ENGLISH EDUCATION DEPARTMENT FACULTY OF …repository.uinjkt.ac.id/dspace/bitstream/123456789/3860/1/FIFI...Berdasarkan temuan di atas, butir-butir soal tes sumatif bahasa Inggris

AN ITEM ANALYSIS ON THE DIFFICULTY LEVEL OF AN

ENGLISH SUMMATIVE TEST (A Case Study at Second Grade Students of SMP YMJ Ciputat)

A ”Skripsi”

Presented to The Faculty Of Tarbiyah and Teacher Training in a Partial

Fulfillment of Requirements for the Degree of S.Pd (Bachelor of Arts) in

English Language Education

By:

Fifi Maghfiroh NIM. 204014003208

ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA 1431 H/ 2010 M

AN ITEM ANALYSIS ON THE DIFFICULTY LEVEL OF AN

ENGLISH SUMMATIVE TEST (A Case Study at Second Grade Students of SMP YMJ Ciputat)

A ”Skripsi”

Presented to The Faculty Of Tarbiyah and Teacher Training in a Partial

Fulfillment of Requirements for the Degree of S.Pd (Bachelor of Arts) in

English Language Education

By: Fifi Maghfiroh

NIM. 204014003208

Approved by Advisor:

Dr. Fahriany M.Pd NIP. 1970 0611 1991 01 2001

ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA 1431 H/ 2010 M

i

ABSTRACT

Fifi Maghfiroh, 2010, An Item Analysis on the Difficulty Level of an English Summative Test (A Case Study at Second Grade Students of SMP YMJ Ciputat), Skripsi, English Education Department, Faculty of Tarbiyah and Teachers Training, State Islamic University. Advisor. Dr. Fahriany, M.Pd

Key word. Summative Test, Difficulty Level, Good Test

This research is aimed at measuring the difficulty level of each item of the

English Summative Test (focused on the objective test) at the second grade students of SMP YMJ Ciputat at the odd semester of the 2009-2010 academic year. The writer uses a quantitative approach. The method of the study is a field research with visiting the school to do the research. This study also categorized as descriptive analysis because it is intended to describe the difficulty level objectively. By analyzing the students’ summative test paper, the writer finally knows, the English summative test item administered at the second grade students’ of SMP YMJ Ciputat qualified as a good test item seen from the level of difficulty.

The finding of the study states that this English Summative test items at the odd semester, administered at the second grade students of SMP YMJ Ciputat qualified as a good test. Based on the calculation of the difficulty level of the items that the test belongs to the test items which have moderate level of difficulty, ranging from 0. 30 to 0.70 it is 0. 51. So these test items are moderate. In other word the test has qualified as a good test seen from the difficulty level of the items. And it is also in line with GBPP seen from the content of validity.

ii

ABSTRAK

Fifi Maghfiroh, 2010, An Item Analysis on the Difficulty Level of an English Summative Test (A Case Study at Second Grade Students of SMP YMJ Ciputat), Skripsi, pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Univerditas Islam Negeri Syarif Hidayatullah. Pembimbing. Dr. Fahriany, M.Pd

Kata Kunci. Tes Summatif, tingkat Kesuliatan, Soal yang baik

Penelitian ini bertujuan untuk mengukur tingkat kesulitan butir-butir soal tes sumatif bahasa Inggris(terfokus pada butir-butir soal tes objektif) di SMP YMJ Ciputat semester gasal tahun akademik 2009-2010. Penulis menggunakan pendekatan kuantitatif. Metode dari penelitian ini adalah penelitian lapangan. Penelitian ini juga dikategorikan sebagai deskriptif analisis karena penelitian ini menggambarkan tingkat kesulitan tes sumatif secara objektif. Dengan menganalisa lembar jawaban tes sumatif, penulis akhirnya mengetahui bahwa butir-butir soal tes sumatif siswa kelas dua SMP YMJ Ciputat berkualitas sebagai soal yang baik dilihat dari tingkat kesulitannya. Berdasarkan temuan di atas, butir-butir soal tes sumatif bahasa Inggris pada semester ganjil di kelas dua SMP YMJ Ciputat, berkualitas sebagai soal yang baik. Berdasarkan hasil perhitungan tingkat kesulitan butir-butir soal tes bahwa soal tes ini memiliki tingkat kesulitan soal yang sedang atau “moderate”, berkisar antara 0,30 sampai 0,70 yakni 0,51. Jadi butir-butir soal ini memiliki tingkat kesukaran sedang. Dengan kata lain bahwa tes ini berkualitas sebagai soal yang baik, dilihat dari tingkat kesulitannya. Soal ini juga sesuai dengan GBPP dilihat dari validitas isinya.

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ACKNOWLEDGMENT

الرحیم الرحمن اهللا بسم

In the name of Allah, the Beneficent, the Merciful

All praise be to Allah the Lord who has given mercy and blessing,

guidance, help and love until the writer can complete this ‘skripsi’, peace and

blessing is upon our prophet Muhammad S.A.W. his descendants, his companies

and his followers.

The primarily aim of this ‘skripsi’ is to complete a partial of requirements

of the degree of strata 1 (S1) for State Islamic University Jakarta, entitle “AN

ITEM ANALYSIS ON THE DIFFICULTY LEVEL OF AN ENGLISH

SUMMATIVE TEST (A Case Study at Second Grade Students of SMP YMJ

Ciputat)

In this occasion the writer would like to express her gratitude and her

honor to all people who helped her in finishing this ‘skripsi’. It must be for the

writer to say her acknowledgement sincerely to them for their help in completing

this skripsi..

First of all the writer would like to express her greatest gratitude to her

beloved mother (Mamah) and father (Sulaiman Fauzi), who have given their best

loving, guiding, scarifying, supporting the writer’s studying, and their praying in

every time both day and night, for the success of the writer. And also her brothers

and a sister who have been giving their motivation.

The writer also would like to give her great appreciation, honor and

gratitude to Dr. Fahriany M.Pd., as her advisor, for her time, guidance, kindness,

contributions and patience in correcting and helping her in finishing her ‘skripsi’.

iv

Then the writer would like to give her special thanks to all lectures in English

Department, who have taught and given knowledge to the writer, whose names

cannot be mentioned one by one.

The writer realizes that she would not complete writing this ‘skripsi’ without the

help of people around her. Therefore, she would like to give her gratitude, and

appreciation to:

1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng

Sunengsih, S.Pd., the Secretary of English Department, Ms. Aida and all

staff of English Department who helped the writer.

2. Prof. Dr. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and

Teacher’s Training.

3. The Headmaster and all the teachers, staffs and employees of SMP YMJ

Ciputat, especially for Ms. Suryani, S.Pd, as English teacher and all

students in YMJ who permitted the writer to do the research.

4. The staffs and officers of the libraries whose book she used for the

references of this research, main library Syarif Hidayatullah State Islamic

University, library of Faculty of Tarbiyah and teacher Training, and Unika

Atma Jaya Library.

5. All of her friends at UIN, especially 2004 students at class A and B of

English Department. She thanks to their friendship especially, Yumi, Aini,

Nana, Ajiz, Fitri, as her best friends that the writer has ever had, thanks for

wonderful friendship and hope that all can make your dream come true.

6. Also the writer’s beloved aunt family, her cousin Reno Yose Rizal and all

the writer’s friends who care and always give support also help her

especially HMB family.

v

Finally, the writer realizes that this ‘skripsi’ is far for being perfect;

therefore, it is really a pleasure for her to receive suggestions and critics from

everyone for better writing.

Jakarta, October 5th 2010

The writer

vi

TABLE OF CONTENTS

Page

ABSTRACT ..................................................................................................... i

ABSTRAK ........................................................................................................ ii

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

TABLE OF CONTENTS .................................................................................. vi

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

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

CHAPTER I : INTRODUCTION

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

B. The Limitation of Problem ................................................................... 4

C. The Formulation of Problem ................................................................. 4

D. The Significance of Study ..................................................................... 4

E. The Assumptions ................................................................................... 4

CHAPTER II : THEORETICAL FRAMEWORK

A. Evaluation and Test .............................................................................. 6

1. Evaluation ........................................................................................ 6

2. Test .................................................................................................. 9

a. Kinds of Test ................................................................................ 10

b. Types of Tests Item ...................................................................... 13

B. Item Analysis ........................................................................................ 18

C. Kinds of Item Analysis .......................................................................... 19

D. The Importance of Item Analysis .......................................................... 23

CHAPTER III : RESEARCH METHODOLOGY

A. The Objective of The Study ................................................................. 25

vii

B. Place and Time of The Study ................................................................ 25

C. Research Method .................................................................................. 25

D. Research Instrument ............................................................................. 25

E. The Techniques of Data Analysis ......................................................... 26

CHAPTER IV : RESEARCH FINDING AND DISCUSSION

A. Description of Data .............................................................................. 28

B. Analysis of Data ................................................................................... 28

C. Interpretation of Data ........................................................................... 35

CHAPTER IV : CONCLUSIONS AND SUGGESTIONS

A. Conclusions .......................................................................................... 39

B. Suggestions .......................................................................................... 40

BIBLIOGRAPHY ............................................................................................. 41

APPENDIXES................................................................................................... 43

viii

LIST OF TABLES

Table 3.1 Level of Difficulty............................................................................... 26

Table 4.1 Format of Item analysis of the English summative Test ....................... 44

ix

LIST OF APPENDIXES

1. The Group Position of the English Summative Test Result ............................. 51

2. Students’ Answer in the Upper Group ............................................................. 55

3. Students’ Answer in the Lower Group ............................................................ 59

4. Item Questions ................................................................................................ 63

5. Syllabus .......................................................................................................... 80

6. Table of Conformity between the Summative Test’s Items and

English Syllabus ............................................................................................. 92

7. R-tabel ............................................................................................................ 94

1

CHAPTER I

INTRODUCTION

A. The Background of Study

English is well known as an international language in the world. It is

spoken by some countries as a first language or mother tongue, as a second

language or as an official language, which is used as a means in international

communication among countries.

Based on the statement above Brumfit also said that “English is an

international language that, it is the most dispread medium of international

communication, both because of the number and geographical spread of its

speaker and because of the large number of non-native speaker who use it for part

at least of their international contact.1

Because English is so widely spoken, it has often been referred to as a

"world language", the lingua franca of the modern era. While English is not an

official language in most countries, it is currently the language most often taught

as a second language around the world. Some linguists (such as David Graddol)

believe that it is no longer the exclusive cultural property of "native English

speakers", but is rather a language that is absorbing aspects of cultures worldwide

as it continues to grow. It is, by international tread, the official language for area

and maritime communications. English is an official language of the United

Nations and many other international organizations, including the International

Olympic Committee.2

Based on the fact explained above, English language has an important

position, because of that English language becomes the first foreign language that

should taught to student in every level of education in Indonesia. Government and

1 Christopher Brumfit, English for International Communication (London: Pergamon

Press, 1982), p. 1. 2 http://en.wikipedia.org/wiki/English_language 3.47pm

2

private institution are struggling to enhance teaching and learning process of

English in Indonesia. As that the compulsory foreign language subject it must be

learnt by students at school in Indonesia. It is given to the student from very early

age (preschool) up to university level.

Evaluation is an integral part of the instructional program. In educational

side, one of the most important aspects of teaching learning process is evaluation.

It contributes directly to the teaching and learning process, used in the classroom

instruction. The main focus of classroom evaluation is the pupil and their learning

focus.

Evaluation is the continuous inspection of all available information

concerning the student, teacher, educational program and the teaching-learning

process to ascertain the degree of change in students and form valid judgments

about the students and the effectiveness of the program.3

Through evaluation a teacher will be able to know his or her student

achievement on the materials that have been taught in a certain period of time.

And the teacher can measure his or her teaching effectiveness which has been

applied in the classroom.

There are many methods for collecting information or evaluation process.

One of them is by using a test. “Tes adalah suatu alat atau prosedur yang

sistematis dan objective untuk memperoleh data-data atau keterangan-keterangan

yang diinginkan tentang seseorang, dengan cara yang boleh dikatakan tepat dan

cepat.4

Test at school usually uses two kinds of test. There are formative test and

summative test, the formative test is usually made by teacher of each class of

school and given at the end of the lesson unit. And summative test is usually made

3 Charles D. Hopkins and Richard L. Antes, Classroom Measurement and Evaluation, Third Edition, (Itasca: F. E. Peacock Publishers, Inc, 1990), p. 29

4 Drs. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bina Aksara, 1988), p. 29.

3

by a team, given at the end of each term or the end of the school year and it is held

in every school together in the same time.

