“An Item Analysis On Difficulty Level And Discriminating Power Of English Summative Test For Junior High School” (A Case Study at “SMP Islam Annur”Jakarta Barat)

(A Case Study at ―SMP Islam Annur‖Jakarta Barat)

A ―Skripsi‖

Presented to Faculty of Tarbiya and Teachers‘ Training

in Partial Fulfillment of the Requirements for Degree of S.Pd. (S-1) in English Education Department

By RIFADAH NIM. 208014000040

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SAYRIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

iii

Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this skripsi is processed until it becomes a complete writing which will be presented to

the Faculty of Tarbiyah and Teachers‘ Training in partial fulfillment of the

requirements for the degree of S.Pd (Bachelor of Art) in English Language Education.

First of all, the writer would like to express her great honor and deepest gratitude to her advisor, NIDA HUSNA, M. Pd., MA. TESOL. whose scholarly suggestions and critical remarks have enabled the writer to refine this skripsi. She also conveys special gratitude to her beloved parents.

The writer‘s sincere gratitude also goes to:

1. Drs. Syauki, M. Pd., the Head of English Department

2. Zaharil Anasy, M. Hum.,The Secretary of English Department.

3. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiyah and

Teachers‘ Training Syarif Hidayatullah State Islamic University Jakarta

4. Irfan, S.S., as My Husband and My Parents (Dedeh and Maman Sukirman, S.Ag), for giving praying, love, Motivation to finish this ―skripsi‖ as well as possible.

5. Irfan, S.S., the English Teacher of ―SMP Islam Annur‖Jakarta Barat. 6. All of friends in State Islamic University Hidayatullah Jakarta particularly

friends in English Education Department especially for Septiyana Ida Subekti, S.Pd., Eka Sasmiasih, S.Pd, and Eni Nuraeni, S.Pd, Ari Puji

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critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better.

Jakarta, June 2015 The Writer

v

TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGEMENT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I. INTRODUCTION ... 1

A. Background of the Research ... 1

B. Identification of the problem ... 5

C. Limitation of the Problem ... 5

D. Formulation of the Problem ... 5

E. Objective of the Research ... 6

F. Significance of the Research ... 6

CHAPTER II. THEORETICAL FRAMEWORK………….. ... 7

A. Test ... 7

1. Definition of the Test ... 7

2. Types of The Language Test ... 8

B. Item Analysis ... 13

1. Definition of the Item Analysis ... 13

2. Types of the test Item ... 14

3. Type of Item Analysis ... 21

4. Purpose of the Item Analysis ... 27

CHAPTER III. RESEACRH METHODOLOGY ... 29

A. Place and Time of the Research... 29

B. Research Method and Design……… 29

C. Population and Sampling of the Research ... 29

vi

E. Instrument of the Research………... . 30

F. Technique o Data Collecting………. 30

G. Technique of Data Analysis ... 31

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ... 33

A. The Research Findings ... 33

1. The Description of the Data... 33

2. The Analysis of the Data. ... 38

B. The Interpretation ... 66

CHAPTER V. CONCLUSION AND SUGGESTION ... 68

A. Conclusion ... 68

B. Suggestion ... 69

REFERENCES ... 70

vii

LIST OF TABLES

Table 3.1 The range of the difficulty level ... 32

Table 4.1 The Students score of English summative test type P1 ... 35

Table 4.2 The Students score of English summative test type P2 ... 37

Table 4.3 The Students Score of English summative test type P3 ... 38

Table 4.4 Format of item analysis of English summative test type P1.. 42

Table 4.5 Format of item analysis of English summative test Type P2 44 Table 4.6 Format of item analysis of English summative test Type P3 47 Table 4.7 Format of item analysis of English summative test Type P1 of Discriminating power ... 69

Table 4.8 Format of item analysis of English summative test Type P2 of Discriminating power ... 74

Table 4.9 Format of item analysis of English summative test Type P3 of Discriminating power ... 78

viii

LIST OF APPENDICES

Appendix 1a The English summative test Question

Paper Type P1 Academic year 2013/2014 ... 89

Appendix 1b TheEnglish summative test Question Paper Type P2 Academic year 2013/2014 ... 90

Appendix 1c The English summative test Question Paper Type P2 Academic year 2013/2014 ... 91

Appendix 2a The Answer Key of English summative test type P1 ... 92

Appendix 2b The Answer Key of English summative test Type P2 ... 93

Appendix 2c The Answer Key of English summative test Type P3 ... 94

Appendix 3 Surat Permohonan Izin Penelitian ... 95 Appendix 4 Surat Izin Penelitian dari SMPI Annur Tanah-abang Jakbar

1

This chapter presents the background of the research, limitation and formulation of the problem, the objective of the research, the method of the research and the significance of the research.

A. Background of the Research

English is one of the obligatory subjects which should be learned by the student since at Junior High School up to university. It has been stated on Standard of Competency and Basic Competence (SK, KD) in the current curriculum KTSP 2006.1It is not only learned by students in the school but also in the course institutional, to make them using more about English so they can pass the exam successfully. They try to use certain approach to teach English in order to improve the skill of students.

However, most of 7th grade students at SMP Islam Annur Jakarta Barat still have difficulties to achieve the minimum score of English summative Test. Based on the unstructured interviewed result with the teacher on 3rd February 2014 and then concerning students‘ summative test. There were some difficulties and discriminating power probably faced by students in Summative Test activities such as, most of the students failed to choose the correct answer of English summative test. It was caused

by the students‘ awareness with the type of question or because they did not know the meaning of each option in English summative test. So, they could not find the right word to fill in the blank. Moreover, most of students only had the ability to pronounce and recognize the individual words without conveying the message, and they were hardly to maintain their concentration as they read.

Next, based on the observation started from 4th to 5th February 2014, it was found that the teacher explained the meaning of some item tests, Then the teacher gave the

1

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta:Depdiknas, 2003), p. 17.

students some minutes to do exercises meanwhile most of students did not pay

attention to the teacher‘s explanation even they did not do the exercises. Furthermore,

the teacher rarely let his students try to analyze the each question.

Ideally, the teacher also must know the progress of their students, one way to check whether the students show any improvement or not by making an evaluation. Carefully collected evaluation data help teachers understand the learners, to extent to which the instructional objectives are being achived.in summary,2 one aspect of evaluation, therefore, is the collection of reliable and relevant information. This information used not be, indeed seldom is, exclusively quantitative.3 Evaluation in English teaching and learning process was very important, because evaluation can be used for gathering the information about the strength and the weakness in accepting

the academic skill of the students, and it can tell the teacher‘s effectiveness of

instruction and the progress of student ability. Evaluation itself is a part of curriculum. As we know the curriculum consists of four elements: purposes, materials, methodology, and evaluation. The different parts of depend of one each other.

There are many ways for collecting data as information in the process of evaluation. One of them is by using test. In teaching learning process, the test is commonly used subjective and objective test. Subjective test is usually based on the personal judgment of examiner. So that the result may be different depends on the examiners. Meanwhile objective test is more accurate, reliable, and easy to score: True-False item, matching item, and multiple choices item.

Teachers or test makers in making tests should consider three categories; they are validity, realibility, and practicality. As H. Douglas Brown said in his book, Teaching by Principles: An Interactive Approach to Language Pedagogy. ―Validity means that the test should measure what it is supposed to be measured while reliability means

2

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Machmillan Publishing Co., Inc, 1981), 4th ed., p. 3.

3

Lyle F. Bachman, Fundamental Considerations in Language Testing, (Oxford: Oxford University Press, 1990), p. 22.

that the test is consistent and dependable.Next, practicality means that the test has financial limitation, efficient in time, ease of administration, ease of scoring, and ease of interpetation.4In addition, there are three characteristic that has to be had by the well constructs test. It is the quality of the test items. Item analysis is the procedure to evaluate the effectiveness of the item. It is needed to confirm that items on the test are functioning well or not. Beside those Items analysis has three main features; level of difficulty, discriminating power and the effectiveness of distracter.

They were some problems that were faced by the student in answering the multiple choices item. When the writer observed at Annur Islamic Junior high school, the writer found some problems in the students who got low scores, for example, there were some students had to have the remedial test, because their scores were under the KKM (65). Thus, the writer tries to investigate this problem.

