ITEMS ANALYSIS ON THE SCORE OF THE ENGLISH SUMMATIVE TEST (A Descriptive Study of the Tenth Grade Students of SMK N 3 Salatiga in the Academic Year of 2013/2014) ITEMS ANALYSIS ON THE SCORE OF THE ENGLISH SUMMATIVE TEST (A Descriptive Study of the Tenth G

  ITEMS ANALY (A Descriptive Study of th A Submitted to the Board of Ex for the Degree of in the Engl

  ENGLISH DEPA STATE INSTIT LYSIS ON THE SCORE OF THE ENGLIS SUMMATIVE TEST y of the Tenth Grade Students of SMK N 3 Salat the Academic Year of 2013/2014) A GRADUATING PAPER f Examiners as a Partial Fulfillment of the Requirem of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)

  English Department of Education Faculty

SITI MUNADLIROH

  

NIM. 11310142

PARTMENT OF EDUCATION FACULTY

ITUTE FOR ISLAMIC STUDIES (STAIN)

  

SALATIGA

2015

GLISH alatiga in rements

  

MOTTO

“Intelligence is not the determinant of success, but hard work is the real determinant of

your success.”

  

~Alexander Graham Bell~

• -

  “No surrender term. Winners never give up, because people who give up would never win.”

  ~Ted Turner~

• -

  “Life is like to reach the bike, drive as fast as possible.”

  ~Albert Einstein~

  DEDICATION This work is sincerely dedicated for:

  

1. My beloved parents, my father (Sujadi) and my mother (Siti alfiah) who

always pray, guide, motivate me to become better person.

  

2. My beloved sisters (Nurul Hikmah and Nana Farida) who fill my life with

love and affection.

  

3. My beloved uncle and aunt, my uncle (Yaseri) and my aunt (Sujiyem)

who motivate me directly and my big family who fill my life with love, affection and pleasantness.

  

4. My closest friends at STAIN Salatiga who always motivate and help me.

  Too many memories and impressions together with you and I can’t forget you, friends.

  

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

  In the name of Allah, the most gracious and merciful, the kings of universe and space. Thank you to Allah because the writer could complete this graduating

paper as one of requirement to finished study in English Department faculty of States

Institute for Islamic Studies.

  

This graduating paper would not have been completed without support,

guidance and help from individual and institution. Therefore, I would like to express

special thank you to:

  

1. Mr. Dr. Rahmat Hariyadi, M.Pd as the Rector of State Institute for Islamic

Studies Salatiga.

  

2. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd as the head of English Department of

States Institute for Islamic Studies (STAIN) Salatiga and the consultant of this graduating paper. Thank you for all of your suggestion, recommendation and support for this graduating paper from the beginning until the end.

  

3. Mrs. Setia Rini, M.Pd as consultant who has educated, supported, directed and

given the writer advice, suggestion and recomendation for this graduating paper from beginning until the end. Thank you for your patience and care.

  

4. All lecturers in English Department Faculty of STAIN Salatiga. Thank you for

all guidance, knowledge, support, and etc.

  ABSTRACT

Munadliroh, Siti. 2014. “Items Analysis on the Students’ Score of the English

  Summative Test (Descriptive Study of the Tenth Grade Students of SMK N 3 Salatiga in the Academic Year of 2013/2014)” . Graduating Paper.

  Educational Faculty. English Department. State Institute for Islamic Studies (STAIN). Consultant: Setia Rini, M. Pd This research was aimed to give a description for the readers about an items

analysis on the students’ score of the English summative test. This research can be

used for as an input for the readers; especially for the English teachers, the

headmaster, and all people who are involved and responsible in developing good

quality of test. The objective of this research was to measure and find out the

difficulty level and discrimination index on items of English summative test score of

the tenth grade students at SMK N 3 Salatiga in the academic years of 2013/2014.

Type of this research was descriptive study. This research was compiled in

quantitative method. It was applied purposive sampling technique. The total number

of the sample was three classes which were 102 students. The data of this study was

taken from observation and documentation which used to obtain the school data like

students’ name and general information. The result of this research were as follows,

based on the data of difficulty index, there were 21 questions (42%) that placed in the

normal position that included to the criteria of moderate question. In the contrary,

there were 27 questions (54%) that included to the criteria of easy question and there

were 2 questions (4%) that included to the criteria of hard question. Based on the data

of discrimination index, there were 24 questions (42%) were in good criteria of

discrimination index. Then 17 questions (34%) were in satisfactory criteria of

discrimination index. In contrary, the writer found 9 questions (18%) items that were

in the poor criteria. It were rejected either due to the difficulty level or discrimination

index. It could be concluded that there were 9 questions that must be removed or

revised to be good questions.

