exp resses the proportion of the people taking the test who got a given item right. (item difficulty is sometimes used ton express similar information, in this case the proportion that got an item wrong). Where the test purpose is to make disti nctions between candidates, to spread them out in terms of their performance on the test, the items should be neither too easy nor too difficult. If the items a re too easy, then people with differing levels of ability or knowledge will all get them right, and the differences in ablity or knowledge will not revealed by the item. Similarly if the items are too hard, then able and less able candidate s alike will get them wrong and the item will not help us in distinguishing betw een them. 23 H.G Widdowson, Language Testing, (Oxford: University Press., 2000), p.60

16 Analysis of item discrimination addreses a different target: consistency of perf ormance by candidates acrross items. The usual method for calculating item discr imination involves comparing performance on each item by different groups of tes t takers: those who have done relatively poorly. For example, as items get harde r, we would expect those who do best on the vest overall to be ones who in the m ain get them right. Poor item discrimination indices are signal that an item des erves revision. If there are a lot of items with problems of discrimination, the information coming out of the test is confusing , as it means that some items a re suggesting certain candidates that realtively better, while order individuals are better, no clear picture of the candidates abilities emerges from the test.( The scores, in other words, are missleading and not reliable indicators of the u nderlying abilities of the candidates) such a test will need considerable revisi on.24 24 Ibid., p.61

17 CHAPTER III RESEARCH METHODOLOGY AND FINDINGS A. RESEARCH METHODOLOGY 1. Research Design a. Research Method To solve this prob lem which is presented in the statements of the problems and the limitation of t he study, the writer did both the library study that is by reading some books re lating to the characteristics of a good test of English test and the field resea rch by analyzing the test paper, making the interview and taking the test instru ment of the test form which will be analyzed as data. b. Time and Location The w riter took the test paper and the test instruments on 21th December 2005. The sc hool which was used as the case study is Senior High School Ciledug which is loc ating at Jl Raden Fatah no.36 Sudimara Barat Ciledug Tangerang. c. Techniques of Sample Taking In this research, the writer took the sample from the first year students of SMP YPPUI Ciledug Tangerang. The total number students which are tak en as the sample are 40 students.

18 d. Techniques of Data Collecting To collect data the writer needed, she used the steps below: 1). Observation In implementation of her observation, the writer h ad done some activities, namely, by visiting the school to ask for the test resu lt (Summative test) of English Subject from the school in order to know the stud ents summative test and asking for the question sheet of English Subject to be a nalyzed. The writer did interview with the English teacher of the first class of SMP YPPUI Ciledug. And take the statements of research from Head Master of SMP YPPUI Ciledug, Tangerang. 2). Documentation Documentation means collecting the f iles or data of related information including the result of first grade students examination of odd semester. e. Techniques of Data Analysis The Data Analysis of this research, the writer used the descriptive analysis and the quantitative re search method; the writer processed and analyzed the data by using the formulas as follows:20 r = N X Y (X) (Y) [ N2 (X)2 ] [ N Y2 (Y)2 ] Where: r 20 = Validity of item Dr. Sumarna Surapranata, Analisis, Validitas, Reliabilitas, dan Interprtasi hasi l tes implementasi kurikulum 2004, (Bandung: PT Remaja Rosdakarya Bandung., 2004 ), p.74

19 X N Y = Deviation Squared = Total number of testiest = Total number of responses 2. Research Findings a. Description of Data The type of the test which is studie d by the writer is summative test. The summative test is final test of odd semes ter for the first year students of Junior High School for the academic year 2005 -2006, meanwhile the multiple choice items are 40 items. Each item is consisting of stem and four options which include one of them is the key and the other is distracter. The test was held on Wednesday, 21th December with the total time wh ich is given the teachers for answering the test items are 90 minutes. Based on the explanation of the first class English Teachers of SMP YPPUI CILEDUG (The sc hool which becomes the place of the study for this case) in the interview with t he writer, the process organizing of the test is by establishing from Regional O ffice of National Education. b. Analysis of Data The result of moment calculation shows that validity of item no. 1 is the same as (equals) key answer, (key answer of this item is= B). The result is

