11
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 semester
21
Thus, 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
Vallete, loc. cit.,
12
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.