  Keywords: Descriptive study, Item Analysis, English summative test.

  

TABLE OF CONTENTS

TITLE i DECLARATION ii ATTENTIVE COUNSELOR NOTES iii PAGE OF CERTIFICATION iv MOTTO v DEDICATION vi ACKNOWLEDGMENT vii ABSTRACT ix TABLE OF CONTENTS x LIST OF TABLES, CHART AND FIGURE xiii

CHAPTER I INTRODUCTION A. Background of Study

  1 B. Problem Statements

  6 C. Objectives of the Study

  6 D. Benefits of Study

  6 E. Scope Limitation of the Study

  7 F. Definition of the Key Terms

  7 G. Review of Previous Research

  9 H. Research Organization

  10 CHAPTER II THEORITICAL FRAMEWORK

A. Language Test

  12 B. Test

  13

  1. Definition of Test

  13

  2. The Kinds of Test

  14

C. Summative Test

  23

  1. Definition of Summative Test

  22

  2. Purpose of Summative Test

  23

  3. Advantages of Summative Test

  23

  4. Assessment Aspect of Summative Test

  24 D. The Characteristics of a Good Test

  24

  1. Validity

  26

  a. Content Validity

  28

  b. Construct Validity

  29

  c. Empirical Validity

  30

  2. Reliability

  31

  3. Practicality

  32 E. Item Analysis

  33

  1. Item difficulty

  34

  2. Item Discrimination

  34 F. English Curriculum

  35

  1. Concept of Curriculum 2013

  35

  2. Rational of Curriculum 2013 Development

  36 CHAPTER III METHODOLOGY OF RESEARCH

  A. Setting of The Research

  37 B. Subject of Research

  38 C. Type and Method of the Research

  42 D. Technique of Collecting Data

  43 E. Technique of Analyzing Data

  45 CHAPTER IV DATA ANALYSIS

  A. Analysis

  49

1. Analysis of the Difficulty Index

  49

2. Analysis of the Discrimination Index

  53 B. Interpetation of Data

  60 C. Finding and Discussion

  64 CHAPTER V CLOSURE

A. Conclusions

  68 B. Suggestions

  69 BIBLIOGRAPHY CURRICULUM VITAE APPENDICES

  

LIST OF TABLES AND FIGURES

Table 3.1 List of X-O2 Students’ Scores of SMK N 3 Salatiga

  39 Table 3.2 List of X-W1 Students’ Scores of SMK N 3 Salatiga

  40 Table 3.3 List of X-TKR1 Students’ Scores of SMK N 3 Salatiga 41

Table 3.4 Classification of the Difficulty Index

  46 Table 3.5 Classification of the Discrimination Index

  48 Table 4.1 List of the Difficulty Index on the Test Items

  51 Table 4.2 Classification of Discrimination Index

  55 Table 4.3 List of Upper and Lower Group based on the Scores

  56 Table 4.4 List of the Discrimination Index on the Test Items

  58 Table 4.5 List of the Difficulty Index on the Test Items

  60 Table 4 6 List of the Discrimination Index on the Test Items

  62 Figure 4 1 Item Frequency for each Difficulty Index Range

  65 Figure 4.2 Item Frequency for each Discrimination Index Range

  66

CHAPTER I INTRODUCTION A. Background of Study English is a tool of communication to get information and it can be

  used in formal education as academic subject matter. In the global era, English is increasingly needed because it is one of the international languages mostly used in world.

  English as an International language has an important role in any sphere of activities to be used as a means of communication both written and spoken, so English language becomes the first foreign language that should be taught to English students for every level of education in Indonesia. English is taught as a compulsory subject in elementary, junior and senior high schools, and as a complementary subject in university.

  The purpose of teaching English in Indonesia is to develop the communication skills especially in oral and written skills (listening, speaking, reading and writing). To reach the purpose of the instructional activities, the teachers apply evaluation to measure how far the students understand about the material.

  In education, goals are identified on the basis of students and society’s need. Based on this needs, educational programs are established so that students can reach the goals. After the program has begun, information of

  

students’ behaviour is needed as to judge the success of the students in

reaching the goals. Evaluation must be done because education is not

automatically successful. The core of evaluation is then to evaluate the

success of students which is periodically gathered in terms of the objectives.

