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CHAPTER II

THEORETICAL FRAMEWORK

A. The Understanding of Evaluation and Test

1. Evaluation

Evaluation takes an important place in teaching learning activities.

It is important to know the effectiveness of teaching methods and diagnose

the students’ ability. Moreover, it also provides useful feedback for the

teacher to set plans of learning after analyzing the student’s progress. Jack

C. Richards and Theodore S. Rodgers state;

“Evaluation refers to procedures for gathering on the dynamics, effectiveness, acceptability, and efficiency of a language program for the purposes of decision making. Basically, evaluation addresses whether the goals and objectives of a language program are being attained, that is, whether the program is effective (in absolute term).”1

Evaluation in teaching-learning process is always used in school

activities to give the meaning of learning outcome. The systematic process

in obtaining information about learning is always done in evaluation with

the aim to know the result of learning. Afterwards, William M.K. Trochim

states:

“Evaluation is a systematic collection and analysis of data in order to assess the strengths and weaknesses of programs, policies, organizations to improve their effectiveness. and systematic acquisition and assessment of information to provide useful feedback about some object”2

1 Jack C. Richards and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. USA. Cambridge University Press. p. 158

2 Trochim. William M.K. (2006). Introduction to evaluation. Retrieved Februari 27, 2013 from http://www.socialresearchmethods.net/kb/intreval.php

9

In other hand, Daryanto gives the explanation on his book, he

states;

“Evaluasi berarti pengumpulan kenyataan secara sistematis untuk menetapkan apakah dalam kenyataanya terjadi perubahan dalam diri siswa dan menetapkan sejauh mana tingkat perubahan dalam diri pribadi siswa. Evaluasi pendidikan adalah kegiatan menilai yang terjadi dalam kgiatan pendidikan. Bertujan melakukan evaluasi dalam proses belajar mengajar untuk mendapatkan informasi akurat mengenai tingkat pencapaian tujuan instruksional oleh siswa sehingga dapat diupayakan tindak lanjutnya.”3

Evaluation term on Oxford learner’s pocket dictionary is

descending from “evaluate”, it means decide on the value or quality of

something.4

Based on the statements above, they show that evaluation is the

process to get the real information. They are how the teacher or evaluator

submits the information by the tools or way to get the data, and how the

evaluator gets the information about the changing which happens to the

students. These are the ways for the teacher to decide the value or quality of

the educational process. On his book, Daryanto states;

“Evaluator seyogianya tidak memberikan jawaban terhadap pertanyaan khusus. Bukanlah tugas seorang evaluator memberikan rekomendasi tentang kemanfaatan suatu program dan dilanjutkan atau tidak. Evaluator tidak dapat memberikan pertimbagan-pertimbangan kepada pihak lain seperti halnya seorang pembimbing tidak dapat memilihkan karier seorang murid. Tugas evaluator hanyalah memberikan alternatif. ”5

3 Drs. H. Daryanto. 2001. Evaluasi Pendidikan. Jakarta: Rineka Cipta. p. 3 - 54 A S Hornby. 2004. Oxford Learner’s Pocket Dictionary. New York. Oxford University Press. p. 146

5 Drs. H. Daryanto. Loc. cit. p. 3

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Therefore, evaluation program will be better if involves the

alternative way. It means that evaluation must not only once but there any

kinds of evaluation related to the goals that will be achieved by the

evaluator.

In involving of evaluation, Wrightstone states;

“In evaluation the emphasis is upon broad personality changes in major objectives of the educational program. In function, evaluation involves (1) the identification and formulating of a comprehensive range of major objective for a curriculum, (2) their definition in terms of pupil behavior to be realized, and practical instruments for appraising major objectives as the educative process or characteristics of personal growth and development.”6

Based on the statements above, the writer can conclude that an

evaluation in this case talks about the educational evaluation, it is needed

much attention on resulting the good evaluation. The teachers as the

evaluator have to identify and find out the curriculum goals.

