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THE ANALYSIS OF TEACHER- MADE ENGLISH
MID- TERM TEST FOR TWELFTH GRADE STUDENTS OF
THE ODD SEMESTER 2012/2013 OF SMK N 1 KUDUS
By
FENY ANDRI ASTUTI
NIM 200932073
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2013
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THE ANALYSIS OF TEACHER- MADE ENGLISH
MID- TERM TEST FOR TWELFTH GRADE STUDENTS OF
THE ODD SEMESTER 2012/ 2013 OF SMK N 1 KUDUS
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in the Department of English Education
By
Feny Andri Astuti
NIM 200932073
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2013
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MOTTO AND DEDICATION
Motto
God and parents are everything.
Faith and action are two factors to get the real success.
Good start will lead to great end.
I can when I believe.
Think big, feel strong, and pray hard are the best way.
Provision would not be friends with idleness.
Dedication
The writer dedicates this Skripsi to:
Her beloved mother and father, who always care,
motivate and support her,
Her sister and brother,
Her beloved boyfriend, who always support her
and give motivation to graduate together,
Her best friend, who always care with me.
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ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim,
Alhamdulillahirrabbil „aalamiin, thanks to Allah SWT, the almighty
who always blessing her with his mercy so the writer can finish this skripsi
entitled “The Analysis of Teacher- Made English Mid- Term Test For Twelfth
Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus”.
The writer realizes that she would not be able to finish her skripsi
without the guidance, advice, suggestions, encouragement and motivation from
many people. Through this occasion, the writer would like to express the sincere
gratitude and appreciation for the guidance in completing this skripsi. They are:
1. Dr. Drs. Slamet Utomo, M. Pd as the Dean of Teaching Training
and Education Faculty of Muria Kudus University.
2. Diah Kurniati, S. Pd, M. Pd as the Head of English Education
Department and the writer‟s first advisor.
3. Nuraeningsih, S. Pd, M. Pd as the writer‟s second advisor.
4. Suhudi and Siti Fathonah, the writer‟s beloved parents for their
encouragement and pray.
5. Diyah Mufarochah Achadiyati and Fandi Ahmad, the writer‟s sister
and brother, for their motivation.
6. Varidlo Fuad, the writer‟s beloved boyfriend for his support.
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7. Zaskya Jafar Maulidina Putri, the writer‟s first niece.
8. Supriyadi, the writer‟s brother in law for his help.
9. Tri Prihartini, Nurus Sya‟diyah and Rusmila Tafani, the writer‟s best
friends for their support and pray.
10. Agil (Inne‟) and Tri Mulyasari, the writer‟s students for their help.
11. Arum Wahyu Lestari, the writer‟s friend for her help and support.
The writer is always waiting for suggestion from the reader and it will
be fully appreciated. Hopefully, this skripsi will be useful for the readers,
especially who are in the field of education.
Kudus, July 2013
The writer
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ABSTRACT
Astuti A, Feny. 2013.The Analysis of Teacher- Made English Mid- Term Test for
Twelfth Grade Students of the Odd Semester 2012/2013 of SMK N 1
Kudus. Skripsi. English Education Department, Teacher Training and
Education Faculty, Muria Kudus University. Advisor: (1) Diah
Kurniati, S. Pd, M. Pd., (2) Nuraeningsih, S. Pd, M. Pd.
Key words: validity, face validity, content validity, index of difficulty,
discrimination power.
Teaching learning process and evaluation are two important things in
education. Beside teaching, testing has an important role especially for teacher in
teaching learning process. At the end of teaching learning process, teacher usually
makes an evaluation about what she has taught. Test as the instrument evaluation
is used to provide information concerning not only with the individual students
performance, but also with the effectiveness of teaching learning activities.
Teacher as a constructor of the test should construct a good test to get the accurate
data concerning the students‟ achievement. Test that is made by the teacher called
teacher made test. It is still to be questioned whether the test is valid or not
because teacher rarely try outing and revising the test first before giving it to the
students. Knowing this fact, teacher should analyze the test so that the teacher will
know the quality of the test. By analyzing the test, the teacher will know which
item can be used or revised.
This research aims to know how is the face validity of the teacher- made
English mid- term test, how is the content validity of the teacher- made English
mid- term test, how is the index of difficulty of teacher- made English mid- term
test, and how is the discrimination power of teacher- made English mid- term test
of SMK N 1 Kudus used by an English teacher of SMK N 1 Kudus. It is expected
to be useful for teachers in constructing a good English test.
This research is descriptive qualitative research. The source of the data in
this research is the English mid- term test items for twelfth grade in 2012/ 2013
and the students‟ score of Office Administration 1‟ class, as a sample.
