Skripsi 3 Difficulty Analysis

AN ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST ON
DIFFICULTY LEVEL AND DISCRIMINATING POWER
(A Case Study of the First Grade Students of 3 State Junior High School of Tangerang Selatan)
Written By:
Dwi Ciptaningrum
109014000051
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
DEPARTEMEN AGAMA No. Dokumen : FITK-FR-AKD-089
UIN JAKARTA FORM (FR) Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
ABSTRACT
NINGRUM, DWI CIPTA. 2014, An Item Analysis of English Summative Test on

Difficulty Level and Discriminating Power (A Case Study of the First Grade Students
of Junior High School of 3 Tangerang Selatan), Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State
Islamic University Jakarta.
Key words: Item Difficulty Level, Item Discriminating Power, Summative Test
This study is purposed to measure the difficulty level and the discriminating
power of the English summative test for the first grade of SMPN 3 Tangerang Selatan
at odd semester 2013/2014 academic year. Furthermore, this study is conducted to
analyze the test items whether it is included in easy, moderate, or difficult items and
whether the items are able to discriminate the upper and the lower group of students.
This study is categorized as a qualitative research by using the descriptive
analysis because the writer describes the difficulty level and discriminating power by
analyzing the test items of the English summative test. This research is also supported
by some numerical data which are analyzed statistically by using Anates Program
and manual counting. The writer takes 92 students’ answer sheets as the data which
are divided the students into three groups: upper, middle, and lower group by
arranging the students’ score from the highest till the lowest scores. But the writer
only takes 27% (25 students) from the upper and the lower group of students to be
analyzed.
The findings of this study are moderate level with the result 0.69 index of
difficulty and the test also has the result 0.38 index of discriminating power so it is
included in good quality. So, the English summative test of the first grade of SMPN 3
Tangerang Selatan at odd semester 2013/2014 academic year has good qualities in
term, moderate level of difficulty and good quality of discriminating power.
i
ABSTRAK
NINGRUM, DWI CIPTA. 2014, An Item Analysis of English Summative Test on

Difficulty Level and Discriminating Power (A Case Study of the First Grade Students
of Junior High School of 3 Tangerang Selatan), Skripsi, Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Kata kunci: Tingkat Kesukaran Butir Soal, Daya Pembeda, Tes Sumatif
Penelitian ini bertujuan untuk mengukur tingkat kesukaran soal dan daya
pembeda pada tes sumatif bahasa inggris untuk tingkat pertama di SMPN 3
Tangerang Selatan pada semester ganjil tahun akademik 2013/2014. Terlebih lagi,
penelitian ini dilakukan untuk menganalisa butir soal apakah tergolong dalam butir
soal mudah, sedang, atau sulit dan apakah butir soal tersebut dapat membedakan
siswa yang berkemampuan tinggi dan berkemampuan rendah.
Penelitian ini dikategorikan sebagai penelitian kualitatif dengan menggunakan
analisis deskriptif, penulis mendeskripsikan tingkat kesukaran soal dan daya pembeda
dengan menganalisa tiap soal pada tes summatif bahasa inggris. Penelitian ini juga
didukung oleh beberapa data numerik yang dianalisa secara statistik. Dalam
penelitian ini, penulis hanya menggunakan 92 lembar jawaban siswa sebagai data
yang dibagi menjadi tiga kelompok siswa: kelompok pandai, sedang, dan kurang
pandai dengan menyusun skor siswa mulai dari yang paling tinggi hingga yang paling
rendah. Tetapi penulis hanya menggunakan 27% (25 siswa) dari kelompok siswa
yang pandai dan kurang pandai untuk di analisa.
Hasil dari penelitian ini adalah berada pada tingkat kesukaran yang sedang
dengan indeks 0.69. dan tes tersebut juga mempunyai hasil indeks sebesar 0.38 pada
daya pembeda maka hasil tersebut termaksud dalam kualitas yang baik. Maka, tes
sumatif bahasa Inggis pada tingkat pertama SMPN 3 Tangerang Selatan pada
semester ganjil tahun ajaran 2013/2014 mempunyai kualitas yang baik dalam hal
tingkat kesukaran yang sedang dan daya pembeda yang baik.
ii
ACKNOWLEDGEMENT
In the name of Allah, the most Beneficent, the most Merciful
First of all, praise and gratitude be to Allah, Lord of the world Who has given
the Blessing to the writer, so that this “Skripsi” could be finished completely. Then,
Peace and Salutation be upon our prophet Muhammad, his families, composing, and
his followers.
Grateful thanks also to her beloved families, special for her parents Mr. Tirsan
and Mrs. Semirah, then her two brothers Eko Cahyo Prihartono, S. Sos. and Tri
Ahmad Nur who have prayed and supported to the writer in finishing this “Skripsi”.
Also the writer would like to express her greatest thanks and gratitude to:
1. Mrs. Nida Husna, M.Pd., M.A. TESOL as the first advisor and Mr. Dadan
Nugraha, M.Pd. as the second advisor who had kindly spent their time and
knowledge to give valuable advice, guidance, correction, and suggestion in
finishing this “Skripsi”.
2. Mr. Drs. Syauki, M.Pd. and Mr. Zaharil Anasy, M. Hum. as the Head and the
Secretary of English Education Department
3. Mr. H. Maryono, S.E, M.MPd. as the Headmaster and all of the teachers in
SMPN 3 Tangerang Selatan who had given the writer allowed in taking the
sample and supports to finishing her “Skripsi”.
4. Mrs. Dr. Farida Hamid, M.Pd. as an academic advisor for class B of English
Education Department 2009/2010 academic year
5. All lecturers of English Education Department who had given their
knowledge, experience, and guidance to the writer during her study in the
Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif
Hidayatulah Jakarta.
iii
6. Mrs. Nurlena Rifa’i, M.A., Ph.D. as the Dean of Faculty of Tarbiyah and
Teachers’ Training
7. All friends, class B or Bees especially in English Education Department for
their time for sharing and supports in accomplishing this “Skripsi”.
8. Finally, the writer must thank to staffs of the Main Library of State Islamic
University Syarif Hidayatulah Jakarta and Library of the Faculty of Tarbiyah
and Teachers’ Training. Thanks for providing the sources to fulfill the
references of the writer’s writing.
May Allah the Almighty bless the all, So Be It.
Finally, the writer realizes that this “Skripsi” is still far from being perfect. So,
the constructive criticism and suggestion would be welcomed to make it better.
Jakarta, September 30th, 2014
The Writer
iv
TABLE OF CONTENTS
ABSTRACT .................................................................................................. i
ABSTRAK ................................................................................................... ii
ACKNOWLEDGEMENT .......................................................................... iii
TABLE OF CONTENTS ............................................................................ v
LIST OF TABLES ...................................................................................... viii
LIST OF APPENDIXES ............................................................................ ix
CHAPTER I: INTRODUCTION .............................................................. 1
A. Background of Study ....................................................... 1

B. Identification of Problem ................................................ 4
C. Limitation of Problem ...................................................... 4
D. Formulation of Problem .................................................. 5
E. Objective of Study ........................................................... 5
F. Significance of Study ...................................................... 5
CHAPTER II: THEORETICAL FRAMEWORK .................................. 6
A. Summative Test................................................................ 6
1. Definition of Summative Test .................................. 6
2. Criteria of Good Test in Summative Test ................ 8
a. Validity............................................................... 8
b. Reliability ........................................................... 8
c. Practicality.......................................................... 9
3. Types of Test Item in Summative Test .................... 9
a. Objective Test .................................................... 9
1) True-False .................................................... 10
2) Multiple-Choice ........................................... 10
v
3) Completion ................................................... 11
4) Matching ...................................................... 12
b. Subjective Test ................................................... 13
a) Essay Test .................................................... 13
b) Types of the Essay Test................................ 15
1. Extended Response Type ....................... 15
2. Restricted Response Type ...................... 15
B. Item Analysis ................................................................... 16
1. Definition of Item Analysis........................................ 16
2. Kinds of Item Analysis .............................................. 17
a. Level of Difficulty................................................ 17
b. Discriminating Power........................................... 20
c. The Effectiveness of Distractor ............................ 22
3. The Difficulty Level and Discriminating Power ........ 23
4. The Importance of Item Analysis ............................... 25
C. Previous Studies ............................................................... 27
D. Thinking Framework ....................................................... 29
CHAPTER III: RESEARCH METHODOLOGY ................................... 30
1. Place and Time of the Research ....................................... 30

2. Method of the Research ................................................... 30
3. Population and Sample..................................................... 30
4. Technique of Data Collecting .......................................... 31
5. The Instrument of the study ............................................. 31
6. Technique of Data Analysis ............................................. 31
CHAPTER IV: RESEARCH FINDINGS ................................................. 34
A. Data Description............................................................... 34
B. Data Analysis ................................................................... 34
C. Data Interpretation ........................................................... 40
vi
CHAPTER V: CONCLUSION AND SUGGESTIONS ......................... 43
A. Conclusion ....................................................................... 43
B. Suggestions ...................................................................... 43
BIBLIOGRAPHY
APPENDIXES
vii
LIST OF TABLES
Table 2.1 The rank scale of Level of Difficulty ............................................... 20

Table 2.2 The classifications of the index of Discriminating Power ............... 22
Table 3.1 The rank scale of Level of Difficulty ............................................... 33
Table 3.2 The classifications of the index of Discriminating Power ............... 33
Table 4.1 The Group Position Based on the Test Result ................................ 44
Table 4.2 Format of Item Analysis of the English Summative Test ............... 47
Table 4.3 Classification of Items Based on the Proportion of Difficulty
Level................................................................................................. 51
Table 4.4 Classification of Items Based on the Proportion of
Discriminating Power ..................................................................... 52
viii
LIST OF APPENDIXES
Appendix 1: The Group Position Based on the Test ....................................... 44

Appendix 2: Format of Item Analysis of the English Summative Test .......... 47
Appendix 3: Classification of Items Based on the Proportion of
Difficulty Level .......................................................................... 51
Appendix 4: Classification of Items Based on the Proportion of
Discriminating Power .................................................................. 52
Appendix 5: The English Summative Test Paper ........................................... 53
Appendix 6: The Answer Key of the English Summative Test ..................... 60
Appendix 7: Table of Students’ Answer Sheet of the Upper Group ............... 61
Appendix 8: Table of Students’ Answer Sheet of the Lower Group .............. 62
Appendix 9: Students’ Answer Sheet paper
ix
CHAPTER I
INTRODUCTION
A. Background of the Study