In doing the evaluation program the teacher usually uses an

instrument or technique of the evaluation. In general, evaluation technique

can divided in two ways, those are non-test and test technique.

a. Non-test

Non-test technique is the way for the teacher to know the

information about the students. Generally, the teacher usually uses the

test technique because it is more simple. The tools or technique in doing

non-test technique, those are rating scale, questionnaire, check-list,

interview, observation, and biography.

b. Test6 Wrightstone.1956. Evaluation in Modern Education. New York: American Book Company. p. 4

11

In defining of the test, Charles D. Hopkins states:

“A test is an instrument, device, or procedure that proposes a sequence of the task to which a student is to respond, and the result of the test can be used to measure of a specified trait. Then, Charles D. Hopkins also states that classroom test is concerned primarily with the trait of achievement either cognitive skill.”7

In other hand, Wayan Nurkencana states;

“Tes adalah suatu cara untuk mengadakan penilaian yang berbentuk suatu tugas atau serangkaian tugas yang harus dikerjakan oleh anak atau sekelompok anak sehingga menghasilkan suatu nilai tentang tingkah laku atau prestasi anak tersebut yag dapat dibandingkan dengan nilai yang dicapai oleh anak-anak lain atau dengan nilai standar yang ditatapkan.”8

Based on the explanations above, the writer can conclude that

classroom test can give the information about the success of the students in the

school, such motivation, interest, and creativity.

2. Test

As in viewing on function of the test to value of the student, it can

be divided into three types, those are:

a. Diagnostic Test

Diagnostic test is a test which is used to know the weaknesses

of the students, so based on those weaknesses the teacher can know

about how the way to the right handling to the students.9

When constructing or selecting a diagnostic test, the teacher

should keep in mind that the student should construct the responses

7 Charless D. Hopkins. 1990. Classroom Measurement and Evaluation.. Itesca: F.E Peacock, United States. p. 130

8 Wayan Nurkencana. 1986. Evaluasi Pendidikan. Surabaya: Usaha Nasional. p. 25 9 Charless D. Hopkins. Op. cit. p. 57

12

rather than select them. Hopkins states that the teacher should consider

the following points:

(a) Procedures should be such that student weakness will be revealed.

(b) Weaknesses that have been uncovered must be confirmed by further observation by the classroom teacher.

(c) Diagnostic tests are not intended to indicate a level of overall proficiency. (if a standardized diagnostic test reports norms, they can be used the same way that norms for a survey test are used)

(d) Errors made by students must be analyzed to isolate the cause or if the deficiency is complex.10

b. Formative Test

Formative test is given to the students which is purposed to

know how far the students got the material education. Hopkins states

that the functions of the Formative test are below:

(a) Formative test is used to know the students mastery about the program in over all.

(b) As reinforcement to the students.(c) To give the feed back, so the students can do the remedial.(d) As diagnostic process to the students in mastery the

material.(e) The teacher can predict the success or not of the

educational process.11

c. Summative Test

Summative test usually is given when the program of the

lesson is ended. Bellows are the functions of the summative test:

(a) To decide the value and information as the result of the student’s study.

(b) To decide is the student can follow the next program or not.

10 Charless D. Hopkins. Ibid. p. 5811 Charless D. Hopkins. Ibid. p. 60 - 62

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(c) To fill the note about the progression of the students which will give the information to the student’s parent, head master, or the other side if that is needed.12

If the test is observed from the form of the question which is given

by the teachers to their students, the test can be divided in two types, those

are:

a. Objective test

Objective test is the form of the item test which is in giving the

score is done by the objective way. It means that on scoring the objective

test can be given by one evaluator or more, it can be done without the

doubts and differences. This way is chosen to eclipse from the subjective

test or essay test.13 Objective test usually called by short answer or new

type test. Rebecca M. Valette states:

“An objective test (objective item) is one for which there is a specific correct response; therefore, whether the item is scored by one teacher or another, whether it is scored today or last week, it is always scored the same way. Multiple-choice items are objective items. Fill-in-the blank and short answer questions are also objective items.”14

In other hand, Wayan Nurkencaa states, “Tes obyektif terdiri dari

item-item yang dapat dijawab dengan jalan memilih salah satu alternatif yang

benar dari sejumlah alternatif yang tersedia atau dengan mengisi jawaban

yang benar dengan beberapa perkataan atau symbol.”15 Objective test deals

with base the form of the item, bellows are the types of the objective test:

12 Charless D. Hopkins. Ibid. p. 6313 Suharsimi Arikunto. 1990. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.p. 16314 Rebecca M. Valette.Loc. Cit. p. 1015 Wayan Nurkencana. Op. cit. p. 27

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(1) Multiple Choice

Multiple choice questions are a great option when the

teachers want quantifiable results for statistical purposes or need to

reduce the amount of marking time. Make sure that the options

offered are worded in a parallel grammatical structure. 16 In other

hand, Norman E. Gronlund states that multiple choice items are the

most widely used and highly regarded of the selection type items.17

Multiple choice tests have the advantages and the

disadvantage, Hopkins states:

The teacher can give the score easily, the lesson materials can include in the items, the result of the test can be known faster.Then the weaknesses of the multiple choices item are as follow: The teacher need more time to create the items of multiple choices, making the distracters are not an easy things, there is the opportunity to guess the answer. 18

(2) True-false

True or false questions are an easy option for a quiz or other

shorter test. The statements need to be all true or all false i.e. very

black or white in order for this type of question to be valid.

Charles D. Hopkins states:

“True false items are presented as declarative statements which propose something that the student is to decide as to its truthfulness. After making a decisions about how well it conforms to reality or accepted truth, the student marks

16 Nana Sudjana. 2009. Penlaian Hasil Proses Belajar Mengajar.. Jakarta: Rajawali Press. p. 44-48

17 Norman E. Gronlund. 1993. How to Make Achievement Tests and Assessment. United States: E. Gronlund Company. p. 40

18 Charles D Hopkins. Op. Cit. p. 184 - 185

15

“true” if the statement is essentially true or “false” if the statement is essentially false.”19

(3) Matching

When the goal is to teach terminology, fill in the blank or

matching questions can test participant’s knowledge of the

definitions taught. Charles D. Hopkins states:

“The nature o the matching item adapts it self to testing knowledge of names, events, conditions, places, structures, and such when recall of facts is important. The likeness to puzzles makes the task of putting the parts of matching items together fun for most test takers.”20

(4) Completion

This question types provide the learner an opportunity to

elaborate on their level of understanding of a concept. Short answer

questions allow a more vivid picture of the learning but also require

more marking/reading time.

Charles D. Hopkins states that the completion item is the

most structured of all constructed-response items and offers the

least freedom of response. The task for the student is presented in a

sentence in which a word, a number, a symbol, or a series of words

has been omitted.21

b. Essay test (Subjective Test)

In defining and meaning of essay test (subjective test), Rebecca

M. Valette states:

19 Charless D. Hopkins.Op. cit. p. 17820 Charless D. Hopkins. Ibid. p. 19221 Charles D Hopkins. Ibid. p. 223

16

“Subjective test (subjective item) is one that does not have a single right answer. A short composition or an impromptu interview may be scored in different ways by different teachers, and even by the same teacher scoring the answer twice under different circumstances. Test questions where students may give a variety of responses, each somewhat different from the other.”22

In other hand, Wayan Nurkencana states:

“Tes essay adalah suatu bentuk tes yang terdiri dari suatu pertanyaan atau suatu suruhan yang menghendaki jawaban yang berupa raian-uraian yang relative lebih panjang. Bentuk-bentuk pertanyaan atau suruhan yang meminta kepada murid -murid untuk menjelaskan, membandingkan, menginterpretasikan atau mencari perbedaan. Semua bentuk pertanyaan atau suruhan tersebut mengharapkan agar murid-murid menunjukkan pengertian mereka terhadap materi yang dipelajari.”23

Essay test demands the explanation and long argument of

the students, beside that the essay test needs the thinking and

creations of the students. The form of essay test is usually more

simple and easy to be created by the teacher, but it needs the long

answer of the students.

B. Selecting and Using Published Test

1. The Achievement Test

Achievement tests are used to determine a student's academic

strengths and weaknesses. When compared to intelligence test scores,

22 Rebecca M. Valette. 1977. Modern Language Testing. Boston. USA. Harcourt Brace Jovanovich, Inc. p. 10

23 Wayan Nurkencana. Op. cit. p. 41-42

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achievement scores tell whether or not a child has the severe difference in

ability and performance that indicates a learning disability diagnosis. These

scores also provide important information to help develop the child's

individual education program.

