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THE COMPARISON OF TRY OUT TEST MADE BY
TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS
OF MATHOLIBUL HUDA MLONGGO JEPARA IN
ACADEMIC YEAR 2014/2015
BY:
LOLA AMALIA DEWI
2011-32-207
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
i
ii
THE COMPARISON OF TRY OUT TEST MADE BY
TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS
IN ACADEMIC YEAR 2014/2015
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
BY:
LOLA AMALIA DEWI
2011-32-207
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
iii
MOTTO AND DEDICATION
MOTTO:
Do what you want to do as well as you can do in your life
Someone who never did a false, never try a new something (Albert
Einstein)
Education is the most powerful weapon which you can use to change the
world (Nelson Mandela)
DEDICATION
This skripsi is dedicated to:
- Her beloved parents (Mr. Ali Maskuri
and Mrs. SitiInsiyah) who always
give love, pray and support to her
- Her beloved teacher (Mr.
RulySetianto) who always support her
- Her beloved man (Dedy Yusuf) who
always gives love, pray and support
to her.
- Her beloved friends “UMK
Community”; Firdia, Pipit, Icha,
Shella, Chyta, Ovie, Nila.
iv
v
vi
ACKNOWLEDGEMENT
In this occasion, the writer would like to say thanks to Allah SWT for all
of mercy and blessing to the writer with health, power and motivation to finish her
skripsi entitled “The Comparison of Try out Test Made by Teacher and MGMP
for Twelfth Grade Students in the Academic Year 2014/2015.”
Furthermore, the writer would like to express the sincerity gratitude and
appreciation for the available assistance given by many people in finishing this
research. They are:
1.
Dr. Drs. SlametUtomo, M.pd as the Dean of Teacher Training and Education
Faculty University of Muria Kudus.
2.
DiahKurniati, S.Pd., M.Pd as the Head of Department of English Education
and the first advisor for her best sugesstions, guidance, advice, and
motivation to the writer in finishing this final project.
3.
Mutohhar, S.Pd.,M.Pd. as the second advisor who has read this final project
carefully and given many useful sugesstions and also corrections for its
improvement.
4.
Drs.H.A.Sugiwanto, MM. as the Headmaster of MA Matholibul Huda
MlonggoJepara who has given the writer a permission to do the research and
support the writer in writing this skripsi.
5.
RullySetianto, S.Pd. as the English teacher of MA Matholibul Huda
MlonggoJepara who has given the allocation time and suggestion for the
writer to conduct research.
vii
6.
The twelfth grade students (IPS) in MA Matholibul Huda MlonggoJepara in
academic year 2014/2015 for their coporation.
7.
The writer’s beloved parents (Ali Maskuri and SitiInsiyah), and sisters
(Nay,Shifa) who always give prayer, support and moral encouragement to
finishing her skripsi.
8.
The writer’s someone (Dedy Yusuf) who always care, support, and give
motivation.
9.
The writer’s close friends ( Ica, Pipit, Sella, Sita, Firdia, Ovie, Nila, Rateh)
for their support and help in finishing this skripsi.
Finally, the writer will happily welcome any constructive criticism and
suggestion. Hopefully, the skripsi will be useful for all the readers.
Kudus,
2015
Lola AmaliaDewi
NIM. 201132207
viii
ABSTRACT
Dewi, Lola Amalia. 2015. The Comparison of Try out Test Made by Teacher and
MGMP for Twelfth Grade Students in Academic Year 2014/2015. Skripsi
.English Education Department.Teacher Training and Education
Faculty.Muria Kudus University. Advisor (1): DiahKurniati, S.Pd, M.Pd.
(2) Mutohhar, S.Pd, M.Pd.
Keywords: Item analysis, validity, reliability, index of difficulty, and
discrimination power
Teaching is related to the learning process and testing is related to an
evaluation process. Testing is to determine the achievement and progress of
instruction. Testing and teaching are so interrelated closely that it is virtually
impossible to work either field without being constantly concerned with the other.
It can be seen that teaching learning activities can be considered successful since
testing is aimed to determine the achievement of the objective of education.
Teacher as a constructor of the test should construct a good test so that the test
will be valid and reliable. Test that is made by the teacher called teacher made test
and that is made the government called government made test (MGMP). It is still
to be questioned whether the test is valid and reliable or not because teacher rarely
tried out the test first before giving it to the students. Knowing this fact, teacher
should analyze the test so that the teacher or government will know the quality of
the test. By analyzing the test, the teacher also government will know which item
can be used or revised.
The objectives of this research are to describe the comparison of validity,
reliability, index of difficulty and discrimination power of test made by teacher
and MGMP at MA Matholibul Huda MlonggoJepara in the academic year
2014/2015.
