ACKNOWLEDGEMENT ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST...

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ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST

OF JUNIOR HIGH SCHOOL

(A Case Study at SMPN 11 Depok)

A Thesis is Submitted in Partial Fulfillment of The Requirements for The Degree of

SI

Advisor:

Drs M. Farkhan, M.pd

By:

Evi Herawati

NIM.10201402379

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHING SCIENCE

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

Jakarta

1430 H/2009 M

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ENDORSEMENT SHEET

This “skripsi” entitled “Item Analysis of English Summative Test of

Junior High School”, written by name Evi Herawati. Students’ registration

number 102014023795 was examined. In the examination session of the faculty

of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic

University Jakarta on 18th of March 2009. The “skripsi” has been accepted and

declared to have fulfilled of requirements for degree of S. Pd in English

Language Education in The Department of English Education.

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd ( )

NIP: 150 246 189

SECRETARY : Neneng Sunengsih ( )

NIP. 150 293 236

EXAMINER I : A M Zaenuri, M.Pd ( )

NIP: 150 182 900

EXAMINER II : Dr. Atiq Susilo, M.A ( )

NIP: 19491122 197803 1001

Acknowledged by:

Dean Tarbiya and Teachers’ Training faculty

Prof. Dr. Dede Rosyada, MA

NIP. 150.231.356

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ACKNOWLEDGEMENT

ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST OF

JUNIOR HIGH SCHOOL


A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training

In a Partial fulfillment of the requirements

For the degree of S. Pd. (Bachelor of Arts) in English Language Education

Approved by Advisor

Dr. M. Farkhan, M. Pd

NIP. 150 299 480

By:

Evi Herawati

NIM.10201402379

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS’ TRAINING


SYARIF HIDAYATULLAH

Jakarta

i

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ACKNOWLEDGEMENT

ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST OF

JUNIOR HIGH SCHOOL


A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training

In a Partial fulfillment of the requirements

For the degree of S. Pd. (Bachelor of Arts) in English Language Education

Approved by Advisor

Dr. M. Farkhan, M. Pd

NIP. 150 299 480

By:

Evi Herawati

NIM.10201402379

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS’ TRAINING


SYARIF HIDAYATULLAH

Jakarta

i

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All Praise is to Allah Lord of the worlds who has bestowed upon the writer

in completing this skripsi. Peace and blessing be upon to our prophet

Muhammad SAW, his families, his companions, and his followers.

In this occasion, the writer wants to say a lot of thanks to her advisor

Dr. Farkhan, M. Pd. for his time, guidance, kindness, contributions, and

patience in correcting and helping her to finish this paper.

The writer also realized that she would never finish writing this paper

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

special gratitude to: Prof. Dr. Rosyada., M.A the dean of the faculty of

Tarbiyah and

1. Drs. Syauki M. Pd. The head of English Department.

2. All the lectures in English Department faculty of Tarbiyah and teaching

science Syarif Hidayatullah State Islamic University for sharing their

knowledge.

3. The librarian of UIN Syarif Hidayatullah, UNIKA Atma Jaya, and UNJ

for supporting the writer by allowing her to overview their book

collections.

4. Drs. Saidi., M.M. The principal of SMPN 11 Depok for giving the

writer an opportunity to carry out the research.

5. The English teacher of SMPN 11 Depok. Mrs. Bekti Sukmawati and all

students of SMPN 11, for their motivations to the writer.

6. The writer would like to express her great honor and deepest gratitude

to her beloved parents (Abdul Hamid and Rimah Istiqomah), her

beloved sisters, Ika Hamidanur and Ela Yustina who always give their

love; support, praying, motivations, contributions and moral

encouragement to finish her study.

7. All of her friends of 2002 English Department that cannot be mentioned

one by one, for their support, motivations all cheerful time.

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Finally the writer admits that her writing is still far for being perfect,

therefore, she hopes some suggestions a critics from the reader for this simple

paper and it will have some value for her and for a better thing in their future.

The writer,

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THE TABLE OF CONTENTS

ACKNOWLEDGEMENT ......................................................................... i

THE TABLE OF CONTENTS .................................................................. iii

LIST OF TABLES ..................................................................................... v

CHAPTER I INTRODUCTION

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

B. Statement of The Problem ............................................ 3

C. Scope and limitation of Study ....................................... 3

D. Objective of The Study ................................................. 3

E. Method of The Study ................................................... 3

F. The Organization of Study ........................................... 4

CHAPTER II THEORETICAL FRAMEWORK

A. Test .............................................................................. 5

1. Definition of Test ................................................... 5

2. Types of Test .......................................................... 6

3. Types of Test Items ................................................ 8

B. Items analysis

1. Definition of Items Analysis ................................... 14

2. Index of Difficulty .................................................. 14

- Level of Difficulty ............................................... 14

- Discriminating Power .......................................... 15

- the Effectiveness of Distracters ............................ 15

CHAPTER III RESEARCH OF METHODOLOGY FINDINGS

A. Research Methodology ................................................ 17

1. The Purpose of Study ............................................. 17

2. Place and Time of Study ......................................... 17

3. Technique of Sample Taking .................................. 17

4. Technique of Data Collection ................................. 17

5. Technique of Data Analyzing ................................. 18

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B. Research of Finding

1. Description of Data ................................................ 20

2. Data Analysis ......................................................... 21

3. Alternative of Revision ........................................... 39

CHAPTER 1V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................... 43

B. Suggestion ................................................................... 43

REFERENCES .......................................................................................... 45

APPENDIX

iv

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LIST OF TABLES

1. Table 1 The Students Scores of The English Summative test result.24

2. Table 2 – 9 Level of Difficulty ..…………………………..…………. 25

3. Table 10 – 17 Discriminating Power Index ..…………………………… 29

4. Table 18 – 25 the Effectiveness of Distracter ..………………………..... 34

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CHAPTER I

INTODUCTION

A. The Background of Study

English is a tool of communication to get information and it can be used in

formal education as academic subject matter. One of the ways to know whether

students have learned their lesson at school is by evaluation. Evaluation is one

of important aspects in teaching-learning process beside of objective and

methods.

Based competence based curriculum 2004 evaluation is a set of activity

used to gain, analyze, and interpret the data about student process and learning

outcomes that are done systematically and continuously so that result will

become meaningful information for decision-making.

Evaluation is defined as a systematically process of determining the extent

to which pupils achieve instructional objectives. For the class teacher, it will be

useful to know achievement of objective and can motivate the students with

pupil achievement.1

The writer considers that the test is one of the instruments that can be used

for gathering the information about the students’ strength and the weakness in

accepting the lesson.