As a mean to measure the students’ achievement of the learning process, a

test should be constructed well. So that it is able to distinguish between the

students who have studied well and they who have not.

In constructing the test, the teachers have to consider some of its criteria.

Each test, especially achievement test, has its own principle and approaches. Here

the teacher hoped to apply them as appropriately as they can.

After the teacher has administered and score the test. It is usually desirable

to evaluate the effectiveness of the test especially the test item. Because it is

necessary for the teachers to use their own judgment, as how well item usually

will work. This is done by studying the students’ responses of each item.

When formalized, the procedure is called item analysis. Nitko stated that

“Item analysis refers to the process of collecting, summarizing and using

information about individual test item, especially information about pupils’

response to the item.”5 “Item analysis usually concentrates on two vital features:

level of difficulties and discriminating power. The former means the percentage of

pupils who answer correctly each test item: the latter the ability of the test item to

differentiate between pupils who have done well and those who have done

poorly.”6

Based on the statement above, the writer is interested in analyzing the

English summative test items administered at the second year student of SMP

YMJ Ciputat seen from the level of difficulties.

5 Anthony J. Nitko, Educational test and Measurement, An Introduction, (New York:

Harcourt Braco Jovanovich Inc, 1983), p. 8. 6 Ahmann, J Stanley and Marvine, D. Glock., Evaluating Student Progress, (Boston:

Allyn and Bacon, 1981), p. 184

4

B. The Limitation of Problem

To make this writing easier to understand, the writer limits the study as

follow:

a. This writing is limited on the difficulty level of English summative test

item at the second grade students of SMP YMJ Ciputat.

b. The research is focused on the summative English at the second grade

students of SMP YMJ Ciputat at the odd semester of the 2009-2010

academic year.

C. Formulation of Problem

There are three characteristics usually considered in the field of test and

measurement, there are the level of difficulty, discriminating power and the

effectiveness of distracter.7 The point of this discussion, the writer intends to see

the quality of test items only by doing item analysis that focus on level of

difficulty. The test item will be analyzed is an objective test of English summative

test used at second grade students of SMP YMJ Ciputat, and she formulates the

problem as follow:

“Are the English summative test items administered at the second grade students

of SMP YMJ Ciputat qualified as a good test item seen from the level of

difficulty?”

D. The Significance of Study

The result of this study are expected to give useful information about the

level of difficulty in English summative test item at the second grade students of

SMP YMJ Ciputat.

E. The Assumptions

SMP YMJ Ciputat has administered the test in Summative test academic

year 2009-2010 in the odd semester, but the result is still low. Based on the

7 Asmawi Zaenul dan Noehi Nasution, Penilaian Hasil Belajar, (Jakarta: UT, 2001), p.

173.S

5

limitation and formulation of the problem of this research, the writer assumption’s

that, the test which have been tested in the second grade students at SMP YMJ

Ciputat has qualified as a good test seen from the difficulty level of the items.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Evaluation and Test

Evaluation helps teachers to know his or her students achievement on the

materials that have been taught in a certain periods of time. So that the teacher can

measure his or her teaching effectiveness which has been applied in the

classroom, and test is one of the methods of doing evaluation.

1. Evaluation

a. The Definition of Evaluation

Evaluation is an integral part of the instructional program. In educational

side, one of the most important aspects of teaching learning process is evaluation.

It contributes directly to the teaching and learning process, used in the classroom

instruction. The main focus of classroom evaluation is the pupil and their learning

focus.

There are some definitions about the evaluation, there are: “Evaluation is

the continuous inspection of all available information concerning the student,

teacher, educational program. And thye teaching learning pprocess to ascertain the

degree of change in students and form valid judgements about the students and the

effectiveness of the program.”1

Based on the definition above evaluation is an important part of every

teaching and learning experience. It cannot be separated from the world of

education and teaching in general. All the education activities should be followed

by or go with an evaluation. It is considered that between teaching and evaluation

is like a two side of coin. That cannot be separated. Obviously, it contributes some

informations to the teaching learning process, especially for a teacher. It seems

1 Charles D. Hopkins and Richard L. Antes, Classroom Measurement and Evaluation,

Third Edition, (Itasca: F. E. Peacock Publishers, Inc, 1990), p. 29

7

awkward if a teaching process in the class never ends with evaluation. Without

evaluation teacher cannot report students’ outcome objectively.

Evaluation is defined as a systematic process of determining the extent to which instructional objectives are achieved by pupils. There are two important aspects of this definition. First, note that evaluation implies a systematic process, which omits casual uncontrolled observation of pupils. Second, evaluation assumes that instructional objectives have been previously identified.2

Through evaluation a teacher will be able to know his or her student

achievement on the materials that have thought in a certain period of time. And

the teacher can measure his or her teaching effectiveness which has been applied

in the classroom.

“There are many methods to collect information or evaluation process.

One of them is by using a test. Test is a systematic and objective procedure to

obtain the data or information about the learner by an appropriate technique.”3

Test and evaluation is an integral part that stands together and cannot be separated

each other. Test as one of the methods in evaluation facilitate teacher to evaluate

students in comprehend all the previous material that have been taught

Evaluation means an activity of gathering information to be used in

making students and instructional decision. It must be done in systematic and

routine assessment. So that the data can help teacher understand the learners, plan

learning experiences for them and determine the extent to which the instructional

objectives are being achieve.

b. The Evaluation Planning

Basically, an evaluation requires planning to give each lesson or unit as

well. However, preparing an evaluation should be an integral part of the teacher.

Evaluation is needed to be planned because if the teacher does not plan it, the

items in the test will not relate to the lesson which has learnt by the students.

2 Norman, E. Gronlound, Measurement and Evaluation in Teaching, (New York:

Macmillan Publishing Co., Inc., 1981), pp.5-6. 3 Drs. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bina Aksara,

1988), p. 29.

8

Moreover, if the evaluation is not planned, it will not be used, according to

Genesee, when planning evaluation, the following questions are relevant:

1) Who will use the result of assessment and for what purpose?

2) What will the teachers assess?

3) When will the teachers assess?

4) How will the teachers record the results of their assessment?4

So that, evaluation planning is important to do by the teacher, because this

planning related to the lesson which has been learn by the students.

c. The Uses of Educational Evaluation

Based on Ahmann, there are four uses of educational evaluation:

1) Appraisal of the academic achievement of individual student.

2) Diagnosis of the learning difficulties of an individual student or an

entire class.

3) Appraisal of the educational effectiveness of a curriculum,

instructional materials and procedures and organizational

arrangements.

4) Assessment of the educational progress of large population so as to

help understand educational problems and develop sound public

policy in education.5

Based on the explanation above, the evaluation examines students a unique

individual. Nevertheless, every individual of the students differ from each other.

Judgment may be compared with the earlier and the later data about them. Thus,

the result can be obtained concurrently.

d. Types of Evaluation

Evaluation procedures can be classified in terms of their functional role in

classroom instruction. One such classification system follows the sequence in

4 Fred Genesee, and John. A Upshur., Classroom based Evaluation in Second Language

Education, (Cambridge University Press, 1996), p. 45. 5 Ahmann, J. Stanley, and D. Glock, Marvine, Evaluating Student Progress, (Boston:

Allyn and Bacon, 1981), p. 7.

9

which evaluation procedures are likely to be used in the classroom. These

categories classify the evaluation pupil performance in the following manner:

1. Placement evaluation

Placement evaluation is concerned with the pupil’s entry performance and

typically focus on question such as the following:

a) Does the pupil posses the knowledge and skills needed to begin

the planned instruction?

b) To what extent has the pupil already mastered the objectives of

planned instruction?

c) To what extent the pupil’s interests , work habits, and

personality characteristic indicate that one mode of instruction

might be better than another?.

2. Formative evaluation

Formative evaluation is used to monitor learning progress during

instruction.

3. Diagnostic evaluation

Diagnostic evaluation is highly specialized procedure. It is concerned with

the persistent or recurring learning difficulties that are left unresolved by the

standard corrective prescriptions of formative education.

4. Summative evaluation

Summative evaluation typically comes at the end of a course (unit) of instruction.

It is designed to determine the extent to which the instructional objectives have

been achieved and is used primarily assigning. 6

2. Test

We have to know that evaluation is an activity, which is done to get the

information of learning report and to be used in making educational purposes and

one of the method is a test.

6 Norman, E. Gronlound and Robert L. Linn, Measurement and Evaluation in Teaching,

(New York: Macmillan Publishing Co., Inc., 1990), pp. 12-13

10

A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning. Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of a practice activity: the distinction is in the main goal.7

Based on the statement that have mentioned above, it can be conclude that

a test is a procedure designed to elicit score from which one can make inference

about a certain character of individual.

Different from definition above Genesse and Upshur said: “A test is, first

of all, about something. That is, it is about intelligence, or European history, or

second language proficiency. In educational terms, tests have subject matter or

content. Second, a test is a task or a set of tasks that elicits observable behavior

from the test taker. Third, tests yield scores that represent attributes or

characteristics of individual. In order to be meaningful, test score must have a

frame of reference. Test scores along with the frame of reference used to interpret

them is referred to as measurement. Thus, tests are a form of measurement.”8

Through the test, the teacher cannot only measure and motivate the

students’ ability but also improve the lesson in teaching learning process. In order

to make a proper decision, the teacher needs accurate data and to gain data, so a

good instrument is needed.

a. Kinds of Test

Test can be categorized accordingly to types of information it provides.

Based on the purpose of administering a test, test can be divided into four types of

test are: proficiency test, achievement test, diagnostic test, and aptitude test.9

7 Penny Ur, A Course in Language Teaching, Practice and Theory (Cambridge:

Cambridge University Press, 1991), p. 33. 8 Fred Genesse and John A. Upshur, Classroom-Based…, p. 141. 9 Arthur Hughes, Testing for Language Teachers (Cambridge: Cambridge University

press, 2003), p. 11

11

1) Proficiency Test

Proficiency test are designed to measure people’s ability in a language

regardless of any training they may have had in that language. The content of a

proficiency test, therefore, is not base on the content or objectives of language

courses that people taking the test may have followed. Rather, it is based on the

specification of what candidates have to be able to do in the language in order to

be considered proficient. This raises the question of what we mean by the word

proficient.

In the case of some proficiency test, proficient means having sufficient

command of the language for a particular purpose. An example of this would be a

test designed to discover whether someone can function successfully as a United

Nations translator. Another example would be a test used to determine whether a

student English is good enough to follow a course of study at a British University.

Such a test may even attempt to take into account the level and the kind of English

needed to follow courses in particular subject area. It might, for example, have

one form of the test for art subject, another for science, and so on. Whatever the

particular purpose to which the language is to be put, this will be reflected in the

specification of test content at an early stage of a test’s development.10

The aim of a proficiency test is to assess the student’s ability to apply in

actual situations what he has learnt. It seeks to answer the question: ‘having learnt

this much, what can the student do with it? ‘This type of test is not usually related

to any particular course because it is concerned with the student’s current standing

in relation to his future needs. In this view of this future orientation, a proficiency

test is the most suitable vehicle for assessing English for specific purpose.

However, the purposes or which it serves as an appropriate testing instrument

extend far beyond those which are normally cited as ‘specific purpose’ (such as

language for business, for engineers, or for post graduated study). The language

10 Arthur Hughes, Testing for…,pp. 11-12.

12

needs of any student will be to some extend specific, even if his intention is no

more than to use the language as a tourist.11

2) Achievement Tests

In contrast to proficiency tests, achievement test are directly related to

language courses, their purpose being to established individual students, groups of

students, or the courses themselves have been in achieving objectives.12 This

achievement test that also called an attainment or summative tests looks back over

a longer period of learning than the diagnostic test, for example a year’s work, or

a whole course, or even a variety of different courses. It is intended to show the

standard which the standard have now reached in relation to other students at the

same stage.13

They are of two kinds: final achievement tests and progress achievement

tests. Final achievement test are those administered at the end of a course of study.

They may be written and administered by ministries of education, official

examining boards, or by members of teaching institutions. Clearly the content of

these tests must be related to the courses with which they are concerned, but the

nature of this relationship is a matter of disagreement amongst language tester.

Progress achievement tests, are intended to measure the progress that student are

making.14

3) Diagnostic tests

Diagnostic tests are used to identify learners’ strengths and weakness.

They are intended primarily to ascertain what learning still needs to take place. At

the level of broad language skills this is reasonably.

11 Andrew Harrison, A Language Testing Handbook, (London: McMillan Press London,

1983) p. 7-8. 12 Arthur Hughes, Testing for …, pp. 12-13. 13 Andrew Harrison, A Language …, p. 7. 14 Arthur Hughes, Testing for …,p. 13-14.

