department of english education faculty of...

An Item Analysis of English Summative Test

(An Analysis Study in the Second Grade of SMA Negeri 6 Depok

in the 2013/2014 Academic Year)

By

Amalina Shomami

109014000054

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

An Item Analysis of English Summative Test


in the 2013/2014 Academic Year)

“A Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial

Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in

English Language Education

By

Amalina Shomami

109014000054


FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

An ltem Analysis of English Summative Test


2013 /201 4 Academic Year)

*ASfuipsf'

Presented to the Faculty of Tarbiyatr and Teachers' Training in a Partial Fulfillment of the

Requirement for the Degree of Shata I (Bachelor of Art) in English Language Education

By:

Amalino Shomami

10q)14fiX1054

Approved by:

Advisor I Advisor II

nIP. 1965Ut10 200003 01 002


FACIJLTY OT TARBIYAII AIID TEACIIERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC TJMVERSITY

JAKARTA

zA'4

Dr. IVff6-rklian. M.PdnnP.19811031 201101 0t 005

ENDORSAMENT SHEET

The Examination Committee of ttre Faculty of Tarbiyah and Teachers Trainingcertifies that Ore "sbipsi" (Scientific Paper) entitled An Item Analysis of EngtishSummative (An Analyris Study in the Second Grade of SMA Negeri 6 Depok inthe Academic Yeer 20l3n0l4r, written by Amalina Shomami, NIM109014000054 was examined by the Committee on July 7h,2014. The "sbipsi"bas beea accepted and declarcd to have fulfilled one of the requirements for the

Degree of S.Pd (Sl) in English Langrrage Education at the English Department.'

Jakarta, July 7th'2014

Chairrnan:

Secretary:

Examiner I:

Examiner II:

EXAMINATION COMMITTEE

Drs. Svauki. M.Pd.NIP. 196412t2t99103 l 002

Acknowledged by

Dean of Faculty of Tarbiyatr and Teachers Training

Dry. Nurlena Ri'fai. M.A.. Ph.DNIP. 19591020 198603 2 001

lll

KETIIENTERIAN AGANiAUIN JAKARTAFITKJt. tt. t{. Jtnnda No S5 Clputat 1A12 htc&l(rada

FORTU (FR)

No. Dokumen : FITK-FR-AKD-089Tgf. Terbit : 1 Maret 2010No. Revisi: : 01Hal 1t1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertandatangan di bawah ini,

NamaTempa! Tanggal LahirNIMJurusanlProdiJudul Skripsi

Amahna ShomamiDepok, 16 November 1991109014000054Pendidikan Bahasa InggnsAn Item Analysis of English Summative

Dosen Pembimbing

Test (An Analysis Study in the SecondCrrade of SMA Negeri 6 Depok in theAcademic Year 201312014)

: l. Dr. M. Farkhan, M.Pd2. Teguh Khaerudin, M.Appling

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggrrng jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah safir syarat Ujian Munaqosah.

Jakartq 18 Juni 2014--_Jd3hpsiswa Ybs.

enilina ShomamitlIM. 109014000054

1V

v

ABSTRACT

Amalina Shomami, 2014. An Item Analysis of English Summative Test; An Analysis Study in

the Second Grade of SMA Negeri 6 Depok in the 2013/2014 Academic Year. Skripsi. Department

of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State

Islamic University Jakarta.

Keywords : Test, Item Difficulty, Discriminating Index, Distractor Efficiency

The purpose of this study is to find empirical evidence of whether or not the summative

test items have good characteristic of test in terms of difficulty level, discriminating power, and

distractor efficiency. This research was held in the second grade of SMA Negeri 6 Depok. The

research design used in this study was Content Analysis Research. The respondent of this study are

161 pupils. The writer choose the top 27% for the upper group and top 27% for the lower group.

The result of this study showed there are 6 (15 %) acceptable items to meet the criteria of

difficulty index, one item (2.5%) with too difficult status and there are 33 (82.5%) unacceptable

items. Whereas for discriminating power index, the writer found there are 23 (57.5%) poor items,

1 (2.5%) item has negative result to the point have to be discard, and 16 (40%) acceptable items.

For the distractor efficiency, the writer found there are 166 (83%) distracters with in-effective

distractor. In conclusion, English odd summative test for second grade of SMAN 6 Depok did not

meet the criteria of effective and acceptable test.

vi

ABSTRAK

Amalina Shomami, 2014. An Item Analysis of English Summative Test; An Analysis Study in

the Second Grade of SMA Negeri 6 Depok in the 2013/2014 Academic Year. Skripsi. Jurusan

Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Agar pengajar mendapatkan butir soal yang mampu menggali seluruh kemampuan siswa

dalam pembelajaran dan menghasilkan nilai yang adil sesuai kemampuan siswa dalam menjawab

soal, maka perlu dilakukan kajian butir soal. Tujuan dari penelitian ini adalah mencari bukti

empiris apakah butir soal ulangan akhir bahasa inggris memenuhi kriteria tes yang baik dari segi

tingkat kesukaran soal, daya pembeda, dan efektifitas butir pengecoh. Obyek penelitian ini

merupakan siswa kelas XI di SMA Negeri 6 Depok, dengan metode penelitian analisis isi. Jumlah

responden yang digunakan dalam penelitian ini adalah 161 siswa. Penulis menentukan 27% awal

untuk kelompok atas dan 27% terakhir untuk kelompok bawah. Hasil dari penelitian ini

menunjukkan bahwa terdapat 6 (15 %) butir soal yang memenuhi kriteria daya kesukaran soal, 1

(2.5%) butir soal yang dikategorikan sebagai soal yang terlalu sulit, juga terdapat 33 (82.5%) butir

soal yang tidak memenuhi kriteria daya kesukaran soal. Sedangkan pada daya pembeda, penulis

menemukan bahwa terdapat 23 (57.5%) butir soal dengan kategori pembeda yang tidak baik, 1

(2.5%) butir soal dengan hasil negatif yang mana harus dibuang, dan 16 (40%) butir soal dengan

kategori pembeda yang baik. Untuk keefektifan butir pengecoh, penulis menemukan terdapat 166

(83%) pengecoh yang tidak efektif. Maka, hasil dari penelitian ini menunjukan bahwa; Ulangan

akhir semester ganjil untuk kelas XI mata pelajaran Bahasa Inggris di SMAN 6 Depok tidak

memenuhi kriteria tes yang baik dan efektif.

Kata Kunci : Tes, Daya Kesukaraan Soal, Daya Pembeda, Keefektifan Butir Pengecoh.

vii

ACKNOWLEDGMENT

In the name of Allah, The Beneficent, The Merciful

All praise be to Allah, the Lord of the world. Peace and blessing

be upon our prophet Muhammad S.A.W, our beloved Messenger, and his

families, his companion, and his faithful followers. The writer is sure that

without His help and mercy this “skripsi” would never be completed.

This “skripsi” is presented to Department of English Education,

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirements for the degree of

Strata I (Bachelor of Art) in English Language Education.

On this great occasion, the writer would like to thank to her beloved

parents, Mochammad Sholeh and Gemi Dyah Irawati, for their love, never

ending prayers, support, advice, motivation, and patience for the writer in

finishing this “skripsi”. She also would like to thank her big brother

Mohammad Ihsan Rosyadi, for his encouragement and motivation to finish

“skripsi” together.

The Writer realizes that she would not finish writing this “skripsi”

without help from some people around her. Therefore, she would like to give

her gratitude and appreciation to:

1. Her advisors, Mr. Dr. M. Farkhan, M.Pd and Mr. Teguh Khaerudin, M.

AppLing for their valuable advice and guidance in developing and

accomplishing this skripsi.

2. All the inspiring lecturers of English Education Department who have

already taught and educate the writer during her study at UIN Syarif

Hidayatullah Jakarta.

3. Drs. Syauki, M.Pd, the chief Department of English Education.

viii

4. Zaharil Anasy, M.Hum, the secretary of Department of English

Education.

5. Dra. Nurlena Rifa’i, MA. Ph.D, the Dean Faculty of Tarbiyah and

Teachers’ Training.

6. The whole teacher at SMA Negeri 6 Depok, who allowed and support the

writer to do a research in their school.

7. The English teacher of SMA Negeri 6 Depok, who spends her time and

helps the writer in collecting data she needs.

8. Her lovely friends, Abdurachman, S.Kom i, Hazana Itriya, S.Pd i, and

Risna Pranandari, S.Psi who always encourages, support, and entertain the

writer when she feels desperate in writing skripsi.

9. Her beloved friends in English Education Department Class B for

academic year 2009 who always give her 5 years precious memories,

inspiration, ideas, and remind the writer in finishing this skripsi.

Finally, the writer realizes that this “skripsi” is far from being

perfect, therefore it is really a pleasure for her to receive suggestion and

criticism from everyone who will encourage her to continue her study.

Jakarta, July 2014

The writer

ix

TABLE OF CONTENTS

COVER ....................................................................................................... i

APPROVAL ................................................................................................ ii

ENDORSEMENT SHEET .......................................................................... iii

SURAT PERNYATAAN HASIL KARYA SENDIRI .............................. iv

ABSTRACT .................................................................................................. v

ABSTRAK ................................................................................................... vi

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

TABLE OF CONTENTS ............................................................................. ix

LIST OF TABLES ....................................................................................... xi

LIST OF CHARTS ...................................................................................... xii

LIST OF APPENDIXES ............................................................................. xiii

CHAPTER I INTRODUCTION

A. The Background of Study............................. ................ 1

B. The Limitation of Study ............................................... 3

C. The Objective of Study ................................................. 3

D. The Formulation of Problem ......................................... 3

E. The Significance of Study ............................................. 3

CHAPTER II THEORETICAL FRAMEWORK

A. Test

1. The Understanding of Test ...................................... 4

2. Kinds of Test ........................................................... 4

B. Item Analysis

1. The Understanding of Item Analysis ....................... 5

2. The Construction of Multiple-Choice Test Item ..... 6

3. Kinds of Item Analysis

a. Difficulty Index .............................................. 8

b. Discrimination Index ...................................... 9

c. Distracter Effectiveness .................................. 11

x

C. Relevant Studies ............................................................ 12

CHAPTER III RESEARH METHODOLOGY

A. Place and Time of the Study ......................................... 15

B. Population and Sample ................................................. 15

C. Research Instrument ..................................................... 15

1. Students Answer Sheet .................................. 15

2. Answer Key ................................................... 15

3. English Summative Test Paper ...................... 15

D. Technique of Data Collecting ....................................... 16

E. Technique of Data Analysis .......................................... 16

F. Method of the Study ...................................................... 19

G. Data Description .......................................................... 19

H. Data Analysis ............................................................... 20

I. Data Interpretation ....................................................... 22

CHAPTER IV RESEARCH FINDING and INTERPRETATION

A. Revision of the Test Items ............................................ 24

CHAPTER V CONCLUSION and SUGGESTION

A. Conclusion .................................................................... 50

B. Suggestion ..................................................................... 51

REFERENCES

APPENDIXES

xi

LIST OF TABLES

Table 2.1 The Classification of Index Difficulty ........................... 9

Table 2.2 The Classification of Discrimination Index ................... 11

Table 3.1 The Classification of Index Difficulty ........................... 17

Table 3.2 The Classification of Discrimination Index ................... 18

xii

LIST OF CHARTS

Chart 3.1 Index Difficulty .................................................................. 21

Chart 3.2 Discriminating Index ......................................................... 21

Chart 3.3 Distracter Effectiveness ..................................................... 21

xiii

LIST OF APPENDIXES

Appendix 1: Students Score of English Odd Summative Test in the

2013/2014 Academic Year ................................................ 56

Appendix 2: Upper and Lower Group of English Odd Summative Test

in the 2013/2014 Academic Year ...................................... 57

Appendix 3: Student’s (Upper Group) Summative English Test

Answer Result ................................................................... 58

Appendix 4: Student’s (Lower Group) Summative English Test

Answer Result ................................................................... 59

Appendix 5: Data of Difficulty, Discrimination Index, and Distracter

Effectiveness of English Odd Summative Test in the

2013/2014 Academic Year ............................................... 60

Appendix 6: Lembar Soal Ulangan Akhir Semester Ganjil ................... 65

Appendix 7: Surat Bimbingan Skripsi ................................................... 69

Appendix 8: Surat Permohonan Izin Penelitian ..................................... 70

Appendix 9: Surat Keterangan Telah Melakukan Penelitian ................. 71

1

CHAPTER I

INTRODUCTION

A. The Background of Study

One aspect in learning process is to do an evaluation to the students. It is

done to make sure whether the learning process has been running well over the

term. In education field, evaluation has an important role, because it shows the

result of learning program. The objective of the evaluation itself is to help the

teacher ascertain the degree to which educational objectives have been achieved,

to review the effectiveness of teaching method and to help the teacher know his

pupils as individual.