The writer found out the result of data analysis. The teacher- made
English mid- term test has less face validity because of some common
considerations of face validity are not fulfilled by the test items. The items have
less content validity also, because there are several lessons material are not
covered by the test items. While the index of difficulty showed that there are 60%
or 30 items are easy, 30% or 15 items are medium, and 10% or 5 items are
difficult items. The items should be revised because the number of easy items is
too big. For the discrimination power, 66% of the entire items are poor, 18% or 9
items are satisfactory, and 8% or 4 items are good items. Those big numbers of
poor items should be revised before being used again, meanwhile there are 8% or
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4 items cannot be used again and must be omitted because those numbers have
negative discrimination value.
From the fact above, the writer suggests the English teachers should try
out their own test to know whether the test is good and valid or not before it is
given to the students. So, the result of the test can be used to measure the progress
of students and it can be a tool to measure the students‟ achievement. The teachers
should revise the easy items test and difficult items test, so the teacher can
measure the students‟ ability correctly. The teachers should revise the items which
are categorized as poor, and omitted the bad items, in order to get the best way in
discriminating the more able students from the less able students.
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ABSTRAK
Astuti A, Feny. 2013. Analisis Soal Mid Bahasa Inggris Buatan Guru Kelas XII
Semester Ganjil 2012/2013 di SMK N 1 Kudus. Skripsi. Pendidikan
Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan,Universitas
Muria Kudus. Pembimbing: (1) Diah Kurniati, S. Pd, M. Pd., (2)
Nuraeningsih, S. Pd, M. Pd.
Kata kunci: validitas, validitas rupa, validitas isi, indeks kesukaran, daya
pembeda.
Proses belajar mengajar dan evaluasi merupakan dua hal penting dalam
pendidikan. Disamping mengajar, menguji juga memiliki peran penting bagi guru
dalam proses belajar mengajar. Di akhir proses belajar mengajar, guru biasanya
membuat evaluasi tentang apa yang telah ia ajarkan. Tes merupakan suatu
instrument evaluasi yang digunakan untuk mendapatkan informasi yang tidak
hanya terkait dengan prestasi siswa, tetapi juga dengan keefektifan aktivitas
belajar mengajar. Guru sebagai pembuat soal sebaiknya mampu membuat soal
yang baik untuk bisa mendapatkan data yang akurat tentang prestasi siswa. Test
yang dibuat oleh guru disebut tes buatan guru. Tes tersebut masih dipertanyakan
apakah sudah valid atau belum karena guru jarang menguji cobakan dan
membetulkan tes tersebut terlebih dahulu sebelum diberikan kepada siswa-siswa.
Mengetahui hal init, guru sebaiknya menganalisis tes tersebut sehingga guru dapat
mengetahui kualitas soal yang dibuat. Dengan menganalisis tes, guru dapat
mengetahui soal yang mana yang dapat digunakan kembali maupun yang harus
diperbaiki.
Penelitian ini bertujuan untuk mengetahui bagaimana validitas rupa dari
tes mid bahasa Inggris buatan guru, bagaimana validitas isi dari tes mid bahasa
Inggris buatan guru, bagaimana indeks kesukaran dari tes mid bahasa Inggris
buatan guru, dan bagaimana daya pembeda dari soal mid bahasa Inggris yang
digunakan oleh guru bahasa Inggris di SMK N 1 Kudus. Hal ini diharapkan dapat
berguna bagi para guru dalam membuat soal tes bahasa Inggris yang baik.
Penelitian ini merupakan penelitian deskriptif kualitatif. Dengan sumber
data yaitu dari soal-soal mid bahasa Inggris kelas XII semester ganjil tahun ajaran
2012/ 2013 dan nilai mid tes bahasa Inggris kelas Administrasi Perkantoran 1
yang digunakan sebagai sampel.
Penulis mendapatkan hasil dari analisis data yaitu mid tes bahasa Inggris
memiliki validitas rupa yang kurang bagus karena terdapat beberapa criteria dari
validitas rupa yang baik belum dipenuhi oleh soal mid ini. Soal-soal mid tes ini
memiliki validitas isi yang kurang baik pula, karena terdapat beberapa materi
pelajaran yang tidak ada di dalam soal mid tes tersebut. Sedangkan index
kesukaran menunjukkan bahwa terdapat 60% atau 30 soal yang merupakan soal
mudah, 30% atau 15 soal adalah soal yang sedang, dan 10% atau 5 soal
merupakan soal sukar. Soal-soal tersebut sebaiknya diperbaiki karena terlalu
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banyak soal yang masuk dalam kategori soal mudah. Untuk daya pembeda,
terdapat 66% dari soal tergolong soal yang jelek, 18% atau 9 soal merupakan soal
dengan kategori cukup, dan 8% atau 4 soal tergolong baik. Soal dengan jumlah
terbanyak yaitu soal dengan kategori jelek sebaiknya diperbaiki sebelum
digunakan kembali, sementara itu masih terdapat 8% atau 4 soal tidak dapat
digunakan kembali atau harus dihapus/ dibuang karena memiliki nilai daya
pembeda negatif.
