(A case study at the
Yd
year of state Senior high School 87 .Jakarta)By:
ROGHIBATUL LUTHFIYYAH
104014000309
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER'S TRAINING
SY ARIF HIDAY ATULLAH ST ATE ISLAM! C UNIVERSITY
(A case study at 3rd year of State Senior High School 87 Jakarta)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teacher's Trianing in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
ROGHIBATUL LUTHFIYY AH 104014000309
Approved by the Advisor
Drs. Nasrun Mahmud, M.Pd NIP. 150 041 070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER'S TRAINING SY ARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY
Level of English Try-Out Test 2008" (A Case Study at the 3rd Year of State Senior High Scho0I 87 .Jakarta), written by Roghibatul Luthfiyyah. student's registration number: 104014000309 was examined in the examination scssio·1 of the Faculty of Tarbiya and Teachei< Training. Syarif Hidayatullilh State Islamic University Jakarta on December 3rd. 2008. The "Skripsi'' has been ｡ｾ･｣ｰｴ｣､＠ and. declared to have fulfilled one of the requirements for the degree of ''S.Pd." (Bachelor 01· Arts) in English Languoge Educ8tion at the English E.clucation Department.
Jakarto. 4th July 2008
EXAMINf'.'rION COMMITEE
CHAIRMAN Drs. Syauki. M.Pd.
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EXAMINERS
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Dean ｯｬｬｾ｡ｲ｢ｩｹ｡＠ and Teachers' l'raining Faculty
111 the name of Allah the most Be11ejice11t and Merciful ...
Praise be to Allah, Lord of the worlds, who has given the writer His love and compassion to finish the last assigmnent in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion and his adherence.
It is a pleasure to aclmowladge the help and contribution to all of teachers, institution, family and friends who have contributed in different ways bile this slaipsi is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirementsfor the degree of S.Pd (Bachelor of Art) in English Language Education.
First of all, the writer would like to express her great honor and deepest gratitude to her advisor, Drs. Nasrun Mahmud, M.pd, whose scholary suggestions and critical remarks have enabled the writer to refine this skripsi. She also conveys special gratitude to all of lecturers in UIN Syarif Hidayatullah Jakarta, especially Drs. Bahm! Hasibuan, M.Ed and Dr. Muhammad Farkhan, M.Pd who have taught and educated her as well as help her nourished her intellectual maturity.
She is also extremely grateful to her beloved parents, H.M. Syaerozi and Hj. Churrotul 'Aini, whose endless prayers, advice and encouragement always accompany every single step the writer takes.hand Teachers'
The writer's sincere gratitude also goes to:
I. Drs. Syauki, M.Pd as the Head of English Department and Neneng Sunengsih S.Pd as the Secretary of English Department.
2. Prof. Dr. Dede Rosyada, MA as the Dean of the Faculty of Tarbiyah and Teachers' Training SyarfHidayatullah State Islamic University Jakmia.
3. Drs. MH. I-Iadinoto as the Headmaster of State Senior High School 87 Jakmia who has permitted the writer to fulfill her research.
4. Drs. Kidam MS. Ed. as the English Teacher of State Senior High School 87 Jakm·ta who was sincere to expand his time m1d offer much help in collecting the data she needs.
7. Ahmad fathan Aniq, MA. who has been patient and encouaging during her study in UIN Syarif Hidayatullah Jakarta. She is amazed at is kind perseverance.
8. All of my friends in English Education Department especially A class member, all of Wisma Sakinah member (Bunga, Ria, Resy, Ai, Ade, Mba' Elvien, Eda, Opah, Fitri), and also her best friends of Indonesian Muslim Students Movement for their suppo1i, friendship, and deplorable moment.
9. Dista, Ima, Bella, E!Qee, Yayah, Ade, Mutty who always give the writer motivation and inspiration.
I 0. All of persons who have given their help in writing this paper that the writer could not mention one by one.
The writer does realize that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better.
Ciputat, September 2008
ACKNOWLEDGMENT ... i
TABLE OF CONTENTS ... iii
LIST OF APPENDIXES ... iv
CHAPTER I : INTRODUCTION A. Backround of the Study... 1
B. Limitation of the Study... 4
C. Statement of the Problem ... 4
D. Purpose & Use of the Study ... 5
E. Method of Study ... 5
F. Organization of Writing... 5
CHAPTER II: THEORETICAL FRAMEWORK A. Test 1. Understanding of Test. ... 7
2. The Objectives of Test.. ... 7
3. The Kinds ofTest.. ... 8
4. Try-Out Test.. ... 9
2. The Importance of Item Analysis ... 16
3. Kinds of Item Analysis ... 17
C. Item Difficulty Level.. ... 18
CHAPTER III : SCHOOL PROFILE ... 21
CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology ... 25
I. Place and Time of Study ... 25
2. Method of Study ... 25
3. Object of Study ... 25
4. Technique of Data Collection ... 26
5. Technique of Data Analysis ... 26
B. Research Finding ... 27
1. Data Description ... 27
2. Data Analysis ... 27
3. Data Interpretation ... .32
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 34
B. Suggestion ... .35
BIBLIOGRAPHY
Appendix I (The group position of the English Try-Out test result of 50
students the third year of SMAN 87 Jakarta on March 2008) 3 8
Appendix II (Students' Answer of Listening Section in the Upper Group) 40
Appendix III (Students' Answer of Reading Section in the Upper Group) 42
Appendix IV (The Interpretation Each Number of Listening Section) 46
Appendix V (The Interpretation each Number of Reading Section) 47
Appendix VI (Try-Out Test Sheet) 49
Appendix VII (The Script of Listening Section)
Appendix VIIl(The Key Answer)
63
A. Background of Study
Living in this world, people face various colors of life, whether good
condition or bad condition and they can choose what they want to do. Therefore,
in Islam, it is believed such what revealed by Allah SWT: 0 ye who believe!
Observe your duty to Allah. And let every soul look to that which it sendeth on before for the tomorrow. And observe your duty to Allah! Lo! Allah is informed of what ye do. (Al-Hashr: 18). This means that everything we do in our life will be
regarded in the hereafter.
However, in educational system there is also a way to evaluate or judge
materials, methods and students' understanding that can be done by classroom
teachers. We call it evaluation. Why should we evaluate? It is natural to determine
the degree of which goals are being reached by students, programs or the other
educational activities. In addition, the purpose of evaluation is to provide relevant
information that decision makers need about inputs, outputs, operations of
programs, and placement of students' programs.