  One of the most important aspects of teaching learning process is

evaluation. It contributes directly to the teaching and learning process used in

classroom instruction. According to Sudijono (1996: 13), the main focus of

classroom evaluation is the students and their learning process. To measure

the students’ competence in the learning process, the teachers need to hold an

evaluation. Evaluation plays an important role in teaching learning activities.

  It is an integral part of instructional program.

  The measurement of educational achievement is essential to effective

formal education. Formal education is a complex process, requiring a great

deal of time and money and cooperative efforts of many people. Effort must

be directed toward the attainment of specific goals, because education is not

automatically successful. Teachers, students, parents and school officials need

to know periodically how successful their efforts have been, so that they can

decide which practices to continue and which to change (Gronlund, 1982: 9).

  Teachers are those who know the characteristics of their classes. Thus,

they are the best position to construct a test to measure their students’

achievement and it is not an easy job. Some teachers make a test carelessly.

The test that is made accordingly can help teacher increases the teaching-

  

learning process. High quality test can give information about how well the

students have comprehended the material, which has been taught by the

teacher. So, teaching learning process will be more effective without any

overlapping.

  One of form to evaluate the students’ ability is test. Evaluation can be

done in the form of test. This test could be a teacher-made test or standardized

test. In the teacher-made test, the teachers who make the test should know and

master the principles and the steps that must be done in making the test. By

this knowledge the teachers will get a clear figure about the general

systematic framework of evaluation.

  There are numerous types of test. There are placement test,

achievement test, proficiency test and aptitude test. The test which is usually

used by teacher to know how far students have mastered the lessons is the

achievement test. The achievement test is intended to establish how successful

individual students groups of students or the courses themselves have been

achieving objectives of language courses. Then here are two kinds of

achievement test: progress achievement test and final achievement test.

Progress achievements are those intended to measure the progress that

students are making and final achievement tests or summative tests are

intended to measure the students’ achievement at the end of a course of study

(Hughes, 1995: 10).

  In order to measure accurately, the teachers should use a good test. It

is not an easy work for them to make it because there are some characteristics

or requirements that must be fulfilled. The characteristics of a good test

include validity, reliability, objectivity and practicality (Sudijono, 1996: 93).

  Validity is the most important consideration in test evaluation. The

concept refers to the appropriateness, meaning and usefulness of the specific

inferences made from the score. Test validation is the process of accumulating

evidence to support such inference. The former types of validity are content,

criterion related, and construct (Tinambunan, 1988: 11).

  Most of teachers applied test in the multiple choice form in the final

program of teaching learning process. According to Tinambunan (1988: 9),

the summative test is intended to show the standard which the students have

now reached in relation to other students at the same stage.

  Item analysis is an important and necessary step in the preparation of

good multiple choice test. Because of this fact; it is suggested that every

classroom teacher who uses multiple choice test data should know something

of item analysis. How it is and what it means. Items analysis provides two

kinds of information on items, there are item difficulty and item

discrimination (Oller, 1979: 254).

  In SMK N 3 Salatiga, English summative tests is settled as one of the

most important aspects that can be used as the tools of evaluation to measure

the students ability whether the students have achieved the learning target or

  

not. Since the English summative tests will become the main point of student

ability in English so this test will be very important to be analyzed. If the test

isn’t valid we can say that the test can’t use as the tools of measurement.

  The writer focuses the research of the tenth grade students in this

school and focuses on the observation of the English summative tests. As we

know that tenth grade is the beginning class of senior high school where the

teacher can get the general and valid information about the students’ ability.

  

By knowing the valid information about the students’ ability might help the

teacher to find the suitable steps in treating students in class.

  From the reason above the writer concludes that this research is very

important to be done because the English summative tests in SMK N 3

Salatiga is oriented to measure the students’ ability whether the target of

learning has been achieved or not. The teachers in this school also use the

result of the English summative tests in tenth grade as the standing point of

view in treating the students for the next level. If these purposes of this test

can’t give the valid information so the test is also not valid.

  Based on the explanation above, it gives an inspiration to the writer to

conducts a research related to how to evaluate the items analysis of the

summative tests score. That is a research entitled “ITEMS ANALYSIS ON

THE SCORE OF THE ENGLISH SUMMATIVE TEST (A Descriptive

Study of the Tenth Grade Students of SMK N 3 Salatiga in the Academic

Year of 2013/2014)”.