There are many methods for collecting information for evaluation purposes.

One of item is by using a test2. A test in plain word is “A method of measuring

a person’s ability or knowledge in a given domain”3. Test are often either used

1 Drs. M. Chabib (ed.), Teknik Evaluasi Pendidikan (Jakarta: P.T. Raya Grafindo Persada,

1996), P.1.

2 Fred Genesse and John A Upshur (eds.), Classroom Based Evaluation, (Melbourne:

Cambridge University Press, 1966), P.140.

3 H. Douglass (ed.), Teaching by principles, An Interactive Approach to Language

Pedagogy, (San Francisco: Addison Wesley Long man, 2001), P.384.

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for pedagogical purposes, either as a means of motivating students to study or

as a means of reviewing material taught4.

Students usually tend to study harder and be motivated to study with review

material when they are going to have an examination or if the teacher

announces that they are going to have an examination. As means to measure

students’ achievement in learning process, a test should be constructed well so

that it is able to distinguish between the students who have studied well and

who have not.

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

are in the best position to construct test items to measure their student

achievement and it is not an easy job. Stated by J. Stanley Ahmann and Marvin

D. Glock: “Classroom tests are test constructed by classroom teacher for use his

particular classes … more of these tests are administered than any other kind.

Unfortunately they are carelessly constructed and interpreted”5.

Based on the information above, the writer would like to see the quality of

test item by doing item analysis of English Summative Test at second year

students of SMPN 11 Depok. The total number of students is 375 students, but

the writer took only 85 students. The research is seen from the level of

difficulty, discriminating power, and the effectiveness of distracter.

A. Statement of the Problem

Based o the description above, the writer states the problem “Are the

English Summative test items tested at the second year students of SMPN 11

Depok qualified as good test items or not that will see from the level of

difficulty, discriminating power, and the effectiveness of distracters?

4 Lyle F. Bahman (ed.), Fundamental Consideration in Language Testing,(Toronto:

Oxford University Press, 1990), P.22.

5 J. Stanley Ahmann and Marvin D. Glock (eds.), Evaluating Pupil Growth, principles Of

Tests and Measurements, (Boston: Allyn and Bacon, INC, 1967), P.384.

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C. Scope and Limitation of Study

According to Suharsimi Arikunto, “Ada empat cara yang digunakan untuk

manilai kualitas soal yaitu dengan meneliti soal yang sudah disusun untuk

mengetahui kejelasan perintah atau bahasa, dengan melakukan analisis soal,

dengan mengadakan checking validitas, dan dengan mengadakan checking

reliabilitas.” (There are four ways to see the quality of test items, they are: by

checking the test items that have been arranged to know the clarity of question

or using language, by doing item analysis, by checking validity and the last one

is by checking reliability)6. But the writer intends to see the quality of test items

only by doing item analysis that focuses on three characteristics, they are: level

of difficulty, discriminating power, and the effectiveness of distracters. The test

item that will be analyzed by the writer is objective test of English Summative

Test only that was used at the second year students of SMP 11 Depok.

D. The Objective of Study

The objective of study is to find out the level of difficulty, the

discriminating power and the effectiveness of distracter of English summative

test items tested at the second year students of SMP 11 Depok

E. The method of Study

To support the discussion, the writer takes field research by observing the

English summative test paper and the students answer sheet of the second year

of SMP 11 Depok to know the quality of the test items seen from the level of

difficulty, discriminating power and the effectiveness of distracters.

F. The Organization of Study

This “Skripsi” consists of four chapters.

The first chapter is introduction; it contains the background of study.

6 Suharsimi Arikunto (ed.), Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi AKsara,

1997), P. 211

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The second chapter is theoretical work, which discusses about definition of

test, types of test, types of test items, definition of items analysis, kinds of items

analysis, and the important of items analysis.

The third chapter, the writer will discuss about the purpose of study, place

and time of study, the procedure of research, the technique of data collecting

and technique of data analyze.

The fourth chapter talks about conclusion and suggestion.

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CHAPTER II

THEORETICAL FRAMEWORK

A. TEST

1. Definition of test

According to Anthony J. Nitko:” Test is a systematic procedure for

observing and describing one or more characteristics of a person with the aid of

either a numerical scale or category system”7. While Wayan Murkancana and

PPN Sumartana stated that: “Test adalah suatu cara untuk mengadakan

penelitian yang berbentuk suatu tugas yang harus dikerjakan oleh anak atau

kelompok anak sehingga menghasilkan suatu nilai tentang tingkah laku atau

prestasi anak tersebut yang dibandingkan dengan nilai yang di capai oleh anak

lain atau dengan nilai standar yang ditetapkan”8 (Test is a technique of

measurement which can be a task or correlated tasks which must be done by a

learner or a group of learners, in order to yield a norm about his or their

achievement and can be compared with score achieved by a learner or a group

of learners, or with a standard norm).

Meanwhile Michael t. Nietzel in her book “Introduction to Clinical

Psychological” stated that “test is a systematic procedure for observing and

describing a person’s behavior in a standard situation”9

Based on the above opinion, the writer can conclude that a test is a

procedure designed to elicit score from which one can make inference about

certain characteristic of individual.

2. Types of Test

7 Anthony J. Nitko (ed.), Educational Test and Measurement An Introduction, New York

Harcourt Brace Jovanovich, Inc, 1983), P. 6

8 Wayan Murkancana and PPN Sumartana (eds.), Evaluasi Pendidikan (Surabaya:PT.

Usaha Nasional, 1982), P. 43

9 Michael T. Nietzel (ed.), Introduction to Clinical Psychology, (New Jersey: Prentice Hall,

1998), P. 159.

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There are many types of test used to measure student’s achievement. N.E.

Gronlund said that the types of test are divided into four types of test, they are

placement, formative, diagnostic and summative test10

.

a. Placement test

Placement test is a test designed to determine candidate’s place in the

teaching program at the beginning of instruction and placement evaluation is

concerned with the pupils’ entry performance and the mode of instruction that

is most likely to provide option achievement for each pupil.

b. Formative test

The formative test is a test designed to give the student immediate feedback

at the end of a unit in the course book or after a lesson designed. Formative test

is used to monitor learning progress during instruction 11

. The purpose of the

formative test is to provide to continuous feedback to both pupil and teacher.

c. Summative test

Summative test is a test intended to show the standard that the students have

reached in relation to other students at the same stage and typically comes at

the end of a course or unit of instruction. According to Norman E. Gronlund

“Summative test is designed to determine the extent to which the instructional

objective has been achieved” 12

.

d. Diagnostic test

Diagnostic test is a test designed to find out learners’ strengths and

weakness with various observational techniques. Diagnostic test is much more

comprehensive and detailed because it searches for the underlying causes of

learning difficulties and then formulates plan for remedial action.