When the writer interviewed the UG students, some of them felt the tests were too easy, so they got good result, above the KKM (65), while others felt the test were too difficult so they got bad result, under the KKM (65). It could possibly happen because the test items did not contain the characteristics of a good test. Furthermore, the writer assumes that some of the teacher did not know how to construct a good test.

The writer assumed it happened because the item tests did not contain one of the characteristic of a good test, or the items test were invalid; moreover, the item tests did not conform to the curriculum, and the teacher do not master the materials well. Then, the teachers did not deliver the materials to their students completely, or might be the students were not well prepared to do English summative test. So, those got the writer to be interested in analyzing the problem.

From the explanation above, the writer tried to analyze this problem. He wanted to know how difficult the test was. the writer would like to conduct a research under the title:

4

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, 2 nd ed, (Cambridge: Longman, 2001), pp. 385—387 .

―An Item Analysis on the difficulty level and discriminating power of English summative test for Junior High School (A Case Study at “SMP Islam Annur”Jakarta Barat).

B. Identification of the Problem

Based on the background above the problems were identified as follow: 1. English achievement test items need to be analyzed.

2. Only a few of English teachers who want to analyze the test items that have been tested.

3. There are significant gaps between the students‘ score.

4. Analyze an English achievement test item through item difficulty and discriminating power analysis.

5. The teacher designing the tests has not considered and paid much attention to the validity, reliability, and practicality.

C. Limitation of the Problem

Based on the identification of the problem above, the problem was limited on the difficulty level of English summative Test at the odd semester of SMP Islam Annur Jakarta Barat academic year 2013/2014.

D. Formulation of the Problem

Based on the limitation the problem, the writer formulates the problem in this research as follow:

―Are the English summative test items administered for the first year students of ―SMP Islam Annur‖ Jakarta Barat at odd semester qualified as good test seen from the difficulty level and discriminating power quality?‖

E. Objective of the Study

The objective of this study is to determine whether the test items of English

summative test examined at―SMP Islam Annur‖ Jakarta Barat have qualified as good

items or not. Besides, it aims to improve the quality of English summative test, for instance revising and discarding items, by using calculation difficulty level and discriminating power.

F. Significance of the Study

The writer hopes that the research provides the feedback to the writer especially. Moreover, this study can give description about the quality of difficulty level and discriminating power of English summative test items tested at the seventh grade of SMP Islam Annur Jakarta Barat. Finally, this study can support in detecting the flaws of test, supporting and providing information for improving test items.

6

This chapter presents some related theories about the topic of this research, including definition of test, definition of item analysis, types of the test item, types of the item analysis, purpose of the item analysis.

A. Test

1. Definition of The Test

There is an instrument which is used by teacher to evaluate the result of the

students‘ learning that is a test. Test has important role in teaching, A test can

measure what is supposed to measure can be valid. There are many experts state about the definition of the test.

According to Rebecca M. Valette write that ―test is announced in advance and cover a specific unit of instruction, be it part of a lesson or several lesson.1 In addition Norman Gronlund who writes ―test specifications that conclude a general description of the performance measured, a sample test item, the stimulus response attributes of the test items, and any supplementary specifications needed to delimit the eligible test content.‖2

In addition criterion-referenced tests need to be much more detail that (1) item writers can prepare representative pools of congruent item and (2) test users can accurately comprehend the nature of the measure performance.3 According some on definition above, it can be concluded that a test is procedure design to elicit score from which one can make inference about certain characteristics of individual. Through the score, Teachers get information and to measure the

student‘s ability in process of learning and also discover of an individual‘s behavior.

1

Rebecca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich, Inc., 1977), p. 15.

2

N. E. Groundlund, Measurement and Evaluation in Teaching, (USA: McMillan Publishing Company, 1985), p. 71.

3

In addition, test has important role in teaching. Through testing, teachers, are able to discover the effectiveness of the instructional objective.

2. Types of The Language Test

There are four types of test to measure the ability of the student. According to Rebecca M. Valetta, there are four basic types of language tests: achievement test, proficiency test, progress test, and aptitude test.4

a. Achievement Test

Jeremy Harmer said that "achievement test only work if they contain type which the students are familiar with."5 Achievement test is a test which is designed to know how successful students have mastered the previous materials of a long period of course and whether they have achieved the educational objectives.

The purpose of achievement test, as its name reflects, is to establish how successful individual students, group of students, or the courses themselves have been in achieving objectives of language courses.6 In conclusion, Achievement test are much interconnected in what students have learned in classroom and then teachers will get information how well their students have reached instructional objectives determined in particular term or period.

According to Anas Sudjiono, there are four types of achievement test: placement, formative, diagnostic, and summative test.7

b. Placement Test

The placement tests which are those constructed for particular situations. They depend on the identification of the key feature at different levels of teaching in the

4

Ibid., p. 5.

5

Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Longman, 2007), p. 380.

6

Arthur Hughes, Testing for language Teachers, (Cambridge: University Press, 1995), p. 10.

7

Anas Sudjiono, Pengantar About Language Assesment “Dilemas, Decisions, and Directions.‖ (Boston: ITP. International Thompson Publishing Company, 1998), p. 68.

institution.8 Jeremy Harmer said that placing new student in the class in a school is facilitated by the use of placement test. Placing new student in the class in a school is facilitated by the use of placement test. Usually based n syllabuses and materials the students will follow and use once their level has been decided on,

these test and vocabulary knowledge and asses students‘ productive and receptive

skills9 It describes the objective of the placement test is to know the style of the direction and the necessity of the pupil most in studying.

The result of the test is able to be used to place the students at appropriate level with their ability.

c. Formative Test

According to Groundlund that:

Tes formative adalah tes hasil belajar yang bertujuan untuk mengetahui, sudah

sejauh manakah peserta didik ―telah terbentuk‖ (sesuai dengan tujuan pengajaran

yang telah ditentukan) setelah mereka mengikuti proses pembelajaran dalam

jangka waktu tertentu.‖10

From the statement above its purpose is to provide continuous feedback to both students and teacher concerning learning success and failure. Feedback to student provides reinforcement of successful learning and identifies the specific learning errors that are in need of correction. Feedback to the teacher provides information for modifying instruction and for prescribing group and individual remedial work. Formative evaluation depends heavily on specially prepared test provide direct measure of all of the intended learning outcomes of the segment.

d. Diagnostic Test

According to Anas Sudjiono states

―Tes diagnostik adalah tes yang dilaksanakan untuk menentukan secara tepat,

jenis kesukaran yang di hadapi oleh para peserta didik dalam suatu mata pelajaran tertentu.‖11

8

Hughes, op. cit., p. 14.

9

Harmer, op. cit., p. 379.

10

Anas Sudjiono, Pengantar About Language Assesment: “Dilemas, Decisions, and

Directions”, (Boston: ITP. International Thompson Publishing Company, 1998), p. 71

11

Diagnostic test can be used to expose learner in relation to a previously expose learner difficulties, gaps in their knowledge and skill deficiencies during a course. Thus, when we know what the problems are, we can do something about them.12 It means the diagnostic test provide the information about plus and minus of the learners.

In addition, Diagnostic test are used to identify students‘ strengths and weakness.13Diagnostic test is usually tested in the beginning of lesson, or in the middle of lesson. By using diagnostic test, the teachers are able to identify difficulties or weaknesses that students face in learning process so that they are able to formulate a plan to solve difficulties.

e. Summative Test.

Summative test is intended to measure students‘ skill after they have finished all subject matter. It is used to administer at the end of a course of study. On his book, The Practice of English Language Teaching, Jeremy Harmer states that,

―Summative test is the kind measurement that takes place to round things off or make a one –off measurement. Such tests include the end-of-year tests that students take or the big public exams which many students enter for.14

According to Groundlund states ―The last one is Summative Test, which designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes.15Summative tests can use as a problem-solving of the students, and to know how successful students has mastered a wide range of material within a certain period.

The statement above means that a summative test is used to given to students after a specific point in instruction to measure their understanding of a subject. Examples of summative test: midterm, final exams and national

12

Harmer. loc. cit., 380.

13

Hughes, op . cit., p. 13.

14

Valette, op. cit., p. 11.