Many ways can be employed to evaluate the teaching-learning of English
language, everything is possible as long as it is in line with principles of a good
language testing. According to Anas Sudijono, one of the evaluation ways is a
test1.
1
A test is a set of question, each of which has a correct answer, which
examinees usually answer orally or in writing2• The principles of good language
testing mainly contain two major aspects, validity, reliability and practicality.
Valid in language testing means that the test really evaluates the skill of the test
taker. Whereas, reliable means a test has to be able to give dependable score of the
test talcer. While, practicality is concerned with a wide range of factors of
economy, convenience, and interpretability.3
Although the teacher is primarily concerned with teaching rather than testing,
classroom tests play three important roles in teaching learning process, especially
in the language teaching progran1, which me; tests define course objectives, tests
stimulate students' progress, and they evaluate class achievement4.
In applying three important roles of tests, teachers should talce care of the
preparation of test as well as possible and also in constructing relevant test items.
It should be followed by similm cme in reviewing and editing the items, arranging
the items in the test, and administering and appraising the results, each of these
steps plays a vital role in effective classroom testing.
After the teacher has administered and scored the test, it is usually desirable
to evaluate the effectiveness of the test especially the test items. Because it is
necessary for the teachers to use their own judgment as to how well the items
actually will work. This is done by studying the student's responses to each item.
When the procedue is formulized, it is called item analysis. Item analysis is an
important and necessary step in the preparation of good multiple-choice test.
Because of this fact, it is suggested that every classroom teacher and educator who
use multiple choice test data should know something of item analysis.
Although an item analysis of a test is not really important as the need for
careful planning, constructing, and editing of the test items, it can be a valuable
activity that can enhance the test's reliability and validity. Students appreciate an
instructor who malces the effort to increase the fairness of classroom test. Item
analysis procedures provide information for evaluating the functional
3
Robert L. Throndike & Elizabeth Hagen, Measurement and Evaluation in Psychology
and Education, (New York: Jhon Willey & Son's Ltd, 1977), p.56.
effectiveness of each item and for detecting weakness, which should be corrected.
This information is useful when reviewing the test with pupils and it is
indispensable when building a file of a high quality item, especially in
multiple-choice items.
Item analysis usually concentrates three vital features: first, Item difficulty. It
has to do with how easy (or difficult) an item is from the viewpoint of the group
of students taking a test of which that item is a part. Second, we call it as item
power discrimination. The fundamental issue in all testing and measurement is to
discriminate between larger and smaller quantities of something, better and worse
performance, success and failure, more and less of whatever one wants to test or
measure.
In educational system in Indonesia, National Final Exam, commonly called
Ujian Nasional (UN), for Senior High School in Indonesia, including English
Test, has a high standard in determineing whether students pass the exam or not.
As we know, the standardized grade is 5.01 and students in Indonesia commonly
very hard feel its application. In order to solve this phenomenon, teachers eager to
give another exam which has objectives to encourage the students in learning. We
call it Try-Out Test.
Try-Out can be considered as pre summative test. The objective of
assessment in try-out test is to get data or information of students' enrichment and
understanding of lesson material in learning process for a certainty time, and it
also has objective to predict the ability of students in facing UN test. Try-Out test
is atTanged by the teacher or a group of teachers in some region, we call it MGMP
(Musyawarah Guru Mata Pelajaran).
There are phenomena in some schools. On the one hand, after doing a test,
various comments always come up from the students; the test is too difficult or
too easy, the test is not relevant with the materials were given, it is too many, the
time is too short and so forth. Students feel unsatisfied with the test. On the other
hand, the teachers' comments on the result of the test can be two possibilities. If
the results are bad, the teachers will blame their students as stupid pupils. But if
their students are clever. The teachers' perception might be right, might be
wrong5.
In sequence, before judging their students, teachers should not only prepare
the good test items which can differentiate the higher or lower level of students'
ability but also analyze the test result of their students. By analyzing the result of
their exan1, at least the teachers can answer these questions. Does the question that
you make have evaluated your students? Does your question distinguish whether
the student is clever or not? Why does the clever student get the worst and the
stupid student gets the best score?
The above phenomena has driven the writer to conduct this study about the
item analysis which focuses on "An Analysis on Difficulty Level of English
Try-Out test 2008 (A case study at the 3rd year of State Senior High School
87 Jakarta)".
B. Limitation of the Study
In order to make this study easier and deeper in comprehend, and also not too
broad, the writer is going to limit the area of study. First, the writer intends to see
the quality of test item only by doing an item analysis that focused on level of
difficulty. By analyze on level difficulty items, teachers can indeed judge the
capabillity of their students. In the other side, the classroom teachers also will get
the information about how well they have constructed each item tests.
Second, the test which will be analyzed is English Try-Out test, which consists
of multiple-choice items of Listening and Reading skills. The last, the population
of this research is the students of the third years ofSMUN 87 Jalcarta.
C. Statement of the Problem
From the limitation of study which has been explained above, the classroom
teacher should analyze their tests, especially analyzing on level of difficulty items.
in order to create ideal test items. Because of that theory, the writer formulates
the statement of the problem in this research report is as follow: "What is the
D. Purpose & Use of the Study
The purpose of this study is to measure the quality of English Try-Out test
2008 and to know the difficulty level of each item.
However, it does not mean test item which has a high or low difficulty item
should be thrown and unused. However, the writer suggests to the test makers or
classroom teachers, when they find an item test which has a high or low difficulty
level, they might be reviewed which items that make the test is too easy or too
difficult and they can be followed up by rearrange the test. In other way, the item
test, which has a high or low difficulty item, can be collected as compilation test
for students' practice.
Bbesides the above purpose, the writer also hopes this research can give
contributions or a useful input and feedback as bases for improving English
Try-Out test to the English teacher who join the test maker group, especially the
English teacher ofSMUN 87 Jakarta.
E. Method of Study
In writing this research, the writer uses a descriptive analysis. Which takes
field research by observing the students' English try-out test paper and students'
answer sheets, then analyze the level of difficulty of each items. The writer also
does library research by reading many reference books and literatures related to
the topic of discussion.
F. Organization of Writing
This writing comprises of five chapter, they are:
Chapter one deals with the introduction. It consists of the background of
study, limitation of study, statement of problem, purpose and use of study,
method of study and the organization of writing.