10

N. E. Gronlund, Measurement and Evaluation in Teaching 3rd

ed ( New York: Macmillan Publishing Co., 1985) p. 17

11

N. E. Gronlund, Measurement and Evaluation…, p. 17

12


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According to N. E. Gronlund “Diagnostic test is concerned with the

persistent or recurring learns of difficulties that are left unresolved by the

standard corrective prescriptions of formative evaluation” 13

. While a diagnostic

test is designed to diagnose a particular aspect of a language.

e. Proficiency test

Proficiency test is a test designed to decide language proficiency of the test-

takers. Arthur Hughes in his book “Testing for language teacher” said that the

content of proficiency test is not based on the content or objective of language

courses that people taking from the test may have followed. Rather, it is based

on a specification of what candidates have to be able to do in the language in

order to be considered proficiently14

. Harold S. Madsen said that “proficiency

test can measure overall mastery of English or how well prepared one is to use

English in a particular setting such as an auto mechanics course or a university”

15.

f. Achievement test

An achievement test is a test related directly to classroom lessons, units, or

even a total curriculum. Achievements tests are limited to particular material

covered in a curriculum within a particular time frame and are offered after a

course has covered.16

Achievement test is related to what they measure, what the students have

learned as a result of teaching.17 The achievement test attempts to measure the

extent to which pupil has achieved in various subject area.18

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14

Arthur Hughes, Testing for Language teacher, (Melbourne: Cambridge University press,

1991), p. 9

15

Harold S. Madsen, Technique in Testing, (New Jersey, Oxford University Press, 1983),

p. 8 16

H. Douglass, Teaching by Principles, An Introduction to Language Pedagogy, (San

Francisco: Addison Wesley Longman, 2001), p. 384

17

Tim mc Namara, language Testing, ( Hongkong: Oxford University Press, 2000), p. 7

17

There is an achievement test that is published commercially. But the

achievement test will be less interest than proficiency test because achievement

test is often prepared to measure progress only in a specific textbook series and

most teachers will prepare their own classroom progress tests.19

3. Types of Test Items

a. Subjective test

According to Arthur Hughes: “If no judgment is required on the part of the

scorer, then, the scoring is subjective … if judgment is called for, the scoring is

said to be objective”.20 It means subjective test is a test where in its scoring

requires judgment and evaluation on the field to measure the student ability and

knowledge about their receptive and productive skill.

The subjective tests are common used in classroom are essay, short answer

and completion:

1. Essay

Essays have been used among teachers for a long time and in answering the

question, the students are given freedom to select what they will explain about

the question. Essay questions can be classified into two types they are Question

and Extended Response Question 21:

• Restricted Response Question

In the restricted response type test, the students are not given complete

freedom or restricted in making their response. For example: “State two main

18 Bill R. gearhearts and Ernest P. Wallenberg. Application of pupil assessment

Information, (Colorado: Love publishing Company, 194), p. 52

19

Harold S. Madsen, Technique in …, p. 189.

20

Arthur Hughes, Testing for …, p. 19..

21

Wilmar Tinambunan, Evaluation of Students Achievement, Jakarta: Depdikbud,1988, p.

86.

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differences between the simple present tense and simple perfect tense”. The

answer of such question is restricted by the scope of topic to be discussed only.

• Extended Response Question

In the extended response, students are given complete freedom in making

their responses according to their own words. The question of extended

response question is more widely. For example: Describe the strengths of essay

questions!”

Thus, the distinctive feature of essay question is freedom of response it

provides. The advantages of the essay questions:

There are advantages and disadvantages of the essay’s questions:

a. The advantages are:

1. The essay question is useful to measure the students' ability and

knowledge to organize, integrate, and express their ideas about

the subject.

2. The possibility of guessing is minimized because no options are

provided. Thus possibility of receiving score through guessing is

eliminated.

3. Constructing essay question is relatively easy

4. Constructing essay question requires less time than the other

measurement tool such as true false or multiple choice item.

b. The disadvantages are:

1. The scoring essay question is difficult

It is difficult because involves factors such as handwriting,

spelling, and grammatical mistake are influences the scoring.

2. Unreliability of scoring.

The scoring in essay question usually based on intuitive

judgment and it is difficult to maintain a common set of criteria

for all students. Sometimes some teacher gives different score

when scoring the same paper at different time and this will give

unreliable score.

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2. Short Answer Question

The short answer item consists of a question, which can be answered with a

word or short phrase22. For example: a question that can be answered with a

word or short phrase is called …(short answer question)

Generally, teachers prefer to use the short answer type of question, probably

because they think it has some advantages. It is relatively easy to construct, it

also gives the teacher some opportunity to see how well students can express

their thought and it is not difficult to score or mark than the essay questions.23

This type of question will be more useful only in testing knowledge of facts

and quite specific information.24 However, it is difficult to phrase the short

answer question so that only one answer is correct.25

3. Completion

The completion item is a written statement that requires the examinee to

supply the correct word or short phrase in response to an incomplete sentence,

A question or a word association. Completion test can be used effectively to

measure the recall of terms, dates, and names

This type of test can be used at almost all levels. But it is difficult to phrase

an incomplete statement so that only one answer is correct, and in making the

questions, it may not too many clues are given to answer the questions. Because

if too many clues are given, the item will be too easy, and if an insufficient

number of clues are presented, the item will be ambiguous and may yield

several possibility of correct answer. .26

22

Victor H. Noll, Introduction to Educational Measurements, Bostoin: Houghton Mifflin

Company, 1965, p.138.

23

Victor H. Noll, Introduction to Educational…, p.138. 24

Victor H. Noll, Introduction to Educational…, p. 139

25

Wilmar Tinambunan, Evaluation of Students…, p. 62 26

Wilmar, Evaluation of Students…, p. 62

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b. Objective Test

An objective test item is any item that there is only a single predictable

correct answer.27

The test is scored in such as a manner that subjective

judgment is eliminated when determining the correctness of pupil’s answer28.

Therefore, whether the item is scored by one teacher or another, today or last

week, it will yield the same score.

The objective test items commonly used in classroom test are true false,

matching, and multiple choices.

