ITEM ANALYSIS OF ENGLISH TEACHERS’ MADE MID TESTAT THE SEVENTH GRADE OF SMP N 4 MEDAN.

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ITEM ANALYSIS OF ENGLISH

TEACHERS’ MADE

MID TESTAT

THE SEVENTH GRADE OF SMP N 4 MEDAN

A THESIS

Submitted as Partial Fulfillment of the Requirements for

The Degree of SarjanaPendidikan

By:

ROSMELATI SIMANULLANG

Registration Number: 2123321069

ENGLISH AND LITERATURE DEPARTMENT

ENGLISH EDUCATION PROGRAM

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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i ABSTRACT

Rosmelati.2123321069. 2016. Item AnalysisOf Englsih Teachers’ Made Mid Test at The Seventh Grade of SMP N 4 Medan. A Thesis. Faculty of Languange and arts. State University of Medan.

Teaching and testing are related to an assessment process. Test is used instrument evaluation in education. It has important role for measure achievement the students. The English MID test has important role in measuring the students’ ability for the second semester. This study is conducted to know thequality of english teacher-made test at the seventh grade of SMP N 4 Medan. It aims to know validity, reliability, index of difficulty, and index of discrimination. The thesis uses descriptive methodology. Because it will describe the quality of the test items in English mid test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan. The result shows that validity of the test has good validity. The reliability of the test has not reliable since -1,120. It means that the test is unacceptable for the seventh graders. The test has unacceptable index of difficulty since have 75% items which are easy items and the students has acceptable but need revised index of discrimination since 37.5% items has satisfactory which is a not good criteria.

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ACKNOWLEDGEMENT

First of all the writer would like to thank her parises to the Almighty God, Jesus Christ, for the love and blessing. So the writer has finally completed this thesis. This thesis is aimed to fulfill one of the requirements for the degre of Sarjana Pendidikan of English Department, Faculty of Language and Arts, State University of Medan.

During the process of writing, the writer realize that she cannot accomplish this thesis without God’s blessing and supporting many people, therefore the writer would like to express her sincere gratitude to :

1. Prof. Dr. Syawal Gultom, MPd., the Rector of State University of Medan 2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts, State

University of Medan

3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Departement .

4. Syamsul Bahri, S.S., M.Hum., the Head of English Literature Program 5. Dr. I. W. Dirgeyasa Tangkas, M.Hum., her first Thesis Advisor for great

guidance, and advices during the process of accomplishing this thesis. 6. Neni Afrida Sari Harahap, S.Pd., M.Hum., her second Thesis Advisor

for great care, guidance during the process of accomplishing this thesis. 7. Dr. Anni Holila Pulungan, M.Hum., as her Thesis Reviewer and examiner. 8. Drs. Elia Masa Ginting,S.Pd, M.Hum., as her Thesis Reviewer and

examiner.

9. Eis Sri Wahyuningsih, M.Pd., as the Administrasion Staff of English Department.

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10. All Lecturers for their support and advice during her academic years. 11. Nurhalimah Sibuea, S.Pd, M.Pd., as the Headmaster of SMPN 4 Medan 12. Her beloved parents Desima Silaban and Paulus Simanullang for always

supporting and care.

13. Her beloved brothers and sister Kennedy Simanullang, Canrika Simanullang, Trima Simanullang and daniel Putra Simanullang and Jusuf Simanullang for always supporting.

14. Her beloved boy friend Himen Trigen Berutu for always supporting 15. Her beloved Friends Dewi Tampubolon, Erika Manullang, Marta Sinaga

and Martina Nainggolan

16. Her beloved PPL team of SMP N 2 Porsea Mega Banjar Nahor, Juju Ginting, Dewi Siregar, Novita Sihombing, Dorvalda Samosir,Prisna Situmorang, Roito Tinambunan, Setiawan, Syntia Manullang, Sri Juliana Manihuruk, Diego and Lionita Sitorus

Thank you for all their support in helping the writer and finishing her thesis.