  B. Problem Statements Based on the background described above, this research is aimed at giving answers on how are the difficulty level and the discrimination index on items of English summative test score of the tenth grade students at SMK N 3 Salatiga in the academic years of 2013/2014?

  C. Objectives of the Study The general purpose of the study is to be able to know how the items analysis on the students’ score of the English summative test at he tenth grade students at SMK N 3 Salatiga. The specific objectives of this study as able to measure and find out the difficulty level and discrimination index on items of English summative test score of the tenth grade students at SMK N 3 Salatiga in academic years of 2013/2014.

  D. Benefit of the Study The result of this study is expected to give a description for the readers about items analysis of test score toward the summative test. It can be used as an input for the readers; especially for the English teachers, the headmaster, and all people who are involved and responsible in developing good quality of test. In other word, it is useful for all people to know the characteristics of a good test and for the researcher as the basic to conduct further research.

E. Scope and Limitation of the Study

  The discussion of the study will be focused on items analysis on the students’ score of the English summative tests of the tenth grade students of SMK N 3 Salatiga. According to Anthony (1983: 284), item analysis refers to the process of collecting, summarizing, and using information about individual test items especially information about pupil’s response to items. According to Widdowson (2000: 60), item analysis usually provides two kinds of information on items, they are:

1. Item facility (Item difficulty), which helps us decide if the test items are at the right level for the target group.

  2. Item discrimination, which allows us to see if the individual items are providing information on candidates’ abilities consistent with that provided by the other items on the test.

F. Definition of Key Terms

  1. Validity Validity is the most important consideration in test evaluation. The concept refers to the appropriateness, meaning and usefulness of the specific inferences made from the score. Test validation is the process of accumulating evidence to support such inference. The former types of validity (content, criterion related, and construct) are simply considered to be convenient categories for accumulating evidence to support the validity of an interpretation but the primary concern for classroom achievement testing is content validity (Tinambunan, 1988: 11).

  Validity is a standard or criterion that shows whether the instrument is valid or not. A test is valid to the extent that it measures what it claims to measure (Sukardi, 1987: 173).

  2. Items Analysis According to Anthony (1983: 284), item analysis refers to the process of collecting, summarizing, and using information about individual test items especially information about pupil’s response to items.

  3. Test Test is a particular type of assessment that typically consists of a set questions administered during a fixed period of time under reasonably comparable conditions for all students (Linn &Gronlund, 1995: 5).

  According to Arikunto (2010: 226), to measure is there the object is analyzed used a test. It’s used to measure the basic competence and achievement. There are two types of achievement test used in school:

  a. Test made by the teacher; that arranged by certain procedure, but it has not been examined many times so its characteristics and strength has not been known.

b. Standardized test; a test that usually has been available in a test institution and has been guaranteed its effectiveness.

  4. Summative Test Summative test is final test which is executed after completing program of teaching learning (Sudijono, 1996: 72).

  The summative test is intended to show the standard which the students have now reached in relation to other students at the same stage (Tinambunan, 1988: 9). The condition for setting a summative test are that it covers a much wide range of material than diagnostic test and relates to be long-term rather than short-term objectives. This brings up problems of sampling, since what has been learnt, for example in a year, cannot be assessed in one day, yet the test must reflect the content of the whole course, and the test must be able to determine the extent to which the instructional objectives have achieved by the pupils and is used primarily for assigning course grades of certifying pupil’s mastery of the extended learning outcomes.

G. Review of Previous Research

  In this graduating paper, the writer takes some reviews from other thesis as a comparative in this research. The first journal is done by Hanik Huamaizatul Husna and Fachrurrazy (2012) entitle “An Analysis of English Summative Test for Sixth Grade Students in Three Public Elementary Schools in UDANAWU District, Blitar Regency. In their thesis, they intended to find out the quality of the English summative test for sixth grade students in three public elementary schools in UDANAWU District, Blitar Regency. They analyzed the quality of English summative test in terms of the test construction, content validity, reliability, level of difficulty, level of discrimination, and the effectiveness of distraction. It was compiled in descriptive evaluation research.

  The second is “Items Analysis of English Formative Test made by English Teacher (A Study of Eleventh Grade Students at SMA N 1 Angkek)” .