13

The results of evaluation are intended to find the appropriate way to

improve learning and instruction. If pupil fails in a particular subject, a diagnosis

is needed.

“A diagnostic test is design to a particular aspect of a language. A

diagnostic test in pronunciation might have the purpose of determining which

phonological features of English are difficult for a learner.”15 Thus, diagnostic test

is much comprehensive and detail because it searches for the underlying causes of

learning difficulties and then formulate a plan for remedial action.

4) Aptitude Tests

“A language aptitude test is designed to measure a person’s capacity or

general ability to learn a foreign language and to be successful in that

undertaking.”16 Aptitude tests are often used to measure the suitability of a

candidate for a specific program of instruction or a particular kind of employment.

For this reason these tests are often synonymously with intelligence tests or

screening tests.17 Thus, these tests are given before the students begin to study and

to select them in section appropriate to their ability.

b. Types of Tests Item

Based on the manner of scoring, the type of tests item is divided into two

general types: Subjective and Objective tests.

1) Subjective Test

Subjective test is a test where in its scoring requires judgment and

valuation of the scorer. Hughes stated that: “if no judgment is required on the part

15 H. Douglass Brown, Teaching by Principles, An Interactive Approach Pedagogy,

(New York: Addison Wesley Longman, 2001), p. 390. 16 H. Douglass Brown, Teaching by …, p. 391. 17 Grand Henning, A Guide to Language Testing, (Cambridge: Newbury House

Publishers, 1987), p. 6.

14

of the scorer, the scoring is objective... if judgment is called for, the scoring is said

to be subjective.”18

In this type of test, the answer is usually in a form of composition where

the students given a freedom to relate their idea in their onwards. The subjective

tests that are usually used in classroom are essay, short answer and completion.

a) Essay

“The essay item is the most complex of supply type item. It demands that

the student compose a response, often extensive to a question for which no single

response or pattern of response can be cited as correct to the exclusion of all the

answer.”19 Thus, the distinctive feature of essay question is freedom of response it

provides. In answering the question, the students are given freedom to select,

relate, and present ideas in their own words. Because of the feature, the essay test

usually scored differently by the same person on different occasion.

b) Short Answer Question

The short answer item is a short essay item..., and are best suited for

questions requirin a brief response –a word, a phrase, or a sentence. While short

answer items are typically used for knowledge objectives, and essay items are

most appropriate for systhesis and evaluation outcomes, short answer items can

easily be used for higher-order outcomes.20 Thus, when the teachers are going to

know the broader description about something, they are better to use the essay

form.

c) Completion

The completion item is a written statement that requires the examinee to

supply the correct word or short phrase in response to an incomplete sentence, a

18 Arthur Hughes, Testing for …, p.22. 19 Wilmar Tinambunan, Evaluation of …, p. 86. 20 L. R. Gay. Educational Evaluation and Measurement, Second Edition (Republic of

Singapore: Merrill, 1991), p. 231

15

question, or a word association. Completion test can be used effectively to

measure the recall of term, dates and names.

This type of test can be used at almost all levels. But it is extremely

difficult to phrase the question or incomplete statement so that only one answer is

correct. And in making the question, it may not too many clues are given, the

items will be too easy, and if an insufficient number of clues are presented, the

item will be ambiguous and may yield several possibility of correct answer.21

2) Objective test

“Objective tests are frequently criticized on the grounds that they are

simpler to answer than subjective tests. Items in an objective test, however, can be

made just an easy or as difficult as the test constructor wisher.”22 While Gay said,

“Objective tests are sometimes criticized on the basis that they are appropriate for

measuring knowledge-level outcome only.”23 Therefore, whether one teacher or

another scores the item, today of last week, it will yield the same score.

Based on the description above, an objective test is a test that has right or

wrong answers and so can be marked objectively. It can be compared with a

subjective test, which is evaluated by giving an opinion, usually based on agreed

criteria. Objective tests are popular because they are easy to prepare and take,

quick to mark, and provide a quantifiable and concrete result.

The objective test items commonly used in classroom testing are true false,

matching, and multiple choices.

21 Wilmar Tinambunan, Evaluation of…, p. 61. 22 J.B. Heaton, Writing English Language Tests, New Edition (London and New York:

Longman,1988), p. 26. 23 L. R. Gay. Educational Evaluation, p. 228.

16

a) True False

True false item common used in measuring the ability to identify the

correctnes of statement of fact, defrinition of term, statements of principle and the

like..24

True false item doesn’t directly test writing or speaking abilities: only

listening and reading. It may be used to test aspects of language such as

vocabulary, grammar, content of reading or listening passage, it is fairly easy to

design, it is also easy to administer, whether orally or in writing, and to mark.25

Thus, the item provides the students with a choice of two alternatives, so

the students have a possibility to guess the answer and sometimes it will be the

right answer and sometime it will be wrong answer. Because of the random

guessing to produce the correct answer. This type of test usually construct by

statement that the students have to choose whether it is true of false statement. If

the statement is true, the students should write it with ‘T’, and if it is false, they

must be write it with ‘F’.

b) Matching

The matching exercise consist of two parallel column of phrase, words,

numbers, or symbols that mus be matched. Example of items included in

matching execises are person and achievement, dates and historical events. The

nature of mathing exercise limits it to measuring the ability to identify the

relationship between two things.26

The matching test item consists of a stem and two columns listed

below the stem. The stem provides directions on how the student must

match the items in the two columns. One column contains the questions or

problems to be answered and the other column consists of the answers.

24 Norman E Grondlund and Robert L. Linn, Measurement and Assessment in Teaching, (New Jersey: Prentice Hall, Inc, 1995), p. 150

25 Penny Ur, A Course …, p. 39. 26 Norman E Grondlund and Robert L. Linn, Measurement and, …, p. 164.

17

c) Multiple Choice

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.27

The multiple choices item can measure a variety of learning outcomes

from simple to complex, and it is adaptable to most types of subject matter

content. The learning outcomes in the knowledge area that can be measured by the

multiple choice items are:28

i. Knowledge of terminology

For this purpose, pupils are requested to show their knowledge

of a particular term by selecting a word that has the same

meaning as the given term or by choosing a definition of the

term. Special uses of term can also be measured by having

pupils identify the meaning of the term when used in context.

ii. Knowledge of specific facts.

It is important in its own right, and it provides a necessary basis

for developing understanding, thinking skills, and other

complex learning outcomes. Multiple choice items designed to

measure specific facts can take many different forms, but

question of who, what, when, and where variety are most

common.

iii. Knowledge of principles

The multiple choice items can also be constructed to measure

knowledge of principles. In this case, the items appear a bit

more difficult, this is because principles are more complex than

isolated facts.

iv. Knowledge of method and procedure

27 Anthony J. Nitko, Educational test and Measurement, An Introduction (New York:

Harcourt Braco Jovanovich Inc, 1983) , p. 190. 28 Norman E Grondlund and Robert L. Linn, Measurement and..., pp. 168-170.

18

The multiple choice form is also able to measure the

knowledge of method and procedure, such as knowledge of

laboratory procedure, knowledge of methods used in problem

solving, computational and performance skill.

Some advantages of using multiple choice items are: the multiple choice

items are fast, easy and economical to score, they can be objectively so that they

will be fairer and more reliable than subjectively scored tests.

Besides those advantages, the multiple choice it’s also have disadvantages

such as: the technique of the test only recognition knowledge, so the students have

no or little opportunity to express their own idea of a problem, pupils have much

time to guess the answer and it may effect on their scores, it is difficult to write

successful items and cheating may be facilitated.29

This type of test has advantages and disadvantages. The advantages of this

test are related to the teacher measure the student. It helps them to give the score

objectively. But in other side it also has disadvantages that related student, that

only measure the students’ knowledge and make the students easy to cheat each

other.

B. Item Analysis

Selection of appropriate language items is not enough by itself to ensure a

good test. Each question need to function properly: otherwise, it can weaken the

exam. Fortunately, there are some rather simple statistical ways of checking

individual items. This is done by studying the students’ responses to each item.

According to Nitko: “item analysis refers to the process of collecting,

summarizing and using information about individuals test items, especially

information about pupils’ responses to items.30 The analysis of students’ response

29 Kathleen M. Bailey, Learning About Language Assessment (Boston: ITP An

International Thomson Publishing Company, 1988), p. 131. 30 Anthony J. Nitko, Educational test…, p. 284.

19

of objective test items is a powerful tool for test improvement. Ahmann and Glock

said “Item analysis is reexamining each test to discover its strength and flaw.”31

From those opinions, it can be conclude that item analysis is the process of

collecting information about students’ responses to the items to see the quality of

the test items. More specific, item analysis information can tell us if an item was

too easy or too hard. Item analysis data also aid in detecting specific technical

flaws and thus further provides information for improving test items.

According to James Dean Brown and Thom Hudson, “Item analysis is the

systematic statistical evaluation of the effectiveness of individual test item.”32

Item analysis as a whole will be defined here as the systematically

statistical evaluation of the effectiveness of individual test items. Items analysis is

usually done for purposes of selecting which items will remain on future revised

and improved versions of test. Sometime, however, item analysis is performed

simply to investigate how well the items on a test are working with a particular

group of students, or to study which items match the language domain of interest.

C. Kinds of Item Analysis

There are three characteristics usually considered in the test and

measurement, they are:

1. Difficulty Level

Level of difficulty can be identified by selecting the test with percentage

of the correct answer. According to Harrison: “Level of difficulty means the

percentage of students who give the right answer.”33

“A good test should have certain degree of difficulty. It may not too easy

or too difficult, because the test that is too easy or too difficult for the group tested

yield score distribution that makes it hard to identify reliable differences in

achievement levels between members of the group.”34 The level of difficulty is a

31 Ahmann, J. Stanley, and D. Glock, Marving, Evaluating Student…, p. 184. 32 James Dean Brown and Thom Hudson, Criterion-Referenced Language testing, (New

York: Cambridge University Press, 2002), p. 113. 33 Andrew Harrison, A Language …, p. 128. 34 Wilmar Tinambunan, Evaluation of …, p. 137.

20

percentage of students who answer correctly of the item test. And a good test must

be having an appropriate degree of difficulty. So that by analyzing the students’

response to the items, the level of difficulty of each item can be known and the

information will be helpful for the teacher in identifying concepts to rethought the

study material and giving the student feedback about their learning.

Item difficulty goes by many other names; item facility, item easiness, p-

value, or abbreviated simply as IF.35 To make easier in computing the level of

difficulty, the writer divides the students into three groups. They are upper,

middle, and lower groups. Upper and lower group are be focused in analysis and

the middle group is aside.

The formula for computing item difficulty is as follows:

Where:

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

U : Sum of students from the upper group who answer

correctly

L : Sum of students from the lower group who answer

correctly

2n : Total sum of students in upper and lower group.36

Based on the techniques above, to find out the difficulty level of all the

items in the test by following formula:

Where:

35 James Dean Brown and Thom Hudson, Criterion-Referenced…, p. 114. 36 J.B. Heaton, Writing English…, p. 153.

FV = Correct U + Correct L

2n

P = ∑ b N

21

P : Difficulty level of all items.

b : Difficulty level of each item

∑ ; Sigma (Total)

N : Total number of test items.37

Score “FV” (Facility value or item difficulty that we are looking for) and

“P” (difficulty level of all items) can be ranged from 0.00 to 1.00. If “FV” or “P”

is less than 0.30, it means almost the student from upper and lower groups cannot

answer the item test correctly (these items belong to difficult one). If “FV” or “P”

is 0.30 - 0.70, it means the proportion of students answering correctly is about

halfway between a chance value and the point where no student misses the item

(these items belong to moderate one). And if “FV” or “P” is more than 0.70, it

means almost the students from upper and lower group can answer the item test

correctly (these items belong to very easy one).

The level of difficulty shows the easiness or difficultness of item test for

that group. So the level of difficulty is influenced by the students’ competence. It

will be different if the test is given to another group.

2. Discriminating Power

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).38 Students with high scores on the test (the

upper group) answered the item correctly more frequently than student with low

scores on the test (the lower group). If the test items given to the students who

have studied well, the score will be high and if they are given to those who have

not, the score will be low. On the contrary, if the test items yield the same score

37 Asmawi zainul dan Noehi Nasution, Penilaian Hasil Belajar, (Jakarta: PAU-PPAI,

UT, 1993), p. 153. 38 Wilmar Tinambunan, Evaluation of …, p. 139.

22

when they are given to the two groups, or even to the upper group yield the low

score and to the lower group yield the high score, so they are not good test items.

