An Analysis on the difficulty level of english achievement test items for elementary level2 : a case study at new concept english education center pamulang tangerang

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AN ANALYSIS ON THE DIFFICULTY LEVEL OF ENGLISH

ACHIEVEMENT TEST ITEMS FOR ELEMENTARY LEVEL 2

A Case study at New Concept English Education Center, Pamulang, Tengerang

A “SKRIPSI”

Presented to the Faculty of Tarbiyah and Teachers Training

in partial fulfillment of the requirements

for the degree of S. Pd. (Bachelor of Arts) in English Language Education

by:

SARI MUBAROH

NIM. 103014026972

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

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AN ANALYSIS ON THE DIFFICULTY LEVEL OF ENGLISH

ACHIEVEMENT TEST ITEMS FOR ELEMENTARY LEVEL 2

A Case study at New Concept English Education Center, Pamulang, Tengerang

A “SKRIPSI”

Presented to the Faculty of Tarbiyah and Teachers Training

in partial fulfillment of the requirements

for the degree of S. Pd. (Bachelor of Arts) in English Language Education

Approved by:

Drs. Nasrun Mahmud, M.Pd

NIP. 150 041 070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies

that the ‘Skripsi’ (Scientific Paper) entitled “An Analysis on the Difficulty Level of

English Achievement Test Items for Elementary Level 2”, written by Sari Mubaroh,

students’ registration number: 103014026972 was examined by the Committee on

October 2nd, 2007, and was declared to have passed and, therefore, fulfilled one of the

requirements for the academic title of ‘S.Pd.’ (Bachelor of Arts) in English Language

Education at the Department of English Education.

Jakarta, October 2nd 2007

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Nasrun Mahmud, M.Pd. ( )

NIP. 150 041 070

SECRETARY : Nida Husna, M.Pd. ( )

NIP. 150 326 910

EXAMINERS : 1. Dr. M. Farkhan, M.Pd. ( )

NIP. 150 299 480

2. Drs. Zainal Arifin Toy, M.Sc. ( )

NIP. 150 031 215

Acknowledge by:

Dean of Tarbiyah and Teachers Training Faculty

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah Lord of the

worlds who has bestowed upon the writer in completing this skripsi. Peace and

blessing be upon our Prophet Muhammad S.A.W., his families, his companions and his

followers.

In this occasion the writer would like to express her great honor and

acknowledgement to Mr. Nasrun Mahmud as the advisor who has guided her in writing

this “skripsi”. Her beloved mother (Hj. Roos Mery), father (H. Marban), sister and

brothers who always give support, motivation and moral encouragement to finish her

study.

Her gratitude also goes to:

1. All lecturers in the English Department, the staff and officers of UIN library,

Atmajaya University library, British Council, UI library, who have given

permission to use their books.

2. Drs. Nasrun Mahmud, M.Pd, the Head of English Department

3. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiyah and Teachers’

Training.

4. Mr. Fathurrahman, the Manager area of New Concept Pamulang who has given

the permission to do this research in his area.

5. All of teachers and staff administrations of New Concept who have given their

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6. All of friends in English Department (A, B and C 2003) for sharing their time

and for being good friends.

May Allah, the Almighty bless them all, Amin.

Jakarta, August 31st 2007

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CHAPTER I

INTRODUCTION

A. Background of the Study

One of the ways to know whether students have learned their lesson at school is

evaluation. Evaluation is a very important aspect in teaching and learning activities.

Evaluation plays an important role in some activities, especially in terms of education.

Through evaluation a teacher will be able to know his or her students’ achievement on

the materials that have been taught in a certain period of time, so the teacher can

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

the information gained through the evaluation will be very useful to make improvement

in the future.

A good teacher is the one who knows what to teach, how to teach as well as how

to evaluate. The teacher has to evaluate students’ progress on the mastery of academic

skill which is being taught. The results of evaluation give information to the teacher

about the quality of their instruction and it also gives data to judge students whether

they are successful or not. Kenneth D. Hopkins says: "Evaluation is the process of

education depends extensively on assessment and measurement and on a related

procedure."1

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Gronlund says in his book that: “Evaluation is the systematic process of

collecting, analyzing and interpreting information to determine the extent to which

pupils are achieving instructional objectives.”2 Therefore evaluation is not the only way

to judge whether something or someone is good or bad, but it also focuses on how to

use the data as a means for future direction of classroom practice such as to develop the

teaching and learning activities.

Evaluation is defined as “The systematic gathering of information for the

purpose of making decision.”3 The more reliable and relevant the information, the better

the likelihood of making the correct decision connecting with students and the

instruction.