Chapter two discusses the theoretical framework. It is divided into three
sections. The first section discusses about Test, definition of test, function of test,
and types of test. The second section discusses about Reading and listening tests
type, explains about type of skills tested on Reading test and type of skills tested
which contains of definition of item analysis, kinds of analysis and level difficnlty
items.
Chapter three deals with the profile of State of Senior High School 87 Jakarta.
In the Chapter four, the writer will focus on the research findings. Research
findings present the data description, data analysis and data interpretation.
Chapter five is the general conclusion of the study which is followed by
A. The Test
1. Understanding of Test
There are similar terms that are commonly related in Language testing, such as tests, measurement and evaluation. Although these te1ms are related each other, they are not necessarily synonymous. Therefore, it is important to understand the distinction of these terms.
William Wiersma and Stephen G. Jurs gave an obvious definition of tests, measurement and evaluation. Tests are a set of items or questions designed to be presented to one or more students under specified conditions. Measurement is an assignment of numerals to objects or events according to rules that give numerals quantitative meaning. While, evaluation is a process that includes test and measurement, but it contains also the notion of value judgments, such as excellent, good, fair or poor6.
program. Such judgments may or may not be based on information obtained from
tests.2
While, Anas Sudijono said that test is one of evaluation ways. In other words,
evaluation can be held in other ways such as quiz and so on3.
From the definitions above, the writer interprets that there is a different
understanding among test, measurement and evaluation. In other words, the test is
used for data collection and measurement is conducted through the test, while
evaluation is an interpretation of measurement.
H. Douglas Brown suggests a specific definition on test. A test is a method of
measuring a person's ability or knowledge in a given area and Measurement is the
purposes of test4.
In addition, Charles D. Hopkins and Richard L. Antes define the test as an
instrument, device and procedure that purpose a sequence of tasks to which a
student is to respond-the results of which are used as specified trait5.
Based on the definition above, the writer would like to state that the test
means an activity, which is designed to measure by assigning a meaningful
number value to achievement for each student who takes the test.
2. The objective of test
Tests will provide the most useful information, which can be a good feedback
in teaching and learning process. Thus, we are going to learn the understanding of
the objectives of the tests for which they are constructed.
According to Norman E. Gronlund, the main objective of the test is to
improve learning and instruction. There are many secondary objectives of the test
which support its main objective. They are; the test reports pupils' progress to the
parents, the results of the test is used in guidance and counseling, the test is used
2 Anthony J. Nitka, Educational Tests and Measurement an Introduction, (New York:
Harcourt Brace Jovanovich, Inc., 1983), p.27.
'Anas Sudijono, Pengantar Eva/uasi Pendidikan, (Jakarta: Raja Grafindo Persada, 2006), p.3.
4
H. Douglas Brown, Principles of Language Learning and Teaching, 3rd ed., (New Jersey: Prentice Hall Regents, Inc., 1993), p. 252.
-111 school administration, data of the test can also play important roles m the
school research program.6
Meanwhile, William Wiersma and Stephen G. Jurs list the objectives of the test as7:
• Description. Many tests are developed to describe the present status of individuals on a variety variable.
• Prediction. Some tests are used to predict the future performance of the examinees.
• Assessing individual differences. Some tests are used to differentiate between people in order to identify those are the highest and those are the lowest on some measure.
• Objectives evaluation. It is essential in such situations to report progress and to plan instruction in terms of the objectives that have been mastered by the students.
• Domain estimation. Many tests are designed to estimate the percentage of a domain that the student understands.
• Mastery decision. Mastery of specific objectives as well as mastery of a larger block of content is often determined on the basis of tests score.
• Diagnosis. An instructional plan for a student should be based on a through diagnosis on his or her areas of strength and weakness.
The test also serve other purposes, such as (a) providing information for grading students (b) giving feedback to students to facilitate learning ( c) providing feedback about the effectiveness of teaching, ( d) motivating students to study, and ( e) serving as scientific tools in research in education and the social sciences8.
After understanding the various purposes of test, the writer concludes that test has some important function in order to make better the teaching and learning process. The scope of test includes students, method of teaching, teachers and also cun-iculum.
3. The Kinds of Test
Tests can be categorized according to the types of info1mation they provide. This categorization will prove useful both in deciding whether an existing test is suitable for a particular purpose and in writing appropriate new tests where these
6
Norman E.Gronlund, Measuren-1ent and Evaluation Teaching, (New York: Mac1nillan
Publishing CO., INC.),4th edition, p.12-13.
-are necessary. These -are types oftest which we will discuss: a). Test based on its
purposes, b). Test based on test maker, c). Test based on the way of scoring.
a). Test based on its purposes
i. Aptitude Test
Aptitude test is conceived as a prognostic measure that indicates whether a
student is likely tolerant a second language readily. It is generally given before the
student begins language study, and may be used to select students for a language
course or to place students in sections appropriate to their ability9.
ii. Achievement Test
Grounlund states that "achievement test is a systematic procedure for
determining the amount a student has learned and it should suppmi and reinforce
other aspects of the instructional process10."
Achievement tests are directly related to language courses, their purpose being
to establish how successful individual students, group of students, or the courses
themselves have been in achieving objectives. There are two kinds of achievement
test:
a. Summative Test
Summative test is intended to show the standard which the students have now
reached in relation to other students at the same stage. The main purpose of it is
grading or the certification of the pupil achievement.
b. Formative Test
Formative test is intended to monitor learning progress during the instruction
and to provide continued feedback to both pupil and teacher concerning earning
successes and failures.
iii.Diagnostic Test
Diagnostic test is intended to diagnose learning difficulties during instruction.
Its main objective is to determine the cause of learning difficulties and then to
formulate a plan for remedial action.
9
iv. Proficiency test
Proficiency test are designed to measure peoples' ability in a language,
regardless of any training they may have had in that language. The content of
proficiency test is based on a specification of what candidates have to be able to
do in the language in order to be considered proficient11•
b ). Test based on test maker
i. Teacher Made Test
Teacher made tests are devised to assess achievement as a result of exposure
to specific instructional activities; therefore the content such test is determined
largely by specific instructional objectives, plants and objectives.
ii. Standardized Test
Standardized test are tests on which all students answer the same questions,
usually in multiple-choice format and each question has only one correct answer.
