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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
(An Analysis Study in the Second Grade of SMA Negeri 6 Depok
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
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
An ltem Analysis of English Summative Test
(An Analysis Study in the Second Grade of SMA Negeri 6 Depok
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
DEPARTMENT OF ENGLISH EDUCATION
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
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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 proportion of pupil who answered the item correctly in
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 proportion of pupil who answered the item correctly in
the upper group
: the proportion of pupil who answered the item correctly in
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.
21
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:
2. Weak item number 5:
a. The copy of original item:
b. The analysis and prediction:
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
b. Catano was the name of the parrot
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:
3. Weak item number 6:
a. The copy of original item:
b. The analysis and prediction:
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
b. Catano was the name of the parrot
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
4. Weak item number 10:
a. The copy of original item:
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
b. The analysis and prediction:
This item has DI 0,97 and ID 0,07. It discriminates students
poorly and it can categorized as too easy question.
From distractor efficiency for number 10; the proportion of
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
5. Weak item number 11:
a. The copy of original item:
b. The analysis and prediction:
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
6. Weak item number 14:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.98 and DI 0.05. It discriminates students
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
7. Weak item number 19:
a. The copy of original item:
b. The analysis and prediction:
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.
8. Weak item number 20:
a. The copy of original item:
b. The analysis and prediction:
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:
9. Weak item number 21:
a. The copy of original item:
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
b. The analysis and prediction:
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
10. Weak item number 23:
a. The copy of original item:
b. The analysis and prediction:
This item has DI 0,91 and ID 0,19. It discriminates poorly
and the item categorized as too easy.
From distractor efficiency for number 23; the proportion of
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
11. Weak item number 25:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.97 and DI 0.07. It discriminates students
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:
12. Weak item number 29:
a. The copy of original item:
b. The analysis and prediction:
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:
13. Weak item number 30:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.91 and DI 0.14. It discriminates students
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:
14. Weak item number 34:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.88 and DI 0.19. It discriminates students
poorly and it can be categorized as too easy question.
From distractor efficiency for number 34; the proportion of
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
e. Asking for advice
42
15. Weak item number 35:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.94 and DI 0.14. It discriminates students
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:
16. Weak item number 36:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.97 and DI 0.02. It discriminates students
poorly and categorized as too easy item.
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?
Roni : I think Bogor is a traffic jam city.
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:
17. Weak item number 37:
a. The copy of original item:
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
b. The analysis and prediction:
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:
18. Weak item number 38:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.99 and DI 0.02. It discriminates students
poorly and categorized as too easy item.
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?
The expression above is....
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:
19. Weak item number 39:
a. The copy of original item:
b. The analysis and prediction:
This item has ID 0.92 and DI 0.16. It discriminates students
poorly and categorized as too easy item.
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....
a. Asking opinion d. Pleasure
b. Giving advice e. Relief
c. Asking advice
c. The revision:
20. Weak item number 40:
a. The copy of original item:
b. The analysis and prediction:
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
e. Asking for advice
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....
a. Asking opinion d. Pleasure
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...
a. Asking opinion d. Pleasure
b. Giving advice e. Relief
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...