Evaluation is very important in the process of teaching and learning to know
the condition and the result of those in the continual time. Based on“Pasal 58 ayat
(1) UU RI No. 20 Tahun 2003 tentang Sisdiknas, yang menyatakan bahwa evaluasi
hasil belajar peserta didik dilakukan oleh pendidik untuk memantau proses,
kemajuan dan perbaikan hasil belajar peserta didik secara berkesinambungan.” 1
Based on the section of 58, verse (1) The Law of Republic of Indonesia Number 20,
years of 2003 about Sisdiknas (System of National Education) “The evaluation of the
result of student learning which is conducted by the teacher to observe the process,
the progress and revision the result of the student learning continually”.
In line with the statement above, evaluation is conducted by the teacher in
periods of time within the process of teaching and learning. Its purpose is to give
information whether the teaching and learning have succeeded or not. On the other
hand, the teacher will know the weakness of the teaching in the classroom so the
teacher will revise his or her teaching, arranging the lesson planning, giving
assignment, and controlling the classroom well. As Paulina Rea and Kevin Germaine,
they state, “Evaluation is an intrinsic part of teaching and learning. It is important for
the teacher because it can provide a wealth of information to use for the future
direction of classroom practice, for the planning of courses, and for the management
of learning tasks and students.”2 So, the teacher can get the information about the
success of the teaching and learning process because test is one of the ways of
1
M. Sukardi, Evaluasi Pendidikan Prinsip & Operasionalnya, (Jakarta: PT Bumi Aksara,
2011), p. 12.
2
Paulina Rea and Kevin Germaine, Evaluation, (New York: Oxford University Press, 1992),
p. 3.
1
2
evaluation. It can be known from the amount of the correct answer of the test, if many
test items can be answered by the students correctly, it can be concluded that the
teacher has succeeded in the teaching and learning process.
According to Rebecca M. Valette states, “Through tests the teacher can
evaluate the effectiveness of a new teaching method, of a different approach to a
difficult pattern, or of new materials.”3 Therefore, “the classroom test is concerned
with evaluation for the purpose of enabling teachers to increase their own
effectiveness by making adjustments in their teaching to enable certain groups of
students or individuals in the class to benefit more.”4
Talking about test, there are some tests which can determine the student’s
competence grades in the past of the learning activities in the classroom, one of the
tests is achievement test. There are four types of achievement test which are very
commonly used by teachers in the classroom: placement, formative, diagnostic, and
summative test.5 The type of the achievement test which often used by the teacher to
evaluate the successfulness his or her teaching and learning in the classroom is
summative test.
The summative test is used in the end of the courses of instruction to know the
students’ performance grade whether they have already mastered all of the materials
which they have reached while the teaching and learning process. Absolutely, in the
summative test has to represent all of the topics which have taught by the teacher.
3
Rebecca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich,
Inc., 1977), p. 5.
4
JB. Heaton, Writing English Language Tests, (London: Longman Group UK Limited, 1988),
p. 6.
5
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan
dan Kebudayaan, 1988), p. 7.
3
Therefore, in making a test the teacher should have some criteria of good test.
It means that, all good tests must have three qualities: validity, reliability, and
practicality.6
Besides the three qualities, the test must also has a good difficulty level and
an effective discriminating power because the difficulty level will give the
information about the percentages of easy, moderate, and difficult items whereas
discriminating power also will give the information about the effectiveness of each
item whether the test item is able to differentiate the high students performance and
the low students performance. Therefore, both of them can be analyzed by using item
analysis.
According to J. Stanley Ahmann and Marvin D. Glock in their book about
item analysis:
“Item analysis usually concentrates on two vital features; level of
difficulty and discriminating power. The former means the percentage
of pupils who answer correctly each item; the latter the ability of the
test item to differentiate between pupils who have done well and those
who have done poorly.”7
Based on the statements above, the writer would like to explain her problem
while she was following the teaching practice/PPKT in the first grade of SMP Negeri
3 Tangerang Selatan she found that there were some test items which had not been
taught by the teacher in the English summative of the final test which had been given
on Wednesday, December 11th, 2013 at odd semester 2013/2014 academic year.
According to one of the English teachers at SMP Negeri 3 Tangerang Selatan,
it is not important that in making test items the teacher tested the same materials
which is given to the students, because he believed that it was similar to English
National Examination test in term giving the test items.
6
David P. Harris, Testing English as a Second language, (New Delhi: Tat Mc Graw-Hill
Publishing Company, Ltd), p. 13.
7
J.StanleyAhmann and Marvin D. Glock, Evaluating Pupil Growth, Principles of Tests and
Measurements, (Boston: Allyn and Bason, INC, 1967), p. 184.
4
At one side, the materials taught by the teacher cannot be answered by the
students well especially for the materials that have not been taught, it will be more
difficult.
Based on the fact above, the writer would like to analyze the test by using the
item analysis which is focused only on the difficulty level and the discriminating
power of the English summative test of the first grade in SMP Negeri 3 Tangerang
Selatan. So, the writer will conduct the study under the title “AN ITEM ANALYSIS
OF ENGLISH SUMMATIVE TEST ON DIFFICULTY LEVEL AND
DISCRIMINATING POWER (A Case Study of the First Grade Students of 3
State Junior High School of Tangerang Selatan)”.
B. Identification of the Problem

Based on the background of the study, the writer identifies in some problems:
1. The teacher of the first grade at SMPN 3 Tangerang Selatan believed
that it is not important in making test items used the same materials
given to the students.
2. There are some test items which have not been taught by the teacher in
the English summative test at the final test of odd semester 2013/2014
academic year.
3. The upper group of students cannot answer some items well because
they had not learned the material and the lower group of students can
answer some items only by guessing the answers.
C. Limitation of the Problem

To make clear, the writer limits the problem based on some statements in the
identification that the study is focused only on the difficulty level and the
discriminating power of the English summative test of the first grade students at
SMPN 3 Tangerang Selatan to find out the difficulty level from easy, moderate, and
5
difficult item of the English summative test and the discriminating power to analyze
whether the test items can differentiate the upper and lower of students.
D. Formulation of the Problem

Based on identification and limitation of the problems, the writer conducts an
item analysis to find out the percentages of difficulty level then whether the test items
can differentiate the upper and lower of students. So, the writer formulates the
problem as follow: “Does the English summative test for the first grade students at
SMP Negeri 3 Tangerang Selatan have a good quality of the difficulty level and the
discriminating power?”
E. Objective of the Study

The objective of the study is to find out the difficulty level from easy,
moderate, and difficult items and the discriminating power of the English summative
test whether each item can differentiate the upper and lower group of students which
is tested of the first grade at SMPN 3 Tangerang Selatan in the first semester
2013/2014 academic year.
F. Significance of the Study

The first of all, the result of the study to give clear description to the reader
about the quality of the English summative test of the first grade at SMPN 3
Tangerang Selatan, especially in the percentages the easy, moderate, and difficult test
items then to analyze whether the test items can differentiate the upper and the lower
of students.
The second, the writer hopes that the result of the item analysis can be benefit
for English teachers or the test makers to improve their competences to make a good
test items and also to improve their teaching and learning in the classroom.
Finally, the study can be used to previous study of an analysis of difficulty
level and discriminating power to give easier to the other researchers.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer tries to give the clear description of theoretical
framework which explains the definition of summative test, categories of good
summative test, types of the test item in summative test, the definition of item
analysis, kinds of the item analysis, and the importance of the item analysis.
A. Summative Test
1. The Definition of Summative Test
Before talking about summative test, the writer wants to elaborate first the
meaning of the test. Many experts have stated about some definitions of the test,
according to Antony J. Nitko in his book, Educational Tests and Measurement: An
Introduction, he writes test is defined as “a systematic procedure for observing and
describing one or more characteristics of a person with the aid of either a numerical
scale or category system.”1
Another opinion, test is a technique or way consisting of some questions,
statements, or tasks that are delivered to students in term of measuring their
performance or behavior.2 To support, Wilmar Tinambunan, said that “a test is a set
of questions, each of which has a correct answer, that examinees usually answer
orally or in writing.”3
Based on the definitions above it can be concluded that, test is a utility to
collect the information about students‟ performances in term of a set of some items
1
Antony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:
Marcourt Brace Jovanovich, Inc, 1983), p.6.
2
Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT. Remaja Rosda karya, 2009), p. 118.
3
WilmarTinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan
dan Kebudayaan, 1988), p. 3.
6
7
such as questions, statements in orally or writing by using category system such as a

scoring.
Talking about the summative test, actually it is one of the types of the
achievement test. The achievement test itself including in the test which can
determine the student‟s competent grades in the past of the learning activities in the
classroom. The type of the achievement test which often used by the teacher to
evaluate the successfulness his or her teaching and learning in the classroom is
summative test.
According to WilmarTinambunan in his book, “the summative test is intended
to show the standard which the students have now reached in relation to other
students at the same stage. Therefore it typically comes at the end of a course or unit
of instruction.”4
To support the statement above, the summative test is given at the end of a
marking period and measures the “sum” total of the material covered. On this type of
a test, students are usually ranked and graded.5The summative test is given in the end
because it comes at the end of a course (or unit) of instruction. It is designed to
determine the extent to which the instructional objectives have been achieved and is
used primarily for assigning course grades or certifying pupil mastery of the intended
learning outcomes.6
It means that summative test is tested in the end of a course to know the
students‟ competence from all the materials which have been taught by the teacher.
4
Ibid, p. 9.
5
Rebecca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich,
Inc., 1977), p. 11.
6
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillan
Publishing Company, 1985), p. 12.
8
2. Categories of Good Test in Summative Test

Actually, the summative test has to represent all the materials which have
been taught by the teacher. So, the teacher should have some criteria of good
summative test. Those are validity, reliability, and practicality.
a. Validity
According to Wilmar Tinambunan, “Validity refers to the extent to which the
results of an evaluation procedure serve the particular uses for which they are
intended. Thus, the validity of the test is the extent to which the test measure what is
intended to measure.”7
It can be concluded that the test will be useful if the test is able to measure
what is intended to measure to know the quality of the test. It means that the test
items in the summative test, the test maker must give the materials which are covered
as a category of good test.
b. Reliability
The second criteria of good test are reliability. It is measured by a correlation
between the scores of the same set of students on two consecutive administrations of
the test.8 It can be supported by Herbert and William that, “reliability refers to the
degree to which the measurements yielded by a test are consistent or stable.”9
It means that, if the test has been tested more than once in the same student in
the different time but the score does not really different or change drastically with the
score before it means the test can be called reliable. Another opinion, result of the
score of the test not only stable but also dependable means show of the readiness of a
test, and predictable that is the test is able to predict the next the result.
Heaton states that there are five factors affecting reliability of the test. The
first is the extent of the sample of material selected for testing, the second is the
7
Wilmar Tinambunan, op.cit., p. 11.
8
Robert Lado, Language Testing, (New York: McGraw-Hill Book Company, 1964), p.31.
9
Herbert J. Klausmeier and William Goodwin, Learning and Human Abilities, 2nd Ed., (New
York: Harper & Row, Publisher, 1961), p. 585.
9
administration of the test, the third is the instruction, the fourth is personal factors
such as motivation and illness, the last is about the scoring the test.10
c. Practicality
Practicality, the third criteria of a good test can be called as usability. In this
case the teacher or the test maker in making a test should be consideration some
practical such as economy, scoring, and interpretation. As Douglas Brown said in his
book, “a good test is practical. It is within the means of financial limitations, time
constraints, ease of administration, and scoring and interpretation.” 11 It means that
there are some factors which are considered before make a test.
According to Wilmar said, “before administering a test, some factors about
the administration and the test itself must be carefully considered.” 12 It can be
concluded that before the test is used, the test maker has think of the some
consequences of the usability the test itself, such as scoring procedure in order to
easier the teacher to calculate the result of the test, in giving the test item in a test, and
so on.
3. Types of Test Item in Summative Test