This research is qualitative descriptive research. The data of this research
is the item validity, reliability, index of difficulty and discrimination power of try
out test made by teacher and MGMP for twelfth grade students in the academic
year 2014/2015 and the data source in this research is Try out test for twelfth
grade students in the academic year 2014/2015.
The result of this study leads to conclusion that the validity of try out test
made by teacher and MGMP for twelfth grade students in the academic year
2014/2015 especially on the face and content validity is good. On the face
validity, this test has good layout with good arranging. The paper test divided into
one column. The test is consistent in using the capital latter, but there are some
inappropriate in test typing and test instruction, but there is no mistake in
grammar. While on the content validity, the entire of the test item covers the
indicator of graduated competence standard, although there are some indicators of
graduated competence standard uncover on the test item. In the analysis of
reliability, the score of try out test made by teacher is 0,80 and 0,92 made by
MGMP. The result belongs to high reliability by teacher and perfect reliability by
MGMP. It means that the try out test made by teacher and MGMP for twelfth
grade students in academic year 2014/2015 belongs to reliable. In the analysis of
ix
difficulty level, for the try out test made by (teacher) , there are 9 item belongs to
categorized as easy test, 34 item are categorized as medium , and 9 item test are
categorized as difficult. We can also see the result of item difficulty of try out test
made by (MGMP). They are 12 of the items test are categorized as easy test, 37
the items test are categorized as medium. Moreover they are 2 items test are
categorized as difficult. Whereas, item discrimination power of try out test that
have been constructed by the teacher are 14 item test and MGMP are 5 item test,
so the categorized test are poor with discrimination value between 0,00-0,20. The
second number of items test are categorized as satisfactory with the discrimination
value 0,21 – 0,40 they are 16 item made by teacher and 26 item made by MGMP.
The third categorized as a good with the discrimination value 0,41 – 0,70 they are
13 item made by teacher and 17 item made by MGMP. In other hand there are 7
items made by teacher which have negative discrimination value and it is
categorized wrong item. And the last categorized as excellent with the
discrimination value 0,71- 1,00 they are 2 item made by MGMP.
In conclusion, the try out test made by MGMP is better than the try out test
made by teacher. It can be seen from analysis validity that the try out test from
MGMP is good in face and content validity. In try out test made by teacher the
face and content validity is not good enough. So, the try out test made by teacher
need to be improved in face and content validity. The way to improved face and
content validity is needed to be revised in test typing and test instruction while
content validity covers all of the indicator in graduated competence standard. On
the reliability both of the test belong to reliable, the reliability of try out test made
by teacher is 0,80 and try out test made by MGMP is 0,92. The try out test on the
index of difficulty and discrimination power made by teacher and MGMP must be
revised.
x
ABSTRAKSI
Dewi, Lola Amalia. 2015. PerbandinganTesUjicobaDibuatoleh Gurudan MGMP
untukKelasDuabelaspadaTahunAkademik
2014/2015 .
Skripsi:
Program
PendidikanBahasaInggris,
FakultasKeguruandanIlmuPendidikan, UniversitasMuria Kudus.
Penguji: (1) DiahKurniati, S.Pd, M.Pd. (2) Mutohhar, S.Pd, M.Pd.
Kata kunci :analisisvaliditas, reliabilitas, tingkatkesulitandandayapembeda
Pengajaran berkaitan dengan proses pembelajaran dan pengujian terkait
dengan proses evaluasi. Pengujian ini untuk menentukan prestasi dan kemajuan
instruksi. Pengujian dan pengajaranyang berhubunganeratsekalihampir tidak
mungkin untuk bekerja lapangan baik tanpa terus-menerus khawatir dengan
lainnya. Hal ini dapat dilihat bahwa kegiatan belajar mengajar dapat dianggap
sukses karena pengujian bertujuan untuk menentukan pencapaian tujuan
pendidikan. Guru sebagai konstruktor tes harus membangun tes yang baik
sehingga tes akan valid dan reliabel. Uji yang dilakukan oleh guru disebut guru
membuattes dan yang dibuat pemerintah yang disebut pemerintah membuat tes
(MGMP). Hal ini masih dipertanyakan apakah tes tersebut valid dan dapat
diandalkan atau tidak karena guru jarang mencoba tes terlebih dahulu sebelum
memberikan kepada siswa. Mengetahui fakta ini, guru harus menganalisis tes
sehingga guru atau pemerintah akan mengetahui kualitas tes. Dengan
menganalisis tes, guru juga pemerintah akan tahu mana item yang dapat
digunakan atau direvisi.