According to Ahmann and Glock, evaluation is the systematic process of

determining the effectiveness of educational endeavors in the light of evidence.1

Teacher also can make an evaluation through assessment and measurement. Once

assessment information is collect, teacher use it to make a decision, reflection, or

judgment about pupils, instruction, or classroom climate.2

In another words

evaluation can be defined as a system, a decision, or a judgment about the process

in determining the value of students performance based on information that had

been collect, synthesized and reflected by the teacher.

There are several methods in getting the data for the sake of evaluation

purpose, one of them is by using a test. The test items are supposed to be well

constructed so it can be used efficiently. To be an effective test, it has to fulfill the

criteria of a good test, they are validity, reliability and practicality. The test is

recognized as valid if it can measures what supposed to be measure. It is reliable

1 J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth. (Boston: Allyn and

Bacon, Inc. 1967), 4th

edition, p. 4. 2 Peter W. Airasian and Michael K. Russel, Classroom Assessment. (New York: Mc Graw

Hill. 2008), 6th

edition, p. 10.

2

if the result of the test is similar even the test administered with the same standard

for several times. A test is practical if it easy to do, and administer.3

To acknowledge whether the test has accomplished the standards of a

good test, the teacher should evaluate the quality of the test item. The

investigation that teacher did in order to know the quality of each item test is

called item analysis. Item analysis is helpful for improving teachers' skills in test

construction and recognizing specific areas of course content that need greater

emphasis or clarity. The characteristics that determine an item analysis test are

item difficulty, item discriminator, and item distracter.

The item difficulty means the rank of difficulty for each item test for

students. The item discriminator tells how well each item test differentiates the

comprehension ability among the higher and the lower student. Lastly, item

distracter indicates how effective each alternative or option for an item on

multiple choice questions.

Based on the preliminary study conducted by the writer on the second

grades of 6 State Senior High Schools while teaching learning activity, the writer

found some facts about the evaluation constructions and content. It was found that

some of the students said the question in mid-term test was confusing, due to

ambiguous options and some of the options are the same also the instruction of the

question was not clear.

Furthermore, the mid-term test was a teacher-made test which was

designed by the teacher herself. The teacher designs the item test based on item

bank by using search engine from the internet that may not fit with the local

content. If the test item is suitable to the local content, the difficulty level on the

item test is not fairly distributed. This condition makes the writer doubt about the

quality of the item test and the ability of the teacher who design the test.

Concerning on the problems that the writer found on the preliminary study,

qxthe writer believes the presence of study that focuses on discussion about item

analysis is necessary. Not only to find out the quality of the test item which used

3 H.Douglas Brown, Language Assessment: Principle and Classroom Practice. (San

Francisco: Longman, 2003), pp. 19-22.

3

in SMA Negeri 6 Depok, but also to know the weakness in each item test. The

writer decided to focus on item analysis because it is an important key to knowing

whether or not each item in English summative test has classified into a good item

test. After doing an analysis on each English summative item test, the writer will

make a revised version from it.

Realizing the important to know the quality on English Summative in each

item test, the writer decides to bring an item analysis as the main topic of this

study it is entitled “An Item Analysis of English Summative Test (An Analysis

Study in the Second Grade of SMA Negeri 6 Depok)” then make a revising items

based on analysis result.

B. The Limitation of Study

Based on the problems above, the writer will limit this study of item

analysis into three points; which are the value of item difficulty, discriminating

power index, and distracter effectiveness of the English summative test.

C. The Objective of Study

The objective of the presents study is to find empirical evidence of

whether or not the summative test items have good characteristic of test in terms

of difficulty level, discriminating power, and distracter effectiveness.

D. The Formulation of Study

Based on the limitation of problem above, the writer formulates the

problem as follow “Do the test items of English summative test items use for

second grades students of SMA Negeri 6 Depok fulfill criteria based on difficulty

level, discriminating power, and distracter effectiveness?”

E. The Significance of Study

The result of this study is expected to enhance the will of writer generally,

and society at large to identify poor items in evaluation test through item analysis,

therefore the test will give students score fairly based on their competence.

4

CHAPTER II

THEORETICAL FRAMEWORK

A. Test

1. The Understanding of Test

Assessment is an activity done by teachers to obtain information about the

knowledge, skills and attitude of students. This action can involve the collection

of formal assessment data as an objective test or informal assessment data as

observation checklist.1

In doing the assessment, there is a long process in

collecting, synthesizing and interpreting the information in which testing,

measurement and evaluation take parts.

A test is a method to measure the ability of a person in knowledge or

performance in a given program.2 A test is a formal, systematic procedure for

gathering information.3 A test also created as a device to monitor the development

of the program, to diagnose the difficulties in the program and to measure the

performance of the test taker in and at the end of the program.4

Based on those opinion above, the writer conclude the test as a method to

monitor the development of the program in teaching-learning process, diagnose

the difficulties during and at the end of the program by measuring the ability of

test taker intelligence both in knowledge and or performance. Test also helps the

teacher to notice which students have the same level ability in some subject.

2. Kinds of Test

There are many kinds of test ranging from a diagnostic test, achievement

test, proficiency test to aptitude test. The test that mainly directed with teaching

1 Colin Marsh, Becoming a Teacher: Knowledge, Skills and Issues, (Frenchs Forest:

Pearson, 2010), 5th

edition, p. 311 . 2 H. Douglas Brown, Language Assessment: Principle and Classroom Practice, (San

Francisco: Longman, 2003), p. 3. 3

Peter W. Airasian and Michael K. Russel, Classroom Assessment, (New York:

McGrawHill, 2008), 6th

edition, p. 9. 4Sudaryono, Dasar-dasar Evaluasi Pembelajaran, (Tangerang: Graha Ilmu, 2012), p.

102.

5

material in the classroom called as an achievement test. Achievement tests have

been created primarily to help teachers answer questions regarding the present

status of pupils.5 There are two categories of achievement test; formative and

summative test.

Formative evaluation takes place when the program is still in progress that

implies that the students being taught could have benefits from insights gained.6

Formative test is important since it can provide data so; the changing are possible

to be made. Whereas, a summative test which at the same time is also called as

terminal evaluation occurs at the end of the program when all of the experiences

are being summed up.7A test like summative test, which is used in a larger group

of students, is suitable for use norm-referenced test because the main purpose for

this measurement is to compare the ability of each student with his or her

classmates.8

B. Item Analysis

1. The Understanding of Item Analysis

In teaching-learning process, teachers often refer on textbooks to make the

information relevant and meaningful to their students. Instead of reading from the

textbook provided by school, a teacher might use non-fiction books, movie,

experiments, field trips and demonstrations to teach course content. It also goes

when it comes to testing; tests that mainly taken from the textbook does not

always include the knowledge in which students gain from outside experiences.

Therefore, a teacher-made test should be used since it reflect what is taught in the

class and fits better with the teaching methods that teacher use. With teacher-made

tests, teachers can assess their student comprehension development.

As mentioned above, teacher-made tests are intended to measure students'

mastery of subject matters that have been taught. The teacher-made test is a

5 John W. Wick, and Donald L. Beggs, Evaluation for Decision-Making in the Schools,

(Boston: Houghton Mifflin, 1971), p. 79. 6

Desmond Allison. Language Testing and Evaluation: An Introductory Course.

(Singapore: Singapore University Press, 1999), p. 65. 7 Ibid.

8 Wick, op. cit., pp. 80-81.

6

temporary test, means that it only applies to certain situations because it is likely

that the items or the capacity of the students will change.9 When a teacher creates

his or her tests, she or he has a complete control over the format. However, it does

not mean that a teacher made test is always perfect. In fact, teacher made test still

needs to be revised.

According to Dasar-dasar Evaluasi Pendidikan (The Principles Basics for

Evaluation in Education) by Suharsimi Arikunto, there are four ways to check the

quality of the test items, they are; by checking the clarity of questions, by doing

item analysis, by checking the validity and the last is by checking reliability of the

test. It is also written there “Item analysis is a systematic process, which provides

specific information to the item test that teacher has constructed”.10

Meanwhile

Ahmann and Glock states “Item analysis is reexamining each item test to discover

its strength hand flaws.”11

From those two opinions, the writer concludes that item analysis is a

systematic process in order to get specific information about the strength and

flaws of the test item. An item analysis tells about three things; first is to know

how difficult each item is, the next is to know whether or not the test items have

ability to discriminate higher and lower students, and the last is to know whether

or not the distracters have functions as they should. An analysis like this is used

with any important exam – for example, review test and test given at the end of

the school term or program.12

Throughout item analysis, the teacher will get

specific data about item flaws and provide information to improve the test item.

2. The Construction of Multiple-Choice Test Item

Multiple-choice test items are commonly used to review students learning.

However, not all of the teacher in high school are know how to make a good

9 Zainal Arifin, Evaluasi pembelajaran: Prinsip, Teknik dan Prosedur, (Bandung : PT.

Remaja Rosdakarya, 2011), p. 120. 10

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 1999),

Edisi Revisi, p. 205. 11

J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth, (Boston: Allyn and

Bacon, Inc. ,1967), 4th

edition, p. 184. 12

Harold S. Madsen, Techniques in Testing, (Hongkong: Oxford University Press, 1983),

p. 180.

7

multiple-choice test items.13

Therefore, it is necessary for the teacher to know are

the items have well made. Although multiple-choice test items are commonly

used in school, teacher can not use it in any circumstances. It is only appropriate

to use multiple-choice of items when the objective of learning can be measured by

having students choose his or her response from several alternatives.14

There are

three parts in multiple-choice test item; One or more introductory sentence called

a stem, a correct alternative as a key, and several wrong alternative called

distractors.15

According to Effective Instructional Strategies by Kenneth D. Moore,

multiple choice should be well constructed, so they are straightforward, clear, and

concise. In order to make a straightforward, clear, and concise multiple-choice test

items, D. Moore make a guidelines16

that can be followed, as follows:

The central issues or problem should be stated clearly in the stem, and

there should be no ambiguity in terminology.

A stem and the alternatives should be in one page.

Avoid to provide grammatical or contextual clues to the correct answer.

Use language that even the most unskilled readers will understand. Keep

the reading requirement question to a minimum. Write brief stems and

accurate choices.

Avoid using absolute terms (such as always, never, none) in the stem or

alternatives.

Alternatives should be grammatically correct. The use of is or are can help

students to guess the correct response. All alternatives should be fit the

stems to avoid giving clues to items that are incorrect.

13

Dawn M. Zimaro, Writing Good Multiple-Choice Exams, (Austin: University of Texas,

2004), p. 2. 14

Steven J. Burton, et.all, How to Prepare Better Multiple Choice Test Items: Guidelines

for University Faculty, (New York: Brigham Young University.1991), p. 9. 15

Kelly V. Kings, et.all, The Distractors Rationale Taxonomy: Enhancing Multiple-

Choice Items in Reading and Mathematics, (San Antonio: Pearson Inc., 2004), p. 3. 16

Kenneth D. Moore, Effective Instructional Strategies: From Theory to Practice,

(Washington DC: SAGE Publication Ltd., 2012), pp. 270-271.

8

Avoid the use of negatives (such as not, except, and least) and double

negatives in the stem or alternatives. If negatives are used in the stem, put

the as near the end of the stem as possible.

Avoid giving structural clues. This means, not to use one letter for the

alternatives than the other, or make a pattern of a correct response.

Make sure to use “all of the above” and “none of the above” with care.

Because, “all of the above” usually have poorer response than “none of

the above”; because all the alternatives must be correct.

Avoid pulling statements directly from textbook. The objective of the test

is for students understanding not memorization.

Alternatives should be plausible to less knowledgeable students. Write

distractors with common errors, errors that likely, and erroneous common

sense solution.

3. Kinds of Item Analysis

a. Difficulty Index

The difficulty index is the percentage or proportion of students

who answered the item correctly. The Higher the percentage of the

students who answer correctly, the easier the item is. 17

To obtain

specific data, the writer differs students into two groups; upper and

lower group.

The writer here uses top 27% of high group and the 27% bottom of

the lower group method. The 27 percentage is shown by Truman that it

was small enough to clearly identify high and low students group, yet

large enough to provide a sufficient number of score as a base for item

statistic.18

The difficulty index is found quite easy by dividing students who

get the correct items with the total number of students whom taking the

17

John C. Ory and Katherine E. Ryan, Tips for Improving Testing and Grading, (Los

Angeles: SAGE Publication. Inc., 1993), p. 93. 18

Thomas R. Knapp, Statistics for Educational Measurement, (Scranton: The Haddon

Craftsmen,Inc., 1971), p. 69.

9

test, after that multiply with 100%.19

The formulation of difficulty

index is shown below:

Where:

ID: index difficulty

: the number of pupils who answered the item correctly in the upper

group

: the number of pupils who answered the item correctly in the lower

group

N: the number of pupils who took the test 20

Table 2.1

The classification of Index Difficulty:21

Difficulty Level

0.00 - 0.30 Difficult

0.30 - 0.70 Medium

0.70 - 1.00 Easy

The test is appropriate for being tested if each item in the

examination passed by half of the students.22

Difficulty Index is

relevant for determining whether students have learned the idea of

being tested. It also plays an important role to determine the ability to

discriminate the students who know the concept of materials being

tested and those who do not.

b. Discrimination Index

Discrimination index refers to the ability of an item to distinguish

among the students on the basis of how well they know the material

19

Arikunto, p. 208. 20

Ibid. 21

Ibid., p. 210. 22

Louis J. Karmel, Measurement and Evaluation in the Schools, (London: The

Macmillan Company, 1978), p. 381.