Effective and ineffective distracters can be identified from analysis, and

those which are not working as planned can be rewritten or replaced. A change in

alternatives for a multiple choice item can increase discrimination.

The formula is as follows:

Where:

DP : the index of item discriminating power.

U : the number of students in the upper group who answered

the item correctly

L : the number of students in the lower group who answered

the item correctly

T : total number of students in upper and lower group.39

Item discrimination statistic is calculated by subtracting the number of

students in the upper group who answered the item correctly from the number of

students in the lower group who answered the item correctly then it is divide by

half of total number of students in upper and lower group.

3. Distracter Effectiveness

A good distracter will attract more students who have not studied well (the

lower group) than the upper group. On the contrary, a weak distracter will not be

selected by any of the lower achieving students.

39 Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung:

Remaja Rosdakarya, 1986), p.120.

DP = U - L ½ T

23

One important aspect affecting the difficulty of multiple choice test items

is the quality of distracters. Some distracters, in fact, might not be distracting at

all, and therefore serve no purpose.40 Because the parts of multiple choice items

include the item stem, or the main part of the item at the top, the options, which

are the alternative choices presented to the student, the correct answer, which is

the option that will be counted as correct, and the distracters, which are the

options that will be counted as incorrect.41

In a good test item, the distracters must be functioned effectively, if the

distracter are not functioned, they should be rewritten or discarded. Distracter

analysis is done by comparing the number of students in the upper group and the

lower group who select each incorrect alternative.

D. The Importance of Item Analysis

The result of item analysis can be used to select items of desired difficulty

that best discriminate between high and low achieving students. However the

results of an item analysis can be useful in identifying faulty items and can

provide information about student misconception and topics that need additional

work.42

The benefits of item analysis are not limited to the improvement of

individual test items; however there are a number of fringe benefits of special

value to classroom teachers. The most important of these are the following:

1. Item analysis data provide a basis for efficient class discussion of

the test result.

2. Item analysis data provide a basis for remedial work.

3. Item analysis data provide a basis for the general improvement of

classroom instruction.

40 Nana Sujana, Penilaian Hasil Proses Belajar Mengajar, (Bandung: Remaja

Rosdakarya, 2001), p. 141. 41 James Dean Brown, Testing in Language Programs, (New Jersey: Prentice Hall

Regents, 1996), p.70. 42 Norman E Grondlund and Robert L. Linn, Measurement and..., p. 315.

24

4. Item analysis procedures provide a basis for increased skill in test

construction.43

Based on the statement above there are so much benefit that teacher could find in

doing analyze in items. All the benefits are related to the achievement in students’

score.

While Nitko states in his book, the important of item analysis are:

Determining whether an item functions as the teacher intends, feedback to

students about their performance and as basis for class discussion, feedback to the

teacher about pupil difficulties, areas for curriculum improvement, revising the

items, improving item writing skills.44

So that, item analysis should be done by the teacher, because with doing analysis,

that facilitate teachers in measuring students, motivate students to studied well,

active in every class performance and make teacher easy to measure the item

question that was good or not.

43 Norman E Grondlund and Robert L. Linn, Measurement and…, p. 316. 44 Anthony j. Nitko Educational test…, p.284.

25

CHAPTER III

RESEARCH METHODOLOGY

A. The Objective of The Study

The objective of this study is to measure the quality of difficulty level of

English Summative test items at odd semester of the second grade students at

SMP YMJ Ciputat, specifically in difficulty level of each item. This research is

regarded as a field for the writer wish to widen her or his knowledge both

theoretically and practically about testing, specifically about difficulty level of

the test items.

B. Place and Time of The Study

The research was conducted at SMP Yayasan Miftahul Jannah (YMJ)

Ciputat. This is located at Jl. Limun No. 27 Ciputat Tangerang Selatan. The

writer did the research from January 5th up to February 10, 2010. The writer took

the English Summative test question paper and the students’ answer sheet at odd

semester of the second grade students at SMP YMJ Ciputat.

C. Research Method

In this research the writer used quantitative analysis technique. The data

are calculated using simple percentage formula. It is used to find out difficulty

level of each item of English Summative test at odd semester of the second grade

students at SMP YMJ Ciputat, Academic year 2009-2010.

D. Research Instrument

1) The students’ answer sheet

The students’ answer sheet is papers in which students give their answer

that correspondent to English summative test.

26

2) English summative test question paper at odd semester of the second

grade students at SMP YMJ Ciputat, 2009-2010 academic year, which

was conducted on Wednesday, December 9th, 2009. Started at 7.30 up

to 9.30 a.m.

E. The Techniques of Data Analysis

In this research the writer used quantitative method. To analyze the level

of difficulty of each item in the English summative test, at odd semester of the

second grade students at SMP YMJ Ciputat.

To count the difficulty level, the writer uses formula from J.B. Heaton as

follows:

FV = Correct U + Correct L

N

Where:

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

U : Sum of students from the upper group who answer correctly

L : Sum of students from the lower group who answer correctly

N : Total sum of students in upper and lower group.1

Based on the techniques above, the writer tries to find out the difficulty

level of all the items in the English Summative at odd semester tested at second

year students of SPM YMJ Ciputat, 2009-2010 academic year, by following

formula:

Where:

P : Difficulty level of all items.

B : Difficulty level of each item

1 J.B. Heaton, Writing English…, p.182

P = ∑ b N

27

∑ : Sigma (Total)

N : Total number of test items.2

Score “FV” (Facility value or item difficulty that we are looking for) and

“P” (difficulty level of all items) can be ranged from 0.00 to 1.00. If “FV” or “P”

is less than 0.30, it means almost the student from upper and lower groups cannot

answer the item test correctly (these items belong to difficult one). If “FV” or “P”

is 0.30 - 0.70, it means the proportion of students answering correctly is about

halfway between a chance value and the point where no student misses the item

(these items belong to moderate one). And if “FV” or “P” is more than 0.70, it

means almost the students from upper and lower group can answer the item test

correctly (these items belong to very easy one).

To make clear, the writer will give the table of difficulty level range as

follow:3

Table 3.1

Level of Difficulty

P Interpretation

≤ 0.30 Difficult

0.30 – 0.70 Moderate

≥ 0.70 Easy

The level of difficulty shows the easiness or difficultness of item test for

that group. So the level of difficulty is influenced by the students’ competence. It

will be different if the test is given to another group.

2 Asmawi Zainul dan Noehi Nasution, Penilaian Hasil Belajar, (Jakarta: PAU-PPAI, UT,

1993), p. 153 3 Sumarna Surapranata, Analisis, Validitas, Reliabilitas dan Interpretasi Hasil Tes,

(Bandung: Remaja Rosda Karya, 2006), p. 21

28

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Description of Data

The data that the writer used in her research is the English Summative test

items tested at odd semester of the second grade students of SMP YMJ Ciputat.

The time has given 120 minutes. The total numbers of test items are 50 items.

There are 121 students who were classified into three groups. 40 students

are in the upper group (33 %), 41 students are in the middle group (33. 8 %) and

40 students are in the lower group (33 %). But not all the students’ answer sheet

will be analyzed. The writer took only two groups of them. They are 33% from

the upper groups and 33% from the lower group. And the middle group is been

aside. (See appendix table 1 page 51).

B. Analysis of Data

Number 1 is an easy item, because there are 38 students in the upper

group and 31 students in the lower group who can answer correctly, so there are

69 students from 80 students. The difficulty level of this item is 0. 86, it means

that it is range 0. 71 to 1. 00 that belongs to easy item. This question asks students

about ‘who invites to have a dinner party’. It can be understood that this question

tries to measure the students’ ability in understanding the factual information from

the invitation text. Thus, this item conforms to the recomended indicator. Namely

“Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk

undangan”.

29

Alternatives revision is changing part of the question, the word invites become

organizes

Number 2 is a good item, because there are 27 students in the upper group

and 16 students in the lower group who can answer correctly, so there are 43

students from 80 students. The difficulty level of this item is 0. 54, it means that it

is range 0. 30 to 0. 70 that belongs to moderate item. This question asks students

about ‘the dinner party will be held’. It can be understood that this question tries

to measure the students’ ability in understanding the factual information from the

invitation text. Thus, this item conforms to the recomended indicator. Namely


undangan.”





about ‘who will come to the dinner party’. It can be understood that this question

tries to measure the students’ ability in understanding the factual information from

the invitation text. Thus, this item conforms to the recomended indicator. Namely


undangan.”

Number 4 is a difficult item, because there are only 8 students in the

upper group and 10 students in the lower group who can answer correctly, so there

are only 18 students from 80 students. The difficulty level of this item is 0. 23, it

means that it is range 0. 00 to 0. 29 that belongs to difficult item. This question

asks students about ‘funniest means’. This question is imtended to measure

students’ ability to identify the synonym word. Thus, this item conforms to the

recomended indicator. Namely, “mengidentifikasi makna kata, frase dan

kalimat”.

30

The alternatives revision is changing the alternatives answer. That are: a.

the beautifulest, b. the most beautiful, c. the more beautiful, d. the beautifuler





about ‘which one of the following statement is true based on the text’. It can be

understood that this question is about “stated detail question” from the invitation

text. Thus, this item conforms to the recomended indicator.





about ‘who is the champion of the English Poetry Reading Comprehension’. It

can be understood that this question tries to measure the students’ ability in

understanding the factual information from the recount text. Thus, this item

conforms to the recomended indicator. Namely “Makna tekstual dalam teks

recount”





about ‘whom did the writer meet’. It can be understood that this question tries to

measure the students’ ability in understanding the factual information from the

31

recount text. Thus, this item conforms to the recomended indicator. Namely

“Makna tekstual dalam teks recount”.





about ‘Where was the writer born’. It can be understood that this question tries to

measure the students’ ability in understanding the faktual information from the

recount text. Thus, this item conforms to the recomended indicator. Namely






about ‘“I hope I meet them again someday.” The underlined word refers to’. This

question is imtended to measure students’ ability to identify the pronoun referent.

Thus, this item conforms to the recomended indicator, namely, “mengidentifikasi

makna kata, frase dan kalimat”.

Number 10 is a good item, because there are 28 students in the upper

group and 5 students in the lower group who can answer correctly, so there are 33



about ‘Which one of the statement is TRUE based on the text’. It can be

understood that this question is about “stated detail question” from the recount





32

that it is range 0. 30 to 0. 70 that belongs to moderate item. This question asks

students about ‘Arrange the jumbled words bellow into the correct order’. Thus,

this item conforms to the recomended indicator. Namely “menyusun kata menjadi

teks fungsional yang bermakna”





students about ‘Arrange the sentences into a good paragraph’. Thus, this item

conforms to the recomended indicator. Namely “menyusun kalimat menjadi teks

fungsional yang bermakna dalam bentuk descriptive”





students about ‘Look at the picture. What short of hair does he have’. It can be

understood that this question is measure the students’ vocabulary. Thus, this item

conforms to the “Health theme”.





students about ‘The boy in the picture of no. 13 is holding’. It can be understood

that this question is measure the students’ vocabulary. Thus, this item conforms to

the “Health theme”.




33


about ‘The girl has got a special birthday present from her parents. She is’. It can

be understood that this question is measure the students’ vocabulary. Thus, this

question does not conform to the curriculum.





students about ‘Who is the leader of the Student Organization’. It can be

understood that this question tries to measure the students’ ability in

understanding the factual information from the invitation text. Thus, this item

conforms to the recomended indicator. Namely, “Mengidentifikasi berbagai

informasi dalam teks fungsional pendek berbentuk undangan.”





students about ‘When will Niken come to the meeting’ It can be understood that

this question tries to measure the students’ ability in understanding the faktual

information from the invitation text. Thus, this item conforms to the recomended

indicator. Namely “Mengidentifikasi berbagai informasi dalam teks fungsional

pendek berbentuk undangan.”





about ‘“The agenda of the meeting is final preparation ….” The synonym of the

word ‘final’ is’. This question is imtended to measure students’ ability to identify

34

the synonym word. Thus, this item conforms to the recomended indicator,

namely, “mengidentifikasi makna kata, frase dan kalimat”.





students about ‘The following statements are true based on the text above,

EXCEPT’. It can be understood that this question is about “unstated detail

question” from the invitation text. Thus, this item conforms to the recomended

indicator.





students about ‘My mother and I … the cake for my birthday tomorrow. We have

bought some eggs, some sugar, and some flour’. . It can be understood that this

question is measure the students’ comprehention in grammar. But this question

does not conform to the curriculum.





asks students about ‘Read the sentence “then he left me a book’. What does the

word in italic type refer to’. This question is imtended to measure students’ ability

to identify the pronoun referent. Thus, this item conforms to the recomended

indicator, namely, “mengidentifikasi makna kata, frase dan kalimat”.