Tujuan dari penelitian ini adalah untuk menggambarkan perbandingan
validitas , reliabilitas , tingkat kesulitan dan dayapembeda tes yang dilakukan oleh
guru dan MGMP di MA Matholibul Huda MlonggoJepara pada tahun akademik
2014/2015
Penelitian ini merupakan penelitian deskriptif kualitatif . Data dari
penelitian ini adalah validitas item, reliabilitas , tingkat kesulitan dan
dayapembedaujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas
dua belas pada tahun akademik 2014/2015 dan sumber data dalam penelitian ini
uji coba tes untuk siswa kelas dua belas pada tahun akademik 2014/2015 .
Hasil penelitian ini mengarah pada kesimpulan bahwa validitas
ujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas dua belas pada
tahun akademik 2014/2015 terutama pada permukaan dan konten isinya yang
baik. Pada validitas permukaan, tes ini memiliki tata letak yang baik dengan
pengaturannya.
Kertastes
dibagi
menjadi
satu
kolom.Dan
konsistendalammenggunakanhurufkapital,
namun
ada
beberapa
yang
kurangtepatdalampengetikantesdaninstruksinya, tetapi tidak ada kesalahan dalam
tata bahasa. Sedangkan dalamvaliditas isi, seluruh item tes meliputi indikator
standar kompetensi lulusan, meskipun ada beberapa indikator standar kompetensi
lulusan yang tidakterdapatdalamsoaltes. Dalam analisis reliabilitas, skor ujicoba
tes yang dilakukan oleh guru adalah 0,80 dan 0,92 dibuat oleh MGMP. Hasilnya
tes yang dibuatoleh guru memilikireliabilitas yang tinggidansempurnadibuatoleh
MGMP. Ini berarti bahwa ujicoba tes yang dilakukan oleh guru dan MGMP untuk
xi
siswa kelas dua belas di tahun akademik 2014/2015 adalahreliabel. Dalam analisis
tingkat kesulitan, untuk ujicoba tes yang dibuat oleh (guru), ada 9 item yang
dikategorikan sebagai tes mudah, 34 item yang dikategorikan sebagai menengah,
dan 9 butir tes dikategorikan sebagai sulit. Kita juga bisa melihat hasil dari item
yang kesulitan mencoba tes yang dibuat oleh (MGMP). Mereka 12 dari tes item
dikategorikan sebagai tes mudah, 37 tes item dikategorikan sebagaimenengahdan
2 item tes dikategorikan sebagai sulit. Padahal, tingkatdayapembedaujicoba tes
yang telah dibuat oleh guru adalah 14 soaltes dan MGMP adalah 5 soaltes,
sehingga tes dikategorikan rendah dengan nilai diskriminasi antara 0,00-0,20.
Jumlah kedua soaltes dikategorikan cukupbaikdengan nilai diskriminasi 0,21 0,40 adalah16 item yang dibuat oleh guru dan 26 item yang dibuat oleh MGMP.
Ketiga kategori baik dengan nilai diskriminasi 0,41 - 0,70 mereka 13 item yang
dibuat oleh guru dan 17 item yang dibuat oleh MGMP. Di sisi lain ada 7 item
yang dibuat oleh guru yang memiliki nilai diskriminasi negatif dan itu
dikategorikan item yang salah. Dan yang terakhir kategori sangat baik dengan
nilai diskriminasi 0,71- 1,00 mereka adalah 2 item yang dibuat oleh MGMP.
Dalamkesimpulan,
tesujicobaygdialkukanoleh
MGMP
adalahlebihbaikdaripadaujicobates
yang
dilakukanoleh
guru.Dapatdilihatdarianalisisvaliditasbahwaujicobates yang dilakukanoleh MGMP
itubaikpadavaliditaspermukaandankontenisinya.Padaujicobates
yang
dilakukanoleh guru baikvaliditaspermukaanataukontenisinyatidakcukupbaik.Jadi,
ujicobates
yang
dilakukanoleh
guru
perluditingkatkanlagi
di
permukaanataukontenisivaliditasnya.Cara
untukmeningkatkanvaliditaspermukaandankontenisivaliditasadalahdibutuhkanrevi
sidalampengetikantesdaninstruksites, sedangkanisidarivaliditasmencakupsemua
indicator dalamstandarkompetensilulusan.Untukreliabilitaskeduatesbuatan guru
dan MGMP bisadikatakansebagaites yang reliabel, reliabilitasdaritesujicoba yang
dilakukan guru adalah 0,80 danreliabilitasdaritesujicoba yang dilakukanoleh
MGMP adalah 0,92 Namun dari ujicobates pada tingkat kesulitan dan
dayapembeda yang dibuat oleh guru dan MGMP harus direvisi .