15

examination. The goal of summative test is to make a judgment of student competency, after an instructional phase is complete.

5. Proficiency test

Douglas Brown in his Book Teaching by Principles states that ―Proficiency test is not intended to be limited to any one course, curriculum, or single skill in the language. Proficiency test have traditionally consisted of standardized multiple choice items on grammar, vocabulary, reading comprehension, aural comprehension, and sometimes a sample of writing.16

Hughes stated that ―Proficiency tests are designed to measure people‘s ability

in a language, regardless of any training they may have had in that language. The content of a Proficiency test, therefore, is not based on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient.17

They are not necessary in developing or administered with measurement are often used for placement or selection and their relative merits lay in their ability to spread students out according to ability of a proficiency range within the desired area of learning.

In addition, Valette explains that the objective of the proficiency test is to

determine whether the people‘s language ability is in accordance with specific

language requirement.18 Based on what students want to be able to acquire in the language, and his language that have not related to some previous courses. And also show whether the candidates have reached certain specific abilities or not.

6. Progress test

Based on the book Language Test Contraction and Evaluation, ―the progress test measures how much the student has learned specific course of instruction.‖19

16

H. D. Brown, op. cit., p. 384.

17

Hughes, op. cit., p. 11.

18

Valette , op. cit., p. 6.

19

Progress test is Teacher can administer it at any time of language course and to measure skill of the student. According to Hughes, "progress achievements tests are intended to measure the progress the students' progress are making.20 It means the purpose of this test is to measure students' progress and progress test are have various stages through a language course.

The progress test measure how much the student has learned in a specific course of instruction and teacher prepares for administration at the end of a unit or end a semester21Thus, progress test means a test that measure student progress in particular lesson and the teacher administer that tests on the process of learning.

7. Aptitude test.

The aptitude test is to know the appropriate course or program that will make the students successful based on their skill. Thus, these tests are given before the students begin to study and to select them in section appropriate to their ability.

Meanwhile, Vallete, ―The aptitude test is conceived as a prognostic measure that whether a student is likely to learn a second language readily.‖22 It‘s

concludes that, aptitude tests are a test that used to predict students‘ ability in

target language that they will have in studying it.

B. Item Analysis

1. Definition of The Item Analysis

Item analysis is need because it is the process of analyzing a test to know the effectiveness of an item as a small unit in the test. It will show which item must be revised and which one must not. Analysis Item analysis is thus useful to identify those items which were answered correctly by the more able students taking the test and badly by the less able students. The identification of certain difficult items in the test, together with knowledge of the performance of the

20

Hughes, op. cit., p. 14.

21

Valette, loc. cit., p. 5.

22

individual in multiple-choice items, can prove just as valuable in its implications for teaching as for testing.‖23

According to James Dean Brown states, item quality analysis is ultimately means that judgments must be made about the degree to which the items are valid for the purposes and content of the course or program involved.‖24 Thus, item analysis is a process which examiner student responses to individual test items (questions) in order to assess the quality of those items. By examining the data from item analysis, the teacher can detect learning difficulties of individual pupil or class as a whole.

Item analysis is often used with multiple choice items. According to

Harrison ―Multiple choice items consist of a statement (stem) followed by several

(options) of which one is the right answer (key) and the rests are not (distracters). Item analysis indicates the information concerning the performance of the student as a whole and of individual students is very important for teaching process, especially as many test results can show not only the types of errors most frequently made but also the actual reason for the errors being made. Besides indicating definite line on which remedial work can be given and the performance of the test items themselves is obvious importance in compiling.

An item analysis tell us about three things: how difficult each item is

whether or not the question ‗discriminate‘ or tells that difference between high and low students, and which distracter are working as they should. An analysis like this is used with any important exam, for instance review test and test given at the end of a school term or course.

2. Types of The Test Item

Based on the manner of scoring, the type of test item is divided into two general types.

23

J. B. Heaton, Writing English Language Tests, ( New York: Longman Inc., 1988 ), p. 172.

24

James Dean Brown, Testing in Language Programs, (New Jersey: Prentice Hall Regents, 1996) . 76.

a. Subjective Test

Subjective test is a test where in its scoring requires judgment and evaluation of the scorer. In subjective test, the students are given a freedom to answer the question in their own words. The subjective tests that are common used in the classroom are essay, short answer, and completion.

1. Essay

The building the essay item as a measurement of complex learning outcomes should be done in a proper and careful way. Here are some suggestions to construct a good essay item:25

1) Make definite provisions students for taking essay examinations. 2) Make sure that questions are carefully focused.

3) Structure the content and length of questions.

4) Have a colleague review and critique the essay questions.

5) Avoid the use of optional questions, except when one is assessing writing ability where a choice of questions is desirable.

6) Restrict the use of the essay as an achievement test to those objectives for which it is best.

As a method to measure the complex learning outcomes, essay item has several advantages and weaknesses.

The advantages of subjective test: 26

1. It measures complex learning outcomes that cannot be measured by other means.

2. It emphasize on the integration and application of thinking and problem-solving skills.

3. It is regarded as a device for improving writing skills.

25

Kenneth D. Hopkins, et, al., Educational and Psychological Measurement and Evaluation, (Englewood Cliffs, New Jersey: Prentice Hall Inc., 1990), 7th Ed., p. 216.

26

Gronlund, Constructing Achievement Test, (London: Prentice-Hall of international, Inc., 1982).p. 216.

4. It has ease of construction. Most teachers can formulate several essay questions in a matter minutes.

The Weaknesses of subjective test:27

1. There are not many samplings of achievement because only a small number of questions can be included in essay test.

2. Scoring the essay test is influenced by student‘s writing ability. Poor expression and errors in punctuation, spelling, grammar usually lower their score

3. While scoring essay test, the standards can be shifted because of variations in the content of the answers from paper to paper

4. It requires much time to score the answers.28

Thus in essay item, students are asked to demonstrate their ability to select, organize, integrate and review ideas to response the question in the freedom. In addition, this item type is scored subjectively since it will present the different result when it is scored by the different person. The people who are assigned to score the answer are typically influenced by their own judgment or opinion.

To sum up, based on the previous explanation, an essay test is used to

measure student‘s comprehension of certain knowledge and student is asked to

answer by expressing his own words effectively and organizing their own ideas, using information from his own background and knowledge.

2. Fill –in

Fill in items are those where in a word or phrase is replaced by a blank in a

sentence or longer text, and the student‘s job is to fill in that missing word or phrase.‖29

For example:

For question 1 and 2 answer fill in the blank on text!

27

Gronlund, op. cit., p. 72.

28

Ibid

29

In addition, Fill-in item measures the student‘s ability to produce a language, even if a small amount of language. However, to make the measurement by fill-in item result the valid data, it is prominent to tell clearly to students that only one word can be put in each blank or gap.

Furthermore, as one of types of tests item, fill-in item has some advantages and limitations:30

The Advantages ofFill –in the blank test: 1. It is relatively easy to construct

2. It is flexible to use from a test writer‘s point of view 3. It requires a short amount of time to administer

The Limitations of Fill –inthe blank test :

1. It is generally very narrowly focused on testing a single word or short phrase at most

2. It may have a number of possible answers.

30

J. D. Brown, op. cit., p. 73.

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f. Objective Test

An objective test item is any item that there is only a single predictable correct answer. As stated by Arthur Hughes, ―If no judgment is required on the part of the scorer, then the scoring is subjective, if judgment is called for the scoring is said

to be objective‖.31

From the statements above, the writer conclude that the objective test is a kind of test that require the exact answer, so whether one or another teacher scores the item and even in different occasion the score will be same.

1. Multiple Choice Items

James Dean Brown said that are two parts in multiple choice items. The main part is called item stem which is the item at the top. The other is choices that provides some option (usually, a, b, c, or d), in choices there are two parts; correct answer that be correct and distractors that be measured as incorrect.32 The distracter here means that the incorrect options are made to distract poor student who do not know the answer.

There are usually four or five alternative available. Only one is correct or best response, and the others are referred to as distracters. Alternatives may consist of number, single world, letter, phrase, and sentences of formulas. It can be used to measure both knowledge outcomes and many types of skills. In addition, it can measure a variety of learning outcomes from simple to complex material.

