The concurrent validity of the vocabulary II achievement test and the writing I achievement test

Ongkowati, Helen (1996) The concurrent validity of the vocabulary II achievement test and the writing I achievement test. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Testing is an essential part of the teaching learning process since it gives the advantages both teachers and students. It provides a feedback for teachers and students. It also acts as an incentive for students to study. Concerning with the importance of testing, the requirements to construct a good test must be considered. The requirements of a good test are validity which is divided into predictive and concurrent validity, reliability, discrimination, backwash and practicality. However, in her study, the writer only focuses on the concurrent validity how well the results of the tests estimates the results of another test which is administered more or less at the same time. The article written by Josephine Phun (1986) interests the writer to make a study about that kind of validity. She says that her students have had an adequate command of vocabulary and could obtain high scores for the vocabulary test, but they often use simple words in writing test so that it influences the writing teachers to lower the scores for the writings - test. For this reason, the writer decides to carry out this study of which the primary aim is to know whether the Vocabulary II test in the English Department could be used to estimate students Writing I test. To do this, the writer carries out the study at the English Department of Widya Mandala Catholic University. The subjects of the study are 113 Sl second semester students of 1994 - 1995 academic year. They take Vocabulary II and Writing I. After obtaining the scores from the Secretary of the English Department, the writer first examines the correlation between the two tests scores using r product moment. The correlation coefficient of the Vocabulary II and Writing I is 0,331829835. The coefficient is bigger than r table and it means that the two tests are significantly, correlated. By using the regression equation of Y = 51,6 + 0,252x the writer finds that 45 students get higher scores than the writers estimation, 67 students get lower scores than the writers estimation and 1 student has the same mark as the estimation. Besides, the writer also finds that the scores of 18 students deviate much higher than the estimation (more than nine) and the scores of 8 students deviate much lower than the estimation (less than nine). Figure nine is taken from the standard error of Estimate. The ratio for the regression coefficient is 3, 569725784. It is bigger than t table and it means that the Vocabulary II is significant in playing a role in making an estimation of the students- writing I test. Although 23% students’ scores deviate too great from the writer's estimations, the writer can draw a final conclusion that the Vocabulary II has high degree of concurrent validity toward writing I since the great deviation is not more than 50%.

Item Type:	Thesis (Undergraduate)
Department:	["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Users 14 not found.
Date Deposited:	11 Aug 2016 05:53
Last Modified:	11 Aug 2016 05:53
URI:	http://repository.ukwms.ac.id/id/eprint/6670

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