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Sampling Techniques


               SAMPLING TECHNIQUES


by Daniel R. Tomal in Action Research for Educators. Rowman & Littlefield Education.2010.pp29.

Sampling is defined as selecting the subjects for a study from a specific population. There are several sampling techniques used in research, such as simple random sampling, tratified sampling, cluster sampling, systematic sampling, convenience sampling, and purposeful sampling.

1.Random Sampling
Random sampling provides a process in which each subject has an equal and independent chance of being selected. Simple random sampling is picking names from a hat. Random sampling is considered one of the best ways to select subjects from a defined population for a study because it provides a high probability that the subjects will represent the entire population.

2. Stratified Sampling
Stratified sampling is a method of selecting equally sized subgroups of subjects from a known population. For example, if a researcher desired to gain the opinion from both male and female teachers, then he or she would select equally sized proportions of subjects from each group. If there were 100 male teachers and 50 female teachers, and the researcher desired an equal representation of 30 subjects, he or she might select 20 male teachers and 10 female teachers.

3. Cluster Sampling
Cluster sampling is concerned with selecting random groups versus individuals, such as classes of students. For example, if a researcher desired 90 subjects, he or she might select three classes of 30 students from the population. Cluster sampling is useful for securing subjects from large populations or when there are intact groups, such as class-rooms, and it is not practical or possible to select individual students. It can also be a convenient and quick process for selecting subjects.

4. Systematic Sampling

Systematic sampling is rarely used in education. This sampling process involves selecting every preset number of people from a list (e.g., every tenth person). The formula is expressed by K the number in population desired divided by the desired sample number. This expression results in a number representing K, such as K 10, and, therefore, every tenth name would be selected. Systematic sampling is similar to the process used in physical education class whereby the coach calls out each student by number, and every tenth student is placed on a specific team. Systematic sampling is sometimes criticized for not being a truly random selection process since all the subjects do not have an equal and independent chance of being selected, and certain subgroups could be excluded. This can be reduced by ensuring that the subjects are randomly listed before selecting the subjects.

5. Convenience Sampling
Convenience sampling is used as the term implies—the subjects are conveniently accessible. For example, a teacher may use his or her own class of students for the study. This type of sampling is not random, but in action research, the researcher is generally not concerned with the generalizability of the results. Generalizability refers to the extent towhich the findings can be applied to the general population. Also, while statistical methods can be applied to data obtained by convenience sampling, the results are more valid and reliable when random sampling has been used for selecting the subjects for the study.

6. Purposeful Sampling
Purposeful sampling is a commonly used sampling technique in action research. Purposeful sampling selects those subjects who are the specific individuals for whom improvement is desired. In action research, the researcher generally has a defined target population in which he or she desires improvement, and, therefore, purposeful sampling is often the method of sampling. Purposeful sampling is also a popular method used in qualitative research because, similar to action research, the researcher is concerned with selecting “information rich” subjects and often has a predetermined target population identified.

6 Ebook "How to Teach...."

             6 EBOOK "HOW TO TEACH...."




by
Ari Julianto
Metode pembelajaran bahasa inggris memainkan peranan yang sangat penting di dalam kegiatan belajar bahasa Inggris. Ada banyak siswa yang mampu mencapai prestasi baik karena diajarkan menggunakan metode pembelajaran bahasa inggris yang tepat. Sebaliknya, kebanyakan siswa merasa bosan dan enggan belajar bahasa Inggris karena metode yang ada begitu membosankan.

Sebuah metode pembelajaran bahasa Inggris merupakan kunci dalam pembelajaran. Apabila seorang guru menerapkan metode yang kurang tepat serta membosankan, maka habislah sudah kelas tersebut. Rata-rata, siswa akan cenderung bosan dan tidak menyukai kelas bahasa Inggris yang berlansung selama hampir dua jam.

Pada postingan kali ini, saya memberikan beberapa ebook How to Teach..... semoga enam ebook ini dapat berguna bagi para pembaca sekalian.