10

that has been tested. It is also important to note that the difficulties of

items can identify the comprehension ability among the students. As

well as item difficulty, the student will also differ into two groups;

upper and lower group. All of the groups will be a representative for

27% from the whole student who took the test.

The higher the percentage of discrimination index means the

ability of items to differentiate the comprehension ability among

students is high.23

The discrimination index is range between -1 to +1.

An item with positive discrimination is the one that is more frequently

answered correctly by students who scored high on the test as a whole

than by students who scored low.24

Also, Surhasimi stated that a good

test item is the one having discrimination index between 0.4 until 0.7.25

Discrimination index can be obtained by subtracting the number of

students in a lower group who get the item right (L) with the number

of students in the upper group who get the item right (U). After that the

result will divide with the half total number of student both in lower

and upper group. The formulation of discrimination index as shown

below:

Where:

DI = discrimination index

: the number of pupils who answered the item correctly in the upper

group

: the number of pupils who answered the item correctly in the lower

group

: the number of pupil in the upper group

the number of pupil in the lower group

23

Arifin, op. cit., p. 273. 24

Airasian, op. cit., p. 388 25

Arikunto, op. cit., p. 218.

11

: the proportion of pupil who answered the item correctly in

the upper group


the lower group 26

Table 2.2

The classification of Discrimination Index:27

DP Quality Recommendation

1.0 - 0.70 Excellent Retain

0.70 - 0.40 Good Possibilities for improvement

0.40 - 0.20 Mediocre Need to check/review

0.00 - 0.20 Poor Discard/Review in Depth

< -0.01 Worst Definitely Discard

A test has discrimination index if more of the upper group answer

the questions correctly than the lower do.28

By Analyzing the

discrimination index of each item, it will show the information that

helps the teacher in identifying the flaws, giving further explanation

about material, and also giving the feedback in learning materials.

c. Distracter Effectiveness

To diagnose the problem shown in difficulty and discrimination

index, the proportion of student choosing the distracter can also be

calculated to assess how the distracters are functioning. It can be

compared with the proportion of students choosing the correct

response. The distracter is considered as effective if it is chosen by the

most of students in a lower group. If the distractor is mostly chosen by

26

Ibid, pp. 213-214. 27

Ibid, p. 218. 28

Karmel, op. cit.

12

the upper group, it can be said that the distracter did not function as it

should be.

One of the objectives of item analysis is to know about the answer

distribution to a subject in alternative answers. Through distracter

efficiency, teacher may know the number of students who answered

correctly, which distractor is too showy and make it easier for students

not to vote, the misleading distracter and the distractor who managed

to attract lower group students.29

Distractor is considered as an effective (functioning) if it is

selected at least by 5% of examinees, and if it is chosen by less than

5% of examinees, it means that the distracter is categorized as an

ineffective (non-functioning) distracter. This principle is based on

Marrie Tarrant’s theory,30

and Suharsimi Arikunto’s theory.31

C. Relevant Studies

The research concerning in item analysis have numerously been carried

out by. The first study comes from Sunan Kalijaga State Islamic University

written by Rakhmaddiniah Sulistyawati (2012). The title of her study is “An

Analysis of items on Arabic Final Examination on the eighth grade of State

Islamic Junior High School Piyungan, Bantul Academic Year 2012/2013. This

study focused on the validity, reliability, discriminating power, level of difficulty

and the conformity between item test, standard competence and basic competence.

This study use program from Microcat Model ITEMAN version 3.0 and Anates

version 4.0.5 to study the data. Although this study use document based analysis,

the researcher here also uses computer analysis program to make her analysis of

data easier to process. The result of her study is 55% of the items are valid, the

reliability score passed 0.83 which means good, the difficulty level of the items is

29

Sumarna Surapranata, Analisis, Validitas, Realibilitas, dan Interpretasi Hasil Tes,

(Bandung: Remaja Rosdakarya Offset, 2006), pp. 43-44. 30

Marrie Tarrant, et.all, “An Assessment of Functioning and Non-functioning Distractors

in Multiple-Choice Questions”, BMC Medical Education, 9, 2009, p. 2. 31

Arikunto, op. cit., p. 220.

13

55% good, but for the discriminating power it has 47.5% bad and most of the

distracters did not work as it should. Based on the feedback from this study, the

researcher concludes that the items of a summative test may be categorized as

good items, but since the ability and comprehensive of students’ skill in receiving

the material is still low; therefore, the items that have good quality will turn out

into lousy. So it would be better if the teacher gives more concern in the mastery

and the development to teaching material in the Arabic.32

The second study is conducted by Marrie Tarrant, James Ware and Ahmed

M Mohammed. This study was taken at Department of Nursing Studies, Li Ka

Shing Faculty of Medicine at 2009. The title of the study is “An Assesment of

functioning and non-functioning distractors in multiple-choice questions." The

purpose of this study was to examine non-functioning distractors in teacher-

developed tests to provide additional guidance to teachers in health-science

disciplines regarding the optimal number of distractors to include in MCQs. This

study uses item-analysis data, they assessed the proportion of non-functioning

distractors on seven test papers administered to undergraduate nursing students.

tThey reviewed 514 items, 1542 distractors and 514 correct responses. Non-

functioning options were defined as ones that were chosen by fewer than 5% of

examinees. The study shows a result that the proportion of items containing 0,1,2

and 3 functioning distractors was 12.3%, 34.8%, 39.1% and 13.8% respectively.

Overall, items contained an average of 1.54 (SD = 0.88) functioning distractors.

Only 52.2% (n=805) of all distractors were functioning efficiently and 10.2%

(n=158) had a choice frequency of 0. The result showed that the majority of items

developed by teacher will not have more than two functioning distractors, and

including more distractors may not be a good investment in item development.

Three option-items have many advantages for both item writers and examiners,

while further non-functioning distractors are not likely increase the item.33

32

Sulistyawati, Rakhmaddiniah, “An Analysis of items on Arabic Final Examination on

8th grade of State Islamic Junior High School Piyungan, Bantul Academic Year 2012/2013”,

Skripsi of UIN Sunan Kalijaga, Yogyakarta, 2013, pp. 50-93, not published. 33

Tarrant. loc. cit.

14

The last is the study titled “Relationship between Types of Distractor and

Difficulty of Multiple-Choice Vocabulary Tests in Sentential Context." This study

was conducted by Yuko Hoshino. This study uses 372 students from seven

universities in Japan. Hoshino divided the participants randomly into (a) those

who took the test with paradigmatically related distractors, (b) those who took the

test with syntagmatically related distractors, and (c) those who took the test with

distractors with no related to (a) or (b).This study focused on the change of test

difficulty by different types of distractors. The result showed that the test with

syntagmatically related distractors were the most difficult and the test with

unrelated distractors, the easiest; the paradigmatically related distractors remained

in the middle.34

The three research above focused on analyzing the test items by doing

item analysis with document based method. The first study focused on finding the

quality of the whole test items based on the validity, reliability, difficulty and

discrimination index, also distractors efficiency in general. The second and the

third study focused on the non-functioning distractors. The second study focused

on investigating the NF-D in teacher-made test while the third study focused on

the changing of difficulty index by the difference of distractors on English test.

All of the research above had both strength and weakness. The strength of

these studies is the researcher doing it in order to make a good item through

difficulty and discrimination index, also the relation between the ideal of item and

non-functioning distractor. The weakness of these studies is all of the researcher

of those previous studies did not rewrite the items based on their analysis result.

Therefore, the writer interested in conducting a study in item analysis to

overcome the weakness occurs in those previous studies. This study will hopefully,

turn out quite different from those studies above, because the writer intended to

include the strength side from the research above also intended to revising the

items based on analysis result.

34

Yuko Hoshino, “Relationship between Types of Distractor and Difficulty of Multiple-

choice Vocabulary Tests in Sentencial Context”, Springer; Language Testing in Asia, 3, 2013, pp.

1-12.

15

CHAPTER III

RESEARCH METHODOLOGY and FINDINGS

A. Place and Time of the Study

The writer conducted the research at SMA Negeri 6 Depok. This study was

conducted after English summative test which held on December 11th, 2013. On

early of December 2013, the author asks the permission from the headmaster and

the English teacher to make a copy on students’ answer sheet and ask for question

paper of odd English summative test.

B. Population and Sample

The writer chose the top 27 percent for the upper group and 27 percent for

the lower group. The writer choose 27 percent because it is small enough to

clearly identify the upper and lower performer, yet large enough to provide a

sufficient data as a base for item statistics.1 There are eight classes of second

grade in SMAN 6 Depok with the total amount of students are 298 pupils. But the

writer only took half of the class, with amount of the students 161 pupils. So, 27

percent from 161 pupils are 43.47 or 43 pupils.

C. Research Instrument

1. Students Answer Sheet

The students answer sheet which students give their repond to

English summative test in the softcopy data form.

2. Answer Key

The answer key that writer used is the answer key based on teacher

made.

3. English Summative Test Paper

The English summative test paper that writer used is the odd

semester of second grade of SMAN 6 Depok, 2013/2014 academic year.

1 Thomas R. Knapp, Statistics for Educational Measurement, (Scranton: The Haddon

Craftsmen Inc., 1971), p. 69.

16

The total number of the item test are 40 questions, all of the questions

are multiple-choice item.

D. Technique of Data Collecting

In order to collect the data based on topic discussion, the writer took a visit to

ask the teacher for english summative paper test, and ask the administration staff

for students answer sheet and key answer in softcopy form.

E. Technique of Data Analysis

There are several procedures followed by the author in doing this research

after gather the data:

1. Calculating the discrimination index using statistical method by using formula:

Where:

ID: index difficulty

: the number of pupil who answered the item correctly in the upper

group

: the number of pupil who answered the item correctly in the lower

group

N: the number of pupil who took the test 2

Table 3.1

The classification of Index Difficulty:3

Difficulty Level

0.00 - 0.30 Difficult

0.30 - 0.70 Medium

0.70 - 1.00 Easy

2 Ibid.

3 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 1999),

Edisi Revisi, p. 210.

17

2. Calculating the difficulty index using statistical method by using formula:

Where:

DI = discrimination index

: the number of pupil who answered the item correctly in the upper

group

: the number of pupil who answered the item correctly in the lower

group

: the number of pupil in the upper group

the number of pupil in the lower group


the upper group


the lower group 4

Table 3.2

The classification of Discrimination Index:5

DP Quality Recommendation

1.0 - 0.70 Excellent Retain

0.70 - 0.40 Good Possibilities for improvement

0.40 - 0.20 Mediocre Need to check/review

0.00 - 0.20 Poor Discard/Review in Depth

< -0.01 Worst Definitely Discard

3. Checking the distracter efficiency; if the distractors is selected by 5% of the

students, therefore the distractor categorized as effective distractor.6

4 Ibid., pp. 213-214.

5 Ibid., p. 218.

6 Ibid., p. 220.

18

4. Revising the summative test items based on the result of data analysis using

Kenneth D. Moore’s guideline7:

The central issues or problem should be stated clearly in the stem, and

there should be no ambiguity in terminology.

A stem and the alternatives should be in one page.

Avoid to provide grammatical or contextual clues to the correct answer.

Use language that even the most unskilled readers will understand. Keep

the reading requirement question to a minimum. Write brief stems and

accurate choices.

Avoid to use absolute terms (such as always, never, none) in the stem or

alternatives.

Alternatives should be grammatically correct. The use of is or are, can

help students to guess the correct response. All alternatives should be fit

the stems to avoid giving clues to items that are incorrect.

Avoid the use of negatives (such as not, except, and least) and double

negatives in the stem or alternatives. If negatives are used in the stem, put

the as near the end of the stem as possible.

Avoid giving structural clues. This means, not to use one letter for the

alternatives than the other, or make a pattern of correct response.

Make sure to use “all of the above” and “none of the above” with care.

Because, “all of the above” is usually have poorer response than “none of

the above”; because all the alternatives must be corret.

Avoid pulling statements directly from textbook. The objective of the test

is for students understanding not memorization.

Alternatives should be plausible to less knowledgeable students. Write

distractors with common errors, errors that likely, and erroneous common

sense solution

7Kenneth D. Moore, Effective Instructional Strategies: From Theory to Practice,

(Washington DC: SAGE Publication Ltd., 2012), pp. 270-271.

19

F. Method of the Study

This study considered as quantitative approach due the writer use statistic

method in order to analyze difficulty index and discrimination index using a

statistical analysis formula which also has been stated in chapter two.

This study categorized as content analysis. Because this study, studying

the content of document especially in written text. To gather the document needed,

the writer collects all suitable documents. Those documents are the English odd

summative paper test, the softcopy of students’ answer sheet and answer key.

