Analysis of Grammar Test-langguage Assessment

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LANGUAGE ASSESSMENT

An Analysis of English Grammar II Test

Presented to

Faculty of Teacher Training and Education

Islamic University of Malang

In partial take home final test from Drs. Yahya Alaidrus, M. Pd

BY

NAME : RETNO INDRIYANI

CLASS : VI C

NPM : 209.07.3.0062

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

ISLAMIC UNIVERSITY OF MALANG

JUNE 2012


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TABLE OF CONTENT

CHAPTER I INTRODUCTION .................................................................................

1.1.Background Of The Study ....................................................................................... 11.2.Background of Test Administration ........................................................................ 11.3.Purpose of Study ..................................................................................................... 2

CHAPTER II REVIEW OF RELATED LITERATURE

2.1Validity ................................................................................................................... 32.1.1Kind of validity ............................................................................................ 32.1.2Table Specification ...................................................................................... 4

2.2Difficulty Level ....................................................................................................... 42.3Discriminating Power ............................................................................................. 52.4Effectiveness Distracters ......................................................................................... 6

CHAPTER III ITEM ANALYSIS OF THE TEST

3.1Answer Key ............................................................................................................ 73.2Table of Students Rank......................................................................................... 73.3Table of the Answers (Each Item and Student) ...................................................... 93.4Table of the Scores (Each Item and Student)........................................................ 103.5Table of Upper and Lower Groups ....................................................................... 113.6Table of Difficulty Level ...................................................................................... 123.7Table of Discriminating Power ............................................................................. 133.8Table of Effectiveness of Distracters .................................................................... 14

CHAPTER IVCONCLUSION ................................................................................ 21

REFERENCES


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CHAPTER I

INTRODUCTION

This chapter deals with the introduction. It presents background of the study, background

of test administration, and the purpose of the study.

1.1.Background of The StudyTeachers usually give the test at beginning, during, or at the end of instruction. It can

be used to measure the students understanding, to monitoring the learning progress or to

measure the readiness of the student. As Brown (2003) stated a test is a method of

measuring a person's ability, knowledge, or performance in a given domain.

After the test has been administered and scored, it is usually desirable to evaluate the

effectiveness of the items. This is done by studying the students responses to each item.

The procedure is called item analysis, and it provides information concerning how well

each item in the test function (Gronlund, 1982: 101).

The item-analysis procedure for norm-referenced tests provides the following

information: 1) the difficulty of the item, 2) the discriminating power of the item, and 3)

the effectiveness of each alternative. Thus, the item analysis information can tell us if a

norm-referenced item was too easy or too hard, how well it discriminated between high

and lower scorers on the test, and whether all of the alternatives functioned as intended.

The item analysis is important to be done because it has several benefit, those are: 1)

it provide useful information for class discussion of the test, 2) it help students improve

their learning, 3) it provide insights and skills that lead to the preparation of better tests

in the future, and 4) it provide a basis for remedial work.

Based on the statements above, the researcher wants to analysis the item in order to

know the effectiveness of the items.

1.2.Background of Test AdministrationIn conducting test item analysis, we have to know about background of the test

administration first. So, the author will explain more detail about the test administration

background of the test that will be analyzed in this paper.

The kind of test that will be analyzed in this paper is classroom test, and the subject

of the test is English Grammar II. It is objective test which the technique is multiple

choices. There are 40 items and four options, and students have to choose one option as


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the right answer of the question. The test was conduct on April, 2012 in Islamic

University of Malang.

1.3.The Purpose of The StudyThe purpose of this study is to evaluate the effectiveness of the items of English

Grammar II test.


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CHAPTER II

REVIEW OF RELATED LITERATUR

In this study, the writer discuses several theories related to the item analysis. There are

validity, difficulty level, discriminating power, and effectiveness of distracters.

2.1. ValidityThe two most important qualities to consider in the preparation and use of

achievement test are validity and reliability. However, the most important concept in

the development and use of achievement test is validity. Gronlund (1982) stated that

validity refers to the appropriateness of the interpretations of test result. A test is said to

valid if it measures accurately what is intended to measure.

