Chapter IV Item Analysis (a Thesis)

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CHAPTER IV

A. The Research Finding

1. The Description of The Students Responses

The type of the test which is analyzed by the writer is summative

test. The summative test is final test of even semester for the second year

students of SMK Rahayu Mulyo Jakarta for the academic year 2011-2012.

The summative test are constructed in the form of multiple-choice items.

Meanwhile, there are 50 multiple choice items in the test which must be

done in 120 minutes.

Moreover, by ranking all the students score, the students can be

grouped into two. The first group is the upper group and the second group

is the lower group. Each group consists of 15 students.

a. The responses of the upper group

There is no one of the upper students which can answer all

items correctly. It is found out that only 2 students get 38 correct

items, 1 student gets 36 correct items, 1 student gets 35 correct items, 1

student gets 34 correct items, 3 students get 33 correct items, 3

students get 32 correct items, 2 students get 31 correct items, 1 student

gets 30 correct items, 1 student gets 29 correct items.

Futhermore, in responding each item from 15 students, it is

found that the items are answered variously by the students. Their

responses are as follows:


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15 students answer correctly number 1, 12, 18, 39, and 41.

14 students answer corectly number 4, 9, 10, 14, 30, 33, 36, .

13 students answer correctly number 3, 7, 22, 34, 37, 46 and 47.

12 students answer correctly number 20 and 27.

11 students answer correctly number 2, 13, 21, 45.

10 students answer correctly number 28, 31, 42, and 43.


8 students answer correctly number 50.

7 students answer correctly number 29, 38, and 48.

6 students answer correctly number 5, 8, 17, and 44.

5 students answer correctly number 16, 24, and 40.

4 students answer correctly number 35.

3 students answer correctly number 15

2 students answer correctly number 26

0 students answer correctly number 19, 32

b. The responses of the lower group

Meanwhile in the lower group, it is found out that only 2

students get 17 correct items, 4 students get 16 correct items, 2

students get 15 correct items, 2 students get 14 correct items, 3

students get 13 correct items, 1 student get 12 correct items, and 1

student get 11 correct items.


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In responding each item from 15 students, it is found that the

items are answered variously by the students too. Their responses are

as follows:

11 students answer correctly number 15, and 27.






4 students answer correctly number 3, 7, 16, 22, 26, 28, 39, and 42.


2 students answer correctly number 4, 19, 23, 32, 38, and 47.

1 students answer correctly number 24, 29, 40, 43 and 45.

0 students answer correctly number 2, 5, 34, and 50

2. The Description of The Data

From the data of the upper and lower group, the writer calculates

the difficulty level and discriminating power.

a. Data of the facility value

After calculating the facility value and analyzing the items, the

writer finally finds out that:

There are 11 items (22 %) which are categorized easy. They are

number: 10, 12, 13, 18, 27, 28, 33, 36, 37, 41, and 42.


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There are 27 items (54 %) which are categorized medium. They are

number: 1, 2, 3, 4, 6, 7, 9, 11, 14, 15, 17, 20, 21, 22, 23, 25, 30, 31,

34, 39, 43, 44, 45, 46, 47, 48, and 49.

There are 12 items (22 %) which are categorized difficult. They are

number: 5, 8, 16, 19, 24, 26, 29, 32, 35, 38, 40, and 50.

Table 3.1

The Category of Distribution of Facility Value

of English Summative Test

No

Range of

Difficulty

Level

Category Frequency Percentage

1 0. 00 0. 30 Difficult 12 24 %

2 0. 31 0. 70 Medium 27 54 %3 0. 71 1. 00 Easy 11 22 %

Total 50 100 %

The writer transfers the data from the table into pie chart. The

proportion can be visualized as follows:


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Chart 3.1

From the table distribution and the pie chart above, the writer

concludes that the English summative test for the second year at SMK

Rahayu Mulyo Jakarta is medium because the medium items take the

highest portion.

b. Data of discriminating power

After calculating the discriminating power and analyzing the

items, the writer finally finds out that:

There are 6 items (12 %) which are catergorized as the bad item

and should be eliminated . There are number: 15, 17, 19, 26, 32

and 48.