According to Norman,

“An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. Achievement testing also plays an important role in the school program”.24

Achievement test scores are often used in an educational system to

determine what level of instruction for which a student is prepared. High

achievement scores usually indicate a mastery of grade-level material, and

the readiness for advanced instruction. Low achievement scores can

indicate the need for remediation or repeating a course grade.

Norman E. Gronlund also states:

“A standardized achievement test has certain distinctive features, including a fixed set of test item designed to measure a clearly defined achievement domain, specific directions for administering and scoring the test, and norms based on representative groups of individuals like those for whom the test was designed”.25

2. The Aptitude Test

Gayle L Macklem states:

“The terms intelligence, ability, and aptitude are often used interchangeably to refer to behavior that is used to predict future learning or performance. However, subtle differences exist between

24 Norman E. Gronlund. 1985. Measurement and evaluation in teaching.USA: Macmillan Publishing Company. p. 26325 Norman E. Gronlund, Ibid. p. 264

18

the terms. The tests designed to measure these attributes differ in several significant ways”.26

Besides that the aptitude test can measure a student's overall

performance across a broad range of mental capabilities. But aptitude tests

also often include items which measure more specialized abilities--such as

verbal and numerical skills--that predict scholastic performance in

educational programs.

Compared to achievement tests, aptitude tests cover a broader area

and look at a wider range of experiences. Achievement tests tend to

measure recent learning and are closely tied to particular school subjects.

Aptitude tests tell us what a student brings to the task regardless of

the specific curriculum that the student has already experienced. The

difference between aptitude and achievement tests is sometimes a matter of

degree. Some aptitude and achievement tests look a lot alike. In fact, the

higher a student goes in levels of education, the more the content of

aptitude tests resembles achievement tests. This is because the knowledge

that a student has already accumulated is a good predictor of success at

advanced levels.

C. The Understanding of Item Analysis

1. The definitions of item analysis

26 Macklem, Gayle L. (1990). Measuring aptitude. Practical Assessment, Research & Evaluation, 2(5). Retrieved August 8, 2012 from http://PAREonline.net/getvn.asp?v=2&n=5.

19

The other characteristic that is more specific and important is the

quality of the test items. So that, to know a good quality of the test items,

the teacher should do item analysis. According to Sudjana, “Analisis butir

soal atau analisis item adalah pengkajian pertanyaan-pertanyaan tes agar

diperoleh perangkat pertanyaan yang memiliki kualitas yang memadai”.27

In doing item analysis, teacher examines the test items that have

been done by the students. It aims to find the good or the bad items which

need to be revised, maintained or discarded. Ahmann and Glock point out,

“Re-examining each test item to discover its strengths and flaws is known

as item analysis”.28

Related to the statement above, another statement comes from a

source in the internet. It is stated, “Item analysis is a process which

examines student’s responses to individual test items (questions) in order

to assess the quality of those items and of the test as a whole”.29

Based on the statements above, the writer can synthesize that item

analysis is a process which examines student’s responses to individual test

items in order to assess the quality of those items by discovering their

strengths and flaws.

2. The Three Aspects of Item Analysis

27 Nana Sudjana. 1991. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya. p.135.

28 J.Stanley Ahmann and Marvin D. Glock. 1967. Evaluating Pupil Growth. Boston: Allyn and Bacon. p. 184.

29 http://www.washington.edu/oea/score1.htm. It is taken on October 22nd, 2011.

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In particular, item analysis covers three aspects. They are item