Evaluation is an integral part of the instructional program. It contributes directly

to the teaching and learning process. The evaluation result is useful to improve students

learning by providing information to overcome learning difficulties, to assess and

improve instruction by judging the appropriateness and attainability of instructional

objectives.4

In the effort for obtaining information about the classroom, teachers need an

instrument to assess the students’ performance.

The writer considers that the test is one of the instruments which can be used for

gathering the information about the strengths and the weaknesses in accepting the lesson

by the students.

2

Gronlund, N.E., Measurement and Evaluation in Teaching 5th ed, (New York: Macmillan Publishing Co., Inc., 1985) p.5

3

Lyle, F. Bahman, Fundamental Considerations in Language Testing, (Toronto: Oxford University Press, 1990) p.22

4

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Tests are often used for pedagogical purposes, either as a mean of motivating

students to study or as a means to review materials taught. Students usually tend to

study harder when they are going to have an examination rather than when they are not

and they will emphasize on studying the study materials that they expect to be tested.

Thus, if the teacher announces that they are going to have an examination, most students

are motivated to review the material assigned.

As a means to measure students’ achievement in learning process, a test should

be constructed well. So that it is able to distinguish between the students who have

studied well and those who have not.

Based on the reality above, the writer would like to analyze the difficulty level

of English Achievement Test Items for Elementary level (case study at New Concept

English Education Center, Pamulang, Tangerang) as the subject of her paper.

B. Statement of the Problem

The statement of problem in this research report is as follows: “How is the

difficulty level of the items of New Concept English Education Center achievement test

for Elementary Level 2?”

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The writer limits the analysis on achievement test items. The students in this

research are the students of New Concept English Education Center at the Elementary

Level 2.

D. Objective of the Study

The analysis is done to measure the achievement test quality and the writer

would like to know the difficulty level of each item. The writer will analyze it. As the

follow up of the research she offers a revision of each weak item. And the writer hopes

this writing is useful for herself and anyone who is interesting in the teaching and

learning process.

E. Method of the Study

In the process of writing this paper, the writer did the field research: taking the

students’ achievement test, analyzing the items and correcting the students’ items.

F. Organization of Writing

The writing is systematically divided into four chapters:

Chapter 1: Introduction. This chapter contains of background of the study,

statement of the problem, limitation of the problem, objective of the study, method of

the study, and organization of writing.

Chapter II discusses the theoretical framework divided into two parts: test that

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contains definition of item analysis, difficulty level, and the importance of item

analysis.

Chapter III deals with a research methodology and findings. For the research

methodology consists of purpose of research, place and time of the research, technique

of sample taking, technique of data collecting, and technique of data analysis. In

addition, for the research finding consists of the description of data and the

interpretation of data.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Test

1. Definition of Test

There are many functions of a test. M. Buchory as quoted from Suharsimi

Arikunto says that: “Tes merupakan alat atau prosedur yang digunakan untuk

mengetahui atau mengukur sesuatu dalam suasana, dengan cara dan aturan-aturan yang

sudah ditentukan.”5

Anas Sudijono says that: “Tes adalah cara atau prosedur dalam rangka

pengukuran dan penilaian di bidang pendidikan yang berbentuk pemberian tugas atau

serangkaian tugas baik berupa pertanyaan atau perintah sehingga dapat menghasilkan

nilai yang melambangkan tingkah laku atau prestasi pesrta tes.”6

While H. Douglas Brown says that: "A Test, in plain, ordinary words, is a

method of measuring a person's ability or knowledge in a given area.”7

According to Antony J. Nitko, “Test is a systematic procedure for observing and

describing one or more characteristics of a person with the aid of either a numerical of

category system.”8

5

Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan ed. rev, (Jakarta: Bumi Aksara, 1999), p.53

6

Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2003) p. 66

7

H. Douglas Brown, Principles of Language Learning and Teaching, 3rd ed., (New Jersey: Prentice Hall, Inc., 1994), p. 252

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While Michael T. Nietzel says that: “A test is a systematic procedure for

observing and describing a person’s behavior in a standard situation.”9

In same words, Jum C. Nunnaly says that: “A test is a standardized situation that

provides each student with a numerical score.”10

Based on the above opinion, the writer tends to follow what Nitko says that it

emphasized on the characteristics of a person that should be tested.

