Alhamdulillah, all praise be to the most gracious and merciful Allah, after such hard work, the writer was finally able to finish the research and complete the report in the form of a minor thesis (skripsi) titled. The purpose of this study is to discover the quality summative test papers for SMPN 12 Lebong English in the academic year. Data analysis in the form of item analysis was carried out using the program Anates version 4.0.9 and the theory of Marrie Tarrant and Suharsimi Arikunto.
Setelah menganalisis data, peneliti menemukan 40 soal tes sumatif pilihan ganda pada Mata Pelajaran Bahasa Inggris satu SMPN 12 Lebong pada tahun ajaran 2020/2021 ditinjau oleh: a). Dengan demikian dapat disimpulkan bahwa soal tes sumatif pada mata pelajaran bahasa Inggris SMPN 12 Lebong tahun pelajaran 2020/2021 kurang baik. Penelitian ini bertujuan untuk mengetahui kualitas soal tes sumatif pada mata pelajaran bahasa Inggris di SMPN 12 Lebong pada tahun ajaran.
Setelah menganalisis data, peneliti menemukan 40 soal pilihan ganda sumatif pada mata pelajaran bahasa Inggris di SMP N 12 Lebong tahun ajaran 2020/2021 ditinjau dari: a). Oleh karena itu dapat disimpulkan bahwa soal tes sumatif pada mata pelajaran bahasa inggris di SMP N 12 Lebong tahun ajaran 2020/2021 kurang baik. Implikasi dari penelitian ini adalah soal yang kurang baik sebaiknya diganti dengan soal yang baru, soal yang kurang baik sebaiknya direvisi terlebih dahulu sebelum digunakan. Kembalilah dan pertanyaan bagus dapat ditambahkan ke bank soal.
INTRODUCTION
Research Question
But the teacher also has criteria for scoring the students' answers based on the question. Based on the above data using Annates v.4 software, there was the score of voice difficulty of summative test items in English subject at SMP N 12 Lebong in the 2020/2021 academic year there. See more clearly the results of the discriminant power analysis of qualitative articles of summative test articles in the subject of english at.
See more clearly the results of the analysis of the distraction efficiency of the summative test items in the English subject at SMP N 12 Lebong in the academic year 2020/2021. Attachments no.6 can be seen. The writer found that the flow of the article is not clear because it did not refer to the specific text. The writer found that the distractors are very visible as most of the students in the low group choose the correct answer.
It can be said that the distractors are not working properly because most of the students in the lower group choose the correct answer. Based on the results of the data analysis, it was determined that the summative test item English subject at SMP N 12 Lebong in the academic year 2020/2021 is a category.
Objectives and Significances of the Research
LITERATURE REVIEW
- Summative Test
- True-False
- Multiple Choice
- Completion
- Matching
- Essay Test
- Types of the Essay Test
- Item Analysis
- Level of Difficulty
- Discrimination Power
- Distractor Efficiency
- Related Previous Study
If we talk about summative test, it is actually one type of achievement test. A type of achievement test that a teacher often uses to evaluate the effectiveness of their teaching and learning in the classroom is a summative test. In addition to the summative test categories, there are several types of test items in this test.
This test can be called objective if the answers of the test have only one correct answer as the key of the test item. For example, when reading the text of the summative test, the teacher provides an incomplete sentence or statement, after which the students must fill in the correct answer in the blank sentence or statement. The analysis of the difficulty level or Facility Value (FV) is the first step in analyzing the test items.
The next step of item analysis is to determine the discriminative power (DP), that is, whether the item can distinguish students in the higher group from those in the lower group. When we talk about the importance of item analysis, it is very important for the teacher to get a lot of information from the results of the task analysis.
RESEARCH METHODOLOGY
- Research Subject
- Population and Sample
- Research Variables and Indikators
- Data Collecting Technique
- Data Analyzing Technique
Heaton elaborates, "The discrimination index (D) tells us whether those students who did well on the entire test tended to do well or poorly on each test item." If stem negatives are used, place them as close to the end of the stem as possible. Description of the results of the difficulty score in the analysis of the summary test of the question English subject in SMP N 12 Lebong in the academic year the researcher placed it in the classification score which can be seen in the following graph 4.1.