1. True false

True false item refers to alternative response item, the items asks the

students to answer with “true” if it conform to the truth or “false” if it

essentially incorrect.29

Thus, the item provides the students with a choice of two alternatives, so

the students have a possibility to guess the answer and sometimes it will be the

right answer. Because of the random guessing to produce the correct answer,

the true false test is become less reliable than the other types of test. However,

these items are appropriate for occasional use, for example after the students

choose the two alternatives between rights and wrong, correct or incorrect, etc.

They asked to explain by writing the sentences justifying their response.30

Another advantage of constructing a true false item is that the students are

able to respond to more true false items in a given time period than any other

selection type items. 31

The most common uses of true-false items are:

27

Wilmar, Evaluation of Students…, p. 62

28 Rebecca M. Falette, Modern Language Testing, New York: Harcourt Brace Javanovich

Publishers, 1997. p.8

29

Wilmar, Evaluation of Students…, p.70

30

Barbara Gross Davis., Tools for Teaching. (San Francisco: Jersey Bass Publishers,

1993), p. 243

31 Barbara Gross Davis., Tools for…, P. 243

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1) To measure the ability to identify the correctness of statements of facts,

definition of terms and statements of principles.

2) To measure the pupil’s ability to distinguish fact from opinion.

3) To measure aspect of understanding, this is the ability to recognize cause

and affect relationship. This type of item usually contains two true

propositions in one statement, and the pupil asked to judge whether the

relationship between them is true or false.

2. Matching

The matching test item consists of two parallel columns with each word,

number or symbol in one column being match to a word, sentence or phrase on

the other column.32

This type of item is employed widely in situation where

relationships of more or less similar ideas, facts, and principles are to be

examined or judged.33

For example:

1. ( ) it is a beautiful day a. noun

2. ( ) beauty is only Skeen deep b. verb

3. ( ) she sing beautifully c. adverb

4. ( ) he beautifies his house before selling it d. adjective

This kind of test is an effective way to test students’ recognition of the

relationships between words, definitions, events, dates, categories, example,

and so on.34

Matching items are also useful in measuring students’ ability to make

association, interpretations or measure knowledge of a series of fact. Besides

that, the matching items can be used for a large quality of associated factual

32

Barbara Gross Davis., Tools for…, p. 64

33

Victor H Noll. Introduction to Educational..., p.64

34

Barbara Gross., loc.cit

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material to be measured in small amount of space while the students’ time

needed to respond is a relatively short.35

3. Multiple Choice

A multiple choice item consists of one or more introductory sentences

followed by a list of two or more suggested responses from which the

examinees choose one as the correct answer.36

For example:

Which one of the following is kind of subjective test item?

a. short answer

b. true false

c. matching

d. multiple choice

The multiple choices items can measure both the knowledge and

understanding level. Some advantages of using multiple choice items are: the

multiple choice items are fast, easy and economical to score, and they can be

scored objectively.

The multiple choice items also have disadvantages such as: the technique of

the test only by answering the questions with choosing a, b, c, or d based on

students’ knowledge, so the students do not have or little opportunity to express

their own idea of a problem, pupils have much time to guess the answer and it

may effect on their scores, it is difficult to write successful items, and cheating

may be facilitated.37

B. ITEM ANALYSIS

1. Definition of Items Analysis

35

Wilmar, Evaluation of Students…, p. 65 36

Anthony J Nitko, Educational Test and …, p. 190

37

Kathleen M Baily, Learning About Language Assessment, (Boston: ITP An International

Thomson Publishing Company, 1988), p. 130.

23

According to Anthony J. Nitko :”Item analysis refers to the process of

collecting, summarizing and using information about individual test items,

especially information about pupils’ responses to items”38

. The analysis of

student response to objective test items is a powerful tool for test improvement.

Meanwhile J. Stanley Ahmann and Marvin D. Glock said “item analysis is

reexamining each test to discover its strength and flaws”39

. Item analysis can

tell us if an item was too difficult or too easy, how well it discriminated

between high and low scores on the test, and whether all the alternatives

functioned (useful) as intended or useless.

Each questions needs to function properly: otherwise, it can get a good

quality. It is like statement from nana Sudjana “Analysis butir soal atau analisis

item adalah pengkajian pertanyaan tes agar diperoleh perangkat pertanyaan-

pertanyaan yang lebih memiliki kualitas yang memadai”.40

(Item analysis is

analyzing the test question to get more have good quality for the questions

instrument”

2. Index of Difficulty

a. Level of Difficulty

Level of difficulty can be identified by selecting the test with percentage of

the correct answer. According to Harold S. Madsen “level of difficulty means

the percentage who answers correctly each item”.41

38 Anthony j. nitko. Educational Test and …, P. 284

39

J Stanley Ahmann and Marvin D. Glock, Evaluating Pupil …, P.184 40

Dr. Nana Sudjana, Penilaian Hasil Belajar, (Bandung: PT.Rosde Karya, 1992), P.342

41

Harold S. Madsen, Technique in Testing, (New York: Oxford University Press, 1983),

P. 184.

24

It was efficient to compare the student who performed well with larger

percentage of the correct answer and those who performed poorly with lower

percentage of the correct answer. By analyzing the students’ response to the

items, the level of difficulty of each item can be known and the information

will be helpful for teacher in identifying concepts to re-teach the study material

and giving the students feedback about their learning”42

.

b. Discriminating power

“The discriminating power of a test item is an index that shows its ability to

differentiate between pupils who have achieved well (the upper group) and

those who achieved poorly (the lower group)”43. Students who performed well

on the whole test score tend to be high and students who performed badly will

get low or upper score.

c. Effectiveness of Distracter

One important aspect affecting the difficulty of multiple choice test items is

the quality of distracters. Some distracters, in fact might not be distracting at

all, and therefore serve no purpose.44

To know whether the distracters is function or nor, distracter analysis is

done that is by comparing the number of students in the upper group and the

lower group who select each incorrect alternatives. In addition, if the distracters

are not functioned, they should be rewritten or distracter.45

Harold s. Madsen stated in his book, there are three common causes of

weak distracter: fist, sometimes an item was drilled heavily in class, so almost

everyone has mastered the item, so the answer is obvious. Second, sometimes a

42

Asmawi Zaenul and Noehi Nasution, Penilaian Hasil Belaja,r, (Jakarta: UT, 2001),

p. 13.

43

Anthony J. Nitko, op. cit., p. 292. 44

Kathleen M. Bailey, Learning About Language Assessment, (Boston: ITP An

International Thomson Publishing Company, 1988), p. 130

45

Wilmar Tinambunan, Evaluation of Students …, p. 141.