2. Function of Test

As a means of evaluation, test has some functions of course. Penny Ur writes

some functions of test. She says that test is a means to:

a. Give the teacher information about where the students are at the moment to help decided to teach next.

b. Give the students information about what they know, so that they also have an awareness of what they need to learn or review.

c. Assess for some purpose external to current teaching. d. Motivate students to learn or review specific material. e. Get a noisy class to keep quite and concentrate.

f. Provide a clear indication that the class has reached a ‘station’ in learning. Such as the end of unit, thus contributing to a sense of structure in the course as a whole.

g. Get students to make effort (in doing the test itself), which is likely to lead to better result and feeling of satisfaction.

h. Give students task which themselves may actually provide useful review or practice, as well as testing.

i. Provide students with a sense of achievement and progress in their learning.11

9

Michael T. Nietzel, Introduction to Clinical Psychology, (New Jersey: prentice hall, 1998), p.159

10

Jum C. Nunnaly, Educational Measurement and Evaluation,(New York: Mc. Graw Hill Book Company, 1964), p.12

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From the description above, test has some important function to make the

education getting better. From it we can determine what we will do to the students,

method of teaching and learning, teachers and curriculum.

3. Types of Test

There are many types of test used to measure students’ achievement. There are

four types of achievement test which are very commonly used by teachers in the

classroom:

a. Placement Test

A placement test is designed to determine the pupils’ performance at the beginning of instruction.

b. Formative test

It is used at the end of a unit in the course book or after a lesson designed. The result of this test will also give the students immediate feedback.

c. Diagnostic Test

Diagnostic test is intended to diagnose learning difficulties during instruction. Thus, the main aim of diagnostic test is to determine the causes of learning difficulties and then to formulate a plan for a remedial action.

d. Summative Test

The summative test is intended to show the standard that the students have now reached in relation to other students at the same stage. Therefore it typically comes at the end of a course or unit of instruction.”12

While Suharsimi Arikunto says in his book that there are three kinds of test to

measure students, they are diagnostic test, formative test and summative test.”13

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In this discussion a distinction will be made between the more subjective types

of question or items, such as the essay and short-answer, and the more objective types

such as true false, multiple choices, and matching.14

a. Subjective Test

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

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

students are given a freedom to relate in their own words. The subjective tests that are

common used in classroom are essay, short answer and completion.

1) Essay

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

students 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 are the

answer.”15 An example of instructions to answer essay question: “Explain the

differences between subjective test and objective test!”

Thus, the distinctive feature of essay question is freedom of response it provides.

The advantages of the essay questions:16

a) The essay question is useful for measuring the pupil ability to

organize, integrate, and express their idea.

b) Constructing essay question is relatively easy.

c) The possibility of guessing is minimized.

14

Victor H. Noll, Introduction to Educational Measurements, (Boston: Houghton Mifflin Company, 1965), p.129-130

15

Drs. Wilmar Tinambunan, op. cit., p.86

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d) Constructing essay question require less time than the other

measurement tool such as true false or multiple-choice item.

Besides the above advantages, the essay type questions also have a few

disadvantages such as:17

a) Scoring essay question is difficult

b) Unreliability of scoring

c) Judgment of students; responds requires much time

d) Limited sample of total instructional content.

2) Short Answer Question

The short answer item consists of a question, which can be answered

with a word or short phrase.18 An example of instructions to answer the short

answer question: “A question which can be answered with a word or short

phrase is called………”

Generally, teachers prefer to use the short answer type of question,

probably because they think it has some advantages. It is relatively easy to

construct, it also gives the teacher some opportunity to see how well students

can express their thought and it is also not difficult to score or mark than the

essay question.19 However, it is difficult to phrase the short answer question so

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that only one answer is correct.20 And this type of question will be more useful

only in testing knowledge of facts and quite specific information.21 Thus, when

teachers are going to know the boarder description about something, they are

better to use the essay form.

3) 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

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

measure the recall of terms, dates, names and generalizations.22 Example:

“There are five continents in the world. They are …….., Africa, ……….,

Australia and Europe. Asia is ………… continent in the world, ………… one is

Australia.

The completion item and short answer item are both supply type test

items, but in the short answer type, the blank is nearly always at the end,

whereas in the completion in the completion, type of the blank may occur

everywhere in the statement.23

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 questions, it may not too many clues are given to

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answer the questions. Cause if 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.24

b. Objective Test

An objective test item is any item that there is only a single predictable correct

answer.25 The test is scored in such a manner that subjective judgment is eliminated

when determining the correctness of a pupil‘s answers.26 Therefore, whether the item is

scored by one teacher or another, today or last week, it will yield the same score.

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

matching and multiple choices.

1) True False

True false item is referred to alternative response item, the items asks the

student to answer with the “true” if conform to the truth or “false” if it

essentially incorrect.27 Example: “(T) (F) All sentences consist of subject and

verb.”

