ITEM ANALYSIS OF ENGLISH
TEACHERS’ MADE
MID TESTAT
THE SEVENTH GRADE OF SMP N 4 MEDAN
A THESIS
Submitted as Partial Fulfillment of the Requirements for
The Degree of SarjanaPendidikan
By:
ROSMELATI SIMANULLANG
Registration Number: 2123321069
ENGLISH AND LITERATURE DEPARTMENT
ENGLISH EDUCATION PROGRAM
FACULTY OF LANGUAGES AND ARTS
i ABSTRACT
Rosmelati.2123321069. 2016. Item AnalysisOf Englsih Teachers’ Made Mid Test at The Seventh Grade of SMP N 4 Medan. A Thesis. Faculty of Languange and arts. State University of Medan.
Teaching and testing are related to an assessment process. Test is used instrument evaluation in education. It has important role for measure achievement the students. The English MID test has important role in measuring the students’ ability for the second semester. This study is conducted to know thequality of english teacher-made test at the seventh grade of SMP N 4 Medan. It aims to know validity, reliability, index of difficulty, and index of discrimination. The thesis uses descriptive methodology. Because it will describe the quality of the test items in English mid test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan. The result shows that validity of the test has good validity. The reliability of the test has not reliable since -1,120. It means that the test is unacceptable for the seventh graders. The test has unacceptable index of difficulty since have 75% items which are easy items and the students has acceptable but need revised index of discrimination since 37.5% items has satisfactory which is a not good criteria.
ii
ACKNOWLEDGEMENT
First of all the writer would like to thank her parises to the Almighty God,
Jesus Christ, for the love and blessing. So the writer has finally completed this
thesis. This thesis is aimed to fulfill one of the requirements for the degre of
Sarjana Pendidikan of English Department, Faculty of Language and Arts, State
University of Medan.
During the process of writing, the writer realize that she cannot accomplish this thesis without God’s blessing and supporting many people, therefore the writer would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, MPd., the Rector of State University of Medan
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts, State
University of Medan
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Departement .
4. Syamsul Bahri, S.S., M.Hum., the Head of English Literature Program
5. Dr. I. W. Dirgeyasa Tangkas, M.Hum., her first Thesis Advisor for great
guidance, and advices during the process of accomplishing this thesis.
6. Neni Afrida Sari Harahap, S.Pd., M.Hum., her second Thesis Advisor
for great care, guidance during the process of accomplishing this thesis.
7. Dr. Anni Holila Pulungan, M.Hum., as her Thesis Reviewer and examiner.
8. Drs. Elia Masa Ginting,S.Pd, M.Hum., as her Thesis Reviewer and
examiner.
9. Eis Sri Wahyuningsih, M.Pd., as the Administrasion Staff of English
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10. All Lecturers for their support and advice during her academic years.
11. Nurhalimah Sibuea, S.Pd, M.Pd., as the Headmaster of SMPN 4 Medan
12. Her beloved parents Desima Silaban and Paulus Simanullang for always
supporting and care.
13. Her beloved brothers and sister Kennedy Simanullang, Canrika
Simanullang, Trima Simanullang and daniel Putra Simanullang and
Jusuf Simanullang for always supporting.
14. Her beloved boy friend Himen Trigen Berutu for always supporting
15. Her beloved Friends Dewi Tampubolon, Erika Manullang, Marta Sinaga
and Martina Nainggolan
16. Her beloved PPL team of SMP N 2 Porsea Mega Banjar Nahor, Juju
Ginting, Dewi Siregar, Novita Sihombing, Dorvalda Samosir,Prisna
Situmorang, Roito Tinambunan, Setiawan, Syntia Manullang, Sri Juliana
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C.Conceptual Framework ... 23
CHAPTER III. RESEARCH METHODOLOGY ... 25
A. Research Method ... 25
B. Location and Time of Research... 25
C. Source of Data ... 25
D. Data of The Study ... 26
E. Instrument of Collecting data ... 26
F. The Validity and Reliability ... 26
G. Techniques of Analyzing Data ... 30
CHAPTER IV. RESEARCH FINDING ... 31
A. Research Findings ... 31
B. Result and Discussion ... 41
CHAPTER IV. CONLUSIONS AND SUGGESTIONS ... 44
A. Conclusions ... 44
B. Suggestions ... 46
REFERENCES ... 48
vi
LIST OF TABLES
Pages
Table 4.1. Score List of Seventh Class ... 31
Table 4.2. The Result Of Validity ... 33
Table 4.3. Reliability Statistics ... 36
Table 4.4. Criteria of Index Difficulty ... 37
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LIST OF GRAPHS
Pages
Graph 4.1 Criteria of Index Difficulty ... 38
viii
LIST OF APPENDICES
Pages
Appendix A. Questions of the Test ... 50
Appendix B. Answer Key ... 55
Appendix C. Students Name and Score ... 56
Appendix D. The Computation of the Validity and Discriminating Power ... 57
Appendix E. The Computation of TheDifficulty Level ... 63
Appendix F. Product Moment ... 64
1 CHAPTER I
INTRODUCTION
A.The Background of the study
In teaching learning activities, test has an important for the teaching and
learning. The results of teaching without evaluating or testing will be useless,
because testing help to show the achievement of the objective of education. From
the result of the test, Itcan be seen whether the teaching learning process was
sucessful or not. Heaton (1988:5) states that, both testing and teaching are related
with each other that it is imposible to work in the field without being constantly
concerned with the other.It is cleared that relation between testing and teaching
can’t be ignored. Teachers, students, and school want to know their effort to
achieve the educational objectives wether successfull or not. They will be satisfied
if their effort are succeccfull. But if their effort unsuccessful so they will change
their ways.