25

well recognize pair is used, such as this/these, is/are, etc. even though not

everyone has controlled of these yet, and the third cause is the use of obviously

impossible distracter, for example: Did he o the work/ A. yes, he did, B. birds

eat worms, C. Train cannot fly.46

46 Harold S. Madsen, Techniques in …, p. 184

26

CHAPTER III

RESEARCH METHODOLOGY AND FINDING

A. Research Methodology

1. The Purpose of Study

The purpose of this research is to know the quality of English summative

test items at the second year students of SMPN 11 Depok seen from the level of

difficulty, discriminating power, and effectiveness of distracter.

2. Place and Time of Study

The research was held at SMPN 11 Depok that is located at Jl.

Murbai Komplek Sukatani Permai Depok. The writer did the research on

August 10th

2007, she took the test paper and the students’ answer sheet to be

analyzed.

3. Technique of Sample Taking

The writer took the sample from the second year students of SMPN 11

Depok, and the total number of the students is 375 students that are divided into

nine classes. But as a sample, she took only 85 students, they are taken from

two classes, they are class II.3 and II.5.

4. Technique of Data Collection.

To collect data based on the topic discussion, she did on observation by

visiting the school to ask for the students’ answer sheet and the paper of the

English summative test at the second year students of SMPN 11 Depok to be

analyzed.

5. Technique of data Analyzing

In this research, the writer used quantitative method to analyze the level of

difficulty, discriminating power, and the effectiveness of distracter of English

summative test items by using some statistic formulae, namely:

27

LD = x 100%

DI =

a. Level of Difficulty Analysis, by using the formula47

WL + WH

nL + nH

Where LD = Level of difficulty

WL = The total number of wrong answer of the lower group

WH = The total number of wrong answer of the high group

nL = The number of the lower group

nH = The number of the high group

With the classification as follows:

LD = 25% - 75% = Good difficulty

≤ 25% = Very easy item

≥ 75% = Very difficult item

b. Discriminating Power Index by using the formula48:

WL + WH

n

Where DI = The discriminating Power Index

n = The number of students in the high group of lower group

With the classification as follows49:

DI = ≥ 0. 40 = Very good

0. 30 – 0. 39 = Good

0. 20 – 0. 29 = revised

≤ 0. 19 = Discarded

47

Wayan Nurkancana dan Sumartana, Evaluasi Pendidikan,(Surabaya: Usaha

NAsional,1986), P.136

48

Wayan Nurkancana dan Sumartana, Evaluasi…, P. 136 49 Mujijo, Tes Hasil Belajar, (Jakarta: Bumi Aksara, 1995), P.69

28

K = 100%

D = (nH + nL)

c. The effectiveness of distracter by using the formula50

:

(H + L)

nH + nL

25% x 1

2 x nD

Where K = Key answer

H = The number of the high group who choose the option

L = The number of the lower group who choose the option

nH = The number of the students in the lower group

nL = The number of students in the lower group

D = Distracter

nD = The number of distracter

With the classification as follows:

Key answer = 25% - 75% / frequency H > frequency L = effective

< 25% / frequency H < frequency L = effective

> 75% / frequency H = frequency L = ineffective

Distracter = ≥ 0. 6875 / frequency H < frequency L = effective

< 0. 675 / frequency H > frequency L = ineffective

B. Research Finding

1. Description of Data

The data that the writer used in this study is English summative test, which

is Ulangan Umum Semester Genap (II)51 for the second year students of SMPN

11 Depok academic 2007. The total numbers of test items are 45 test items

50

Wayan Murkancana, Evaluasi Pendidikan,h.143 51 See APPENDIX

29

No Score 46%

24 30

25 30

26 30

27 29

28 29

29 29

30 2931 29

32 29

33 28

which consist of 40 multiple choice test items and 5 essay test items52

. The

multiple choice items consist of 21 reading items, 2 structure, 9 vocabulary

items, 2 general knowledge items, 11 language focus items. The test was held

on Monday, 14 June 2007 with the given time 90 minutes.

2. Data Analysis

Table 1

The Students scores of The English Summative Test Result for 95

Students of the Second Year Students of SMPN 11 Depok academic

year 2007

52 See APPENDIX

No Score 27%

1 39

2 38

3 36

4 36

5 35

6 357 34

8 34

9 34

10 34

11 33

H

I

G

H

NO SCORE 27%

63 23

64 23

65 23

66 22

67 22

68 2269 22

70 21

71 21

72 20

73 20

L

O

W

E

30

The data that will be analyzed is 27% from the upper group and 27% from

the lower group and the middle group is ignored.

a. Level of Difficulty

1) Reading

31

a. Stated Detail Question

Table 2

Level of Difficulty of Stated Detail Questions

Total Wrong Answer No.

Item Lower Group

(WL)

High Group

(HG)

WL+WH LD% Explanation

1 17 13 30 65.21 Good Difficulty

2 1 0 1 2.17 Very Easy

3 4 0 4 8.69 Very Easy


5 3 0 3 6.52 Very Easy

7 11 0 11 23.91 Very Easy

18 6 1 7 15.21 Very Easy


21 2 1 3 6.52 Very Easy

22 3 0 3 6.52 Very Easy

24 1 0 1 2.17 Very Easy

25 1 0 1 2.17 Very Easy

26 0 0 0 0 Very Easy



Based on the table above, we can see that in stated detail questions, there

are five items having good difficulty with level of Difficulty between 25% -

27%, they are items no.1, 4, 20, 31, and 32. And the others are very easy

because the level of difficulty is under 25%, they are items no. 2, 3, 4, 5, 18, 21,

22, 24, 25, and 26.

b) Unstated Detail Questions

Table 3

Level of Difficulty of Unstated Detail Questions

32


Item Lower Group

(WL)

High Group

(HG)


8 23 12 35 76.08 Very Difficulty

There is one unstated detail questions based on the data above that no. 8 is

very difficult that is 76.08%.

c) Pronoun Inferences

Table 4

Level of Difficulty of Pronoun Referents Questions


Item Lower Group

(WL)

High Group

(HG)


6 6 4 10 21.73 Very Easy

There is one Pronoun Inferences based on the data above that is no. 6 with

have very easy that is 21.73%.

d) References

Table 5

Level of Difficulty of References Questions


Item Lower Group

(WL)

High Group

(HG)






There are four references based on the data above, they are no. 15, 17, 19,

and 33 and all of them have good difficulty, they are 63.04 %, 41.30%, 30.43%,

and 39.14%.