a. Asking opinion d. Pleasure
b. Giving advice e. Relief
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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Kings, Kelly V, et.al., The Distractors Rationale Taxonomy: Enhancing Multiple-
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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
A 0 3 3 3,49 Non-functioning
B 0 0 0 0,00 Non-functioning
C* 43 32 75 87,21
D 0 0 0 0,00 Non-functioning
E 0 8 8 9,30 Functioning
A 0 3 3 3,49 Non-functioning
B* 43 39 82 95,35
C 0 0 0 0,00 Non-functioning
D 0 1 1 1,16 Non-functioning
E 0 0 0 0,00 Non-functioning
A* 42 24 66 76,74
B 0 8 8 9,30 Functioning
C 0 0 0 0,00 Non-functioning
D 1 7 8 9,30 Functioning
E 0 3 3 3,49 Non-functioning
A 0 3 3 3,49 Non-functioning
B 0 2 2 2,33 Non-functioning
C 1 1 2 2,33 Non-functioning
D 1 2 3 3,49 Non-functioning
E* 41 35 76 88,37
A 1 6 7 8,14 Functioning
B* 42 34 76 88,37
C 0 0 0 0,00 Non-functioning
D 0 2 2 2,33 Non-functioning
E 0 1 1 1,16 Non-functioning
A 0 3 3 3,49 Non-functioning
B 3 19 22 25,58 Functioning
C 0 2 2 2,33 Non-functioning
D* 40 19 59 68,60
E 0 0 0 0,00 Non-functioning
A* 43 39 82 95,35
B 0 0 0 0,00 Non-functioning
C 0 1 1 1,16 Non-functioning
D 0 3 3 3,49 Non-functioning
E 0 0 0 0,00 Non-functioning
A 4 10 14 16,28 Functioning
B 3 8 11 12,79 Functioning
C 2 3 5 5,81 Functioning
D* 34 22 56 65,12
E 0 0 0 0,00 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 2 2 2,33 Non-functioning
C 0 0 0 0,00 Non-functioning
D 0 1 1 1,16 Non-functioning
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
Poor0,05Easy0,984343
Poor0,14Easy0,884343
good0,42Easy0,774343
Satisfactory0,28Medium0,654343
Poor0,09Easy1,114343
Poor0,19Easy1,034343
Poor0,07Easy0,974343
61
Item Options U L P B N IP (%) Status N (U) N (L) ID Status DI Status
A* 43 43 86 100,00
B 0 0 0 0,00 Non-functioning
C 0 0 0 0,00 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 10 10 11,63 Functioning
C* 43 29 72 83,72
D 0 2 2 2,33 Non-functioning
E 0 2 2 2,33 Non-functioning
A 0 2 2 2,33 Non-functioning
B 0 8 8 9,30 Functioning
C* 43 30 73 84,88
D 0 3 3 3,49 Non-functioning
E 0 0 0 0,00 Non-functioning
A 0 1 1 1,16 Non-functioning
B 0 0 0 0,00 Non-functioning
C 0 1 1 1,16 Non-functioning
D* 43 41 84 97,67
E 0 0 0 0,00 Non-functioning
A 0 6 6 6,98 Functioning
B 0 6 6 6,98 Functioning
C* 42 15 57 66,28
D 0 5 5 5,81 Functioning
E 1 11 12 13,95 Functioning
A* 38 23 61 70,93
B 4 15 19 22,09 Functioning
C 0 0 0 0,00 Non-functioning
D 1 4 5 5,81 Functioning
E 0 1 1 1,16 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 2 2 2,33 Non-functioning
C 0 5 5 5,81 Functioning
D* 42 25 67 77,91
E 1 11 12 13,95 Functioning
A 0 2 2 2,33 Non-functioning
B 0 0 0 0,00 Non-functioning
C 0 2 2 2,33 Non-functioning
D 0 2 2 2,33 Non-functioning
E* 43 37 80 93,02
A 0 4 4 4,65 Non-functioning
B 0 0 0 0,00 Non-functioning
C 42 37 79 91,86 Functioning
D* 0 1 1 1,16
E 1 1 2 2,33 Non-functioning
A 0 1 1 1,16 Non-functioning
B 0 0 0 0,00 Non-functioning
C 0 1 1 1,16 Non-functioning
D* 43 41 84 97,67
E 0 0 0 0,00 Non-functioning
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
Satisfactory0,35Easy0,824343
43 43 0,85 Easy 0,30 Satisfactory
Poor0,05Easy0,984343
Satisfactory0,33Easy0,844343
Poor0,00Easy1,164343
62
Item Options U L P B N IP (%) Status N (U) N (L) ID Status DI Status
A* 43 42 85 98,84
B 0 0 0 0,00 Non-functioning