They reward the ability to quickly answer superficial questions that do not require
real thought. They do not measure the ability to think or create in any field.
It is used because of their practicality, and also used by school districts or
educational authorities and professionals who want a common basis for making
decision about the students.
c). Based On the way of scoring
i. Objective test
An objective test item is any item for which there is a single predictable correct
answer.12 There is no judgment is required on the paii of the scorer. The scorer is
objective. Therefore, whether the item is scored by one teacher or another or the
item will be held on today or next week, it will yield the same score. A multiple
choice is the best exan1ple of an objective test.
ii. Subjective Test
Subjective test is the opposite of objective test in the methods of scoring. The
scoring is said to be subjective, if opinionated judgment is called for. In this type
of tests, the answer usually is in a form of composition where the students are
11
Arthur Hughes, Testing for Language Teachers 2nd Edition, Cambridge University
given a freedom to relate in their own words. The subjective tests which are
common used in the classroom are essay, short answer and completion.
4. Try-Out Test
Try-Out includes achievement test which has goals to measure past learning
that is the accumulated knowledge and skills of an individual in a particular fields.
In other words, T1y-Out test can be classified as pre summative test because the
objective of assessment in t1y-out test is to get data or information of students'
enrichment and understanding of lesson material in learning process for a
certainty time, and it also has an objective to predict the ability of students face
UN test.
As one of the rules of achievement test, Try-Out test is made up by teachers
and for this case, usually the teachers do not make the t1y-out test by themselves
but they gathered in a team of a region. Try-Out test is usually held a couple
month before National Exam (UN).
It is believed that by doing the Try-Out test, students do not only study the
materials of the test but also know how to deal with the National Exam.13
Furthermore, the tly-out test ca31 also encourage the student to study hard.
However, the advantages of Try-Out test are not only for the students but also
for the teachers. By doing Try-Out test, the teachers can diagnose the weaknesses
of their students's ability, then give special treatments for the students who have a
low ability. The teacher also can analyze the effectiveness of Try-Out test items in
order to arrange UN test.
Since T1y-Out is a picture of the UN test which is a part of language
teaching-learning process, a fair analysis of its aim, strength, weakness, validity, reliability
is crucial to be evaluated. In addition, it is crucial to evaluate English Try-Out
tests, because this kind of evaluation gives contributions for preparation in a good
5. Reading and Listening Test
a. Reading Test
As we know, reading is one of skills that includes in the senior high school test.
However, we are going to see the classification of reading comprehension skills
that has been widely used. They are: 14
i. Finding main idea
It is ve1y common in reading section test to have questions about the overall
ideas in the passage. The most common type of question asks about the main idea,
topic, title or subject. There may also be questions about how the information in
the passage is organized or about which type of information is included in a
particular paragraph.
It is relatively easy to find the main ideas by sh1dying the main topic sentences,
which are most probably found at the beginning of each paragraph.
Just as the main idea is not always mentioned at the beginning of the passage,
sometimes the main idea may appear in the middle or toward the end or may be it
is not mentioned at all. In those cases, the students must infer, summarize, or
combine the main idea, pointed out each paragraph or details to find main idea.
The main idea should relate to the entire passage and not just one part of it and
main idea should not be too general. Question about main idea can be expresses in
many ways, such as:
I. What is the topic of the passage?
2. What is the main idea of the passage?
3. What is the topic of the passage?
4. Which of the following would be the best title?
5. With what is the author primarily concerned? ... etc.
ii. Stated details question
A stated details question asks about one piece of information in the passage
rather than the passage as whole. The answers to these questions are generally
given in order in the passage, and the correct answer is often a restatement of what
is given in the passage. This means that the correct answer often expresses the
same idea as what is written in the passage, but the words are not exactly the
same.
The following questions are commonly used in stated detail question:
I. According to the passage ... .
2. It is stated in the passage ... .
3. The passage indicates that.. ... .
4. Which of the following is true ... ? etc.
iii. Unstated details question
In reading section test, we will sometimes be asked to find an answer that is not
stated or not mentioned or not true in the passage. This type of question really
means that three of the answers are stated, mentioned, or true in the passage,
while one answer is not.
To find the answer of this type of question, scan the passage to find the
answers that are true in the passage. The answer that is mentioned in the passage
or is not true is the answer you have to choose.
The following questions are usually used in unstated detail question:
1. Which of the following is not stated .... ? 2. Which of the following is not mentioned ... ?
3. Which of the following is not discussed ... ?
4. All of the following are true except...? etc.
iv. Vocabulary questions
There will be a number of vocabulary questions in reading section test. To
answer a vocabulary section, it is, of course, helpfol if students know the meaning
of the word that is being tested. However, it is not necessary for them to know the
meaning of the word, often there are some skills that they can use to help them
find the correct answer to the question: (1). finding definitions from structural
clues, it is possible that the passage provides information about the meaning of the
word, and there are structural clues to tell you that the definition of the word is
These questions are commonly used in vocabulary question:
I. What is the meaning of "X" in line Y?
2. The word "X" in line Y is closest in meaning to ...
3. The word "X" in line Y could be best replaced by .... etc.
v. Pronoun Referents
Recognizing reference words and being able to identify the words or phrases
to which they refer will help you to understand the passage more detail. Reference
words are usually short and ve1y frequently pronouns, such as it, she, this, those,
and so forth. These words may appear unimportant, but understanding them is
crucial. Reference words help you comprehend how the elements in a sentence or
a paragraph hold together.
It is important to understand that a noun is generally used first in a passage,
and the pronoun that refers to it comes after, means, you have look before the
pronoun to find the noun. But sometimes, you can find the nouns come after the
pronoun.
Example: The pronoun" ... " in line X refers to which of the following?
b. Listening Test
Listening is tested in the first section of try-out test. This section consists of a
number of different types of listening passage, each followed by one or more
questions. In listening section, students will have the chance to show how well
you understand spoken English.
There are three parts in listening section, they are:'5
i). Short Dialogues involve conversations between two people, each followed by a question. It is important to understand that the answer to this type question is
most often found in the last line of conversation. For example:
The students will hear:
Man: How about working late tonight?
Woman: I can't. I have a plan.
Narrator: What will the woman do?
ii). Long Conversation. The students will hear long conversation and they must
suggested to the students, while listening to the conversation, they should
determine what topics to expect in the long conversation and also draw conclusion
about WHO, WHAT, WHEN, WHERE.
iii). Talks, students will hear the talks and the questions in a recording. The method in this section is not too different with the previous section.