The concept of validity, as used in testing, can be clarified further by nothing the

following general points: 1) validity refers to the interpretation of test result not the test

itself; 2) validity is inferred from available evidence not measured; 3) validity is

specific to a particular use (selection, placement, evaluation of leaning, so forth); and 4)

validity is expressed by degree, such as high, moderate, or low. On the other hand, any

kind of assessment, whether traditional or "authentic," must be developed in a way that

gives the assessor accurate information about the performance of the individual.

2.1.1 Kind of ValidityHughes (1989) divided validity into the following types: 1) content validity,

2) criterion-related validities (predictive and concurrent), 3) construct validity,

and 4) face validity. In this study, we focus on the content validity.

Content validity is one of major concern in achievement test, and it is

important to have in both criterion-referenced and norm-referenced tests. Content

validity is a matter of determining whether the sample is representative of the

larger domain it is supposed to represent (Gronlund, 1982: 127). On the other

hand, a test is said have content validity if its content constitutes a representative

sample of the language skills, structures, etc. with which it is meant to be

concerned.

We can build a test that has high content validity by (1) identifying the

subject-matter topics and the learning outcomes to be measured, (2) preparing a

set of specification, which defines the sample of items to be used, and (3)


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constructing a test that closely fits the set of specification. These are the best

procedures for ensuring the measurement of representative sample of both the

subject matter and the learning outcomes under considerationin short, for

ensuring high content validity.

2.1.2 Table of Test SpecificationThis is the table specification of English Grammar II test of midterm test

which was conducted in April, 2012. It is objective test which used the multiple-

choice technique.

NO TOPIC/ SUB

TOPIC

ITEM NUMBER NUMBE

R OF

ITEMS

NUMB

ER OF

POINT

PERC

ENTA

GE

1

Tenses

Present perfect 32,36,38 3 3 7.5 % Past perfect 39 1 1 2.5% Past perfect

progressive

31,33,37 3 37.5%

Future perfect 34 1 1 2.5% Future perfect

progressive

35, 40 2 25%

2

Modal and Similar

ExpressionsRequest 1,2 2 2 5%Necessity 3,4,16,25 4 4 10% Certainty 5,7,13,14,15,17,1

8,19,20,21,22,29

12 12 30%

Advisability 6,8,12 3 3 7.5% Expectation 9 1 1 2.5% Suggestion 10,11,28 3 3 7.5% Possibility 23 1 1 2.5% Repeated action

in the past

24,30 2 2 5%

Prohibition 26 1 1 2.5% Preference 27 1 1 2.5%

TOTAL 100%

2.2 Difficulty LevelThe difficulty of the item or Item Facility (IF) is the extent which an item is easy or

difficult for the proposed group of test taker (Brown, 2003: 58). It is important in

estimating the validity of item because an item that is too easy or too difficult reallydoes nothing to separate high ability or low ability of test takers.


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The procedures in determining the difficulty level of the item are:

1. Score the test and sort the results by score2. Arrange all 31 test papers in order from the highest sore to the lowest score.3. Select approximately one third of the papers with the highest scores and call this

the upper group (10 papers). Select the number of paper with the lower score and

call this the lower group (10 papers).

4. For each item, count the number of students in the upper group who selected eachalternative.

5. Record the count from step 3 on a copy of the test, in columns to the left of thealternative to which each count refers.

6. Estimate item difficulty by determining the percentage of students who answer theitem correctly. The formula for computing item difficulty or item facility is as

follows:

P =

100

P= the percentage who answered the item correctly

R= the number who answered the item correctly

T= the total number of who tried the item

2.3 Discriminating PowerItem discriminating power is the extent to which an item differentiates between

high and low ability of test takers (Brown, 2003: 58). Estimating the item

discriminating power is by comparing the number of students in the upper and lower

group. Thus, the formula for computing item discriminating power is as follow:

D=12

D= the index of discriminating power

Ru= the number in upper group who answered the item correctly

= the number in the lower who answered the item correctly

12 = a half of total number of students included in the item analysis


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2.4 Effectiveness of DistractersThe effectiveness of distracter is one more important measurement of a multiple-

choice items value in a test. A good distracter will attract more students from the lower

group than the upper group. Determining the effectiveness of the distracters is by

comparing the number of students in the upper and lower groups who selected each

incorrect alternative.