xii
TABLE OF CONTENTS
Page
COVER ........................................................................................................
i
LOGO ...........................................................................................................
ii
TITLE ..........................................................................................................
iii
MOTTO AND DEDICATION ...................................................................
iv
ADVISORS’ APPROVAL .........................................................................
v
EXAMINERS’ APPROVAL ......................................................................
vi
ACKNOWLEDGEMENT ..........................................................................
vii
ABSTRACT .................................................................................................
ix
ABSTRAK ...................................................................................................
xi
TABLE OF CONTENTS ............................................................................
xiii
LIST OF TABLES ......................................................................................
xvii
LIST OF APPENDICES ............................................................................
xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research............................................................
1
1.2 Statement of the Problem.................................................................
4
1.3 Objective of the Research................................................................
5
1.4 Significance of the Research............................................................
5
1.5 Scope of the Research......................................................................
6
1.6 Operational Definition of Term........................................................
7
xiii
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Evaluation..........................................................................................
8
2.2 Measurement .....................................................................................
9
2.3 Test and Assessment .........................................................................
9
2.3.1 Test. ........................................................................................... 10
2.3.1.1 Type of test ............................................................................ 10
2.3.1.2 The Characteristics of a good test ........................................ 15
2.3.2 Assessment .............................................................................. 20
2.4 English Test used in Madrasah AliyahMatalibul Huda Mlonggo
Jepara................................................................................................ 20
2.4.1 Characteristics Test Made by Teacher .................................... 21
2.4.2 Characteristics Test Made by MGMP ..................................... 22
2.5 Review of Previous Research............................................................ 22
2.6 Theoretical Framework.................................................................... .. 23
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research ...................................................................... 25
3.2 Data and data Source ......................................................................... 25
3.3 Data Collecting….................................................................. ............ 26
4.4Data Analysis……........................................................................... .. 26
CHAPTER IV RESEARCH FINDING
4.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 37
4.2 Content Validity of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 41
4.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 45
4.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 47
xiv
4.5 Discrimination Power of Try out Test Made by Teacher and MGMP
for Twelfh Grade Students in Academic Year 2014/2015 ................. 51
CHAPTER V DISCUSSION
5.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 60
5.2 Content Validity of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 64
5.2.1 Try out Test Made by Teacher which are appropriate with
Indicator of (SKL) ................................................................ 64
5.2.2 Try out Test Made by MGMP which are appropriate with
Indicator of (SKL) ................................................................ 67
5.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 69
5.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 70
5.5 Discrimination Power of Try out Test Made by Teacher and MGMP
for Twelfh Grade Students in Academic Year 2014/2015 ............... 71
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ......................................................................................... 73
6.2 Suggestion ......................................................................................... 75
BIBLIOGRAPHY .......................................................................................
76
APPENDICES .............................................................................................
77
STATEMENT..............................................................................................
149
CURRICULUM VITAE ...................................................................................150
xv
LIST OF TABLES
Table
3.1
Page
Analysis the Face Validity of Try out test for MA and MGMP
2014/2015 ............................................................................................
3.2
Analysis the Content Validity of Try out test for MA and MGMP
2014/2015 ............................................................................................
4.1
41
Analysis the Reliability of Try out test for MA and MGMP
2014/2015 ............................................................................................
4.4
37
Analysis the Content Validity of Try out test for MA and MGMP
2014/2015......... ...................................................................................
4.3
28
Analysis the Face validity of Try out test for MA and MGMP
2014/2015............. ...............................................................................
4.2
27
46
Analysis the Item of Difficulty Level of Try out test for MA and
MGMP
2014/2015............................................................................................
4.5
47
Analysis the Discrimination Power of Try out test for MA and
MGMP
2014/2015............................................................................................
xvi
52
LIST OF APPENDICES
Table
Page
1
Syllabus ..................................................................................................
78
2
Competency Standards(SKL) English Try out Test SMA/MA .............
116
3
Try out Test Made by Teacher ...............................................................
118
4
Try out Test Made by MGMP................................................................
123
5
Key Answer for Try-Out Test Made by Teacher and MGMP...............
134
6
Table of Reliability and the calculation of reliability Made by teacher...... 135
7
The Table of Reliability and the calculation of reliability Made by MGMP
..136
8
The Table of Difficulty LevelMade by Teacher...................................
139
9
The Table of Difficulty LevelMade by MGMP...................................
