CHAPTER I

INTRODUCTION

This chapter is introductory chapter which discusses the background of the

study, problem of the study, purpose of the study, scope and limitation of the

study, significances of the study, hypothesis of the study and definition of key-

terms.

1.1 Background of the Study

The students’ learning gives important information for them in various

ways. Knowing their learning progress motivates the students to survive, improve,

or devote more efforts for the next learning. The teachers use the information

about their students’ progress to know the students’position and what they had

learnt, decide whether or not they can continue to the next grade and improve the

teachers’ instructions. Moreover, the institutions can use that information to refine

their quality. These aims can be achieved through evaluation.

Accordingly, evaluation is one important aspect in a teaching learning

program. In order to play its role, evaluation has instruments to get information

that would be used to achieve the mentioned aims; one of the instruments is test.

Test has various kinds; multiple-choice and essay test are commonly used by

teachers. Both the tests are different especially in presenting the question items

and responding them. Their special characteristics may facilitate or confront

teachers to prepare and students to respond the tests. Multiple-choice test makes

easy the students in responding its question; it requires them to choose one correct
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answer among the given options. It also facilitates teachers to score; there are only

right or wrong answers in it. The teachers could use only the number of the items

with the correct answers to determine the students’ scores. Nevertheless, it

complicates the teachers in constructing its items. Meanwhile, essay test is easy

for the teachers to prepare. The test also asks the students to create their own

answers in writing form and complicates the teachers in scoring the students’

answers. Both of them are the difficulties of essay test. However, that test may be

easy when it is responded well by the students with good thinking and writing

ability and scored by the teachers with a certain scoring technique.

Considering those tests’ advantages and disadvantages, it is possible that

they could influence the tests’ results differently. It may result good or bad

students’ scores. There was a condition when some students may be good at

multiple- choice test but fail in essay test and vice versa for the other students.

The mentioned tests yield the students’ scores that reveal their

achievement. Students’ achievement becomes the reflection of how students

perform their ability that they have acquired from their learning experiences. The

students with high achievement may perform well in the tested ability, in contrast

the others who have low achievement show the ability poorly. High or low

achievement of the students may predict their future achievements. Wambuguh

and Yonn-Brown (2013:7) in their study emphasize that students’ overall quiz

scores reflected to their final examination. In detail they explained that students,

who got a score 70% or higher in their quizzes, could get the same score or more

nine times in their final examination. Meanwhile, the others could obtain a level
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score 90% in the final examination when their quiz scores were in the same level

or higher. They got the final examination score three times better than those who

had the lower quiz scores. Moreover, the rest of students who performed the quiz

scores at level 59% had high probability to fail in the final examination. In other

words, generally students show consistency in their achievements; a good

achievement in a certain test may be followed by the other good achievements and

vice versa.

Translation is the interpretation of verbal signs by some other languages.

Brislin in Choliludin (2016:18) defines translation as follows translation is the

general term referring to the transfer of thoughts and ideas from one language

(source) to another (target), whether the language are in written or oral form,

whether the languages have established orthographies or do not have such

standardization, or whether one or both languages are based on signs, as with sign

languages of the deaf.

Translation is the interpretation of the meaning of a text in one language

(the source text) and the production, in another language. of an equivalent text

(the target text, or translation) that communicates the same message. Anyone can

immediately define translation as taking the meaning from one text and

integrating it into another language for a new and sometimes different readership.

Such a simple definition hides two very complex concepts, i.e. meaning and

message. which determine the kind of translation: a target-oriented one

(communicative translation), respecting culture and conventions of target

language, and a source-oriented one, (semantic translation).

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In learning English or using English in life is very important, so it must be

understood very well. If the translation of sentences in English is not good, it will

hinder conversation or translate a sentence. At SMPN 9 Loa Kulu, especially

Eighth Grade Student's, many students experience difficulties in translating

sentences. The students had difficulty translating sentences, so the researcher

wanted to take a study on improving students' ability to translate sentences. In this

study, researchers used tests as testing material, namely using multiple choice and

essays.

Based on the above explanation, the researcher will try to conduct a

research on sentence translation achievement under the tittle: “The Comparative

Study Of Sentence Translation Achievement Of Using Multiple Choices Test And

Restricted Responseat Essay Test of The Eight Grade Student’s of SMPN 9 Loa

Kulu In Academic Year 2023/2024”.

1.2 Problem of the Study

Based on the background of the study, the problem of the study is

formulated as follows: “Does using multiple choices test give different sentence

translation achievement from using Restricted Responseat essay test of the eighth

grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024.?”

1.3 Purpose of the Study

Referring to the problem of the study above, the purpose of this study is

intented to know whether using multiple choices test gives different sentence
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translation achievement from using Restricted Responseat essay test of the eighth

grade student’s of SMPN 9 Loa Kulu In Academic Year 2023/2024.

1.4 Scope and Limitation of the Study

Because of limited time and energy, this study is limited into the following

matters:

1. The variables of this study are sentences translation achievement by using

multiple choice tests and essays test and sentence translation.

2. The indicators sentences of translation achievement are the student’s scores

on the tests given in translating assertive sentences in the form of multiple

choice tests and essays test.

3. The subject of the study is the eighth grade students of SMPN 9 Loa Kulu in

academic year 2023/2024.

1.5 Significances of the Study

The results of the research tend to significance in the following ways:

1. Practically, for the observed junior high school students, to be able to obtain

actual information about multiple choice tests and essays. In this way, it is

hoped that it can contribute to finding the advantages and disadvantages of

multiple choice tests and essays. In addition to teachers, this study is expected

to be able to see and implement it in their learning practices appropriately,

because this study is expected to be able to analyze and find an understanding

of multiple choice and essay understanding. Furthermore, for students, the

findings of this study are intended to address students' perspectives on

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translation by using multiple choice tests and essays test, focusing on all

students to get good results using multiple choice tests and essays test.

2. Theoretically, the findings of this research will provide an overview of what

is expected to motivate English teachers to improve their students' learning

outcomes. Through this research, teachers are expected to have more effort to

find various ways to determine the use of existing tests, but it is also

beneficial for schools to provide new ways of giving English tests. In addition

to other researchers who are interested in conducting research on the use of

multiple choice tests and essays, it is hoped that teachers' perceptions of the

causes of the problems they face in implementing the use of tests can be

understood. It is hoped that this will help provide useful solutions for future

improvements.

1.6 Hypothesis of the Study

Based on the problem of the study and the purpose of the study above, the

hypothesis of the study is formulated as follows: “Using multiple choices test give

different sentence translation achievement from using Restricted Responseat essay

test of the eighth grade student’s of SMPN 9 Loa Kulu in academic year

2023/2024”.

1.7 Definition of Key-Terms

1. Sentences is the largest unit in the syntax which is the main object in its

analysis. Sentences are also independent thoughts, namely units that stand

alone and have complete meaning.

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2. Translation is the general term referring to the transfer of thoughts and ideas

from one language (source) to another (target), whether the language are in

written or oral form, whether the languages have established orthographies or

do not have such standardization, or whether one or both languages are based

on signs, as with sign languages of the deaf.

3. Achievement means the result which is achieved by the students after they

join teaching and learning process in the past, and their ability to apply what

they have learned with the efforts and skills to be succeed. In this study,

achievement refers to the scores achieved by the eighth t grade student’s of

SMPN 9 Loa Kulu in academic year 2023/2024.

4. Test is any series of questions or other means of measuring the skill,

knowledge, inteligence, capacities of aptitude or individual or group. In this

study, test refers to any series of question to measure capacities of individual

on Sentence Translation skills.

5. Multiple-Choice Test is a kind of test consists of one or more introductory

sentences followed by a list of two or more suggested responses from which

the examinee chooses one as the correct answer.

6. Essay Test is a kind of test that asks testees to supply responses toward the

questions of the test in written form. this test is employed for measuring

students‟ higher learning outcomes.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related theories that support the study

it includes translation theory, English Sentences, and test theory.

2.1 Translation Theory

2.1.1 Definition of Translation

Traditionally translation has been a human activity, though attempts have

been made to computerize or otherwise automate the translation of natural

language texts (machine translation) or to use computers as an aid to translation

(computer assisted translation), like thesaurus.

Translation is the interpretation of the meaning of a text in one language

(the source text) and the production, in another language. of an equivalent text

(the target text, or translation) that communicates the same message. Anyone can

immediately define translation as taking the meaning from one text and

integrating it into another language for a new and sometimes different readership.

Such a simple definition hides two very complex concepts, i.e. meaning and

message. which determine the kind of translation: a target-oriented one

(communicative translation), respecting culture and conventions of target

language, and a source-oriented one, (semantic translation).

According to Brislin, as quoted by Sari (2018: 10) stated that translation is

the common word stating to the transfer of opinions and ideas from one language

(source) to another (target), whether the language are in written or oral form
 9

whether the language have recognized orthographies or do not have such

standardization or whether one or both language is based on symbols, as with

symbol language of the oblivious. In this definition, it seems that Brislin gave a

wide definition of the word “translation”. For him, translation means transferring

opinions and ideas from one language to another language and the language can

be in a spoken form which is named interpretation and in the written form which

is generally named translation.

According Larson (1998), as quoted by Dewi (2014:1) translation is

transferring the meaning of the source language into 15 receptor language. The

form may changes but the meaning which is being transferred must be constant.

The meaning itself have to accurate, acceptable, grammatical and readable in the

target language.

Translation must take into account a number of constraints, including

context, the rules of grammar of the two languages, their writing conventions,

their idioms and the like. Perhaps the most common misconception about

translation is that there exists a simple “word-for-word” relation between any two

languages, and that translation is therefore a straightforward and mechanical

process. On the contrary, historical differences between languages often dictate

differences of expression. Hence, source and target texts may differ significantly

in length. In addition, translation is always fraught with uncertainties as well as

the potential for inadvertent “spilling over” of idioms and usages from one

language into the other, producing linguistic hybrids, for example, “Franglais”

(French-English), “Spanglish” (Spanish-English) and “Poglish” (Polish-English).

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2.1.2 Translation Principles

There are some important concepts and principles that we need to consider

and understand. This kind of concept is needed by the translator in translating the

text into a good one. In case, to produce a good translation the translator should

know and understand some principles in achieving a good work. The principles

for the translation below are proposed by Duff in Choliludin (2006:41) :

1. The translation should reflect accurately the meaning of the original text.

Nothing should be arbitrarily added or removed, though sometimes part of the

meaning can be transposed. The following questions may be very helpful:

a. Is the meaning of the original text clear? If not, where does the uncertainty

lie?

b. Are any words loaded, that is, are there any underlying implications?

c. Is the dictionary meaning of a particular word the most suitable one?

d. Does anything in the translation sound unnatural or forced?