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CHAPTER III

ITEM ANALYSIS OF THE TEST

This chapter presents some analyses of the English Grammar II test in form of table.

Those are table of students rank, table of students answer, table of students scores, table of

upper and lower groups answers, table of difficulty level, table of discriminating power, and

table of effectiveness of distracters (each item).

3.1. Answer KeyThe answer key of English grammar II test is

1. D 11. B 21. C 31. B2. C 12. B 22. C 32. D3. C 13. D 23. A 33. C4. B 14. A 24. A 34. A5. A 15. C 25. C 35. A6. A 16. D 26. B 36. B7. A 17. A 27. B 37. C8. B 18. B 28. A 38. D9. A 19. C 29. A 39. C10. A 20. B 30. A 40. D

3.2. Table of Students Rank

NO NAME SCORE RANK

1 A 20 8

2 B 19 9

3 C 20 8

4 D 21 7

5 E 23 6

6 F 17 10

7 G 21 7

8 H 23 6


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9 I 27 5

10 J 34 2

11 K 8 17

12 L 27 513 M 27 5

14 N 27 5

15 O 32 3

16 P 28 4

17 G 14 12

18 R 9 16

19 S 11 1520 T 17 10

21 U 19 9

22 V 27 5

23 W 35 1

24 X 28 4

25 Y 17 10

26 Z 21 727 AA 12 14

28 AB 13 13

29 AC 17 10

30 AD 8 17

31 AE 15 11


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3.3 Students AnswerN

o

Stu

den

t

1

/

D

2

/

C

3

/

C

4

/

B

5

/

A

6

/

A

7

/

A

8

/

B

9

/

A

10

/A

11

/B

12

/B

13

/D

14

/A

15

/C

16

/D

17

/A

18

/B

19

/C

20

/B

21

/C

22

/C

23

/A

24

/A

25

/C

26

/B

27

/B

28

/A

29

/A

30

/A

31

/B

32

/D

33

/C

34

/A

35

/A

36

/B

37

/C

38

/D

39

/C

40

/D

Sc

or

e

1 W D C C B A A A B C A B B A A C D B B C B C A A A C B B A A A B D D A A B C D C D 35

2 J D C C B A A A D C A B B D A C D A B C B A C A B C B B A B A B B C A A B C D C D 34

3 O D C C B A C A B A A B B A A C A A B C B B D A A C A B A A A C D C A A B C C C D 32

4 P D C C B A A A B A A A B A B B D A B C B B D A A B B B A B A B ~ C B C C C D C D 28

5 X D C C B A C A B A B C B A B C D A B C A B D A A C B B A B A C C C A A B C C C D 28

6 I D C C B A A C A A C A B C A C D C A D B B C A A A B B B A A D D C D A B C D C D 27

7 L D C A C A C A B C A B B A B C D C B C B B C A A D B B A D A D D C A C B C D B D 27

8 M D C C B A C A B A B A B B A C D A B D B B D A A C C B A A C C D C C C B B D C D 27

9 N D C C B A C A B A B A B B A D D B A C B B C A A C B B A A A C B C A C A B D C D 27

10 V D C C B A C A B A B A B B A C D A A D B B D A A C C B A A A C D C C C B C C C D 27

11 E D A C B A A A D A B B D D B D D D B D B A D C A D B B A B A C D C D D B C C C D 23

12 H D C C B A C A B A B A B B A C C A B C A B D D D D D B A C A D D C D A A C D B D 23

13 D D C C B A C A B A B A C C A D D A B A A B D A A C C B A A A C D C C C A B C D A 21

14 G D C C D A C A B A B D B B C C D D C C D B D A A B C B A A A C C C A C B B D D A 21

15 Z D C C B A C A B B B B B C D C D D C A A B D A A C C B A A A C D C C C A A D D A 21