The multiple choices item is concluded in discrete point test. Discrete

point test takes language skill a part. Oller states that, ―discrete items attempt to test knowledge of language one bit at a time.‖33

It means that language knowledge can be divided into a number or components, such as grammar, vocabulary spelling, punctuation, pronunciation, intonation, and stress. This test only measures the knowledge of language in one particular component.

31

Hughes, op. cit., p. 19.

32

J. D. Brown, op. cit., p. 54.

33

1. True False

True-False item is a type of test item that typically written as statements. In the book, Criterion- Referenced Language Testing, true-false item ―requires student to respond to the language by selecting one of two choices, for instance,

between and true and false or between correct and incorrect.‖34

In line with that opinion, Norman gives the definition of true-false item as follow:

James Dean Brown in his book Testing in Language Program said that there are two problems that teacher should consider in making an item test with this type.

a) The statement should avoid the use of ambiguities word that will cause the error of the student in choosing. The test maker sometimes construct the test tricky, so that the item seems so difficult even it is for the intermediate or advance language students.

b) The test maker should also avoid the use of clear clue. By using the clear clue students will answer correctly without knowing the correct response. The clear clues include terms like all, always, absolutely, never, rarely, most, often and so forth.35

Thus, true false item is useful in measuring the validity of statements, whether it is a fact or an opinion, or recognize it as a definition or principle and the like.

Here is example of true-false or alternative response item:

Direction: Read each of the following statements. If the statement is true, circle the T. if the statement is false, circle the F.

1). (T) (F) The green coloring material in a plant leaf is called Chlorophyll.

2). (T) (F) Photosynthesis is the process by which leaves make a plant‘s food.36

34

J. D. Brown, op. cit., p. 66.

35

J. D. Brown, loc. cit.

36

True-false is the item type which contains a single written statement and then it must be decided by students whether it is true or false. The most common use of true-false item is to measure the ability to identify the correctness of statement of fact, definition of terms, principles, etc. and to distinguish fact from opinion.37It is used in measuring such relatively simple learning outcomes so a single declarative statement is provided with one of several methods responding.

2. Matching

In their book Measurement and Evaluation in Teaching, Norman E. Groundlund and Robert L. Linn stated that:

In traditional form, the matching exercise consist of two parallel columns, with each word, number, or symbol in one column being matched to a word, sentence, or phrase in the other column. The items in the columns for which a match is sought are called premises, and the items in the column from which the selection is made by are called responses.38In addition, matching item is a type of test item that provide two columns of statement information. In this test the students should get the answer by matching that information. The information columns called premises and the other columns called options.

It was concluded that in matching item there are two columns that shown in the right hand. The students should answer by matching those statement or information in each column to other column that have a relation. Usually the information given in the column is longer than the other.

For example:

Direction: On the line to the left each achievement listed in Column A, write

the letter of the man‘s name Column B who is noted for that achievement. Each name in Column B May be used once, more than once, or not at all.

37

Tinambunan, op. cit., p. 70.

38

Column A Column B

1. ( ) Invented the telephone 2. ( ) Discovered America 3. ( )First United State astronaut

to orbit the earth

4. ( ) First president of the United States

A. Alexander Graham Bell B. Christopher Colombus C. John Glenn

D. Abraham Lincoln E. Ferdinand Magellan F. George Washington G. Eli Whitney39

Furthermore, James Dean Brown formulates three guidelines that teachers should apply in constructing matching items:40

a) More responses should be supplied than premises so that students cannot narrow down the choices as they go along by simply keeping track of the option that they have already used.

b) The responses should usually be shorter than the premises because most students will read a premise and then search through the options for then correct match.

c) The premises and responses should be logically related to one central theme that is obvious to the students.

Moreover, matching item has some advantages to be carried out in testing.

The first advantage is ―its compact form, which makes it possible to measure a large amount of related factual material in a relatively short time.‖41

3. Types of the Item Analysis a. Difficulty of The Level

The first area in item analysis is level of difficulty which concerns on how easy or difficult each item is. According to James Dean Brown stated that

39

Groundlund, op. cit., p. 161.

40

J. D. Brown, op. cit., p. 57.

41

difficulty level is a statistical index used to examine the percentage of the students who correctly answer a given item.42

In addition in the book, Language Test at school, ―difficulty level (or item facility) has to do with how easy (or difficult) an item is from the view point of the group of the students or examines taking the test of whish that item is a

part.‖43

Based on statement above, level of difficulty deal with how many percentage of students who response an item correctly and those who response incorrectly.

"soal yang baik adalah soal yang tidak terlalu mudah atau tidak terlalu sukar. soal yang terlalu mudah tidak merangsang siswa untuk mempertinggi usaha siswa untuk memecahkanya, soal yang terlalu sukar akan menyebabkan siswa menjadi putus asa dan tidak mempunyai semangat untuk mencoba lagi karena diluar jangkauanya.‖44By analyzing the students' response to the items, the level of difficulty of each item can be known and the information will be helpful for teacher in identifying concepts to re-teach the study material.

To get the level of difficulty of each item we need some steps. According to Madsen the steps are:

a. Add up number of high students with the correct answer. b. Then add up number or low students with the correct answer. c. Add the sum found in steps 1 and 2, together.

d. Divided this figure by the total number of the test papers in the and low group. Combine.45

42

J. D. Brown, op. cit., p. 64.

43

John W. Oller, op. cit., p. 249.

44

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta; Bina Aksara, 1987), p. 207.

45

Harold S. Madsen, Techniques in testing, (England:Oxford University Press, 1983), p. 178.

DL= U + L

T

DL: The index of difficulty level

U: The number of students in the upper group who answered the item correctly

L: The number of students in the lower group who answered the item correctly

T: Total number of students in upper and lower group46

Meanwhile for essay items, the formula we need is:

P: Difficulty level of all items

B: Difficulty level of each item

∑: Sigma (total)

N: Total number of the test item

The table below will show the range of the difficulty level47:

P Interpretation

≤ 0.30 Difficult

0.31 – 0.69 Moderate

≥ 0.70 Easy

This lists students score from those who get the highest to those who got the lowest. She classifies the students based on their score. The purpose is to make easier to divide these students into three group of each category of test type, namely Upper Group (UG), Middle Group (MG), and Lower Group (LG)48. To do the analysis of difficulty level, the groups that used to be analyzed are the UG and the LG only.

The level of difficulty shows the easiness or difficulty of item test that group. So, the level of difficulty is influenced by students‘ competence. It will be

46

Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja Rosdakarya, 1986), p. 119.

47

Suharsimi Arikunto, op, cit., p. 210.

48

Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Test,

different if the test is given another group. It is obvious that the sample item would come near the end of the test, since only a third of the students got it right.

b. The Discriminating Power

A test of highly discriminating items is able to distinguish levels of achievement and rate high reliability.49 James Dean Brown stated that item Discrimination is statistic that indicates the degree to which an item separates the students who performed well from those who did poorly on the test as a whole.50 In other words, discriminating power indicates the degree to which an item separates the students performed well (upper group) from those who performed poorly (lower group).

If a test items are given to Students who have studied well. The score will be high and if they are given to those who have not, the score will be low. On this country, if good test item. A good test item should have a discriminating power. The discriminating power of test is an index that shows its ability to differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group).51Therefore, it is very important to measure the discriminating power test item to produce good tests items.

Norman Gronlund also stated that ―The discriminating power of an achievement test item refers to the degree of which it discriminates between pupils with high and low achievement.52 Normally, the students who have studied well will get high score, and the students who did not studied well will get low score. If these two groups get the same score, or the upper group gets the low score and the low group gets high score, the item tends to be considered not good.

Probably the most popular method of calculating an index of item discrimination is based on the difference between those who score well on the overall test and those who score poorly.

49

Tinambunan, op.cit., p. 144.

50

Dean Brown, op.cit., p. 67.

51

J.Stanley Ahmann and Marvin D. Glock, Evaluating Student Progress: Principles of the test & Measurement, (Boston: Allyn & Bacon, Inc., 1981), p. 187.

52

From the statements, the writer can concludes that the discrimination index distinguishes for each item between the performance of students who did well on the exam and students who did poorly.