G. Data Description

The writer analyzes item difficulty, discriminating index, and distracter

effectiveness in multiple-choice question of the English summative test. To get

the data, she took the students’ answer sheets and the English odd summative test

document to be analyzed. The data that the writer used in this study is the English

summative test for odd semester. The total number of the items are 40 questions,

with all of multiple-choice items. The test was held on Wednesday, December 11th

,

2013 with the given time 90 minutes. In doing this analysis, the writer took 27

percents of students’ answer sheet to determining upper and lower group students.

For upper group students is defined as as the students who had good performed in

a test, and the lower group can be defined as the students who had bad performed

in a test.

Therefore, from 27 percents from 161 students there are 43 students

answer sheets for each upper group and lower group students. Another 75

students answeer sheets categorized as middle group students. This middle group

students was put aside because it has average score.

The data collected were analyzed by using some criteria in order to know

whether the items of english summative test are qualified based on Arikunto’s or

not. The first criterion is difficulty index, it is considered to be a good item test, if

it has difficulty index range from 0.30 – 0.70. Second criterion is discrimination

20

index, an item test considered to be a good test if it has discrimination index range

from 0.4 – 0.7. The last is distracter, distracters are considered to be effective if it

selected at least by 5% of examinee. That means, if the distracters are choosen

less than 5%, the distracters are considered to be ineffective. This principle are

based on Suharsimi Arikunto’s8 and Marrie Tarrant’s

9 principle.

The writer here adopt Soenardji Djiwandono’s the distribution table of

students’ responses concept10

and use Arikunto’s formulation in order to know

difficulty index, discriminating index, distacter effectiveness.

Based on the analysis of students’ answer sheet of English Odd

Summative Test from upper and lower group for difficulty index, the writer found

that, from 40 items, there are 6 (15%) acceptable items to meet the criteria of

index difficulty. Besides there is 1 (2.5%) too difficult item and there are 33

(82.5%) unacceptable items due to the easiness of the items. For the

discriminating index, the writer found there are 23 (57.5%) poor items, 1 (2.5%)

items has negative result, which has to be discard, and 16 (40%) acceptable items.

Moreover for the distractor effectiveness, the writer found there are 34 (17%)

distracters with effective distractor and 166 (83%) distracters with in-effective

distractor. (See Appendix no. 5)

H. Data Analysis

From the data description above, the writer make a pie chart in order to

make the result more easier to read.

8 Arikunto, op. cit., p. 205.

9 Marrie Tarrant, et.al, “An Assessment of Functioning and Non-functioning Distractors

in Multiple-Choice Questions”, BMC Medical Education, 9, 2009, p. 2. 10

M. Soenardi Djiwandono. Tes Bahasa (Pegangan Bagi Pengajar Bahasa), (Jakarta: PT.

Indeks, 2008), pp. 225-228.

22

From the chart above, the writer assume that almost all of the test item on

English summative test are easy items and poor in discriminate among the upper

and lower group. This kind of result was caused by the test maker who did not

know how to make a good multiple-choice item test. The writer has found out in

this multiple-choice item test there are some ambiguity and unclearity both in the

stem and alternatives area despite the clearity of the stems are crucial in item

writing guideline. Also, not all of the alternatives fit with the stem, the test maker

intentionally giving many contextual clues, and there are some structural clues.

Those problems reflected in distracter effectiveness chart result. Because the test

maker giving out a lot of clues like structural and contextual clues in alternatives.

Therefore the lower group also choose the right answer, and this situation caused

the poor discriminating index between the upper and the low.

Moreover, the test maker gives too much reading requirement question in

each reading section. In contrast, Kenneth said to keep the reading requirement

question minimum.11

In Evaluasi Pendidikan (Evaluation for Education) by

Wayan and Sunartana, the pattern in placing the items is based on students

psychological. It said to start the items from the easy level and continues to the

hard one; the ration is 3:5:2. Three items have easy in difficulty, five items have

medium difficulty, and two items have hard in difficulty12

.

I. Data Interpretation

From the analysis result, overall this English summative test has 34 (17%)

distracters with effective distractor. Meanwhile, the non-functioning distracters or

in-effective distracters are 166 with 83% of the percentage. For the discriminating

index there are 23 (57.5%) poor items, 1 (2.5%) negative result, and 16 (40%)

acceptable items. For difficulty index, there are 33 (82.5%) easy items, 6 (16%)

moderate or medium items, and 1 (2.5%) too difficult item.

11

Moore, op. cit., p. 270. 12

Wayan Nurkancana, Sunartana, P.P.N,. Evaluasi Pendidikan, (Surabaya: Usaha

Nasional, 1986), p. 55.

23

From the percentage results, it can be said that this summative test has

large amount of in-effective distracter. Because ineffective distracters makes the

question easier to answer, and the result of easy question is the gap between lower

and upper group become smaller. So it makes the teacher difficult to distinguished

the real comprehension ability of the students. Therefore, ineffective distractors

should be replaced or corrected as it affects overall the quality of the questions.

Also the ratio of almost all the items in this test are easy in difficulty, it means the

test did not consider the psychological of students in doing the test. Since almost

all of the items are easy in difficulty and it also have many in-effective distracter,

it can be said that the English summative test did not test real ability of students

comprehension.

24

CHAPTER IV

RESEARCH FINDINGS

A. Revision of the Test Items

Based on index difficulty (ID) and discrimination index (DI) of the test,

there are 20 items that did not meet the criteria both in ID and DI. Here the writer

tries to revise the items. They are item number 3, 5, 6, 10, 11, 14, 19, 20, 21, 23,

25, 29, 30, 34, 35, 36, 37, 38, 39 and the last is 40.

The text for number 1 – 9

1. Weak item number 3:

a. The copy of original item:

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no another parrot like it.

It was very, very smart. This parrot would say any word-except one. He would not

say the name of the town where he was born. The name of the town was Catano.

The man tried to teach the parrot to say Catano. But the bird would not say the

word. At first the man was very nice, but then he got angry. “You are a stupid bird! Why

can’t you say the word? Say Catano, or I will kill you!” but the parrot would not say it.

Then the man got so angry that the shouted over and over, “Say Catano, or I’ll kill you!”

but the bird wouldn’t talk.

One day after trying for many hours to make the bird say Catano, the man got very

angry. He picked up the bird and threw him into the chicken house. “You are more stupid

than the chickens. Soon I will eat them, and I will eat you, too.”

In the chicken house there are four old chickens. They were for Sunday’s dinner.

The man put the parrot in the chicken house and left.

The next day then man came back to the chicken house. He opened the door and

stopped. He was very suprised at what he saw!

He saw three dead chickens on the floor. The parrot was screaming at the fourth

chicken. “Say Catano, or I’ll kill you!”

25

b. The analysis and prediction:

This item has ID 0.95 and DI 0.09. It discriminates students

poorly and makes the item categorized as too easy.

The writer found out that the stem of the item is not clear,

because it did not refer to specific text. Therefore, the stem should

be changed into “the generic structure from the text above is...”

Also, the proportion of the student response who choose option A

are 3, option B are 82, option C is 0, option D is 1, and option E is

0 pupils; it can be seen that option A, C, and E are not working as

they should. As stated in D. Moore guideline, all of the alternatives

should be fit the stems to avoid giving clues to items that are

incorect.

In order to distract lower group students choose the right

answer (option B), all of the option (A, C, D and E) should have 3

answer and place “orientation” in the first answer. Therefore,

option A. Orientation – Events – Reorientation is changed into A.

Orientation – Complication – Reorientation; option C. General

Classification – Description is changed into C. Orientation –

Description – Complication; option D. Identification – Description

is changed into D. Orientation – Identification – Resolution; and

the last option E. Orientation – Description – Reorientation is

changed into E. Orientation – Complication – Description.

3. The generic structure of the text is.....

a. Orientation – Events – Reorientation

b. Orientation – Complication – Resolution *

c. General Classification – Description

d. Identification – Description

e. Orientation – Description - Reorientation

26

c. The revision:




This item has ID 0,90 and ID 0,12. It discriminates students

poorly and the item categorized as too easy.

From distractor efficiency for number 5; the proportion of

the student response who choose option A is 3, option B is 2,

option C is 2, option D is 3, and option E is 76 pupils.

Moreover, the writer found out the ambiguity in option A

and E. option A and E has similar meaning that is “the parrot could

say the word of Catano”. A revised taxonomy of multiple-choice

item-writng guidelines by haladyna stated that the test-maker

should make sure there is only one choice is the right answer.1

Therefore, one of the option should be changed while the other one

remains the same.

Option A. The parrot could say Catano is changed into A.

The parrot could not say Catano. Also, the writer found out that

1 Thomas Haladyna, et.al, A Review of Multiple-Choice Item-Writing Guidelines for

Classroom Assessment, Applied Measurement in Education, 15, 2002, p. 312.

5. Which statement is TRUE according to the text?

a. The parrot could say Catano

b. Catano was the name of the parrot

c. The man never got angry at the parrot

d. The man ate the parrot for dinner

e. At last the parrot could say Catano *

3. The generic structure from the text above is.....

a. Orientation – Complication – Reorientation

b. Orientation – Complication – Resolution *

c. Orientation – Description – Complication

d. Orientation – Identification – Resolution

e. Orientation – Complication – Description

27

option D has ambiguous message, it did not clearly explain when

the man ate the parrot for dinner, therefore it should be changed

into D. The man ate the parrot for Sunday’s dinner. Therefore, the

distractors should be revised into:

a. The parrot could not say Catano


c. The man always angry at the parrot

d. The man ate the parrot for Sunday’s dinner

e. At last the parrot could say Catano

c. The revision:




This item has ID 0,88 and DI 0,19. It discriminates students

poorly and the item can categorized as too easy.

From distractor efficiency for number 6; the writer found

out that no students have selected option C due to the obviousness.

Therefore, the writer changed option C. Chicken into C. The Bird.

Also, the writer found a grammar mistake in the option D. So, the

writer changed option D. Catano into D. The Catano in order to

clear the meaning.

6. What is the main character of the story?

a. The man d. Catano

b. The Parrot * e. The dead chicken

c. Chicken

5. Which statement is TRUE according to the text?

a. The parrot could not say Catano


c. The man always angry at the parrot

d. The man ate the parrot for Sunday’s dinner

e. At the end the parrot could say Catano *

28

Moreover, the writer found out the direction in the stem is

not clear. The stem stated “What is the main character of the

story?” which supposed to be “Who is the main character of the

story?”. Therefore, this item should be revised into:

Who is the main character of the story?

a. The man d. The Catano

b. The parrot e. The dead chicken

c. The bird

c. The revision:

The text for number 10 – 19



10. The above passage is in the form of .....

a. Narrative d. Hortatory Exposition

b. Descriptive e. Analytical Exposition

c. Report *

Do you know if you are too fat, you may have serious

problem with your health? A group of doctor wrote a report about

some of the effect of too much fat.

One important effect is on the heart. If you are fat, your

heart has to work harder. This may lead to a heart attack; or it may

lead to other heart problem.

In addition, extra fat can also change the amount of sugar

in your blood. This can cause serious diseas such as diabetes.

Furthermore, high blood pressure is another possible result

of being fat.

More studies are needed about at all these problems. But

one thing is clear, extra fat may make your life shorter.

6. Who is the main character of the story?

a. The man d. The Catano

b. The parrot * e. The dead chicken

c. The bird

29


This item has DI 0,97 and ID 0,07. It discriminates students

poorly and it can categorized as too easy question.


the student response who choose option A is 0, option B are 2,

option C is 0, option D is 1, and option E are 83 pupils. The writer

found out that the distracters are too obvious so they are not

working at all. Also it seems like the test-maker give a slight clue

in the length of the distracters. In order to make the length of all

distracters equal and distract more students in lower group, the

word “text” should be add at the end of the distracters.

Option A was not choosen by the students because it is

already obvious that the passage above is not categorized as

narrative text, therefore option A should be changed into A.

Exposition text; Option B. Descriptive is changed into B.

Descriptive text; Option C. Report is changed into C. Report text;

Option D. Hortatory Exposition is changed into D. Hortatory text;

Option E. Analytical Exposition is changed into E. Analytical text.

Moreover, the stem of this question has grammar mistake,

the stem is “The above passage is in the form of...” it should be

“the passage above is the form of....” Therefore, this item should be

revised into:

The passage above is the form of .....

a. Exposition text d. Hortatory text

b. Descriptive text e. Analytical text

c. Report text

c. The revision:

10. The passage above is the form of .....

a. Exposition text d. Hortatory text

b. Descriptive text e. Analytical text

c. Report text *

30




This item has DI 1.00 and ID 0.00. It discriminates students

poorly and the item categorized as too easy.

Beside the item instruction was not clear, the writer also

found that this types of question has already asked in the first place

after the text, therefore this kind of text is not needed anymore.