16 A D D A B A C A A B B C B D A D D D B A A A D A A D B B A B A C D C C C B B D C C 20

17 C D C C B A C A B A B C B B A C D A B A A B D A D C C B C A B C D C C C A B C D A 20

18 B D B B C A D A A C B B C D A C D C D A B B A A A D D B A B D C B D C A B C D C D 19

19 U D C C B A C A B A B A D B A C D A C C A B D C A D C B A A A C C C C C A B C D A 19

20 F D D C B A A A D C A A C C D D D B B C D B C A A D C B C A A D C B D C A B C C A 17

21 T D C C B A C A D C B B C B A D D A C A A B D A B D C B A B A C C C B C A A A C D 17

22 Y D C C D A C A A C B C D A A D D A D D B B D A A D C B C B A C B D D D B C D B D 17

23 AC D C C B A D C A D B B B D A D A C D A D B C A D C D B C D A B C B A C A B C D D 17

24 AE D C C D C C C A A A B B D D B D B D A A A A A A A C C A D A A D B C C B D C D B 15

25 Q D C B D C A A A C A A B C A B A D A D D B C C A B D C A D A A C A D A A C A B D 14

26 AB D C A A C C B A A A A D D D D C B C A A C B B A D B B B D B A D D D C C C C C D 13

27 AA A D C D A C A A D B B B B A C D C B B B A B A D C A C A B D C B D D D A B A D A 12

28 S D D B D A C A A C B C B D A A C B C A D B A A A A C B B B A C D B C C A ~ C D A 11

29 R D D B D A C A D C A C B D A A C B C A D B A C A A C C B D D C D B C C A D C D A 9

30 K A C A D A C D A C B D D D A D D C A D D A B C D D C B A B B C C D C C A B D A A 8

31 AD D D D C B B C D B A A C C D D D C C A D B C D A D C C C A C A C D D A B B C D C 8

To

tal 29

2

3

2

2

1

9

2

7 7

2

5

1

4

1

4

1

1 11 21 10 21 15 24 12 14 11 13 2 8 23 24 12 10 26 22 13 23 4 16 18 8 9 15 14 14 15 18


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3.4Students ScoreNo Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/ B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 40/D SCORE

1 W 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 35

2 J 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 34

3 O 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 32

4 P 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 1 1 1 1 1 0 0 1 1 0 1 1 1 0 1 1 0 1 0 0 0 1 1 1 1 28

5 X 1 1 1 1 1 0 1 1 1 0 0 1 0 0 1 1 1 1 1 0 0 0 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 1 28

6 I 1 1 1 1 1 1 0 0 1 0 0 1 0 1 1 1 0 0 0 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 27

7 L 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 27

8 M 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 1 1 1 0 1 0 D 1 1 1 0 1 1 1 0 0 1 1 0 0 1 0 1 1 1 27

9 N 1 1 1 1 1 0 1 1 1 0 0 1 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 1 1 2710 V 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 1 1 0 0 1 0 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 27

11 E 1 0 1 1 1 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 1 1 0 0 1 1 0 1 1 23

12 H 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 0 0 0 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 23