Medan, August 2016 The Writer

Rosmelati Simanullang Reg No. 2123321069

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF GRAPHS ... vii

CHAPTER I. INTRODUCTION ... 1

A.The Background of Study ... 1

B.The Problem of Study ... 4

C.The Objective of Study ... 4

D.The Scope of Study... 4

E.The Significance of Study ... 4

CHAPTER II. REVIEW OF LITERATURE ... 6

A.Theoretical Framework ... 6

1. Test... 6

2. The Purpose of Test ... 7

3. Based on The Test Maker ... 8

4. Kinds of The Test ... 9

5. Forms of The Test ... 12

6. Caracteristics of a Good Test ... 16

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C.Conceptual Framework ... 23

CHAPTER III. RESEARCH METHODOLOGY ... 25

A. Research Method ... 25

B. Location and Time of Research... 25

C. Source of Data ... 25

D. Data of The Study ... 26

E. Instrument of Collecting data ... 26

F. The Validity and Reliability ... 26

G. Techniques of Analyzing Data ... 30

CHAPTER IV. RESEARCH FINDING ... 31

A. Research Findings ... 31

B. Result and Discussion ... 41

CHAPTER IV. CONLUSIONS AND SUGGESTIONS ... 44

A. Conclusions ... 44

B. Suggestions ... 46

REFERENCES ... 48

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LIST OF TABLES

Pages

Table 4.1. Score List of Seventh Class ... 31

Table 4.2. The Result Of Validity ... 33

Table 4.3. Reliability Statistics ... 36

Table 4.4. Criteria of Index Difficulty ... 37

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vii

LIST OF GRAPHS

Pages Graph 4.1 Criteria of Index Difficulty ... 38 Graph 4.2 Criteria of Index Discrimination ... 40

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viii

LIST OF APPENDICES

Pages

Appendix A. Questions of the Test ... 50

Appendix B. Answer Key ... 55

Appendix C. Students Name and Score ... 56

Appendix D. The Computation of the Validity and Discriminating Power ... 57

Appendix E. The Computation of TheDifficulty Level ... 63

Appendix F. Product Moment ... 64

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1 CHAPTER I INTRODUCTION

A.The Background of the study

In teaching learning activities, test has an important for the teaching and learning. The results of teaching without evaluating or testing will be useless, because testing help to show the achievement of the objective of education. From the result of the test, Itcan be seen whether the teaching learning process was sucessful or not. Heaton (1988:5) states that, both testing and teaching are related with each other that it is imposible to work in the field without being constantly concerned with the other.It is cleared that relation between testing and teaching can’t be ignored. Teachers, students, and school want to know their effort to achieve the educational objectives wether successfull or not. They will be satisfied if their effort are succeccfull. But if their effort unsuccessful so they will change their ways.

Test is used as instrument of the assessment in education. It has important role to measure the achievment the students. Because It was important in teaching, the test maker or test constructor should be able to construct a good test. Teachers who construct a good test will give a good contribution to student’s education. On the other hand, teachers who have lack of skill in constructing a good test will give less contribution or might even make student’s education become worst.

Good English test also help students learn the language by requiring them to study hard, emphasizing course objectives, and showing them where they need

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to improve. For the teachers, the test plays several important roles, such as toprovide insight into ways of improving the evaluation process, and to providemeans of diagnosing their own efforts if they have taught effectively.

According to David (1969:1),there are two categories to made test. They are standardized test and teacher-made test.Standardized test is a test which is made by professional testing services that the test is tried on first, analyzed, and revised before being used.That definition leads him to state that the teacher-made test has average or lower reliability than standardized test. The examples of teacher-made test are UTS (Ujian Tengah Semester) or mid test and UAS (Ujian Akhir Semester) or the final test which is nowadays known as UKK (Ujian Kenaikan Kelas).

However, nowadays teachers are rarely conduct a test analysis which characteristic a good test, It involves validity, reliability, index of difficulty and also index of discrimination and distractor of their test items after giving test to the students (Azwar, 2000:15). Analysis test was an activity needed be done to achieve the quality of test. So the test was given for students must be good quality. The quality of a good test has some good characteristic. Those characteritics are: validity includes face validity and contant validity, reliability, and items analysis include index difficulty, index discrimination and distractor. The teacher must have good skill in construction the test, so the test that they have made based on the material which they have taught in the class and based on the characteristics of good test.