Dari hal tersebut, penulis menyarankan kepada para guru bahasa Inggris
untuk menguji cobakan terlebih dahulu soal yang telah dibuat sebelum diberikan
kepada siswa untuk mengetahui apakah soal yang telah dibuat telah valid dan baik
atau belum. Jadi, hasil tes tersebut dapat digunakan untuk mengukur kemajuan
siswa dan dapat menjadi alat untuk mengetahui prestasi siswa. Para guru juga
sebaiknya memperbaiki soal-soal yang tergolong mudah dan sulit, sehingga guru
dapat mengukur kemampuan siswa dengan benar. Para guru sebaiknya
memperbaiki soal yang jelek dan membuang soal yang tidak baik, untuk
mendapatkan cara yang tepat dalam membedakan antara siswa yang pandai dan
kurang pandai.
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TABLE OF CONTENTS
Page
COVER ............................................................................................................. i
LOGO ................................................................................................................ ii
TITLE ............................................................................................................... iii
MOTTO AND DEDICATION ........................................................................ iv
ADVISORS’ APPROVAL .............................................................................. v
EXAMINERS’ APPROVAL ........................................................................... vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ...................................................................................................... ix
ABSTRAK ........................................................................................................ xi
TABLE OF CONTENTS ................................................................................. xiii
LIST OF TABLES ........................................................................................... xvi
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I INTRODUCTION
1.1.Background of the Research ........................................................................ 1
1.2.Statement of the Problems ........................................................................... 3
1.3.Objective of the Research ............................................................................ 4
1.4.Significance of the Research ........................................................................ 4
1.5.Scope of the Research .................................................................................. 5
1.6.Operational Definition ................................................................................. 5
CHAPTER II REVIEW TO RELATED LITERATURE
2.1. Evaluation ................................................................................................... 8
2.2. Test .............................................................................................................. 8
2.3. Types of Test ............................................................................................... 9
2.3.1 Types of Test According to the Educational Uses or Purposes ................. 9
2.3.2. Types of Test According to the Test Maker.............................................. 10
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2.4. The Characteristics of a Good Test ............................................................. 11
2.4.1. Validity ...................................................................................................... 12
2.4.2. Reliability .................................................................................................. 13
2.4.3. Practicality................................................................................................. 14
2.5. Index of Difficulty ....................................................................................... 14
2.6. Discrimination Power .................................................................................. 15
2.7. Types of Test Items ..................................................................................... 15
2.8. Backwash Effect .......................................................................................... 18
2.8. Review of Previous Research ...................................................................... 18
2.9. Theoretical Framework ............................................................................... 19
CHAPTER III METHOD OF THE RESEARCH
3.1. Design of the Research ................................................................................ 21
3.2. Data and Data Source .................................................................................. 21
3.3. Data Collecting ............................................................................................ 21
3.4. Data Analysis .............................................................................................. 22
3.4.1. Analyzing the Face Validity...................................................................... 22
3.4.2. Analyzing the Content Validity ................................................................ 23
3.4.3. Analyzing the Index of Difficulty ............................................................. 24
3.4.4. Analyzing the Discrimination Power ........................................................ 26
CHAPTER IV FINDING OF THE RESEARCH
4.1. Face Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus ..................................................................................... 27
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4.2. Content Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus ..................................................................................... 34
4.3. Index of Difficulty ....................................................................................... 37
4.4. Discrimination Power .................................................................................. 41
CHAPTER V DISCUSSION
5.1. Face Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus ..................................................................................... 45
5.2. Content Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus ..................................................................................... 61
5.3. Index of Difficulty ....................................................................................... 69
5.4. Discrimination Power .................................................................................. 72
CHAPTER VI CONCLUSION AND SUGGESTION
6.1. Conclusion .................................................................................................. 76
6.2. Suggestion ................................................................................................... 77
REFERENCES ................................................................................................. 79
APPENDICES .................................................................................................. 80
STATEMENT ................................................................................................... 128
CURRICULUM VITAE .................................................................................. 133
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LIST OF TABLES
Table Page
3.1 Table for analysis the face validity ........................................................... 23
3.2 Table for analysis the content validity ...................................................... 24
4.1 The Face Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus .................................................................................. 27
4.2 Content Validity of Teacher- Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus .................................................................................. 34
4.3 The Index of Difficulty on Teacher - Made English Mid- Term Test
for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus .................................................................................. 38
4.4 The Discrimination Power of Teacher- Made English Mid- Term
Test for Twelfth Grade Students of the Odd Semester 2012/ 2013
of SMK N 1 Kudus .................................................................................. 42
5.1 The Number of Students Who Can Answer the Difficult Items
Correctly for Office Administration 1‟ Class .......................................... 71
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LIST OF APPENDICES
Appendix Page
1. The Test Paper of Teacher- Made English Mid- Term Test for Twelfth
Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus ...... 80
2. Key Answer of Teacher- Made English Mid- Term Test for Twelfth
Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus ...... 90
3. Answer Sheets of the Students in Office Administration 1 ........................ 91
4. The Analysis of English Mid- Term Test ................................................... 123
5. The syllabus of English for The Twelfth Grade Students of the Odd
Semester of SMK N 1 Kudus .......................................................................... 124