The Discriminating Power can be calculated by using formula:

Where,

D = Discrimination Index

N = Number of candidates in one group

U = Upper half

L = Lower half53

After calculation has been done, it can be seen whether the item has good discrimination power or not with the classification as follow.54

c. The Effectiveness of Distracter

The primary goal of distractor efficiency analysis is to examine the degree to which the distracter are attracting students who do not know the correct

53

J. B. Heaton, Writing English Language Tests, ( New York: Longman Inc., 1988 ), p. 180.

54

Daryanto, Evaluasi Pendidikan, (Jakarta: Rineka Cipta, 1992), p. 190.

D

=

Correct

U - Correct L

N

O.70-1.00 = Excellent

0.40-0.70 = Good

0.2 0 – 0.40 = Satisfactory < 0.20 = Poor

answer.55 In a good test item, the distracter must function effectively. If the distracters do not function, they should be rewritten or discarded. And to know whether the distracters do function or not the distracter analysis is done by comparing the number of students in the upper and lower group who select each item in correct alternatives.56

"One important aspect affecting the difficulty of multiple choice test items is the quality of distracter. Some distracter, in fact, might not be distracting at all, and therefore serve no purpose"57 the effectiveness of distractor analysis provides the information about how successful a distractors has diverted students who have not studied well from the correct answer.

To know the distracter is useful or not, we can see from counting of how many examines who choose a, b, c, d, or even blank. According to Daryanto

―Pengecoh (Distractor) tidak dipilih sama sekali oleh testee berarti bahwa penegcoh (distractor) itu jelek, terlalu mencolok, menyesatkan. Sebaliknya sebuah pengecoh (Distractor) dapat berfungsi dengan baik apabila pengecoh (distractor) tersebut mempunyai daya tarik yang besar bagi testee yang kurang

menguasai bahan.‖58

It is indicates it is necessary to analyze the performance of distractor. Distractors which do not work, chosen by very few students, make no contribution of test reliability. Such distracters have to be placed by better ones, or the item has to be otherwise modified or dropped

The formula for discrimination index can be used in calculating an index of effectiveness for each distractor. The negative value of distractor means that distractor has functioned well. In conclusion, the effectiveness of distractor analysis provides the information about how successful a distractor has diverted students who have not studied well from the correct answer.

55

Dean Brown, op.cit., p. 71.

56

Tinambunan, op.cit., p. 141.

57

Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinlein & Heinlein Publisher, 1998), p. 134.

58

According to Douglas Brown, the effectiveness the distractors is the extent to which (a) the distracters attract a number of test-taker, especially lower-group, and (b) the students are spread evenly in all distracter.59

4. Purpose of The Item Analysis

There are some purposes of the item analysis for teachers, students or curriculum maker according to the Anthony J. Nitko in his book Educational Test and Measurement. They are:

1. Determining whether an item function as a teacher intends

A good test items should include all of the learning objectives. Therefore, teacher should be able to make a test that represents it. In order to know it, item analysis can be the way to look for it. To differentiate between them, the test item should have certain level of difficulty, discriminating power, and the effectiveness of distracters. Therefore item analysis should be done.

2. Feedback to students about performance and as bases for class discussion.

After knowing the students' responds to the item, the students‘ achievement of taking a test will be shown by the score. This score is a description of their performance and can be known and the students' error can be corrected the items that felt difficult for most of them. By measuring item analysis, it will be found their difficulties of the subject area tested. Thus, the difficulties can be discussed in their class in order to correct their mistakes.

3. Feedback to the teacher about pupil difficulties.

Analyzing the students‘ difficulties is characteristic of a good teacher.

Therefore, reviewing the difficult subject area tends to be needed. The result of item analysis will be useful for teachers to know the material needs to be review in next learning.

59

4. Area for curriculum improvement

The curriculum may need to be revised if the student‘s mistakes are often accruing on responding the item. This may be caused by the incompatibility of the syllabus or the program.by item analysis, it can be known what kind of items which are felt difficult by students or certain errors occur often, may be the item is not compatible to be taught in a school program. So, curriculum may be needed to be revised.

5. Revising the test item

Item analysis is measuring the quality of the test items. The teacher as a test-maker should revise the item that need to be revised in order to improve the quality of the test item itself.

6. Improving item writing skills

By revising or discarding the poor item, the teacher will be encouraged to improve their ability of writing or arranging the next test items.

In summary, measuring statistical procedure such as difficulty level, discriminating power and the effectiveness of distracter is useful for teacher in constructing a good test.

In addition, Anas Sudijono says there are two function of test:

a. Sebagai alat pengukur terhadap peserta didik. Dalam hubungan in its

berfungsi mengukur tingkat pekembangan atau kemajuan yang telah di capai oleh peserta didik setelah mereka menempuh proses belajar mengajar dalam jangka waktu tertentu.

b. Sebagai alat pengukur keberhasilan program pengajaran, sebab melalui tes tersebut akan dapat diketahui sudah seberapa jauh program pengajaran yang telah ditentukan, telah dicapai.60

Based on the explanation above, it can be concluded that main purpose of the test is to know whether the aims of curriculum have been achieved or not, and to promote and improve the teaching –learning process and to know the students‘ achievement as well.

60

27

This chapter covers the place and time of the research, the methodology used in the research, the population and sampling, the purpose of the research, the subject of the research, the research instrument, the technique of data collecting and the technique of data analysis.

A. Place and Time of the Research

This research was conducted at SMP Islam Annur Tanah Abang Jakarta Barat. It took about 15 months started from February 2013 until May 2014.

B. Research Method and Design

This research used quantitative and qualitative method while case study was used as a research design. According to Harold S. Madsen J. B. Heaton, a case study had many advantages. The research applied a quantitative research methodology to gain insight into the item analysis of English summative test at SMP Islam Annur Tanah Abang Jakarta.

C. Population and Sampling of the Research

The population of this research was the students in the first grade of SMP Islam Annur Jakarta Barat consisting 99 students. They were divided into 3 classes A, B, and C. In order to get the representative data, the writer used purposive sampling from those 3 classes, So it took 50% of the students (33 students) from A class or P1, 50% (33 students) from B classes or P2, and 50% (33 students) from C classes or P3. From each class, 11 students who got the highest score and 11 Students who got the lowest score were selected.

In order to analyze the data, the writer combined those 99 students and listed them whose answer sheets were used in this research according to their scores. Then, the writer divided them into three group; upper, middle, and lower group.

Therefore, students number 1 to student number 15 were categorized as the upper group (UG), students number 16 to number 30 were categorized as the middle group (MG), and students number 31 to student number 45 were categorized as the lower group (LG). For the difficulty level analysis, the groups of UG and LG were used to be analyzed.

Then, to do the analysis of discriminating power of test, an index that shows its ability to differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group) was used by the writer.

D. Subject of the Research

The subject of the study was English summative test items at the first semester of 7th grade students of SMP Islam Annur Tanah Abang Jakarta academic year 2013/2014.

E. Instrument of the research

There were two instruments used in this research, they were: a. English summative test

The first instrument used in this research was the English Summative test at odd semester from the first grade of Junior High School. The test analyzed was the English final test, and the total numbers of test items were 50 multiple choice items.

b. Students’ answer sheets

The students’ answer sheets were paper in which students gave their answers

that corresponds to the even English Summative test, 2013/2014 academic years.

F. Technique of Data Collecting

To collect the data based on the topic of the discussion, the writer analyzed the students’ answer sheet and the test paper of even English Summative test at

know which one of test items is qualified as a good test item, the writer used the formulation of difficulty level and discriminating power.

The step had been taken were:

G. Technique of Data Analysis

The technique of data analysis used in this research was quantitative and qualitative. She calculated the data by using simple percentage formula to

Taking summative test from school

Analyzed the test based (test item analysis) on difficulty level and discriminating power.

Analyze (the result) test (revised or discarded)

Explanation of Problematic Item

Explanation of Problematic Items Revised or Discarded.

measure the difficulty level and discriminating power of each test item, and then analyzed the difficulty level and discriminating power of each test item.