However, listening skills commonly tested are: a) Finding mam idea, b)
Stated detail question, c) Unstated detail question, d) Expressions.
B. Item analysis
1. Understanding of Item Analysis
Item analysis as a whole will be defined here as the systematic statistical
evaluation of the effectiveness of individual test items. Item analysis is usually
done for purposes of selecting which items will remain on future revised and
improved versions of test. Sometimes, 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.
Item analysis refers to the process of collecting, summarizing, and using
information about individual test items, especially information about pupil's . 16
responses to items .
While, Robert Lado defines Item Analysis is the study of validity, reliability,
and difficulty of test items taken individually as if they were separate tests. 17
2. The Importance of Item Analysis.
It will be shown that item analysis is generally so tedious to perform by hand
as to render it largely impracticable for classroom use. Nevertheless, it will be
argued that item analysis is an important and necessary step in the preparation of
good multiple choice tests. Thus, it is suggested that every classroom teacher and
educator who uses multiple choice test data should know something of item
analysis-how it is done, and what it means.
-Therefore, the following are the impo1iance of item analysis should be known
by the teachers who make test, especially multiple choice tests: determining
whether an item functions as the teacher intends, feedback to students about their
performance and as a basis for class discussion, feedback to the teacher about
pupil difficulties, areas for curriculum improvement, revising the items,
Improving item-writing skills.
3. Kinds of Item Analysis 18
a. Item difficulty
Item difficulty is determined by observing what percentage of the students
answer is correctly. The more difficult of item test is, the fewer will be the
students who select the correct option. The reason to concern with item difficulty
is ve1y simple. A test item that is too easy (say, an item that every student answers
correctly) or a test item is too difficult (every student answers incorrectly) can tell
us nothing about the differences in ability within the test population.
The further information about Item difficulty will be discussed in the next
chapter.
b. Item discrimination analysis.
Item discrimination is a statistic that indicates the degree to which an item
separates the students who performed well from those who did poorly on the test
as a whole. These two groups are sometimes referred to as the "high" and "low"
scorers or "upper" and "lower" proficiency students. The reason for identifying
these two groups is that item discrimination allows teacher to contrast the
performances of the upper students on the test with the performances of the lower
students.
c. Distracter effectiveness
To determine the effectiveness of the distracter is by comparing the number of
students in the upper and lower groups who selected each incorrect alternative. A
good distracter will attract more students from the lower group than the upper
difficulty or discrimination of the question. These distracters should be rewritten
or discarded.
From the explanation about kinds of item analysis above, we can conclude
that item analysis information can tell us if an item was too difficult or too easy,
how well it discriminated between high and low scores on a test, and whether all
the alternatives functioned as intended.
C. Item Difficulty Level
Item difficulty goes by many other names: item facility, item easiness, p-Value,
or abbreviated simply as IF. Item difficulty is an index of how easy or difficult an
individual item was for the people who took it.19 It can be used in multiple choice
items. By doing Item Difficulty Analysis, teacher can identify concept to be ret
aught and give students feedback about their learning. It also obtains information
about curriculum strengths or about suspected item bias requires district-wide
cooperation.
There are some steps for doing Item Difficulty Level, they are:20
1. Score each test by marking the con-ect answers and putting the total number
correct on the test (or answer sheet).
2. So1i the papers in numerical order according to the total score.
3. Determine the upper, middle, and lower groups21.
4. Summarize the responses to each alternative in the upper and lower groups,
and tabulate the number of the middle group which has chosen the correct
alternative.
5. Calculate the difficulty index for each item.
The writer uses the following formula to calculate item difficulty of each
item22:
19
Kathleen M. Bailey, Learning about langague asses1nent: Dilenunas, Decisoin, and
Direction, Heinle & Heinle Publisher USA, 1998. p.132
20 Anthony J. Nitka, Educational Tests and Measurement,,,. p.287.
21 That is one of the way to find out difficulty level. another way tells that it is not important to divide the score in upper, middle and also lower group. Dividing the students' score into upper, middle and lower can help you to calculate easily not only item difficulty but also item
discrilnination and distractor analysis. see. James Dean Brown, Testing in Language Progra1n,
New York: McGraw-Hill Companies, 2005. p.68.
U+L
p =
-T
p = Level of Difficulty
U =Number of students answer c01Tectly in upper group
L =Number of students answer coITectly in lower group
T = Total number of all of students in upper and lower group
After calculating the item difficulty of each item, the writer tries to find out the
level difficulty of all the items in the test. The formulation used is23:
p = I,p/N
P = Average of level difficulty all items
p = Difficulty level of each item
N= Total number oftest item
The result of this formula is an item difficulty value that can range from 0,00
tol ,00. The maximum possible score is 1,00, means all of students can answer the
item in question coITectly. The item can be judged as easy item. Nevertheless,
0,00 is the minimum possible score, means that all of students answer the item in
question incorrectly. It is called as difficulty item.
In order to make the explanation easy to understand, the writer will give the
TABLE2.1
The specification range of difficulty level24
Interpretation p
Difficult 0,00- 0,25
Average 0,26- 0,75
Easy 0,76- 1,00
Based on the formulations above, the writer will know the quality of
difficulty level an English try-out test, whether it has a good difficulty level or
A. Background of School
SMUN 87 was established m 1986. It is located in Jalan Ulujami Raya,
Pesanggrahan, Jakarta Selatan. However, based on recommendation letter from
DIKMENTI, SMUN 87 was moved to JI. Mawar II Rempoa Ke!. Bintaro,
Pesanggrahan, Jakarta Selatan in 2001. SMUN 87 is located in a strategic area,
free from traffic jam and far away from a crowd.
In respond to globalization era and its implication, education has an
interdependent responsibility, especially in preparing the good human resources
that take in charge in developing social, intellectual, emotional and spiritual
quality.
Jakarta as a service, commerce and education town represents the barometer
in national and international being a global competitive faces assorted of change.
It is clearly stated in the vision of Provincial Government ofDKI Jakarta and
Dilanenti DKI Jakarta that is: "Realizing education service which with quality
pursuant to professional and transparent principle". In this sense, the SMAN 87
intends to increase education service in order to execute the vision and mission
SMA 87 Jalrnrta.