33

2). Structure

Table 6

Level of Difficulty of Structure Questions


Item Lower Group

(WL)

High Group

(HG)


38 3 3 6 13.04 Very Easy

There is one structure question based on the data above no. 38 is very easy

that is 13.04%.

3). Vocabulary

Table 7

Level of Difficulty of Vocabulary Questions


Item Lower Group

(WL)

High Group

(HG)


9 3 0 3 6.52 Very Easy


11 18 5 23 50 Very Easy

12 16 20 36 78.26 Very Difficulty

13 17 2 19 41.30 Very Easy



In vocabulary there are seven items, we can see no. 12 is very difficult item

78.26%. And others are very easy level of difficulty. There are no. 9, 10, 11, 13

16, and 23.

4). General Knowledge

Table 8

Level of Difficulty of General Knowledge Questions

34


Item Lower Group

(WL)

High Group

(HG)



Based on the data above, there is no. 14 has good difficult that is

43.47%.

5). Language Focus

Table 9

Level of Difficulty of Language Focus Questions


Item Lower Group

(WL)

High Group

(HG)


27 9 0 9 19.56 Very Easy

28 16 7 23 50 Very Easy

29 9 1 10 21.73 Very Easy


34 19 4 23 50 Good Difficulty






There are ten language focus questions based on the data above, there are

three items are very easy in level of difficulty they are no. 27, 28, 29. And

others have good difficulty they are no. 30, 34, 35, 36, 39 and 40.

b. Discriminating Power Index

1) Reading


35

Table 10

Discriminating Power Index of Stated Detail Questions


Item Lower Group

(WL)

High Group

(HG)

WL+WH DP% Explanation

1 17 13 4 0.17 Discarded

2 1 0 1 0.04 Discarded


4 20 2 18 0.78 Very Good


7 11 0 11 0.47 Very Good

18 6 1 5 0.21 Revised

20 17 13 4 0.17 Discarded

21 2 1 1 0.04 Discarded

22 3 0 3 0.13 Discarded

24 1 0 1 0.04 Discarded

25 1 0 1 0.04 Discarded

26 0 0 0 0 Discarded

31 19 7 12 0.52 Very Good

32 21 4 7 0.30 Good

From the above data, we can see there are 15 stated detail questions. Three

of them have very good discriminating index, and they are no. 3, 7, and 31 with

discriminating power between 0.47% until 0.78%. One of them has a good

discriminating power of is 0.30% that is no. 32 and one item has to be revised

that is no. 18 with 0.21%. And 10 items must be discarded because their

discriminating power are between 0 – 0.17%, they are items no. 1, 2, 3, 5, 20,

21, 22, 24, 25, and 26.

b. Unstated Detail Question

Table 11

Discriminating Power Index of Unstated Detail Questions

36


Item Lower Group

(WL)

High Group

(HG)


8 23 12 11 0.47 Very Good

There is one unstated detail question has very good discriminating power,

that is no. 8 with discriminating power 0.57%.

c. Pronoun Referents

Table 12

Discriminating Power Index of Pronoun Referents


Item Lower Group

(WL)

High Group

(HG)



We can see there is one has to be discarded in Discriminating power of

Pronoun Referents that is no. 6 with discriminating power index 0.08%.

d. Inferences

Table 13

Discriminating Power Index of Inferences


Item Lower Group

(WL)

High Group

(HG)


15 16 13 3 0.13 Discarded

17 14 5 9 0.39 Good


33 17 1 16 0.69 Very Good

Based on the data above, there are four inferences. One of them has very

good discriminating power that is no. 33 with discriminating power 0.69%.

Moreover, one has good of discriminating power that is no. 17 with 0.39%. The

others two item that have to be discarded that is no. 15 and 19 with

discriminating power 0.13 and 0.

37

2) Structure

Table 14

Discriminating Power Index of Structure


Item Lower Group

(WL)

High Group

(HG)



From the above data, there is one structure in discriminating power index

that has to be discarded, that is no. 38 with discriminating power index 0%.

3) Vocabulary

Table 15

Discriminating Power Index of Vocabulary


Item Lower Group

(WL)

High Group

(HG)



10 12 1 11 0.47 Very Good

11 18 5 13 0.56 Very Good

12 16 20 -4 -0.17 Discarded

13 17 2 15 0.65 Very Good

16 17 7 10 0.43 Very Good

23 13 1 12 0.52 Very Good

Based on the data, we can see there are seven vocabularies. Two of them

have to be discarded that are no. 9 with 0.13% and no. 12 with -0.17%. But the

others have very good discriminating power, they are no. 10, 11, 13, 16 and 23

with discriminating power index from 0.43% – 0.65%.

4) General Language

Table 16

38

Discriminating Power Index of General Language


Item Lower Group

(WL)

High Group

(HG)


14 13 7 9 0.39 Good

Based on the data above, there is one has good discriminating power index

of pronoun references that is no. 14 with 0.39%.

5) Language Focus

Table 17

Discriminating Power Index of Language Focus


Item Lower Group

(WL)

High Group

(HG)


27 9 0 9 0.39 Good

28 16 7 9 0.39 Good

29 9 1 8 0.34 Good

30 13 3 10 0.43 Very Good

34 19 4 15 0.65 Very Good

35 12 5 7 0.30 Good

36 17 3 14 0.60 Very Good

37 16 0 16 0.69 Very Good

39 15 5 9 0.39 Good

40 21 4 7 0.30 Good

Based the data above, there are 10 language focuses. There are four items

having very good discriminating power index, the items are no. 30, 34, 36, and

37, with discriminating power index 0.43% - 0.69%. And the others are good;

they are no. 27, 28, 29, 35, 39, and 40, with discriminating power index 0.30%

- 0.39%.