35

The alternative revision is change the italic word to underline, it make easy

to notice.





about ‘How many postcards did the writer buy’. It can be understood that this

question tries to measure the students’ ability in understanding the factual

information from the recount text. Thus, this item conforms to the recomended

indicator. Namely “Makna tekstual dalam teks recount”.





students about ‘“I got up early and bought thirty-seven cards.” The antonym of the

underlined word is’. This question is imtended to measure students’ ability to

identify the antonym word. Thus, this item conforms to the recomended

indicator, namely, “mengidentifikasi makna kata, frase dan kalimat”.





about ‘Which one of the statements below disagrees with the text’. It can be

understood that this question is about “unstated detail question” from the recount




36



students about ‘What does rambutan taste? It is’. It can be understood that this


information from the descriptive text. Thus, this item conforms to the recomended

indicator. Namely “Makna tekstual dalam teks descriptive”





students about ‘People eat rambutan to get its’. It can be understood that this


information from the descriptive text. Thus, this item conforms to the recomended

indicator. Namely “Makna tekstual dalam teks descriptive”





about ‘The statements bellow are true based on the text, EXCEPT’. It can be

understood that this question is about “unstated deatail question ” from the

descriptive text. Thus, this item conforms to the recomended indicator.





students about ‘Anita : How if we have lunch at the canteen?

Jamilah : Great! …. Let’s go now.

It can be understood that this question asks students to use expressing of

agreement and disagreement. Thus, this item conforms to the recomended

37

indicator. Namely “Merespon ungkapan mengundang, menerima dan menolak

ajakan”





students about ‘Diana : I am rather hungry. How if we eat at the canteen?

Jamilah : …, I have just had lunch’. It can be understood that this question asks

students to use expressing of agreement and disagreement. Thus, this item

conforms to the recomended indicator. Namely “Merespon ungkapan

mengundang, menerima dan menolak ajakan”





students about

‘Bob : I’ve heard that you won the Speech Contest. Is it true?

Bill : yes, I won the first prize

Bob : …!’

It can be understood that this question asks students to use showing of

congratulate. Thus, this item conforms to the recomended indicator. Namely

“Bertanya dan menjawab tentang memberi selamat”





students about ‘Aziz : do you like to play football, Fais?

Faiz : …’.

38

It can be understood that this question asks students about some one hobby. And

this item does not conform to the recomended indicator.





students about ‘This animal lives in the river, swamp, and on the land nearby. It

has skin and very strong tail. It also has sharp and strong teeth. What is it? It is

a/an..’. It can be understood that this question measures students’ vocabulary. .

And this item does not conform to the recomended indicator.





about ‘It is kind of aircraft with horizontal revolving blades or rotors. It is able to

take off and land in a very small space and remain stationary in the air. What is it?

It is a/an’. It can be understood that this question measures students’ vocabulary.

And this item does not conform to the recomended indicator.





asks students about ‘“The secretary sent the invitation yesterday.” The underlined

word means’. It can be understood that this question is about synonym. Thus, this

item conforms to the recomended indicator, namely, “mengidentifikasi makna

kata, frase dan kalimat”.

39

The alternatives revision is changing the alternatives answer: a. greeting

card, b. letter, c. a written request, d. notice.





students about ‘She … algebra yesterday’. It can be understood that this question

is about “grammar”. And this item does not conform to the recomended indicator.





students about ‘Anto : let’s go to the cinema tonight! I heard the film is good.

Anti : I think that’s not a good idea. We will have a test tomorrow.’

It can be understood that this question asks students to use showing of asking and

giving opinion. Thus, this item conforms to the recomended indicator. Namely,

“Merespon ungkapan meminta dan memberi pendapat”.





about ‘Santo : Look! Who is she? She looks like an actress.

40

Rinto : yeah, you’re right’. Based on the alternatives given, the question asks

students to show appraisal. Thus, this item conforms to the recomended indicator.

Namely, “Bertanya dan menjawab tentang memuji”.





about ‘Luki : What do you think of the football match?

Reno : …. I like it very much’. It can be understood that this question asks

students to use showing of asking and giving opinion. Thus, this item conforms to

the recomended indicator. Namely, “Merespon ungkapan memuji”.





students about ‘We cannot find … in the library’. It can be understood that this

question is about “identifaying supporting detail” from the descriptive text. Thus,

this item conforms to the recomended indicator. Namely “makna tekstual dalam

teks descriptive”.





students about ‘Who can help the students to find the books in the library’. . It can

be understood that this question is about “identifaying supporting detail” from the

descriptive text. Thus, this item conforms to the recomended indicator. Namely

“makna tekstual dalam teks descriptive”.

41





about ‘Look at the second paragraph, “… if they have difficulty …” the word

“they” means’. It can be understood that this question is about pronoun reference

from the descriptive text Thus, this item conforms to the recommended indicator.

Namely, “mengidentifikasi makna kata, frase dan kalimat”.





students about ‘Maria and I are friends … always go to school on foot everyday’.

It can be understood that this question is about pronoun reference from the

descriptive text Thus, this item conforms to the recommended indicator. Namely,

“mengidentifikasi makna kata, frase dan kalimat”.





students about ‘Mr. Smith is our English teacher. He always teaches … everyday’.

It can be understood that this question is about pronoun reference from the

descriptive text. Thus, this item conforms to the recommended indicator. Namely,

“mengidentifikasi makna kata, frase dan kalimat”.





42

students about ‘Was Peter sleeping when it rained?’. It can be understood that this

question is about “identifaying supporting detail” from the recount text. Thus, this

item conforms to the recommended indicator. Namely, “Makna tekstual dalam

teks recount”.





students about ‘Did the river overflow?’. It can be understood that this question is

about “identifaying supporting detail” from the recount text. Thus, this item

conforms to the recommended indicator. Namely, “Makna tekstual dalam teks

recount”.





about ‘What did Peter do when he knew the flood?’. It can be understood that this

question is about “identifaying supporting detail” from the recount text. Thus, this

item conforms to the recommended indicator. Namely, “Makna tekstual dalam

teks recount”.





students about ‘Where did Peter and his family spend the rest on the night?’. It can

be understood that this question is about “identifaying supporting detail” from the

43

recount text. Thus, this item conforms to the recommended indicator. Namely,






students about ‘Arrange the jumbled words below into a good sentence.

This question asks students about ‘Arrange the jumbled words bellow into the

correct order’. Thus, this item conforms to the recomended indicator. Namely

“menyusun kata menjadi teks fungsional yang bermakna”





students about ‘Arrange the jumbled words bellow into a good sentence.

This question asks students about ‘Arrange the jumbled words bellow into the

correct order’. Thus, this item conforms to the recomended indicator. Namely

“menyusun kata menjadi teks fungsional yang bermakna”

Number 50 is an easy item, because there are 38 students in the upper


31 students from 80 students. The difficulty level of this item is 0.76, it means that

it is range 0. 71 to 1. 00 that belongs to easy item. This question asks students

about ‘Charles : …?

Nicholas: Yes, please. But don’t forget to return it next Friday, I’ll need it.

Charles : I promise.

It can be understood that this question asks students to use showing of “ asking

permission”. Thus, this item conforms to the recomended indicator. Namely,

“Bertanya dan menjawab tentang meminta, memberi dan menolak barang”.

44

The alternatives revision is changing the alternatives question, they are: a.

do you have a type writer, b. might I borrow your type writer, c. could I borrow

your type writer, d. may I borrow your type writer, please

C. Interpretation of Data

Table 4.4

Format of Item analysis of the English summative Test

Item

Number

Total Correct Answer

U + L FV=U + L

N Remark Upper

Group

Lower

Group

1 38 31 69 0.86 Easy

2 27 16 43 0.54 Moderate

3 35 11 46 0.58 Moderate

4 8 10 18 0.23 Difficult

5 13 17 30 0.38 Moderate

6 35 19 54 0.68 Moderate

7 28 16 44 0.55 Moderate

8 31 14 45 0.56 Moderate

9 31 21 52 0.65 Moderate

10 28 5 33 0.41 Moderate

11 32 12 44 0.55 Moderate

12 26 13 39 0.49 Moderate

13 32 11 43 0.54 Moderate

14 32 18 50 0.63 Moderate

15 27 9 36 0.45 Moderate

45

16 24 16 40 0.50 Moderate

17 25 18 43 0.54 Moderate

18 26 8 34 0.43 Moderate

19 32 12 44 0.55 Moderate

20 32 11 43 0.54 Moderate

21 8 9 17 0.21 Difficult

22 35 7 42 0.53 Moderate

23 25 19 44 0.55 Moderate

24 28 7 35 0.44 Moderate

25 23 22 45 0.56 Moderate

26 24 17 41 0.51 Moderate

27 28 6 34 0.43 Moderate

28 24 10 34 0.43 Moderate

29 32 14 46 0.58 Moderate

30 30 12 42 0.53 Moderate

31 26 12 38 0.48 Moderate

32 26 17 43 0.54 Moderate

33 35 8 43 0.54 Moderate

34 10 12 22 0.28 Difficult

35 33 12 45 0.56 Moderate

36 23 13 36 0.45 Moderate

37 27 9 36 0.45 Moderate

38 26 8 34 0.43 Moderate

39 27 24 51 0.64 Moderate

40 23 10 33 0.41 Moderate

41 33 6 39 0.49 Moderate

42 19 11 30 0.38 Moderate

43 31 11 42 0.53 Moderate

44 31 15 46 0.58 Moderate

46

45 24 11 35 0.44 Moderate

46 25 9 34 0.43 Moderate

47 29 20 49 0.61 Moderate

48 37 11 48 0.60 Moderate

49 20 14 34 0.43 Moderate

50 30 31 61 0.76 Easy

∑b 25.36

P = ∑b = 25.36

N 50 0.51 Moderate

Based on the data of the item analysis result in the difficulty level above, the

writer can interpret that from 50 items, there are 45 items regarded as a moderate

item, because they have fulfilled the criteria of a good level of difficulty, with the

range of difficulty level from 0. 30 to 0.70, they are items number; 2, 3, 5, 6, 7, 8,

9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31,

32, 33, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49. And they are 2

items regarded as an easy item, having low level of difficulty, the range from 0.

71 to 1. 00. And the other side there is 3 items regarded as difficulty item, because

they have high level of difficulty that range 0. 00 to 0. 30 they are items number;

4, 21, 34.

For whole items, the writer can interpret that the difficulty level of English

Summative test at odd semester of the second grade students at SMP YMJ

Ciputat, belongs to the test items which have moderate level of difficulty, ranging

from 0. 30 to 0. 70 it is 0. 51. So these test items are moderate. In other word the

test has qualified as a good test seen from the difficulty level of the items.

47

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and the interpretation in the previous chapter,

the writer can make a conclusion that the quality of English Summative test items

tested at odd semester of the second grade students of SMP YMJ Ciputat, are as

follow: there are 45 items (90%) regarded as good test items, because they are in

moderate level that range from 0, 30 to 0,70. And there are 2 items (4%) which

belong to the test item having low level of difficulty, because that range from 0,71

to 1,00, so these items are easy item. On the other side, there are 3 items (6%) are

difficult items, because they have high level of difficulty that range from 0,00 to

0,30.

Generally, the writer concludes that the difficulty level of English

Summative test items tested at odd semester of the second grade students of SMP

YMJ Ciputat, belong to the test items which have moderate level of difficulty,

ranging from 0,30 to 0,70, it is 45 items (90%). So these test items are moderate.

In the other words, the test has a good difficulty level.

The finding of the research state that the item validity of English

Summative test items tested at odd semester of the second grade students of SMP

YMJ Ciputat did not reach a good validity. Because only 13 items that belong to

the good validity in the 50 items of the high level. And 20 items that belong to the

good validity in the 50 item of low level.

And based on the data finding that measure the reliability, the data has

show that English Summative test items tested at odd semester of the second

grade students of SMP YMJ Ciputat not reliable, because the data has found both

48

upper and lower group have lower score, 0,37 for lower group and 0,32 for upper

group.

B. Suggestion

Based on the conclusion above, the writer would like to give some

suggestion to the teacher concerning with the item analysis result as follow.

1. To know whether an item given to students as good quality or not, the

teacher should analyze the students test result.

2. The items that do not fulfill the criteria should be revising. So that they

can be used to the next evaluation

3. The English teacher should prepare and select test item materials well,

not only from one text book, but also from other resources.