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There are 13 items (26 %) which are categorized as the weak item

and need to be revised. There are number: 8, 11, 16, 18, 21, 24, 25,

27, 33, 35, 37, 38 and 40.

There are 31 items (62 %) which are categorized as thegood item.

There are number: 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 13, 14, 20, 22, 23,

28, 29, 30, 31, 34, 36, 39, 41, 42, 43, 44, 45, 46, 47, 49 and 50.

Table 3.2

The Category of Distribution of Discriminating Power

Of English Summative Test Item

No

Range of

Difficulty

Level

Category Frequency Percentage

1 0.00 Bad 6 12 %

2 0.01 - 0.19 Weak 13 26 %

3 0.20 Good 31 62 %

Total 50 100%

The writer also transfers the data from table into pie chart. The

proportion can be visualized as follows:


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Chart 3.2

From the table distribution and the pie chart above, the writer concludes

that the English summative test for the second year at SMK Rahayu Mulyo

Jakarta isgood enough because the good items take the highest portion.

Moreover, 13 weak items should be revised to increase the quality.

B. The Analysis And Alternative Revision Of The Weak Items

In this section, the writer tries to make some alternative revisions of the

weak items. Based on the previous data, there are 13 items that should be revised.

They are number 8, 11, 16, 18, 21, 24, 25, 27, 33, 35, 37, 38 and 40. The analysis

and the alternative of the revision are as follows:


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1. The Item of Number 8

a. Copy of the text and the item

Data of the item

b. Competence measured.

The students competence that is measured by this item is analyze the

conversation. The students are asked to respon the question in a short of

conversation which relates to the expression of habitual.

c. Analysis

The FV of this item is 0,30. It indicates that the items is very too

difficult to do by the students in the upper group and lower group.

The DP of this item is 0,1. It indicates that the item is weak to

discriminate the students in the upper and lower group.

The distracters in option A has succesfully distract many amount

students in upper group and lower.

The most of students distracted by the answer in item A What did you

write on your status, so that the distracter capacity of the item is not

Option A B* C D Total

Upper 7 6 1 1 15

Lower 8 3 2 2 15

FV = 0,30 DP = 0,1


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too strong then it should be changed to what did you write on your

status?.

d. The alternative of revision.

A. What did you write on your status?

B. How often do you update your status?

C. How long do you compose your twitter?

D. What did you write on your twitter?


a. copy of the text and the item

b. Data of the item

c. Competence measured

Option A* B C D Total

Upper 9 2 2 2 15

Lower 5 3 0 7 15

FV = 0,46 DP = 0,13


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This item measures the students analyzing the. The students are asked to

be able to respond the apology expression in a short conversation.

d. Analysis

The FV of this item is 0,46. It indicates that the items is easy to do by

the students in the upper group and lower group.

The DP of this item is 0,13. It means the item (B, and C) is weak to

discriminate the students in the upper except in option D which has

successful distracted the lower group.

From several points above, the writer found the problem that the

information about the correct answer is explicitly shown in the

dialogue. The students only need to notice to the last part of the

dialogue Im very sorry, and interprete the information from the

whole texts. So the students only need the correct answer by looking

the true grammar.

e. The alternative of revision

A. Ill be having another appointment on that day*

B. Ill have a meeting with my clients on that time.

C. I need to meet my boss then

D. I finished my job in office

3. The Item of Number 1 6



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b. Data of the item


This item measures the students compentency in understanding the

grammar text in a short dialogue.

d. Analysis

The FV of this item is 0,30. It indicates that the items is very difficult

to do by the students in the upper group and lower group.

The DP of this item is 0,03. It means the item is weak to discriminate

the students except in option C which has successful distracted in the

upper and lower group.

The distracters in option A and D have succesfully distract a little

amount student in lower group except the upper group whereas none of

students choose this option.