2. The ordering of the words and ideas in the translation should match the original

as closely as possible. This is particularly important in translating legal

documents, guarantees, contracts, etc. However, differences in the language

structure often require changes in the form and the order of words. When in

doubt, underline in the original text the words on which the main stress falls.

3. Languages often differ greatly in their levels of formality in a given context,

for example in the business letter. To resolve these differences, the translator

must distinguish between formal and fixed expression, and personal expression

in which the writer or speaker sets the tone. It is also necessary to consider:
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a. Would any expression in the original sound too formal/informal, cold/warm,

personal/impersonal if translated literally’?

b. What is the intention of the speaker or writer? To persuade, to apologize, to

criticize?

4. One of the most frequent criticisms of translation is that it does not sound

“natural”. This is because the translator’s thoughts and choice of words are too

strongly moulded by the original text. A good way to avoid the influence of the

source language is to set the text aside and translate a few sentences aloud from

memory. This will suggest natural patterns of thought in the first language,

which may not come to mind when the eye is fixed on the source language text.

5. It will be better if the translator does not change the style of the original.

Nevertheless, if it is needed, for example because the text is full of repetitions

or mistakes in writing, the translator may change it.

6. Idiomatic expressions are words and phrases that are characteristic of a

particular language with meanings that are usually different from the meanings

of each of the words used alone. Idiomatic expressions including similes,

metaphors, proverbs, and sayings, jargon, slang, and colloquialisms and phrasal

verbs are often untranslatable. To solve these problems, there are some hints

one can use. They are:

a. Keep the original word in inverted commas. for example: “yuppie”.

b. Keep the original expression, with a literal explanation in the bracket.

c. Use a non-idiomatic translation.

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Based on those 6 translation principles. it is hopped that the translators

could employ these principles in their translation as a technique in translating a

work.

2.2 English Sentences

2.2.1 Definition of Sentences

A sentence is the largest unit of the grammatical organization which parts of

speech like nouns, verb, and adverb. Further, the grammatical classes such as

word, phrase, and clause called function. In a sentence normally contains one

independent clause with a finite verb. The paragraph is one of the units which are

larger than the sentence Linawati, (2007:47).

Morley (2015:25) explains that orthographically the sentence begins with a

capital letter and is terminated by a full stop. He also said that the sentence is a

textual unit which it has been convenient to adopt as the largest grammatical unit

for the purposes of syntactic analysis. Sentence is the largest unit in the syntax

which is the main object in its analysis. Sentences are also independent thoughts,

namely units that stand alone and have complete meaning. Spears (Purnomoadjie

& Mulyadi, 2019:57) explains that sentence is a group of words that forms an

independent thought, usually including at least a subject and a verb.

Chaer (2009:44) explains that sentences are syntactic units composed of

basic constituents, which are usually clauses, supplemented by conjunctions when

needed, and accompanied by final intonation. In Latin script, the sentence starts

with a capital letter and ends with a period (.), A question mark (?), Or an

exclamation point (!); meanwhile, it also includes various punctuation marks such
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as commas (,), colons (;), dashes (-), and spaces. Alwi et al. (2003:311) state that

periods, question marks, and exclamation points commensurate with the final

intonation, whereas punctuation marks commensurate with pauses. In a sentence

there is also a punctuation mark that indicates the intonation in the sentence. So

that readers understand whether the sentence is positive, negative, an interrogative

sentence, or a command sentence.

Based on the statements above, a sentence is a unit of language that can be

used to describe ideas. A statement can be said as a sentence if in that statement

there is at least a subject and predicate. Sentence also based on the presence of

intonation, punctuation, pauses, and the relationship between other and larger

construction. There are also sentence elements that make a pattern of a sentence.

2.2.2 Types of Sentences

According to Swan (1980:137), there are four types of sentence that can

help to know the differences of sentence, such as:

1. An assertive sentence is a sentence that states a fact. The sentences are simple

statements which consist of state, assert, or declare something, for example,

Muhammadiyah is a one of a university in Malang

2. An imperative sentence or a command is a sentence which makes the request

or commands and wishes, for example :

- go to your room (an order)

- Please give me your pen (a request)

- have a nice dream (wish)

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3. Exclamatory sentence is sentences that explain your feelings, such as pity,

sympathy, happiness, and wonder, for example:

- We won!

- You’re adorable!

4. An interrogative sentence is a type of sentence that asks a question, the

subject is located in the predicate half of the sentences ends with a question

mark Nordquist, (2007:68). It used to make a sentence that asks a question,

for example:

- Are you a teacher?

- Who is he?

2.3 Definition of Achievement

Travers (1970:447) states that achievement is the result of what an

individual has learned from some educational experiences. Additionally, De

Cecco& Crawford (1977:324) states that achievement is the expectancy of finding

satisfaction in mastering challenging and difficult performances. Furthermore,

Tinambunan (1988:149) defines achievement as the student’s grasp of some body

of knowledge or proficiency in certain skills. He adds that achievement as the

progress pupils make toward the goals and objectives of the curriculum, they then

assert further about the definition that achievement may be the one’s ability or the

extent of his/her knowledge in a specific content area.

Achievement is a result of comparing what people did or can do with certain

standards or goals. This result shows the peoples value toward their abilities to

complete the task; whether they did it well or the contrast. Almost all of activity
 15

areas of peoples that confined to particular goals yield achievement; however

activities at school and work are mostly concerned in some previous studies that

investigate achievement. Students and employees are potential samples to obtain

desired information related to achievement. In addition, the content of

achievement may relatively be values, social comparison group and capacities of

people.

2.4 Theory of Test

Test is mostly found in educational terms; it emerges as one of important

components in evaluation that included in educational system. Rasyid and

Mansyur (2009:1) state that evaluation should involve three other steps; namely

assessment, measurement, and testing either with test or non-test instrument.

Indeed, test or testing often emerges with other terms, such as evaluation,

assessment, and measurement.

In order to comprehend more about test, it is necessary to elaborate the

other terms namely evaluation and measurement. Gronlund and Linn explain each

of evaluation and measurement as evaluation is “The systematic process of

collecting, analyzing, and interpreting information to determine the extent to

which pupils are achieving instructional objectives the process of obtaining a

numerical description of the degree to which an individual possesses a particular

characteristic.” In other words, evaluation is the widest term among others; it

includes some processes in it from collecting data, assessing it, determining the

information that the data presents, and making some decision according to the

data. While, measurement is a process in evaluation that involves numerical

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standards to descibe the collected data numerically. In order to measure particular

characteristics of individuals, the data about those characteristics should be

obtained. Therefore, it allows test to play its role; test may be used to collect the

data.

Test is addressed for further in the following discussion. The discussion

covers the definition of test, terms related to test, purposes of test, and

characteristics of good test.

2.4.1 Definition of Test

Arikunto (2013:66) stated that, when people hear the word assessment and

evaluation, they often think of tests. The test word is derived from testum. It

means the plate to keep off the pure metals. Test is a tool or procedures used to

measure and know something based on the specific clues. If we are talking about

test, there are some terminologies. Firstly is testee, the despondences that are

doing the test. Secondly is tester, is someone who is responsible to collect and

resume the despondences result.

Based on the quotation above, it can be concluded that a test is any series

of questions or other means of measuring the skill, knowledge, inteligence,

capacities of aptitude or individual or group. In this study, test refers to any series

of question to measure capacities of individual on reading comprehension skills.

2.4.2 Characteristic of Good Test

Test as an instrument of obtaining information should have a good quality.

The quality of a test will influence the result of the test itself. Once the test has a
 17

good quality, the right information will be gained and used to make accurate

decision to the students achievement. Arikunto (2013:72) stated that, a well

constructed test should have five main characteristics which involve validity,

reliability, practicality, objectivity and economical. Brown (2014:19) also stated

that, a well constructed test should have five main characteristics which involve

validity, reliability, practicality, authenticity and washback. Validity is the degree

to which the test actually measures what is intended to measure. Reliability is

consistent and dependable. A practicality is means of financial limitations, time

constraints, ease of administration, and scoring and interpretation. Then,

authenticity is defined as a concept that is a little slippery to define, especially

within the art and the science of evaluating and designing tests. Meanwhile,

washback is the effect of testing in teaching and learning.

a. Validity

A test has validity if it measures appropriately, what it is supposed to

measure. Brown (2014:20) stated that, the validity of a test is the extent to which

it measures what is to measures and nothing else.

Validity in testing and assessment have traditionally been understood to

mean discovering whether a test measures accurately what it is intended to

measure or uncovering the appropriateness of a given test or any of its component

parts as a measure of what it is purposed to measure. The view of validity

presupposes that when we write a test we have an intention to measure something,

that the something is real and that validity enquiry concerns finding out whether a

test actually does measure what is intended.

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b. Reliability

The second criterion of a good test is reliability. Brown (2004:20) stated

that, a reliable test is consistent and dependable. If you give the same test to the

same student or matched students on two different occasions, the test should yield

similar result. The issue of reliability of test may best be addressed by considering

a number of factors that may contribute to the unreliability of a test.

c. Practicality

A test is called to have a good practicality when the tests are practical and

easy to administrate. Sudijono (2012:97) stated that, a good practicality on the 13

test means that the test should have two criterion: a). Simple, it does not require

much equipment or tools that are difficult to procure. b). Complete, it comes with

instructions on how to do it, the answer keys and its scoring guidance. In

researcher’s opinion, an evaluation procedure must meet certain practical

requirements. It should be easily administered and scored and it should provide

results that can be accurately applied and interpreted by the school administrator.

d. Authenticity

Brown (2014:28) stated that, authenticity is a concept that is little slippery

to define, especially within the art and science of evaluating and designing tests.

Palmer in Brown (2014:28 ) define authenticity as “the degree of correspondence

of the characteristics of a given language test task to the features of a target

language task,” and then suggest an agenda for identifying those target language

tasks and for transforming them into valid test items. In a test, authenticity may be

present in the following ways: 1) The language in the test is as natural as possible
 19

2) Items are contextualized rather than isolated 3) Topics are meaningful

(relevant, interesting) for the learner 4) Some thematic organization to items is

provided, such as through a story line or episode 5) Tasks represent, or closely

approximate, real-world task.