141
10 The Table of Discrimination Power Made by Teacher.........................
143
11 The Table of Discrimination Power Made by MGMP..........................
145
12 Table of name class IPS .........................................................................
147
xvii
18
TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS
OF MATHOLIBUL HUDA MLONGGO JEPARA IN
ACADEMIC YEAR 2014/2015
BY:
LOLA AMALIA DEWI
2011-32-207
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
i
ii
THE COMPARISON OF TRY OUT TEST MADE BY
TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS
IN ACADEMIC YEAR 2014/2015
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
BY:
LOLA AMALIA DEWI
2011-32-207
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
iii
MOTTO AND DEDICATION
MOTTO:
Do what you want to do as well as you can do in your life
Someone who never did a false, never try a new something (Albert
Einstein)
Education is the most powerful weapon which you can use to change the
world (Nelson Mandela)
DEDICATION
This skripsi is dedicated to:
- Her beloved parents (Mr. Ali Maskuri
and Mrs. SitiInsiyah) who always
give love, pray and support to her
- Her beloved teacher (Mr.
RulySetianto) who always support her
- Her beloved man (Dedy Yusuf) who
always gives love, pray and support
to her.
- Her beloved friends “UMK
Community”; Firdia, Pipit, Icha,
Shella, Chyta, Ovie, Nila.
iv
v
vi
ACKNOWLEDGEMENT
In this occasion, the writer would like to say thanks to Allah SWT for all
of mercy and blessing to the writer with health, power and motivation to finish her
skripsi entitled “The Comparison of Try out Test Made by Teacher and MGMP
for Twelfth Grade Students in the Academic Year 2014/2015.”
Furthermore, the writer would like to express the sincerity gratitude and
appreciation for the available assistance given by many people in finishing this
research. They are:
1.
Dr. Drs. SlametUtomo, M.pd as the Dean of Teacher Training and Education
Faculty University of Muria Kudus.
2.
DiahKurniati, S.Pd., M.Pd as the Head of Department of English Education
and the first advisor for her best sugesstions, guidance, advice, and
motivation to the writer in finishing this final project.
3.
Mutohhar, S.Pd.,M.Pd. as the second advisor who has read this final project
carefully and given many useful sugesstions and also corrections for its
improvement.
4.
Drs.H.A.Sugiwanto, MM. as the Headmaster of MA Matholibul Huda
MlonggoJepara who has given the writer a permission to do the research and
support the writer in writing this skripsi.
5.
RullySetianto, S.Pd. as the English teacher of MA Matholibul Huda
MlonggoJepara who has given the allocation time and suggestion for the
writer to conduct research.
vii
6.
The twelfth grade students (IPS) in MA Matholibul Huda MlonggoJepara in
academic year 2014/2015 for their coporation.
7.
The writer’s beloved parents (Ali Maskuri and SitiInsiyah), and sisters
(Nay,Shifa) who always give prayer, support and moral encouragement to
finishing her skripsi.
8.
The writer’s someone (Dedy Yusuf) who always care, support, and give
motivation.
9.
The writer’s close friends ( Ica, Pipit, Sella, Sita, Firdia, Ovie, Nila, Rateh)
for their support and help in finishing this skripsi.
Finally, the writer will happily welcome any constructive criticism and
suggestion. Hopefully, the skripsi will be useful for all the readers.
Kudus,
2015
Lola AmaliaDewi
NIM. 201132207
viii
ABSTRACT
Dewi, Lola Amalia. 2015. The Comparison of Try out Test Made by Teacher and
MGMP for Twelfth Grade Students in Academic Year 2014/2015. Skripsi
.English Education Department.Teacher Training and Education
Faculty.Muria Kudus University. Advisor (1): DiahKurniati, S.Pd, M.Pd.
(2) Mutohhar, S.Pd, M.Pd.
Keywords: Item analysis, validity, reliability, index of difficulty, and
discrimination power
Teaching is related to the learning process and testing is related to an
evaluation process. Testing is to determine the achievement and progress of
instruction. Testing and teaching are so interrelated closely that it is virtually
impossible to work either field without being constantly concerned with the other.
It can be seen that teaching learning activities can be considered successful since
testing is aimed to determine the achievement of the objective of education.
Teacher as a constructor of the test should construct a good test so that the test
will be valid and reliable. Test that is made by the teacher called teacher made test
and that is made the government called government made test (MGMP). It is still
to be questioned whether the test is valid and reliable or not because teacher rarely
tried out the test first before giving it to the students. Knowing this fact, teacher
should analyze the test so that the teacher or government will know the quality of
the test. By analyzing the test, the teacher also government will know which item
can be used or revised.
The objectives of this research are to describe the comparison of validity,
reliability, index of difficulty and discrimination power of test made by teacher
and MGMP at MA Matholibul Huda MlonggoJepara in the academic year
2014/2015.