From several points above, the writer has found the problem that the

big amount students both from upper and lower group are successfully


Upper 0 5 10 0 15

Lower 3 4 6 2 15

FV = 0,30 DP = 0,03


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distracted to choose the option C. So that the writer concludes that a

big amount of students are not successfully to differentiate between

option B and C.

e. The alternative of revision:

Buchari: Why did you move to a small town?

Jerry : I think Jakarta is very noisy and crowded. ..

A. I didn't get to live in a big city.

B. I didn't used to live in a big city

C. I didn't take to live in a big city

D.I didn't agree to live in a big city



b. Data of the item


Upper 15 0 0 0 15

Lower 5 1 4 5 15

FV = 0,86 DP = 0,13


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This item measures the students compentency in understanding the

grammar text in a short dialogue.

d. Analysis

The FV of this item is 0,86. It indicates that the items is very easy to

do by the students in the upper group and lower group.


the students in the upper and lower group.

The distracters in option B, C and D do not work properly especiallu

for upper group.

From several points above, the writer found the problem that the

weaknesses of this item come from the distracters of the item. The

word yes, sure in the dialogue directly lead the students to choose

the correct answer. The upper students will automatically realize that

the information about the correct answer has been available in the text.

So that, there are no probability for the students to choose the other

options except the option A in spite of the fact is only a big amount of

the lower students choose the wrong answer. According to this

problem, in order to make the distracter can run more effectively to


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distract the lower students, the writer will replace the dialogue and

option contents.


Dewi : Hello, would you like to come to my house tonight? We will have

a birthday party for my youngest sister.

Dewa : oh really?, sure ..........

A. I would love to.

B. I will love to.

C. I wouldnt think so.

D.Would you like to have a dinner with me?

5.The Item of Number 2 1


b. Data of the item

Option A B C* D Total

Upper 1 3 11 0 15

Lower 0 7 6 2 15

FV = 0,56 DP = 0,16


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The test measures the students ability in identifying the word or phrase

that should be corrected.

d. Analysis

The FV of this item is 0,56. It indicates that the items is easy enough to

do by the students in the upper group.



Only the distracters in option B have succesfully distract a little

amount student in upper and lower group except the option A and D

whereas very a little amount of students from both groups choose this

option.

e. Based on the several datas above, the writer finally found the problem that

the mainly weakness of this item is caused by the distracter in the options

A and D which does not run effectively to distract the upper and lower

group. So that, the writer will change the composition of the content in

option A and D.

f. The alternative of revision

Robby : Do you have any plan tomorrow?

A

Carol : Not yet I think.

B


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Robby : Should you like to join with me to watch David Foster concert in

C

Sebayan?

Carol : Id love to.

D



b. Data of the item


The test measures the students ability in identifying the word or phrase


d. Analysis


Upper 5 3 1 6 15

Lower 1 5 4 5 15

FV = 0,20 DP = 0,13


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The FV of this item is 0,20. It indicates that the items is too difficult to




The distracters in option D has succesfully distracted a mount of lower

and upper student. The option B and C have successfully distracted a

big amount of lower students and only a few amount of upper student

can be distracted.

From several points above, the writer found the problem that a big

amount of upper and lower student are too difficult to find the right

answer. So that the writer does a little modification to the stem.


Santo : Mr. Danuwiryo usually drives his car by h er self , even though he

A B

has a driver.

Tejo : Yes, youre right. He sometimes does it when its not a long

C D

distance.



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b. Data of the item

c. The competence measured

d. The test measures the students ability in identifying the word or phrase


e. Analysis

The FV of this item is 0,46. It indicates that the items is easy to do by

the students in the upper group and lower group.



The distracters in option C and D does not work effectively.

Based on the several datas above, the writer finally found the problem

that the mainly weakness of this item is caused by the distracter in the


Upper 3 9 1 2 15Lower 4 6 5 0 15

FV = 0,46 DP = 0,13


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options C and D that do not run effectively to distract the upper group.

So that, the writer will change the composition of the content in option

C and D.

f. The alternative revision of the item

Every holiday my husband likes cooking for our family than travel and

A B C

we often help him prepare our favourite food in the dining room.