13 D 1 1 1 1 1 0 1 1 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 1 0 1 1 1 1 0 1 1 0 0 0 0 0 0 0 21

14 G 1 1 1 0 1 0 1 1 1 0 0 1 0 0 1 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 0 0 1 1 0 1 0 1 0 0 21

15 Z 1 1 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 0 0 0 0 1 1 1 0 1 1 1 1 0 1 1 0 0 0 0 1 0 0 21

16 A 1 0 0 1 1 0 1 0 0 0 0 1 1 1 0 1 0 1 0 0 0 0 11 1 0 1 1 1 0 1 0 1 1 0 0 1 0 1 1 0 20

17 C 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 0 0 0 0 20

18 B 1 0 0 0 1 0 1 0 0 0 1 0 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 1 0 0 0 0 0 0 1 1 1 1 1 1 19

19 U 1 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 1 0 1 0 0 0 0 1 0 0 1 1 1 1 0 0 1 0 0 0 0 0 0 0 19

20 F 1 0 1 1 1 1 1 0 0 1 0 0 0 0 0 1 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 17

21 T 1 1 1 1 1 0 1 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 1 0 0 0 1 1 0 1 0 0 1 0 0 0 0 0 1 1 17

22 Y 1 1 1 0 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 1 1 0 0 1 0 0 1 0 0 0 0 0 1 1 1 0 1 17

23 AC 1 1 1 1 1 0 0 0 0 0 1 1 1 1 0 0 0 0 0 0 0 1 1 0 1 0 1 0 0 1 1 0 0 1 0 0 0 0 0 1 17

24 AE 1 1 1 0 0 0 0 0 1 1 1 1 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 1 0 0 0 1 0 0 0 0 15

25 Q 1 1 0 0 0 1 1 0 0 1 0 1 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 14

26 AB 1 1 0 0 0 0 0 0 1 1 0 0 1 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 0 0 0 1 0 0 0 0 1 0 1 1 13

27 AA 0 0 1 0 1 0 1 0 0 0 1 1 0 1 1 1 0 1 0 1 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 12

28 S 1 0 0 0 1 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 1 0 1 0 0 0 0 0 0 0 0 11

29 R 1 0 0 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 9

30 K 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 8

31 AD 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 0 8

TOTAL 29 23 22 19 27 7 25 14 14 11 11 21 10 21 15 24 12 14 11 13 2 8 23 24 12 10 26 22 13 23 4 16 18 8 9 15 14 14 15 18


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3.5Table of Upper and Lower GroupTable of Upper Group

No Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 40/D Score

1 W D/1 C/1 C/1 B/1 A/1 A/1 A/1 B/1 C/0 A/1 B/1 B/1 A/0 A/1 C/1 D/1 B/0 B/1 C/1 B/1 C/1 A/0 A/1 A/1 C/ 1 B/1 B/1 A/1 A/1 A/1 B/1 D/1 D/0 A/1 A/1 B/1 C/1 D/1 C/1 D/1 35

2 J D/1 C/1 C/1 B/1 A/1 A/1 A/1 D/0 C/0 A/1 B/1 B/1 D/1 A/1 C/1 D/1 A/1 B/1 C /1 B/1 A/0 C/1 A/1 B/0 C/1 B/1 B/1 A/1 B/0 A/1 B/1 B/0 C/1 A/1 A/1 B/1 C/1 D/1 C/1 D/1 34

3 O D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 A/1 B/1 B/1 A/0 A/1 C/1 A/0 A/1 B/1 C/1 B/1 B/0 D/0 A/1 A/1 C/1 A/0 B/1 A/1 A/1 A/1 C/0 D/1 C/1 A/1 A/1 B/1 C/1 C/0 C/1 D/1 32

4 P D/1 C/1 C/1 B/1 A/1 A/1 A/1 B/1 A/1 A/1 A/0 B/1 A/0 B/0 B/0 D/1 A/1 B/1 C/1 B/1 B/0 D/0 A/1 A/1 B/0 B/1 B/1 A/1 B/0 A/1 B/1 ~/0 C/1 B/0 C/0 C/0 C/1 D/1 C/1 D/1 28

5 X D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 C/0 B/1 A/0 B/0 C/1 D/1 A/1 B /1 C/1 A/0 B/0 D/0 A/1 A/1 C/1 B/1 B/1 A/1 B/0 A/1 C/0 C/0 C/1 A/1 A/1 B/1 C/1 C/0 C/1 D/1 28

6 I D/1 C/1 C/1 B/1 A/1 A/1 C/0 A/0 A/1 C/0 A/0 B/1 C/0 A/1 C/1 D/1 C/0 A/0 D/0 B/1 B/0 C/1 A/1 A/1 A/0 B/1 B/1 B/0 A/1 A/1 D/0 D/1 C/1 D/0 A/1 B/1 C/1 D/1 C/1 D/1 27

7 L D/1 C/1 A/0 C/0 A/1 C/0 A/1 B/1 C/0 A/1 B/1 B/1 A/0 B/0 C/1 D/1 C/0 B/1 C/ 1 B/1 B/0 C/1 A/1 A/1 D/0 B/1 B/1 A/1 D/0 A/1 D/0 D/1 C/1 A/1 C/0 B/1 C/1 D/1 B/0 D/1 27

8 M D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 C/1 D/1 A/1 B/1 D/0 B/1 B/0 D/0 A/1 A/1 C/1 C/0 B/1 A/1 A/1 C/0 C/0 D/1 C/1 C/0 C/0 B/1 B/0 D/1 C/1 D/1 27

9 N D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 D/0 D/1 B/0 A/0 C/1 B/1 B/0 C/1 A/1 A/1 C/1 B/1 B/1 A/1 A/1 A/1 C/0 B/0 C/1 A/1 C/0 A/0 B/0 D/1 C/1 D/1 27