1. How to Teach Writing DOWNLOAD

2. How to Teach Vocabulary DOWNLOAD

3. How to Teach Grammar DOWNLOAD

4. How to Teach Exams DOWNLOAD

5. How to Teach Pronunciation DOWNLOAD

6. How to Teach English DOWNLOAD




Tips Umum Membuat Soal

                               TIPS UMUM MEMBUAT SOAL


by Ben Clay in Is This A Trick Question? A Short Guide to Writing Effective Test Questions. Kansas State Department of Education.2001. pp3-4.

There are two general categories of test items:
1. Objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a Statement.
2. Subjective or essay items which permit the student to organize and present an original answer.
Objective items include:
a. multiple choice
b. true-false
c. matching
d. completion
  
General Tips About Testing
1. Length of Test
In theory, the more items a test has, the more reliable it is. On a short test a few wrong answers can have a great effect on the overall results. On a long test, a few wrong answers will not influence the results as much. A long test does have drawbacks. If a test is too long, and particularly if students are doing the same kind of item over and over, they may get tired and not respond accurately or seriously. If a test needs to be lengthy, divide it into sections with different kinds of tasks, to maintain the student's interest.

2. Clear, Concise Instructions
It is necessary to give clear, concise instructions. It is useful to provide an example of a worked problem, which helps the students understand exactly what is necessary. What seems to be clear to the writer may be unclear to someone else.

3. Mix It Up!
It is often advantageous to mix types of items (multiple choice, true-false, essay) on a written exam or to mix types of exams (a performance component with a written component). Weaknesses connected with one kind of item or component or in students’ test taking skills will be minimized.

4. Test Early
It is helpful for instructors to test early in the term and consider discounting the first test if results are poor. Students often need a practice test to understand the format each instructor uses and anticipate the best way to prepare for and take particular tests.

5. Test Frequently
Frequent testing helps students to avoid getting behind, provides instructors with multiple sources of information to use in computing the final course grade (thus minimizing the effect of “bad days”), and gives students regular feedback. It is important to test various topics in proportion to the emphasis given in class. Students will expect this practice and will study with this expectation.

6. Check For Accuracy
Instructors should be cautious about using tests written by others. Often, items developed by a previous instructor, a textbook publisher, etc., can save a lot of time, but they should be checked for accuracy and appropriateness in the given course.
 
7. Proofread Exams
On written exams, it is important to proofread exams carefully and, when possible, have another person proofread them. Tiny mistakes, such as misnumbering the responses, can cause big problems later. Collation should also be checked carefully, since missing pages can cause a great deal of trouble.

8. One Wrong Answer
Generally, on either a written or performance test, it is wise to avoid having separate items or tasks depend upon answers or skills required in previous items or tasks. A student’s initial mistake will be perpetuated over the course of succeeding items or tasks, penalizing the student repeatedly for one error.

9. Special Considerations
It is important to anticipate special considerations that learning disabled students or non-native speakers may need. The instructor needs to anticipate special needs in advance and decide whether or not students will be allowed the use of dictionaries, extra time, separate testing sites, or other special conditions.

10. A Little Humor
Instructors have found that using a little humor or placing less difficult items or tasks at the beginning of an exam can help students with test anxiety to reduce their preliminary tension and thus provide a more accurate demonstration of their progress.






Bentuk Tes Tertulis


                BENTUK TES TERTULIS


by Pusat Penilaian Pendidikan Balitbang-Depdiknas in Panduan Penulisan Soal Pilihan Berganda. Balitbang. 2007. pp 11-14.

1. Bentuk Tes Tertulis
Soal tes tertulis dapat diklasifikasikan menjadi dua yaitu:
a. soal dengan memilih jawaban yang sudah disediakan (bentuk soal pilihan ganda, benar-salah), dan
b. soal dengan memberikan jawaban secara tertulis (bentuk soal isian, jawaban singkat dan uraian).

Dilihat dari bentuk soalnya, tes tertulis dapat dikelompokkan menjadi
a. Tes tertulis objektif seperti pilihan ganda dan isian, dan
b. Tes tertulis non-objketif seperti bentuk soal uraian non-objketif.