Besides the categories of the summative test, in that test there are some kinds
of the types of the test items. Those are:
a. Objective Test
This test can be called objective if the answers of the test have only one the
correct answer as a key of the test item. In this test the students have choose one
correct answer from some choices which provided by the teacher. In giving the
scoring of objective items requires much less time than the scoring of essay items.
10
J.B.Heaton, Writing English Language Tests, (New York: Longman, 1988), p. 162-163.
11
H. Douglas Brown, Teaching by Principles, (New York: Addison Wesley Longman, Inc.,
2001), p. 386.
12
Wilmar Tinambunan, op. cit., p. 23.
10
With its objectivity, objective items can be accurately scored with little if any dispute
about the correctness of response.
According to Zainal Arifin‟s book, “There are many varieties of there new
test, but four kinds are in most common use, true-false, multiple-choice, completion,
matching.”13
1) True-False
Based on Jum C. Nunnally, “The popularity of the true-false item is probably
due to the ease with which such items can be composed. It is usually easy to make up
many such items in a relatively short period of time.” 14 Besides that, James Dean
Brown and Thom Hudson, in their book “requires student to respond to the language
by selecting one of two choices, for instance, between and true and false or between
correct and incorrect.”15
To sum up, in true-false the students are able to answer the statement with
true or false by short of time. Then the function of this test is to measure the
competence of the student to differentiate between the fact with the opinion. In
addition, the teacher not only provides question or statement in this test but also
possible to give the picture, diagram, or table.
2) Multiple-Choice
The multiple-choice is the most popular in types of test because of the
multiple-choice often is used in many kinds of objective test. To support the
statement above, William states in his book, that “by far the most popular type of
13
Zainal Arifin, op. cit., p. 135.
14
Jum C. Nunnally, Educational Measurement and Evaluation, (New York: McGraw-Hill,
Inc., 1964), p. 160.
15
James Dean Brown and Thom Hudson, Criterion-Referenced Language Testing,
(Cambridge: Cambridge University Press, 2002), p. 66.
11
objective item is that in which the student is required to choose one alternative
response to a problem or question.”16
An additional, “A multiple-choice item is an item that presents a statement
(called the stem) and the student is required to select one of two or more (usually
more) options that correctly completes the statement or correctly answers the problem
posed in the statement.”17 Similarly, a multiple-choice item consists of one or more
introductory sentences followed by a list of two or more suggested responses from
which the examinee chooses one as the correct answer.18
Above all, it can be concluded that in multiple-choice item consist of two
parts, the question or statement it can be called as a stem and some choices which
included as the correct answer, the most correct answer and the distractors, or it can
be called as option. The form of the option is possible consist of words, numbers, or
statements.
For instance:
There is a stem:
Who is the boy in the text above?
and a number of options – one of which is correct, the others being distracters:
A. John B. Peter C. Smith D. George
3) Completion
The completion item is a written statement which requires the examinee to
supply the correct word or short phrase in responses to an incomplete sentence, a
question or a word association.
16
William Wiersma and Stephen G. Jurs, Evaluation of Instruction in Individually Guided
Education, (California: Addison-Wesley Publishing Company, 1976), p. 169.
17
Ibid, p. 200.
18
Anthony J. Nitko, op. cit., p. 190.
12
Actually, this item effectively to test the students‟ knowledge such as the
definition, names of country, and so on. 19 To support, “Usually, completion items
require the testees to supply a word or a short phrase.”20 An example, in reading text
of the summative test the teacher provides incomplete sentence or statement then the
students have to fill the correct answer in the blank of that sentence or statement. For
instance:
The author was surprised to meet Dr Short ……………..
That item consists of blank to complete the sentence or statement which based
on the text with one words or short phrase.
4) Matching
The matching item commonly appears in a two-column-format although
variations on this format can be used. The two columns of a matching item are
commonly called the premises and responses. Matching items lend themselves well to
testing a knowledge of relationships or definitions.21
It means, there are many kinds of matching form, it begins from the premises
it can be list of definitions, antonym, or synonym then the responses consist of the list
of choices of the best or the appropriate answer. Usually, the answers consist more
than the questions.
Besides that, Jum C. Nunnally in his book, he states that, “Students are asked
to write in the blank space the letter corresponding to the option on the right which
matches the item on the left. The major advantage of the matching item is that a
considerable amount of material can be presented in a short space.”
19
20
J.B. Heaton, op. cit., p. 124.
21
William Wiersma, op. cit., p. 209.
13
b. Subjective Test
In subjective test, the students have to answer the question based on their
knowledge which have they got using their words to their writing. Talking about
giving score of the subjective test, the teacher will score the answer based on the
students‟ answering, whether it is simple or complex answering and of course it
depends on the teacher‟s subjectivity. According to Arthur, in his book, “If judgment
is called for, the scoring is said to be subjective.”22
Also, the students‟ answering not only focuses of true or false answer but also
it depends of complete or incomplete answer. At this point, the teacher also will know
the competence of their students from as far as they mastered the materials which
have given by the teacher.
a) Essay Test
The type of essay item the students supply their answer rather than choose the
correct answer. To support, “the essay-type question requires the examinee to read
the question, formulate his response and express the response in his own words.”23 It
means that the students are given a freedom to express their idea to answer the
question.
In addition, J. Stanley Ahmann and Marvin D. Glock, “an essay test item
demands response composed by the pupil, usually in one or more sentences, of a
nature that no single response or pattern of responses can be judged subjectively only
by one skilled and informed in the subject, customarily the classroom teacher.”24
22
Arthur Hughes, Testing for Language Teachers…, p.19.
23
Ibid, p. 56.
24
J. Stanley Ahmann and Marvin D. Glock, Educating Pupil .., p. 157.
14
Furthermore, the essay test usually consists of questions beginning with or

including such directions as discuss, explain, outline, evaluate, define, compare,
contrast, and describe.25
For instance:
Explain the differences between narration and recount text!
Therefore, there are some the advantages of the essay questions, those are:
1. The essay item is the most effective in assessing complex learning outcomes.
2. Constructing essay questions is relatively easy.
3. The possibility of guessing is minimized.
4. Constructing essay questions require less time.26
Besides that, essay test have some limitations, they are:

1. It would probably be discarded entirely as a measuring instrument did it not
measure significant learning outcomes that cannot be measured by other
means.
2. Unreliability of the scoring.
3. The amount of time required for scoring the answers.
4. The limited sampling they provide.27
25
Victor H. Noll, Introduction to Educational Measurement, (Boston: Houghton Mifflin
Company, 1965), p. 131.
26
Ibid, p. 87-88.
27
Norman E. Gronlund & Robert L. Linn, Measurement and Evaluation in Teaching 6 th Ed.,
(New York: Macmillan Publishing Company, 1990), p. 216-217.
15
b) Types of the Essay Test

Based on the amount of freedom of response, the essay test can be divided
into two forms, those are:28
1. Extended Response Type
In this type, the students have a freedom to express their argument which
based on their competence, so they can begin from the definition first then the
example and the opposite, on the other hand, it can be called deductive and inductive
text. But the teacher also has the criteria of the scoring of the students‟ answering
which based on the question.
According to Wilmar, “In the Extended Response Type Test, the pupil is
given almost complete freedom in making his response.”
For example:
“Describe what you think should be the contribution of „Psycholinguistics‟ to the
improvement of language testing. Include those examples discussed in class”.29
2. Restricted Response Type

In the Restricted Response Type, the test item provides the specific problems
and more structure. Although, they have a freedom to supply their ideas into their
writing but the students have to answer systematically based on the question.
In addition, “The restricted response question usually limits both the content
and the response. The content is usually restricted by the scope of the topic to be
discussed. Limitations on the form of response are generally indicated in the
question”.30
28
29
Ibid.
30
Norman. op. cit., p. 212.
16
B. Item Analysis
1. Definition of Item Analysis
According to Anthony J. Nitko in his book states, “Item analysis refers to the
process of collecting, summarizing and using information about individual test items,
especially information about pupils‟ responses to items.”31
It can be concluded that analyzing the test item is important because it will
give information for teachers, students, on how to process the teaching and learning
well. Besides that, the teacher will know the quality of the test item and the
effectiveness of the teaching instruction.
To support, “the feedback on individual items can help the instructor to
identify points or concepts that are in need of review and further instruction.” 32 It
means that, the teacher will get the feedback of the progressing and revising of the
teaching and learning also the test items itself in order to the teacher can provide a
good test items in the next exam.
At one site, “Item analysis usually concentrates three vital features: level of
difficulty, discriminating power, and the effectiveness of each alternatives. Thus, item
analysis information can tell us if an item was too difficult or too easy, how well it
discriminated between high and low scores on the test, and whether all the
alternatives functioned as intended.”33
In the same way, item analysis tells us basically three things:

1. how difficult each item is,
2. whether or not the question “discriminates” or tells the difference between
high and low students, and
31
Anthony J. Nitko, op. cit., p.284.
32
Kenneth D. Hopkins, Educational and Psychological Measurement and Evaluation (eight
edition), (University of Colorado, Boulder: Allyn & Bacon, 1998), p. 254.
33
17
3. which distracters are working as they should.34
An additional, Lyle F. Bachman, states that, “to conduct an item analysis (IA)
by hand, we first arrange the scored test papers or answer sheets in order from the
highest score to the lowest score. Next, we separate the papers into upper and lower
groups, according to their total test scores. In order to optimize these two objectives,
for large group (i.e. 100 or larger) we would choose the upper and lower 27 percent,
while for small groups, we would typically choose the upper and lower one-third.”35
2. Kinds of Item Analysis

a. Level of Difficulty
In this kind of item analysis, level of difficulty have many other names, those
are: item facility, item difficulty, item easiness, p-value, or it can be marked by IF.
According to Heaton, “The index of difficulty (or facility value) of an item simply
shows how easy or difficult the particular item proved in the test.”36
In the level of difficulty, there are three kinds of difficulties, it from easy,
moderate, and difficult item. Actually, a good test item in summative test should have
a certain level of difficulty it is not too difficult or too easy. If the test item is
answered correctly by many students, it means the test item is easy and on the
contrary.
Also, the advantage for students to know the level of difficulty in a test is it
can be seen from the psychology of the students because after they know there are
three kinds of difficulties from easy, moderate, and difficult the students are
motivated because still there is easy item in the test and for the difficult item the
students are going to prepare more intensive to follow the test.
34
Harold S. Madsen, Techniques in testing, (New York: Oxford University Press, 1983),
p.180.
35
Lyle F. Bachman, Statistical Analyses for Language Assessment, (Cambridge: Cambridge
University Press, 2004), p. 123.
36
J.B. Heaton, op. cit., p. 178.
18
According to Kathleen M. Bailey, difficulty level is “an index of how easy an

individual item was for the people who took it. I.F. is a number, typically printed as a
decimal, ranging from 0.0 to 1.0. It represents the proportion of people who got the
item right (out of all the people who took the test).”37
The formula of the difficulty level of each item in large group is stated below:38
FV = or FV =
In which:
FV : The index of difficulty
R : The number of correct answers
N : The number of students taking the test
U : Upper half
L : Lower half
n : Number of candidates in one group
To calculate the difficulty level in short-answer item, ZaenalArifin states as

follows:39
37
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and
Directions, (New York: Heinle & Heinle Publishers, 1998), p. 132.
38
J.B. Heaton, loc. cit.
39
Zainal Arifin, loc. cit.
19
The next step, the writer tried to find out the difficulty level of all items in the
English Summative Test for the first grade of SMPN 3 Tangerang Selatan at odd
semester academic year 2013/2014 by using the following formula:40
In which:
P : The difficulty level of all items
B : The total number of difficulty level of each item
∑ : Sigma (Total)
N : The total number of test items
The scale of the difficulty level of all test items ranged from 0.00 to 1.00. It
can be interpreted in the rank scale of difficulty level, as follow:
40
Zaenal Arifin, loc. cit., p. 272.
20
Table 2.1
The rank scale of Level of Difficulty41
P Interpretation
< 0.30 Difficult
0.30 – 0.70 Moderate
> 0.70 Easy
From the rank scale above, it shows the easiness and the difficultness of test
items. So, the teacher will know the difficulty level of each test item in the
summative test.
b. Discriminating Power
According to J. Stanley Ahmann and Marvin D. Glock, “the discriminating
power of a test item is its ability to differentiate between pupils who have achieved
well (the upper group) and those who have achieved poorly (the lower group).”42
Normally, the upper group will be able to answer the question well rather than
the low group. The index of discriminating power is recognized by proportion if the
proportion is high it means that the test item is included in good test item because it
can discriminate the upper and lower group.
As stated by Kenneth D. Hopkins, items that yield a discrimination index of
.30 or more are relatively good in distinguishing between knowledgeable and less
knowledgeable examinees.43.
The maximum size of the index is + 1.00 and the minimum size is – 1.00. Any
negative value means that the test item discriminates-to some degree-in the wrong
direction. Hence, the discriminating power of the test item is unsatisfactory. Positive
41
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2006),
p. 208op. cit., p. 210.
42
J. Stanley Ahmann and Marvin D. Glock, op. cit., p. 187.
43
Kenneth D. Hopkins, op. cit., p. 257.
21
values show that the test item discriminates in the desired direction, even though it
may not be completely satisfactory.44
At one side, a good test item is it can be answered by upper group correctly
and incorrectly by lower group.
To analyze the index of discriminating power of an item, Wilmar Tinambunan
states the formula as follows:45
D=
In which:
D : The index of item discriminating power
U : The number of pupils in the upper group who answered the item correctly
L : The number of pupils in the lower group who answered the item correctly
N : Number of pupils in each of the groups
Then, to calculate the discriminating power in short-answer item, it can be

used by the formula, as follows:46
X1 X2
T=
2 2
1 2
√( )
44
J. Stanley Ahmann and Marvin D. Glock, op. cit., p. 189.
45
46
22
In which:
X1 : The mean of upper group
X2 : The mean of lower group

2
1 : The total quadrate of individual deviation from upper group
2
2 : The total quadrate of individual deviation from lower group
n : 27% x N (upper and lower group)
Table 2.2
The classifications of the index of Discriminating Power (D) are:47
Index of Discriminating Classifications
Power
0.70 – 1.00 Excellent
0.40 – 0.70 Good
0.20 – 0.40 Satisfactory
≤ 0.20 Poor
Negative value on D Very poor
c. The Effectiveness of Distracter

Based on, Mozaffer and Farhan Jaleel‟s article that, “another important
technique is analysis of distractors, that provides information regarding the individual
distractors and the key of a test item.” 48 It means that, the teacher will know the
ability of the students from the answer which they have chosen.
47
Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006)
p. 389.
48
Mozaffer Rahim Hingorjo & Farhan Jaleel, Analysis of One-Best MCQs: the
Difficulty Index, Discrimination Index and Distractor Efficiency, (Karachi: Journal of Pakistan
Medical Association, 2012), p. 1.
23
Actually, the test item which can be called good quality that is the distractor
will be chosen by students who answer incorrect equally. On the contrary, a poor test
item is the distractor will be chosen unequally. Besides that, the test item will be
called good quality too if many upper group can answer correctly and only a little
lower group can answer correctly.
3. The Difficulty Level and the Discriminating Power

According to J. Stanley Ahmann and Marvin D. Glock, “It has been long
known that the discriminating power of an item is influenced by its difficulty.”49
To support, it also tells how difficult or easy the questions were, the difficulty
index, and whether the questions were able to discriminate between students who
performed well on the test, from those who did not, the discrimination index.50
Logically, after analyzing the level of difficulty the teacher will get
information that it can be known the level of difficulties of each item whether the test
items are included in easy, moderate, or difficult level. Then, from that level of
difficulties the teacher can discriminate the students whether they are included in
upper or lower group.
As an example, based on Zainal Arifin‟s statement, the upper group will be
able to answer the question rather than the lower group.51 So, it can be concluded that
the difficult level only can be answered by the upper group of students and it cannot
be answered by the lower group of students.
So, after analyzing the test items based on the difficulty level it will be better
if the teacher analyzing the discriminating power in the same times and procedures.
Because, in analyzing the test items the teacher not only know the level of difficulties
of those items but also know how well the test items discriminate the upper and lower
group students.
49
J. Stanley Ahmann and Marvin D. Glock, loc. cit. p. 189.
50
Mozaffer Rahim Hingorjo& Farhan Jaleel, loc. cit.
51
24
According to Heaton, “Facility values and the discrimination indices are

usually recorded together in tabular form and calculated by similar procedures.”52
Above all, by analyzing the test items in term difficulty level and
discriminating power, the teacher will know the qualities of the test items whether the
test items have an easy, moderate, or difficult level and a high or low discriminating
power.
To calculate them, it can use the formula as follows:53
FV = or FV =
D =
In which:
FV : The index of difficulty
R : The number of correct answers
N : The number of students taking the test
D : Discriminating index
U : Upper half
L : Lower half
n : Number of candidates in one group
52
J.B Heaton, op. cit., p. 182.
53
Ibid.
25
An additional, difficulty has a bearing on the discrimination value of a test –

that a test which is too hard or too easy will not discriminate between individuals of
different levels of achievement as well as one which is more appropriate for the range
of abilities in the group.54
4. The Importance of Item Analysis

Talking about the importance of the item analysis, it is very important for the
teacher to get much information from the result of the analyzing the items. By the
analyzing, the teacher will know about the achievement of his or her teaching and
learning process in the classroom. Not only the process itself but also the teacher
knows the students‟ performances. It means that, there are so many benefits of the
item analysis.
Based on Anthony J. Nitko, there are six points of the importance of item
analysis, those are:55
1. “Determining whether an item functions as the teacher intends.” In
this book, there are five points about deciding the functioning items which
teacher needs to consider: (a) whether it seems to be testing the intended
instructional objective, (b) whether it is of the appropriate level of difficulty,
(c) whether it is able to distinguish those who have command of the learning
objectives from those who do not, (d) whether the keyed answer is correct;
and (e) (for response-choice items) whether the distractors are functioning.
2. “Feedback to students about their performance and as a basis for class
discussion.” The teacher gets information about the performance of their
students. For example in reviewing the test, the teacher will know the
students‟ errors.
54
Victor H. Noll, Introduction to Educational Measurement, (Boston: Houghton Mifflin
Company, 1965), p. 180.
55
Anthony J. Nitko, op. cit., p. 284-286.
26
3. “Feedback to the teacher about pupil‟s difficulties.” In item analysis