Description of the results of the analysis of the discriminating power of the summative test English subject at SMP N 12 Lebong in the academic year, the researcher included it in the classification assessment, which can be seen in the table 4.2 below. Description of the results of the distractor effectiveness analysis of the summative test English subject at SMP N 12 Lebong in the academic year, the researcher included it in the classification assessment, which can be seen in the table 4.3 below. Therefore, the base should be changed to "the generic structure from the text above is.." Also, the proportion of students who chose option A is 1, option B is 38, option C is 1, option D is 0, and option E is 0 pupils; it can be seen that option A, C and E are not working as they should.
Moreover, the stem of this question has grammatical error, the stem is "The above passage is in the form of .." it should be "the above passage is the form of ...". Also, the proportion of the student response that chooses option A is 40, option B is 0, option C is 0, option D is 0, and option E is 0 students. Also, the proportion of the student response that chose option A is 1, option B is 0, option C is 1, option D is 38, and option E is 0 students.
Also, the proportion of student responses that choose option A is 39, option B is 0, option C is 0, option D is 0, and option E is 1 student. The proportion of student responses that choose option A is 39, option B is 1, option C is 0, option D is 0, and option E is 0 students. The proportion of student responses that choose option A is 1, option B is 1, option C is 0, option D is 38, and option E is 0 students.
From distractor efficiency for number 34; the proportion of students who choose option A is 3, option B is 0, option C is 36, option D is 1 and option E is 0 students.
RESULT AND DISCUSSION
Data Analysis
Moore's guideline, all alternatives must be adapted to stems to avoid giving hints to incorrect elements. From the distractor effectiveness for number 5; the proportion of students who chose option A is 1, option B is 1, option C is 1, option D is 2 and option E is 35 students. The stem read "What is the main character of the story?" which is supposed to be "Who is the main character of the story?".
From the distracting efficiency for the number 10; the percentage of student response choosing option A is 0, option B is 1, option C is 0, option D is 1 and option E is 38 students. In order to make all the distractors equal in length and distract more students in the low group, the word "text" should be added to the end of the distractors. Since option A was chosen by all students, it can be concluded that the distractors did not work at all.
Since most students chose option D, we can conclude that the distractors did not work at all. From the distractor effectiveness for number 23; the proportion of student responses that choose option A is 1, option B 1, option C 1, option D 36 and option E 1 student. The body of this question says "Paragraph 4 tells us about..." but it should be "Paragraph 4 tells the reader about..." Also, the distractors don't work properly as most students get the correct answer.
For option A, almost all the students in the lower group choose that option, so option A. This is in line with the proportion of student responses that choose option A is 0, option B is 0, option C is 2, option D is 37 , and option E is 2 pupils.
Limitations of the Research
CONCLUSION AND SUGGESTION
Suggestion
Based on the above conclusion, the researcher would like more proposals for more topics. Good quality questions can be entered in the question bank to be reused, items that are not good should be revised and corrected first to meet the quality criteria of questions in quantitative and qualitative terms. To encourage teachers to always learn to ask questions correctly, learn to analyze questions after the procedure of making questions, so that the quality of questions in the future will be even better. Analysis of One-Best MCQs: Difficulty Index, Discrimination Index and Distractor Efficiency, Karachi: Journal of Pakistan Medical.
Retrieved from https://www.semanticscholar.org/paper/Assessment-of-the-Assessment-Tool%3A- Analysis-of-in-a-Khoshaim-Rashid/cb8dc2516928f2a683352c3d4e36c3e8a51bbb27 Nitko, A. Some weave a net to pass over throw their prey, while others attach a sticky blob to the end of the silk thread and spin in a circle to wrap an insect. Some weave a net to throw their prey over, while others attach a scratchy blob to the end.