B. Vision
Our Vision is "Leading in achievement, good spirit and emotion''.
• Providing a conducive environment m order to endorse successful
teaching-learning processes and social action programs.
• Improving students' achievement, behavior and responsibility of local
culture.
• Encouraging the development of professionalism through the
implementation of independent views.
• Optimizing all of the school components and also school resources.
D. Objectives
• Building academic achievement m the society with a good spirit and
emotion.
• Preparing students to compete in universities.
• Optimizing non-academic achievement through participation 111
competitions.
• Developing mt and local cultures.
• Creating students who are open minded in informational technology and
applied communication.
• Developing personal skills in spoken and written English.
E. Education Management
1. Instructor Staff
• Overseas Education S2: 1 person
• Domestic Education S2: 3 People
• Undergraduate Program: 40 People
• D3 Education: 5 People
2. Experience of instructor staff
• Chemical ChiefMGMP of DK.I 1994-2004.
• Team c1miculum developer 2004 Senior High Education Directorate.
• Team of Balitbang Puspendik.
• Team of copy writer of interactive study Pustekom.
3. Academic
a. lntracurricular
i. Class ofX,Xi and XII based on Curriculum KTSP
ii. Repo1i of Students Learning ( LHBS ) computerized with the
systems SAS ( Systems of School Administration)
b. Extracurricular
1. Rohis And Rokris
ii. Paskibra
iii. KIR
iv. Mading And Journalistic
v. Football/ Footsal/Basket Ball
VI. Self defense: Taek K wondo, Ju Jit tsu
v11. Artistic dance, the ( glipang,saman ) dance
viii. English Conversation Club ( ECC)
IX. PMR
x. Theatre
c. Student Construction
i. English Day every Friday
11. Construction every Monday, they are: Ceremony, Construction
Walikelas, spiritual ceremony, tadarus.
iii. Preparation of National Exam (UN) of class XII:
1) Additional time for the subject of Balmsa Indonesia, English,
Mathematics, Natural Sciences, Economics.
2) Intensive time eve1y Friday and Saturday
3) Try Out UN (minimum 5 times)
4. Make-Up of ability of exploiting computer
5. Program the life skill, Mulok
d. Reached achievement until school year 2005/ 2006
a. Increasing the result mean of National Test from 6,89 becoming
b. Improvement of level SMA Country mounted by DKI Jakarta
Program the group ofIPA level 54, program of group ofIPS level
56 from 116 school.
c. Make-Up of student amount accepted in PTN through SPMB I
pmdk as much 30 people d. Passing program of block grant life
skill succeed to construct 26 students of mechanic area I driver, 40
people kewirausahaan, 40 people of English Conversation orient
the TOEIC,49 Graphical Design.
e. Facilities
a. There are 18 classes
b. Library With air conditioner with 2776 title of books from 15.090
books
c. Lab Physics, Chemical Lab, Biological Lab, Lab of Computer of
with air conditioning, Lab IPS, Class of Audiovisual with air
conditioning, Language laboratories ( Program 2007 ), Appliances
of band and costume dance
d. Mushola
e. Media: OHP, projector slid, LCD
f. Garden of Drug Crop
g. Playing field
f. The Real goals of 2007 I 2008 year
a. The existing of environment which is green, clean, calm, decent
and chummy.
b. Releasing of balmy study activity, pleasing, active, creative, and
innovative
c. Building of student up which have high discipline, good in behave
and have high achievement.
d. Becoming the pre-eminent school in region of Kebayoran Lama.
e. High achievement to various race mounted region of Jakarta of
south and Province ofDKI Jakaiia.
f. Improving student amount become 20% accepted in PTN passing
A. Research Methodology
1. Place and Time of Study
The research was held at SMAN 87 Jakarta which is located at Mawar II Street Rempoa Ke!. Bintaro, Pesanggrahan Jakarta Selatan. The writer took the test paper and answer sheet of the third year students of SMAN 87 Jakarta to be analyzed and the time of research started from 1st August 2008 to 31st of August 2008.
2. Method of Study
In this research, the method of study used is descriptive method. Research described the real situation from the object phenomena, which is analyzed or comprehended with the theory. In this study, the writer is going to describe the result of difficulty level of each item in English try-out test.
3. Populations and Sample
class as sample.1 Then, the writer divided them into three groups, they are: upper,
middle and lower group. Only 27% of upper group and 27% of lower group are
going to be analyzed2.
4. Technique of Data Collection
The technique of data collection is documents. The documents are English
tly-out test at SMUN 87 Jakarta. The data contained in the English try-out tests
are pnmaiy data. For this reason, this research can also called documentary
research.
The writer asked for the students' answer sheet, included the key ai1swers and
the English Tiy-Out 2008 test paper at SMAN 87 Jakarta. Those are instrnment of
data collecting that the writer used.
5. Technique of Data Analysis
In writing this research, the writer aims at describing the extent of which
English Try-Out item tests ai·e has a difficulty item. For this reason, this research
is using descriptive teclmique. It will describe difficulty level of each item in
English T1y-Out 2008 test.
There are two kinds of data to be analyzed by the writer, they are:
1. Data from English tiy-out test.
The data analysis was systematically conducted by aiTanging the data of test
items including the key answer of it. This was done in order to make the
categmy of the classification of English skill.
2. Data from the students' answer sheet.
The writer classifies the upper, middle and lower students from the student's
answer sheet and determines the difficulty level of the English try-out test.
Then, the data were analyzed to answer the reseai·ch question about the item
analysis of this study.
1
Sugiyono, Metode Penelitian Pendidikan, Bandung : Penerbit Alfabeta, 2008. P.120
B. Research Findings
I. Data Description
In this study, the writer uses the data from English Try-Out test for the third
year of SMAN 87 Jakarta. The test was held on Tuesday, 18th of March 2008.
The students are given 120 minutes to do the test. This test used a multiple-choice
type, which each number consists of four options of answer. The total number of
test is 50 questions, which consist of 15 Listening section and 35 Reading section.
There are 196 students of the third year period 200712008 in SMAN 87 and
they are divided into five classes; 1 IPA, 2 IP A, 1 JPS, 2 JPS and 3 IPS. In this
case, the writer takes 50 students as a sampling randomly. 10 students are taken
from each class as a sample. Then, they will be classified into three groups, they
are: 14 students belong to upper group, 14 students are in lower group and others
are in middle group. But only 27% of upper group and 27 % of lower group are
being analyzed.
