The Background Of The Study
Discriminating power can be used for classifying the students become upper, middlle and lower group in doing the test.
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Discriminating power can be predicted the upper group must answer the question correctly. Meanwhile, the lower group must
answer the question incorrectly. Furthermore, the items of the test should have appropriate facility value, in other words, the items are not too difficult or too easy for
the student. So, item analysis is a procedure in reexamining each test item to discover its high ability student and low ability student.
If the teacher forgets to use validity, reliability, practically and item analyis such as level of difficulty and discriminating power in administering the test, the test can not be
as an accurate data to give the teacher information about students’ evaluation in learning because it can not measure the stude
nt’s ability in doing the test and the teacher can not differentiate the upper and the lower group.
Teacher can use two types of the tests for determining student’s ability; such as aptitude test and achievement test. Aptitude test is designed to predict student’s progress
in learning and the other one is achievement test. Achievement test is associated with the process of instruction.
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There are four types of achievement
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; the first one is a
placementtest that is used for determining student’s performance. Next, formative test
that is used for monitoring learning and giving feed back after teaching and learning
takes place. Then, diagnostic test that is used for determining the difficulties in learning. And the last, summative test that is used as a standardize that the students
have to achieve at the same stage. If the teacher use summative test to know whether the objective achieves or not.
The summative test is very important because the teacher classifies the student’s score ; by administering summative test, the teacher knows the
student’s capability in doing test.
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And the essential factor in administering the summative test still considers the validity, reliability, practically and item analysis so the test can give the teacher
information about student’s capability in doing the test. Summative test is administered
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M. Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, Bandung: Ramadja Karya CV, 1986, p. 152.
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Tim Mc.Namara, Language Testing, New York: Oxport University Press, 2000, p. 6.
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Wilmar, loc. cit., p. 7.
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Ted A., etc., op cit., p. 5.
at the end of the whole program instruction and the aim is to determine whether or not the students have achieved the instructional objectives. After getting the results of the
evaluation in test, teachers are expected to further improve teaching in the classroom, so that students have better understanding of the material.
To know the quality of the dicriminating power of the summative test in the school, the writer chose SMP Al Wathoniyah 09 East Jakarta, one of the best schools in East
Jakarta because SMP Al Wathoniyah 09 East Jakarta always gets accreditation A from the 1900s
. In the writer’s prediction the teacher has already used validity, reliability, practically and item analysis in making summative test. The summative test can reflect
the level capability of the students upper, middle, and lower group. But, the fact in the school, that the student’s answer didn’t reflect the upper group that can answer the
question correctly so the upper group got varied score. Some of the students whose catagories as upper group got low score. The descriminating power in item analysis is
essential factor in determining students as upper, middle, and lower group. Based on this reason, the writer is interested in doing the research about analizing
the discriminting power of summative test in 2014 of SMP Al Wathoniyah 09 East Jakarta at the seventh grade.