C 0 0 0 0,00 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 1 1 1,16 Non-functioning
A 15 1 16 18,60 Functioning
B* 28 7 35 40,70
C 0 32 32 37,21 Functioning
D 0 3 3 3,49 Non-functioning
E 0 0 0 0,00 Non-functioning
A 0 2 2 2,33 Non-functioning
B 0 2 2 2,33 Non-functioning
C 0 2 2 2,33 Non-functioning
D* 43 35 78 90,70
E 0 2 2 2,33 Non-functioning
A 0 10 10 11,63 Functioning
B 0 1 1 1,16 Non-functioning
C* 43 30 73 84,88
D 0 1 1 1,16 Non-functioning
E 0 1 1 1,16 Non-functioning
A* 43 40 83 96,51
B 0 2 2 2,33 Non-functioning
C 0 1 1 1,16 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A* 43 31 74 86,05
B 0 7 7 8,14 Functioning
C 0 1 1 1,16 Non-functioning
D 0 3 3 3,49 Non-functioning
E 0 1 1 1,16 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 1 1 1,16 Non-functioning
C* 41 28 69 80,23
D 0 4 4 4,65 Non-functioning
E 2 10 12 13,95 Functioning
A 0 0 0 0,00 Non-functioning
B 0 0 0 0,00 Non-functioning
C 3 2 5 5,81 Functioning
D* 32 24 56 65,12
E 8 17 25 29,07 Functioning
A 0 4 4 4,65 Non-functioning
B 0 2 2 2,33 Non-functioning
C 0 0 0 0,00 Non-functioning
D* 43 37 80 93,02
E 0 0 0 0,00 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 5 5 5,81 Functioning
C* 43 38 81 94,19
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
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
Satisfactory0,30Easy0,804343
43 43 0,65 Medium 0,19 Poor
Poor0,14Easy0,934343
43 43 0,91 Easy 0,19 Poor
Satisfactory0,30Easy0,854343
43 43 1,12 Easy 0,07 Poor
Satisfactory0,28Easy1,004343
43 43 1,15 Easy 0,02 Poor
good0,49Medium0,414343
63
Item Options U L P B N IP (%) Status N (U) N (L) ID Status DI Status
A 2 11 13 15,12 Functioning
B* 37 23 60 69,77
C 2 1 3 3,49 Non-functioning
D 2 4 6 6,98 Functioning
E 0 4 4 4,65 Non-functioning
A 0 12 12 13,95 Functioning
B 2 6 8 9,30 Functioning
C* 41 25 66 76,74
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A* 43 32 75 87,21
B 0 1 1 1,16 Non-functioning
C 0 4 4 4,65 Non-functioning
D 0 4 4 4,65 Non-functioning
E 0 2 2 2,33 Non-functioning
A 1 6 7 8,14 Functioning
B 0 1 1 1,16 Non-functioning
C* 42 34 76 88,37
D 0 2 2 2,33 Non-functioning
E 0 0 0 0,00 Non-functioning
A 0 0 0 0,00 Non-functioning
B 0 0 0 0,00 Non-functioning
C 1 3 4 4,65 Non-functioning
D* 42 38 80 93,02
E 0 2 2 2,33 Non-functioning
A* 43 38 81 94,19
B 0 3 3 3,49 Non-functioning
C 0 2 2 2,33 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A 2 4 6 6,98 Functioning
B* 41 37 78 90,70
C 0 2 2 2,33 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A* 43 42 85 98,84
B 0 1 1 1,16 Non-functioning
C 0 0 0 0,00 Non-functioning
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
A 0 2 2 2,33 Non-functioning
B* 43 37 80 93,02
C 0 0 0,00 Non-functioning
D 0 1 1 1,16 Non-functioning
E 0 3 3 3,49 Non-functioning
A 0 1 1 1,16 Non-functioning
B 2 5 7 8,14 Functioning
C* 41 37 78 90,70
D 0 0 0 0,00 Non-functioning
E 0 0 0 0,00 Non-functioning
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
Poor0,14Easy0,934343
Poor0,02Easy1,154343
43 43 0,91 Easy 0,09 Poor
43 43 0,93 Easy 0,09 Poor
Poor0,12Easy43 43 1,10
Satisfactory0,26Easy1,014343
43 43 0,88 Easy 0,19 Poor
Satisfactory0,33Medium0,704343
Satisfactory0,37Easy0,774343
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?
The expression above is....
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?
Roni : I think Bogor is a traffic jam city.
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