10 V D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 C/1 D/1 A/1 A/0 D/0 B/1 B/0 D/0 A/1 A/1 C/1 C/0 B/1 A/1 A/1 A/1 C/0 D/1 C/1 C/0 C/0 B/1 C/1 C/0 C/1 D/1 27

Total 10 10 9 9 10 4 9 8 7 5 4 1O 1 7 8 9 6 7 7 9 1 3 10 9 7 7 10 9 6 9 3 6 9 6 5 8 8 7 9 10

Table of Lower Group

No Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 40/D Score

22 Y D/1 C/1 C/1 D/0 A/1 C/0 A/1 A/0 C/0 B/0 C/0 D/0 A/0 A/1 D/0 D/1 A/1 D/0 D/0 B/1 B/0 D/0 A/1 A/1 D/0 C/0 B/1 C/0 B/0 A/1 C/0 B/0 D/0 D/0 D/0 B/1 C/1 D/1 B/0 D/1 17

23 AC D/1 C/1 C/1 B/1 A/1 D/0 C/0 A/0 D/0 B/0 B/1 B/1 D/1 A/1 D/0 A/0 C/0 D/0 A/0 D/0 B/0 C/1 A/1 D/0 C/1 D/0 B/1 C/0 D/0 A/1 B/1 C/0 B/0 A/1 C/0 A/0 B/0 C/0 D/0 D/1 17

24 AE D/1 C/1 C/1 D/0 C/0 C/0 C/0 A/0 A/1 A/1 B/1 B/1 D/1 D/0 B/0 D/1 B/0 D/0 A/0 A/0 A/0 A/0 A/1 A/1 A/0 C/0 C/0 A/1 D/0 A/1 A/0 D/1 B/0 C/0 C/0 B/1 D/0 C/0 D/0 B/0 15

25 Q D/1 C/1 B/0 D/0 C/0 A/1 A/1 A/0 C/0 A/1 A/0 B/1 C/0 A/1 B/0 A/0 D/ 0 A/0 D/ 0 D/0 B/0 C/1 C/0 A/1 B/0 D/0 C/0 A/1 D/0 A/1 A/0 C/0 A/0 D/0 A/1 A/0 C/1 A/0 B/0 D/1 14

26 AB D/1 C/1 A/0 A/0 C/0 C/0 B/0 A/0 A/1 A/1 A/0 D/0 D/1 D/0 D/0 C/0 B/0 C/0 A/0 A/0 C/1 B/0 B/0 A/1 D/0 B/1 C/0 B/0 D/0 B/0 A/0 D/1 D/0 D/0 C/0 C/0 C/1 C/0 C/1 D/1 13

27 AA A/0 D/0 C/1 D/0 A/1 C/0 A/1 A/0 D/0 B/0 B/1 B/1 B/0 A/1 C/1 D/1 C/0 B/1 B/0 B/1 A/0 B/0 A/1 D/0 C/1 A/0 C/0 A/1 B/0 D/0 C/0 B/0 D/0 D/0 D/0 A/0 B/0 A/0 D/0 A/0 12

28 S D/1 D/0 B/0 D/0 A/1 C/0 A/1 A/0 C/0 B/0 C/0 B/1 D/1 A/1 A/0 C/0 B /0 C/ 0 A/0 D/0 B/0 A/0 A/1 A/1 A/0 C/0 B/1 B/0 B/0 A/1 C/0 D/1 B/0 C/0 C/0 A/0 ~/0 C/0 D/0 A/0 11

29 R D/1 D/0 B/0 D/0 A/1 C/0 A/1 D/0 C/0 A/1 C/0 B/1 D/1 A/1 A/0 C/0 B /0 C/ 0 A/0 D/0 B/0 A/0 C/0 A/1 A/0 C/0 C/0 B/0 D/0 D/0 C/0 D/1 B/0 C/0 C/0 A/0 D/0 C/0 D/0 A/0 9

30 K A/0 C/0 A/0 D/0 A/1 C/0 D/0 A/0 C/0 B/0 D/0 D/0 D/1 A/1 D/0 D/1 C/0 A/0 D/0 D/0 A/0 B/0 C/0 D/0 D/0 C/0 B/1 A/1 B/0 B/0 C/0 C/0 D/0 C/0 C/0 A/0 B/0 D/1 A/0 A/0 8