2.4.3 Types of Test

Types of test are classified into several categories. Arifin (2013:117)

classifies test into four main classifications; those classifications are based on the

number of the testees, psychology study, the way of test construction, the form of

testees’ answers, and time emphasis. That classification covers the independent

variables of this research; the form of testees‟ answers classification is divided

into three kinds of test such as written, oral, and verbal test. Those independent

variables are included in written test subdivision which consists of essay and

objective test. Essay test is divided into free and restricted-response essay and

objective test consists of true-false, multiple-choice, matching, and completion

test. The further discussion addresses two subdivisions of the form of testees‟

answers classification. Multiple-choice test which is included objective test

subdivision and both of free-response and restricted-response essay are discussed

later.
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The Number True-false

of the testees

Psychology Multiple-
study choice

Test The way of test Matching

objective
construction
e
The form of Completion
testees answers

Time emphasis Free-

essay response

Restricted-
response
Figure 2.1 Test Classification

2.4.3.1 Multiple Choice Test

Arikunto (2013:183) stated that, multiple choice test consists of information

part (stem) and the part of the possible answers or alternatives (option). Possible

answers (option) consist of one right answer that is to answer and some detractors.

Pophan (2011:148) stated that, the multiple choice items can be used to measure a

students possession of knowledge or a students ability to engage in higher levels

of thinking. The term options refer to collectively to all the alternative choices

presented to the students and includes the correct answer and the distractors.

These terms are necessary for understanding how multiple-choice items function.

Merchan (2014:32) stated that designing multiple choice item test, the test

maker should be consider in some ways. There are 18 basic rules in designing

multiple choice item test. They are:

a. Design each item to measure an important learning outcome

b. Present a single clearly formulated problem in the stem of the item

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c. Put the alternatives at the end of the question, not in the middle

d. Put as much of the wording as possible in the stem

e. Eliminate unnecessary wordiness

f. Avoid negatively worded stems. "Which of the following is not.........."

g. Avoid requiring personal opinion. Other item types are more suitable for this

h. Avoid textbook wording

i. Do not have linked or clued items

j. All options should be homogeneous

k. All options should be plausible

l. Put repeated words in the stem, not in the options

m. Punctuation should be consistent

n. Make all options grammatically consistent with the stem of the item

o. List options vertically

p. Other options logically

q. Use the option "all of the above" sparingly

r. Use the option "none of the above" sparingly.

Clegg, Victoria and William (2014) stated that multiple choice items are

often described as the most versible of all items types. Suitable to a wide range of

instructional goals.

a. Multiple choice items can be used to test all level of learning from knowledge

to evaluation

b. Multiple choice items can assess the ability to integrate information from

several source
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c. Multiple choice item are very useful for diagnosing students difficulties if the

incorrect options are written to reveal common errors

d. Multiple choice item provide an excellent basis for post-test discussion,

especially if the discussion includes why the distractors are wrong as well as

why the correct answer are right

e. Multiple choice items can provide a more comprehensive sample of subject

material because more questions can be asked

f. Multiple choice items adapt to a wide range of content and difficulty levels

g. Multiple choice items require relatively less student time to answer

h. Multiple choice items can be easily and accurately scored by a person or

machine

Brown (2014:55) stated that the limitations of multiple choice items are:

a. The technique tests only recognition knowledge

b. Guessing may have a considerable effect on test scores

c. The technique severely restricts what can be tested.

d. It is very difficult to write successful items

e. Washback may be harmful

f. Cheating may be facilitated

2.4.3.2 Restricted Response Test

Restricted response questions are essay questions that assess a student's

ability to develop a logical argument in response to a given prompt or question.

These questions target a narrower range of learning objectives than extended-

response questions, focusing on specific mental processes and skills. The prompts
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or questions usually require a specific response format, providing a clear direction

for students to follow.

Restricted response questions are a type of essay used to evaluate learning

outcomes that cannot be easily measured objectively. These questions are

designed to test more narrowly focused abilities, including specific mental

processes such as drawing valid conclusions. Compared to extended-response

questions, restricted responses require a more specific answer. They are frequently

used in educational assessments to gauge critical thinking and problem-solving

skills. By targeting specific mental processes, restricted response questions can

provide a more accurate depiction of a student's understanding of a given subject

matter. (Reynolds, et al., 2016:40) These questions are particularly useful in

testing scenarios where objective measurement is not possible, such as in

literature or philosophy, where subjective interpretation is necessary. Restricted

response questions are effective tools for teachers and educators to evaluate

student understanding while providing valuable feedback to enhance academic

growth.

There are overall two categories of test items: Selection test items such as

multiple-choice questions where the respondent must select the correct answer

from a supplied list; and supply type items where the respondent is responsible for

supplying the answer. Essay questions fall in the supply test items category and

include two different types: Extended response (open ended) and Restricted

response (short answer). Restricted response items limit student responses based

on the wording of the question whereas extended responses place no limits on

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student response where they are “free to use their own judgement and integrate

outside information to help support their opinion” (Kelly, 2019:1).

Restricted response, also referred to as short answer questions, are

organized in a manner that specifies or limits student responses. They typically

assess learning objectives at the lower levels of Bloom’s taxonomy and require

students to list, define, or describe (Reynolds, et al., 2016:37).

The restricted response question usually limits both the content and the

response. The content is usually restricted by the scope of the topic to be

discussed such as in basing questions on specific problem thus limiting the nature

of the response.

Extended response items pave the way for more organization, creativity

and depth of knowledge. They can be used to assess higher-levels of Bloom’s

taxonomy such as in describing application of a set of principles, explaining cause

and effect relationships, formulating conclusions, or to produce, organize, and

express ideas. According to Reynolds, et at. (2016:67), extended response type

items additionally can be used as a way to assess grammar and writing skills as

these types of items require coherent writing skills.

To sum up, essay test has some advantages and disadvantages. One of its

advantages is essay test is able to measure complex learning achievements. When

the other instruments cannot measure those achievements; it can be employed to

do so. It also enables integration and application of thinking and problem-solving

skills; those aspects are mainly performed in free-response essay. This test is

utilized to evaluate students‟ writing skills especially in free-response essay.

 25

Moreover, constructing items of this test is easy. This test also presents important

contributions toward students‟ learning. For instance, when students make their

essay; they are learning directly during the process of writing. However, essay test

has some limitations such as: it has less reliability and takes a long time in scoring

and also does not have sufficient sampling because a few number of questions are

put in this test.

Derived from a Latin word exagium, essay roughly translates to presenting

one’s case. In the academic world, an essay is defined as "A test item which

requires a response composed by the examinee, usually in the form of one or more

sentences, of a nature that no single response or pattern of responses can be listed

as correct, and the accuracy and quality of which can be judged subjectively only

by one skilled or informed in the subject." (Stalnaker, 1951, as cited by Reiner, et

al., 2016:6). The central purpose of the essay type test item is to measure students’

ability to select; organize; integrate; relate; and evaluate related ideas as a whole,

and demonstrate complete understanding of complex learning objectives by

applying facts and principles or interpreting cause-effect relationships. Essay type

items are not used to test recall of facts. Figure 1 provides a visual of when to use

the various types of test questions in regard to Bloom’s taxonomy.

An essay, in a sense, is a riddle that students can solve using prior

knowledge, making connections, and drawing conclusions. This is an invaluable

skill for any student to have. Those who can master it have a better chance of

being successful academically. To that end the authors consider the essay as a

determinant of A/B grades.

 26

There are several advantages of using essays to measure higher level

cognitive learning. As mentioned, essay items directly assess complex higher-

level objectives and take considerably less time to construct and administer than

other item types. They are adaptable to a wide variety of subjects; provide

methods for students to organize and present ideas in a logical manner; and

challenges students to create responses rather than choose from a list of

predetermine responses thus eliminating the problem of guessing (Reiner, et al.,

2002; Clay, 2001; Greifeneder, Scheibehenne, Kleber, 2017:35).

Research has also concluded that when students are aware that they will be

completing essay type questions, they seem to employ better study habits and

techniques (Gupta, Jain, & D’Souza, 2016). Students are also allowed freedom of

thought and produce original responses which shows all levels of

comprehensiveness or accuracy.

The main difference between restricted and extended response questions is

that restricted response questions require a specific response format and focus on

narrower learning outcomes. On the other hand, extended response questions

allow students to express their own ideas and interrelationships among ideas,

using their own strategy for organization and providing no "correct" answers but

reasonable/logical responses.
 CHAPTER III

RESEARCH METODOLOGY

This chapter presents the research methodology. The descriptions of

research methodology includes: research design, population and sample, research

instrument, data collection technique, data analysis technique, and hypothesis

testing.

3.1 Research Design

Research is simply the process of arriving as dependable solution to a

problem through the planned and systematic collection, analysis and interpretation

of data. Research design is a mapping strategy. It is essentially a statement of the

object of the inquiry and the strategies for collecting the evidences, analyzing the

evidences and reporting the finding. (Signh, 2006:77)

Comparative study is a study compares two or more conditions, events,

activities, programs and others (Sukmadinata, 2012:79). Research tries to compare

use of multiple choice tests and essay tests. Acording to (Sukmadinata 2012:79)

Comparative study compares situations, events, elements or components that are

analyzed slightly differently, such as the chronology of events, the complexity of

the situation or the intensity of the incident, the causal factors and the

consequences, it will be found the dominant factors underlying or caused by a

situation or situation incident.

 28

The treatment used in this research is independent variable and dependent

variables. Where, independent variable (variable X) is multiple choices, and

dependent variable (variable Y) is essay test.

In comparative study, two groups which have similarity are chosen to be

compared. The researcher wants to know whether there is significance different of

two groups which are compared.

3.2 Population and Sample

Before stating the number of population and sample, it is necessary to note

the definition of both terms. Best (1981:18) points out that the primary purpose of

research is to discover principles that have universal applications, and to study a

whole population in order to arrive at generalization.

Population refers to the entire group of subject, and sample refers to the

subgroup of the population. Moore (1983:110) defines a population is a complete

set of individuals or subjects having some common observable characteristics.

Sample is any subject of population. In addition, Arikunto (2002:108) states

population is the subject of research. Population refers to the entire group of

subject, and sample refers the subgroup of the population.

The population of this study is whole of the eighth grade student’s of

SMPN 9 Loa Kulu in academic year 2023/2024. There are two classes of the

eighth grade students with the total number of the population is 47.

Arikunto (2002:111) states that, “sample is part or representative of the

population studied “. The sample is taken by applying a sapling technique.

Sampling technique is a procedure of taking part of population will be used as the

 29

sample. In a scientific research, sample is used to represent population because it

is impossible for the researcher to collect data by taking all element of population.

Because population is very great, so the researher takes 47 students from the

number of population. To determine of sample measurement it is supported by

statement of Sukmadianta (2009:260) that “the sample of correlation research are

30 peoples, so quite large. While the casual comparative research of 15 peoples

for each group is enough to be compared, and research survey the sample of 100

for all of new samples is enough. While for groups sample ranged from 20 to 50

peoples”.

The technique of taking sample in this study is cluster sampling, Cluster

sampling is a probability sampling technique where researchers divide the

population into multiple groups (clusters) for research. Researchers then select

random groups with a simple random or systematic random sampling technique

for data collection and data analysis. because the sample is not based on

individual but on a group of the students in eighth grade student’s of SMPN 9 Loa

Kulu in academic year 2023/2024. Total of the sample is 30 students which are

divided in two groups.