the teacher will know the students‟ problem, it can be seen from the students‟
errors of their answering and the teacher is suggested to take the score more
than one item such as group and individual test in all the topics which has
taught.
4. “Areas for curriculum improvement.” From this statement, item
analysis will give information to conduct the revision of the curriculum.
5. “Revising the items.” By doing the item analysis, teacher can revise
the item from students‟ responses of each item if there are some items which
are revised it just need a few time to revise than make the new item and the
items can be used for the next testing.
6. “Improving item-writing skills.” The teacher should have item-writing
skill in making items in the test and the way to improve the item-writing skill
is to analyze the item from students‟ responses.
In addition, Widdowson said in his book, Language Testing about the item
analysis. It usually provides two kinds of information on items:56
1. Item facility, which helps us decide if the test items are at the right level for
the target group, and
2. Item discrimination, which allows us to see if the individual items are
providing information on candidates; abilities consistent with that provided by
the other items on the test.
56
H.G Widdowson, Language Testing, (Oxford: University Press, 2000), p.60.
27
C. Previous Studies
There are some studies about the difficulty level and the discriminating power
which had conducted by several researchers.
The first, Andrian Dwi Prayoga did an analysis about the difficulty level of
English summative test for the second grade of Junior High School at odd semester
2010/2011 at SMPN 13 South Tangerang. This study was included in quantitative
research because the researcher used some numerical data which were analyzed
statistically. Also, this study was categorized as descriptive analysis because it was
intended to describe the objective condition about the difficulty level of the English
summative test. In this study, the researcher only took 93 students as a sample. The
findings of this study were moderate items had the highest percentages with 66,7 %
followed by difficult items with 20 % and easy items with 13.3 %. Overall, the
difficulty level of the test was moderate level with 0.50 index of difficulty it means
that the test had a good difficulty level.57
The second, Hikmah Lestari did an item analysis about the discriminating
power of English summative test at the second year of SMPN 87 Pondok Pinang.
This study was categorized as a descriptive analysis because it was intended to
describe the objective condition about the discriminating power by analyzing the
quality of English summative test items in discriminating students‟ achievement. This
study was considered as a quantitative research because the researcher used some
numerical data which was analyzed statistically. The researcher only took 60 students
as an ordinal sampling in her study. The findings of this study was the English
summative test which was tested at second grade of SMPN 87 Pondok Pinang had
57
Andrian Dwi Prayoga, An Analysis on the Difficulty Level of English Summative Test for
Second Grade of Junior High School at Odd Semester 2010/2011 of SMPN 13 South Tangerang (A
Case Study at the Second Grade of SMPN 13 South Tangerang), Research Paper at State Islamic
University Syarif Hidayatullah Jakarta. Jakarta, 2011, p. i, unpublished.
28
good discriminating power because there were 35 items ranging from 0.25 until 0.75
(70%) of the test items had fulfilled the criteria of a positive discriminating power.58
The last, Taufan Maulana Firdaus did an analysis about the difficulty level of
English Try out Test of National Examination for Junior High School level at MTs
Pembangunan UIN Jakarta. This study was categorized as a descriptive analysis
because it was intended to describe the difficulty level of the English National
Examination Try out test and it was also considered as quantitative research because
the writer used some numerical data which was analyzed statistically. Then, he only
took 110 students as a sample. The findings of the study that the test had 24 items
(48%) were classified as moderate items, 22 items (44%) were concluded in easy
items, and 4 items (8%) including in difficult items. The index of difficulty of the
whole test items were 0.696. So, the level of difficulty of English Try out Test of
National Examination test for the third grade students of MTs Pembangunan UIN
Jakarta was moderate level.59
Above all, the writer compares those studies to her research that there is a
similarity to the instrument that is in using the summative test. Almost all of the
studies are categorized as a descriptive analysis and considered as quantitative
research because of using the numerical data. But it is different from the writer that
she only uses the qualitative research in her study by using the descriptive analysis
and supported by some numerical data which are analyzed statistically. Then, in
taking sample almost all of the previous studies above using 60 till 110 students‟
answer sheet as a sample. The findings of both of them, Andrian and Topan‟ s study
in term the difficulty level have the same result of the writer‟s research that is
58
Hikmah Lestari, An Item Analysis on Discriminating Power of English Summative Test (A
Case Study of second year of SMPN 87 Pondok Pinang ), Research Paper at State Islamic University
Syarif Hidayatullah Jakarta. Jakarta, 2011, p. i, unpublished.
59
Taufan Maulana Firdaus, An Analysis on the Difficulty Level of English Try out Test of
National Examination for Junior High School Level (A Case Study at MTs Pembangunan UIN
Jakarta), Research Paper at State Islamic University Syarif Hidayatullah Jakarta. Jakarta, 2013, p. i,
unpublished.
29
moderate level and in the Hikmah‟s study that the discriminating power also has the
same result to the writer‟s research result that is good discriminating power.
D. Thinking framework
Evaluation is important in teaching and learning process to know the teacher‟s
successfulness, in term his or her teaching, arranging the lesson planning, giving
assignment, and controlling the classroom. One of the ways to get the information it
can be obtained from the test.
Talking about the test, the teacher often uses the summative test because it is
tested in the end of period of a course to know the students‟ competence whether they
have already mastered all of the materials which have been taught by the teacher or
not. To know all above, it can be conducted by analyzing the test items.
In analyzing the test, it can be conducted by the teacher or the test maker after
tested the test to the students. By analyzing the test items, it will be better if the
teacher analysis the test based on the difficulty level and the discriminating power in
the same times and procedures. Because, in analyzing the test items the teacher not
only know the level of difficulties in term easy, moderate, and difficult items but also
know how well the test items discriminate the upper and lower group students and
whether the test items are able to be used for the next exam.
So, by doing the analyzing the test, it is very useful for teachers, students, and
all of the elements of education to improve the teaching and learning process from a
small things.
CHAPTER III
RESEARCH METHODOLOGY
1. Place and Time of the Research

This research was conducted at SMPN 3 Tangerang Selatan which is located
on Jl. Ir. H. Juanda Ciputat 15412, Tangerang Selatan. The writer conducted this
research by taking the English Summative Test and students’ answer sheets of odd
semester 2013/2014 academic year.
2. Method of the Research

This study is categorized as a qualitative research by using the descriptive
analysis because the writer described the difficulty level and discriminating power by
analyzing the test items of the English summative test of the first grade students of
SMPN 3 Tangerang Selatan. This research is also supported by some numerical data
which are analyzed statistically by using Anates Program and manual counting.
3. Population and Sample

The writer took the data from the first grade students of SMPN 3 Tangerang
Selatan. She only took 92 students’ answer sheets as a purposive sampling.1 Then, the
writer divided the students into three groups: upper, middle, and lower by arranging
the students’ score from the highest till the lowest scores. But the writer only took
27% of the upper and lower group of students to be analyzed because the writer used
large groups (more than 40 students).2
1
Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2007), p. 97.
2
Antony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:
Marcourt Brace Jovanovich, Inc, 1983), p.287.
30
31
4. Technique of Data Collecting

The writer used the documentary study in this research by collecting the
English summative test paper of first grade students of SMPN 3 Tangerang Selatan
2013/2014 academic year which had provided the answer key and students’ answer
sheets to be analyzed.
5. The Instrument of the Study

a. English summative test paper
The writer used the English summative test paper which had been tested
on Wednesday, December 11th, 2013 at odd semester 2013/2014
academic year.
b. Students’ answer sheets
Students’ answer sheets which is used by the students to answer the
questions.
6. Technique of Data Analysis

This research, the writer used qualitative and quantitative analysis technique.
In qualitative, the writer analyzed the difficulty level and discriminating power of
each item whereas in quantitative, she calculated the data by using some formulas.
Also, the analyzing had been conducted in the same times and procedures.3
The step had been conducted with:4
a) Taking the English summative test paper and students’ answer sheets while
she was following the practical teaching or PPKT
b) Arranged or ranked the score from the highest till the lowest
c) Divided the students into three groups: Upper, middle, and lower groups by
arranging the students’ score from the highest till the lowest scores.
3
J.B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1988), p. 182.
4
Antony J. Nitko, loc. cit.
32
d) Decided the total of students become: 27% Upper and lower group students
because the writer used large groups (more than 40 students).5 The writer took
27% from the upper group (25 students’ answer sheet) and 27% from the
lower group (25 students’ answer sheet) from 92 students’ answer sheet so the
upper group is taken from number 1 till 25 and lower group from number 68
till 92.
e) Analyzing the test based on the difficulty level and discriminating power
f) Categorized and concluded the result of that analysis of the English
Summative Test for first grade students at SMPN 3 Tangerang Selatan
2013/2014 academic year
To calculate the level of difficulty and the discriminating power, it can use the
formula as follows:6
FV = or FV =
D =
5
Loc. cit.
6
J.B. Heaton , loc. cit.
33
Level of difficulty for each item must be interpreted in the rank scale of the
difficulty level, as follow:
Table 3.1
The rank scale of Level of Difficulty7
P Interpretation
< 0.30 Difficult
0.30 – 0.70 Moderate
> 0.70 Easy
Table 3.2
The classifications of the index of Discriminating Power (D) are:8
Index of Discriminating Classifications
Power
0.70 – 1.00 Excellent
0.40 – 0.70 Good
0.20 – 0.40 Satisfactory
≤ 0.20 Poor
Negative value on D Very poor
7
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: PT. Bumi Aksara, 2006),
p. 210.
8
Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006)
p. 389.
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
In this research, the writer used the English summative test of the first grade
students of SMPN 3 Tangerang Selatan at odd semester 2013/2014 academic year
and the students’ answer sheets as the data sources. The total numbers of the test
items are 45 items those are 40 multiple-choice items and 5 short items.
The writer used 92 students’ answer sheet then she divided into three groups
which are upper, middle, and lower groups but the writer only used the upper and the
lower group to analyze the data. To get these groups the writer divided 27 % of 92
students’ answer sheets. They are 27% (25 students) from upper group and 27% (25
students) from lower group.
Based on the data in the appendix of the table 4.1, the score in the upper
group is begun from the highest score that is 95.5 till the lowest score of this group
that is 85.5 which have the total of 25 students of this group from number 1 to 25
then the lower group is begun from the highest score of this group that is 58.5 till the
lowest score that is 31.5 which have the total of 25 students this group from number
68 to 92 and the rest group is the middle group is begun from the highest score of this
group that is 85.5 till the lowest score of this group that is 60 which have the total of
42 students of this group from number 26 to 67.
B. Data Analysis
After divided the data into three groups the writer only used the upper and
lower groups to analyze the difficulty level and the discriminating power of each item
by using Anates Program and manual counting. Then, she found the difficulty level
and the discriminating power for whole items.
34
35
First of all, the writer calculated the difficulty level and the discriminating
power by using the Anates Program then she matched the result by using manual
counting based on the formula. The way of calculating the difficulty level is the
amount of the correct answers of the upper group are added by the correct answers of
the lower group then divided with the amount of the students. Then, from the result
can be interpreted based on the classification whether the range less than 0.30 it is
concluded in easy level, the range 0.30 to 0.70 as moderate level, or the range more
than 0.70 it is included in difficult level.
The way of calculating the discriminating power is the amount of the correct
answers of the upper group are lessened with the correct answers of the lower group
then divided with a half of the amount of the students. Then, from the result can be
interpreted based on the classification whether it is included in excellent with the
range 0.70 to 1.00, good with the range 0.40 to 0.70, satisfactory with the range 0.20
to 0.40, poor with the range less than 0.20, or very poor (negative value on
discriminating power).
The results of the each item, the writer combined two classification of each
item whether the item is included in easy level and poor quality or difficult level and
good quality. To make clear, the writer made the description of the analysis of each
item based on the appendix of the table 4.2 which is conducted by the writer that she
found ten classifications of the test items:
1. There are 6 items which are included in easy level and satisfactory quality,
those are items number 1, 9, 11, 25, 39, and 43.
There are the differences of index of each item in this level but still included
in the same range that is more than 0.70 as easy level in term difficulty level
and the range 0.20 to 0.40 as satisfactory quality in term discriminating
power.
2. There are 9 items which are included in easy level and poor quality, those are
items number 2, 5, 6, 7, 8, 10, 15, 17, and 44.
36
and the range less than 0.20 as poor quality in term discriminating power.
3. There are 8 items which are included in easy level and good quality, those are
items number 3, 14, 20, 22, 23, 27, 29, and 36.
and the range 0.40 to 0.70 as good quality in term discriminating power.
4. There are 5 items which are included in moderate level and poor quality,
those are items number 4, 12, 16, 33, and 35.
in the same range that is 0.30 to 0.70 as moderate level in term difficulty level
and the range less than 0.20 as poor quality in term discriminating power.
5. There are 4 items which are included in moderate level and excellent quality,
those are items number 13, 41, 42, and 45.
and the range 0.70 to 1.00 as excellent quality in term discriminating power.
6. There are 3 items which are included in difficult level and poor quality, those
are items number 18, 30, and 32.
in the same range that is less than 0.30 as difficult level in term difficulty level
and the range less than 0.20 as poor quality in term discriminating power .
7. There are 6 items which are included in moderate level and good quality,
those items are 19, 21, 24, 26, 28, and 40.
and the range 0.40 to 0.70 as good quality in term discriminating power.
37
8. There are 1 item which is included in difficult level and good quality, that is
item number 31.
in the same range that is less than 0.30 as difficult level and the range 0.40 to
0.70 as good quality in term discriminating power.
9. There are 1 item which is included in difficult level and very poor quality, that
is item number 34.
in the same range that is less than 0.30 as difficult level and the range is
negative value, so this item should be distracted in term discriminating power.
10. There are 2 items which are included in difficult level and satisfactory quality,
those are item numbers 37 and 38.
in the same range that is less than 0.30 as difficult level in term difficulty level
and the range 0.20 to 0.40 as satisfactory quality in term discriminating
power.
It can be concluded from the description of analyzing above that although in
the same level of difficulties and the qualities of discriminating power but the range
of each item is variation because each item has the different amount of the correct
answer of the upper and lower groups. Besides that, it depends on the difficulties of
each item which can be answered by the student correctly.
Also, based on analyzing the data above, there are five items which are
described specifically. They are the items number 8, 13, 31, 34, 36, the analyzing as
follow:
38
I have a friend. Her name is Sarah. She is a new student in my class. She
lives at number 27 Hang Tuah raya street, Plumbungan Indah, Sragen,
Central Java. She is slim and tall. She has short and straight hair. She is
twelve years old. Her nose is pointed. Her eyes are brown. She is charming
and smart. Everybody likes her.
8. Where does she live?
a. Bandung c. Medan
b. Solo d. Sragen
Number 8 has 1.00 index of difficulty so it belongs to easy level also this item
has 0.00 index of discriminating power it can be called as poor qualification. This
item is included in looking for the detail information of the text, so all of the groups
are able to answer the question.
It is Thursday. Fazar is in the school ____11____. He wants to find a book.