20 0,914. The positive mark shows that the items have been useful as it should be ( see the table 6 in appendix). The negative mark on validity of item for no. 2 is -0,302 shows that the key answer is not useful should be. That means lower grou p will response with right on key. But upper group answer is wrong. (see the tab le 7 in appendix) The result of moment calculation shows that validity of item f or no. 3 is the same as (equals) key answer, (key answer of this item is = C). T he result is 0,386. The positive mark shows that the items have been useful as i t should be, (see the table 8 in appendix). The result of moment calculation sho ws that validity of item for no. 4 is the same as (equals) key answer, (key answ er of this item is = A). The result is 0,350. The positive mark shows that the i tems have been useful as it should be, (see the table 9 in appendix). The result of moment calculation shows that validity of item for no. 5 is the same as (equ als) key answer, (key answer of this item is = C). The result is 0,410. The posi tive mark shows that the items have been useful as it should be, (see the table 10 in appendix). The result of moment calculation shows that validity of item fo r no. 6 is the same as (equals) key answer, (key answer of this item is = A). Th e result is 0,354. The positive mark shows that the items have been useful as it should be, (see the table 11 in appendix).

21 The result of moment calculation shows that validity of item for no. 7 is the sa me as (equals) key answer, (key answer of this item is = C). The result is 0,406 . The positive mark shows that the items have been useful as it should be, (see the table 12 in appendix). The result of moment calculation shows that validity of item for no. 8 is the same as (equals) key answer, (key answer of this item i s = C). The result is 0,150. The positive mark shows that the items have been us eful as it should be, (see the table 13 in appendix). The result of moment calcu lation shows that validity of item for no. 9 is the same as (equals) key answer, (key answer of this item is = C). The result is 0,089. The positive mark shows that the items have been useful as it should be, (see the table 14 in appendix). The result of moment calculation shows that validity of item for no. 10 is the same as (equals) key answer, (key answer of this item is = A). The result is 0,5 62. The positive mark shows that the items have been useful as it should (see th e table 15 in appendix). The result of moment calculation shows that validity of item no. 11 is the same as (equals) key answer, (key answer of this item is = B ). The result is 0,097. The positive mark shows that the items have been useful as it should be, (see the table 16 in appendix).

22 The result of moment calculation shows that validity of item for no. 12 is the s ame as (equals) key answer, (key answer of this item is = D). The result is 0,10 0. The positive mark shows that the items have been useful as it should be, (see the table 17 in appendix). The negative mark on validity of item for no. 13 is -0,302 shows that the key answer is not useful should be. That means lower group will response with right on key. But upper group answer is wrong, (see the tabl e 18 in appendix). The result of moment calculation shows that validity of item for no. 14 is the same as (equals) key answer, (key answer of this item is = B). The result is 0,110. The positive mark shows that the items have been useful as it should be, (see the table 19 in appendix). The result of moment calculation shows that validity of item for no. 15 is the same as (equals) key answer, (key answer of this item is = B). The result is 0,006. The positive mark shows that t he items have been useful as it should be, (see the table 20 in appendix). The r esult of moment calculation shows that validity of item for no. 16 is the same a s (equals) key answer, (key answer of this item is = D). The result is 0,124. Th e positive mark shows that the items have been useful as it should be, (see the table 21 in appendix). The result of moment calculation shows that validity of i tem for no. 17 is the same as (equals) key answer, (key answer of this item is = A). The result

23 is 0,518. The positive mark shows that the items have been useful as it should b e, (see the table 22 in appendix). The result of moment calculation shows that v alidity of item for no. 18 is the same as (equals) key answer, (key answer of th is item is = A). The result is 0,264. The positive mark shows that the items hav e been useful as it should be, (see the table 23 in appendix). The result of mom ent calculation shows that validity of item for no. 19 is the same as (equals) k ey answer, (key answer of this item is = B). The result is 0,261. The positive m ark shows that the items have been useful as it should be, (see the table 24 in appendix). The result of moment calculation shows that validity of item for no.2 0 is the same as (equals) key answer, (key answer of this item is = C). The resu lt is 0,264. The positive mark shows that the items have been useful as it shoul d be, (see the table 25 in appendix). The result of moment calculation shows tha t validity of item for no. 21 is the same as (equals) key answer, (key answer of this item is = B). The result is 0,332. The positive mark shows that the items have been useful as it should be, (see the table 26 in appendix). The result of moment calculation shows that validity of item for no.22 is the same as (equals) key answer, (key answer of this item is = A). The result is 0,495. The positive mark shows that the items have been useful as it should be, (see the table 27 i n appendix).