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

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

right answer. Because of the random guessing to produce the correct answer the

24

Wilmar Tinambunan, op. Cit., p.62

25

Rebbeca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich Publishers, 1997) p.8

26

J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil growth, Principle of Test and Measurement , (Boston: Allyn and Bacon Inc., 1976) p.18

27

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true false tests are become less reliable than the other types of test. But these

items are appropriate for occasional use, for example after the students choose

the two alternatives between rights and wrong, correct or incorrect, etc. they

asked to explain by writing the sentences justifying their response.28

Another advantage of constructing a true false item is that the student are

able to respond to more true false items in a given time period than any other

selection type items.29

2) Matching

The matching test item consists of two parallel columns with each word,

number or symbol in one column being matched to a word, sentence or phrase

on the other column.30 This type of item is employed widely in situation where

relationship of more or less similar ideas, facts, and principles are to be

examined or judged.31 Example:

“The…..trains the players in the field a. coach

The…..catches fishes in the sea b. Doctor

The…..examines the patient c. Fisherman”

28

Barbara Gross Davis, Tool for Teaching, (San Francisco: Jersey Bass Publisher, 1993), p. 243

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This kind of test is an effective way to test students’ recognition of the

relationships between words, definitions, events, dates, categories, example, and

so on.32

Matching items are also useful in measuring students’ ability to make

association, interpretations or measure knowledge of a series of fact. Besides

that, the matching items can be used for a large quantity of associated factual

material to be measured in a small amount of space while the students’ time

needed to respond is relatively short.33

3) Multiple Choices

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.34 Example: “Language is a tool of

communication. People can… to one another with a language

a. communicates c. communication

b. communicate d. communicating

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.

B. Item Analysis

32

Barbara Gross Davis, Loc. Cit. 33

Wilmar Tinambunan., op. cit., p.65

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1. The Definition of Item analysis

There are several descriptions about item analysis. According to J. Stanley

Ahmann and Marvin D. Glock, “Item analysis is reexamining each test item to discover

its strength and flaws”.35

While Anthony J. Nitko, in his book, says that: “item analysis refers to the

process of collecting, summarizing, and using information about individual test items,

especially information abut pupils’ response to items”.36

Meanwhile, Harold S. Madsen explains that the selection of appropriate

language items is not enough by itself to ensure a good test. Each question needs to

function properly. Otherwise, it can weaken the exam. Fortunately, there are some

rather simple statistical ways or checking individuals’ item. This procedure is called

“item analysis”.37

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

collecting information about pupils’ response to the quality of test items.

2. Level of Difficulty

Level of difficulty means the percentage of pupils who answer correctly each

test item.38 The percentage is inversely related to difficulty because the larger the fewer

will be the students who select the correct option.

Harold S. Madsen, Techniques in Testing, (New York: Oxford University Press, 1983) p.180

38

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

or too difficult because the tests that are too difficult will yield score distribution that

make it hard to identify reliable differences in achievement between the pupils who

have done well and those who have poorly.

By analyzing the student‘s response to the items, the level of difficulty of each

item can be known and the information will be helpful for teacher in identifying

concepts to re-teach the study material and giving the students feedback about their

learning.39

Mariane Celce-Murcia says that item difficulty refers to the proportion of correct

responses to a test item.40

According to Anthony J. Nitko, item difficulty is the fraction of the total group

answering the item correctly. To compute it for each item, add together the number of

students choosing the correct alternative in the upper, middle and lower groups, and

then divide this sum by the total number of the respondents taking the test. It can be

stated below:

To make easier in computing the level of difficulty, the writer divides the

students into three groups. They are upper, middle, and lower group. Upper and lower

39

Antony J. Nitko, op .cit., p. 292

40

Mariane Celce Murcia, Teaching English as a Second or Foreign Language, (Boston: Heinle and Hainle Publisher, 1991), p. 495-498

Number of students choosing correct answer P = ____________________________________

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group are be focused in analysis and the middle group is aside. The writer uses

following technique to find out difficulty level of each item in the achievement test:

Where:

P = Level of Difficulty

U = Number of students choosing right answer from the upper group

L = Number of students choosing right answer from the lower group

T = Total number of students in upper and lower group41

Based on the technique above, the writer tries to find out the difficulty level of

all the items in Achievement test by the following formula:

Where:P = Difficulty Level of all the items

b = Difficulty level of each item

N = Total number of test items42

Score of ‘P’ can be range from 0.00 to 1.00. If ‘P’ is 0.00, it means there are not

students from upper and lower group can answer the item test correctly. These items

belong to very difficult one. And if ‘P’ is 1.00, it means that all the students in upper

41

Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja Rosdakarya, 1986), p. 119

42

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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:

Table 1

Level of Difficulty

Difficulty Level P

Difficult 0.00 – 0.25

Average 0.26 – 0.75

Easy 0.76 – 1.00

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.