2. Data Analysis
1). Listening section3
Number 1 is a good item. There are 13 students in upper group answered
correctly and 6 students in lower group answered correctly. The difficulty level of
this item is 0,68. It means that it is in range 0,26 to 0, 75 which belongs to an
average item.
Number 2 is an easy item. Most students in upper and lower group can answer
this question correctly. The difficulty level of this item is 0,96. It means that it is
in range 0, 76 to 1,00 that belongs to the easy item.
Number 3 is a good item. There are 12 students of upper group answer
correctly and 4 students of lower group answer correctly. The difficulty item of
this item is 0,57. It means that it is in range 0,26 to 0,75 which belongs to the
Number 5 is a good item, there are 13 students of upper group answer correctly
and 5 students of lower group answer correctly. The difficulty item of this item is
0,64. It means that it is in range 0,26 to 0, 75 which belongs to the average item.
Number 6 is an easy item. All of students in upper and lower group can answer
correctly. The difficulty level of this item is 1,00. It means that it is in range 0,76
to 1,00 that belongs to the easy item.
Number 7 is an easy item. There are 13 students in upper group and 9 students
in lower group answer co1Tectly. The difficulty item of this item is 0, 78. It means
that it is in range 0, 76 to 1,00 which belongs to easy item.
Number 8 is a difficult item. In this item, no one answer it correctly. The
difficulty level of this item is 0,00. It means that it belongs to the difficult item.
Number 9 and 10 are good items. In number 9, there are 7 students in upper
group and 3 students in lower group answer correctly. The difficulty level of this
item is 0,36. While, in number 10, there are 9 students in upper group and 3
students in lower group answer correctly. The difficulty level of these items is
0,43. So, it means both number 9 and 10 are in range 0,26 to 0,75 and they belong
to the average item.
Number 11 and 12 are easy items. There are 24 students which 14 students in
upper group and 10 students in lower group answer correctly in number 11.
While, in number 12, 13 students in upper group and 11 students in lower group
answer correctly. The difficulty level of both items are 0,86 means they are in
range 0, 76 to 1,00 which belong to the easy item.
Number 13 and 14 are difficult items. In number 13, 4 students of upper group
answer correctly and 2 students of lower group answer correctly. The difficulty
level of this item is 0,21. While, in number 14, no one answer correctly in upper
group and only 2 students answer correctly in lower group. The difficulty level of
this item is 0,07. Both number 13 and 14 are in range 0,00 to 0,25. It means that
Number 15 is an easy item. There are 14 students in upper group and 10
students in lower group answer conectly. The difficulty level of this item is 0,86.
It is in range 0,76 to 1,00. It means that it belongs to the easy item.
From the data above, the writer concludes that in listening section, there are 15
items, which 3 items belong to difficult item, with the range of difficulty level
0,00 to 0,25. They are number 8, 13 and 14. In addition, there are 6 items, which
belong to the easy item, with the range of difficulty level 0, 76 to 1,00. They are
number 2, 6, 7, 11, 12 and 15. The other items belong to the average item, with
the range of difficulty level 0,26 to 0,75.
2). Reading Section4
Number 16 is a good item, because the difficulty level of this item is 0,75. It
means that Number 16 is in range 0,26 to 0,75 which belongs to the average item.
In this item, there are 13 students in upper group and 8 students in lower group
answer conectly.
Number 17 and 18 are easy items. In number 17, there are 14 students in upper
group and 8 students in lower group answer conectly. The difficulty level of this
item is 0,78. While in number 18, there are 12 students in upper group and 14
students in lower group answer conectly. The difficulty level of the item is 0 ,93.
So, it means that both number 9 and 10 are in range 0,76 to 1,00 and they belong
to the easy item.
Number 19 is a good item. There are 9 students of upper group answer
correctly and 10 students of lower group answer conectly. The difficulty item of
this item is 0,68. It means that it is in range 0,26 to 0,75 which belongs to the
average item.
Number 20 and 21 are easy items. In number 19, most of the students either in
upper or in lower group answer conectly. There are 14 students in upper group
and 12 students in lower group answer correctly. The difficulty level of this item
Correctly. So, the difficulty level is 1,00. Both items are in range 0,76 to 1,00. It
means that they belong to the easy items.
Number 22 and 23 are average items. In number 22, 13 students answer
correctly in upper group and 6 stndents answer correctly in lower group. The
difficulty level of this item is 0,68. While, in number 23, 13 students answer
correctly in upper group and 8 students answer correctly in lower group. The
difficulty level of this item is 0,75. Both number 22 and 23 are in range 0,26 to
0, 75, means the items belong to average items.
Number 24 is an easy item. There are 27 students from 28 students answer
correctly. 14 students are from upper group and 13 students are from lower group.
The difficulty level of this item is 0,96 .. It means that that it belongs to the easy
item.
Number 25 is a good item. There are 11 students of upper group and 4 students
of lower group answer correctly. The difficulty item of this item is 0,53. It means
that it is in range 0,26 to 0,75 which belongs to the average item.
Number 26 is an easy item. All of the students in upper and lower group
answer c01Tectly. The difficulty level of this item is 1,00. It means that it is the
easy item.
Number 27 is a good item. The difficulty level of this item is 0,43 which is in
range 0,26 to 0,75. There are 9 students in upper group and 3 students in lower
group answer it correctly. So, this item belongs to average item.
Number 28 is a difficulty item. There are 4 students in upper group and 3
students in lower group answer correctly. The difficulty level of this item is 0,25.
It is in range 0,00 to 0,25 which belongs to difficult item.
Number 29, 30, 31, 32, 33, 34 and 35 are good items. The difficulty level of
number 29 is 0,39, number 30 is 0,60, number 31 is 0,71, number 32 is 0,68,
number 33 and number 34 are 0,36, and number 35 is 0,64. All of the difficulty
level in these items are in range 0,26 to 0,75 which belong to average items.
Number 36, 37 and 38 are difficult items. In number 36, only 1 student in
upper group and 6 students in lower group answer correctly. The difficulty level
this item is 0,03. In number 38, there are 4 students in upper group and 2 students
in lower group answer the test correctly. This item has 0,21 of difficulty level. All
of difficulty level in number 36, 37 and 38 are in range 0,00 to 0,25. They are
difficult items.