She adopted the following formula to find out the difficulty level of each item in the last examinations English summative test for Junior High School level at SMP Islam Annur Tanah Abang Jakarta Barat academic year 2013-2014:

DL : The index of difficulty level

U : The number of students in the upper group who answered the item correctly L : The number of students in the lower group who answered the item correctly T :Total number of students in upper and lower group1

To find out the difficulty level of all items in the last examinations English summative Test for Junior High School academic year 2013-2014, she used the following formula:

P : Difficulty level of all items B : Difficulty level of each items ∑ : Sigma (total)

N : Total number of the test item

1

Ngalim Purwanto, prinsip-prinsip teknik evaluasi pengajaran, (Bandung Remaja Rosdakarya, 1986), p. 119.

DL

= U + L

T

P =

∑b

N

Table 3.1

The range of the difficulty level2:

P Interpretation

≤ 0.30 Difficult

0.31 – 0.69 Moderate

≥ 0.70 Easy

This lists students score from those who get the highest to those who got the lowest. She classified the students based on their scores. The purpose was to make it easier to divide these students into three group of each category of test type, namely Upper Group (UG), Middle Group (MG), and Lower Group (LG)3. To do the analysis of difficulty level, the groups analyzed were the UG and the LG only.

And then, she tabulated the result of classifying students to those groups into table. To know the difficulty level of all items, she implemented the formula above. Firstly, she counted the total number of students in the upper group who answered the item correctly and the number of students in the lower group who answered the item correctly and then divide by the total number of students in upper and lower group to get the index difficulty of each item.

And then, the result of index difficulty level of each item was divided by the total number of the test item to get the index difficulty of all items. Next, to do analysis of the discriminating power of test was an index that shows its ability to differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group).

Probably the most popular method of calculating an index of item discrimination is based on the difference between those who score well on the overall test and those who score poorly.

2

Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, danInterpretasiHasil Test,

(Bandung: Remaja Rosdakarya, 2006), p. 21. 3

From the statements, the writer can conclude that the discrimination index distinguishes for each item between the performance of students who do well on the exam and students who do poorly.

The Discriminating Power was calculated by using formula:

Where,

D = Discrimination Index

N = Number of candidates in one group U = Upper half

L = Lower half

After the calculation has been done, it can be seen whether the item has good discrimination power or not with the classification as follow.

D= Correct U - Correct L N

0.70-1.00 = Excellent

0.40-0.70 = Good

0.20 – 0.40 = Satisfactory < 0.20 = Poor

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This chapter presents the finding and interpretation of this research, including description of the data, analysis of the data, and previous study.

A. Research Findings

1. Description of the Data

There are 99 students taken as the sample of this research. The data are divided into three of groups of test type that are P1, P2 and P3. Data each category has 45 students. Here are their results of the test:

Table 4.1

The Students Score of English Summative Test Type P1 No Students Number of

Correct Answer

Number of Incorrect Answer

Score

1 Student 1 19 31 3.80

2 Student 2 22 28 4.40

3 Student 3 23 27 4.60

4 Student 4 14 36 2.80

5 Student 5 19 31 3.80

6 Student 6 17 33 3.40

7 Student 7 21 29 4.20

8 Student 8 10 40 2.00

9 Student 9 16 36 3.20

10 Student 10 26 24 5.20

11 Student 11 15 35 3.00

12 Students 12 15 35 3.00

No Students Number of Correct Answer

Number of Incorrect Answer

Score

13 Student 13 22 28 4.40

14 Student 14 19 31 3.80

15 Student 15 21 29 4.20

16 Student 16 9 41 1.80

17 Student 17 14 36 2.80

18 Student 18 21 29 4.40

19 Student 19 11 39 2.20

20 Student 20 13 37 2.60

21 Student 21 18 32 3.60

22 Student 22 10 40 2.00

23 Student 23 17 33 3.40

24 Student 24 13 37 2.60

25 Student 25 18 32 3.60

26 Student 26 14 36 2.80

27 Student 27 19 31 3.80

28 Student 28 8 42 1.60

29 Student 29 6 44 1.20

30 Student 30 22 28 4.40

31 Student 31 20 30 4.00

32 Student 32 29 21 5.80

Table 4.2

The Students Score of English Summative Test Type P2

No Students Number of

Correct Answer

Number of Incorrect

Answer

Score

1 Student 1 14 36 2.80

2 Student 2 15 35 3.00

3 Student 3 19 31 3.80

4 Student 4 16 34 3.20

5 Student 5 16 34 2.00

6 Student 6 10 40 4.00

7 Student 7 20 30 3.20

8 Student 8 16 34 3.20

9 Student 9 17 35 3.40

10 Student 10 17 33 3.40

11 Student 11 17 33 3.40

12 Student 12 17 33 3.20

13 Student 13 16 34 3.00

14 Student 14 15 35 3.00

15 Student 15 15 35 4.00

16 Student 16 20 30 3.80

17 Student 17 19 31 3.80

18 Student 18 19 31 2.60

19 Student 19 13 37 4.00

20 Student 20 20 30 3.80

22 Student 22 18 32 3.80

23 Student 23 19 31 3.40

No Students Number of Correct Answer

Number of Incorrect

Answer

Score

25 Student 25 16 34 3.80

26 Student 26 19 31 3.00

27 Student 27 15 35 2.60

28 Student 28 13 37 5.00

29 Student 29 25 25 3.20

30 Student 30 16 34 3.80

31 Student 31 19 31 2.40

32 Student 32 12 38 2.60

33 Student 33 13 37 4.60

Table 4.3

The Students Score of English Summative Test Type P3

No Students Number of

Correct Answer

Number of Incorrect

Answer

Score

1 Student 1 24 26 4.40

2 Student 2 22 28 4.40

3 Student 3 21 29 4.20

4 Student 4 8 32 1.60

5 Student 5 7 33 1.40

6 Student 6 18 32 3.60

7 Student 7 15 35 3.00

8 Student 8 19 31 3.80

9 Student 9 16 34 3.20

10 Student 10 16 34 3.20

No Students Number of Correct Answer

Number of Incorrect Answer

Score

12 Student 12 14 36 2.80

13 Student 13 14 36 2.80

14 Student 14 15 35 3.00

15 Student 15 10 40 2.00

16 Student 16 19 31 3.80

17 Student 17 14 36 2.80

18 Student 18 14 36 2.80

19 Student 19 13 37 2.60

20 Student 20 14 36 2.80

21 Student 21 15 35 3.00

22 Student 22 13 37 2.60

23 Student 23 16 34 3.20

24 Student 24 14 36 2.80

25 Student 25 17 33 3.40

26 Student 26 17 24 3.40

27 Student 27 18 32 3.60

29 Student 29 21 29 4.20

30 Student 30 16 34 3.20

31 Student 31 18 32 3.60

32 Student 32 18 32 5.00

33 Student 33 25 25 5.20

This lists the students score based on the table 4.2 shows that there were two groups of the students score who get the highest to those who got the lowest. The score gained with the purpose is to make it easier to divide these students into

three group of each category of test type that is upper, middle, and lower group. Therefore, student number 1 to student number 15 are categorized as the Upper Group (UG), student number 16 to student number 30 are categorized as the Middle Group (MG) and student number 31 to student number 45 are categorized as the Lower Group (LG). To do the analysis of difficulty level and discriminating power, the groups that used to be analyzed are the UG and the LG only.

2. Analysis of the Data

The first step to do the difficulty analysis is listing the students’ responses of each number of the test. The list can be seen in the appendices of this “skripsi” labeled table 4. The second step is to make the format of item analysis.

The technique of data analysis used in this research is quantitative. It’s calculated the data by using simple percentage formula to measure the difficulty level and discriminating power of each test item and then analyzed the difficulty level and discriminating power of each test item.

This researched adopted this following formula to find out the difficulty level and discriminating power of each item in the last Examinations English Summative Test for Junior High School Level academic year 2013-2014 by the last Eexaminations’ English Summative tested at the first grade of students of “SMP Islam Annur TanahAbang Jakarta Barat:

DL: The index of difficulty level

U : The number of students in the upper group who answered the item correctly L : The number of students in the lower group who answered the item correctly

T : Total number of students in upper and lower group

DL= U + L

T

After calculating the difficulty of each test item, then the next step is to count the difficulty level of all items of each test type by using this formula:1

P : Difficulty level of all items b : Difficulty level of each item ∑ : Sigma (total)

N : Total number of test items

To know the categorized of each item of the test, the writer uses this formula: Level of Difficulty

P

Interpretation

≤ 0.30 Difficult

0.31 – 0.69 Moderate

≥ 0. 70 Easy

From the calculation the results of the analysis as follow:

1

Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Test,

(Bandung: Remaja Rosdakarya, 2006), p. 21.