2. Bentuk Soal Pilihan Ganda
Soal pilihan ganda merupakan bentuk soal yang jawabannya dapat dipilih dari beberapa kemungkinan jawaban yang telah disedikan. Kontruksinya terdiri dari pokok soal dan pilihan jawaban. Pilihan jawaban terdiri atas kunci dan pengecoh. Kunci jawaban harus merupakan jawaban benar atau paling benar sedangkan pengecoh merupakan jawaban tidak benar, namun daya jebaknya harus berfungsi, artinya siswa memungkinkan memilihnya jika tidak menguasai materinya.
Soal pilihan ganda dapat diskor dengan mudah, cepat, dan memiliki objektivitas yang tinggi, mengukur berbagai tingkatan kognitif, serta dapat mencakup ruang lingkup materi yang luas dalam suatu tes. Bentuk ini sangat tepat digunakan untuk ujian berskala besar yang hasilnya harus segera diumumkan, seperti ujian nasional, ujian akhir sekolah, dan ujian seleksi pegawai negeri.
Hanya saja, untuk meyusun soal pilihan ganda yang bermutu perlu waktu lama dan biaya cukup besar, disamping itu, penulis soal akan kesulitan membuat pengecoh yang homogen dan berfungsi, terdapat peluang untuk menebak kunci jawaban, dan peserta mudah mencotek kunci jawaban.
Secara umum, setiap soal pilihan ganda terdiri dari:
a. Pokok soal (stem), dan
b. Pilihan jawaban (option).

Pilihan jawaban terdiri atas:
b1. Kunci jawaban dan
b2. Pengecoh (distractor).

Dalam penyusunan soal tes tertulis, penulis soal harus memperhatikan kaidah-kaidah penulisan soal dilihat dari segi materi, konstruksi, maupun bahasa. Selain itu soal yang dibuat hendaknya menuntut penalaran yang tinggi.Hal ini dapat dilakukan antara lain dengan cara :
· mengidentifikasi materi yang dapat mengukur perilaku pemahaman, penerapan, analisis, sintesis, atau evaluasi. Perilaku ingatan juga diperlukan namun kedudukannya adalah sebagai langkah awal sebelum siswa dapat mengukur perilaku yang disebutkan di atas;
· membiasakan menulis soal yang mengukur kemampuan berfikir kritis dan mengukur keterampilan pemecahan masalah; dan
· menyajikan dasar pertanyaan (stimulus) pada setiap pertanyaan, misalnya dalam bentuk ilustrasi/bahan bacaan seperti kasus, contoh, tabel dan sebagainya.

3. Kaidah Penulisan Soal Pilihan Ganda

Dalam menulis soal pilihan ganda harus memperhatikan kaidahkaidah sebagai berikut:
(1) Materi
a. Soal harus sesuai dengan indikator.
b. Pilihan jawaban harus homogen dan logis ditinjau dari segi materi.
c. Setiap soal harus mempunyai satu jawaban yang benar atau yang paling benar.
(2) Konstruksi
d. Pokok soal harus dirumuskan secara jelas dan tegas.
e. Rumusan pokok soal dan pilihan jawaban harus merupakan pernyataan yang diperlukan saja.
f. Pokok soal jangan memberi petunjuk ke arah jawaban benar.
g. Pokok soal jangan mengandung pernyataan yang bersifat negatif ganda.
h. Panjang rumusan pilihan jawaban harus relatif sama.
i. Pilihan jawaban jangan mengandung pernyataan, "Semua pilihan jawaban di atas salah", atau "Semua pilihan jawaban di atas benar".
j. Pilihan jawaban yang berbentuk angka atau waktu harus disusun berdasarkan urutan besar kecilnya nilai angka tersebut, atau kronologisnya.
k. Gambar, grafik, tabel, diagram, dan sejenisnya yang terdapat pada soal harus jelas dan berfungsi.
l. Butir soal jangan bergantung pada jawaban soal sebelumnya.
(3) Bahasa
m. Setiap soal harus menggunakan bahasa yang sesuai dengan kaidah bahasa Indonesia.
14. Jangan menggunakan bahasa yang berlaku setempat, jika soal akan digunakan untuk daerah lain atau nasional.
n. Setiap soal harus menggunakan bahasa yang komunikatif.
o. Pilihan jawaban jangan mengulang kata atau frase yang bukan merupakan satu kesatuan pengertian.