The book is about flora and fauna. First, he goes to the catalogue to find the
title and the name of ____12____. Then, he ____13____ one piece of paper.
He meets the librarian and tells that he wants to _____14_____ book.
13. a. writes c. speaks

b. reads d. listens
Number 13 has 0.54 index of difficulty so it is included in moderate level and

this item has 0.76 index of discriminating power it means that the item has excellent
qualification. The types of this item is completion, so the students feel quite difficult
although the student only looking for the appropriate word of the sentence but the
distractors are good because all of the options are verb.
39
31. When we celebrate Heroes’ day?

a. October 1st
b. August 17th
c. April 21st
d. November 10th
Number 31 has 0.6 index of difficulty so it can be called as difficult item also
this item has 0.52 index of discriminating power it is included in good qualification
items. To answer this item the students have to answer based on their knowledge so
only the students who have high competence who are able to answer the question.
Hello Felix,
How’s going?
We’re waiting for your coming …
Please, go home soon.
Miss you so much,
Hana, your beloved’s sister.

34. What is the purpose of the text?
a. to greet Felix
b. to warn Felix
c. to give an advice
d. to give an opinion
Number 34 has 0.12 index of difficulty so it can be called as difficult item

also this item has -0.16 index of discriminating power it is included in very poor
item. Because the students have to conclude the purpose of the text in the letter and to
answer this item the students have to know the clue of the text.
40
36. door – after – the – Lock – out – you – go

1 2 3 4 5 6 7
The best arrangement is ……….
a. 4312675
b. 4316257
c. 4316752
d. 4316752
Number 36 has 0.72 index of difficulty so it can be called as easy level also
this item has 0.56 index of discriminating power it is included in good item. In this
item, almost the upper group is able to answer this question it means that this item is
able to discriminate the upper and lower group.
C. Data Interpretation
Based on the data of the item analysis result in term difficulty level and
discriminating power that the writer had got, it can be found that from 45 items, there
are 6 items (1, 9, 11, 25, 39, and 43) regarded as easy level and satisfactory quality it
means that those items have been answered by the upper and lower groups correctly
and those items have good enough in differentiate the upper and the lower groups.
Next, there are 9 items (2, 5, 6, 7, 8, 10, 15, 17, and 44) regarded as easy level
and poor quality it means that many students have been answered correctly and those
items have low discriminating power because they cannot differentiate the upper and
lower groups. Then, there are 8 items (3, 14, 20, 22, 23, 27, 29, and 36) regarded as
easy level and good quality it means that almost of the students can answer the
question correctly and those items have high quality because they can differentiate
the upper and the lower groups.
There are 5 items (4, 12, 16, 33, and 35) regarded as moderate level and poor
quality it means that almost of the students in upper group are able to answer
correctly and only some of the students in lower group who are able to answer the
question. Then, there are 4 items (13, 41, 42, and 45) regarded as moderate level and
41
excellent quality it means that almost of the students in upper group who are able to
answer the question and only a little of students in lower group who are able to
answer the question and those items have high discriminating power because it can
differentiate the high and the lower groups.
There are 3 items (18, 30, and 32) regarded as difficult level and poor quality
it means that only a little of students of the upper and lower group who are able to
answer the question and those items have low discriminating power are not able to
distinguish the upper and the lower groups. Then, there are 6 items (19, 21, 24, 26,
28, and 40) regarded as moderate level and good quality it means that those items
almost of the students in upper group who are able to answer the question and only a
little of the students in lower group who are able to answer the question.
Next, there is 1 item (31) regarded as difficult level and good quality it means
that the item can be answered by almost of the upper group and only a little of the
lower group who are able to answer the question and this item have good quality of
discriminating power can distinguish the upper and the lower, also this item have
good distracters because all of the options can be chosen by the lower group.
Then, there is 1 item (34) regarded as difficult level and very poor quality,
from the analyzing the data that this question can be answered correctly by 1 student
in the upper group and this item has very poor quality because the result is minus or
negative value so this item should be distracted. But there is a good point of this item
that is all of the options are chosen by all groups.
The last, there are 2 items (37 and 38) regarded as difficult level and
satisfactory quality, it means that almost the upper group who are able to answer the
question and those items have good enough to discriminate the upper and the lower
groups.
Above all, the writer can interpret the difficulty level and the discriminating
power of English summative test of the first grade of SMPN 3 Tangerang Selatan at
odd semester 2013/2014 academic year that based on the calculating in the appendix
of the table 4.2 that the total as a whole of the index of difficulty level is 0.69 it
42
means that the test has moderate level of difficulty and has 0.38 index of the
discriminating power so it has good quality.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the analysis and the interpretation the data in the previous chapter,
the test can be found the result of the test that it has 0.69 index of difficulty it means
including in moderate level of difficulty. Besides the difficulty level, this test has also
0.38 index of discriminating power so it has good quality.
So, the writer concludes that the English summative test of the first grade of
SMPN 3 Tangerang Selatan at odd semester 2013/2014 academic year has a good
qualities in term, moderate level of difficulty and good quality of discriminating
power it means that the test items are able to discriminate the upper and lower group
of students and can be used for the next examination.
B. Suggestions
The writer would like to give some suggestions addressed to the test maker or
the teacher as a feedback of the research results:
1. The test maker should be more creative in giving the test items, based on
the material which is taught especially.
2. The teacher should analyze the test that it has been tested to the students
to know whether the test good or not to use for the next exam.
43
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44
Table 4.1
The Group Position Based on the Test Result
No. Students Scores Groups

1. S1 95.5 Upper
2. S2 95.5 Upper
3. S3 95.5 Upper
4. S4 94.5 Upper
5. S5 94 Upper
6. S6 92.5 Upper
7. S7 92 Upper
8. S8 91.5 Upper
9. S9 91.5 Upper
10. S10 91.5 Upper
11. S11 91.5 Upper
12. S12 91 Upper
13. S13 89.5 Upper
14. S14 88.5 Upper
15. S15 88.5 Upper
16. S16 88 Upper
17. S17 87.5 Upper
18. S18 87.5 Upper
19. S19 87 Upper
20. S20 87 Upper
21. S21 87 Upper
22. S22 86.5 Upper
23. S23 86.5 Upper
24. S24 86 Upper
25. S25 85.5 Upper
26. S26 85.5 Middle
45
27. S27 85 Middle

28. S28 84.5 Middle
29. S29 83 Middle
30. S30 83 Middle
31. S31 82.5 Middle
32. S32 81.5 Middle
33. S33 81.5 Middle
34. S34 81 Middle
35. S35 81 Middle
36. S36 81 Middle
37. S37 81 Middle
38. S38 79 Middle
39. S39 77 Middle
40. S40 77 Middle
41. S41 76.5 Middle
42. S42 75.5 Middle
43. S43 75 Middle
44. S44 74 Middle
45. S45 73.5 Middle
46. S46 73.5 Middle
47. S47 71.5 Middle
48. S48 71 Middle
49. S49 71 Middle
50. S50 70.5 Middle
51. S51 70.5 Middle
52. S52 70.5 Middle
53. S53 70.5 Middle
54. S54 70 Middle
55. S55 70 Middle
56. S56 69 Middle
46
57. S57 68 Middle

58. S58 67.5 Middle
59. S59 66.5 Middle
60. S60 65.5 Middle
61. S61 64 Middle
62. S62 63.5 Middle
63. S63 63.5 Middle
64. S64 61 Middle
65. S65 61 Middle
66. S66 60.5 Middle
67. S67 60 Middle
68. S68 58.5 Lower
69. S69 58 Lower
70. S70 58 Lower
71. S71 57.5 Lower
72. S72 56 Lower
73. S73 55 Lower
74. S74 54 Lower
75. S75 53.5 Lower
76. S76 52.5 Lower
77. S77 52 Lower
78. S78 51 Lower
79. S79 51 Lower
80. S80 50 Lower
81. S81 49 Lower
82. S82 48.5 Lower
83. S83 48 Lower
84. S84 47 Lower
85. S85 46 Lower
86. S86 45.5 Lower
47
87. S87 44 Lower

88. S88 43.5 Lower
89. S89 39.5 Lower
90. S90 38 Lower
91. S91 33.5 Lower
92. S92 31.5 Lower
Table 4.2
Format of Item Analysis of the English Summative Test
NO OPTION
NO. GROUP KEY UL ID UL DP INTERPRET
A B C D T N ATION
1. UG B 1 24 0 0 24  17 0.82 24  17 0.28 Easy &

LG 2 17 3 2 50 25 Satisfactory
2. UG A 24 0 1 0 24  20 0.88 24  20 0.16 Easy & Poor