39

c. The Effectiveness of Distracter

1). Reading


Table 18

The Effectiveness of Distracter of Stated Detail Questions

No. Item Option High Group (H) Lower Group (L) Explanation

1 A 3 7 Effective

B 9 8 Ineffective

C* 10 7 Effective

D 1 1 Ineffective

2 A Ineffective

B* 23 22 Effective

C Ineffective

D 1 Effective

3 A 1 Effective

B 1 Effective

C* 23 19 Effective

D 2 Effective

4 A 1 Effective

B 3 17 Effective

C 7 2 Ineffective

D* 13 3 Effective

5 A* 23 20 Effective

B 1 Effective

C Ineffective

D 1 Effective


B 1 Effective

40

C 7 Effective

D 3 Effective

18 A 1 5 Effective

B* 22 17 Effective

C 1 Effective

D Ineffective

20 A 9 14 Effective

B 2 3 Effective

C 2 Effective

D* 10 6 Effective

21 A 1 Effective

B 1 Effective

C* 23 21 Effective

D Ineffective


B Ineffective

C 3 Effective

D Ineffective

24 A Ineffective

B* 23 22 Effective

C Ineffective

D 1 Effective

25 A Ineffective

B 1 Effective

C* 23 22 Effective

D Ineffective

26 A Ineffective

B* 23 23 Ineffective

C Ineffective

D Ineffective

41

31 A 5 11 Effective

B 6 Effective

C* 16 4 Effective

D 2 2 Ineffective

32 A 1 9 Effective

B 1 3 Effective

C* 19 2 Effective

D 2 9 Effective

Based on the above, we can see there are 60 answers key from 15 the

answer key of stated detail question items they are 26 answer keys of the

effectiveness of distracters and 20 answer keys ineffectiveness of distracters.

b. Unstated Detail Question

Table 19

The Effectiveness of Distracter of Unstated Detail Questions


8 A 2 6 Effective

B 2 8 Effective

C 8 9 Effective

D* 11 Effective

The table above shows all of the answer keys are effectiveness of

distracters.

c. Pronoun Referents

Table 20

The Effectiveness of Distracter of Pronoun Referents Questions


6 A Ineffective

B* 19 17 Effective

C 1 5 Effective

42

D 3 1 Effective

The table show there is one answer key in ineffectiveness of distracter and

two answer keys are effectiveness of distracters.

d. Inferences

Table 21

The Effectiveness of Distracter of Inferences Questions


15 A 9 Ineffective

B 1 7 Effective

C 7 9 Effective

D* 6 7 Ineffective

17 A 2 8 Effective

B* 18 9 Effective

C 3 1 Ineffective

D 5 Effective

19 A 1 Ineffective

B 1 1 Ineffective

C* 16 16 Ineffective

D 5 6 Effective

33 A 8 Effective

B* 15 6 Effective

C 6 6 Ineffective

D 2 3 Effective

Based on the data above, we can see that there are 16 answer keys from 4

stated detail question items they are 7 the answer keys of effectiveness of

distracter and 5 answer keys of ineffectiveness of distracters.

2) Structure

Table 22

The Effectiveness of Distracter of Structure

43


38 A* 20 20 Ineffective

B Ineffective

C 1 Effective

D 2 3 Effective

From the data above, we can see that there are two the answer keys of

effectiveness of distracters and one in ineffectiveness of distracter.

3) Vocabulary

Table 23

The Effectiveness of Distracter of Vocabulary


9 A 2 Effective

B Ineffective

C Ineffective

D* 23 21 Effective

10 A 22 5 Ineffective

B* 1 11 Effective

C 5 Effective

D 2 Effective

11 A 2 6 Effective

B 1 10 Effective

C 2 2 Ineffective

D* 18 5 Effective

12 A 1 7 Effective

B 19 6 Ineffective

C 2 Effective

D* 3 7 Ineffective

13 A 14 Effective

B 2 2 Ineffective

44

C* 21 6 Effective

D 1 Effective


B 8 Effective

C 3 7 Effective

D 4 2 Ineffective

23 A 11 Effective

B Ineffective

C* 22 9 Effective

D 1 3 Effective

Based on the data above, there are 28 answer keys from 7 vocabulary items,

they are 13 answer keys of effectiveness of distracters and 8 answer keys of

ineffectiveness of distracters.

4) General Knowledge

Table 24

The Effectiveness of Distracter of General Knowledge


14 A 7 10 Effective

B 1 Effective

C 2 Effective

D* 16 10 Effective

We can see that all of the answer keys are effectiveness of distracters.

5) Language Focus

Table 25

The Effectiveness of Distracter of Language Focus


27 A 3 Effective

B 3 Effective

C* 23 14 Effective

45

D 3 Effective

28 A 2 5 Effective

B* 16 7 Effective

C 4 Effective

D 5 7 Effective


B 1 Effective

C 1 7 Effective

D 1 Effective

30 A 2 11 Effective

B 1 Effective

C 1 Effective

D* 20 10 Effective

34 A 1 6 Effective

B 1 4 Effective

C 2 9 Effective

D* 19 4 Effective

35 A 4 Effective

B 2 1 Effective

C* 18 10 Effective

D 3 8 Effective


B 3 10 Effective

C 6 Effective

D 1 Effective

37 A 3 Effective

B 6 Effective

C* 23 7 Effective

D 6 Effective

39 A 3 Effective

46

B 9 Effective

C* 17 8 Effective

D 6 3 Ineffective

40 A 12 Effective

B* 19 1 Effective

C 4 6 Effective

D 4 Effective

From the data above, there are 40 answer keys from 10 items language

focus. There is an ineffectiveness of distracter and others are effectiveness of

distracters, those are 29 answer keys.

Revised

There is one item has to be revised that is no. 18


Item Lower Group

(WL)

High Group

(HG)


18 6 1 7 15.21 Very Easy


Item Lower Group

(WL)

High Group

(HG)


18 6 1 5 0.21 Revised

Total Wrong Answer

No. Item Option

High Group

(H)

Lower Group (L) Explanation

18 A 1 5 Effective

B* 22 17 Effective

C 1 Effective

D Ineffective

47

18. The giraffe has two methods of self protection. One of them is …

a. Cooking for other giraffes

b. staying to fight with its strong legs

c. Hiding in a certain place

d. staying and doing nothing

Based on the data above, No. 18 has 15, 21% level of difficulty, 0, 21% of

discriminating power and an ineffectiveness of distracter that is D. There is

0,21% of discriminating power, so it has to be revised in answer key that is in d

become d. shouting up.

3. Data Interpretation

Based on the discriminating power index, we can see that there are 14

(35%) items considered very good, they are no. 4, 7, 8, 10, 11, 13, 16, 23, 31,

33, 34, 36, and 37. Moreover, there are 9 (22.5%) good items; they are no. 14,

17, 27, 28, 29, 32, 35, 39, and 40. Then, there is one (2%) that must be revised

that is no. 18. The others (40%) are must be discarded they are no. 1, 2, 3, 5, 6,

9, 12, 15, 19, 20, 21, 22, 24, 25, 26, 38.