D



b. Data of the item


Upper 12 2 1 0 15

Lower 11 4 0 0 15

FV = 0,76 DP = 0,03


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c. Competence measure

The item measures the students reading competence in scanning.

Scanning means an ability to find a specific information from the text

through flash reading.

d. Analysis



The DP of this item is 0,03. It means the item is weak to distract the

students in the upper and lower group.

The distracters in option B works effectively to distract the student in

the upper and the lower group.

From several points above, the writer has found the problem that The

distracters in option C and D do not work effectively to distract the

student in the upper and the lower group. So the writer changes contain

of option C and D.

e. The alternative revision of the item

A. Computer memory is volatile

B. Information in the memory is easily lost

C. The function of computer memory is very useful

D. The development of computer memory is very fast


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b. Data of the item





d. Analysis



Option A B C* D Total

Upper 0 1 14 0 15

Lower 1 5 9 0 15FV = 0,76 DP = 0,16


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The DP of this item is 0,16. It means the item is weak to distract the

students in the upper and lower group.

The distracters in option B works effectively to attract the student in

the lower group. But the distracter in the option A and D dont work

effectively to attract the student in the lower and upper group. Beside

that the answer is shown easily by the lower and upper student.


distracters in option A and D do not work effectively to attract the

student in the upper and the lower group and the answer is very easy to

find by the lower and upper student. So the writer changes contain of

option A, C and D.


The following are cities mentioned as the destination of the Swiss air,

except....

a. Geneva C. Sweden

b. Paris D. London

10.The Item of Number 35



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b. Data of the item





d. Analysis

The FV of this item is 0,23. It indicates that the items is very difficult

to do by the students in the upper group and lower group.




the lower group. The distracters in option C works effectively to attract

the student in the upper. The distracters in option D works effectively

enough to attract the student in the upper and lower group.


Upper 4 2 6 3 15

Lower 3 7 3 2 15

FV = 0,23 DP = 0,03


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answer in option A is too difficult to be found by students. So the

writer will change the contain in option A.


We can conclude from the text that........

A. Swiss air flies to Europe more often than any other airline.

B. no other airline has wider seats than the Swissair

C. The Swissair offers the cheapest fare to Europe.

D. The Swissair has the newest type of aircraft.



b. Data of the item

Option A B C D* Total

Upper 0 2 0 13 15

Lower 3 1 2 9 15

FV = 0,73 DP = 0,13


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d. Analysis

The FV of this item is 0,73. It indicates that the items is very easyto do

by the students in the upper group and lower group.



The distracters in option A, B and C Dont work effectively to attract

the student in the lower and upper group.


answer in option A, B and C should be replaces to make more distract

effectively for lower and upper student.


We can conclude from the text that........


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Where did the Titanic sink exactly?

A. North Atlantic C. Southeast Atlantic Ocean

B. Atlantic Ocean D. North Atlantic Ocean



b. Data of the item


Upper 7 6 2 0 15

Lower 2 6 4 3 15

FV = 0,30 DP = 0,16


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d. Analysis

The FV of this item is 0,30. It indicates that the items is difficult to do

by the students in the lower group.




the lower and upper group. The distracters in option D doesnt work

effectively to attract the student in the upper group

From several datas above, the writer has found the problem that The


writer will change contain in option A.


Who will be the visitors guide?

a. J. Wilson C. John Howard

b. Elena Kuzikov D. J. Wilson & John Howard.




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b. Data of the item


The item measures the students reading competence in scanning. It means

an ability to find specific information from the text through flash reading.

d. Analysis

The FV of this item is 0,20. It indicates that the items is difficult to do

by the students in the upper and lower group.




Upper 5 3 5 2 15

Lower 1 3 3 8 15

FV = 0,20 DP = 0,13


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The distracters in option B, C and D works effectively to attract the

student in the lower and upper group.



writer change contain in option A so there will be amount of lower

group can find the answer.


a. Designing bridges construction C. Touring the department

b. Eating lunch D. Visiting at the bridge

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Chapter IV Item Analysis (a Thesis)

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