31 AD D/1 D/0 D/0 C/0 B/0 B/0 C/0 D/0 B/0 A/1 A/0 C/0 C/ 0 D/0 D/0 D/1 C/0 C/0 A/0 D/0 B/0 C/1 D/0 A/1 D/0 C/0 C/0 C/0 A/1 C/0 A/0 C/0 D/0 D/0 A/1 B/1 B/0 C/0 D/0 C/0 8

Total 10 10 9 9 10 4 9 8 7 5 4 1O 1 7 8 9 6 7 7 9 1 3 10 9 7 7 10 9 6 9 3 6 9 6 5 8 8 7 9 10


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3.7Table of Discriminating PowerITEM NO UPPER GROUP LOWER GROUP D LEVEL

1 10 8 20% Very Poor

2 10 6 40% Poor

3 9 4 50% Moderate

4 9 1 80% Good

5 10 6 40% Poor6 4 1 30% Very Poor

7 9 5 40% Poor

8 8 0 80% Good

9 7 2 50% Moderate

10 5 5 0% Very Poor


12 10 6 40% Poor

13 1 6 -50% Negative

14 7 7 0% Very Poor

15 8 1 70% Good

16 9 5 40% Poor

17 6 1 50% Moderate

18 7 1 60% Moderate19 7 0 70% Good

20 9 2 70% Good

21 1 1 0% Very Poor

22 3 3 0% Very Poor

23 10 5 50% Moderate


25 7 2 50% Moderate

26 7 1 60% Moderate


28 9 4 50% Moderate

29 6 1 50% Moderate

30 9 5 40% Poor31 3 1 20% Very Poor


33 9 0 90% Very Good

34 6 1 50% Moderate


36 8 3 50% Moderate

37 8 3 50% Moderate

38 7 2 50% Moderate

39 9 1 80% Good


CRITERIA LEVEL

100% Perfect

90%-99% Very Good

70%-89% Good

50%-69% Moderate

40%-49% Poor

0%-39% Very Poor

(-) Negative


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Item No. 7

Alternatives A# B C D

Upper Group 10 9 0 1 0

Lower Group 10 5 1 3 1

Item No. 8

Alternatives A B# C D



Item No. 9




Item No. 10




Item No. 11




Item No. 12




Distracter B, C & D are good because some studentsin lower group are distracted

Distracter A &D are good because some students inlower group are distracted

Distracter C is ineffective because no one student isdistracted

Distracter B, C & D are good because somestudents in lower group are distracted

Distracter B is good because it distracted somestudents in lower group

Distracter C is very poor because it distracted thestudent in upper group

Distracter D is ineffective because no one student isdistracted

Distracter A is very poor because it distractedmore students in upper group

Distracter C & D are good because it distractedmore students in lower group

Distracter A is ineffective because no one student isdistracted

Distracter C & D are good because it distractedsome students in lower group


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Item No. 13

Alternatives A B C D#



Item No. 14




Item No. 15

Alternatives A B C# D



Item No. 16




Item No. 17


Upper Group 10 6 2 2 0Lower Group 10 1 4 4 1

Item No. 18




Distracter A & B are very poor because itdistracted more students in upper group

Distracter C is good because it distracted somestudents in lower group

Distracted B is very poor because it distracted morestudents in upper group


Distracter D is good because it distracted somestudents in lower group

Distracter A, B & D are good because somestudents in lower group are distracted

Distracter A & B are good because it distractedsome students in lower group

Distracter C is ineffective because no onestudent is distracted

Distracter B, C & D are good because it distractedmore students in lower group

Distracter A is very poor because it distractedmore students in upper group



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Item No. 19




Item No. 20




Item No. 21




Item No. 22




Item No. 23




Item No. 24




Distracter A & B are good because it distractedmore students in lower group

Distracter D is poor because it distracted both ofgroup

Distracter A & D are good because some students inlower group are distracted


Distracter A is good because it distracted somestudents in lower group

Distracter B is very poor because it distracted morestudents in upper group


Distracter A & B are good because it distractedsome students in lower group

Distracter D is very poor because it distractedmore students in upper group

Distracter B & C are good because it distractedmore students in lower group


Distracter B is very poor because it distracted astudent in upper group

Distracter C is ineffective because no onestudent is distracted

Distracter D is good because it distracted somestudents in lower group


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Item No. 25




Item No. 26




Item No. 27




Item No. 28




Item No. 29




Item No. 30




Distracter A & D are good because it distractedsome students in lower group

Distracter B is poor because it distracted both of thegroup