3.3 Research Instrument

The researcher uses two types of research instruments to collect the data

for this study, namely multiple choices test and essay test of sentence translation

achievement. The instruments which are used in this study are described in the

following description:
 30

3.3.1 Characteristic and Scoring of Translation Test

The instruments which are used to collect the data on sentence translation

achievement are the researcher-made test in the froms of multiple choices and

essay test. The materials of the test are adapted from the English textbook for

eighth grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024.

The total number of sentence translation test with multiple choice type was

30 items, whereas, the total number of sentence translation with essay test was 20

items. Concerning how to score sentence translation test with multiple choice

type, the researcher give 3.33 points for each correct answer and scores sentence

translation test with essay type, the researcher gives the scale of the score between

2 to 5 points. The topic of the test about daily aktivity The formula used to

compute the raw score of multiple choice types test based on Sudijono (2007:307)

as follows:

S = R x Wt

Where :

S = score

R = right answer

Wt = Weight
 31

Furthermore, to score sentence translation with essay test type is based up

on the criteria given by Djiwandono (2008:68) as follows:

Table 3.2 Scoring of Sentence translation with Essay Test

SCORE
LEVEL COMMENT
CRETERIA

5 The content of the answer is relevant to the subject matter

4 The content of the answer is mostly relevant to the subject matter.

3 The content of the answer is nearly relevant to the subject matter.

2 Does not show the same idea and not relevant to the subject matter.

3.3.2 Try out of Sentence Translation Test of Multiple Choice Type

Before sentence translationtest of multiple choice types is used to collect

the data, the instrument will tried out to the 15 student of eighth grade student’s of

SMPN 9 Loa Kulu In Academic Year 2023/2024 who are not selected as the

sample members of the research. From the result of the try out test, the researcher

selects test items that meet the requirement of an acceptable test item to collect the

data for this study. The purpose of try out test is to find the information of: items

degree of difficulty, validity and reliability. The analysis, the explanation and the

formula of every component of try out test of sentence translation test of multiple

choice type are presented in the following sections:

 32

3.3.2.1 The Difficulty Index

The researcher uses difficulty index to identify how good and how bad the

item is. In this study, the researcher will find the rate percentage of each item. The

criteria of difficulty index are based on Djiwandono (1996:141) as follows:

JJB
P= X 100 %
JPT

Where: P = Diffuclty Index

JJB = Total to correct answer

JPT = Total of testee

To interpret the acceptable the degree of difficulty index, the researcher

follows the criteria which are drawn by Djiwandono (1996:141) that use 0.20 to

0.80 as an acceptable items. Items falling from below 0.20 are difficult items, and

those that exceed from 0.80 are easy items. Both difficult and easy items are

dropped under study.

From result of difficulty index of multiple choice type, the researcher found

out 30 that were accepted to collect data and 10 items that had to dropped.

However, the researcher did not use easy and difficult categories in this study. The

items were used as instrument fair category.

The number of inappropriate (easy and difficult) items were the item

numbered: 1 (p=0086), 5 (p=1.00), 11 (p=07), 14 (p=1.00), 18 (p=0.07), 20

(p=1.00), 25 (0.13), 27 (p=1.00), 30 (1.00), 36 (1.00).

Table. 3.3 Summary of the Result of Difficulty Index of Multiple Choice

Level Value Number of Items Criteria Total

 33

Easy 0.81 – 1.00 1, 5, 14, 20, 27, 30, 36 Dropped 7

2, 3, 4, 6, 7, 8, 9, 10,
12, 13, 15, 16, 17, 19,
Moderate 0.20 – 0.80 21, 22, 23, 24, 26, 28, Used 30
29, 31, 32, 33, 34, 35,
37, 38, 39, 40
Difficult 0.00 – 0.19 11, 25, 18 Dropped 3

3.3.2.2 Validity

The validity of a test is often defined as the degree to which it measures

what is supposed to measure, or as the extent to which a test does the job for

which it is intended. For some types of test for which are good independent

criterion measure is available, statistical coefficient of validity can be used. There

are coefficient correlation between scores on the test and the criterion measured.

To know the validity of a test under the study, the researcher uses criterion

validity. The criterion validity needs two sets of scores for analysis. The first

scores are obtained from the try out test. The second scores come from a teacher

made test. To analyze the validity, the researcher uses Product Moment Formula

by Carl Pearson as tool of analysis. The formula of Product Moment by Carl

Pearson is drawn by Iskandar (2008:128) as follows:

N (XY)- (X) (Y)

rxy =
[N (X2) - (X) 2] [ N(Y2) – (Y) 2]
Where:

rxy = coefficient of correlation between variable X and variable Y.

X = the scores of try out test

Y = the scores of teacher made test

 34

X2 = squared of X

Y2 = squared of Y

XY = multiplication of X and Y

∑ = the sum of

To interpret the validity, the researcher follows the criteria from Djiwandono

(1996:154) below:

Table 3.4 Criteria of Validity Testing

No. Interval Criteria

1 0.80 – 1.00 Very high correlation
2 0.60 – 0.79 High correlation
3 0.40 – 0.59 Fair correlation
4 0.20 – 0.39 Low correlation
5 0.00 – 0.19 Very low correlation

Based on the result of validity calculation, the researcher found the validity

of the test was 0.768. It meant that the test of the study had high validity to test the

students’ sentence translation achievement, because the value of 0,768 was in

high level. In the other words, the test had high appropriateness to test sentence

translation.

3.3.2.3 Reliability

Reliability is the consistency in which a test yields the same result in

measuring what is measured (Remmers et al. in Arikunto, 2009:62). To measure

the reliability of the whole test under study, the researcher uses test re-test

technique. This technique requires the same test which is given to the same

subject twice. The first test scores are as variable X, and the second test scores are

as variable Y. Then, the data are analyzed by using Pearson Product Moment
 35

Formula by Carl Pearson as tool of analysis. The formula of Product Moment by

Carl Pearson is drawn by Iskandar (2008:128) as follows:

N ( XY)- (X) (Y)

rxy =
[N ( X2) - (X) 2] [ N (Y2) – (Y) 2]

Where:

rxy = coefficient of correlation between variable X and variable Y.

X = the scores of the first try out test

Y = the scores of the second try out test

X2 = squared of X

Y2 = squared of Y

XY= multiplication of X and Y

∑ = summation of

Based on the result of analysis of reliability using the Person Product

Moment Formula, it was found that reliability of the test was 0,814. It meant that

the test of this study had very high stability to collect the data of this study.

3.4 Data Collection Technique

The data of this study is score which is obtained from a set of written test

from multiple choices test and essay test on sentence translation. The researcher

will give written test to 30 sample member of the eighth grade student’s of SMPN

9 Loa Kulu in academic year 2023/2024 with 60 minutes work time.

The techniques which is used to collect the data is based on the following

steps. First, after the researcher herself gives sentence translation in the forms of

multiple choice and essay tests to the sample members of the eighth grade
 36

student’s of SMPN 9 Loa Kulu in academic year 2023/2024, the students answer

sheets are scored and the scores are tabulated for preparation of using t-test

formula. Second, after all scores of sentence translation tests are obtained, the

researcher lists the scores on the preparation table to analyze the data. Finally, the

scores of each group is consulted to t-test formula, and after the coefficient of the

data formula is obtained, then the coefficient is consulted to t-test formula to test

the hypothesis of the study.

3.5 Data Analysis Technique

To analyze the data for answering the research question of: “Does using

multiple choices test give different sentence translation achievement from using

essay test of the eighth grade student’s of SMPN 9 Loa Kulu in academic year

2023/2024” the t-test formula is used. The t-test formula is drawn by Hadi (2013:

443) as follows:

Ma - Mb
t =
∑ xa2+ ∑xb2 1 1
Na + Nb - 2 Na Nb

Where:

t = the significant ratio which is used to determine the probability of

the obtain difference being larger than chance by using of the

tables of t for various degrees of freedom.

Ma = the mean score of group A

Mb = the mean score of group B

xa2 = the sum of the squared deviations from the mean of group A.
 37

xb2 = the sum of the squared deviations from the mean of group B.

Na = the number of samples of group A

Nb = the number of samples of group B

∑ = summation of

3.6 Hypothesis Testing

The test of significance of the hypothesis is stated under 5% level of

significance or p = 0.05 with the degree of freedom (df) at Na + Nb – 2 = 30 – 2

= 28 that is gained the value of t-table = 2.042. Then, the null hypothesis (Ho) is

accepted and the alternative hypothesis (Ha) is rejected if the result of t-computed

is smaller than or the same as (≤) the value of t-table (2.042). It means that using

multiple choice testdoes not give different sentence translation achievement from

using essay test of the eighth grade student’s of SMPN 9 Loa Kulu in academic

year 2023/2024. Otherwise, Ho is rejected and Ha is accepted if the result of t-

computed is higher than the value of t-table (2.042). It means that using multiple

choice test gives different sentence translation achievement from using essay test

of the eighth grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024.
 38

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher would like to present the findings of the

research and their discussion. The findings were directed to answer the problem of

the study, and the discussion was the interpretation of the findings.

4.1 Research Findings and Data Analysis

The findings of the research were devoted to present the results of the

study and analysis of the data. Findings of the research were used to answer the

research problem of the study which asked: “Does using multiple choices test give

different sentence translation achievement from using Restricted Responseat essay

test of the eighth grade student’s of SMPN 9 Loa Kulu in academic year

2023/2024.?”

This study used an experimental design which aimed at seeing the

different sentence translation achievement of the eighth grade student’s of SMPN

9 Loa Kulu in academic year 2023/2024 by using different types of test, namely

multiple choices and essay test. The design used t-test formula for independent

sample to analyze the data. With regard to the design, the findings were presented

to describe the results of analysis on the operation of the t-test formula and the

hypothesis testing, thus this study did not use descriptive statistics as the main

data analysis such as rate percentage, median, or mode of sentence translation

achievement.
 39

Furthermore, to know the effect of using different types of the tests up on

sentence translation achievement of the eighth grade student’s of SMPN 9 Loa

Kulu in academic year 2023/2024, the researcher used t-test formula. The scores

of sentence translation achievement by using multiple choice test were labeled as

Xa and scores of sentence translation achievement by using essay test were

labeled as Xb. The preparation table to employ the t-test formula was presented

below.

Table 4.2 Preparation Table to Analyze the Data by Using t-test.