Test is used as instrument of the assessment in education. It has important
role to measure the achievment the students. Because It was important in teaching,
the test maker or test constructor should be able to construct a good test. Teachers
who construct a good test will give a good contribution to student’s education. On
the other hand, teachers who have lack of skill in constructing a good test will
give less contribution or might even make student’s education become worst.
Good English test also help students learn the language by requiring them
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to improve. For the teachers, the test plays several important roles, such as
toprovide insight into ways of improving the evaluation process, and to
providemeans of diagnosing their own efforts if they have taught effectively.
According to David (1969:1),there are two categories to made test. They are
standardized test and teacher-made test.Standardized test is a test which is made
by professional testing services that the test is tried on first, analyzed, and revised
before being used.That definition leads him to state that the teacher-made test has
average or lower reliability than standardized test. The examples of teacher-made
test are UTS (Ujian Tengah Semester) or mid test and UAS (Ujian Akhir Semester)
or the final test which is nowadays known as UKK (Ujian Kenaikan Kelas).
However, nowadays teachers are rarely conduct a test analysis which
characteristic a good test, It involves validity, reliability, index of difficulty and
also index of discrimination and distractor of their test items after giving test to
the students (Azwar, 2000:15). Analysis test was an activity needed be done to
achieve the quality of test. So the test was given for students must be good
quality. The quality of a good test has some good characteristic. Those
characteritics are: validity includes face validity and contant validity, reliability,
and items analysis include index difficulty, index discrimination and distractor.
The teacher must have good skill in construction the test, so the test that they have
made based on the material which they have taught in the class and based on the
characteristics of good test.
Moreover, assessment will improve teacher way of teaching and find many
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their performance, ompetence. And to get information or data students’
achievement. Assessment encourages students to get best performance and
achievement. It is to find success and unsuccessful factors of students’ in follow
educational pogrammed.
Based on the interview with Mei Lidya Siregar, S.pd as the English teacher
of the school. Sometimes the test was taken from the books or LKS, the past
exercise, and sometimes from internet. So that the quality of the test can not be
known. Thus, it is still the questioned whether the test is appropriated with
curriculum or whether the test is too difficult or too easy so that it will not
discriminate the students’ ability and whether the distractors of the test is good or
not.
Therefore, the quality of the test exercises needs to be annalyzed. Whether
the criterion of validity, realibility, Items analysis include index of difficulty, and
index of discrimination have been fulfilled. Besides, it is also necessary to know
how far the ability of students toward basic competence which must be achived by
the students in that semester.
Considering the explanation above, this study focuses on an analysis of the
teacher made English MID test item for 2015-2016 academic years for seventh
graders of SMP N 4 Medan concerning study about the validity, reliability, and
items analysis includes index of difficulty, and index of discrimination. The form
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B.The Problem of Study
How is the quality of teacher made English MID test items for academic
2015-2016 for seventh graders of SMPN 4 Medan?
C.The Objective of Study
To find out the quality of teacher made English MID test items for academic
2015-2016 for seventh graders of of SMP N 4 Medan.
D.The Scope of Study
The scope and limitation of this study is English MID test for seventh
graders of SMPN 4 Medan. The test is made by group of English teacher in SMP
N 4 Medan. The test consists of fourty multiple choice questions. In this study the
researcher will focus on the quality of teacher made English MID test items based
on characteristic a good test include validity, reliability, and items analysis ( index
difficulty, and index discrimination ).
E.The Significance of Study
In conducting this research, the researcher hopes that this research has
benefit theoreticaly and practically to the readers.
1. Theoretically
Theoretically, the result of this research gives is as a base study for the
teachers to show the quality of English MID test items and the theory is able to
use for the reader. And the study can used to previous study of item analysis of
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2. Practically
Practically , the first reseacher hopes that the result of the item analysis can
be benefit for english teacher or the test makers to improve their competences to
make a good test items and also to improve their teaching and learning activities
in the classroom. The second, the students should be careful in reading, analyzing
and answering the test given them. If they found statements or qustions that are
45 CHAPTER V
CONCLUSION AND SUGGESTIONS
.
A. Conclusion
After analyzed the data, it can be concluded that :
1. The teacher made English MID test for academic years 2015 – 2016 for
seventh graders of SMP N 4 Medan has medium validity level because there are
42.5% items that do not fulfill the requirements of validity and there are 57.5%
items that fulfill the requirements of validity. And the teacher made English MID
test for academic years 2015 – 2016 for seventh graders of SMP N 4 Medan has
unrealibility of test because the result of reliability test has -1,120. It means that
46
B. Suggestions
After recognizing the result of this study, the researcher gives some
suggestions as follows:
1. For the test maker, it is very iomportant to make test which has good
quality. The test maker should know aim what they are going to measure. To
know wether the test is good or not, so the test maker should tried out the test first
before giving the students.
2. The teacher should revise reliability test because the result of test is not
reliable. So, it needs to be retested again. Maybe the factors affecting unreliability
of the test is the student condition and situation.
3. The students should be careful in reading, analyzing and answering the test
given them. If they found statements or qustions that are vague, the students can
ask the examiner to explain.
4. Althought the index of dificulty of the test is not good, because there are
several items that too difficult and more many too easy. So the teacher should
revise the item test. Because the teacher made test for mid test so the index of
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5. The teacher should revise the items test that are 10 items those wrong from
index of discrimination power because to know distinguish between students upper
and students lower.
6. For further researcher, there are so many of tests that need to be analyzed and
from doing analysis, you will know how to construct based on characteristic a good
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