24 The result of moment calculation shows that validity of item for no.23 is the sa me as (equals) key answer, (key answer of this item is = B). The result is 0,064 . The positive mark shows that the items have been useful as it should be, (see the table 28 in appendix). The result of moment calculation shows that validity of item for no. 24 is the same as (equals) key answer, (key answer of this item is = A). The result is 0,225. The positive mark shows that the items have been u seful as it should be, (see the table 29 in appendix). The negative mark on vali dity of item for no. 25 is -0,031 shows that the key answer is not useful should be. That means lower group will response with right on key. But upper group ans wer is wrong, (see the table 30 in appendix). The result of moment calculation s hows that validity of item for no. 26 is the same as (equals) key answer, (key a nswer of this item is = B). The result is 0,068. The positive mark shows that th e items have been useful as it should be, (see the table 31 in appendix). The re sult of moment calculation shows that validity of item for no. 27 is the same as (equals) key answer, (key answer of this item is = C). The result is 0,104. The positive mark shows that the items have been useful as it should be, (see the t able 32 in appendix). The negative mark on validity of item for no.28 is -0,315 shows that the key answer is not useful should be. That means lower group will r esponse with right on key. But upper group answer is wrong, (see the table 33 in appendix).

25 The result of moment calculation shows that validity of item for no.29 is the sa me as (equals) key answer, (key answer of this item is = A). The result is 0,344 . The positive mark shows that the items have been useful as it should be, (see the table 34 in appendix). The result of moment calculation shows that validity of item for no.30 is the same as (equals) key answer, (key answer of this item i s = B). The result is 0,065. The positive mark shows that the items have been us eful as it should be, (see the table 35 in appendix). The result of moment calcu lation shows that validity of item for no. 31 is the same as (equals) key answer , (key answer of this item is = B). The result is 0,211. The positive mark shows that the items have been useful as it should be, (see the table 36 in appendix) . The result of moment calculation shows that validity of item for no.32 is the same as (equals) key answer, (key answer of this item is = C). The result is 0,2 32. The positive mark shows that the items have been useful as it should be, (se e the table 37 in appendix). The result of moment calculation shows that validit y of item for no.33 is the same as (equals) key answer, (key answer of this item is = C). The result is 0,114. The positive mark shows that the items have been useful as it should be, (see the table 38 in appendix). The result of moment cal culation shows that validity of item for no.34 is the same as (equals) key answe r, (key answer of this item is = B). The result is

26 0,339. The positive mark shows that the items have been useful as it should be, (see the table 39 in appendix). The negative mark on validity of item for no.35 is -0,070 shows that the key answer is not useful should be. That means lower gr oup will response with right on key. But upper group answer is wrong, (see the t able 40 in appendix). The result of moment calculation shows that validity of it em for no. 36 is the same as (equals) key answer, (key answer of this item is = D). The result is 0,125. The positive mark shows that the items have been useful as it should be, (see the table 41 in appendix). The result of moment calculati on shows that validity of item for no.37 is the same as (equals) key answer, (ke y answer of this item is = B). The result is 0,079. The positive mark shows that the items have been useful as it should be, (see the table 42 in appendix). The result of moment calculation shows that validity of item for no.38 is the same as (equals) key answer, (key answer of this item is = C). The result is 0,014. T he positive mark shows that the items have been useful as it should be, (see the table 43 in appendix). The negative mark on validity of item for no. 39 is -0,0 70 shows that the key answer is not useful should be. That means lower group wil l response with right on key. But upper group answer is wrong, (see the table 44 in appendix). The result of moment calculation shows that validity of item for no. 40 is the same as (equals) key answer, (key answer of this item is = D). The result