No. Xa Xb xa xb xa2 xb2

1 83.25 72 6.88 7 47.33 49
2 79.92 64 3.55 -1 12.61 1
3 76.59 75 0.22 10 0.05 100
4 73.26 53 -3,11 -12 9.67 144
5 56.61 63 -19.76 -2 390.46 4
6 89.91 73 13.54 8 183.33 64
7 89.91 53 13.54 -12 183.33 144
8 79.92 65 3.55 0 12.61 0
9 76.59 47 0.22 -18 0.05 324
10 56.61 60 -19.76 -5 390.46 25
11 76.59 80 0.22 15 0.05 225
12 66.6 59 -9.77 -6 95.45 36
13 79.92 71 3.55 6 12.61 36
14 86.58 78 10.21 13 104.24 169
15 73.26 62 -3.11 -3 9.67 9
Total 1145.52 975 1451.92 1330
Mean 76.37 65
 40

Based on the table above, it was found that the value of ∑Xa was

1145.52 with Ma (mean score of group A) was 76.37, and the value of ∑Xb was

975 with Mb (mean score of group B) was 65. While the value of ∑xa 2 was

1451.92, and the value of ∑xb2 was 1330, the total number of Na and Nb was 30

members. The data were then consulted to the t-test formula as follows:

Ma - Mb
t =
∑ xa2 + ∑xb2 1 1
Na + Nb - 2 Na Nb

76.37 - 65
=
1451.92 + 1330 1 1
15 + 15 - 2 15 15

11.37
t =
2781.92 2
28 15

11.37
=
(99.35) (0.133)

11.37
=
13.21355

11.37
=
3.365

= 3.379
 41

4.2 Hypothesis Testing

After the students’ mean score on sentence translation achievement who

were tested by multiple choices test symbolized by Ma and the students’ mean

score on sentence translation achievement which were tested by using essay test

symbolized by Mb were computed by using t-test formula, it was found that the

value of t-computed was 3.379. By implementing t-table at the level of

significance 5% (p=0.05) and degrees of freedom (df)= Na + Nb -2 = 15 + 15 – 2

= 28, it was found that the value of t-table was 2.048.

As the result, the value of t-computed was greater than the value of t-table

(3.379 > 2.048). It meant that the alternative hypothesis (Ha) was accepted. Thus,

the result of the research was read as: “Using multiple choices test give different

sentence translation achievement from using Restricted Responseat essay test of

the eighth grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024”.

4.3 Discussion

Based on the computation by using t-test, it was found that the value of t-

computed was 3.379, whereas the value of t-table at p=0.05 and degrees of

freedom = Na + Nb – 2 = 15 + 15 – 2 = 28 was 2.048. As the result, the value of

t-computed was greater than the value of t-table (3.379 > 2.048). It meant that the

alternative hypothesis (Ha) was accepted. Thus, the result of the research was read

as “Using multiple choices test give different sentence translation achievement

 42

from using Restricted Responseat essay test of the eighth grade student’s of

SMPN 9 Loa Kulu in academic year 2023/2024”.

The fact was supported by other findings, particularly on the value of

mean scores. It was found that the value of the students’ mean score tested by

using multiple choice test was 76.37, meanwhile the value of students’ mean score

tested by using essay test was 65. It was obviously indicated that there was 11.37

points higher the value of sentence translation achievement tested by using

multiple choice test than the values of sentence translation achievement tested by

using Restricted Responseat essay test. Referring to the research findings, it can

be stated that using multiple choice test gives significantly different sentence

translation achievement from using Restricted Responseat essay test of the eighth

grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024. Testing

sentence translation by using multiple choice was one of advantage to get th

students’ achievement on sentence translation of the eighth grade student’s of

SMPN 9 Loa Kulu in academic year 2023/2024.”

 43

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestions of the study. The

conclusion was made referring to the purpose of the study, while suggestions were

made in line with the scope and limitation and also the significance of the study.

5.1 Conclusion

Based on the research findings and data analysis, the researcher came to

the conclusion that using multiple choices test give different sentence translation

achievement from using Restricted Responseat essay test of the eighth grade

student’s of SMPN 9 Loa Kulu in academic year 2023/2024. It was proved by the

value of t-computed which was greater than the value of t-table (3.379 > 2.048). It

meant that the alternative hypothesis (Ha) was accepted. Thus, the result of the

research was read as “using multiple choices test give different sentence

translation achievement from using Restricted Responseat essay test of the eighth

grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024.” The result of

hypothesis testing was supported by the difference of mean scores tested by using

multiple choice test was 76.37, and the mean score tested tested by using essay

test was 65. The mean score resulted from multiplce choice test was higher than

mean scrore reslted from essay test with the value of difference was 11.37. This

evidence proved that testing sentence translation achievement by using multiple

choice gave better results than testing sentence translation achievement by

 44

Restricted Responseat essay test of the eighth grade student’s of SMPN 9 Loa

Kulu in academic year 2023/2024.

5.2 Suggestions

In accordance with the purpose, the scope and limitation, the significances

of the study, and research findings, the following suggestions were proposed.

1. It was found that testing sentence translation achievement by using multiple

choice test gage significantly different sentence translation achievement of the

eighth grade student’s of SMPN 9 Loa Kulu in academic year 2023/2024. It is

suggested that the English teachers at the school use multiple choice test in

testing sentence translation achievement to increase the results of sentence

translation achievement.

2. It was also found that the value of mean score on sentence translation

achievement tested by using multiple choice test type was higher than the

mean score tested by using essay test. It is suggested that English teacher

should carry out sentence translation achievement test by using different kinds

of tests, including using audiomultiple choice test in order to increase the

students’ sentence translation achievement.

3. The students are supposed to improve their English competence as much time

outside the school as possible, where they altogether may acquire useful

conventions on sentence translation. The students should aware that sentence

translation is an important language skills. And they should use various

strategies to increase sentence translation achievement.

 45

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Sudijono, Anas. 2011.Pengantar Evaluasi Pendidikan. Jakarta: Rajawali Pers.

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Kualitatif, dan R & D. Bandung: PenerbitAlfabeta.

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Depdikbud.

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 48

Appendix 1. Try Out Multiple Choices Test

Nama :

Kelas :

1. I am a student”. dapat diterjemahkan dengan akurat menjadi ... .

a. Saya seorang murid.
b. Saya seorang guru.
c. Saya seorang anak
d. Saya seorang kakak

2. “ Finally , we can afford to buy a new house.” Frase di atas dapat

diterjemahkan dengan akurat menjadi ... .
a. Akhirnya, kita dapat mampu untuk membeli sebuah rumah baru
b. Pada akhirnya, kita mampu untuk membeli sebuah rumah baru
c. Akhirnya, kita mampu untuk membeli sebuah rumah baru
d. Akhirnya, kami mampu membeli rumah baru

3. Penerjemahan paling tepat dari kalimat yang mengandung adjective phrase:

“The Politician is a man of kindly nature” adalah ... .
a. Politikus adalah orang dari alam baik
b. Politikus adalah orang yang terlahir dari alam yang baik
c. Politikus merupakan orang dari alam yang ramah
d. Politikus adalah seseorang yang berasal dari alam

4. Dari kalimat berikut “I dont have enought money to buy noodle” dapat
diterjemahkan menjadi ... .
a. Saya tidak punya uang untuk membeli mie.
b. Uang saya habis untuk membeli mie.
c. Saya membeli mie dan uang saya habis.
d. Saya membeli mie dan itu menghabiskan uang saya.

5. “my father a police. dapat diterjemahkan dengan akurat menjadi ... .

a. Ayah saya seorang guru.
b. Ayah saya seorang polisi.
c. Ayah saya seorang petani.
d. Ayah saya seorang tukang pos.

6. Penerjemahan dari kalimat “I play football yesterday” yang paling tepat

adalah....
a. Saya bermain sepakbola kemarin.
b. Kemarin saya bermain sepakbola.
c. Saya bermain sepakbola besok.
 49

d. Besok saya bermain sepakbola.

7. “While I was watching television, someone knocked at the door”

Penerjemahan kalimat yang mengandung klausa edverbia di atas yang paling
tepat adalah … .
a. Selagi melihat televisi, saya mendengar sesorang mengetok pintu
b. Selagi saya sedang melihat televisi saya melihat sesorang mengetok
pintu
c. Selagi saya sedang melihat televisi, seseorang mengetok pintu
d. Pada saat melihat televisi, seseorang mengetok pintu

8. The children on the bus are going to visit the museum

Penerjemahan kalimat yang mengandung klausa ajektif di atas yang paling
tepat adalah … .
a. Anak-anak yang berada di bus sedang pergi mengunjungi museum
b. Anak-anak yang di bus mengunjungi museum
c. Anak-anak yang berada di bus sedang akan mengunjungi museum
d. Anak-anak yang ada di dalam bus sedang pergi untuk mengunjungi
museum

9. “He thought that the exam the following week was going to be hard".
Penerjemahan kalimat yang mengandung klausa benda di atas yang paling
tepat adalah … .
a. Dia berpikir bahwa ujian minggu berikutnya akan menjadi sulit
b. Dia mengira bahwa ujian minggu yang akan datang akan menjadi sulit
c. Dia mengira bahwa ujian minggu depan akan semakin sulit
d. Dia berpikir bahwa ujian minggu berikutnya akan sulit

10. "No life goes untouched by social aspect".

Penerjemahan kalimat di atas yang paling tepat adalah …
a. Bukan kehidupan berjalan tak tersentuh oleh aspek social
b. Tidak ada kehidupan yang berlangsung tanpa peran aspek social
c. Tidak ada kehidupan pergi tak tersentuh oleh aspek social
d. Tidak ada perjalanan kehidupan yang tak tersentuh oleh aspek sosial

11. “We should eat enough vegetable, fruit, rice, meat, eeg, fish, tofu, and tempe
to be healthy. Penerjemahan kalimat di atas yang paling tepat adalah …
a. Kita harus makan dengan cukup sayur, buah, nasi, daging, telur, ikan,
tahu, dan tempe untuk menjadi lebih sehat.
b. Kita makan dengan yang sehat seperti buah, daging, sayur.
c. Kita makan dengan makanan yang sehat dan sempurna seperti cukup
sayur, buah, nasi, daging, telur, ikan, tahu, dan tempe untuk menjadi
lebih sehat.
d. Sebaiknya kita makan dengan cukup sayur, buah, nasi, daging, telur,
ikan, tahu, dan tempe untuk menjadi lebih sehat.
 50

12. "Ida waited for the bus , but the bus was late".
Penerjemahan kalimat majemuk di atas yang paling tepat adalah … .
a. Ida menunggu bus, namun bus datang terlambat
b. Ida menunggu bus, tapi datang terlambat
c. Ida menunggu bus, namun demikian bus terlambat
d. Ida menunggunya, tapi bus itu datang terlambat

13. "The application and the tuition fees are the same for both domestic and
international students". Penerjemahan kalimat tentang pendidikan di atas
yang paling tepat adalah…
a. Aplikasi dan biaya kuliah adalah sama baik untuk mahasiswa
domestik maupun internasional
b. Biaya untuk aplikasi dan kuliah sama untuk kedua mahasiswa
domestik dan internasional
c. Biaya aplikasi dan biaya kuliah sama untuk kedua mahasiswa dalam
negeri dan luar negeri
d. Biaya aplikasi dan biaya kuliah sama baik untuk mahasiswa dalam
negeri maupun luar negeri

14. Red is my favorite colour”. Penerjemahan kalimat di atas yang paling tepat
yaitu…
a. Merah adalah warna kesukaan saya.
b. Warna kesukaan saya merah.
c. Biru adalah warna kesukaan saya.
d. Warna kesukaan saya biru.