Also, the proportion of the student response who choose

option A are 86, option B is 0, option C is 0, option D is 0, and

option E is 0 pupil. Since the option A was selected by all of the

students, it can be concluded that the distractors did not functioned

at all. The item should be changed into:

What is the purpose of the writer wrote this passage?

a. To give advice on health problem

b. To complain about having too much fat

c. To support the reader to have a lot of fat

d. To show the reader the bad effect of too much fat

e. To persuade the reader to not have too much fat

c. The revision:

11. What is the purpose of the writer wrote this passage?

a. To give advice on health problem

b. To complain about having too much fat

c. To support the reader to have a lot of fat

d. To show the reader the bad effect of too much fat *

e. To persuade the reader to not have too much fat

11. What is the text organization of the first paragraph?

a. Thesis * d. Orientation

b. Argument e. Reorientation

c. Reiteration

31





poorly and make the item categorized as too easy.

Beside the item instruction was not clear, the writer also

found that types of question has already asked in the previous

question. Also, the proportion of the student response who chose

option A is 1, option B is 0, option C is 1, option D is 84, and

option E is 0 pupil. Since option D was selected by most of the

students, it can be concluded that the distractors did not function at

all. Therefore, this item must be changed into:

What does the text tell about?

a. The effect on having high blood pressure

b. The effect of having heart problem

c. The effect on having too much fat

d. The studies about health problem

e. The studies about heart attack

c. The revision:

14. What does the text tell about?

a. The effect on having high blood pressure

b. The effect of having heart problem

c. The effect on having too much fat *

d. The studies about health problem

e. The studies about heart attack

14. The generic structure of the text is ...

a. Orientation – Events – Reorientation

b. Orientation – Complication – Resolution

c. General Classification – Description

d. Thesis – Arguments – Reiteration *

e. Orientation – Description - Reorientation

32




This item has ID -0,02. It discriminates students worst and

since this item has DI 0,01 it categorized as very difficult item.

The writer found out that the item has miskeyed item. The

right key should be option “C” rather than option “D.” It clearly

stated in the previous text that “if you are fat, your heart has to

work harder.” Apparantely, most of the upper group and lower

group students choose option C or the “wrong” answer. In fact,

they choose the right answer.

c. The revision:

The key for number 19 should be option C.

19. Choose the correct statement based on the text above!

a. The text is to persuade the readers to be fat

b. More researches is not needed anymore

c. The heart will work harder as the effect of being fat *

d. Being fat may not lead you to heart attack

e. Diabetics is not serious disease

19. Choose the correct statement based on the text above!

a. The text is to persuade the readers to be fat

b. More researches is not needed anymore

c. The heart will work harder as the effect of being fat

d. Being fat may not lead you to heart attack *

e. Diabetics is not serious disease

33

The text for number 20 – 30.




The Item has ID 0,07. It discriminates students poorly and

since it has DI 0,97; the item categorized as too easy.

The writer found out the options for this item is too obvious.

Some studies said, the items are easier when a keyword in the stem

20. There are over 3000 species of spiders and they belong to

arachnids family.

The statement tells the readers about....

a. Behaviour of a spider

b. Colony of spider

c. Habitat of a spider

d. Species of a spider *

e. Friends of a spider

SPIDER

There are over 3000 species of spiders and they belong to the Arachnid

family. Spiders are not insects, but are related to scorpions and other arachnid that

have eight legs and no antennae. Most spiders have poor eyesight and little sense of

hearing and smell. They do, however, have a well-developed sense of touch in the

hairs and spines that cover theirs body. They may vary in size from about 1 mm to a

giant 200 mm.

Spiders are known for their ability to spin silk. They are able to produce this

glands in the abdomen and the silk comes out through organ called spinnerets. The

silk is strong and elastics and is used to trap the spider’s prey. Spiders use their webs

in different ways. Some weave a net to throw over their prey, while others attach a

sticky blob to the end of the silken thread and whirl around in a circle to wrap around

an insect.

Spiders suck the fluids fron their victims rather than eat solid food. Then they

crush the hard part, mixing them with disgestive juices to make them a liquid as well.

Female spiders lay large numbers of tiny egg and cover them in a silken sac.

Some species carry this sac around with them. When first hatched, the young

resembled adults and slowly develop to full size. Before mating, some spiders

perform courtship dances. After mating, some male spiders are eaten by the female.

34

is also included in the answer.2 In this case, the writer found out

that the sentence “Species of a spider” clearly stated both in the

instruction and the text. That is why the students are easy to choose

the right answer. Therefore, the item should be changed into:

Most spiders have poor eyesight and little sense of hearing and

smell. They do have a well-developed sense of touch in the hairs

and spines that cover theirs body.

The statements above tell the reader about...

a. Behavior of a spider

b. Colony of spider

c. Anatomy of spider

d. Species of spider

e. Habitat of spider

c. The revision:



2 Steven J. Burton, How to Prepare Better Multiple-Choice Test Items: Guidelines for

University Faculty, (New York.: Brigham Young University Testing Services, 1991), p. 27

21. From the text above, we can conclude that spiders...

a. are not insects*

b. eat leaves

c. are mammals

d. have least number of species

e. are marsupials

20. Most spiders have poor eyesight and little sense of hearing

and smell. They do have a well-developed sense of touch in the

hairs and spines that cover theirs body.

The statements above tell the reader about...

a. Behavior of a spider

b. Colony of spider

c. Anatomy of spider *

d. Species of spider

e. Habitat of spider

35


The Item has DI 0,99 and ID 0,02. It discriminates students

poorly, and categorized as too easy item.

Moreover, the proportion of the student response who

choose option A are 85, option B is 0, option C is 0, option D is 0,

and option E is 1 pupil.

The writer found out the options for this item are too

obvious since the keyword also included in the answer. In line with

Burton, he stated to keep the distracters free from clues to which

the response is correct.3 In this case, the writer found out that the

sentence “are not insects” clearly stated in the stem (first paragraph

of text). That is why the students can easily choose the right

answer.

Therefore, Option A. Are not insects should be changed

into A. Related to arachnids. Option B. Eat leaves should be

changed due to unlogic answer, into B. Eat solid food. Option C.

Are mammals also should be changed due unlogic answer, into C.

Are insects. Option D. “Have least number of species” should be

changed, because in the stem clearly stated that there are over 3000

species of spider; it change into D. Have undeveloped sense of

touch. Option E. Are marsupials should be changed into E. Related

to insect.

c. The revision:

3 Ibid. p. 20.

21. From the text above, we can conclude that spiders...

a. Related to arachnids* d. Have undeveloped sense of touch

b. Eat solid food e. Related to insects

c. Are insects

36




This item has DI 0,91 and ID 0,19. It discriminates poorly

and the item categorized as too easy.


the student response who choose option A are 2, option B are 2,

option C are 2, option D are 78, and option E are 2 pupils. The

writer found that the distractors are too obvious since most of the

students in the lower group choose the right answer. It seems that

the stem is too easy, so the students are easily to choose the right

key. Therefore, this item should be changed into:

23. They are able to produce this from glands in the abdomen and

the silk comes out through organ called spinnerets.

The word abdomen has similar meaning to...

a. Diaphragm d. Belly

b. Pelvis e. Cardiac

c. Thorax

c. The revision:

23. They are able to produce this from glands in the abdomen

and the silk comes out through organ called spinnerets.

The word abdomen has similar meaning to...

a. Diaphragm d. Belly*

b. Pelvis e. Cardiac

c. Thorax

23. They are able to produce this from glands in the abdomen and the

silk comes out through organ called spinnerets.

The word They reffers to .....

a. Spinnerets

b. Organs

c. Glands

d. Spiders *

e. None of the options corrects

37





poorly and categorized as too easy item.

The proportion of the student response who choose option

A are 83, option B are 2, option C is 1, option D is 0, and option E

is 0 pupil. In line with the proportion of students, it looks like the

instruction is not clear and have grammar mistake.

At the stem of this question states “paragraph 4th

tells us

about...” however, it should be “paragraph 4 tells the reader

about....” Also, the distractors are not function properly since most

of the students get the right answer. Since option D and option E

has been chosen by no students, therefore option D. Behaviour

should be changed into D. Types and option E. Food is changed

into E. Digestion. For option A, almost all of the students in lower

group choose that option, therefore option A. Reproduction should

be changed into A. Mating in order to distract lower students group.

From the text above, at the paragraph 4, the writer want to tell us

about spiders’ .....

a. Mating d. Types

b. Appearance e. Disgestion

c. Habit

25. Paragraph 4th tells us about ...

a. Reproduction * d. Behavior

b. Appearence e. Food

c. Family

38

c. The revision:




This item has DI 0.91 and DI 0.14. It discriminates students

poorly and has categorized as too easy item.

The proportion of the student response who choose option

A are 4, option B are 2, option C is 0, option D are 80, and option

E is 0 pupil. It can be stated that the distractors are not function

properly since most of the students in the lower group choose the

right answer. Moreover, the test-maker use “vulnerable” which

considered as a complex vocabulary which not all of the students

understand the meaning.

The writer found out option A, C, D, and E are ineffective.

Also, in option D, “weak” has a similar meaning with “vulnerable”.

Therefore option D. Spiders’s silk is weak and vulnerable must be

change into D. Spiders’ silk is feeble and stiff. Also option C and E

have no students chosen that distracter, because those distracter has

clearly stated in the stem. That is why the students easily avoid the

distracter. Therefore option C and E must be changed. Option C.

29. The statements below are correct, except ....

a. Female spiders lay large numbers of tiny eggs

b. Spiders only suck the fluids of their victims

c. Some male spiders are eaten by the female after mating

d. Spiders’s silk is weak and vulnerable *

e. There are over 3000 species of spiders in the world

25. From the text above, at the paragraph 4, the writer

want to tell us about spiders’ .....

a. Mating * d. Types

b. Appearance e. Disgestion

c. Habit

39

Some male spiders are eaten by the female after mating is changed

into C. Female spiders always carry her eggs around. Option E.

There are over 3000 species of spiders in the world is changed into

E. Spiders are include in arachnids family.

c. The revision:





poorly.

The writer found out that the item is not clear. The word

“food” in the instruction is less appropriate. It is better to change

the stem into “eating habit” since the paragraph being questioned

above more tells about spiders’ eating habit than kinds of food that

spiders’ take. It must be changed into:

Spiders’ eating habit is explained in paragraph...

a. I d. IV

b. II e. V

c. III

30. Spiders’ food is explained in paragraph...

a. I d. IV*

b. II e. V

c. III

29. The statements below are correct, except ....

a. Female spiders produced large numbers of tiny eggs

b. Spiders only suck the fluids of their victims

c. Female spiders always carry her eggs around

d. Spiders’s silk is feeble and stiff *

e. Spiders are include in arachnids family

40

c. The revision:





poorly and it can be categorized as too easy question.


the student response who choose option A are 7, option B is 1,

option C are 76, option D is 2, and option E is 0 pupils. The writer

found out that the distracters are too obvious so the students easily

get to the right answer. Also all of the distracter has grammar

mistake and affect its meaning.

Moreover, option E has been chosen by no students.

Therefore option A. Giving advice is changed into A. Giving some

advice; Option B. Displeasure is changed into B. Showing

displeasure; Option C. Pleasure is changed into C. Showing

pleasure; Option D. Pain is changed into D. Showing sense of pain;

34. Student : Excuse me, may I stay here for a night, please? I have no

friends to visit.

Teacher: Sure.

Student: I’m glad you don’t mind. Thank you very much, Sir.

The underline statement refers to....

a. Giving advice

b. Displeasure

c. Pleasure *

d. Pain

e. Giving opinion

Spiders’ eating habit is explained in paragraph....

a. I d. IV *

b. II e. V

c. III

41

option E. Giving opinion must be changed into E. Asking for

advice.

In addition, the stem has grammar mistake; the stem states

“The underline statement refers to....” it is supposed to be “the

emotion expressed by the underlined statement above is to....”

Student : Excuse me, may I stay here for a night, please? I have no

friends to visit.

Teacher : Sure.

Student : I’m glad you don’t mind. Thank you very much, Sir.

The emotion expressed by the underlined statement above is to....

a. Giving some advice

b. Showing displeasure

c. Showing pleasure *

d. Showing sense of pain

e. Asking for advice

c. The revision:

Student : Excuse me, may I stay here for a night, please? I have no

friends to visit.

Teacher: Sure.

Student: I’m glad you don’t mind. Thank you very much, Sir.

The emotion expressed by the underlined statement above is to....

a. Giving some advice

b. Showing displeasure

c. Showing pleasure *

d. Showing sense of pain


42





poorly and it can be categorized as too easy question. It is in line

with the proportion of the student response who choose option A

is 0, option B is 0, option C are 4, option D are 80, and option E

are 2 pupils.

The writer found out that the distracters are too obvious so

they are not working at all and the length between each distracters

are not equal. In order to distract more students in lower group,

some changes in distracters are needed. Moreover, option A and B

was not chosen by any of the students. It can be said that the

distractors did not operate effeciently.

Therefore, option A. Satisfaction is changed into A.