3. The Importance of Item Analysis

Item analysis is an important and necessary step in the preparation of good

multiple choices tests. Because of this fact, it is suggested that every classroom teacher

who uses multiple choice test data should know something of item analysis, how it is

and what it means.”43

For the teacher who make test, the following are the important uses of item

analysis: determining whether an item functions as teacher intends, feedback to students

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

about pupil difficulties, area for curriculum improvement, revising the item and

improving item writing skills.44

44

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CHAPTER III

INSTITUTION PROFILE

A. Background

New Concept English Education Center is an Institution under “Yayasan

Pendidikan” New Concept (New Concept Education Foundation). Since its

establishment in 1983, New Concept English Education Centre has graduated

thousands of students ranging from Elementary students to professionals and

executives, including those who made preparation to continue their study abroad. In

2002 New Concept has developed their network by establishing new branches (now

96 branches are operating) in “JABOTABEK” area and will very soon establish new

other branches in several big cities outside the area. To achieve its mission, New

Concept English Education Centre is supported by 210 teachers and 175

administration staffs.

In Pamulang area, there are 9 branches of NCEEC; they are N.C. Pamulang

Estate, N.C. Pamulang Villa, N.C. Bumi Pamulang Indah, N.C. Pamulang Permai,

N.C. Sarua Permai, N.C. Pamulang II, N.C. Permata Pamulang, N.C. Bukit Dago,

and N.C. Villa Dago Tol. It is also supported by 14 teachers and 9 administration

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B. Visions

• Participating in the provision of education to Indonesia citizens, especially in

English Language Teaching to provide them with a key to the acquisition of

knowledge and skills in other sciences.

• Creating job opportunities and English – Proficient work force.45

C. Mission

• Creating an up-to-date teaching method which enables the acceleration of

English acquisition.

• Building a professional management support system which maintains the

effectiveness and efficiency of the teaching-learning process.

• Preparing professional human resources by way of systematic training and

development programs.

• Developing networks and marketing strategies to widen educational service

to people from all walks of life across the country.46

D. Six Reasons why People Choose NCEEC

• NCEEC is an English Course with an extensive experience (more than 19

years)

• NCEEC has published 21 books equipped with recorded cassettes by English

Native speaker (for different levels of study)

45

Institution Profile New Concept English Education Centre, p.2

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• NCEEC operates based on a standardized academic system, which is tight,

measurable, and has graduated a great number of people with proven English

proficiency based on clear teaching objectives.

• NCEEC is supported by a topnotch English Consultant with a doctorate from

the OHIO State University.

• NCEEC has successfully proven itself in teaching English to thousands of

students.

• NCEEC is supported by hundreds of professional management staffs.47

E. Organization of NCEEC Pamulang Office

Director : Arsadi Latief

Language Consultant : Bachrudin Musthafa, MA.,PhD

Director of Research and Development : Drs. Sri Yunanto

Director of Education : Drs. H. Asnawi Yusuf

Director of Marketing : Khumaedi Soewardi, MBA

Director of Finance : Aris Fadhilah, SE

Director of HRD : Drs. Y. Ambar Wahyudi

Pamulang Area Manager : Faturahman

Ass. Pamulang Area Manager : Sangidun

Adm. NC. Pamulang Estate : Rasimin

Adm. N.C. Bumi Pamulang Indah : Sri Rejeki

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Adm. N.C. Pamulang Permai : Widyaningsih

Adm. N.C. Pamulang II : Heru Susanto

Adm. N.C. Sarua Permai : Maryanto

Adm. N.C. New Vila Dago Tol : Wawan Sucibrata

Adm. Permata Pamulang : Isriyanto

Adm. Pamulang Villa : Sri Jumiem

Adm. Bukit Dago : Tukiyem

F. Teaching Programs

1. General English Program those are:

a. Pre-School 1-3 (Playgroup & Kindergarten)

b. Pre Introduction 1-3 (1-3 elementary school)

c. Introduction 1-3 (4-6 elementary school)

d. Pre Beginner 1-3 (1-2 junior high school)

e. Beginner 1-3 (2-3 junior high school)

f. Elementary 1-3 (transition)

g. Pre Intermediate 1-3 (equal to 1 senior high school)

h. Intermediate 1-3 (equal to 2 senior high school)

i. Higher intermediate 1-3 (equal to 3 senior high school)

j. Advanced 1-3 Completion

2. English for Specific Purpose

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3. English for Academic Purpose

(TOEFL – IELTS – Reading Workshop – Writing Workshop)

4. Private Class

5. In-Company Training

G. Learning Facilities

The Teaching Learning Process is designed promoting effectiveness and

efficiency in English learning. The seating arrangement of the learners is U-shape

which promotes effective communication between learners and teachers.