15. “Mathematics is properly classified as science, but it has been a matter of

debate”. Penerjemahan kalimat di atas yang paling tepat adalah …
a. Matematika adalah benar diklasifikasikan sebagai ilmu, namun
demikian telah menjadi bahan perdebatan
b. Matematika tepat diklasifikasikan sebagai ilmu pengetahuan, tetapi
penentuan ini telah menjadi bahan perdebatan
c. Dengan tepat matematika diklasifikasikan sebagai ilmu, tetapi telah
menjadi bahan perdebatan
d. Matematika telah diklasifikasikan sebagai ilmu, akan tetapi menjadi
bahan perdebatan

16. "We may discover meaning in literature by looking at what the author says”.
Penerjemahan kalimat di atas yang paling tepat yaitu…
a. Kita mungkin menemukan arti dalam literatur dengan melihat pada
apa yang penulis katakan.
b. Kita mungkin dapat menemukan makna dalam literatur dengan cara
melihat apa yang penulis katakana
c. Kita dapat mencari makna dalam literatur dengan memperhatikan apa
yang penulis katakana
 51

d. Kita dapat menemukan makna dalam literatur dengan melihat apa

yang penulis katakan

17. “No individual or organization is consciously concerned with the economic

problems.”
Penerjemahan kalimat di atas yang paling tepat adalah … .
a. Baik individu maupun organisasi tidak dengan sadar memperhatikan
permasalahan ekonomi
b. Tak ada individu maupun organisasi yang secara sadar
memperhatikan permasalahan ekonomi
c. Tiada individu maupun organisasi menyadarkan diri untuk
memperhatikan permasalahan ekonomi
d. Tidak memungkinkan individu maupun organisasi yang dengan sadar
memperhatikan permasalahan ekonomi

18. Regular exercise is good for your health, too. We can jog to have stronger
lungs. Hasil penerjemahan yang paling tepat adalah … .
a. Berolahraga dapat membuat kita menajdi sehat, dan membuat nafas
kita kuat.
b. Rajin olahraga bisa membuat kita sehat. Dan paru-paru menajadi kuat.
c. Latihan ringan dengan teratur itu bagus untuk kesehatanmu juga. Kita
bisa jogging atau lari kecil untuk menguatkan paru-paru.
d. Mengerjakan latihan ringan bisa membuat kita sehat. Kita bisa
jogging atau lari kecil untuk menguatkan paru-paru.

19. “T o stop a large and speeding aircraft carrier you need to lead of several
miles.”
Hasil penerjemahan yang paling tepat adalah … .
a. Menghentikan sebuah pesawat angkut yang besar dan cepat Anda
perlu mengendalikannya beberapa mil
b. Untuk menghentikan sebuah pesawat angkut besar dan cepat
diperlukan pengendalian beberapa mil
c. Untuk menghentikan pesawat yang bermuatan besar dan cepat,
diperlukan untuk mengendalikan beberapa mil
d. Untuk menghentikan sebuah pesawat yang mengangkut muatan besar
dan cepat Anda perlu mengendalikan beberapa mil

20. Sociologists are interested in how social influences and social processes of
human behavior. Hasil penerjemahan dari kalimat di atas yang paling tepat
adalah ... .
a. Para ahli sosiologi ditarik pada bagaimana pengaruh dan proses sosial
tingkah laku orang
b. Para ahli sosiologi tertarik pada bagaimana sosial berpengaruh pada
tingkah laku manusia
c. Para ahli sosiologi tertarik pada bagaimana sosial dan proses sosial
berpengaruh terhadap tingkah laku manusia
 52

d. Para ahli sosiologi tertarik pada bagaimana pengaruh sosial dan proses
sosial tingkah laku manusia

21. Yoga, play piano. Penerjemahan kalimat di atas yang paling tepat yaitu…
a. Yoga bermain piano.
b. Yoga bermain gitar.
c. Yoga bisa bermain piano.
d. Yoga bisa memainkan piano.
22. Kalimat berikut “Rendang is the favorite food in Indonesia” bila
diterjemahkan dengan benar menjadi:
a. Rendang makanan terenak di Indonesia
b. Rendang makanan favorit di Indonesia
c. Rendang makanan terbaik di Indonesia
d. Rendang makanan orang di Indonesia

23. Yang paling tepat hasil penerjemahan kalimat berikut berdasarkan ideologi
foreignisasi adalah ....
“He takes a cucumber and cut it into four pieces”
a. Dia mengambil sebuah mentimun dan membagi jadi empat bagian
b. Kami membillah sebuah mentimun dan pecahlah menjadi empat
potong
c. Saya ambil mentimun itu dan jadikan empat bagian
d. Kami ambil satu mentimun dan potonglah menjadi empat

24. Penerjemahan frase : "Operative techniques are necessary to open the spaces
of the trabeculae “ berikut yang merupakan contoh penerjemahan kata demi
kata adalah ... .
a. Teknik operatif adalah penting untuk membuka ruang-ruang trabekula
b. Teknik operatif adalah penting untuk membuka itu ruang-ruang dari
itu trabekula
c. Operatif teknik adalah penting untuk membuka itu ruang-ruang dari
itu trabekula
d. gramatikal, leksikal, dan sistem morfologi dari kedua Bahasa

25. Kalimat “Anita moved to Surabaya and she has been living there for more
than five years” diterjemahkan harfiah menjadi ....
a. Anita bergerak ke Surabaya dan telah tinggal di sana untuk lebih dari
lima tahun
b. Anita pindah ke Surabaya dan menetap di sana selama lebih dari lima
tahun
 53

c. Anita pindah ke Surabaya dan hidup di sana untuk lebih dari lima
tahun
d. Anita hijrah ke Surabaya dan menempatinya di sana selama lebih dari
lima tahun

26. We should eat well in order not to get sick easily. Don't skip breakfast. bila
diterjemahkan dengan benar menjadi..
a. Jangan jupa sarapan agar menajdi kuat dan sehat.
b. Kita wajib sarapan pagi, agar bisa menjadi kuat dan sehat.
c. Sarapan pagi membuat kita menajadi kuat dan sehat. Jangan lupa
sarapan pagi.
d. Kita juga harus makan dengan baik agar tidak mudah sakit. Jangan
meninggalkan sarapan.

27. Andi, have two cats” bila diterjemahkan dengan benar menjadi..
a. Andi punya dua kucing.
b. Kucing andi ada dua.
c. Andi mempunyai dua ekor kucing
d. Andi mempunyai seekor kucing.

28. Berikut yang tergolong penerjemahan setia dari penerjemahan kalimat, “The
way reform is progressively choked up by a visible and more to avoid the
target.” adalah:....
a. Jalannya reformasi semakin tersendat dan tampak makin menjauhi
tujuan
b. Cara reformasi yang semakin tersendat dan tampak lepas dari tujuan
c. Jalan reformasi yang semakin tersendat oleh sesuatu yang tampak dan
semakin menjauhi tujuan
d. Cara mereformasi semakin tersendat dan tampak makin menjauhi
tujuan

29. Andi and Roli are playing football. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
a. Andi dan Roli sedang bermain bola volly.
b. Andi dan Roli sedang bermain sepak bola.
c. Andi dan Roli sedang bermain basket.
d. Andi dan Roli sedang bermain tenis.

30. What did you do”. bila diterjemahkan dengan benar menjadi..
a. Apa kabar kamu.
b. Apa yang kamu lakukan.
c. Kamu sedang apa.
 54

d. Bagaimana kabarmu.

31. My father is a teacher. Hasil penerjemahan dari kalimat di atas yang paling
tepat adalah.?
a. Ayah saya adalah seorang guru.
b. Ayah saya adalah seorang tukang kebun.
c. Ayah saya adalah seorang polisi.
d. Ayah saya adalah seorang petugas kebersihan.

32. My grandfather lives in Surabaya. Hasil penerjemahan dari kalimat di atas

yang paling tepat adalah.?
a. Kakek saya tinggal di Jakarta.
b. Kakek saya tinggal di Surabaya.
c. Nenek saya tinggal di Jakarta.
d. Nenek saya tinggal di Surabaya.

33. My brother is playing badminton. Hasil penerjemahan dari kalimat di atas

yang paling tepat adalah.?
a. Saudara saya bermain bulutangkis.
b. Adik saya bermain bulutangkis.
c. Saya bermain bulutangkis.
d. Teman saya bermain bulutangkis.

34. I always have breakfast in the morning. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
a. Saya selalu sarapan di pagi hari.
b. Saya selalu sarapan di siang hari
c. Saya sarapan di pagi hari.
d. Saya makan siang di pagi hari.

35. Catur sweeps the yard in the afternoon. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
a. Catur membersihkan halaman di sore hari
b. Catur menyapu halaman di sore hari
c. Catur mengepel halaman di sore hari
d. Catur bermain di halaman di sore hari

36. We study english everyday. bila diterjemahkan dengan benar menjadi..

a. Saya belajar bahasa inggris setiap hari.
b. Kami beajar bahasa inggris setiap hari.
c. Setiap hari kami belajar bahasa inggris.
d. Setiap hari saya belajar bahasa inggris.

37. Sigit plays football in the afternoon. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
 55

a. Sigit bermain sepak bola di sore hari.

b. Sigit bermain volly di sore hari.
c. Sigit belajar di sore hari.
d. Sigit bermain basket di sore hari.

38. In the morning, Lisa waters the flower. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
a. Di siang hari, Lisa menyiram bunga.
b. Lisa menyiram bunga di pagi hari
c. Lisa menyiram bunga di sore hari
d. Di pagi hari, Lisa menyiram bunga.

39. Rio play basketball with his friends. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
a. Rio bermain bola volly dengan teman-temannya.
b. Rio bermain sepak bola dengan teman-temannya.
c. Rio bermain bola basket dengan teman-temannya.
d. Rio bermain bulutangkis dengan teman-temannya.