Moreover, assessment will improve teacher way of teaching and find many strategies to explain their lesson. To determine the students’ position based on

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their performance, ompetence. And to get information or data students’ achievement. Assessment encourages students to get best performance and achievement. It is to find success and unsuccessful factors of students’ in follow educational pogrammed.

Based on the interview with Mei Lidya Siregar, S.pd as the English teacher of the school. Sometimes the test was taken from the books or LKS, the past exercise, and sometimes from internet. So that the quality of the test can not be known. Thus, it is still the questioned whether the test is appropriated with curriculum or whether the test is too difficult or too easy so that it will not discriminate the students’ ability and whether the distractors of the test is good or not.

Therefore, the quality of the test exercises needs to be annalyzed. Whether the criterion of validity, realibility, Items analysis include index of difficulty, and index of discrimination have been fulfilled. Besides, it is also necessary to know how far the ability of students toward basic competence which must be achived by the students in that semester.

Considering the explanation above, this study focuses on an analysis of the teacher made English MID test item for 2015-2016 academic years for seventh graders of SMP N 4 Medan concerning study about the validity, reliability, and items analysis includes index of difficulty, and index of discrimination. The form of test used is the multiple choice form.

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B.The Problem of Study

How is the quality of teacher made English MID test items for academic 2015-2016 for seventh graders of SMPN 4 Medan?

C.The Objective of Study

To find out the quality of teacher made English MID test items for academic 2015-2016 for seventh graders of of SMP N 4 Medan.

D.The Scope of Study

The scope and limitation of this study is English MID test for seventh graders of SMPN 4 Medan. The test is made by group of English teacher in SMP N 4 Medan. The test consists of fourty multiple choice questions. In this study the researcher will focus on the quality of teacher made English MID test items based on characteristic a good test include validity, reliability, and items analysis ( index difficulty, and index discrimination ).

E.The Significance of Study

In conducting this research, the researcher hopes that this research has benefit theoreticaly and practically to the readers.

1. Theoretically

Theoretically, the result of this research gives is as a base study for the teachers to show the quality of English MID test items and the theory is able to use for the reader. And the study can used to previous study of item analysis of english teachers’ made test to give easier to the other reseachers.

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2. Practically

Practically , the first reseacher hopes that the result of the item analysis can be benefit for english teacher or the test makers to improve their competences to make a good test items and also to improve their teaching and learning activities in the classroom. The second, the students should be careful in reading, analyzing and answering the test given them. If they found statements or qustions that are vague, the students can ask the teacher.

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45 CHAPTER V

CONCLUSION AND SUGGESTIONS .

A. Conclusion

After analyzed the data, it can be concluded that :

1. The teacher made English MID test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan has medium validity level because there are 42.5% items that do not fulfill the requirements of validity and there are 57.5% items that fulfill the requirements of validity. And the teacher made English MID test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan has unrealibility of test because the result of reliability test has -1,120. It means that those items need revised with retest again to get good reliability. And then the teacher made English MID test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan has not good index of difficulty because there are 20% items has moderate level of difficulty. There are 5% items has difficulty. And there are 75% items has easy. It have index difficulty 0,71 - 1,00. It means that those items need revised. _{Finally the index of discrimination of the teacher} made English MID test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan must be revised good, because 15 items (37.5%) of the items satisfied discrimination index.

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B. Suggestions

After recognizing the result of this study, the researcher gives some suggestions as follows:

1. For the test maker, it is very iomportant to make test which has good quality. The test maker should know aim what they are going to measure. To know wether the test is good or not, so the test maker should tried out the test first before giving the students.

2. The teacher should revise reliability test because the result of test is not reliable. So, it needs to be retested again. Maybe the factors affecting unreliability of the test is the student condition and situation.

3. The students should be careful in reading, analyzing and answering the test given them. If they found statements or qustions that are vague, the students can ask the examiner to explain.

4. Althought the index of dificulty of the test is not good, because there are several items that too difficult and more many too easy. So the teacher should revise the item test. Because the teacher made test for mid test so the index of difficulty of the test should moderate.

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5. The teacher should revise the items test that are 10 items those wrong from index of discrimination power because to know distinguish between students upper and students lower.

6. For further researcher, there are so many of tests that need to be analyzed and from doing analysis, you will know how to construct based on characteristic a good test.

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