This research is qualitative descriptive research. The data of this research
is the item validity, reliability, index of difficulty and discrimination power of try
out test made by teacher and MGMP for twelfth grade students in the academic
year 2014/2015 and the data source in this research is Try out test for twelfth
grade students in the academic year 2014/2015.
The result of this study leads to conclusion that the validity of try out test
made by teacher and MGMP for twelfth grade students in the academic year
2014/2015 especially on the face and content validity is good. On the face
validity, this test has good layout with good arranging. The paper test divided into
one column. The test is consistent in using the capital latter, but there are some
inappropriate in test typing and test instruction, but there is no mistake in
grammar. While on the content validity, the entire of the test item covers the
indicator of graduated competence standard, although there are some indicators of
graduated competence standard uncover on the test item. In the analysis of
reliability, the score of try out test made by teacher is 0,80 and 0,92 made by
MGMP. The result belongs to high reliability by teacher and perfect reliability by
MGMP. It means that the try out test made by teacher and MGMP for twelfth
grade students in academic year 2014/2015 belongs to reliable. In the analysis of
ix
difficulty level, for the try out test made by (teacher) , there are 9 item belongs to
categorized as easy test, 34 item are categorized as medium , and 9 item test are
categorized as difficult. We can also see the result of item difficulty of try out test
made by (MGMP). They are 12 of the items test are categorized as easy test, 37
the items test are categorized as medium. Moreover they are 2 items test are
categorized as difficult. Whereas, item discrimination power of try out test that
have been constructed by the teacher are 14 item test and MGMP are 5 item test,
so the categorized test are poor with discrimination value between 0,00-0,20. The
second number of items test are categorized as satisfactory with the discrimination
value 0,21 – 0,40 they are 16 item made by teacher and 26 item made by MGMP.
The third categorized as a good with the discrimination value 0,41 – 0,70 they are
13 item made by teacher and 17 item made by MGMP. In other hand there are 7
items made by teacher which have negative discrimination value and it is
categorized wrong item. And the last categorized as excellent with the
discrimination value 0,71- 1,00 they are 2 item made by MGMP.
In conclusion, the try out test made by MGMP is better than the try out test
made by teacher. It can be seen from analysis validity that the try out test from
MGMP is good in face and content validity. In try out test made by teacher the
face and content validity is not good enough. So, the try out test made by teacher
need to be improved in face and content validity. The way to improved face and
content validity is needed to be revised in test typing and test instruction while
content validity covers all of the indicator in graduated competence standard. On
the reliability both of the test belong to reliable, the reliability of try out test made
by teacher is 0,80 and try out test made by MGMP is 0,92. The try out test on the
index of difficulty and discrimination power made by teacher and MGMP must be
revised.
x
ABSTRAKSI
Dewi, Lola Amalia. 2015. PerbandinganTesUjicobaDibuatoleh Gurudan MGMP
untukKelasDuabelaspadaTahunAkademik
2014/2015 .
Skripsi:
Program
PendidikanBahasaInggris,
FakultasKeguruandanIlmuPendidikan, UniversitasMuria Kudus.
Penguji: (1) DiahKurniati, S.Pd, M.Pd. (2) Mutohhar, S.Pd, M.Pd.
Kata kunci :analisisvaliditas, reliabilitas, tingkatkesulitandandayapembeda
Pengajaran berkaitan dengan proses pembelajaran dan pengujian terkait
dengan proses evaluasi. Pengujian ini untuk menentukan prestasi dan kemajuan
instruksi. Pengujian dan pengajaranyang berhubunganeratsekalihampir tidak
mungkin untuk bekerja lapangan baik tanpa terus-menerus khawatir dengan
lainnya. Hal ini dapat dilihat bahwa kegiatan belajar mengajar dapat dianggap
sukses karena pengujian bertujuan untuk menentukan pencapaian tujuan
pendidikan. Guru sebagai konstruktor tes harus membangun tes yang baik
sehingga tes akan valid dan reliabel. Uji yang dilakukan oleh guru disebut guru
membuattes dan yang dibuat pemerintah yang disebut pemerintah membuat tes
(MGMP). Hal ini masih dipertanyakan apakah tes tersebut valid dan dapat
diandalkan atau tidak karena guru jarang mencoba tes terlebih dahulu sebelum
memberikan kepada siswa. Mengetahui fakta ini, guru harus menganalisis tes
sehingga guru atau pemerintah akan mengetahui kualitas tes. Dengan
menganalisis tes, guru juga pemerintah akan tahu mana item yang dapat
digunakan atau direvisi.