4. Before constructing test items, the teachers should consider the

principle of constructing good test item.

5. The teacher can improve the effectiveness of teaching and learning by

using the result of analysis on the items.

49

BIBLIOGRAPHY

Anderson, Charles, J., Clapham Caroline., Wall, Dianne., Language Test Construction and Evaluation, Cambridge: Cambridge University Press, 1995.

Arikunto, Suharsimi, Drs., Dasar-dasar Evaluasi Pendidikan, Jakarta: Bina

Aksara, 1988. Bailey, Kathleen, M., Learning About Language Assessment, Boston: ITP An

International Thomson Publishing Company, 1988. Brown, James, Dean ., Testing in Language Programs, New Jersey: Prentice Hall

Regents, 1996. Brown, James, Dean., Hudson, Thom, Criterion-Referenced Language testing,

New York: Cambridge University Press, 2002 Brown, H, Douglass., Teaching by Principles, An Interactive Approach

Pedagogy, New York :Addison Wesley Longman, 2001. Gay, L, R., Educational Evaluation and Measurement, Second Edition, Republic

of Singapore: Merrill, 1991 Genesee, Fred, and Upshur, John, A., Classroom-Based Evaluation in Second

Language Education, Cambridge: Cambridge, 1996. Gronlound, Norman, E., Measurement and Evaluation in Teaching, New York:

Macmillan Publishing Co., Inc., 1981. Grondlound, Norman, E., Linn, Robert, L., Measurement and Assessment in

Teaching, New Jersey: Prentice Hall, Inc, 1995. Harrison, Andrew, A Language Testing Handbook, London: McMillan Press

London, 1983. Heaton, J.B., Writing English Language Tests, New Edition, London and New

York: Longman, 1988. Henning, Grand, A Guide to Language Testing, Cambridge: Newbury House

Publishers, 1987.

50

Hopkins, Charles, D., Antes, Richard L., Classroom Measurement and Evaluation, Third Edition, Itasca: F. E. Peacock Publishers, Inc, 1990.

Hughes, Arthur, Testing for Language Teachers, Cambridge: Cambridge

University press, 2003. Nitko, Anthony, J., Educational test and Measurement : An Introduction, New

York: Harcourt Braco Jovanovich Inc, 1983. Purwanto, Ngalim, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, Bandung:

Remaja Rosdakarya, 1986. Stanley, Ahmann, J., and Marvine, D. Glock., Evaluating Student Progress,

Boston: Allyn and Bacon, 1981. Sujana Nana, Penilaian Hasil Proses Belajar Mengajar, Bandung: Remaja

Rosdakarya, 2001. Surapranata, Sumarna, Analisis, Validitas, Reliabilitas dan Interpretasi Hasil Tes,

Bandung: Remaja Rosda Karya, 2006. Tinambunan, Wilmar, Evaluation of Student Achievement , Jakarta: Depdikbud,

1998 Ur Penny, A Course in Language Teaching, Practice and Theory, Cambridge:

Cambridge University Press, 1991. Zainul, Asmawi, dan Nasution, Noehi, Penilaian Hasil Belajar, Jakarta: PAU-

PPAI, UT, 1993. Anonymous, “English Language” taken from:

http://en.wikipedia.org/wiki/English_language 3.47pm.

Anonymous “Summative Test,” Taken from: http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx Formative and Summative Assessments in the Classroom

91

Table

Table of Conformity between the Summative Test’s Items and English Syllabus

No KTSP Items number Total

1. Based on the Indicators of Listening 36

1 item

a) Merespon ungkapan meminta, memberi menolak jasa

b) Merespon ungkapan meminta, memberi dan menolak barang.

c) Mengakui, mengingkari fakta. d) Merespon ungkapan meminta dan

memberi pendapat

e) Merespon ungkapan mengundang, menerima dan menolak ajakan.

f) Merespon ungkapan menyetujui dan tidak menyetujui.

g) Merespon ungkapan memuji. h) Merespon ungkapan memberi

selamat

28, 29, 38

2 items 1 item

2. Based on the Indicator of Speaking 50

1 item

a) Bertanya dan menjawab tentang meminta, memberi dan menolak jasa

b) Bertanya dan menjawab tentang meminta, memberi dan menolak barang

c) Bertanya dan menjawab tentang mengakui, dan mengingkari fakta

d) Bertanya dan memberi pendapat e) Bertanya dan mejawab tentang

mengundang, menerima dan menolak ajakan.

f) Bertanya dan menjawab tentang menyetujui dan tidak menyetujui

g) Bertanya dan menjawab tentang memuji

h) Bertanya dan menjawab tentang memberi selamat

37 30

1 item 1 item

3. Based on the Indicators of Reading 1, 2, 3, 4, 5, 16, 17,

9 items

a) Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk undangan

b) Mengidentifikasi berbagai informasi

92

dalam teks fungsional pendek berbentuk undangan.

c) Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk undangan

d) Mengidentifikasikan ciri kebahasaan teks fungsional pendek berbentuk undangan.

18, 19,

e) Makna gagasan f) Makna tekstual dalam teks

descriptive dan recount

g) Langkah retorika teks descriptive dan recount

h) Tujuan komunikatif teks descriptive dan recount.

i) Ciri kebahasaan teks descriptive dan recount.

6, 7, 8, 9, 10, 21, 22, 23, 24, 25, 26, 27, 39, 40, 41, 44, 45, 46, 47,

19 items

4. Based on the Indicators of Writing 11, 48, 49

3 items

a) Melengkapi rumpang teks fungsional pendek

b) Menysun kata menjadi teks fungsional yang bermakna.

c) Menulis teks fungsional pendek d) Melengkapai rumpang teks essai

pendek berbentuk descriptive. e) Menyusun kalimat menjadi teks

yang bermakana dalam bentuk descriptive.

f) Menulis teks essai dalam bentuk descriptive

12

1 item

Total 39 items 5. Based on Theme

25, 26, 27, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16, 17, 18, 19 21, 22, 23, 24 13, 14

3 items 14 items 4 items 2 items

a) Flora and Fauna b) Friendship c) Travel d) Health

Total 23 items The writer took the themes above which is for second grade of SMP YMJ

Ciputat from the teacher’s book entitled “Effective English for Second Grade of Junior High School by Tiga Serangkai”.

viii

LIST OF APPENDIX

1. The Group Position of the English Summative Test Result ............................. 51

2. Students’ Answer in the Upper Group ............................................................. 55

3. Students’ Answer in the Lower Group ............................................................ 59

4. Item Questions ................................................................................................ 63

5. Syllabus .......................................................................................................... 80

6. Table of Conformity between the Summative Test’s Items and

English Syllabus ............................................................................................. 92

7. R-tabel ............................................................................................................ 94

The Score of Reliability in the Lower GroupNo siswa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 X X2

1 student 1 1 0 0 0 0 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 1 1 1 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 1 0 22 4842 student 2 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 1 0 1 0 1 0 1 0 0 1 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 1 0 1 22 4843 student 3 1 0 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 1 0 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 0 0 0 1 0 1 0 0 0 1 0 1 21 4414 student 4 0 1 0 0 1 0 1 0 0 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 1 1 21 4415 student 5 1 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 0 0 1 0 0 1 0 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 21 4416 student 6 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 0 0 21 4417 student 7 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 1 0 21 4418 student 8 1 0 0 0 0 1 0 1 0 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 0 1 1 21 4419 student 9 1 0 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 0 0 0 0 0 0 1 21 441

10 student 10 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 0 0 0 1 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 0 1 1 21 44111 student 11 1 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 1 1 0 0 1 1 0 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 21 44112 student 12 1 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 0 1 0 0 1 0 0 0 1 1 1 21 44113 student 13 1 1 1 1 0 1 0 0 0 0 1 1 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 0 1 20 40014 student 14 1 1 1 0 0 1 1 0 0 1 0 0 0 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 1 1 20 40015 student 15 1 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 1 1 0 1 1 0 1 0 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 19 36116 student 16 1 0 0 0 1 0 1 0 1 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 19 36117 student 17 1 1 1 0 1 1 1 0 1 1 1 0 1 0 0 0 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 19 36118 student 18 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 0 1 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 0 1 19 36119 student 19 0 1 1 0 1 0 1 0 1 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 18 32420 student 20 0 0 1 1 1 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 1 1 1 0 1 18 32421 student 21 1 0 0 1 1 0 0 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 1 0 1 0 1 0 18 32422 student 22 1 0 0 0 1 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 18 32423 student 23 1 0 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 17 28924 student 24 1 0 1 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 1 16 25625 student 25 0 1 1 0 1 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 1 0 1 0 1 0 0 1 0 1 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 1 0 16 25626 student 26 0 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 16 25627 student 27 1 0 0 0 1 1 1 0 1 0 0 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 1 16 25628 student 28 0 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 15 22529 student 29 1 0 0 0 1 0 1 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 14 19630 student 30 1 1 0 1 0 0 0 1 1 0 0 0 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 14 19631 student 31 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 1 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 14 19632 student 32 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 1 13 16933 student 33 0 1 0 1 0 1 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 12 14434 student 34 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 0 0 0 0 1 10 10035 student 35 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 10 10036 student 36 1 1 0 1 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 10 10037 student 37 1 0 0 0 0 0 0 1 1 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 10 10038 student 38 1 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 1 10 10039 student 39 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 1 10 10040 student 40 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 10 100

31 16 11 10 17 19 16 14 21 5 12 13 11 18 9 16 18 8 12 11 9 7 19 7 22 17 6 10 14 12 12 17 8 12 12 13 9 8 24 10 6 11 11 15 11 9 20 11 14 3167

5

1205

7

N 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40P 0.

780.

400.

280.

250.

430.

480.

400.

350.

530.

130.

300.

330.

280.

450.

230.

400.

450.

200.

300.

280.

230.

180.

480.

180.

550.

430.

150.

250.

350.

300.

300.

430.

200.

300.

300.

330.

230.

200.

600.

250.

150.

280.

280.

380.

280.

230.

500.

280.

350.

78

Q 0.23

0.60

0.73

0.75

0.58

0.53

0.60

0.65

0.48

0.88

0.70

0.68

0.73

0.55

0.78

0.60

0.55

0.80

0.70

0.73

0.78

0.83

0.53

0.83

0.45

0.58

0.85

0.75

0.65

0.70

0.70

0.58

0.80

0.70

0.70

0.68

0.78

0.80

0.40

0.75

0.85

0.73

0.73

0.63

0.73

0.78

0.50

0.73

0.65

0.23

pq 0.17

0.24

0.20

0.19

0.24

0.25

0.24

0.23

0.25

0.11

0.21

0.22

0.20

0.25

0.17

0.24

0.25

0.16

0.21

0.20

0.17

0.14

0.25

0.14

0.25

0.24

0.13

0.19

0.23

0.21

0.21

0.24

0.16

0.21

0.21

0.22

0.17

0.16

0.24

0.19

0.13

0.20

0.20

0.23

0.20

0.17

0.25

0.20

0.23

0.17

10.1

9

N 40

S^2 4.08

1589

764

r11 -0.3

7396

93

Table Nilai koefisien Korelasi “r” Produk Moment dari Pearson.

df atau db

banyaknya variable yang dikorelasikan

2

Harga "r" pada taraf signifikansi

5% 1%

1 0,997 1,000

2 0,950 0,990

3 0,878 0,959

4 0,811 0,917

5 0,754 0,874

6 0,707 0,834

7 0,666 0,798

8 0,632 0,765

9 0,602 0,735

10 0,576 0,708

11 0,553 0,684

12 0,532 0,661

13 0,514 0,641

14 0,497 0,623

15 0,482 0,606

16 0,468 0,590

17 0,456 0,575

18 0,441 0,561

19 0,433 0,549

20 0,423 0,537

21 0,413 0,526

22 0,404 0,515

23 0,396 0,505

24 0,388 0,496

25 0,381 0,487

26 0,374 0,478

27 0,367 0,470

28 0,361 0,463

29 0,355 0,456

30 0,349 0,449

35 0,325 0,418

40 0,304 0,393

45 0,288 0,372

50 0,273 0,354

60 0,250 0,325

70 0,232 0,302

80 0,217 0,283

90 0,205 0,267

100 0,195 0,254

125 0,174 0,228

150 0,159 0,208

200 0,138 0,181

300 0,113 0,148

400 0,098 0,128

500 0,088 0,115

1000 0,062 0,081

Sumber: Prof. Drs. Anas Sudijono “Pengantar Evaluasi Pendidikan”, (Jakarta: PT. Raja Grafindo Persada, 2008), hal. 479-480.