facility, discriminating power, and the effectiveness of the distracters as

Burhan Nugiyantoro states, “Analisis butir soal paling tidak akan

melibatkan penghitungan indeks tingkat kesulitan (ITK) dan indeks daya

pembeda (IDB), dan jika ingin lengkap lagi, disertai dengan analisis

distraktor (opsi)”.30

a. Facility value

According to Burhan Nurgiyantoro, “Tingkat kesulitan (item

difficulty, item facility) merupakan suatu pernyataan tentang seberapa

sulit atau seberapa mudah sebuah butir pernyataan bagi peserta

uji”.31

The difficulty level of each item can be seen by analyzing the

percentage of the students who correctly answer the item. According

to Cecil R. Reynolds et al, “Item difficulty is defined as the percentage

or proportion of test takers who correctly answer the item”.32

In designing a test, although the teacher is capable and

experienced, sometimes there are items which seem too easy or too

difficult for students. By analyzing the difficulty level of the items, the

teacher will find out which items are easy, medium or difficult as

Sudjana states, “Menganalisis tingkat kesukaran soal artinya

30 Burhan Nurgiantoro. 2002. Statistik Terapan Untuk Ilmu-ilmu Sosial. Jogjakarta: Gajah Mada University Press. p. 334.

31 Ibid. p. 335.32 Cecil R. Reynolds et al. 2009. Measurement and Assesment in Education. New Jersey: Pearson

Education, Inc. p. 150.

21

mengkaji soal-soal tes dari segi kesulitannya sehingga dapat

diperoleh soal-soal mana yang termasuk mudah, sedang dan sukar”.33

To count the difficulty level, the writer applies the formula

from Heaton. The formula is as follows:34

Explanation:

FV = Facility value or item difficulty that we are looking for

U = Sum of the students from the upper group who answer

correctly

L = Sum of the students from the lower group who answer

correctly

2n = Total number of students from upper and lower group

The result of the counting is interpreted by using criteria from

Nana Sudjana:35

Table 2.1

Index of Facility Value Result

0. 00 to 0. 30 Difficult

0. 31 to 0. 70 Medium

0. 71 to 1. 00 Easy

b. The Discriminating Power

33 Nana Sudjana. Loc. Cit.34 JB. Heaton. 1998. Writing English Language test. London: Longman. p. 153.35 Nana Sudjana. Op. cit. p. 137.

22

Discriminating power refers to the ability of an item to

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

material being tested. It will provide the information for the teacher to

discriminate the upper students and the lower ones. Ahmann and

Glock say, “The discriminating power of a test is its ability to

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

and those who have achieved poorly (the lower group)”.36

Related to the statement above, Wiersma and Jurs point out,

“Item discrimination for norm-referenced test means that the test item

is effective in separating those with high scores on the total test from

those with low total test scores.”37

Discriminating power can be counted from the number of

students who answer correctly in the upper group subtracted by the

number of students who answer correctly in the lower group then

divided by all students in one group who do the test.

To count the discriminating power, the writer applies the

formula from Heaton. The formula is as follows: 38

Explanation:

36 J. Stanley Ahmann and Marvin D. Glock. Op. cit. p. 187.37 William Wiersma and Stephen G. Jurs. 1990. Educational Measurement and Testing 2nd Edition.

Boston: Allyn and Bacon. p.145.38 J.B. Heaton. Loc. Cit.

23

D : Discriminating power

U : Sum of upper students who answer correctly

L : Sum of lower students who answer correctly

N : Total number of the students in lower or upper group

By knowing the value of D on each item, the writer can

determine the items which need to be kept, revised and eliminated.

According to Heaton as quoted by Sigit Sumarsono, “The item needs

to be revised if D ≤ 0.20”.39

According to Ngalim, “If the value of the discriminating power

on an item is 0.00 or negative, that item should be eliminated”.40 The

value of D in an item will be 0.00 when the students in the upper

group answer correctly as many answers as the students in the lower

group. Moreover, the value of D will be negative when the students in

the lower group answer more correctly than the students in the upper

group.

Based on two statements above, the writer can create the index

of D which is used in his research. The index of D can be seen as

follows:

Table 2.2

39 Drs. Sigit Sumarsono, M.Pd. 2010. Metode Riset. UHAMKA Press: Jakarta. p. 57.40 M. Ngalim Purwanto. 2010. Prinsip-prinsip dan Tehnik Evaluasi Pengajaran. Bandung: PT.

Remaja Rosdakarya. p. 124.

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D Index Criteria Result

≤ 0.00 Bad Discarded

0.01 - 0.19 Weak Revised

≥ 0.20 Good Accepted

c. The Effectiveness of The Disctracters

On multiple-choice, the incorrect alternatives are referred to as

distracters. As its name, the distracters are provided to distract

examinees or students who do not actually know the correct answer.