40. Mita is Olive’ sister. Hasil penerjemahan dari kalimat di atas yang paling
tepat adalah.
a. Mita adalah saudara perempuan Olive.
b. Mita dan olive bersaudara.
c. Olive adalah saudara Mita.
d. Mita dan Olive adalah adik kakak.
 47

Appendix 2. Reasearch Instrument Multiple Choices Test

Nama :

Kelas :

1. “ Finally , we can afford to buy a new house.” Frase di atas dapat

diterjemahkan dengan akurat menjadi ... .
a. Akhirnya, kita dapat mampu untuk membeli sebuah rumah baru
b. Pada akhirnya, kita mampu untuk membeli sebuah rumah baru
c. Akhirnya, kita mampu untuk membeli sebuah rumah baru
d. Akhirnya, kami mampu membeli rumah baru

2. Penerjemahan paling tepat dari kalimat yang mengandung adjective phrase:

“The Politician is a man of kindly nature” adalah ... .
e. Politikus adalah orang dari alam baik
f. Politikus adalah orang yang terlahir dari alam yang baik
g. Politikus merupakan orang dari alam yang ramah
h. Politikus adalah seseorang yang berasal dari alam

3. Dari kalimat berikut “I dont have enought money to buy noodle” dapat
diterjemahkan menjadi ... .
e. Saya tidak punya uang untuk membeli mie.
f. Uang saya habis untuk membeli mie.
g. Saya membeli mie dan uang saya habis.
h. Saya membeli mie dan itu menghabiskan uang saya.

4. Penerjemahan dari kalimat “I play football yesterday” yang paling tepat

adalah....
e. Saya bermain sepakbola kemarin.
f. Kemarin saya bermain sepakbola.
g. Saya bermain sepakbola besok.
h. Besok saya bermain sepakbola.

5. “While I was watching television, someone knocked at the door”

Penerjemahan kalimat yang mengandung klausa edverbia di atas yang paling
tepat adalah … .
e. Selagi melihat televisi, saya mendengar sesorang mengetok pintu
f. Selagi saya sedang melihat televisi saya melihat sesorang mengetok
pintu
g. Selagi saya sedang melihat televisi, seseorang mengetok pintu
h. Pada saat melihat televisi, seseorang mengetok pintu
 48

6. The children on the bus are going to visit the museum

Penerjemahan kalimat yang mengandung klausa ajektif di atas yang paling
tepat adalah … .
e. Anak-anak yang berada di bus sedang pergi mengunjungi museum
f. Anak-anak yang di bus mengunjungi museum
g. Anak-anak yang berada di bus sedang akan mengunjungi museum
h. Anak-anak yang ada di dalam bus sedang pergi untuk mengunjungi
museum

7. “He thought that the exam the following week was going to be hard".
Penerjemahan kalimat yang mengandung klausa benda di atas yang paling
tepat adalah … .
e. Dia berpikir bahwa ujian minggu berikutnya akan menjadi sulit
f. Dia mengira bahwa ujian minggu yang akan datang akan menjadi sulit
g. Dia mengira bahwa ujian minggu depan akan semakin sulit
h. Dia berpikir bahwa ujian minggu berikutnya akan sulit

8. "No life goes untouched by social aspect".

Penerjemahan kalimat di atas yang paling tepat adalah …
e. Bukan kehidupan berjalan tak tersentuh oleh aspek social
f. Tidak ada kehidupan yang berlangsung tanpa peran aspek social
g. Tidak ada kehidupan pergi tak tersentuh oleh aspek social
h. Tidak ada perjalanan kehidupan yang tak tersentuh oleh aspek sosial

9. "Ida waited for the bus , but the bus was late".
Penerjemahan kalimat majemuk di atas yang paling tepat adalah … .
e. Ida menunggu bus, namun bus datang terlambat
f. Ida menunggu bus, tapi datang terlambat
g. Ida menunggu bus, namun demikian bus terlambat
h. Ida menunggunya, tapi bus itu datang terlambat

10. "The application and the tuition fees are the same for both domestic and
international students". Penerjemahan kalimat tentang pendidikan di atas
yang paling tepat adalah…
e. Aplikasi dan biaya kuliah adalah sama baik untuk mahasiswa
domestik maupun internasional
f. Biaya untuk aplikasi dan kuliah sama untuk kedua mahasiswa
domestik dan internasional
g. Biaya aplikasi dan biaya kuliah sama untuk kedua mahasiswa dalam
negeri dan luar negeri
h. Biaya aplikasi dan biaya kuliah sama baik untuk mahasiswa dalam
negeri maupun luar negeri
 49

11. “Mathematics is properly classified as science, but it has been a matter of

debate”. Penerjemahan kalimat di atas yang paling tepat adalah …
e. Matematika adalah benar diklasifikasikan sebagai ilmu, namun
demikian telah menjadi bahan perdebatan
f. Matematika tepat diklasifikasikan sebagai ilmu pengetahuan, tetapi
penentuan ini telah menjadi bahan perdebatan
g. Dengan tepat matematika diklasifikasikan sebagai ilmu, tetapi telah
menjadi bahan perdebatan
h. Matematika telah diklasifikasikan sebagai ilmu, akan tetapi menjadi
bahan perdebatan

12. "We may discover meaning in literature by looking at what the author says”.
Penerjemahan kalimat di atas yang paling tepat yaitu…
e. Kita mungkin menemukan arti dalam literatur dengan melihat pada
apa yang penulis katakan.
f. Kita mungkin dapat menemukan makna dalam literatur dengan cara
melihat apa yang penulis katakana
g. Kita dapat mencari makna dalam literatur dengan memperhatikan apa
yang penulis katakana
h. Kita dapat menemukan makna dalam literatur dengan melihat apa
yang penulis katakan

13. “No individual or organization is consciously concerned with the economic

problems.”
Penerjemahan kalimat di atas yang paling tepat adalah … .
e. Baik individu maupun organisasi tidak dengan sadar memperhatikan
permasalahan ekonomi
f. Tak ada individu maupun organisasi yang secara sadar
memperhatikan permasalahan ekonomi
g. Tiada individu maupun organisasi menyadarkan diri untuk
memperhatikan permasalahan ekonomi
h. Tidak memungkinkan individu maupun organisasi yang dengan sadar
memperhatikan permasalahan ekonomi

14. “T o stop a large and speeding aircraft carrier you need to lead of several
miles.”
Hasil penerjemahan yang paling tepat adalah … .
e. Menghentikan sebuah pesawat angkut yang besar dan cepat Anda
perlu mengendalikannya beberapa mil
f. Untuk menghentikan sebuah pesawat angkut besar dan cepat
diperlukan pengendalian beberapa mil
g. Untuk menghentikan pesawat yang bermuatan besar dan cepat,
diperlukan untuk mengendalikan beberapa mil
h. Untuk menghentikan sebuah pesawat yang mengangkut muatan besar
dan cepat Anda perlu mengendalikan beberapa mil
 50

15. Sociologists are interested in how social influences and social processes of
human behavior. Hasil penerjemahan dari kalimat di atas yang paling tepat
adalah ... .
e. Para ahli sosiologi ditarik pada bagaimana pengaruh dan proses sosial
tingkah laku orang
f. Para ahli sosiologi tertarik pada bagaimana sosial berpengaruh pada
tingkah laku manusia
g. Para ahli sosiologi tertarik pada bagaimana sosial dan proses sosial
berpengaruh terhadap tingkah laku manusia
h. Para ahli sosiologi tertarik pada bagaimana pengaruh sosial dan proses
sosial tingkah laku manusia

16. Kalimat berikut “Rendang is the favorite food in Indonesia” bila

diterjemahkan dengan benar menjadi:
e. Rendang makanan terenak di Indonesia
f. Rendang makanan favorit di Indonesia
g. Rendang makanan terbaik di Indonesia
h. Rendang makanan orang di Indonesia

17. Yang paling tepat hasil penerjemahan kalimat berikut berdasarkan ideologi
foreignisasi adalah ....
“He takes a cucumber and cut it into four pieces”
e. Dia mengambil sebuah mentimun dan membagi jadi empat bagian
f. Kami membillah sebuah mentimun dan pecahlah menjadi empat
potong
g. Saya ambil mentimun itu dan jadikan empat bagian
h. Kami ambil satu mentimun dan potonglah menjadi empat

18. Penerjemahan frase : "Operative techniques are necessary to open the spaces
of the trabeculae “ berikut yang merupakan contoh penerjemahan kata demi
kata adalah ... .
e. Teknik operatif adalah penting untuk membuka ruang-ruang trabekula
f. Teknik operatif adalah penting untuk membuka itu ruang-ruang dari
itu trabekula
g. Operatif teknik adalah penting untuk membuka itu ruang-ruang dari
itu trabekula
h. gramatikal, leksikal, dan sistem morfologi dari kedua Bahasa
 51

19. Kalimat “Anita moved to Surabaya and she has been living there for more
than five years” diterjemahkan harfiah menjadi ....
e. Anita bergerak ke Surabaya dan telah tinggal di sana untuk lebih dari
lima tahun
f. Anita pindah ke Surabaya dan menetap di sana selama lebih dari lima
tahun
g. Anita pindah ke Surabaya dan hidup di sana untuk lebih dari lima
tahun
h. Anita hijrah ke Surabaya dan menempatinya di sana selama lebih dari
lima tahun

20. Berikut yang tergolong penerjemahan setia dari penerjemahan kalimat, “The
way reform is progressively choked up by a visible and more to avoid the
target.” adalah:....
e. Jalannya reformasi semakin tersendat dan tampak makin menjauhi
tujuan
f. Cara reformasi yang semakin tersendat dan tampak lepas dari tujuan
g. Jalan reformasi yang semakin tersendat oleh sesuatu yang tampak dan
semakin menjauhi tujuan
h. Cara mereformasi semakin tersendat dan tampak makin menjauhi
tujuan

21. Andi and Roli are playing football. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
e. Andi dan Roli sedang bermain bola volly.
f. Andi dan Roli sedang bermain sepak bola.
g. Andi dan Roli sedang bermain basket.
h. Andi dan Roli sedang bermain tenis.

22. My father is a teacher. Hasil penerjemahan dari kalimat di atas yang paling
tepat adalah.?
e. Ayah saya adalah seorang guru.
f. Ayah saya adalah seorang tukang kebun.
g. Ayah saya adalah seorang polisi.
h. Ayah saya adalah seorang petugas kebersihan.

23. My grandfather lives in Surabaya. Hasil penerjemahan dari kalimat di atas

yang paling tepat adalah.?
e. Kakek saya tinggal di Jakarta.
f. Kakek saya tinggal di Surabaya.
g. Nenek saya tinggal di Jakarta.
h. Nenek saya tinggal di Surabaya.
 52

24. My brother is playing badminton. Hasil penerjemahan dari kalimat di atas

yang paling tepat adalah.?
e. Saudara saya bermain bulutangkis.
f. Adik saya bermain bulutangkis.
g. Saya bermain bulutangkis.
h. Teman saya bermain bulutangkis.