Alternative discarded items

1. What did Dede ride in the zoo?

a. monkey

b. lion

c. tiger

d. elephant

48

2. What did the big monkey take Dede’s hat? Because …

a. It wanted more food

b. Dede was not a happy boy

c. Dede fed the monkey

d. It wanted play with Dede

3. Why did Mrs. Nafiza give Dede money?

a. For a ride on the elephant

b. To bought some monkey’s food

c. To bought a hat

d. To bought a ride

5. Who sold International day books?

a. Fourth grade

b. Sixth grade

c. The writer

d. I

6. There were performances in International day. Except …

a. food stalls

b. customs

c. dance

d. display

9.

a. mother

b. teacher

c. nurse

d. friend

12.

49

a. sold

b. cheated

c. threw

d. made

15. What is the main idea from the third paragraph?

a. Camel like Giraffe

b. Source of the water

c. The Giraffe has long time without drinking the water

d. The Giraffe eats from threes

19. Why the Dengue Fever is one of the most dangerous diseases in the

world? Because …

a. It is rapidly spreads in most tropical urban areas of the world

b. It makes many patients get nausea

c. It is caused by virus

d. It is no specific treatment for the disease

20. How the disease is transmitted?

a. The disease rapidly spreads in most tropical urban areas

b. The disease cannot spread directly from person to person

c. The disease by a virus from bite of mosquito to human

d. The endemic in most tropical countries

21. What kind of virus causes Dengue Fever?

b. Mosquito

c. Aedes Egypt

d. Disease

e. Human

22. What the effect for the patients from Aedes Egypt’s virus? Except …

50

a. Nausea

b. Rash on arms

c. Nomitting

d. Headache

24. What did the writer wear for swim?

a. Swimsuit and T-shirt to cover

b. T-shirt

c. Swimsuit

d. Clothes

25. What did the writer do before plunged into the swimming pool?

a. walked towards the swimming pool

b. took off the T-shirt on the chair

c. change the clothes

d. put the swimsuit on the chair

26. Based on the text the writer enjoyed the water, because …

a. It was a funny day

b. It was very hot

c. It was very refreshing

d. It is my favorite

38. They … have any monkey last night.

a. do not

b. did not

c. are not

d. were nots

51

HAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and interpretation in the previous chapter, the

writer would like to conclude that the quality of English achievement test items

tested at second year SMPN 11 Depok. Is as follows: there are 14 items (35%)

are very good items, they consists of 4 Language focus items, 5 reading items,

and 5 vocabulary items. There are 9 items (22.5%) are good, they are 6 reading

items, 2 reading items, and 1 general knowledge. Moreover, that is 1 items (2,

5%) must be revised that is no. 18. the last there are 16 items (40%) must be

discarded they are 13 reading items, 2 vocabulary items, and 1 structure item.

From the data above the writer concludes that English Summative test Items

of Junior High School at SMPN 11 Depok are good, even thought some of the

items must be revised and discarded.

B. Suggestion

From the conclusion written above, the writer would like to give some

suggestions as follow:

1. More than 50% of discarded items in reading items are very easy, so the

writer give alternative discarded items on page 39o 42 inthese scripts.

2. The writer hopes to the teacher should analyze the students’ test result, to

know whether an item given to the students in a good quality or not. Than

the items should be revised and discarded to be used for the next evaluation.

3. If the teacher has analyzed the items, they can improve the effectiveness of

teaching and learning process by using the result of analysis on the items.

52

REFERENCES

Ahmann, J Stanley and Glock, Marvin D. 1967. Evaluating Pupil Growth,

Principle of Test and Measurements. Boston: Allyn and Bacon Inc.

Bahmen, Lyle F. 1990. Fundamental Considerations in Language Testing.

Toronto: Oxford University Press.

Bailey, Kathleen M. 1988. Learning about Language Assessment. Boston: ITP

an International Thomson Publishing Company.

Baebara, Gross, Davis. 1993. Tool for Teaching. San Francisco: Jersey Bass

Publishers.

Douglass, H. 2001. Teaching by Principles, an Interactive Approach to

Language Pedagogy. San Francisco: Addison Wesley Longman.

Falette, Rebecca M. 1997. Modern Language Testing. New York: Harcourt

Brace Jovenovich Publishers.

Gearhearts, Bill R and Wallenberg, Ernest P. 1974. Application of Pupil

Assessment Information. Colorado: Publishing Company.

Genesee, Fred and Upshur, John A. 1996. Classroom Based Evaluation.

Melbourne: Cambridge University Press.

Hughes, Arthur. 1989. Testing for Language Teacher. Melbourne: Cambridge

University Press.

Hughes, Arthur. 1991 Testing for Language Teacher. Melbourne: Cambridge

University Press.

53

Madsen, Harold S. 1983. Techniques in Testing. New Jersey: Oxford

University Press.

Namara, Tim Mc. 2000. Language Testing. Hong Kong: Oxford University

Press.

Nitko, Anthony J. 1983. Educational Test and Measurements, an Introduction.

New York: Harcourt Brace Jovanovich Inc.

Nietzel, Michael T. 1998. Introduction to Clinical Psychology. New Jersey:

Prentice Hall.

Noll, Victor H. 1965. Introduction to Educational Measurement. Boston:

Houghton Mifflin Company.

Nurkancana, Wayan, Drs., and Sumartana, Drs. 1986. Evaluasi Pendidikan.

Surabaya: Usaha Nasional.

Mujijo. 1995. Tes Hasil Belajar. Jakarta:Bumi Aksara.

Sujana, Nana, Dr. 2001. Penilaian Hasil Proses Belajar Mengajar. Bandung:

Remaja Rosda Karya.

Tinambunan, Wilmar.1988. Evaluation of Students Achievement.

Jakarta:Depdikbud.

Zaenul, Asmawi and Nasution, Noehi. 2001. Penilaian Hasil Balajar. Jakarta:

UT.

55

KEY ANSWERS

MULTIPLE CHOICE

56

1. C

2. B

3. C

4. D

5. A

6. B

7. A

8. D

9. D

10. B

11. D

12. D

13. C

14. D

15. D

16. A

17. B

18. B

19. C

20. D

21. C

22. A

23. C

24. B

25. C

26. B

27. C

28. B

29. A

30. D

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

ESSAY

41. There are three different color of water lilies on

the water

42. 2) Once, there were two thin goat

4) Both of them were hungry

1) hey wanted to eat the green leaves from two separated bushes

4) One bush was on the left and the other bush was on the right

2) They were tied together with a brown rope

43. “Turn on the lamp, please!”

“Don’t be noisy and silent, please!”

44. was, went, sat, saw, came, joined.

45. birthday

Saturday

June 16th

Around 7 – 9 P.M

Hoka-Hoka Bento Restaurant at Detos

Jasmine (name)

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