According to Burhan Nurgiyantoro, the effective distracter

must be chosen by some students especially the lower students. He

states:

“Pengukuran analisis butir soal juga sampai pada analisis distraktor, yaitu analisis jawaban peserta uji terhadap opsi yang salah. Model itu beranggapan bahwa semua opsi harus efektif. Artinya, walau opsi itu salah, opsi-opsi tersebut tetap saja harus ada sejumlah peserta uji yang memilihnya. Opsi-salah yang baik adalah yang mampu berperan sebagaimana fungsinya, yaitu sebagai perusak, penjebak, atai distraktor terhadap sebagian peserta uji.41

Related to the statement above, Cecil R. Reynolds et al states

about inefective distracter. He states: “An effective distracter must be

selected by some examinees. If a distracter is so obviously incorrect

that no examinees select it, it is ineffective and needs to be revised or

replaced”.42

41 Burhan Nurgiyantoro. Op. cit. p. 342.42 Cecil R. Reynolds et al. Op. cit. p. 157.

25

Based on the statements above, the writer concludes that the

aim analysis distracter is to find out the item which has one or more

ineffective distracter. Furthermore, to optimize the function of the

distracter, the ineffective distracer should be revised or replaced.

3. The Item Selection and Revision

In selecting the items which need to revise, maintain and discard,

the examiner should consider his decision correctly. For revising and

eliminating the item, the writer follows the instruction which is stated by

William Wiersma and Stephen G. Jurs. They are:

1) If the difficulty index is around zero, the item has not been covered by

instruction or the item is not being understood by the students. If

instruction does not cover the item, it should be eliminated. If the item

is covered by instruction there may ambiguity or confusing in the

wording. A multiple-choice item can be checked to see if one incorrect

option needs revision. Items should always be checked carefully to

make sure they are keyed correctly.

2) If the discrimination index, there is subtle confusion or ambiguity in the

item that is misleading the better-performing students but does not

affect the poorer-performing students. A clue to the problem may be

found in the incorrect responses of the better performing students. If

they consistently select the same incorrect option on a multiple-choice

item, the problem is associated with this option. Possibly, a revision can

26

be made, but with negatively discriminating items revision often is not

worth the effort to the item should be eliminated.

3) If the discrimination index is low and possitive, check the difficulty

index. Items with very low or very high difficulty index will have low

discrimination index. If the difficulty index is adequate, check the

patterns responses. If, for example, on a multiple-choice item, better

performing and poorer-performing students select the incorrect options

about equally, chances are the problem is in the item stem. The item

may cover content not perceived to be important to the students. Since

an adequate number of students responded correctly, apparently

students understand the item. If students consistently select the same

incorrect option, there is some problem associated with that option,

although the problem is not as severe as when the discrimination index

is negative.43

From the explanation above, the writer concludes that the

examiner should be aware to select the item which needs to be revised

and eliminated. The index of facility value and the discriminating

power also should be interpreted accurately. So that, the causes of the

weakness items will be detected.

D. The Critical Concept

English teaching is one of learning activities in school that have

instructional objectives, the teaching of English in schools can be stated

43 William Wiersma & Stephen G. Jurs. Op. cit. p. 147-148.

27

successful if it approaches the standards and objectives of the teaching

process. But the teaching of the English language can also be stated to fail if

it does not approach the objective purpose of the teaching process that has

been determined.

Ideally, the way to teach the teachers in the school in accordance with

the purpose of language learning, which aims to make students able to

communicate in English both oral and written can be achieved.

Learning English would be more appropriate if it can be interpreted in

daily habits. “Bisa karena biasa”, it is something we often hear. An example,

a small child in learning to speak, must be because it is often trained by his

mother. So it is with learning English when trained continuously becomes a

habit, and then by itself would be smooth and fluent. Students who learn

English naturally seek a special way to learn English. Nowadays so many

ways to learn English, but most importantly the emphasis is the purpose of

learning.

English learning materials in schools is generally divided into four

competencies, namely listening, speaking, reading and writing. Competence

is given by the teacher to the students with the methods or techniques of

learning are multifarious.