27 is 0,179. The positive mark shows that the items have been useful as it should b e, (see the table 45 in appendix). c. The Interpretation of Data Based on the da ta analysis the writer would like to conclude item validity of English Summative test, there are 6 items (no.2,13,25,26,35, and 39) which must be revised becaus e of the negative mark show that the items have not been useful as it should be. The other items have positive mark that shows that the items have been useful a s they should be. Based on the computation of the result of validity analysis th ere 6 items (no.5,7, 10,17,18, and 22) have enough quality, 11 items (no.3,4,6,1 6,20,21,24,29,31, and 32) have low quality, and 17 items (no,1,8,11,12,14,15,19, 23,26,17,30,33,36,37,38, and 40) have lowest quality. .

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CHAPTER IV CONCLUSION AND SUGGESTION A. CONCLUSION Based on the data analysis and the data interpretation in the prev ious chapter, the writer would like to conclude that item validity of English te st for odd semester for the first year students of SMP YPPUI CILEDUG is as follo ws: Based on the statistical calculation of item validity (empirical validity), the writer interprets that the empirical validity of the test in the level of bad ness because there are 18% which is must be revised, 18% has enough quality, 24% has low quality and 40% has lowest quality. B. SUGGESTION From the conclusion written above the writer would like to give so me suggestion as follows: 1. To fulfill the characteristic of a good test , the items should be examined and analyzed the test first. 2. The content of the test should be suitable with the curriculum and the GBPP and should not deviate from the material which were given to the testees. 3. The test maker should make par ticular objectives of the test which are related to the curriculum, so that the test would be representative enough to the curriculum 27

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29 BIBLIOGRAPHY Anas, Sudijono, Prof, Drs., Pengantar Evaluasi Pendidikan, Jakarta: PT. Raja Gra findo Persada, 2003, Cet. ke 4 Anas, Sudijono, Prof, Drs., Pengantar Evaluasi Pe ndidikan, Jakarta: PT. Raja Grafindo Persada, 2005, Cet. Ke 5 Bailey, kathleen M , Learning About Language Assesment: Dilemmas Decisions, and Directions, United States of America: ITP an Interantional Thomson Publishing Company., 1998 Brown, Douglas, H., Teaching by Principles an Interactive Approach to Language Pedadog y, Longman: San Francisco University 2001,Second Edition Gronlund, N.E., Measure ment and Evaluation in Teaching, New York: Macmillan Publishing co., 1985, fifth edition Harris, David P., Testing English as Second foreign Language. New York: Tata Mc Graw Hill. Inc.1969 Heaton, J.B., Writing English Language Test, Longma n:1988. Murcia, Celce, Marianne, Teaching English as a second or foreign Languag e, Second Edition. United States of America., 1991. Nitko, J. Anthony. Education al Test and Measurement An Introduction. New York, Harcourt Brace Jovanich inch. 1983. Nunnaly, Jum C., Educational Measurement and Evaluation. New York: Mc Gra w Hill Book Company, 1964.

30 Nurkancana, Wayan and Sumartana, Evaluasi Pendidikan, Surabaya : Usaha Nasional, 1986. Oller, Jhon W., Language Test at School, A Pragmatic Approach, London: Lo ngman ., 1979. Purwanto, Ngalim, Prinsip-prinsip dan Tehnik Evaluasi Pengajaran, Bandung: PT Remaja Rosdakarya.,1989. Slameto, Drs., Evaluasi Pendidikan, Jakart a: Bumi Aksara.,2001, Cet. Ke 3 Sudjana, Nana, Drs., Penilaian Hasil Proses Bela jar Mengajar, Bandung: PT Remaja Rosdakarya., 1991 Supranata, Sumarna, Dr., Anal isis, Validitas, Reliabilitas dan interpretasi hasil test Implementasi kurikulum 2004, Bandung: PT Remaja Rosdakarya.,2004. Tim Penyusun, Pedoman Penulisan Skri psi, Tesis, dan Disertasi, Cet 2, Jakarta: UIN Jakarta Press., 2002. Widdowson, H G. Language Testing, Oxford University, 2000. Wilmar Tinambunan, Evaluation of students Achievement, Jakarta: Depdikbud.,1998