Every classroom is air-conditioned and equipped with a stereo set. The

stereo set is to provide pronunciation, speaking and listening practices with the

recorded tape by English native speaker. The number of students in every

classroom, moreover, is limited 8-12 pupils.

H. Teaching Method

The teaching method adopted in NCEEC is based on “Communicative

Approach”. The method is applied with typical flavor of an English course.

The presentation of the material is based on “Spiral Method” and Expanding

horizon”. Themes are presented from simple to complex ones, from familiar to new

ones. The process of learning is measured using several phases of assessment: Pre

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pass the evaluations in one level – will be awarded “Report Cards” and

“Certificate”48

I. Instructors of NCEEC Pamulang

At the present time, NCEEC is supported by more than a hundred teaching

instructors. They are graduates from different reputable universities, such as:

Universitas Pendidikan Indonesia (UPI), Universitas Negeri Jakarta (UNJ),

Universitas Diponegoro (UNDIP), Universitas Padjadjaran (UNPAD), State Islamic

University (UIN Jakarta), STKIP UNINDRA, Akademi Bahasa Asing Yogyakarta

(ABAYO) and other reputable universities. To improve their teaching ability,

NCEEC provides them with a series of well-designed trainings.

J. Supporting Activities

To achieve the best accomplishment in learning English, the teaching

learning process taking place in the classroom is supported with learning activities

outside the class. The activities included: New Concept Conversation Club (NCCC),

Sunday Meeting, Speech and Storytelling Contest, Poetry Reading Contest, Study

tour, Jamboree and Grand Meeting.

48

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CHAPTER IV

RESEARCH METHODOLOGY AND FINDING

A. Research Methodology

1. The Purpose of Research

The analysis is done to measure the quality of English achievement test at

the Elementary level 2 of New Concept English Education Center. In this case, the

writer would like to know about the difficulty level of each item.

2. Place and Time of Research

The research is done in New Concept English Education Center, Pamulang.

The writer did the research from 1st of May to 20th of August 2007. The writer took

the test paper and students’ answer sheet to be analyzed.

3. Technique of Sampling

The writer took the sample from Elementary level 2 of New Concept. The

total number of the students is 30 students. But the writer divides the students into

three groups, they are upper, middle and lower group, and then the writer takes

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4. Technique of Data Collecting

To collect data based on the topic of discussion, the writer asked for the

students’ answer sheet and the test paper of the achievement English test at

Elementary 2 level of New Concept to be analyzed.

5. Technique of Data Analysis

The technique of data analysis, which is used in this research, is descriptive

analysis technique. It will describe difficulty level of each item in Students

Achievement Test. The writer analyzes the sixty items (75%) from the difficulty

level of test item.

Before the writer discusses the difficulty level of test item, the writer divides

the students into three groups, they are upper, middle and lower group, and then the

writer takes upper and lower group to be analyzed.

The writer also divides the test items to be two groups; they are use of

English and listening.

B. Research Finding

1. Description of Data

The Data that the writer used in this study is the English Achievement Test

for the Elementary 2 of New Concept on 22nd of April 2007 with the given time 90

minutes. The total numbers of test items are 80 items which consists of 40 Use of

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focused to analyze only in multiple choice items which consists of 40 Use of

English items and 20 listening items.

There are 30 students who were classified into 3 groups. 10 students are in

the upper group, 10 students are in the middle group and others are in the lower

group. Not all the students’ answer will be analyzed. The writer took only two

groups of them. The data that will be analyzed is 33% from the upper group and

33% from the lower group.

This analysis focused in the students in the upper and lower group in order to

determine the students who follow the test well (upper group) and the students who

follow the test worst (lower group). The following table is the differences of

students’ answer in the upper and lower group in English achievement test at the

Elementary level 2 of New Concept English Education Center.

2. Data Analysis

1). Use of English (Multiple Choice)

Number 1 is a difficult item, because there are only four students in upper group

and a student in lower group who can answer it correctly. Because there are only 5

students from 20 students, the difficulty level of this item is 0.25. It means that it is in

range 0.00 to 0.25 that belongs to difficult item.