Showing satisfaction; option B. Dissatisfaction is changed into B.

Showing dissatisfaction; option C. Giving opinion is changed into

C. Giving some opinion; option D remain the same; and the last is

option E. Pleasure is changed into E. Showing opinion.

35. Rara : I like to be here. Bogor is great. What do you think of it?

Roni : I think Bogor is a traffic jam city.

What is the expression of the underlined word?

a. Satisfaction

b. Dissatisfaction

c. Giving opinion

d. Asking for opinion *

e. Pleasure

43

c. The revision:






The writer found out that the instruction is not clear,

because Tony response for Sandra’s question has an ambiguous

meaning. Whereas the clearness of instruction in the stem is crucial

in writing items.4

Therefore, “From the text above, we can

conclude that Tony express...” must be changed into “From the text

above, we can conclude that Tony ..... Sandra’s opinion"

In addition, the proportion of students answer for option A

are 81, B are 3, C are 2, D is 0, and E is 0 pupils. Based on

4 Haladyna, et.al., loc. cit.

36. Sandra: There are too many silly cartoon on TV lately.

Don’t you agree?

Tony: Not at all. Actually, I like cartoons because

they’re very entertaining. From the text above, we can conclude that Tony express...

a. Dissagreement *

b. Agreement

c. Asking opinion

d. Warning

e. Relief

35. Rara : I like to be here. Bogor is great. What do you think of it?


What is the expression of the underlined word?

a. Showing satisfaction

b. Showing dissatisfaction

c. Giving some opinion

d. Asking for opinion *

e. Showing opinion

44

students’ response, option D and E have not been selected both by

the upper and lower students, so it can be categorized as ineffective

distracter. So option D. Warning must be changed into D. Satisfied

with; and option E. Relief must be changed into E. Unsatisfied

with.

Sandra : There are too many silly cartoon on TV lately. Don’t you

agree?

Tony : Not at all. Actually, not all of cartoons are silly. Some of

them are very entertaining. From the text above, we can conclude that Tony ..... Sandra’s

opinion.

a. Dissagree with d. Satisfied with

b. Agree with e. Unsatisfied with

c. Doubt with

c. The revision:



37. Kania : In my opinion, the local TV program are not really good.

Jamal: Absolutely, I personally feel the program is boring.

From the text above, we can conclude that Jamal express...

a. Dissagreement d. Warning

b. Agreement * e. Relief

c. Asking opinion

36. Sandra: There are too many silly cartoon on TV lately.

Don’t you agree?

Tony: Not at all. Actually, not all of cartoons are silly.

Some of them are very entertaining. From the text above, we can conclude that Tony ..... Sandra’s

opinion.

a. Dissagree with *

b. Agree with

c. Doubt with

d. Satisfied with

e. Unsatisfied with

45


The item has DI 0.14. It discriminates students poorly, and

since it has ID 0,93 the item categorized as too easy. In addition,

the proportion of students answer for option A are 6, B are 78, C

are 2, D is 0, and E is 0 pupils. Based on students’ response, option

D and E have not been selected both by the upper and lower

students, so option D and E can be categorized as ineffective

distracters.

Moreover, the instruction has not clearly referred to one

program. So instead of “In my opinion, the local TV program are

not really good” it is better to changed to “Don’t you think the

Sunday TV program, Running Man, are not really good lately?”

Also, “From the text above, we can conclude that Jamal express...”

it is changed into “From the text above, we can conclude that

Jamal show...... expression” and the last is from “Absolutely, I

personally feel the program is boring” is changed into

“Absolutely, I personally feel that program is not too good

lately”

For option D. Warning is changed into D. Satisfied; and option E.

Relief is changed into E. Unsatisfied.

Kania : Don’t you think the Sunday TV program, Running Man,

are not really good lately?

Jamal : Absolutely, I personally feel that program is not too

good lately.

From the text above, we can conclude that Jamal show......

expression.

a. Dissagreement d. Satisfied

b. Agreement e. Unsatisfied

c. Asking opinion

46

c. The revision:






The writer found out that the item instruction is not clear

yet did not use appropriate punctuation mark. Moreover, the

options for this item is too obvious since the keyword also included

in the distractor. In this case, the writer found out that the word “in

my opinion” is clearly stated in the stem. It is better changed the

instruction from into:

Laras : What do you think about the school?

Kania : In my opinion, the school is the best school in this city?

The expression above is....

into :

Laras : What do you think about this school?

Kania : This school is the best school in this town!

38. Laras: What do you think about the school?

Kania: In my opinion, the school is the best school in this city?


a. Asking opinion * d. Pleasure

b. Giving advice e. Relief

c. Pain

37. Kania: Don’t you think the Sunday TV program , Running Man,

are not really good lately?

Jamal: Absolutely, I personally feel that program is not too good

lately.

From the text above, we can conclude that Jamal show......

expression.

a. Dissagreement d. Satisfied

b. Agreement * e. Unsatisfied

c. Asking opinion

47

The underlined phrases is categorized as .......... expression

In addition, the proportion of students’ answer for option A

are 85, B is 1, C is 0, D is 0, and E is 0 pupils. Based on students’

response, option C, D, and E is categorized as ineffective distracter.

So, option C. Pain is changed into C. Giving opinion; option D.

Pleasure is changed into D. Asking advice; and option E. Relief is

changed into E. Showing pleasure.

c. The revision:






The writer found out the options for this item is too obvious

since the test-maker also include some keyword in the stem “I

suggest”, it must be changed into “What about”. In addition, the

proportion of students answer for option A are 2, B are 80, C is 0,

D is 1, and E are 3 pupils. Based on students’ response, option B

39. Mother: Kids, do you have any idea what we are going to

do to night?

Amalia: I suggest we go out for dinner, Mom.

The underlined phrases express....

a. Asking opinion d. Pleasure

b. Giving advice * e. Relief

c. Pain

Laras : What do you think about this school?

Kania : This school is the best school in this town!

The underlined phrases is categorized as .......... expression

a. Asking opinion * d. Asking advice

b. Giving advice e. Showing pleasure

c. Giving opinion

48

and C was categorized as ineffective distracter. In order to distract

students in lower group, option C. Showing pain is changed into C.

Asking advice and option B. Giving advice remains the same.

Mother: Kids, do you have any idea what we are going to do to

night?

Amalia: What about we go out for dinner, Mom?

The underlined phrase above express....



c. Asking advice

c. The revision:




This item has ID 0.92 and DI 0.12. It descriminates

students poorly and makes the item categorized as too easy item.

40. Handin: How do you like your room?

Jasper: I really like it. It’s very comfortable.

The underlined phrases express..

a. Asking opinion

b. Giving advice

c. Satisfaction *

d. Dissatisfaction


39. Mother: Kids, do you have any idea what we are going

to do to night?

Amalia: What about we go out for dinner, Mom?

The underlined phrase above express....


b. Giving advice * e. Relief

c. Asking advice

49

The writer found out that the item instruction has an

ambiguous meaning and literary translate from bahasa. Therefore

the instruction of the question from “Handin: How do you like

your room?” changed into “Handin: Do you like your room?” In

addition, the proportion of students answer for option A is 1, B are

7, C are 78, D is 0, and E is 0 pupils. Based on students’ response,

option C, D, and E was categorized as ineffective distracter. So,

writer decided to make some changes in option D and E. Option D.

Dissatisfaction is changed into D. Pleasure; option E. Asking for

advice is changed into E. Relief

Handin: Do you like your room?

Jasper: I really like it. It is very comfortable.

The underlined phrases express...



c. Satisfaction

c. The revision:

40. Handin: Do you like your room?

Jasper: I really like it. It is very comfortable.

The underlined phrases express...



c. Satisfaction *

50

CHAPTER V

CONCLUSION and SUGGESTION

A. Conclusion

The objective of this study is to find empirical evidence of whether or not

the summative test items have good characteristic of a test in terms of

difficulty level, discriminating power, and distracter effectiveness. Therefore,

the formulation of the problem for this study is do the test items of English

summative test used for second grades students of SMA Negeri 6 Depok has

fulfill criteria based on difficulty level, discriminating power, and item

distracter or not. The test consists of 40 multiple-choice items in which there

are five distracters in each item.

In this research, the writer uses quantitative research as a method of her

study and chose content analysis as her research design. Therefore, the writer

analyzes the existing data by referring to some related theories to describe the

difficulty level of the items, item discrimination index and the effectiveness of

the distracters.

Based on the analysis and data interpretation from the previous chapter,

the writer would like to conclude the quality of English Even Summative Test

item which have been tested at the second grade of SMAN 6 Depok as follows;

there are 6 (15%) acceptable items to meet the criteria of difficulty index, one

item (2.5%) with too difficult status and there are 33 (82.5%) unacceptable

items. Whereas for discriminating power index, the writer found there are 23

(57.5%) poor items, 1 (2.5%) item has a negative result, and 16 (40%)

acceptable items. As for the distractor efficiency, the writer found there are

166 (83%) items with in-effective distractor.

Almost all of the items are easy in difficulty, and it also has many in-

effective distracters. While, ineffective distracters make the question easier to

51

answer and the result of an easy question is the gap between lower and upper

group become smaller. In conclude, it can be said that the English summative

test did not test real ability of students comprehension; and from the difficulty

index, discriminating index and the distractor efficiency perspective of

English odd summative test for second grade of SMAN 6 Depok did not meet

the criteria of effective and acceptable test

B. Suggestion

Based on what the writer found in the data analysis and interpretation, it

can be understood that the test maker of this English even summative test

cannot construct ideal test items, in contrast the test maker go as she pleased.

It will be better for the test maker to understand how to construct an ideal yet

effective item test before conducting or even writing a test. In order to help

further teaching-learning process especially in conducting a test, therefore, the

writer makes suggestions as the following:

1. The test maker should use correct grammar, punctuation, capitalization,

spelling, and avoid trick items. Therefore, there will be no

misinterpreting among the students and teacher.

2. If the test maker uses item bank as his or her resource, it is better to

recheck from the content, stems, grammatical consistencies, the

distractors and also the keyed response thoroughly. So that ambiguity,

question that are look alike, and miskeyed response in the stem will

not happen again in the future.

3. The test maker should arrange the items started from easiest to difficult

in sequence consider as students who taking the test. Therefore, the

test maker will know which part of items that the student knows very

well and which one is not.

4. The test maker should do an item analysis after conducting a pilot test

in order to know whether the test that she, or he made has classified as

52

a good test or not. Moreover, because the test is for standardized test,

the items which are too hard or too easy are better not used in the

constructing the test.

5. It is better for the test makers to follow the guidelines in writing items

of multiple-choice by well-known writers like Haladyna, Kennerth, or

Burton than just go as they pleased.

53

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Allyn and Bacon, Inc., 4th

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Airasian, Peter W. and Michael K. Russel. Classroom Assessment. New York: Mc

Graw Hill, 6th

edition., 2008.

Allison, Desmond. Language Testing and Evaluation : An Introductory Course.

Singapore: Singapore University Press, 1999.

Arifin, Zainal. Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur. Bandung:

PT. Remaja Rosdakarya, 2011.

Arikunto, Suharsimi. Dasar-dasar Evaluasi Pendidikan. Edisi Revisi. Jakarta;

Bumi Aksara, 1999.

Brown, H. Douglas. Language Assessment: Principle and Classroom Practice.

San Francisco: Longman, 2003.

Burton, Steven., et.all., How to Prepare Better Multiple-Choice Test Items:

Guidelines for University Faculty. New York: Brigham Young University

Testing Services, 1991.

Djiwandono, M. Soenardi. Tes Bahasa (Pegangan Bagi Pengajar Bahasa).

Jakarta: PT. Indeks, 2008.

Haladyna, Thomas M. Developing Validating Multiple-Choice Test Items. New

Jersey: Lawrence Erlbaum Associates Publisher, 2004.

Haladyna, Thomas, et.al. “A Review of Multiple-Choice Item-Writing Guidelines

for Classroom Assessment”, Applied Measurement in Education, 15, 2002.