P = ∑ b

Table 4.4

Format of Item Analysis of the English Summative Test Type P1 Item

Number

Number of students who

answered item correctly

(Upper Group)

Number of students who

answered item correctly

(Lower Group)

TOTAL (U + L)

Difficulty Level

Interpretation

1 3 7 10 0,45 Moderate

2 9 7 16 0.72 Easy

3 5 3 8 0.36 Moderate

4 6 6 12 0.54 Moderate

5 6 4 10 0.45 Moderate

6 1 3 4 0.18 Difficult

7 7 3 10 0.45 Moderate

8 10 4 14 0.63 Moderate

9 10 10 20 0.90 Easy

10 1 3 4 0.18 Difficult

11 5 1 6 0.27 Difficult

12 6 1 7 0.31 Moderate

13 6 3 9 0.40 Moderate

14 1 4 5 0.22 Difficult

15 3 7 10 0.45 Moderate

16 2 6 8 0.36 Moderate

17 1 1 2 0.09 Difficult

18 4 9 13 0.59 Moderate

19 7 10 17 0.77 Easy

Item Number

Number of students who

answered item correctly

(Upper Group)

Number of students who

answered item correctly

(Lower Group)

TOTAL (U + L)

Difficulty Level

Interpretation

21 4 2 6 0.27 Difficult

23 6 8 14 0.63 Moderate

24 2 3 5 0.22 Difficult

25 8 8 16 0.72 Easy

26 0 2 2 0.09 Difficult

27 7 9 16 0.72 Easy

28 4 5 9 0.40 Moderate

29 7 1 8 0.36 Moderate

30 15 5 20 0.90 Easy

31 4 1 5 0.22 Difficult

32 3 2 5 0.22 Difficult

33 4 0 4 0.18 Difficult

34 4 1 5 0.22 Difficult

35 2 2 4 0.18 Difficult

36 5 3 8 0.36 Moderate

37 5 3 8 0.36 Moderate

38 5 2 7 0.31 Moderate

39 3 1 4 0.18 Difficult

40 5 3 8 0.36 Moderate

41 0 3 3 0.13 Difficult

42 1 3 4 0.18 Difficult

Item Number Number of students who answered item correctly (Upper Group) Number of students who answered item correctly (Lower Group) TOTAL (U + L)

Difficulty Level

Interpretation

44 2 4 6 0.27 Difficult

45 4 4 8 0.36 Moderate

46 1 4 5 0.22 Difficult

47 0 3 3 0.13 Difficult

49 2 3 5 0.22 Difficult

50 2 2 4 0.18 Difficult

P = ∑b = 18,78 = 0.3756 N 50

MODERATE

Table 4.5

Format of Item Analysis of the English Summative Test Type P2 Item Number Number of students who answered item correctly (Upper Group) Number of students who answered item correctly (Lower Group) TOTAL ( U + L)

Difficulty Level

Interpretation

1 4 6 10 0.45 Moderate

2 2 3 5 0.22 Difficult

Item Number

Number of students who

answered item correctly

(Upper Group)

Number of students who

answered item correctly

(Lower Group)

TOTAL (U + L)

Difficulty Level

Interpretation

4 2 5 7 0.31 Moderate

5 8 8 16 0.72 Easy

6 1 2 3 0.04 Difficult

7 3 4 7 0.31 Moderate

8 2 2 4 0.18 Difficult

9 8 11 19 0.86 Easy

10 2 2 4 0.18 Difficult

11 1 1 2 0.09 Difficult

13 3 1 4 0.18 Difficult

14 1 1 2 0.09 Difficult

15 1 6 7 0.31 Moderate

16 5 3 8 0.36 Moderate

17 0 3 3 0.13 Difficult

18 2 0 2 0.09 Difficult

19 8 8 16 0.72 Easy

20 4 4 8 0.36 Moderate

21 9 5 14 0.63 Moderate

22 8 5 13 0.59 Moderate

23 6 1 7 0.31 Moderate

24 3 1 4 0.18 Difficult

Read Lne

texl

and

answer

quesffons

36

and

37 Dear I uga

iYcu aes€ r'€ muCh more lnan Congrats for achrevrng such

lremarkable result

to

be the Champion on the

football

lcornpetrlro" 3nroflg Junior High School students 2013 rn

lMrtrng

(ongrats!

The text rs _{wrrtterr to ....}

A,

express the writer's

sadness

B

ask Yuga _{to congratulate his friend}

C.

congratulate _Yuga as

the

winner

D

show everyone that

yuga

is very happy

From the text, we know

that

--._

A.

Yuga gets the first

rank in

his class

B.

the competition is for

all

levels

C.

Yuga gets the first

winner

of the rnatch

D.

the writer thanks

yuga

foqfetp

l

f. Wfrat is the purpose _of

_sending

_{the letter- above?}

A.

Expressing gratitude.

ts.

Asking for information.

C.

Giving for permission.

D.

Making an agreement.

l. "t

can

put my mobile phone

in

it.,

,

The word

"it'

refers

to

....

i

A.

the

bag

I

B.

_the

_colo;'

1

C.

the

pocket

lD

mobile phone

l"lt

i=

,ery cute.'

Itne

unoliiinEo word

is

similar in

..neaning to ....

lA

attractive

lB

expensive

lC

maoniflcent

lo

useiul

I I I I

the text

and

answer

the guestfons

3g

to

40.

you very rnuch for the bag. lt's very cute. I like the

eland the pocket in front. I can put my mobile phone in

And, I like the colors, too. lt is really useful for me.

FLfi

r+{-,eS _{ftCnS 41}

phras€s

ir.: rv;sl.s

^1i!,-o-':

rearrange

_the

_words'

e antngfu!sentc,?ces.

.'r,

_I'ti,

.

,

i.tlt1 ry

_

U:

-- the rocm _

_before

_

.''345

tv-d

!!

-1.i (r

2 7

'l-5

i

6

1 5

2-74

3

_',-5-2-7

4-6

:

1-6 5 7 2-4

't]

42

school

_-

noisy

_-

_hgytr

_-

not

_-

be

_-

do _ durinq

1234567

A

6-2-4-1-7-3-5

B

6-5-4-3-7-2-1

c

q4-5-2-7-1-3

D

3

i-6-5-7-24

For

questions

₄₃

_{and 44,}

_{rearrange.the}

_toilowing

senfences

to make

a

coherent

letter.

43. (1)

We witl sharethe happy time togetherwitii my family

(2)

To: Putri

.

(3)

Please come to pizza

nth-lR6ftatiri-,ii-4

_ft

ri Mall on Saturday, June

28,h.

-

;'^;

(a)

l'm

going

_to

celebrate

my

sucbess

in

the competition.

(5)

lka

(6)

l'm looking forwar,i to sceing you.

A

2-4-3-1-6-5

B.

5-3-14-6-2

c.

2€-3-1-5{

D.

4-1-3-2-6-5

44.

(1)

Mommy is still in the office now.

(3)

l'll be home soon.

(4)

Mom

(5)

Don't forget to pick up your sister at the English Cour5e at 05:00 p.m.

(6)

Love,

(7)

Thank you, Dear.

A.

2-1-4-5-7-3-6

B.

2-3-5-1-6-74

c.

24-3-7-1-6-5

D.

2-5-1-3-7-64

For question

45, rearrange the

jumbled

sentences

into a

good

announcement.

45. (1) For

more

information,

contact Rudy

at

the Student's Association office.

(2)

StudentsAssociation

(3)

Please all students come.

(4)

Announcement

cft

6

B

C

P

The

Sludents Assr:ciations

holds

a

stLrcjenl

gatherr;,9

fcr

sl,.,,19i ts of

Grad:

Vll

on Augus't 15 ai the I ;1,

A.

3i5- 1 -4 2

B

3-1-2<-5

c.

4-5-3- 1 -2

D.