Number 2 and 3 are good items, because their level of difficulty is 0.70. It is in

range 0.26 to 0.75 that belongs to average item. In these items, there are nine students in

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Number 4 is a good item also. There are six students in upper group and five

students in lower group who can answer it correctly. Because there are 11 students from

20 students, the difficulty level of this item is 0.55. It means that it is in range 0.26 to

0.75 that belongs to difficult item.

Number 5 is a good item. There are three students in upper group and five

Number 6 is a good item, because their level of difficulty is 0.60. It is in range

0.26 to 0.75 that belongs to average item. In these items, there are nine students in upper

group and three students in lower group who can answer it correctly.

Number 7 is a difficult item, because there are only a student in upper group and

a student in lower group who can answer it correctly. Because there are only 2 students

from 20 students, the difficulty level of this item is 0.10. It means that it is in range 0.00

to 0.25 that belongs to difficult item.

Number 8 is a good item. There are eight students in upper group and a student

in lower group who can answer it correctly. Because there are 9 students from 20

students, the difficulty level of this item is 0.45. It means that it is in range 0.26 to 0.75

that belongs to difficult item

Number 9 is a good item because there are eleven students that contain eight

students from upper and three students from lower group who can answer it correctly.

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Number 10 is a good item too because there are six students that contain three

students from each group who can answer it correctly. And it has level of difficulty in

0.30 that belongs to average level.

. Number 11 is a difficult item, because there are only four students in upper

group and a student in lower group who can answer it correctly. Because there are only

5 students from 20 students, the difficulty level of this item is 0.25. It means that it is in

range 0.00 to 0.25 that belongs to difficult item

Number 12 is a good item. There are ten students in upper group and four

Number 13 is a difficult item, because there are only three students in lower

group and there isn’t any student from upper group who can answer it correctly.

Because there are only 3 students from 20 students, the difficulty level of this item is

0.15. It means that it is in range 0.00 to 0.25 that belongs to difficult item

Number 14 is a good item. There are six students in upper group and five

Number 15 is a good item. There are seven students in each group who can

answer it correctly. Because there are 14 students from 20 students, the difficulty level

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Number 16 is a good item. There are eight students in upper group and three

Number 17 is a good item. There are seven students in upper group and three

Number 18 is a good item. There are eight students in upper group and five

Number 19 is an easy item because most students can answer it correctly. They

are nine students in upper group and eight students in lower group. Because there are 17

Number 20 is a difficult item, because there are only two students in lower

group and a student in upper group who can answer it correctly. Because there are only

3 students from 20 students, the difficulty level of this item is 0.15. It means that it is in

Number 21 is a good item. There are eight students in upper group and four

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are ten students in upper group and six students in lower group. Because there are 16

Number 23 is a good item. There are nine students in upper group and three

Number 24 is a good item. There are five students in upper group and three

Number 25 is a difficult item, because there are only five students in upper

group and there isn’t any student in upper group who can answer it correctly. Because

there are only 5 students from 20 students, the difficulty level of this item is 0.25. It

means that it is in range 0.00 to 0.25 that belongs to difficult item.

Number 26 is a good item. There are eight students in upper group and five

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Number 27 is a good item. There are ten students in upper group and three

Number 29 is a good item. There are two students in upper group and five

Number 30 is a good item. There are seven students in upper group and four

Number 31 is a good item. There are nine students in upper group and two

Number 32 is a good item. There are ten students in upper group and four

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Number 33 is a good item. There are ten students in upper group and five

Number 34 is a difficult item, because there are only four students in upper

group and one student in upper group who can answer it correctly. Because there are

only 5 students from 20 students, the difficulty level of this item is 0.25. It means that it

is in range 0.00 to 0.25 that belongs to difficult item.

Number 35 and 36 are good items. There are ten students in upper group and

three students in lower group who can answer it correctly. Because there are 13 students

from 20 students, the difficulty level of these items is 0.65. It means that they are in

Number 37 is a good item. There are five students in upper group and two

Number 38 is a good item. There are nine students in upper group and five

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Number 39 is a good item. There are seven students in upper group and three

Based on the data above, she can see that in multiple choice (use of English)

items, there are two items which belong to the easy items, with the range of difficulty

level: 0.76 – 1.00, they are items no. 19, 22. And there are seven items which belong to

the difficult items with the range of difficulty level: 0.00 – 0.25, they are items no. 1, 7,

11, 13, 20, 25, and 34. And the others are average items which have good difficulty

level: 0.26 – 0.75.