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APPENDIXES

56

Appendix 1

Students Score of English Odd Summative Test in the 2013/2014 Academic Year

Students No. Score

1 90

2 90

3 88

4 90

5 98

6 70

7 90

8 90

9 90

10 80

11 93

12 85

13 98

14 90

15 98

16 75

17 88

18 60

19 70

20 80

21 75

22 95

23 75

24 60

25 85

26 73

27 88

28 85

29 88

30 73

31 83

32 68

33 83

34 73

35 78

36 68

37 65

38 68

39 45

40 85

41 78

42 83

Students No. Score

43 83

44 85

45 78

46 80

47 75

48 93

49 85

50 88

51 93

52 73

53 90

54 93

55 85

56 85

57 83

58 95

59 93

60 90

61 90

62 85

63 90

64 85

65 90

66 98

67 93

68 88

69 98

70 88

71 80

72 83

73 80

74 80

75 83

76 83

77 83

78 90

79 70

80 70

81 85

82 95

83 93

Students No. Score

84 90

85 90

86 85

87 95

88 88

89 85

90 85

91 85

92 78

93 95

94 95

95 93

96 90

97 95

98 85

99 85

100 83

101 93

102 95

103 73

104 78

105 78

106 88

107 90

108 78

109 78

110 88

111 88

112 88

113 85

114 78

115 78

116 83

117 95

118 83

119 95

120 95

121 98

Students No. Score

122 90

123 88

124 88

125 80

126 65

127 80

128 65

129 90

130 88

131 70

132 75

133 90

134 73

135 85

136 95

137 93

138 73

139 65

140 88

141 75

142 93

143 90

144 80

145 68

146 80

147 80

148 83

149 83

150 88

151 93

152 90

153 80

154 93

155 83

156 93

157 88

158 93

159 93

160 80

161 78

57

Appendix 2

Upper and Lower Group of

English Odd Summative Test in the 2013/2014 Academic Year

Group Student No. Score13 98

5 98

15 98

66 98

69 98

121 98

136 95

87 95

22 95

97 95

94 95

93 95

82 95

58 95

102 95

117 95

119 95

120 95

59 93

51 93

48 93

101 93

142 93

154 93

151 93

95 93

83 93

67 93

11 93

156 93

159 93

54 93

137 93

133 90

143 90

122 90

129 90

4 90

14 90

7 90

9 90

2 90

1 90

UP

PE

R G

RO

UP

Group Student No. Score39 45

24 60

37 65

139 65

36 68

38 68

32 68

145 68

131 70

19 70

79 70

80 70

26 73

47 75

52 73

103 73

138 73

94 73

34 73

16 75

23 75

141 75

21 75

132 75

41 78

92 78

114 78

108 78

109 78

105 78

104 78

161 78

45 78

74 80

73 80

146 80

71 80

147 80

118 83

72 83

100 83

57 83

115 78

LO

WE

R G

RO

UP

58

Appendix 3

Students’s (Upper Group) Summative English Test Answer Result

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

b c b a e b d a d e a c c d c a d e d d a b d c a a c d d c b c a c d a b a b c

1 13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

3 15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

4 66 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

5 69 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

6 121 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

7 136 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

8 87 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

9 22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

10 97 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

11 94 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

12 93 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

13 82 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

14 58 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

15 102 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

16 117 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

17 119 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1

18 120 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

19 59 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

20 51 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

21 48 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

22 101 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

23 142 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0

24 154 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

25 151 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1

26 95 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1

27 83 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

28 67 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1

29 11 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

30 156 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

31 159 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

32 54 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

33 137 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

34 133 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

35 143 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

36 122 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

37 129 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1

38 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1

39 14 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

40 7 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

41 9 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

42 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1

43 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1

ΣX (ug) 43 43 43 42 41 42 40 43 34 43 43 43 43 43 42 38 42 43 0 43 43 28 43 43 43 43 41 34 42 42 39 42 43 42 43 42 43 43 43 42

Score Max. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

ΣN (ug) 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43

No Student No.Item No.

59

Appendix 4

Students’s (Lower Group) Summative English Test Answer Result

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

b c b a e b d a d e a c c d c a d e d d a b d c a a c d d c b c a c d a b a b c

1 39 0 0 1 1 0 0 0 1 0 1 1 1 1 1 0 0 1 1 0 0 1 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1

2 24 1 1 1 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1

3 37 1 1 1 1 1 1 0 0 1 1 1 0 0 1 0 1 0 1 0 1 1 0 0 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1

4 139 1 1 1 0 1 1 0 0 0 1 1 1 1 1 0 0 0 0 0 1 1 0 1 1 1 1 0 0 1 0 0 1 1 1 1 1 1 1 1 1

5 36 1 0 1 1 1 1 0 1 0 1 1 0 1 1 0 1 0 0 0 1 1 0 1 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 1 1

6 38 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 0 1 1 1 0 0 0 1 1 1 1 1 1 1

7 32 1 1 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 1 1 1 1 1 1 1

8 145 1 1 1 0 1 0 0 0 0 0 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 0 1

9 131 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1

10 19 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 0 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1

11 79 1 0 1 0 1 1 1 1 1 1 1 0 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 0

12 80 1 0 1 0 1 0 1 1 1 1 1 1 0 1 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1

13 26 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 0 0 1 1 1 1 1 0 1 1 1 1 0 1

14 47 1 1 0 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 1 1 1 1 1

15 52 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 0 0 0 1 1 1 1 1 1

16 103 1 0 1 0 0 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1

17 138 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1

18 94 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 0

19 34 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 0 1 0 1 1 0 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1

20 16 0 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 1 1 0 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

21 23 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 1 1

22 141 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1

23 21 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 0 1 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0

24 132 1 1 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1

25 41 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1

26 92 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 0 0 0 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1

27 114 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1

28 108 1 1 1 1 1 1 0 1 1 0 1 1 0 0 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0

29 109 1 1 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0

30 105 1 1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0

31 104 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 0 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1

32 161 1 0 0 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1

33 45 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1

34 74 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1

35 73 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1

36 146 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1

37 71 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 0 1

38 147 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 0 1

39 118 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

40 72 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1

41 100 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

42 57 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1

43 115 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1

ΣX (lg) 41 32 39 33 36 34 18 38 21 40 43 29 30 41 14 23 24 33 1 40 42 7 35 30 40 32 27 23 36 36 23 27 32 34 38 41 37 42 36 37

Score Max. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

ΣN (lg) 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43 43

No Student No.Item No.

60

Appendix 5

Data of Difficulty, Discrimination Index, and Distracter Effectiveness of English

Odd Summative Test 2013/2014 Academic Year

Item Options U L P B N IP (%) Status N (U) N (L) ID Status DI Status

A 0 1 1 1,16 Non-functioning

B* 43 41 84 97,67

C 0 1 1 1,16 Non-functioning

D 0 0 0 0,00 Non-functioning

E 0 0 0 0,00 Non-functioning


B 0 0 0 0,00 Non-functioning

C* 43 32 75 87,21


E 0 8 8 9,30 Functioning


B* 43 39 82 95,35




A* 42 24 66 76,74

B 0 8 8 9,30 Functioning


D 1 7 8 9,30 Functioning






E* 41 35 76 88,37

A 1 6 7 8,14 Functioning

B* 42 34 76 88,37







D* 40 19 59 68,60


A* 43 39 82 95,35







C 2 3 5 5,81 Functioning

D* 34 22 56 65,12






E* 43 40 83 96,51

9 55 86

10 83 86

7 59 86

8 82 86

5 76 86

6 76 86

3 82 86

4 66 86

84 861

2 75 86

Poor0,09Easy0,954343

Satisfactory0,26Easy0,874343

good0,49Medium0,694343



good0,42Easy0,774343

Satisfactory0,28Medium0,654343




61


A* 43 43 86 100,00







C* 43 29 72 83,72





C* 43 30 73 84,88






D* 43 41 84 97,67




C* 42 15 57 66,28



A* 38 23 61 70,93








D* 42 25 67 77,91






E* 43 37 80 93,02




D* 0 1 1 1,16





D* 43 41 84 97,67


19 1 86

20 84 86

17 66 86

18 76 86

15 57 86

16 60 86

13 73 86

14 84 86

11 86 86

12 72 86

43 43 0,01 Difficult -0,02 Discard

0,05Easy0,984343 Poor

43

43 43 0,78 Easy 0,40 good

Poor0,14Easy0,9343

43 43 0,66 Medium 0,63 good


43 43 0,85 Easy 0,30 Satisfactory




62


A* 43 42 85 98,84






B* 28 7 35 40,70







D* 43 35 78 90,70




C* 43 30 73 84,88



A* 43 40 83 96,51





A* 43 31 74 86,05







C* 41 28 69 80,23






D* 32 24 56 65,12





D* 43 37 80 93,02




C* 43 38 81 94,19



29 80 86

30 79 86

27 68 86

28 56 86

25 83 86

26 74 86

23 78 86

24 73 86

21 85 86

22 34 86

43 43 0,94 Easy 0,12 Poor


43 43 0,65 Medium 0,19 Poor


43 43 0,91 Easy 0,19 Poor


43 43 1,12 Easy 0,07 Poor


43 43 1,15 Easy 0,02 Poor

good0,49Medium0,414343

63



B* 37 23 60 69,77






C* 41 25 66 76,74



A* 43 32 75 87,21







C* 42 34 76 88,37






D* 42 38 80 93,02


A* 43 38 81 94,19






B* 41 37 78 90,70




A* 43 42 85 98,84






B* 43 37 80 93,02

C 0 0 0,00 Non-functioning





C* 41 37 78 90,70



39 80 86

40 79 86

37 80 86

38 85 86

35 80 86

36 81 86

33 75 86

34 76 86

31 61 86

32 69 86

4343 0,91 Poor0,09Easy



43 43 0,91 Easy 0,09 Poor

43 43 0,93 Easy 0,09 Poor

Poor0,12Easy43 43 1,10


43 43 0,88 Easy 0,19 Poor

Satisfactory0,33Medium0,704343


64

Note:

( * ) : Key

U : Upper Group

L : Lower Group

P : The number of pupils who choose the options

B : The number of pupils who answer the item correctly

N : The number of pupils who took the test

DINAS PENDIDIKAN KOTA DEPOK

SMA NEGERI 6 DEPOKJln. Raya Limo No.30 Kecamatan Limo Kota Depok Tlp. A2l-7545041

LEMBAR SOAL ULANGAN AKHIR SEMESTER GANJILTAHI.JN PELAJARAI\ 2OI3-2BI 4

Mata Pelajaran: Bahasa lnggrisKelas : Xl IPA/IPSHari, tanggal : Rabu, 11 Desember 2013Pukul :07.30-09.00

PETUNJUK UMUMl. Tulis nwnor pesefta dan nama Anda pada lembar iawaban.2. Periksa dan bacalah soar-soat dengan teliti sebelum Anda meniawab.3. Dahulukan menjawab soal-soalyang dianggap mudah.4. Keriakan semua soal pada lembar jawaban yang disediakan.5. Jumlah soal sebanyak 40 butir pitihan ganda6. Periksalah pekerjaan Anda sebelum diserahkan kepada pengawas.

Petunjuk Khusus :1. tJntuk menjawab soal, pilihlah satu jawaban yang pallng tepat dengan menghitamkan salah satu

huruf A, B, C, D atau E di lembariawaban komputer.2. lJntuk memperbaikijawaban, hapuslah jawaban Anda dengan karet penghapus sampaibersih,

kemudian hitamkan jawaban pilihan Anda,

MULTIPLE CHOICESI

Read the textl

The Story of the $mart ParrotA man in Puerto Rico had a wonderful parrot.

There was no another parrot like it.It was very, very smart. This parrotwould say

any word-except one. He would not say the name ofthe town where he was born. The name of the townwas Catano.

The man tried to teach the panot to say

Catano. But the bird would not say the word. At first

the man was very nice, but then he got angry. 'You

are a stupid bhdl Why can't you say the word? Sat

Catano, or I will kill you!" but the parrot would not say

it. Then the man got to so angry that the shouted

over and over, "Say Catano, or I'll kill youl" but the

bird wouldn't talk.

One day after trying tor many hours to rnake

the bird say Calano, the man got very angry. Hepicked up the bird and threw him into the chicken

house. "You are more stupid lhan the chickens. Soon

I will eat them, and I will eat you, too.'ln the chicken house there are four old

chicken-c. They were for Sunday's dinner. The manput the parrot in the chicken house and left.

The next day the rnan came back to the

chicken house. He opened the door and stopped. He

was very surprised at what he sawl

He saw three dead chickens on the floot -Ine

parrot was screaming at the fourth chrcken, "Say

Catano, or I'll kill youl

Answer the questions!

1. The type of the text ts ,...

2. The function of the text is ... .

a. to describe the Panot in general

b. to share the information aboul the naturai

c. to entertain the readers

d. to persuadethe readers

e. to inform the reader about the parrot

3. The generic structure of the text is .. .

a. Orientation - Events - Reorientation

b. Orientation - Complication - Resolution

c. General Classification - Descriptiond. ldentification - DescriPtion

e. Orientation - Description - Reorientatiot'

4. What word couldn't be said by the parrot?

a. Reportb. Narrativec. Recount

a. Catanob. Parrotc. Smafi

d. Descflptivee. News item

d. Except one

e. town

8. Inggris / XI -- UAS GoaJil / 2013-20t1 I dur: 4

5. Which statement is TRUE according to the text? 11.What is the text organizalion of the firsta. The parrot could say Catano paragraph?b. catano was the name of the parrot a. Thesis d. orientationc. The man never got angry at the parrot b. Argument e. Re-orientationd. The man ate the parrot for dinner c. Reiteratione. At last the parrot could say catano

12, How many arguments are presented on the text?6. What is the main character of the story? a. One d, Four

a. The man d. Catano b. Two e. Fiveb. The parrot e. The dead chicken c. Threec. Chicken

' 13. Whatisthefunctioh of thetextabove....7. "The parrot was screaming at the fourth a. To share the idea of being extra fat

chickens" b. Giving information about fat in generalWhat does the underlined word means.... c. To persuade the reader not to be ovenreigha. smiling d. shouting d. To entertain the reader about fatb. getting angry e. crying e. To explain how being fatc. laughing

14. The generic structure of the text is ....8. How many parrots did the man have? a. Orientation - Events - Reorientation

a. Only one panot b. prientation - Complication - Re$olutionb. Two parrots c. General Classification - Descriptionc. Three panots d. Thesis - Arguments - Reiterationd. Four parrots e. Orientration - Description - Reorientatione. Five parrots

1 5. These are the effect of too much tat, except.. . .