Tujuan dari penelitian ini adalah untuk menggambarkan perbandingan
validitas , reliabilitas , tingkat kesulitan dan dayapembeda tes yang dilakukan oleh
guru dan MGMP di MA Matholibul Huda MlonggoJepara pada tahun akademik
2014/2015
Penelitian ini merupakan penelitian deskriptif kualitatif . Data dari
penelitian ini adalah validitas item, reliabilitas , tingkat kesulitan dan
dayapembedaujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas
dua belas pada tahun akademik 2014/2015 dan sumber data dalam penelitian ini
uji coba tes untuk siswa kelas dua belas pada tahun akademik 2014/2015 .
Hasil penelitian ini mengarah pada kesimpulan bahwa validitas
ujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas dua belas pada
tahun akademik 2014/2015 terutama pada permukaan dan konten isinya yang
baik. Pada validitas permukaan, tes ini memiliki tata letak yang baik dengan
pengaturannya.
Kertastes
dibagi
menjadi
satu
kolom.Dan
konsistendalammenggunakanhurufkapital,
namun
ada
beberapa
yang
kurangtepatdalampengetikantesdaninstruksinya, tetapi tidak ada kesalahan dalam
tata bahasa. Sedangkan dalamvaliditas isi, seluruh item tes meliputi indikator
standar kompetensi lulusan, meskipun ada beberapa indikator standar kompetensi
lulusan yang tidakterdapatdalamsoaltes. Dalam analisis reliabilitas, skor ujicoba
tes yang dilakukan oleh guru adalah 0,80 dan 0,92 dibuat oleh MGMP. Hasilnya
tes yang dibuatoleh guru memilikireliabilitas yang tinggidansempurnadibuatoleh
MGMP. Ini berarti bahwa ujicoba tes yang dilakukan oleh guru dan MGMP untuk
xi
siswa kelas dua belas di tahun akademik 2014/2015 adalahreliabel. Dalam analisis
tingkat kesulitan, untuk ujicoba tes yang dibuat oleh (guru), ada 9 item yang
dikategorikan sebagai tes mudah, 34 item yang dikategorikan sebagai menengah,
dan 9 butir tes dikategorikan sebagai sulit. Kita juga bisa melihat hasil dari item
yang kesulitan mencoba tes yang dibuat oleh (MGMP). Mereka 12 dari tes item
dikategorikan sebagai tes mudah, 37 tes item dikategorikan sebagaimenengahdan
2 item tes dikategorikan sebagai sulit. Padahal, tingkatdayapembedaujicoba tes
yang telah dibuat oleh guru adalah 14 soaltes dan MGMP adalah 5 soaltes,
sehingga tes dikategorikan rendah dengan nilai diskriminasi antara 0,00-0,20.
Jumlah kedua soaltes dikategorikan cukupbaikdengan nilai diskriminasi 0,21 0,40 adalah16 item yang dibuat oleh guru dan 26 item yang dibuat oleh MGMP.
Ketiga kategori baik dengan nilai diskriminasi 0,41 - 0,70 mereka 13 item yang
dibuat oleh guru dan 17 item yang dibuat oleh MGMP. Di sisi lain ada 7 item
yang dibuat oleh guru yang memiliki nilai diskriminasi negatif dan itu
dikategorikan item yang salah. Dan yang terakhir kategori sangat baik dengan
nilai diskriminasi 0,71- 1,00 mereka adalah 2 item yang dibuat oleh MGMP.
Dalamkesimpulan,
tesujicobaygdialkukanoleh
MGMP
adalahlebihbaikdaripadaujicobates
yang
dilakukanoleh
guru.Dapatdilihatdarianalisisvaliditasbahwaujicobates yang dilakukanoleh MGMP
itubaikpadavaliditaspermukaandankontenisinya.Padaujicobates
yang
dilakukanoleh guru baikvaliditaspermukaanataukontenisinyatidakcukupbaik.Jadi,
ujicobates
yang
dilakukanoleh
guru
perluditingkatkanlagi
di
permukaanataukontenisivaliditasnya.Cara
untukmeningkatkanvaliditaspermukaandankontenisivaliditasadalahdibutuhkanrevi
sidalampengetikantesdaninstruksites, sedangkanisidarivaliditasmencakupsemua
indicator dalamstandarkompetensilulusan.Untukreliabilitaskeduatesbuatan guru
dan MGMP bisadikatakansebagaites yang reliabel, reliabilitasdaritesujicoba yang
dilakukan guru adalah 0,80 danreliabilitasdaritesujicoba yang dilakukanoleh
MGMP adalah 0,92 Namun dari ujicobates pada tingkat kesulitan dan
dayapembeda yang dibuat oleh guru dan MGMP harus direvisi .
xii
TABLE OF CONTENTS
Page
COVER ........................................................................................................
i
LOGO ...........................................................................................................
ii
TITLE ..........................................................................................................
iii
MOTTO AND DEDICATION ...................................................................
iv
ADVISORS’ APPROVAL .........................................................................
v
EXAMINERS’ APPROVAL ......................................................................
vi
ACKNOWLEDGEMENT ..........................................................................
vii
ABSTRACT .................................................................................................
ix
ABSTRAK ...................................................................................................
xi
TABLE OF CONTENTS ............................................................................
xiii
LIST OF TABLES ......................................................................................
xvii
LIST OF APPENDICES ............................................................................
xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research............................................................