2). Listening

are eight students in upper group and nine students in lower group. Because there are 17

Number 2 is a good item. There are eight students in upper group and two

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Number 3 is a good item. There are seven students in upper group and five

Number 5 is a good item. There are six students in upper group and five students

that belongs to difficult item.

Number 6 is a good item. There are four students in each group who can answer

it correctly. Because there are 12 students from 20 students, the difficulty level of this

item is 0.40. It means that it is in range 0.26 to 0.75 that belongs to difficult item.

Number 7 is a difficult item, because there are only four students in upper group

and one student in upper group who can answer it correctly. Because there are only 5

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Number 8 is a good item. There are ten students in upper group and five students

that belongs to difficult item.

Number 9 is a good item. There are nine students in upper group and five

Number 10 is a good item. There are nine students in upper group and six

Number 11 is a difficult item, because there are only two students in upper

group and one student in upper group who can answer it correctly. Because there are

only 3 students from 20 students, the difficulty level of this item is 0.15. It means that it

is in range 0.00 to 0.25 that belongs to difficult item.

Number 13 is a good item. There are nine students in upper group and four

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Number 15 is a good item. There are seven students in upper group and six

Number 16 is a good item. There are five students in upper group and one

student in lower group who can answer it correctly. Because there are 6 students from

Number 17 is a difficult item, because there are only one student in upper group

and four students in upper group who can answer it correctly. Because there are only 5

Number 18 is a good item. There are five students in upper group and six

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Number 19 is a good item. There are five students in upper group and four

Based on the data above, she can see that in listening items, there are three items

which belong to the easy items, with the range of difficulty level: 0.76 – 1.00, they are

items no. 1, 4, 12. And there are also three items which belong to the difficult items

with the range of difficulty level: 0.00 – 0.25, they are items no. 7, 11, and 17. And the

others are average items which have good difficulty level: 0.26 – 0.75.

3. Data Interpretation

Based on the data of item analysis result in difficulty level, she can see that

from 60 items there are 45 items regarded as good test items because they have

fulfilled the criteria of a good level of difficulty, they consist of 31 items of Use of

English and 14 items of Listening. Besides that, there are 5 items which belong to

the test item having low level of difficulty that range from 0.76 until 1.00. So these

items are easy items which consist of 2 items of Use of English and 3 items of

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that range from 0.00 until 0.25. They are 7 items of Use of English and 3 items of

Listening.

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

achievement test items for Elementary Level 2 of New Concept belongs to the test

items which have average level of difficulty ranging from 0.26 until 0.75. So, these

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CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

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

writer would like to conclude that the quality of English achievement test items tested at

Elementary level 2 of New Concept English education center are as follows: there are

45 items (75 %) regarded as good test items because they are in average level that range

from 0.26 until 0.75. Besides that, there are 5 items (8 %) which belong to the test item

having low level of difficulty because that ranges from 0.76 until 1.00. So these items

are easy items. And 10 items (17 %) are difficult items because they have high level of

difficulty that range from 0.00 until 0.25.

And the difficulty level of English achievement test items for Elementary Level

2 of New Concept belongs to the test items which have average level of difficulty

ranging from 0.26 until 0.75. So, these test items are average. In other word, the test has

a good difficulty level.

B. SUGGESTION

From the conclusion written above, the writer would like to give some

suggestion for the teachers of Elementary level 2 as follow:

1. To know whether an item given to student is a good quality or not, the teacher

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2. The items that fulfill the criteria of good items can be used for the future

evaluation.

3. The items that do not fulfill the criteria should be revised so that they can be

used for the next evaluation.

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

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APPENDIX

1. Students’ answer in the upper group (Use of English)

2. Students’ answer in the lower group (Use of English)

3. Students’ answer in the upper and lower group (Listening)

4. Soal Ujian Elementary 2

5. Surat Bimbingan Skripsi

6. Surat izin Penelitian

An Analysis on the difficulty level of english achievement test items for elementary level2 : a case study at new concept english education center pamulang tangerang

AN ANALYSIS ON THE DIFFICULTY LEVEL OF ENGLISH

ACHIEVEMENT TEST ITEMS FOR ELEMENTARY LEVEL 2

AN ANALYSIS ON THE DIFFICULTY LEVEL OF ENGLISH

ACHIEVEMENT TEST ITEMS FOR ELEMENTARY LEVEL 2

ENDORSEMENT SHEET

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah Lord of the

worlds who has bestowed upon the writer in completing this skripsi. Peace and

blessing be upon our Prophet Muhammad S.A.W., his families, his companions and his

followers.

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

CHAPTER II

THEORETICAL FRAMEWORK

BIBLIOGRAPHY