The learning material is usually contained in a syllabus. While the

teaching materials developed by teachers can be matched to the

characteristics of students in each school.

28

In English Teaching, especially in Indonesia, the most of students still

depend on the material that is facilitated by the teacher. The most are still in

the learning-oriented teacher not student-oriented, where the role of the

teacher is still too dominant on the role of students in the classroom. English

language teaching in Indonesia is usually a thing that is not easy because

English is not the mother language of Indonesian.

There are several methods of teaching the English language used, the

methods are: the direct method, Berlitz method, natural method, the audio

lingual method, etc. The success of various methods of English language

teaching is dependent on the role of teachers and pupils in the success of the

instructional objectives of teaching itself.

One of the methods is used to measure the success or failure of a

process of English teaching is by to do the evaluation. Process and the output

of English teaching are to be evaluated. evaluation in a teaching that can

provide information for school leaders and teachers of English, both in terms

of content, scope, format and delivery time as well as beneficial for English

language learning at all levels.

The general objective of learning evaluation is to determine the

effectiveness of the learning process that has been implemented. The specific

objectives of the evaluation are:

1. Evaluation enhances the quality of the teacher.2. Evaluation helps in clarifying the objectives3. Evaluation motivates learners.4. Guidance can be given on the basis of evaluation

29

5. Evaluation can help in bringing changes in the curriculum.44

Meanwhile, according to the National Education Department

(DEPDIKNAS) suggested that the purpose of the evaluation is as follows:

1. Melihat produktivitas dan efektivitas kegiatan belajar-mengajar.2. Memperbaiki dan menyempurnakan kegiatan guru.3. Memperbaiki, menyempurnakan dan mengembangkan program belajar-

mengajar.4. Mengetahui kesulitan-kesulitan apa yang dihadapi oleh siswa selama  

kegiatan belajar dan mencarikan jalan keluarnya.5. Menempatkan siswa dalam situasi belajar-mengajar yang tepat sesuai

dengan kemampuannya.45

Generally, the form and technique of evaluation are divided on test

and non-test form. The test is an evaluation form which there is a variety of

items or a series of questions that to be done and answered by students.

Usually, a test is used in English teaching evaluating is formed of

multiple choices. Then, the students must select the correct answer from

several options. After students complete the task then the teacher could do an

analysis to the items of the tasks that have been done by the students.

Item analysis activity is one of duties of every teacher. It is because

every teacher should be able to provide information to the school or the

students themselves about how and the acquisition of ability of the students

who have achieved the materials and the skills that had been given. The

reality shows that the summative score of the students is still low. That is

possible because of the low ability of the teachers to evaluate and develop the

items. The function of test includes three aspects, Suharsimi states, “Adapun

44 Kumar, satheesh (2008). Function of Evaluation. Retrieved March 03, 2013 from http://sathitech.blogspot.com/2008/01/functions-of-evaluation.html45 Junaidi (2010). Media Pembelajaran; seputar pendidikan dan pembelajaran. Retrieved March 03, 2013 from http://wawan-junaidi.blogspot.com/2010/04/fungsi-evaluasi.html?m=0

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fungsi tes meliputi tiga hal, yaitu fungsi untuk kelas, fungsi untuk bimbingan,

dan fungsi untuk administrasi”.46

From the statement above the writer also concludes that evaluation is

tool to determine whether a learning objective is achieved or not, the

feedback to the learning process, as a basis for preparing the students'

progress reports, and as a basis to determine the quality of the items are

arranged about. Item analysis is the main problem in the student assessment

system in schools.

Evaluation tools should have the good characteristics or conditions, it

is included the validity, reliability, the difficulty level, and in accordance with

the learning objectives that will be measured. Therefore the item analysis is

one of learning activities that cannot be abandoned. It is important for the

teachers to determine where the item defective or does not work.

Educators need to improve the item through the analysis of the main

components of each item which include the validity, reliability, the difficulty

level, and the effectiveness of detractors. The goals of item analysis is to

improve the quality of the item, The item can be accepted because it has been

supported by adequate statistical data, the item can be fixed because it proved

there are some weaknesses, or it is not used because empirically proven not in

function.

46 Suharsimi Arikunto. Op. cit. p 138.