Karakteristik tes menyimak bahasa Indonesia dalam uji kemahiran berbahasa Indonesia seri pelatihan  

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Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 783-787.
Topik: characteristic; listening test; UKBI
Fulltext: 783-787 (Arono - OK).pdf (218.99KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Listening test is one of language skills which had to be mastered besides speaking, reading, and writing skills. These four skills are significant skills in a good language competence. Language test development was created by many educators, language institutions, and affiliate language teachers. It was done to find out a good standard in measuring and in improving of speakers' language ability. Test development of practice edition done by Language Centre was often applied by the writer as practiced test in measuring students' listening ability. When starting a lesson and before doing midterm, the writer was done listening test taken from UKBI test design. This test was showed that an avarage mark of pretest was 67, 25 (adequate) and the average of score before midterm improved into 74,02 (good). There were three of seven students answered correctly in some questions but answered wrongly in other questions. This research applied descriptive qualitative into two stages. First, qualitative analysis or validity was examined based on material, constructive, and language aspects for getting information due to rules about good writing of questions. Second, quantitative analysis was done to get information related to question categorisations. The result of the research proved that characteristics of UKBI questions generally were valid in term of content, criteria, construction, and validity empirically. Content validity was appropriate with its reseau, but its distribution was still lack of proportional. Criteria of validity was suitable with pre- test and post- test which improved students' score although the score was only moderate. In constructive validity, there were two ambigious items in answering the questions. The questions were not too difficult if they were seen from the statement of the questions. Empirical validity was done by using simple coefician correlation showed that there was not any correlation. It meant that a good strategy could not improve students' listening ablity. It is suggested to improve intensive exercises and increase knowledge of reading and listening.

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