1
1.2 Statement of the Problem.................................................................
4
1.3 Objective of the Research................................................................
5
1.4 Significance of the Research............................................................
5
1.5 Scope of the Research......................................................................
6
1.6 Operational Definition of Term........................................................
7
xiii
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Evaluation..........................................................................................
8
2.2 Measurement .....................................................................................
9
2.3 Test and Assessment .........................................................................
9
2.3.1 Test. ........................................................................................... 10
2.3.1.1 Type of test ............................................................................ 10
2.3.1.2 The Characteristics of a good test ........................................ 15
2.3.2 Assessment .............................................................................. 20
2.4 English Test used in Madrasah AliyahMatalibul Huda Mlonggo
Jepara................................................................................................ 20
2.4.1 Characteristics Test Made by Teacher .................................... 21
2.4.2 Characteristics Test Made by MGMP ..................................... 22
2.5 Review of Previous Research............................................................ 22
2.6 Theoretical Framework.................................................................... .. 23
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research ...................................................................... 25
3.2 Data and data Source ......................................................................... 25
3.3 Data Collecting….................................................................. ............ 26
4.4Data Analysis……........................................................................... .. 26
CHAPTER IV RESEARCH FINDING
4.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 37
4.2 Content Validity of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 41
4.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 45
4.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 47
xiv
4.5 Discrimination Power of Try out Test Made by Teacher and MGMP
for Twelfh Grade Students in Academic Year 2014/2015 ................. 51
CHAPTER V DISCUSSION
5.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 60
5.2 Content Validity of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 64
5.2.1 Try out Test Made by Teacher which are appropriate with
Indicator of (SKL) ................................................................ 64
5.2.2 Try out Test Made by MGMP which are appropriate with
Indicator of (SKL) ................................................................ 67
5.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh
Grade Students in Academic Year 2014/2015 ................................. 69
5.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for
Twelfh Grade Students in Academic Year 2014/2015..................... 70
5.5 Discrimination Power of Try out Test Made by Teacher and MGMP
for Twelfh Grade Students in Academic Year 2014/2015 ............... 71
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ......................................................................................... 73
6.2 Suggestion ......................................................................................... 75
BIBLIOGRAPHY .......................................................................................
76
APPENDICES .............................................................................................
77
STATEMENT..............................................................................................
149
CURRICULUM VITAE ...................................................................................150
xv
LIST OF TABLES
Table
3.1
Page
Analysis the Face Validity of Try out test for MA and MGMP
2014/2015 ............................................................................................
3.2
Analysis the Content Validity of Try out test for MA and MGMP
2014/2015 ............................................................................................
4.1
41
Analysis the Reliability of Try out test for MA and MGMP
2014/2015 ............................................................................................
4.4
37
Analysis the Content Validity of Try out test for MA and MGMP
2014/2015......... ...................................................................................
4.3
28
Analysis the Face validity of Try out test for MA and MGMP
2014/2015............. ...............................................................................
4.2
27
46
Analysis the Item of Difficulty Level of Try out test for MA and
MGMP
2014/2015............................................................................................
4.5
47
Analysis the Discrimination Power of Try out test for MA and
MGMP
2014/2015............................................................................................
xvi
52
LIST OF APPENDICES
Table
Page
1
Syllabus ..................................................................................................
78
2
Competency Standards(SKL) English Try out Test SMA/MA .............
116
3
Try out Test Made by Teacher ...............................................................
118
4
Try out Test Made by MGMP................................................................
123
5
Key Answer for Try-Out Test Made by Teacher and MGMP...............
134
6
Table of Reliability and the calculation of reliability Made by teacher...... 135
7
The Table of Reliability and the calculation of reliability Made by MGMP
..136
8
The Table of Difficulty LevelMade by Teacher...................................
139
9
The Table of Difficulty LevelMade by MGMP...................................
141
10 The Table of Discrimination Power Made by Teacher.........................
143
11 The Table of Discrimination Power Made by MGMP..........................
145
12 Table of name class IPS .........................................................................
147
xvii
18