LG 20 1 2 0 50 25
3. UG C 0 0 25 0 25  12 0.74 25  12 0.52 Easy & Good

LG 5 5 12 2 50 25
4. UG D 2 1 0 22 22  7 0.58 22  7 0.6 Moderate &

LG 10 7 1 7 50 25 Poor
5. UG A 25 0 0 0 25  22 0.94 25  22 0.12 Easy & Poor

LG 22 1 0 2 50 25
6. UG B 1 24 0 0 24  22 0.92 24  22 0.08 Easy & Poor

LG 3 22 0 0 50 25
7. UG C 0 0 25 0 25  23 0.96 25  23 0.08 Easy & Poor

LG 1 1 23 0 50 25
48
8. UG D 0 0 0 25 25  25 1 25  25 0 Easy & Poor

LG 0 0 0 25 50 25
9. UG D 0 1 0 24 24  18 0.84 24  18 0.24 Easy &

10. UG C 0 1 24 0 24  14 0.74 24  14 0.4 Easy & Poor

LG 9 2 14 0 50 25
11. UG B 0 25 0 0 25  18 0.86 25  18 0.28 Easy &

12. UG B 2 18 4 1 18  14 0.64 18  14 0.16 Moderate &

LG 5 14 5 0 50 25 Poor
13. UG A 23 2 0 0 23  4 0.54 23  4 0.76 Moderate &

LG 4 11 6 3 50 25 Excellent
14. UG C 0 0 24 1 24  12 0.72 24  12 0.48 Easy & Good

LG 7 4 12 1 50 25
15. UG C 0 0 23 2 23  21 0.88 23  21 0.08 Easy & Poor

LG 0 3 21 1 50 25
16. UG B 0 24 0 1 24  4 0.56 24  4 0.8 Moderate &

LG 13 4 3 4 50 25 Poor
17. UG B 1 24 0 0 24  22 0.92 24  22 0.08 Easy & Poor

LG 1 22 1 1 50 25
18. UG C 0 0 25 0 25  15 0.8 25  15 0.4 Difficult &

LG 1 2 15 7 50 25 Poor
19. UG C 0 0 25 0 25  8 0.66 25  8 0.68 Moderate &

LG 10 7 8 0 50 25 Good
49
20. UG C 0 0 25 0 25  12 0.72 25  12 0.52 Easy & Good

LG 6 7 12 0 50 25
21. UG B 2 22 0 1 22  11 0.66 22  11 0.44 Moderate &

LG 2 11 6 6 50 25 Good
22. UG B 0 25 0 0 25  11 0.72 25  11 0.56 Easy & Good

LG 4 11 7 3 50 25
23. UG B 0 24 0 1 24  12 0.72 24  12 0.48 Easy & Good

LG 4 12 6 3 50 25
24. UG C 1 1 23 0 23  10 0.66 23  10 0.52 Moderate &

LG 6 5 10 2 50 25 Good
25. UG C 0 0 25 0 25  19 0.88 25  19 0.24 Easy &

26. UG B 1 21 0 3 21 7 0.56 21 7 0.56 Moderate &

LG 2 7 2 14 50 25 Good
27. UG B 0 25 0 0 25  13 0.76 25  13 0.48 Easy & Good

LG 5 13 0 7 50 25
28. UG C 0 2 21 2 21 10 0.62 21 10 0.44 Moderate &

LG 2 5 10 8 50 25 Good
29. UG A 25 0 0 0 25  13 0.76 25  13 0.48 Easy & Good

LG 13 2 7 3 50 25
30. UG A 5 13 7 0 55 0.2 55 0 Difficult &

LG 5 10 7 2 50 25 Poor
31. UG D 1 2 0 22 22  9 0.6 22  9 0.52 Difficult &
LG 4 8 3 9 50 25 Good
50
32. UG D 0 12 1 12 12  8 0.4 12  8 0.16 Difficult &

LG 1 15 1 8 50 25 Poor
33. UG B 12 11 2 0 11 6 0.34 11 6 0.2 Moderate &

LG 7 6 8 4 50 25 Poor
34. UG C 12 2 1 10 1 5 0.12 1 5 - Difficult &

LG 13 3 5 4 50 25 0.16 Very Poor
35. UG D 0 0 6 19 19  9 0.56 19  9 0.4 Moderate &
LG 3 4 9 9 50 25 Poor
36. UG A 25 0 0 0 25  11 0.72 25  11 0.56 Easy & Good

LG 11 5 6 3 50 25
37. UG B 1 21 0 2 21 14 0.7 21 14 0.28 Difficult &

38. UG D 1 0 2 22 22  13 0.7 22  13 0.36 Difficult &

39. UG D 2 0 0 23 23  14 0.74 23  14 0.36 Easy &

40. UG D 1 0 7 17 17  4 0.42 17  4 0.52 Moderate &

LG 10 3 8 4 50 25 Good
Short Answer Items

Short Answer Items
No. Total of Mean Index of Discriminating Interpretation
Item Students’ Difficulty Power
Score
41. 274 5.48 0.54 0.86 Moderate & Excellent
43. 218 4.36 0.87 0.28 Easy & Satisfactory
51
44. 244 4.88 0.97 0.5 Easy & Poor

∑B 31.25 17.2
0.69 0.38 Moderate & Good
(Moderate) (Good)
Table 4.3
Classification of Items Based on the Proportion of Difficulty Level
No. Difficulty Level Range Item Number Total
1. Difficult 18, 30, 31, 32, 34, 37, 7
P < 0.30 38 (16 %)
2. Moderate 4, 12, 13, 16, 19, 21, 24, 15
0.30 ≤ P ≤ 0.70 26, 28, 33, 35, 40, 41, (33 %)
42, 45
3. Easy 1, 2, 3, 5, 6, 7, 8, 9, 10, 23
P > 0.70 11, 14, 15, 17, 20, 22, (51 %)
23, 25, 27, 29, 36, 39,
43, 44
52
Table 4.4
Classification of Items Based on the Proportion of Discriminating Power
No. Discriminating Power Item Number Total
1. Excellent 13, 41, 42, 45 4
(0.70 – 1.00) (9 %)
2. Good 3, 14, 19, 20, 21, 22, 23, 24, 15
(0.40 – 0.70) 26, 27, 28, 29, 31, 36, 40 (33 %)
3. Satisfactory 1, 9, 11, 25, 37, 38, 39, 43 8
(0.20 – 0.40) (18%)
4. Poor 2, 4, 5, 6, 7, 8, 10, 12, 17
(≤ 0.20) 15,16,17,18, 30, 32, 33, 35, 44 (38%)
5. Very Poor 34 1
(Negative value on D) (2 %)
53
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMP NEGERI 3 KOTA TANGERANG SELATAN
UJIAN AKHIR SEMESTER GANJIL
TAHUN AJARAN 2013-2014
Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII / Ganjil
Hari & Tanggal : Rabu, 11 Desember 2013 Waktu : 120 Menit
Text for number 1 until 3
Post office is one of the public service run by the government. It has many functions.
It sells postal items like stamps, seals, postcards, envelopes, etc. we can send letters, parcels,
money, and documents through this office.
1. When sending letters, we need ………. as the postal cost.

a. seal c. money card
b. stamp d. parcel
2. Who does run the post office?
a. government c. post office
b. public service d. seal
3. It has any functions.
The underlined word can be replaced with …………
a. government c. post office
b. stamp d. seal
4. John Pantau is a diligent worker. He ………... comes to his office late.
a. always c. often
b. usually d. never
I have a friend. Her name is Sarah. She is a new student in my class. She lives at number 27
Hang Tuah raya street, Plumbungan Indah, Sragen, Central Java. She is slim and tall. She has
short and straight hair. She is twelve years old. Her nose is pointed. Her eyes are brown. She is
charming and smart. Everybody likes her.
5. Who is the girl in the text?
a. Sarah c. the writer
b. the student d. the new student
6. Sarah has ________ and _________ body.

a. short, tall c. short, curly
b. slim, tall d. long, fat
54
7. How old is she?

a. 11 c. 12
b. 13 d. 14
8. Where does she live?
a. Bandung c. Medan
b. Solo d. Sragen
9. Everyone likes her because she is ……..
a. fat and tall
b funny and diligent
c. a new student
d. smart and charming
10. nose – has – She – pointed
1 2 3 4
a. 3-1-2-4 c. 3-2-4-1
b. 2-3-4-1 d. 1-4-3-2

Fill in the blanks!
It is Thursday. Fazar is in the school ____11____. He wants to find a book. The book is about
flora and fauna. First, he goes to the catalogue to find the title and the name of ____12____.
Then, he ____13____ one piece of paper. He meets the librarian and tells that he wants to
_____14_____ book.
11. a. laboratory c. canteen

b. library d. gymnastics
12. a. the reader c. the publisher
b. the writer d. the author
13. a. writes c. speaks
b. reads d. listens
14. a. find c. borrow
b. meet d. catch
This is our classroom. The floor is always clean. We clean it every morning. It has a black
board, a door, and four windows. The wall is green. On the wall, there are some pictures, a
calendar, the symbol of Garuda, and picture of our president and vice president. The cupboard
is in the corner and the map is hanged above it. There are twenty four desks and forty eight
chairs for students.
15. „it is large‟
The underlined word refers to …
a. we c. our classroom
b. the floor d. this
55
16. We clean it every morning.

The opposite of the underlined word is …
a. clear c. brighten
b. make dirt d. endanger
17. The colour of the wall is ……

a. white c. blue
b. green d. red
18. The map is hanged above the …

a. door c. cupboard
b. window d. Garuda symbol
19. The bench is being painted. Then there is a notice:

“______________”
a. No Smoking
b. Don‟t Smoke Here
c. Don‟t Sit Here
d. So Spiting
20. Which one of the following expression is regarded as greeting?

a. thank you c. good morning
b. I‟m fine thanks d. good bye
21. What suitable notice do we find in the library?

a. Be Brave
b. Keep Quite
c. Smoke Here
d. Keep off the Grass
BE QUITE, PLEASE!
OUR PATIENTS NEED TO SLEEP!
22. Where do you usually find the text above?
a. in the classroom c. in the garden
b. in the hospital d. in the office
DO NOT BRING FOOD AND BAVARAGE

INTO THE THEATER!
23. What does the following notice mean?
a. only the office can eat and drink there
b. we are not allowed to eat and drink during the show
c. please make some food here
d. the theater will be full if you bring food and drink
56
Dear Hasri,
Hi friend, here I invite you to my 15th birthday party
Date: Sunday, 17 Mei 2009
Time: 4 p.m.
Place: My house, Jl. Martadinata No. 57 Sukabumi
Please come! Without you the party will be different.
24. When was Halima born?

a. 1996 c. 1994
b. 1995 d. 1993
25. Halima hopes that Hasri …….

a. sings and dances
b. wears new dress
c. attends her party
d. brings a present
26. When will the Halima‟s birthday party be held?

a. in the afternoon c. in the morning
b. on May 17 d. Jl. Martadinata
Uci had a birthday. She went to a supermarket to buy things for her party. She bought:
10 kg apples = Rp 150.000
15 kg eggs = Rp 125.000
150 cakes = Rp 200.000
150 hats = Rp 75.000
15 candles = Rp 25.000
5 kg grapes = Rp 100.000
27. How many hats did she buy?
a. one hundred
b. one hundred and fifty
c. one thousand
d. one thousand and fifty
28. How much did she pay for the apples?

a. one thousand rupiahs
b. one hundred and fifty rupiahs
c. one hundred and fifty thousand rupiahs
d. one thousand and fifty rupiahs
29. How much did she pay for candles and apples? She paid one hundred and ……….. for
candles and apples.
a. seventy five thousand rupiahs
b. seventy thousand rupiahs
57
c. fifty thousand rupiahs

d. five thousand rupiahs
30. “She went to a supermarket to buy things for her party.”