  It is written by Sari S. Octavia, a student of STKIP PGRI Sumatra Barat in the academic year of 2012. She observed value of the daily tests that have been achieved by eleventh grade students of SMA N 1 Angkek. Then she observed how the results of the daily tests given by the English teachers.

H. Research Organization

  The writer wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters.

  Chapter I is Introduction. It consists of background of study, problem statements, objectives of the study, benefit of the study, limitation of the study, definition of key terms, and review of previous research.

  Chapter II is Theoretical Framework.This chapter is divided into three sub chapters. The first sub chapter is talking about language test, which describes about definition of test, the kind of the test and the characteristics of a good test. The second of sub chapter is talking about validity, which

  

includes content validity, face validity, construct validity and empirical

validity. The last is talking about items validity.

  Chapter III explains about methods of research that consist of setting

of the research, subject of the research, method of the research, procedure of

the research, technique of collecting data and technique of data analysis.

  Chapter IV is Findings and Data Analysis. It consists of description of data, analysis of data, Interpretation of data, finding, discussion, and result. Chapter V is Closure. The writer states summary of the study includes Conclusions and Suggestions related to the problem.

CHAPTER II THEORETICAL FRAMEWORK A. Language Test Language testing is the practice and study of evaluating the

  proficiency of an individual in using a particular language effectively (Brown, 2003: 42). The purpose of language test is to determine a person knowledge and ability in the language and to discriminate that the persons’ ability from that of others. Such ability may be of different kinds, achievement, proficiency or aptitude. Tests, unlike scales, consist of specified tasks through which language abilities are elicited. The term language test is used somewhat more widely to include for example classroom testing for learning and institutional examinations.

  Actually there are many ways that use to evaluate the learning process. One of the ways is test. Generally, test serves to motivate the learner and to give the unity to portions of the material being studied at different times. It can be device to prove the skills and abilities in learning.

  From explanation above, the writer tries to develop the specific explanations for this language test in order to easy to understand.

B. Test

  1. Definition of Test There are some definitions about test. Test is a particular type of assessment that typically consists of a set questions administered during a fixed period of time under reasonably comparable conditions for all students (Linn & Gronlund, 1995: 5). According to Tinambunan (1988: 3), test is a set of questions, each of which has a correct answer, that examinees usually answer orally or in writing. Furthermore, according to Brown (2003: 3), test is a method of measuring a persons’ ability, knowledge, or performance in a given domain. Additionally, according to Griffin and Nix, tests are setting for structured observations and are expected to provide an efficient source of many types of assessment information. They also said that test is a formal, systematic procedure used to gather information about students’ achievement or other cognitive skill (Griffin and Nix, 1989: 5-6).

  In order to know how well the result of learning process, teacher should evaluate it. By evaluating, teachers can collect information or have concept whether the teaching and learning activity has successes or not.

  Gronlund said that “tests are used as a means to motivate students to learn or review specific material” (Gronlund, 1982: 6). It means that test is one motivation of students to learn or review material in their school.

  Furthermore Fernandes states that a test as a systematic procedure for surveying a persons’ behavior and explaining it with the aid of a numeric scale or a category system (Fernandes, 1984: 1).

  In addition, according to Arikunto (2012: 67), test is instrument or procedure which is used to know or measure a something in the situation with the methods and rules determined.

  Based on the definitions above, the writer concludes that the test is the particular types of assessment to reinforce learning and to motivate the students by giving a task or a set of tasks. Through the test, teachers don’t only measure and motivate the students’ ability but also improve the lesson in teaching learning process. In order to make a proper decision, the teacher needs an accurate data. So a good instrument is needed.

  2. The Kinds of Test There are many types of test used to measure students’ achievement. The writer discusses about kinds of test based on two experts’ opinions. First, According to Tinambunan, there are four types of

achievement test which are commonly used by teachers in the classroom:

  1) Placement test A placement test is designed to determine pupil performance in the beginning of instruction. 2) Formative test Formative test is intended to monitor learning progress during the instruction and to provide continuous feedback to both pupil and teacher concerning learning successes and failures. It is used at the end of a unit in the course book or after a lesson designed. The result of this test will give the students immediate feedback. 3) Diagnostic test Diagnostic test is intended to diagnose learning difficulties during instruction. The main aim of diagnostic test is to determine the causes of learning difficulties and then to formulate a plan for remedial action. 4) Summative test According to Sudijono, summative test is final test which is executed after completing program of teaching learning (Sudijono, 1998: 7-9).