9 The statements below are correct, except.., a. cause serious diseasea. The parrots was unique b. heart has to work harderb. The owner was angry at last to the parrot c. change the blood amountc. At the end, the panot was able to say Catano d. high blood pressured. All of the chickens was killed by the paffot e. causes heart probleme. The parrot killed 3 chickens

16. "ln addition, extra fat can also change theamount of sugar in your blood. This can cause

Read the textl serious disease such as diabetes'.The word 'Thie" refers to "...

Do you know if you are too fat, you may have a. amount of sugarserious problems with your health? A group of doctor b. extra fatvrrote a report about some of the effects of too much c. blood pressurefat. d. effect of too much fat

One important effect is on the heart. lf you are e. serious diseasesfat, your heart has to work harder. This may lead to aheart attack; or it may lead to other heart problem. 17. The statements below are correct. except,..

ln addition, extra fat can also change the a. Extra fat shorten our lifeamount of sugar in your blood. This can cause b. There are several doctor did the researchserious disease such as diabetes. c. Extra fat causes many serious problem

Furthermore high blood pressure is another d. The research of extra fat has finally donepossible result of being fat. e. We still need more research about the effect

More studies are needed about at all these of too much fatproblems. But one thing is clear, extra fat May makeyour life shorter. 18. How many doctors wrote about the effect of

being too fat?Answer the questionst a. One doctors

b. Two doctors10. The above passage is in the form of .... c. Three doctor

a. Narrative d. None

b. Descriptive e. Not mentioned above

c. Report

d. Hortatoryexpositione. Analyticalexposition

B. Ineptls / Xl - LIAS Ganiil / 2lll.l-2llll 2 dnri 4

te. uhoose the correct statement based on the textabovela. The text is to persuade the readers to be fatb. More researches is not needed anymorec. The heart will work harder as ttre effect of

being fatd. Being fat may not tead you to heart attacke. Diabetics is not serious disease

Read the texfi

SPIDERThere are over 3000 species of spiders and

they belong to the Arachnid famity. Spideis are notinsects, but are related to scorpions and otherarachnid that have eight legs and no antennae. Mostspiders have poor eyesight and litfle sense of hearingand smell. They do. however, have a welldevelopedsense of touch in the haire and spines that cover thelrbody. They may vary in size from about 1 mm to agiant 200 mm.

Spiders are known for their ability to spin silk.They are able to produce this from gtanOs in tneabdomen and the sitk comes out thiough organcalled spinnerets. The silk is strong and elaJtic and isused to trap the spider,s prey. Spiders use their websin different ways. Some weave a net to throw overtheir prey, while others attach a sticky btob to the endof the silken thread and whirl around ln a circle towrap around an insect.

Spiders suck the fluids ftom their victimsrather than eat solid food. Then they crush the hardparts, mixing them with digestive juices to make theminto a liquid as well.

Femate spiders lay large numbers of tinyeggs and cover them in a silken sac. Some speciescarry this sac around with them. When first hatched,the young resembted adults and stowly develop to fullsize. Before mating, some spiders pe*orm courtshipdances. After mating, some male spiders are eatenby the female.

Answerthe quedionsl

20. There are over 3000 species of spiders and theybelong to the arachnld family.The statement tells the reader about....a. behavior of a spiderb. colony of spiderc. habitat of a spiderd. species of a spidere. Friends of a spider

21. From the lext above, we can conclude thatspiders ....a. are not insectsb. eat leavesc. are mammalsd. have least numbers of speciese. are marsupials

22. 'Some weave a net to throw over their prey,while others attach a stictry btob to the end . .

The italicized word has the closest r*rning o,a. break d. liveb. knit e inhabitc. make

23. They are able to produce this from glands ,n theabdomen and the silk comes out through orqancalled spinnerets.The word They, refers 1o....a. Spinneretsb. organsc. gtandsd. spiderse. none of the options correct

24. What is the best description of the silk produceby spiders?a. rigidb. not elasticc. stretchyd. made of plasticse. easily broken

25. Paragraph 4th tells us about....a. reproductionb. appearancesc. family

d. behaviore. food

26. What paragraph should we read to flnd spiders,appearances?a. I d.tvb. ll e.Vc. lll

27. Which statement is correct based on the textabove?a. Spiders are insectsb. Spiders are good in eyesightc. Spider are able to spin silkd. Spider has good sense of hearing and smeile. Spider eat solid food

28. Which of the following is common spiders' preyea. butterfly and snakeb. flies and birdc. flies and tarantulad. flies and butterfiiese, ants and flies

29. The statements below are correct, except.a. Female spiders lay large nurnbers of hny

eggsb. Spiders only suck the fluids of their victrmic. Some male spiders are eaten by the fer:rale

after matingd. Spider's silk is weak and vulnerablee. There are over 3000 species of spders irr tlre

world

8. Inggrh / XI - ttAS GanJil / )0r J_201 13 duri ,t

30. Spiders'food is explained in paragraph... 37, Kinia : ln my opinion, the localTV program are

not reallY good.

Jamal : absplutelv. I personallv, feel . the

Pr.osram is borlno,From the text above, we can conclude that Jamal

express., . .

a. I.b. ll

c. lll

Answer the questionst

a Look up

b. Watch outc. Keep up

d. lve.V

d. Keep oute. walk out

a. Disagreementb. Agreementc. asking opinion

a. Asking oPinion

b. Giving advicec. Pain

a. Asking opinionb. Giving advice

d. Warninge. Relief

d, Pleasuree. Relief

d. Pleasuree. Relief

31. Father : ......, Toml The car is running fast from

the right side.

Tommy . Don't worry, dad.38. Laras : What do vou think about the school?

Kania : ln my opinion, the school is the best

school 1n this citY?


32 Waty ' lfeel so relievedAsti : Oh.... I can see that.

What do the underlined words express?

a. Pain d. warning

b. Pleasure e. giving oPinion

c. relief

33. Daughter: Mom. Mv hand ... ggch. it so hurtslMother : Oh... How poor you are. Just take a

rest

What is the underlined phrase above?

a. Pain

b. Pleasure

c. relief

d. warninge. giving opinion

34. Student : Excuse me, May I stay here for anight, please? I have no friend tovisit.

Teacher : sure.

Student :

vou very much. sir.The underlined statement refers to... ,

a. Giving adviceb. Displeasurec. Pleasured. Pain

e. Giving.oPinion

35. Rara : I like to be here. Bogor is great. What dovou think of it?


What is the expression of the underlined words?

a. Satisfactionb. Dissatisfactionc. Giving oPinion

d. Asking for oPinion'

e. Pleasure

36. Sandra : There are too many silty cartoon on TV

lately. Don't You agree?Tony : Not at all. Agtuallv. I like cartoong

becaus-e thev're veru entertainjncFrom the text above, we can conclude that Tony

express....a. Disagreementb. Agreementc, asking oPinion

d. Warninge. Relief

39. Mother : Kids... do you have any idea what we

are going to do to night?

Amalia : I suqoest we oo out for dinFer.,mom.The underlined phrases express'.. .

c. Pain

40, Handin : How do You like Your room?

Jasper : I reallv life lt.lt's.v€!rcem&llableThe underlined phrases express'. ' '

Asking opinionGiving adviceSatisfactionDissatisfactionAsking for advice

a,

b.

c.

d.

e.

- ::: f

- KEIIENTERIAN AGAMA

'.;GL UIN JAKARTA

lii]D' 5t"tf..,**e5c* d 1s*2tu0e$a

FORI| (FR]

No. Dokumen : FITK-FR-AKD-081

Tgl- Terbit : t Maret 2010No. Revisi: : 01

Hat 1t'l

SURAT BIMBINGAN SKRIPSI

Nomor : Un.sl/F. l/KM .Or g.li|l.flgIJ Iatmta 13 Desember 78t3Lamp. : -Hal : Bimbingan Skripsi

KepadaYft.p1. ft,{rrhammad Farkhan,M.PdTeguh Khaemddin Jv{.ApplingPembimbingSkripsiFakultas Ilmu Tarbiyah daa KeguruanUIN Syarif Hidayatullahtdraln.

Assala nh' alaihm wr-wb-

Fengan ini ifiharapkau kesedram Saudara unhrk meqiadi pernbimbing I l' tr{materi/teknis) penulisan slripsi mahasiswu

: AmalinaShornami

:109014000054

; ?enfirtitar B*{sH ltrggds

: D((Sembilm)

ffiShipi : An nrm A@ysfs tnr Effgfistr Mive TBt (A

Descriptive-Anatysis Study on Secondcrade Students at SMAN 6Depok)

Judul llersebut tela& disetujui oleh furusan yangbersan*utan paifa t-nggal 4 September

2Al3 , abstraksilonfline terlampir. Saudma dapat melalarkan perubahan redaksionalpada judul tersebut. Apabila perubahan *rbsansial dianggap perlu, mohon pembimbingmengftribungi Jurusan te*ebft daftufu.

Bimbingan slcripsi ini diharapkan selesai dalam vraktu 6 (enam) bula4 dar dapat

diperpaqiurs stama 6 (enam) butan teritffiya tanpa suratperpariangan.

Ates perhatian dan kerja sama Saudare, kami ucapkan terima kasih.

Was s atatmr' otaf hnn wr -wb -

an- DekanBahasa Inggris

Nama

NIM

futmn-

Semester

Tembusan:l- ffimFfIK2. Mahasisura ybs.

"KT:3#fif 4,t'" P .t\ '/#./i. rut*', .

99103 I 002

KEMENTERIAN AGAMAgry'% UIN JAKARTA

"*;;il i FITKtf $! $ ' J. tr. H.Juadatras5cryulat 15412tndonrrrta

FORM {FR}

No. Dokumen : FITK-FR-AKD{82

Tgl. Terbit : t hlai'et 20'!0No. Revisi: : 01

1t1llal

SURAT PERIUIOHOI'IAN IZIN PENELITIAN

Nomor : Un.01iF.1/KM.01.3/ trz$n}fiLamp. :0ufiin#P*PosaIHal :Permohonan lzin Penelitian

Jakarta, 11 November 2013

Kepada Yth.

Sukandi Mustofa,M.PdKepala Sekolah SMAN 6 DePokdiTempat

Assal amu' alaikum wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan

Semester

Tembusan:1. Dekan FITK?. Pembantu trekan BGang Akademik3. Mahasiswa Yang bersangkutan

: Amalina Shomami

: 109014000054

: Pendidikan Bahasa lnggris

: lX {Sembilan}

TahunAkademik :2A1312Q14

JudulSkripsi : An ltem Analysis on English Summative Test; An Anaiysis

Study in the Second Grade of Senlor High $chool.

adalah benar mahasiswi Fakultas ttmu Tarbiyah dan Keguruan UIN Jakarta yang

sedang menyusun skripsi, dan akan nrengadakan penelitian {riset} di

instansilsekolah/madrasah yang Saudara pimpin-

Untuk itu kami mohon Saudara dapat mengizinkan rnahasiswi terseh.rt

melaksanakan penelitian dimaksud -

Atas perhatian dan kerja sama Saudara, karni ucapkan terima kasih.

Wassalamu' alaikum wr.wb-

idikan Bahasa Inggris

rElvlEF\ll\ lfaF-l f\\-, lF\ lJE'rr'-.r\DINAS PENDIDIKAN

SMA NEGERI 6 DEPOKJl. Raya Limo No. 30, Kecamatan Lirno - Kota Depok Telp. {021) 754 5041, 753 6733 Fax^ {021) 754 5041

SURAT KETERANGANNomor : 421.31 l23ln l2gl4

Yang bertandatangan di bawah ini Wakasek Bid. Kurikulum SMA Negeri 6 Depok,

dengan ini menerangkan bahwa:

Narna

NIMJurusan

Semester

Tahun Akademik

Jenjang

Judul Skripsi

AMALINA SHOMAMI1090140000s4

Pendidikan Bahasa Inggris

IX(sembilan)2013/ 20r4Strata Satu (Sl)An Item Analysis on English Summative Test; An Analysis

Study in the Second Grade of Senior High School

yang bersangkutan adalah benar telah melakukan penelitian(riset) di SMA Negeri 6

Depok.

Demikian surat keterangan ini dibuat untuk dapat digunakan sebagaimana mestinya.

Depok, 04 Februari 2014

Bid. Kurikulum

101CI200501 l0l7

trreW-

gu* r* g

department of english education faculty of...

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