Distracter A is poor because it distracted both ofgroup


Distracter A & D are ineffective because no onestudent is distracted

Distracter C is good because it distracted a half ofstudents in lower group

Distracter B & C are good because it distracted somestudents in lower group


Distracter B & D are good because it distractedsome students in lower group


Distracter B & D are good because it distractedsome students in lower group

Distracter C is poor because it distracted both ofgroup


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Item No. 31




Item No. 32




Item No. 33




Item No. 34




Item No. 35




Item No. 36





Distracter C is poor because it distracted both ofgroup

Distracter D is very poor because it distracted morestudents in upper group

Distracter A is ineffective because no one studentis distracted

Distracter B is poor because both of group aredistracted

Distracter C s good because it distracted somestudents in lower rou

Distracter A, B & D are good because it distractedmore students in lower group

Distracter B is very poor because it distracted morestudents in upper group


Distracter B is ineffective because no one student isdistracted



Distracter C is poor because it distracted both of thegroup



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Item No. 37




Item No. 38




Item No. 39




Item No. 40




Criteria Total Percentage Item Number

Good 40 100% All items

Poor 9 22.5% 4,9,25,26,30,31,32,36,39

Very Poor 10 25% 10,11,13,14,18,21,22,24,31,34

Ineffective 20 50% 1,2,5,8,10,12,14,16,20,21,23,24,27,28,29,32,35,36,37,38

Distracter A is ineffective because no one student isdistracted

Distracter B & D are good because it distractedmore students in lower group

Distracter A & C are good because some studentsin lower group are distracted

Distracter B is ineffective because no one studentis distracted

Distracter A & D are good because it distractedsome students in lower group

Distracter B is poor because both of group aredistracted

Distracter A, B, & C are good because it distractedsome students in lower group

The Summary of Effectiveness of Distracters


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CHAPTER IV

CONCLUSION

After analyzing items, the researcher got the datum as shown in chapter III. From the datum

above, it indicated that the items of English Grammar II test have good difficulty level and

discriminating power. It can be shown that 55% of items have moderate level of difficulty and

37.5% of items have moderate level of discriminating power. The item numbers which have

moderate level of difficulty are 3, 4, 7, 8, 9, 10, 14, 15, 16,18, 20, 25, 26, 28, 30, 32, 33, 36, 37,

38,39, 40. Similarly, the item numbers which have moderate level of discriminating power are

3,9,17,18,23,25,26,27,28,29,34,36,37,38,40.

It means that the item of English Grammar II test is not too difficult and not too easy, and the

discriminating power is good enough. Therefore, the researcher concludes that the difficulty leveland the discriminating power of English Grammar II test are good.

Similarly, the effectiveness of distracter of each item is good enough but it need a little revision

in order to increase the quality of the test. It is indicated by 22.5% of items have poor distracter

where both group are distracted. Moreover, 25% of items have very poor distracters and a half of

items have ineffective distracters. Thus, the items need to be revised in order to make the items

have good distracter in each item.

Indeed, from those item analysis difficulty level, item discriminating power, and

effectiveness of distracters the researcher conclude that the items of English Grammar II test is

effective to be tested. It has good difficulty level, item discriminating power and effectiveness of

distracters. Moreover, the items have high ability because the test measured what is intended to

measure and content of test represent sample of the subjects which are must be tested.


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REFERENCES

Gronlund, Norman E. 1982. Constructing Achievement Tests. Englewood Cliff, New Jersey:

Prentice-Hall.

Hughes, Arthur. 1989. Testing for Language Teachers.Cambridge: Cambridge University Press.

Brown, Douglas. 2003.Language Assessment Principles and Classroom Practices. California:

Longman

Documents

Analysis of Grammar Test-langguage Assessment