  In addition, according to Tambunan (1988: 9), summative test is intended to show the standard which the students have now reached in relation to other students at the same stage. Second, according to Brown, tests are divided into three

categories there are achievement test, aptitude test, and proficiency

test. Here, the writer likes to explain more about kind of tests. 1) Achievement test Achievement test was designed to measure a variety of learning outcomes, such as knowledge of specific facts, ability to apply facts and principles (Tinambunan, 1988: 28). A classroom tests is made by a teacher for his/her students and may or may not be used again.

  According to Gronlund, an achievement test is a systematic procedure for determining the amount a student has learned.

  Although the emphasis is on measuring learning outcomes, it should not be implied that testing is to be done only at the end of instruction (Gronlund, 1982: 1).

  While, Sudijonos’ opinion (1996: 73), achievement test is test which is used to reveal the level of attainment or learning achievement. It is usually a formal examination given at the end of the school year or at the end of the course, the achievement test may be written and administered by ministries of education, officially examining boards, or by members of teaching institution.

  According to Hughes, achievement tests are directly related

to language course, their purpose being to establish how successful

individual students, group of students, or the courses themselves

have been in achieving objectives. They are two kind of test: final

achievement tests and progress achievement tests.

a) Final achievement tests are those administered at the end of a course of study.

  

b) Progress achievement tests, as their name suggests, are

intended to measure the progress that students are making (Hughes, 2003: 13).

  Furthermore, Brown (2003: 47) said that an achievement

test related directly to classroom lessons, units, or even a total

curriculum. Achievement test are limited to particular material

covered in a curriculum within a particular time frame, and are

offered after a course has covered the objectives in question. Then

achievement tests are often summative because they are

administered at the end of a unit or term of study.

  In addition, another opinion, an achievement test is

designed to indicate degree of students’ success in some past

learning activities (Tinambunan, 1998: 9). This purpose of

achievement test is obviously different from the purpose of

  

aptitude test, where the aptitude test is designed to predict success

in some future learning activities.

  In order to have a good achievement test form, a test maker

should consider that achievement test much be constructed well by

paying attention to some following basic principles (Gronlund

1988: 303). They are:

a) Achievement tests should measure clearly defined learning

outcomes that are in harmony with the instructional objectives.

  

b) Achievement tests should measure an adequate sample of the

learning outcomes and subjects matter content included in instructions.

  

c) Achievement tests should include of the tests items, which are

most appropriate for measuring the desired learning outcomes.

  

d) Achievement tests should be designed to fit the particular uses

to be made of the results.

  

e) Achievement tests should be made as reliable as possible and

should then be interpreted with caution.

  

f) Achievement tests should be used to improve student learning.

  The content of tests based on the course objectives gives a

number of advantages. The first, it compels course designers to be

explicit about objectives. The second, it makes possible for

performances on the test to show just how far students have achieved the instructional objectives. Consequently, the course designer or teacher should construct a syllabus based on the instructional objectives and should select books and materials which are consistent with the course objectives.

  Based on the explanation above, the writer concludes that achievement tests should support and reinforce other aspects of the instructional process. May they can aid both the teacher and student in assessing learning readiness.

  2) Aptitude test The second type of test is the aptitude tests. Aptitude tests are designed to predict, before beginning language study, a subjects’ capability of acquiring the language (Merry and Sydney, 1993: 7). By looking at “predict” term, it can be recognized that these tests give some clues as to whether, how well and how quickly a person is likely to success in learning.

  According to Sudijono (1996: 73), the aptitude test is test which is executed that aim to reveal a basic competence or special aptitude that students have.

  Beside it, Brown states, a language aptitude test is designed to measures a persons’ capacity or general ability to learn a foreign language and to be successful in that undertaking. Aptitude tests are considered to be independent of a particular language (Brown, 2001: 391).

  Fundamentally, aptitude tests have different features in nature from achievement test, which has been discussed previously. Aptitude tests are primarily designed to predict success in some future learning activities, whereas achievement tests are designed to indicate degree of success in some past learning activity (Tinambunan, 1998: 7). From a comparison above, it can be comprehended that a distinction founded between these two tests is made in term of the use of the results. It is rather than the qualities of the tests themselves. 3) Proficiency test The third type of test is proficiency test. This test is used to know the proficiency of test-takers. It is hoped after giving this test the test-taker will know their ability in their ability in language especially in English language.

  According to Hughes (2003: 11), proficiency tests are designed to measure people’s ability in a language. The content of proficiency test is based on a specification have to be able to do in the language in order to be considered proficient.

  While Harmer (2001: 321), said that the proficiency tests give a general picture of students’ knowledge and ability (rather than measures progress). They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job, or obtain some kind of certificate. Proficiency tests have a profound backwash effect since, where they are external exams, students obviously want to pass them, and teachers’ reputation sometimes depend (probably unfairly) upon how many of them succeed.

  Appropriate the writers’ experience during the learning, this test usually consists of the standardized multiple choice items in structure, reading comprehension, listening comprehension, and sometimes on writing.

  Based on the explanations about the kind of tests above, the writer concludes that generally test is a systematic and objective procedure to find out the knowledge and ability of what have been learned from someone.

C. Summative Test

  According to Brown, Summative test has clearly related to summative assessment. Summative assessment aims to measure or summarize what a student grasped and typically occurs at the end of a course or unit of instruction. A summation of what a student has learned implies looking back

  

and taking stock of how well that student has accomplished objectives. But it

does not necessarily point the way to future progress. Final exams in a course

and general exams are examples of summative assessment (Brown, 2003: 06).

In this part, the writer discusses more about summative test as a follow:

  1. Definitions of Summative Test According to Sudijono, summative test is final test which is executed after completing program of teaching learning (Sudijono, 1998: 7-9).

  In addition, according to Tambunan, summative test is intended to shows the standard which the students have now reached in relation to other students at the same stage (Tinambunan, 1988: 9)

  2. Purpose of Summative Test The purpose of summative test is establishes a success learning, which its result as a substances to fulfill a students’ grade report and preferment class. So that it is not used to improve a teaching-learning process, because of all the materials have been extended. If the student failed, he or she reputed that not pass in a lesson which involved in the learning (Sutomo, 1985: 20).

  3. Advantages of Summative Test According to Arikunto (2008: 39), there are important advantages of summative test, they are: a. To determine the point of students. b. To be able to know students’ ability in following the next of teaching programs.

  c. To fulfill the progress learning notes that it can be useful to students’ parent, consultant, and mentor in the school.

  The main purpose of summative test is determines the point which symbolize a student success after passing the learning process at certain time. So that the teacher can determines a student position in the class. It related to the students condition in following a teaching programs (Silverus, 1991: 10).

  4. Assessment aspect of summative test According to Sutomo (1985: 20) aspect which is assessed in summative assessment is all of ability aspect the learning result during the teaching programs. They are knowledge aspect (cognitive), skill (psychomotor), and behavior (affective).

  Based on the statement above, the writer concludes that the condition for setting a summative test are that it covers a much wide range of material than diagnostic test and relates to be long-term rather than short-term objectives. This brings up problems of sampling, since what has been learned, for example in a year, cannot be assessed in one day, yet the test must reflect the content of the whole course, and the test must be able to determine the extent to which the instructional objectives have achieved by the pupils and is used primarily for assigning course grades of certifying pupil’s mastery of the extended learning outcomes.

D. The Characteristics of a Good Tests

  A test which is good the measuring instrument must meet the test requirements, namely to have validity, reliability, and usability (Arikunto, 2009: 58). First character of a good test is needed to have validity. Validity refers to the adequacy and appropriateness of the interpretation made from tests, with regard to a particular use. An information data can be said is valid in accordance with actual circumstances. The second characteristic of a good test is needed to have reliability. A test should be reliable as a measuring instrument. Reliability is the consistency of assessment results (Linn and Gronlund, 1995: 48).

  If the teachers obtain quite similar scores when the same test procedure is used with the same students on two different occasions, they can conclude that their results have a high degree of reliability from one occasion to another. Similarity, if different teachers independently rate student performances on the same test task and obtain similar ratings, they can conclude that tests can be said reliable. If it gives results that remain when a test is practiced to students for many times, it also conclude that tests can be said reliable (Arikunto, 2009: 90).

  The third characteristic of a good test is usability in the preparation of

a new test. The term usability, then, refers only to the practically of the

procedure and says nothing about the other qualities percent (Linn and

Gronlund, 1995: 49). The teacher must keep in mind a number of a very

practical consideration which involves economy, ease of administration,

scoring and interpretation of result. How long the administering and scoring

of test will take, choosing a short test rather longer test.

  In the writer’s opinion, the practically of a test is important in order

that test materials can be administered well. It must be determined in term of