Number 39 1s an easy item. There are 12 students in upper group and 13
students in lower group answer correctly. The difficulty level of this item is 0,89.
It belongs to the easy item range.
Number 40 is a good item, because the difficulty level of this item is 0,75. It
means that Number 40 is in range 0,26 to 0, 75 which belongs to average item. In
this item, there are 12 students in upper group and 9 students in lower group
answer correctly.
Number 41 is an easy item, because the difficulty level of this item is 0,82. It
means that Number 40 is in range 0, 76 to 1,00 which belongs to the easy item. In
this item, there are 13 students in upper group and 10 students in lower group
answer correctly.
Number 42 is difficult item. There are 5 students in upper group and 1 student
in lower group answer correctly. The difficulty level of this item is 0,21. It is in
range 0,00 to 0,25. It means that it belongs to the difficult item.
Number 43 is a good item. There are 5 students in upper and 6 students in
lower group answer correctly. The difficulty level of this item is 0,39. It is in
range 0,26 to 0,75. It means that it is belongs to average item.
Number 44 is a difficult item. There are only 1 student in upper group and I student in lower group answer correctly. The difficulty level of this item is 0,07. It
is in range 0,00 to 0,25 and it means that it belongs to the difficult item.
Number 45 is an easy item, because the difficulty level of this item is 0,86. It
means that Number 45 is in range 0,76 to 1,00 which belongs to the easy item. In
this item, there are 14 students in upper group and I 0 students in lower group
answer COJTectly.
Number 46 and 47 are good items. In number 46, there are 11 students in
upper group and 5 students in lower group answer correctly. The difficulty level
So, it means both number 46 and 47 are in range 0,26 to 0,75 and they belong to
the average item.
Number 48 is an easy item. There are 13 students in upper and 11 students in
lower group answer correctly. The difficulty level of this item is 0,86. It is in
range 0, 76 to 1,00. So, this item belongs to the easy item.
Number 49 is a difficult item. No one answer correctly in upper group and only
4 students in lower group answer correctly. The difficulty level of this item is
0,14. It is in range 0,00 to 0,25 which means that it belongs to the difficult item.
Number 50 is an easy item. There are 14 students in upper group and 7 students
in lower group answer correctly. The difficulty level of this item is 0,75. It is in
range 0,76 to 1,00. So, this item belongs to tl1e easy item.
From the explanation above, we can see that in reading section of English
try-out test, there are 7 items belong to the difficult item. They are items number 28,
36, 37, 38, 42, 44, 49 which are in range 0,00 to 0,25. Fmihermore, 11 items
belong to the easy item. They are 17, 18, 20, 21, 24, 26, 39, 41, 45, 48 and 50
which are in range 0,76 to 1,00. The other items are belong to the average items
which are in range 0,26 to 0,75.
3. Data Interpretation
Based on the data of item analysis result in difficulty level, the writer
concludes that from 50 items tested, there are 23 items which are regarded as
good test items, because they have fulfilled the criteria of a good item with a
difficulty level with the range 0,26 to 0,75. They are 6 items from listening
section and 17 items from reading section.
In the other hand, there are 17 items belong to low difficulty level with the
range 0,76 to 1,00. 6 items are from listening section and 11 items are from
reading section. And I 0 items belong to high difficulty level, which is in range
0,00 to 0,25. They are 3 items from listening section and 7 items from reading
From the data above the writer finds out the difficulty level of all listening
section as follow:
p =
I,p/N
8,85
-15
= 0,59 (Average).
The difficulty level of all of reading section:
p =
I,p/N
20,57
-35
=0,59 (Average).
So, the difficulty level of all the items of English try-Out test is:
p =
I,p/N
P (Listening Section)+ P (Reading Section) 2
0,59+0,59
2
=
0,59 (Average)Based on the formula above, the writer concludes that the difficulty level of
English Try-Out test in SMAN 87 Jakarta belongs to the test items which have
average level of difficulty ranging from 0,26 to 0,75. So, it means that the test has
a good item level difficulty.
In conclusion, this chapter not only explains about research methodology but
also research findings which contain data analysis of this study and interpretation
of data. It is clear that English try-out 2008 of the third year in SMAN 87 Jakarta
A. CONCLUSION
Based on the data analysis and interpretation in the previous chapter, the writer would like to conclude that quality of English try-out test items tested at the third year in SMAN 87 Jakarta are as follows:
• In Listening Section, it contains of 15 items. There are six items which have an average difficulty level ranging between 0,26 to 0,75, six items having a low difficulty level which range between 0,076 tol,00, and three items have a high difficulty level ranging between 0,00 to 0,25. So, the difficulty level of Listening Section is 0,59. It means that it is regarded as a good item of difficulty level.
• While, in reading section, there are 35 test items tested of which 17 items have average difficulty level, ranging between 0,26 to 0,75, 7 items have a high difficulty level ranging between 0, 00 to 0,25 and 11 items which have a low difficulty level ranging between 0,76 to 1,00. So, the difficulty level of reading section is 0,59, it means Reading Section of English Try Out test regarded as good as listening section.
• In general, There are 50 items tested of which 23 items considered as good test items because the difficulty level is 0,59. In addition, there are 10 items which have high difficulty level and 17 items regarded as easy items.
In conclusion, the difficulty level of English try-out test item in SMAN 87 Jakarta regarded in average level of difficulty ranging from 0,26 to 0,75. In other
B. SUGGESTION
In this chapter, the writer would like to give some suggestion to English
teachers and test makers in SMAN 87 Jakarta. They are:
1. It is important for the teachers who want to know the quality of their made test
to analyze the students' test result.
2. The result of difficult analysis of test can be a very useful input for the better
evaluation in the next time.
3. The items which fulfill the criteria of a good difficulty level can be used in the
future evaluation.
4. The items which do not fulfill the criteria of good item difficulty level can be
revised. In other words, the items tested which have a high or low difficulty
can be collected as a compilation test for students' practice.
5. The teachers can improve the effectiveness of teaching and learning process by
Bailey, Kathleen M. Learning about Language Assesment: Dilemmas, Decision
and Direction, USA: Heinle & Heinle Publisher USA, 1998.
Brown, H. Douglas. Principles of Language Learning and Teaching, 3rd ed.,
New Jersey: Prentice Hall Regents, Inc., 1993.
Brown, James Dean, Testing in Langugae Program, New York: McGraw-H