The synonym of the underlined word is ……….
a. tools c. beverage
b. food d. animals
31. When we celebrate heroes‟ day?

a. October 1st
b. August 17th
c. April 21st
d. November 10th
Text for number 32 and 33
Finally, you did it!
You have finished your study with cum laude. Your achievement proves you‟re the best! You
really deserve it, buddy.
Congratulation!
32. The writer sends this card because …..

a. he graduates from his school
b. he got the best achievement at school
c. his friend was won a competition
d. his friend has graduate from his school with best achievement
33. “You really deserve it, buddy.”

The underlined word refers to ….
a. achievement
b. the best achievement
c. study
d. buddy
Hello Felix,
How‟s going?
We‟re waiting for your coming …
Please, go home soon.
Miss you so much,
Hana, your beloved‟s sister.

58
34. What is the purpose of the text?

a. to greet Felix
b. to warn Felix
c. to give an advice
d. to give an opinion
35. Who is Felix?

a. Hana‟s father
b. Hana‟s uncle
c. Hana‟s cousin
d. Hana‟s brother
36. door – after – the – Lock – out – you – go

1 2 3 4 5 6 7
The best arrangement is ……….
a. 4312675
b. 4316257
c. 4316752
d. 4316752
37. Indri: “Hello I am Indri”

Indra: “Oh, Hi I am Indra, how do you do?”
Indri: “_______________ ”
a. pretty good, thanks
b. how do you do
c. thanks
d. I am happy
38. 10.15 WIB

What time is it?
a. It is a quarter to eleven
b. It is a forty five past ten
c. It is a fifteen to eleven
d. It is a quarter past ten
Cautions! Switch off the engine while filling up a gas tank.

39. Where do you usually find the notice above?
a. at a railway
b. at a bus station
c. in garage
d. at a gas station
59
40. “Switch off” has same meaning with ………… (Except)

a. shut down c. turn off
b. off d. log on
Essay!
41. Arrange the following sentence into a good announcement by writing the numbers!
1. The meeting will be held to discuss the customer‟s complaint.
2. Announcement
3. Please bring the documents needed
4. To: All Department Managers
5. There will be a meeting this afternoon November 14th, 2013 at 1 p.m. in the
meeting room.
6. Secretary Director
7. Thank you
………………………………….
42. Please make one notice that you usually can find in a library!
Text for number 43 and 44
Anto is a Junior High School student. He studies at Global Jaya Junior High School.
He usually goes to school by car. He never comes late to school. Anto likes reading books and
swimming. He goes to swimming every week. He is a good boy because he always respects
and obeys his parents and his teachers.
43. How does Anto go to school?

44. What does Anto like to do?
45. Write a paragraph about you!
60
The Answer Key of the English Summative Test
Multiple-Choice Item:
1. B 11. B 21. B 31. D

2. A 12. B 22. B 32. D
3. C 13. A 23. B 33. B
4. D 14. C 24. C 34. C
5. A 15. C 25. C 35. D
6. B 16. B 26. B 36. A
7. C 17. B 27. B 37. B
8. D 18. C 28. C 38. D
9. D 19. C 29. A 39. D
10. C 20. C 30. A 40. D
Short-Answer Item:
41. 2-4-5-1-3-7-6
42. All of kinds of the notice in the library (Be quiet please!, Please take off your shoes!, etc.)
43. Anto goes to school by car. (Based on the text)
44. Anto likes reading books and swimming. (Based on the text)
45. The answers consist of the introduction, full & nick name, date of birth, address, hobbies,
dreams, school, and so on.
61
Table : Students’ Answer Sheet of the Upper Group (1 = Correct Answer, 0 = Wrong Answer)
1 2 3 4 5 6
1 1 7 8 9 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
B A C D A B C D D C B B A C C B B C C C B B B C C B B C A A D D B C D A B D D D
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 0 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 1 1 1 1 1 1 1 1 1 1 0 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 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 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 0 1 1 1 0 0 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 0 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 0 0 1 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 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 0 0 0 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 0 1 0 0 0 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 0 1 0 0 0 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 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 1 1 0 1 0 1 1 1 0 1 1 1 0 0 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 0 1 1 1 0 0 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 0 1 1 1 1 0 1 1 1 0 1 0 0 0 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 1 1 1 1 0 1 1 1 0 1 0 0 0 1 1 0 0 1 1
1 1 1 0 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 0 1 0 0 0 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 0 1 1 1 0 1 0 1 0 1 1 1 1 0 0
1 0 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 0 1 1 0 0 1 1 1 1 0 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 1 1 0 1 0 0 0 0 0 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 0 1 1 1 0 1 1 1 0 1 0
1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 1 1 1 1 1 1
0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 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 1 1 0 1 1 1 0 0 0 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 1 1 0 1 1 1 1 1 0 1 1 1 0 0 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 0 1 1 1 1 1 1 1 1 0 1 0 0 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 1 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 0
62
Table : Students’ Answer Sheet of the Lower Group (1 = Correct Answer, 0 = Wrong Answer)
1 2 3 4 5 6
1 1 7 8 9 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
B A C D A B C D D C B B A C C B B C C C B B B C C B B C A A D D B C D A B D D D
1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 0 1 0
1 1 1 0 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 0 1 0 0 0 1 0 1 1 0 0 1 0 0 0 0 1 1 1 1 0
1 1 0 0 1 1 1 1 1 0 1 1 0 1 1 0 1 0 0 0 1 1 1 0 0 0 0 0 1 0 1 0 0 1 0 1 1 1 0 1
1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 0 0 0 0 0 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0
1 1 0 0 1 0 1 1 1 1 0 0 0 1 0 0 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 0 0 0 0 1 1 1 1 1
1 1 1 0 1 1 1 1 1 1 1 0 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 1 1 0 0 0 0 0 0 1 0 1 1 0
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0
1 0 0 0 1 1 1 1 0 0 0 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 0 1 1 1 1
0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0
1 1 0 0 1 1 1 1 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 1 1 0 1 1 0
0 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 0 0 1 1 0 0 0 1 0 0 1 0 0 0 0 1 1 0 0
1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 1 1 1 0 1 1 0 0 0 0 0 0 0 0 0 1 0
1 0 0 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 0 1 0 0 1 1 0 0 0 0 1 0 0 0 0 1 0 1 1
1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0
1 1 0 0 1 1 1 1 1 1 0 0 0 0 1 0 1 1 0 1 1 1 0 1 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0
0 1 0 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 1 1 1 0
1 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 1 1 0 1 0
1 1 0 1 0 0 1 1 0 0 0 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 1 1 1 0 0 0
0 1 0 0 1 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 0 1 0
0 1 0 0 0 1 1 1 1 0 0 0 0 0 1 0 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0
0 1 0 0 0 1 1 1 1 0 0 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 0 0 1 0 1 0 0 0 0 0 1 1 1 0
1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 0 1 0 1 1 1 0 0 1 1 0 0 1 0 1 0 0
1 1 1 1 1 0 1 1 0 1 0 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 1 1 1 0 0 0 1 0 0 0 0 1 0 0
0 0 0 1 1 1 1 1 0 1 0 0 1 1 1 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0
1 0 1 1 1 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0

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AN ITEM ANALYSIS OF ENGLISH SUMMATIVE TEST ON

DIFFICULTY LEVEL AND DISCRIMINATING POWER

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

NINGRUM, DWI CIPTA. 2014, An Item Analysis of English Summative Test on

NINGRUM, DWI CIPTA. 2014, An Item Analysis of English Summative Test on

In the name of Allah, the most Beneficent, the most Merciful

May Allah the Almighty bless the all, So Be It.

Jakarta, September 30th, 2014

ACKNOWLEDGEMENT .......................................................................... iii

TABLE OF CONTENTS ............................................................................ v

LIST OF TABLES ...................................................................................... viii

LIST OF APPENDIXES ............................................................................ ix

CHAPTER I: INTRODUCTION .............................................................. 1

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

CHAPTER II: THEORETICAL FRAMEWORK .................................. 6

CHAPTER III: RESEARCH METHODOLOGY ................................... 30

1. Place and Time of the Research ....................................... 30

CHAPTER IV: RESEARCH FINDINGS ................................................. 34

Table 2.1 The rank scale of Level of Difficulty ............................................... 20

Appendix 1: The Group Position Based on the Test ....................................... 44

A. Background of the Study

B. Identification of the Problem

C. Limitation of the Problem

D. Formulation of the Problem

E. Objective of the Study

F. Significance of the Study

such as questions, statements in orally or writing by using category system such as a

2. Categories of Good Test in Summative Test

3. Types of Test Item in Summative Test

Furthermore, the essay test usually consists of questions beginning with or

Besides that, essay test have some limitations, they are:

b) Types of the Essay Test

2. Restricted Response Type

In the same way, item analysis tells us basically three things:

3. which distracters are working as they should.34

2. Kinds of Item Analysis

According to Kathleen M. Bailey, difficulty level is “an index of how easy an

To calculate the difficulty level in short-answer item, ZaenalArifin states as

Then, to calculate the discriminating power in short-answer item, it can be

X2 : The mean of lower group

c. The Effectiveness of Distracter

3. The Difficulty Level and the Discriminating Power

According to Heaton, “Facility values and the discrimination indices are

To calculate them, it can use the formula as follows:53

An additional, difficulty has a bearing on the discrimination value of a test –

4. The Importance of Item Analysis

3. “Feedback to the teacher about pupil‟s difficulties.” In item analysis

1. Place and Time of the Research

2. Method of the Research

3. Population and Sample

4. Technique of Data Collecting

5. The Instrument of the Study

6. Technique of Data Analysis

8. Where does she live?

It is Thursday. Fazar is in the school ____11____. He wants to find a book.

13. a. writes c. speaks

Number 13 has 0.54 index of difficulty so it is included in moderate level and

31. When we celebrate Heroes’ day?

It is Thursday. Fazar is in the school 11. He wants to find a book.