4-1-2-5.3

akarta, 23 October 2013 .(46),

\

m glad you are comrng here. There are so many places

ou

can

visit and things you can do. On this occasion,

d

like

to

invite you

to

have dinner with my family on

iaiurday.

hope you will come, thank you.

.(47.,,

tleny

,r

questioqs

46

and 47,

complete

the

shcrt

lettei

,low with stitabre

words.

l.

A.

,8.

C.

'D.

:-i.

A.

--8.

c.

D.

DearShinta

Sorry Shinta Hello

Hi

lviy pieasure Your sincerely Thank you

o.K.

For

questions 48

fo

50, cor-np/ete _the

_foltowih$

r"*

with

suitable wcro's

AI.INCUNC T MENT

To. Allstudents of SMPN Sekolah Baru

Tomorrow we wrll have Floay rouline to keep or,r schoo

clean. Besides that, rve

will

_{(48) sorne trees around the}

schoolarea. Please iook

.

(49) the following list of classes

and kinds of tools to brrng tomorrow

.

Students of Class 7A-D must bring sickles.

.

_{Students of Class 8A-C must bring hoes.}

.

_{Students of Class 9A-C must bring spades.}

Don't forget to bring ... (50) tools.

llham, The Students Unior

48.

A.

pick

B.

plant

C.

get

D.

lind

49.

A.

at

B.

for

C.

'after

D.

around

50.

A.

ycur

.

E.

their

C.

our

1:

ir

L

I

iilcliiiiriir)g

kegiatan pernbelajaran daii _licnilaian

pcrlu

n)crnlxrhatikan standar proses dan pcr)iiarall

I).

llahasa

Inggris

l.

[.atar

Belakang

Raha-sa

memiliki

peran

sentral

dalam

perkembangan

inteleknnl

sosid

dan

emosional peserta

didik dan

merupakan penunjang keberhasilan

dalam

mempelajari semtul bidang

srudi

Pcmbelajaran

bahasa

diharapkan membantu peserta

didik

mengenal

dirinya.

Budayanya, dan budaya

oftmg

lain. Selain iru pernbelajaran bahasa

juga

membantu peserta

drdik

mzunpu

rrengemukakan

gaga-san

dan

perasaan, berpartisipasi

dalam

masyarakat, bahkan menemukan serta menggunakan kemampuan analitis dan lmaginatif yang ada dalam

dirinya

Bahasa

inggris

merupakan

alat

untuk berkomunikasi secara lisan dan

tulis.

Berkomunikasi

cialam memahami

&n

mengungkapkan

informasi, pikiran,

dan

p€rasaan

untuk

mengembangkan

ilmu

pengetahrran,

teknologi

dan

budaya. Kemamot,an berkomunikasi

dalarn pengertian yang

utuh

ada.lah kemarnpuan berwacana

yakni

kemampuan memahami alau mengahsitkan teks lisan atau hrlis yang direalisasikan dalam empat ketrampilan bahasa

yakni

mendengarkan, berbicara, membaca dan

menulis.

Keempat ketrarnpilan

inilah

yang digunakan unhrk menanggapi atau menciptakan wacana

dal"m

kehidupan bermasyarakat

Tingkat literasi

mencakup performatice,

functional,

informational,

dan

epistemic.Pada

tingkat performative orang

mampu

membaca,

menulis,

membaca, mendengarkan dan

berbicara dengan

symbol

yang

digunakan. Pada

tingkat

functional mampu menggunakan batras untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual

aLau

p€tunjuk. Pada

tingkat

informational

matnpu

mengakses pengetahuan dengan

kcmarnpuan berbahasa, sedang

pada

tingkat

epistemic, mampu

mengungkapkan pcngetahuan ke dalam bahasa sasaran (Wels I987)

Pcmbelajaran bahasa

irgg.rs

di

SMP

di

targctkan agar pesertadidik dapat mencapai tingkat functional

yakni

berkomunikasi

secara

lisar

dan

tulis

untuk menyelesaikan masalah

selrari-hari scdangkan

untuk SMA

diharapkan dapat rncncapai tingkat informational kerena mereka clisi:rpkan untuk rnelanjutkn pendidikannya ke pcrguruan

tinggi.

\urne

Il rladalr

\

rrrr

l080

I ,l(XXX)40

Ll.ji

Itcl'ert,nsi

No

Uji

Refcrensi

Ttd

Dosen

Anas Sudjiono, Pengantar About Lonstttt.qt

[)ecisiott.s, and

Directiors",

(Boston l I I)

Publishing Company, 1998).

.-l.r.rt'.rnrcril " Di I e nta.s,

I nternat ional Thompson

2 Arthur Hughes, Testing

for

languog,

frr,rtrrr,

(-.^,

"-*

Carnbridge University Press, I995 ).

^\

J Daryanto, Evaluasi Pendidikan, (Jakarta: Rineka Cipta, 1992)

/\

4 Gronlund, Constructing Achievement -fest. ( London: Prentice-Hall

of

international, Inc., 1.982).

fu'

5 H. Douglas Brown, Teaching by _{Principles, Q{erv} York: Longman, 2001).

6 James Dean Brown, Testing in Language Programs, $'Jew Jersey:

Prentice

Hall

Regents, 1996).

v

7 Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Longman, 2007).

8 J. B. Heaton, Writing English Language Tests. ( New York: Longman

Inc.,

1988 ).

9 Kenneth

D.

Hopkins, et, al., Educational and Psychological

Measurement and Evaluation, (Englewood CIiffs, New Jersey:

I

I (,i'rtriitjlurtJ

f,.\ \l'\lrllltrr

,\'lcu.surentenl and Evalualittrt itt I t'trchin.q l'ubl isl.ring Company, I 985).

l3

lLcl'rc,.trr

\1

\

llctte.

Modern Language Testirtg, (Ner'r'York

I larcorrrl lJraec .lovanovich,lnc,. 1977)'

Suharsirrri Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta; Bina .Aksara. 1987).

\\' i l rila r'[' i n a rn bu na n, Ev oluat ion of Stude nl s A chieve nt a n t, (J akarla.

Depd ikhLrd. I 988 )

.

:i

{ E

"n

:il: t,.!: j 1

'i lr :.i

:i ,;r. 3 l::r].,,r. r

? ;:'ii *i '

:i ti! ::::r1 .

'i ::::: L! a I

i i: .!i ,::

+ r n .1i,:

i i.., j

s i -: '

$ :.-r-:r

A

Advisor

II

(rL.t-;-Dr.

Atiq

Susilo,

-r&

NIP.

19491122 197803 1 oo1

t,

t,:'

t.:',

4S.

$;

g t-E i:'

* i= i.

e

YAYASAN

PENDIDIKAN

AN

NUR

SEKOLAH

MENENGAH

PERTAMA (

SMP

)AN

NUR

TERAKREDITASI :

B

f.i

S

Tubun Raya No 29 Petaml-,u I

at

.i,3. atl.l Pusal Kode Pos 10260

l

elp 5325165

SURAT KETERANGAN

NOMOR.04l/SN4I'A

S

I

\/'l()14

s bcnanda tangan drbar.vah

inl

adalah.

Nama

H

Muhammad, M.Pd

NrP

19620325199303 1002

l'anckat/(iol

Pembina

Tk.1/lV A

Jabalan

. KePala Sekolah ngan rni menerangkan bahwa

Nama

.

RIFADAH

NrM

20801400004c

Fakultas/Jurusan

.

FITtir

Pendidikan Bahasa lnggris

$oulun berrar mahasiswa

/fakultas

ilmu

tarbiyah dan keguruan

UIN

Jakarta, telah melakukan penelitlan

?

jnrser

₎

_di

_SMp

lslam Annur

Tanah Abang Jakarta

Barat

pada

bulan

Febuari 2014 sebagai bahan

I

ftnyelesaian skripsi yang

berjudul

"An ltem

Analysis

ort the

Dfficutty

Lev'el

of

Ettglish Sunmntive

t

lest

for

Junior

High Scttool

ar odd senrcster 2013/2014

(A

Case Study

at

"SIWP

Islam

Annur"lakarta

i

$arat),

$.niitlun

surat keterangan

ini

diberikan untuk dipergunakan sebagaimana mestinya.

i

/1,

l'/

if

Jakarta, 16

Mei

2014 SMP Annur: