ITEM ANALYSIS OF ENGLISH MID TERM TEST FOR THE SEVENTH GRADE STUDENTS OF SMP N 1 MAYONG JEPARA IN ODD SEMESTER ACADEMIC YEAR 20122013 BY NAILIS SA’ADAH

  ITEM ANALYSIS OF ENGLISH MID TERM TEST FOR THE SEVENTH GRADE STUDENTS OF SMP N 1 MAYONG JEPARA IN ODD SEMESTER ACADEMIC YEAR 2012/2013 BY NAILIS SA’ADAH NIM. 200932248 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013

  ITEM ANALYSIS OF ENGLISH MID TERM TEST FOR THE SEVENTH GRADE STUDENTS OF SMP N 1 MAYONG JEPARA IN ODD SEMESTER ACADEMIC YEAR 2012/2013 SKRIPSI Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements for Completing the Sarjana Program

in the Departmentof English Education

  By Nailis Sa’adah NIM 200932248 ENGLISH EDUCATION DEPARTMENT TEACHING TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013

  

MOTTO AND DEDICATION

MOTTO

   Every successful person must have a failure. Do not be afraid to fail because failure is a part of success.

   Nothing is impossible. Anything can happen as long as we believe.  Where there is a will there is a way.

  DEDICATION

  This skripsi is dedicated to: 

  Allah SWT the Almighty and my prophet Muhammad SAW.

   My beloved Parents (Mr. Shofwan &Mrs. Anik Hidayah) who give me love, pray, and support.

   My beloved brothers (Syamsul Ma’arif and Muhammad

  Rizal Fauzi) and my big family who always support and motivate me.

   My beloved best friends who always support me. 

  All my friends and lecturers in EED and Everyone who appreciate knowledge and education.

  

ACKNOWLEDGEMENT

  Alhamdulillah, glory to Allah SWT the Almighty, the Lord of Universe that blesses me with health and tremendous power in accomplishing the skripsi entitled Item Analysis of English Mid Term Test for the Seventh Grade Students

  “

of SMP N 1 Mayong Jepara in Odd Semester Academic Year 2012/2013”.

  However, the completion of this skripsi could not be achieved without assistance of others. In this opportunity, the writer would like to express my gratitude to:

  1. Dr.Drs.Slamet Utomo, M.Pd as Dean of Faculty Teacher Training and Education.

  2. Diah Kurniati, S.Pd.,M.Pd as the head of English Education Department Teacher Training and Education Faculty of Muria Kudus University.

  3. Nuraeningsih, S.Pd.,M.Pd as my first advisor who already gives me valuable input, guidance, and correction about in writing this skripsi.

  4. Drs. Suprihadi, M.Pd as my second advisor who already gives me valuable input, guidance, and correction about in writing this skripsi.

  5. All of the lecturers and staff of English Education Department.

  6. My beloved family who has given love, attention, prays, and spirit to me.

  7. All of my beloved friends.

  Finally, there is no beautiful that the writer tells again, except thank you very much. The writer hopes that this research can be beneficial.

  Kudus, July 2011

  

ABSTRACT

Item Analysis of English Mid Term Test for the Seventh Sa’adah, Nailis. 2013. Grade Students of SMP N 1 Mayong Jepara in Odd Semester Academic Year 2012/2013 .Skripsi. English Education Department, Teacher Training

  and Education Faculty, Muria Kudus University. Advisors: (1) Nuraeningsih, S. Pd., M. Pd. (2) Drs. Suprihadi, M.Pd. Key Words: difficulty level, discrimination power, validity and reliability.

  Evaluation is a common term in education. Evalua tion of students’

achievement is a major aspect of teachers ‘job. In Indonesia, teaching English as a

subject in a school cannot also be separated from evaluation process. So, many

tests are given to the students in order to achieve those purposes not only daily

assessment but also some tests like midterm test or final test in the end of the

semester. However, teachers usually have a bad habit in materials a test; they

make the test, administer it and then take the result of the test based on certain

rules. When those works are completed, teachers often think that their works are

done. It is common if they do not care of the test which they have administered. If

teachers pay attention to the test, they have administered before and they revise

the test for the next year, they will not have to make a new test, of course when

the materials and objectives of the test items they have used in classes. In revising

the test, teachers need to know how to analyze the test items. And for the students,

they can measure their ability in mastering the materials.