Catatan
· Jumlah pilihan jawaban untuk soal SD dan SMP adalah empat pilihan
· Jumlah pilihan jawaban untuk SMA dan sederajat yaitu lima pilihan

Penilaian dengan Skala Holistik dan Analistik (untuk Writing dan Speaking)

Penilaian dengan Skala Holistik dan Analistik (untuk Writing dan Speaking)



 by J. Charles Alderson et al in Language Test Construction and Evaluation,Cambridge University Press,1995, pp 108-110.


Subject marking tests are usually used for marking tests of writing or speaking. Examiner are required to make judgements which are more complicated than "right-wrong" decision. This scale may consists of number, letters or other labels (ex. "Excellent" or "Very good") which may accompanied by statements of the kind of behavior that each point on the scale refer to. These statements are called "descriptors".
There are basically two types of scales. Examiners may be asked to give a judgement on a candidate's performance as a whole, in which case they will use a holistic scale.

1. Holistic Scale
This type of scale is sometimes also called impression scale, especially when examiners are asked to make their judgements quickly.
18-20    Excellent Natural English with minimal errors and complete realisation of the task set.
16-17    Very good More than a collection Simple sentences, with good vocabulary and structures: Some non-basic errors,
12-1.5    Good    Simple but accurate realisation of the task set with sufficient naturalness of English and not many errors.
8-11    Pass    Reasonably correct but awkward and non-communicating or fair and natural treatment of subject, with some serious errors.
5-7    Weak    Original  vocabulary and grammar both inadequate to the subject.
0-4    Very poor Incoherent. Errors . show lack of bask knowledge of English

2. Analytic Scale Other examiners may be asked to judge several components of a performance separately (e.g. handwriting, paragraphing, grammar, choice of vocabulary). This type of marking requires an' analytic scale; where descriptors are given for each component. In analytic marking the candidate may receive higher rating on one component of the performanze than on another; it is up to the institution to decide whether or how to combine these different ratings to provide an overall mark.

Relevance and Adequacy of Content

0.The answer bears almost no relation to the task sets Totally inadequate answer.
1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition.
2. For the most part answers the task set, though there may be some gaps or redundant information.
3. Relevant and adequate answer to the task set.

Compositional Organisation
0. No apparent organisation of content.
1. Very little organisation of content. Underlying structures not sufficiently apparent.
2. Some organisational skills in evidence but not adequately controlled.   
3. Overall shape and internal pattern clear. Organisational skills adequately controlled.

Cohesion
0. Cohesion almost totally absent. Writing is so fragmentary that comprehension of the intended communication is virtually impossible.
1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.
2. For the most part satisfactory cohesion though occasional deficiencies may mean that certain parts of the communication are not always effective.
3. Satisfactory use of cohesion resulting in effective communication.

Adequacy of Vocabulary for Purpose0. Vocabulary inadequate even for the most basic parts of the intended communication.
1. Frequent inadequacies in vocabulary for the task . Perhaps frequent' lexical inappropiiacics and/or repetitions.
2. Some inadequacies in vocabulary for the task. Perhaps some lexical  inappropriacies and/or circumlocution.
3. Almost no inadequacies in vocabulary for the task. Only rare  inappropriacies andlor circumlocution.

Grammar
0. Almost all grammatical patterns inaccurate.
I.  Frequent grammatical inaccuracies.
2. Some grammatical inaccuracies.
3. Almost no grammatical inaccuracies.

Mechanical Accuracy I (Punctuation)0. Ignorance of conventions of punctuation.
1. Low standard of accuracy of punctuation.
2. Some inaccuracies of punctuation.
3. Almost no inaccuracies of punctuation.

Mechanical Accuracy II (Spelling)0. Almost all spelling inaccurate.
I. Low standard of accuracy in spelling.
2. Some inaccuracies in spelling.
3. Almost no inaccuracies in spelling.


Skala Penilaian Writing

            SKALA PENILAIAN WRITING

by H Doughlas Brown.in Language Assessment, Principles and Classroom Practice. Longman. 2003, pp 244-247.