The Score of Reliability in the Upper GroupNo siswa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 X X21 student 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 0 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 40 16002 student 2 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 40 16003 student 3 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 39 15214 student 4 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 1 38 14445 student 5 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 1 0 1 1 0 1 0 38 14446 student 6 1 1 0 0 0 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 38 14447 student 7 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 0 37 13698 student 8 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 36 12969 student 9 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 36 1296

10 student 10 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 36 129611 student 11 1 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 36 129612 student 12 0 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 36 129613 student 13 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 0 36 129614 student 14 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 1 1 0 36 129615 student 15 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 36 129616 student 16 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 0 1 1 0 35 122517 student 17 1 1 1 0 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 35 122518 student 18 1 0 1 0 0 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 1 1 0 1 35 122519 student 19 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 35 122520 student 20 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 34 115621 student 21 1 1 1 0 0 1 1 0 1 1 0 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 34 115622 student 22 1 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 0 0 1 1 1 0 1 34 115623 student 23 1 1 1 0 0 1 1 0 1 0 1 0 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 33 108924 student 24 1 1 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 0 1 1 0 1 0 1 33 108925 student 25 1 1 1 0 1 1 1 1 1 0 1 1 0 1 0 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 33 108926 student 26 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 0 1 0 0 0 0 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 33 108927 student 27 1 1 1 0 0 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 0 1 0 1 0 0 1 0 1 1 1 0 1 1 1 1 32 102428 student 28 1 0 1 0 0 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 31 96129 student 29 1 1 0 0 1 1 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 31 96130 student 30 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 31 96131 student 31 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 0 1 0 0 0 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 1 31 96132 student 32 1 0 1 0 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 30 90033 student 33 1 1 1 0 0 1 0 0 1 0 1 0 1 1 1 1 1 1 0 1 1 1 0 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 30 90034 student 34 1 0 1 0 0 1 1 1 1 0 1 1 0 0 1 0 1 1 0 1 0 1 1 1 0 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 1 30 90035 student 35 0 1 1 0 0 0 1 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1 0 1 1 1 0 1 0 0 1 1 0 0 0 1 0 1 0 0 0 0 1 0 0 0 1 1 0 0 30 90036 student 36 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 0 1 1 0 30 90037 student 37 1 1 1 0 1 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 0 1 1 30 90038 student 38 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 0 1 0 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 29 84139 student 39 1 0 1 0 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 0 1 0 0 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 0 0 29 84140 student 40 1 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 1 28 784

38 27 35 8 13 35 28 31 31 28 31 23 29 32 27 24 25 26 32 32 8 35 25 28 23 24 28 24 32 30 26 26 35 10 33 23 27 26 27 23 33 19 31 31 24 25 29 37 20 30 1354

4624

8

N 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40P 0.

950.

680.

880.

200.

330.

880.

700.

780.

780.

700.

780.

580.

730.

800.

680.

600.

630.

650.

800.

800.

200.

880.

630.

700.

580.

600.

700.

600.

800.

750.

650.

650.

880.

250.

830.

580.

680.

650.

680.

580.

830.

480.

780.

780.

600.

630.

730.

930.

500.

75

Q 0.05

0.33

0.13

0.80

0.68

0.13

0.30

0.23

0.23

0.30

0.23

0.43

0.28

0.20

0.33

0.40

0.38

0.35

0.20

0.20

0.80

0.13

0.38

0.30

0.43

0.40

0.30

0.40

0.20

0.25

0.35

0.35

0.13

0.75

0.18

0.43

0.33

0.35

0.33

0.43

0.18

0.53

0.23

0.23

0.40

0.38

0.28

0.08

0.50

0.25

q pq 0.05

0.22

0.11

0.16

0.22

0.11

0.21

0.17

0.17

0.21

0.17

0.24

0.20

0.16

0.22

0.24

0.23

0.23

0.16

0.16

0.16

0.11

0.23

0.21

0.24

0.24

0.21

0.24

0.16

0.19

0.23

0.23

0.11

0.19

0.14

0.24

0.22

0.23

0.22

0.24

0.14

0.25

0.17

0.17

0.24

0.23

0.20

0.07

0.25

0.19

N 40

S^2

3.22

1412

73

r11

0.31

676

The Score of Validity in the Upper GroupNo siswa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 X X 2

1 student 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 0 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 40 1600

2 student 2 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 40 1600

3 student 3 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 39 1521

4 student 4 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 1 38 1444

5 student 5 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 1 0 1 1 0 1 0 38 1444

6 student 6 1 1 0 0 0 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 38 1444

7 student 7 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 0 37 1369

8 student 8 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 36 1296

9 student 9 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 36 1296

10 student 10 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 36 1296

11 student 11 1 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 36 1296

12 student 12 0 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 36 1296

13 student 13 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 0 1 0 1 1 0 0 36 1296

14 student 14 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 1 1 0 36 1296

15 student 15 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 36 1296

16 student 16 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 0 1 1 0 35 1225

17 student 17 1 1 1 0 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 35 1225

18 student 18 1 0 1 0 0 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 1 1 0 1 35 1225

19 student 19 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 35 1225

20 student 20 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 34 1156

21 student 21 1 1 1 0 0 1 1 0 1 1 0 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 34 1156

22 student 22 1 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 0 0 1 1 1 0 1 34 1156

23 student 23 1 1 1 0 0 1 1 0 1 0 1 0 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 33 108923 student 23 1 1 1 0 0 1 1 0 1 0 1 0 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 33 1089

24 student 24 1 1 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 0 1 1 0 1 0 1 33 1089

25 student 25 1 1 1 0 1 1 1 1 1 0 1 1 0 1 0 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 33 1089

26 student 26 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 0 1 0 0 0 0 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 33 1089

27 student 27 1 1 1 0 0 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 0 1 0 1 0 0 1 0 1 1 1 0 1 1 1 1 32 1024

28 student 28 1 0 1 0 0 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 31 961

29 student 29 1 1 0 0 1 1 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 31 961

30 student 30 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 31 961

31 student 31 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 0 1 0 0 0 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 1 31 961

32 student 32 1 0 1 0 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 30 900

33 student 33 1 1 1 0 0 1 0 0 1 0 1 0 1 1 1 1 1 1 0 1 1 1 0 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 30 900

34 student 34 1 0 1 0 0 1 1 1 1 0 1 1 0 0 1 0 1 1 0 1 0 1 1 1 0 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 1 30 900

35 student 35 0 1 1 0 0 0 1 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1 0 1 1 1 0 1 0 0 1 1 0 0 0 1 0 1 0 0 0 0 1 0 0 0 1 1 0 0 23 529

36 student 36 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 0 1 1 0 30 900

37 student 37 1 1 1 0 1 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 1 1 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 0 1 1 30 900

38 student 38 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 0 1 0 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 29 841

39 student 39 1 0 1 0 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 0 1 0 0 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 0 0 29 841

40 student 40 1 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 1 28 784

38 27 35 8 13 35 28 31 31 28 31 23 29 32 27 24 25 26 32 32 8 35 25 28 23 24 28 24 32 30 26 26 35 10 33 23 27 26 27 23 33 19 31 31 24 25 29 37 20 30 1347

4587

7N 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40

P

0.95

0.68

0.88

0.20

0.33

0.88

0.70

0.78

0.78

0.70

0.78

0.58

0.73

0.80

0.68

0.60

0.63

0.65

0.80

0.80

0.20

0.88

0.63

0.70

0.58

0.60

0.70

0.60

0.80

0.75

0.65

0.65

0.88

0.25

0.83

0.58

0.68

0.65

0.68

0.58

0.83

0.48

0.78

0.78

0.60

0.63

0.73

0.93

0.50

0.75

Q

0.05

0.33

0.13

0.80

0.68

0.13

0.30

0.23

0.23

0.30

0.23

0.43

0.28

0.20

0.33

0.40

0.38

0.35

0.20

0.20

0.80

0.13

0.38

0.30

0.43

0.40

0.30

0.40

0.20

0.25

0.35

0.35

0.13

0.75

0.18

0.43

0.33

0.35

0.33

0.43

0.18

0.53

0.23

0.23

0.40

0.38

0.28

0.08

0.50

0.25

Sum p

1288

911

1188

264

429

1200

932

1055

1039

972

1031

790

981

1092

912

811

836

908

1076

1093

273

1177

870

947

794

816

954

825

1080

1031

884

904

1189

350

1134

789

929

868

934

803

1122

667

1046

1062

824

862

988

1243

681

1016

Mp

33.8

933

.74

33.9

433

.00

33.0

034

.29

33.2

934

.03

33.5

234

.71

33.2

634

.35

33.8

334

.13

33.7

833

.79

33.4

434

.92

33.6

334

.16

34.1

333

.63

34.8

033

.82

34.5

234

.00

34.0

734

.38

33.7

534

.37

34.0

034

.77

33.9

735

.00

34.3

634

.30

34.4

133

.38

34.5

934

.91

34.0

035

.11

33.7

434

.26

34.3

334

.48

34.0

733

.59

34.0

533

.87

Mt

33.6

75

sqrt(p/q)

4.36

1.44

2.65

0.50

0.69

2.65

1.53

1.86

1.86

1.53

1.86

1.16

1.62

2.00

1.44

1.22

1.29

1.36

2.00

2.00

0.50

2.65

1.29

1.53

1.16

1.22

1.53

1.22

2.00

1.73

1.36

1.36

2.65

0.58

2.17

1.16

1.44

1.36

1.44

1.16

2.17

0.95

1.86

1.86

1.22

1.29

1.62

3.51

1.00

1.73

SDt

3.59

4353

21

SDt

3.59

4353

21

rpbis

0.27

0.03

0.20

-0.0

9-0

.13

0.45

-0.1

70.

18-0

.08

0.44

-0.2

20.

220.

070.

250.

040.

04-0

.08

0.47

-0.0

30.

270.

06-0

.03

0.40

0.06

0.27

0.11

0.17

0.24

0.04

0.33

0.12

0.41

0.22

0.21

0.42

0.20

0.29

-0.1

10.

370.

400.

200.

380.

030.

300.

220.

290.

18-0

.08

0.10

0.09

r-tabel

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

0.29

Ket v v v v v v v v v v v v v

Validity found based on r-tabel book from, Anas Sudijono "Pengantar Evaluasi Pendidikan" p.480

80

SILABUS Sekolah : SMP YMJ Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII/I Standar Kompetensi : Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator

Penilaian Alokasi

waktu

Sumber Belajar Teknik Bentuk

Instrumen Contoh Instrumen

1. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) da interpersonal (bersosialisasi) sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan ang sekitar, yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta member, menolak barang, mengakui, mengingkari fakta, meminta dan member fakta.

Percakapan singkat, memuat ungkapan-ungkapan: A: Let me help you B: Thank you very much A: Can I have a bit? B: Sure. Here you are. A: did you break the glass? B: yes I did/ No, I didn’t A: What do you think of this? B: Not bad.

1. Brainstorming bertanya dan menjawab tentang berbagai hal terkait tema topiknyang akan dibicarakan.

2. Membahas kosa kata (noun phrase, verb phrase,adverb phrase) tata bahasa (kalimat sederhana tentang tawaran jasa, meminta sesuatu, informasi factual, pendapat terkait materi percakapan.

3. Mendengarkan percakapan yang memuat ungkapan-ungkapan dalam materi.

4. Menjawab pertanyaan tentang isi percakapan.

5. Member respon lisan dan tulis terhadap ungkapan yang didengar.

Merespon ungkapan meminta, member, menolak jasa.

Merespon ungkapan meminta, member menolak barang.

Mengakui, mengingkari fakta.

Merespon ungkapan meminta dan memberi pendapat

Tes lisan Tes lisan Tes lisan Tes lisan Tes lisan

Merespon secara lisan Pertanyaan lisan Pilihan ganda Pertanyaan lisan Isian

Respon the following statement Q: Let me help you A: ……… Q: can I have a bit: A: …….. Choose the right response Q: Did you break the glass? A. Yes, I did. B. I don’t know C. I’m not sure D. All right Q: what do you think of my new dress? A: ………… Write your response to the following statements:

1. Would you go with me to the teatre?

2x40 menit

1. Script pecakapan

2. Rekaman percakapan: Kaset Tape

recorder

CD CD

player TV

3. Gambar-gambar/ benda terkait

81

2. Merespon makna yang terdapat dalam percakapan transaksional (to get thins done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui dan tidak menyetujui, memuji dan memberi selamat

Percakapan singkatan memuat ungkapan-ungkapan: A: would you come to my party? B: I’d love to / I want to, but …. A: I do agree B: Thanks for the support A: No way B: It’s O.K. No problem A: You have beautiful hair B: Thank you A; Happy birthday B: Thank you

1. Memberi respon lisan mengenai pendapat tentang hal-hal terkait topic/ungkapan yang akan dibahas.

2. Membahas kosakata dan tata bahasa terkait topic/ungkapan yang dibahas.

3. Mendengarkan percakapan memuat ungkapan terkait materi.

4. Tanya jawab tentang isi percakapan.

5. Tanya jawab tentang fungsi dan makna ungkapan dalam percakapan.

Merespon ungkapan: mengundang, menerima dan menolak ajakan.