25. I always have breakfast in the morning. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
e. Saya selalu sarapan di pagi hari.
f. Saya selalu sarapan di siang hari
g. Saya sarapan di pagi hari.
h. Saya makan siang di pagi hari.

26. Catur sweeps the yard in the afternoon. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
e. Catur membersihkan halaman di sore hari
f. Catur menyapu halaman di sore hari
g. Catur mengepel halaman di sore hari
h. Catur bermain di halaman di sore hari

27. Sigit plays football in the afternoon. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
e. Sigit bermain sepak bola di sore hari.
f. Sigit bermain volly di sore hari.
g. Sigit belajar di sore hari.
h. Sigit bermain basket di sore hari.

28. In the morning, Lisa waters the flower. Hasil penerjemahan dari kalimat di
atas yang paling tepat adalah.?
e. Di siang hari, Lisa menyiram bunga.
f. Lisa menyiram bunga di pagi hari
g. Lisa menyiram bunga di sore hari
h. Di pagi hari, Lisa menyiram bunga.

29. Rio play basketball with his friends. Hasil penerjemahan dari kalimat di atas
yang paling tepat adalah.?
e. Rio bermain bola volly dengan teman-temannya.
f. Rio bermain sepak bola dengan teman-temannya.
g. Rio bermain bola basket dengan teman-temannya.
h. Rio bermain bulutangkis dengan teman-temannya.
 53

30. Mita is Olive’ sister. Hasil penerjemahan dari kalimat di atas yang paling
tepat adalah.
e. Mita adalah saudara perempuan Olive.
f. Mita dan olive bersaudara.
g. Olive adalah saudara Mita.
h. Mita dan Olive adalah adik kakak.
 54

Appendix 3. Reasearch Instrument Essay Test

Nama :

Kelas :

Tejemahkan dedalam Bahasa Inggri

1. Aku tidak suka musik barat.

2. Gina pergi ke sekolah dengan berjalan kaki setiap hari.
3. Jangan berbohong padaku, aku tidak suka.
4. Seekor kucing mempunyai empat kaki.
5. Ibu suka memsak setiap hari.
6. Adi dan teman-teman bermain bola di lapanga.
7. Paman sedang liburan di pantai.
8. Nisa anak yang rain belajar.
9. Andi anak anak yang pintar.
10. Gajah adalah binatang yang besar.

Terjemahkan kedalam Bahasa Indonesia

1. I think so.
2. There is an owl on the tree.
3. There is much love in the family.
4. There is some tables in the class room.
5. There is a little salt in the soup.
6. There is a snake in the garden.
7. There are many cars on the road.
8. There are few boys in the stadium.
9. There is a mirror in the bedroom.
10. There are some children at school.
 55

Appendix 3 Key Answer

MULTILE CHOICHE

1. C
2. B
3. A
4. A
5. C
6. A
7. B
8. B
9. A
10. A
11. A
12. A
13. A
14. A
15. B
16. B
17. A
18. B
19. A
20. D
21. B
22. B
23. A
24. A
25. A
26. A
27. A
28. C
29. C
30. A
 56

ESSAY

1. I don’t like western music

2. Gina goes to school on foot every day.
3. Don't lie to me, I don't like it.
4. A cat has four legs.
5. Mother likes to cook every day.
6. Adi and his friends are playing football in the field.
7. Uncle is on vacation at the beach.
8. Nisa is a child who learns in the rain.
9. Andi is a smart kid.
10. Elephants are big animals.

1. Saya kira begitu.

2. Ada burung hantu di pohon.
3. Ada banyak cinta dalam keluarga.
4. Ada beberapa meja di ruang kelas.
5. Ada sedikit garam di dalam sup.
6. Ada ular di taman.
7. Ada banyak mobil di jalan.
8. Ada beberapa anak laki-laki di stadion.
9. Ada cermin di kamar tidur.
10. Ada beberapa anak di sekolah.
 57

Appendix 4. Analysis of Instrument

IN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 T1 S
SN
1 1 1 1 1 1 1 0 0 0 0 0 1 1 1 0 0 1 0 1 1 1 1 0 0 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 26 65
2 1 0 0 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 24 60
3 1 1 1 1 1 1 0 0 0 0 0 1 0 1 0 0 1 0 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 26 65
4 1 0 0 0 1 1 0 1 1 1 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 1 1 0 1 1 0 1 1 0 0 1 0 1 1 1 22 55
5 1 1 0 0 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 1 1 1 0 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 0 24 60
6 1 0 1 1 1 1 0 1 1 1 0 0 0 1 0 1 0 0 0 1 1 0 1 0 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 24 60
7 1 1 0 0 1 1 1 0 0 0 0 1 1 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 24 60
8 1 0 1 0 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 1 1 0 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 26 65
9 1 0 0 1 1 1 0 0 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 0 1 1 0 0 0 24 60
10 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 0 0 0 1 1 1 1 0 1 0 1 0 0 1 1 1 0 0 1 24 60
11 1 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 0 1 1 1 24 60
12 0 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 0 1 0 24 60
13 0 0 0 1 1 1 1 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 0 1 0 0 1 1 1 1 0 0 1 0 1 1 0 0 0 1 20 50
14 1 1 1 0 1 1 0 1 0 1 0 1 1 1 1 1 0 0 1 1 0 0 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 0 26 65
15 1 0 0 1 1 1 0 0 1 0 0 0 1 1 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 1 0 0 1 1 1 1 1 0 0 1 20 50
T2 13 7 7 7 15 12 6 7 8 7 1 9 7 15 5 9 10 1 10 15 11 7 8 8 2 11 15 7 8 15 7 9 11 10 8 15 9 7 9 10 358 895

Notes:
IN : Item Numbers T2: Total Correct Answer each Item
SN : Students Number S: Score
TI : Total Correct Answer each Students
 58

Appendix 5

The Calculation of Difficulty Index of Multiple Choice

14
1. X 100 %=0.93(Easy)
15
7
2. X 100 %=0.47 (Moderate)
15
7
3. X 100 %=0.47 (Moderate)
15
7
4. X 100 %=0.47 (Moderate)
15
15
5. X 100 %=1.00(Easy )
15
12
6. X 100 %=0.80 ( Moderate )
15
6
7. X 100 %=0.40 ( Moderate )
15
7
8. X 100 %=0.47 (Moderate)
15
8
9. X 100 %=0.53( Moderate)
15
7
10. X 100 %=0.47 (Moderate)
15
1
11. X 100 %=0.07 ( Difficult )
15
7
12. X 100 %=0.47 (Moderate)
15
5
13. X 100 %=0.33( Moderate)
15
15
14. X 100 %=1.00(Easy )
15
5
15. X 100 %=0.33( Moderate)
15
6
16. X 100 %=0.40 ( Moderate )
15
 59

10
17. X 100 %=0.67 ( Moderate )
15
1
18. X 100 %=0.07 ( Difficult )
15
10
19. X 100 %=0.67 ( Moderate )
15
15
20. X 100 %=1.00(Easy )
15
11
21. X 100 %=0.73 ( Moderate )
15
7
22. X 100 %=0.47 (Moderate)
15
5
23. X 100 %=0.33 ( Moderate )
15
7
24. X 100 %=0.47 ( Moderate )
15
2
25. X 100 %=0.13 ( Difficult )
15
11
26. X 100 %=0.73 ( Moderate )
15
15
27. X 100 %=1.00 ( Easy )
15
5
28. X 100 %=0.33 ( Moderate )
15
6
29. X 100 %=0.40 ( Moderate )
15
15
30. X 100 %=1.00 ( Easy )
15
7
31. X 100 %=0.47 ( Moderate )
15
7
32. X 100 %=0.47 ( Moderate )
15
10
33. X 100 %=0.67 ( Moderate )
15
10
34. X 100 %=0.67 ( Moderate )
15
 60

8
35. X 100 %=0.53 ( Moderate )
15
15
36. X 100 %=1.00 ( Easy )
15
6
37. X 100 %=0.40 ( Moderate )
15
6
38. X 100 %=0.40 ( Moderate )
15
4
39. X 100 %=0.26 ( Moderate )
15
9
40. X 100 %=0.60 ( Moderate )
15

Appendix 6. The Analisys of Validity of Research Instrument

NS X Y X² Y² XY
1 65 70 4225 4900 4550
2 60 65 3600 4225 3900
3 65 65 4225 4225 4225
4 55 55 3025 3025 3025
5 60 65 3600 4225 3900
6 60 65 3600 4225 3900
7 60 65 3600 4225 3900
8 65 70 4225 4900 4550
9 60 65 3600 4225 3900
10 60 65 3600 4225 3900
11 60 70 3600 4900 4200
12 60 70 3600 4900 4200
13 50 60 2500 3600 3000
14 65 65 4225 4225 4225
15 50 55 2500 3025 2750
 61

Total 895 970 53725 63050 58125

Notes : X = The first of the tryout

Y = The score of the English Teacher

rxy = N ¿ ¿

15 ( 58125 )− ( 895 ) (970)

rxy =
√{15(53725¿)−( 895 ¿ } {15 ( 63050 )−¿ ¿ ¿
2

871875−868150
rxy =
√ { 805875−801025 } {(945750−940900)
3725
rxy =
√( 4850 ) ( 4850)
3725
rxy =
√23522500
3725
rxy =
4850

rxy = 0.768

Appendix 7. The Analysis of Reability of Research Instrument

NS X Y X² Y² XY
1 65 70 4225 4900 4550
2 60 65 3600 4225 3900
3 65 70 4225 4900 4550
4 55 70 3025 4900 3850
5 60 65 3600 4225 3900
6 60 65 3600 4225 3900
7 60 65 3600 4225 3900
8 65 70 4225 4900 4550
9 60 65 3600 4225 3900
10 60 65 3600 4225 3900
11 60 65 3600 4225 3900
12 60 65 3600 4225 3900
13 50 60 2500 3600 3000
14 65 70 4225 4900 4550
15 50 55 2500 3025 2750
 62

Total 895 985 53725 64925 59000

Notes : X = The score of first tryout

Y = The score of second tryout

rxy = N ¿ ¿

15 ( 59000 )−( 895 ) (985)

rxy =
√{15(53725¿)−( 895 ¿ } {15 ( 64925 )−(985)¿
2

( 885000 ) −(881575)
rxy =
√ {( 805875 )−( 801025 ) } {( 973875 )−(970225)
3425
rxy =
√( 4850 ) (3650)
150
rxy =
√17702500
3425
rxy = 4207.4339

rxy = 0.814
 63

DOKUMENTASI
64