Analytic scale for rating composition tasks (Brown & Bailey, pp. 39-47) 
                          20-18                               17-15                          14-12                        11-6                                   5- 
               Excellent to Good          Good to Adequate      Adequate to Fair        Unacceptable-not college-level work
I. Organization: Appropriate title,       Adequate title,         Mediocre or scant     Shaky or minimally    Absence of 
Introduction,         effective                      introduction, and      introduction or         recognizable               introduction or 
Body, and             introductory                conclusion; body       conclusion;             introduction;             conclusion; no 
Conclusion            paragraph, topic is      of essay is                 problems with the   organization can         apparent 
                              stated, leads to            acceptable, but           order of ideas En      barely be seen;            organization of 
                              body; transitional        some evidence            body; the                  severe problems          body; severe lack 
                              expressions used;        may be lacking,          generalizations         with ordering of          of supporting 
                              arrangement of             some ideas aren't        may not be fully      ideas; lack of                evidence; writer 
                              material shows            fully developed;          supported by the    supporting                has not made any 
                              plan (could be             sequence is logical       evidence given;     evidence                   effort to organize 
                              outlined by reader);     but transitional             prohleins                conclusion weak or     the composition                                     supporting                   expressions may he      organization          illogical;                       (could not be 
                              evidence given for        absent or misused         interfere          inadequate effort at        outlined by reader)
                              generalizations;                                                                                organization 
                              conclusion logical 
                              and complete 

II, Logical      Essay addresses the  Essay addresses the    Development of       Ideas incomplete;    Essay is incomplete 
development  assigned topic; the        issues but misses         ideas not complete   essay does not        inadequate .ind
of ideas:              ideas are concrete       some points; ideas     or essay is                   reflect careful          does not reflect
Content              and thoroughly            could be more fully     somewhat off the    thinking or was           college-level-work
                     developed; no                developed; some        topic; paragraphs   hurriedly written;          no apparent effort
                      extraneous                      extraneous material     aren't divided         inadequate effort in         to consider the
                      material; essay                is present                   exactly right          area of content                 topic carefully


Ill. Grammar   Native-like fluency     Advanced    Ideas are getting   Numerous serious     Severe grammar 
                          in English                          proficiency in          through to the           grammar problems      problems interfere
                          grammar; correct               English grammar;   reader, but                 interfere with            greatly with the
                          use of relative                   some grammar         grammar problems    communication of       message; reader
                          clauses,                              problems don't        are apparent and       the writer's ideas;        can't understand
                          prepositions,                     influence                  have a negative         grammar review of      what the writer was 
                          modals, articles,                communication,         effect on                   some areas clearly       trying to say;
                          verb forms, and                although the reader  communication;        needed; difficult to     unintelligible
                          tense sequencing;            is aware of them;      run-on sentences or   read sentences        sentence structure
                          no fragments or                 no fragments or            fragments present
                          run-on sentences               run-on sentences
IV. Punctuation, Correct use of      Some problems       Uses general    Serious problems    Complete disregard 
spelling, and English writing           with writing       writing conventions    with format of      for English writing 
mechanics     conventions: left       conventions or     but has errors;       paper; parts of      conventions; paper 
                         and right margins,      punctuation;            spelling problems       essay not legible;  illegible; obvious 
                   all needed capitals,    occasional spelling     distract reader;         errors in sentence   capitals missing, no
                   paragraphs                  errors; left margin        punctuation errors     punctuation and     margins, severe
                   indented,                     correct; paper is           interfere with ideas    final punctuation;   spelling problems 
                   punctuation and         neat and legible           unacceptable to
                   spelling; very near                                            educated readers



V. Style and    Precise vocabulary  Attempts variety;        Some vocabulary   Poor expression of    inappropriate use 
quality of     usage; use of         good vocabulary;          misused; lacks      ideas; problems in      of vocabulary; no 
expression    parallel structures;     not wordy; register      awareness of     vocabulary; lacks   concept of register
                      concise; register         OK; style fairly           register; may be     variety of structure           or sentence variety
                       good                                  concise                  too wordy








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