  The objective of the research in general is to find out how good the test

  

item of English mid term test for the seventh grade students in even semester

academic year 2012/2013. Then the objectives specified into to find out the value

of the difficulty level, discrimination power, validity and reliability of the test.

  Descriptive quantitative research is used to solve or answering the problem

faced now by collecting, classifying and analyzing or processing data, making

conclusion and report. And the aim of this research is to find out how good is test

item in English mid term test of the seventh grade students of SMP N 1 Mayong

Jepara in odd semester academic year 2012/2013.

  From the finding of the research, the mean of difficulty level is 0.69. So, the English mid term test items are classified as moderate in term of their difficulty level. Then the discrimination power is 0.13, it means that the test items are categorized as poor items. And the mean of validity level is 0.285, means that the test is valid. However, this test is reliable; with the coefficient of reliability of the whole test item is 0.587.

  Based on the finding, the writer suggests that the test constructors should know about the characteristics of a good language test, especially procedure of determining difficulty levels and discrimination power. And the items that can still be used should be revised, so for the future the items can use again. Finally, the writer conclude that the items in the English mid term test for the seventh grade students of SMP N 1 Mayong Jepara is moderate because it could still be used as an instrument of evaluation with some revisions in the term of difficulty level, discrimination power, validity and reliability.

  ABSTRAK

  S Analisis Soal Mid Semester Bahasa Inggris Siswa Kelas a’adah, Nailis. 2013.

  VII pada Semester Ganjil Tahun Akademik 2012/2013 . Skripsi. Program

  Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Nuraeningsih, S.Pd.,M.Pd. (2) Drs. Suprihadi, M.Pd. Kata Kunci: tingkat kesulitan, tingkat pembeda, validitas, realibilitas.

  Evaluasi adalah istilah umum dalam pendidikan. Evaluasi prestasi siswa merupakan aspek utama dari pekerjaan guru. Di Indonesia, pengajaran Bahasa Inggris sebagai pelajaran di sekolah juga tidak bisa dipisahkan dari proses evaluasi. Jadi, banyak tes yang diberikan kepada siswa dalam rangka mencapai tujuan tersebut tidak hanya penilaian sehari-hari tetapi juga beberapa tes seperti mid semester atau ujian kenaikan kelas di akhir semester.Dalam tes semacam ini, guru sering membuat tes sendiri. Namun, guru biasanya memiliki kebiasaan buruk dalam materi-materi tes, mereka membuat tes, mengelola dan kemudian mengambil hasil tes berdasarkan aturan-aturan tertentu. Ketika semua tugas- tugas tersebut selesai, guru sering berpikir bahwa pekerjaan mereka selesai. Hal umum jika mereka tidak memperhatikan tes yang telah mereka berikan. Jika guru memperhatikan tes yang telah mereka berikan sebelumnya dan merevisi tes untuk tahun depan, mereka tidak akan harus membuat tes baru, tentu saja dengan materi materi dan tujuan dari item tes yang telah mereka digunakan di kelas. Dalam merevisites, guru perlu mengetahui bagaimana menganalisis item tes. Dan untuk siswa, mereka dapat menggunakan hasil evaluasi untuk mengukur kemampuan mereka dalam menguasai materi.

  Tujuan dari penelitian ini pada umumnya adalah untuk mengetahui seberapa baik soal tes pada soal mid semester Bahasa Inggris siswa kelas tujuh semester ganjil tahun akademik 2012/2013. Kemudian tujuan tersebut di jabarkan menjadi untuk mengetahui nilai tingkat kesulitan, tingkat pembeda, validitas dan reliabilitas dari tes tersebut.

  Deskriptif kuantitatif digunakan untuk memecahkan atau menjawab masalah yang dihadapi saat ini dengan mengumpulkan, mengelompokkan dan menganalisis atau mengolah data, membuat kesimpulan dan laporan. Dan tujuan dari penelitian ini adalah untuk mengetahui seberapa baik soal tes pada soal mid semester Bahasa Inggris siwa kelas tujuh semester ganjil tahun akademik 2012/2013.

  Dari hasil penelitian, rata-rata tingkat kesulitannya adalah 0.69. Jadi,soal mid semester Bahasa Inggris diklasifikasikan sedang dalam tingkat kesulitan. Kemudian untuk tingkat pembedanya adalah 0,13, itu berarti bahwa soal tes dikategorikan rendah. Dan rata-rata validitasnya adalah 0.285, itu berarti bisa di katakana bahwa tes tersebut valid. Namun, tes ini sesuai dengan koefisien reliabilitas dari item tes keseluruhannya adalah 0.587.

  Berdasarkan temuan tersebut, penulis menyarankan bahwa pembuat soal tes harus tahu tentang karakteristik tes bahasa yang baik, terutama prosedur penentuan tingkat kesulitan dan tingkat pembeda. Dan soal soal yang masih bisa digunakan harus direvisi, sehingga untuk yang akan datang soal tersebut dapat di gunakan lagi. Akhirnya, penulis menarik kesimpulan bahwa soal mid semester bahasa Inggris siswa kelas tujuh SMP N 1 Mayong Jepara adalah sedang karena soal soal tersebut masih dapat digunakan sebagai alat evaluasi dengan beberapa revisi dalam tingkat kesulitan, tingkat pembeda, validitas dan reliabilitas.

  

TABLE OF CONTENTS

Page COVER ...........................................................................................................i

LOGO ..............................................................................................................ii

TITLE ..............................................................................................................iii

MOTTO AND DEDICATION .......................................................................iv

ADVISORS’ APPROVAL ..............................................................................v

EXAMINERS’ APPROVAL ..........................................................................vi

ACKNOWLEDGEMENT ..............................................................................vii

ABSTRACT ....................................................................................................viii

ABSTRAKSI ....................................................................................................x

TABLE OF CONTENTS ................................................................................xii

LIST OF APPENDICES ..................................................................................xiv

CHAPTER I INTRODUCTION

  1.1 Background of the Research ..............................................................1

  1.2 Statement of the Problem ..................................................................3

  1.3 Objective of the Research ..................................................................4

  1.4 Significant of the Research ................................................................4

  1.5 Scope of the Research .......................................................................5

  1.6 Operational Definition ......................................................................5

  CHAPTER II REVIEW TO RELATED LITERATURE

  2. 1 Theoretical Review ............................................................................7

  2.1.1 Tests ..................................................................................................7

  2.1.2 Types of Test .....................................................................................7

  2.1.3 Achievement Tests .............................................................................9

  2.1.3.1 Types of Achievement Test ................................................................9

  2.1.4 Multiple Choice Items ........................................................................10

  2.1.5 Criteria of a Good Test .......................................................................11

  2.1.6 Validity ..............................................................................................12

  2.1.7 Reliability ..........................................................................................14

  2.1.8 Item Analysis .....................................................................................14

  2.1.8.1 Item Difficulty ...................................................................................16

  2.1.8.2 Item Discrimination Power ................................................................16

  2.2 Previous Research ..............................................................................16

  2.3 Theoretical Framework .....................................................................17

  CHAPTER III METHODOLOGY OF THE RESEARCH

  3.1 Design of the Research ......................................................................19

  3.2 Population and Sample .......................................................................20

  3.3 Instrument of the Research .................................................................20

  3.4 Data Collecting ..................................................................................21

  3.4 Data Analysis ....................................................................................22

  CHAPTER IV FINDING OF THE RESEARCH

  4.1 Analysis of Difficulty Level ......................................................................27

  4.2 Analysis of Discrimination Power .............................................................28

  4.3 Analysis of Validity ..................................................................................30

  4.4 Analysis of Reliability ..............................................................................31

  CHAPTER IV DISCUSSION......................................................................... 32 CHAPTER VI CONCLUSION AND SUGGESTION

  6.1 Conclusion ........................................................................................73

  6.2 Suggestion ........................................................................................74

  

REFERENCE ..................................................................................................75

APPENDICES .................................................................................................77

STATEMENT .................................................................................................

CURRICULUM VITAE .................................................................................161

  

LIST OF APPENDICES

  Appendix Page

  Appendix 1. The Item Analysis of Difficulty Level, Discrimination Power, Validity and Reliability...........................................................................78

  Appendix 2. The Computation of Difficulty Level .............................................90 Appendix 3. The Computation of Discrimination Power ....................................91 Appendix 4. The Computation of Validity..........................................................92 Appendix 5. The Computation of Reliability ......................................................95 Appendix 6. The Recapitulation of Multiple Choices. ........................................97 Appendix 7. The Test Items ...............................................................................99 Appendix 8. Students Answer Sheets .................................................................108 Appendix 9. The Name of Respondents .............................................................159