Merespon ungkapan menyetujui dan tidak menyetujui.

Merespon ungkapan memuji.

Merespon ungkapan member selamat.

2. I do agree with you to join the speech contest

3. You have beautiful hair

4. You passed your exam. Congratulation

Buku teks yang relevan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi

dengan lingkungan sekitar


Penilaian Alokasi

waktu Sumber Belajar Teknik Bentuk

Instrumen Contoh

Instrumen 1. Merespon makna

yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar .

Teks fungsional pendek berupa: Undangan Contoh: Dear Rio, I want you to come to my house for lunch on Sunday

1. Tanya jawab tentang berbagai hal terkait topik/tema yang akan dibahas.

2. Membahas kkosa kata yang terkait tema/topic/undangan (noun phrase, verb phrase)

Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa undangan.

Mengidentifikasi cirri

Tes tertulis

Melengkapi kalimat yang rumpang

Complete the following sentences based on the text you hear

2x40 menit

1. Script pecakapan

2. Rekaman percakapan:

Kaset Tape

recorder CD

82

2. Merespon makna yang teerdapat dalam monlog pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

at 12 a.m. thanks. Mona

Ciri kebahasaan teks fungsional pendek.

Langkah-langkah

retorika teks: Descriptive

(identivikation-descriptions)

Recount (orientation events)

Reorientation

Teks lisan

berbentuk: Descriptive Recount

Langkah retorika

teks: Descriptive

(identivicati

3. Membahas ungkapan-ungkapan yang sering muncul dalam undangan: I want you to come

to….. Please come to …. Don’t forget to come

to….. 4. Mendengarkan teks

fungsional pendek (undangan)

5. Menjawab pertanyaan tentang berbaggai informasi yang terdapat dalam teks funsional, undangan.

6. Mendengarkan berbagai contoh undangan lainnya dari teman.

7. Mengidentifikasi cirri kebahasaan teks fungsional pendek (undangan): Invitee Occasion Time Place Invitor

1. Eliciting kosakata terkait tema/topic/jenis teks

2. Membahas tata bahsa teerkait jenis teks yang akan dibahas.

kebahasaan dalam teks fungsional pendek berupa undangan.

Mengidentifikasi informasi /makna yang terdapat dalam teks berbentuk descriptive dan recount.

Mengidentifikasi teks fungsional dan langkah retorika teks descriptive dan recount

Tes lisan Tes tulis

Pertanyaan lisan Pilihan ganda

Answer the questions orally based on the teks you listen to. Choose the best option based on the text you have listen to

2x40 menit

CD player TV

3. Gambar/realia terkait tema/topic/jenis teksbenda terkait

1. Buku teks yang relevan

2. Gambar terkait tema/topic script teks: descriptive & recount.

3. Rekaman teks

4. Tape recorder

5. OHP 6. Lingkungan

sekitar.

83

on-description)

Recount (orientation events-reorientation)

3. Mendengarkan teks monolog descriptive/recount dengan topic tertentu.

4. Menjawab pertanyaan tentang berbagai informasi terkait informasi yang didengar.

5. Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar

3. Standar Kompetensi: Berbicara

Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar


Penilaian Alokasi

waktu Sumber Belajar Teknik Bentuk

Instrumen Contoh

Instrumen 4. Merespon makna

yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar .

Teks fungsional pendek berupa: Undangan Contoh: Dear Rio, I want you to come to my house for lunch on Sunday at 12 a.m. thanks. Mona

8. Tanya jawab tentang berbagai hal terkait topik/tema yang akan dibahas.

9. Membahas kkosa kata yang terkait tema/topic/undangan (noun phrase, verb phrase)

10. Membahas ungkapan-ungkapan yang sering muncul dalam undangan: I want you to come

to….. Please come to …. Don’t forget to come

Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa undangan.

Mengidentifikasi cirri kebahasaan dalam teks fungsional pendek berupa undangan.

Mengidentifikasi informasi

Tes tertulis

Melengkapi kalimat yang rumpang

Complete the following sentences based on the text you hear

2x40 menit

4. Script pecakapan

5. Rekaman percakapan:

Kaset Tape

recorder CD CD player TV

6. Gambar/realia terkait tema/topic/jenis teksbenda terkait

84

5. Merespon makna yang teerdapat dalam monlog pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

Ciri kebahasaan teks fungsional pendek.

Langkah-langkah

retorika teks: Descriptive

(identivikation-descriptions)

Recount (orientation events)

Reorientation

Teks lisan

berbentuk: Descriptive Recount

Langkah retorika

teks: Descriptive

(identivication-description)

Recount (orientation events-reorientation)

to….. 11. Mendengarkan teks

fungsional pendek (undangan)

12. Menjawab pertanyaan tentang berbaggai informasi yang terdapat dalam teks funsional, undangan.

13. Mendengarkan berbagai contoh undangan lainnya dari teman.

14. Mengidentifikasi cirri kebahasaan teks fungsional pendek (undangan): Invitee Occasion Time Place Invitor

6. Eliciting kosakata terkait tema/topic/jenis teks

7. Membahas tata bahsa teerkait jenis teks yang akan dibahas.

8. Mendengarkan teks monolog descriptive/recount dengan topic tertentu.

9. Menjawab pertanyaan tentang berbagai informasi terkait informasi yang didengar.

/makna yang terdapat dalam teks berbentuk descriptive dan recount.

Mengidentifikasi teks fungsional dan langkah retorika teks descriptive dan recount

Tes lisan Tes tulis

Pertanyaan lisan Pilihan ganda

Answer the questions orally based on the teks you listen to. Choose the best option based on the text you have listen to

2x40 menit

7. Buku teks yang relevan

8. Gambar terkait tema/topic script teks: descriptive & recount.

9. Rekaman teks

10. Tape recorder

11. OHP 12. Lingkungan

sekitar.

85

10. Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar

The Score of Validity in the Lower GroupNo siswa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 X X 2

1 student 1 1 0 0 0 0 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 1 1 1 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 1 0 22 4842 student 2 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 1 0 1 0 1 0 1 0 0 1 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 1 0 1 22 4843 student 3 1 0 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 1 0 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 0 0 0 1 0 1 0 0 0 1 0 1 21 4414 student 4 0 1 0 0 1 0 1 0 0 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 1 1 21 4415 student 5 1 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 0 0 1 0 0 1 0 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 21 4416 student 6 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 0 0 21 4417 student 7 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 1 0 21 4418 student 8 1 0 0 0 0 1 0 1 0 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 0 1 1 21 4419 student 9 1 0 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 0 0 0 0 0 0 1 21 441

10 student 10 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 0 0 0 1 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 0 1 1 21 44111 student 11 1 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 1 0 1 0 1 1 0 0 1 1 0 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 21 44112 student 12 1 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 0 1 0 0 1 0 0 0 1 1 1 21 44113 student 13 1 1 1 1 0 1 0 0 0 0 1 1 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 0 1 20 40014 student 14 1 1 1 0 0 1 1 0 0 1 0 0 0 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 1 1 20 40015 student 15 1 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 1 1 0 1 1 0 1 0 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 19 36116 student 16 1 0 0 0 1 0 1 0 1 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 19 36117 student 17 1 1 1 0 1 1 1 0 1 1 1 0 1 0 0 0 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 19 36118 student 18 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 0 1 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 0 1 19 36119 student 19 0 1 1 0 1 0 1 0 1 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 18 32420 student 20 0 0 1 1 1 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 1 1 1 0 1 18 32421 student 21 1 0 0 1 1 0 0 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 1 0 1 0 1 0 18 32422 student 22 1 0 0 0 1 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 18 32422 student 22 1 0 0 0 1 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 18 32423 student 23 1 0 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 17 28924 student 24 1 0 1 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 0 1 1 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 1 16 25625 student 25 0 1 1 0 1 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 1 0 1 0 1 0 0 1 0 1 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 1 0 16 25626 student 26 0 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 16 25627 student 27 1 0 0 0 1 1 1 0 1 0 0 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 1 16 25628 student 28 0 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 15 22529 student 29 1 0 0 0 1 0 1 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 14 19630 student 30 1 1 0 1 0 0 0 1 1 0 0 0 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 14 19631 student 31 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 1 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 14 19632 student 32 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 0 0 1 13 16933 student 33 0 1 0 1 0 1 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 12 14434 student 34 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 0 0 0 0 1 10 10035 student 35 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 10 10036 student 36 1 1 0 1 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 10 10037 student 37 1 0 0 0 0 0 0 1 1 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 10 10038 student 38 1 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 1 10 10039 student 39 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 1 10 10040 student 40 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 10 100

31 16 11 10 17 19 16 14 21 5 12 13 11 18 9 16 18 8 12 11 9 7 19 7 22 17 6 10 14 12 12 17 8 12 12 13 9 8 24 10 6 11 11 15 11 9 20 11 14 31 675

1205

7

N 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40P

0.78

0.40

0.28

0.25

0.43

0.48

0.40

0.35

0.53

0.13

0.30

0.33

0.28

0.45

0.23

0.40

0.45

0.20

0.30

0.28

0.23

0.18

0.48

0.18

0.55

0.43

0.15

0.25

0.35

0.30

0.30

0.43

0.20

0.30

0.30

0.33

0.23

0.20

0.60

0.25

0.15

0.28

0.28

0.38

0.28

0.23

0.50

0.28

0.35

0.78

Q

0.23

0.60

0.73

0.75

0.58

0.53

0.60

0.65

0.48

0.88

0.70

0.68

0.73

0.55

0.78

0.60

0.55

0.80

0.70

0.73

0.78

0.83

0.53

0.83

0.45

0.58

0.85

0.75

0.65

0.70

0.70

0.58

0.80

0.70

0.70

0.68

0.78

0.80

0.40

0.75

0.85

0.73

0.73

0.63

0.73

0.78

0.50

0.73

0.65

0.23

Sum p 524

254

203

156

282

371

304

232

329

97 216

232

180

317

124

307

309

158

226

222

157

149

351

144

369

309

113

181

262

204

201

318

160

237

217

250

175

133

418

169

117

209

199

249

221

156

378

212

265

509

Mp

16.9

015

.88

18.4

515

.60

16.5

919

.53

19.0

016

.57

15.6

719

.40

18.0

017

.85

16.3

617

.61

13.7

819

.19

17.1

719

.75

18.8

320

.18

17.4

421

.29

18.4

720

.57

16.7

718

.18

18.8

318

.10

18.7

117

.00

16.7

518

.71

20.0

019

.75

18.0

819

.23

19.4

416

.63

17.4

216

.90

19.5

019

.00

18.0

916

.60

20.0

917

.33

18.9

019

.27

18.9

316

.42

Mt

16.8

75

sqrt(p/q)

1.86

0.82

0.62

0.58

0.86

0.95

0.82

0.73

1.05

0.38

0.65

0.69

0.62

0.90

0.54

0.82

0.90

0.50

0.65

0.62

0.54

0.46

0.95

0.46

1.11

0.86

0.42

0.58

0.73

0.65

0.65

0.86

0.50

0.65

0.65

0.69

0.54

0.50

1.22

0.58

0.42

0.62

0.62

0.77

0.62

0.54

1.00

0.62

0.73

1.86

SDt

4.08

1589

764

rpbis

0.01

-0.2

00.

24-0

.18

-0.0

60.

620.

43-0

.05

-0.3

10.

230.

180.

17-0

.08

0.16

-0.4

10.

460.

060.

350.

310.

500.

080.

500.

370.

42-0

.03

0.27

0.20

0.17

0.33

0.02

-0.0

20.

390.

380.

460.

190.

400.

34-0

.03

0.16

0.00

0.27

0.32

0.18

-0.0

50.

490.

060.

500.

360.

37-0

.21

Documents

ENGLISH EDUCATION DEPARTMENT FACULTY OF …repository.uinjkt.ac.id/dspace/bitstream/123456789/3860/1/FIFI...Berdasarkan temuan di atas, butir-butir soal tes sumatif bahasa Inggris