1
Item Analysis on The English Mid Test Made by English Teachers Team at SMAN 1 Batipuh Kab. Tanah Datar
Oleh:
Fadila Rahmi*)
**) Suharnidan **) SesmiyantiStaff Pengajar Program StudiPendidikanBahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk menganalisa butir soal bahasa Inggris pada ujian tengah semester yang di buat oleh tim guru bahasa Inggris di SMAN 1 BATIPUH pada siswa tahun kedua periode 2014/2015. Bentuk penelitian ini adalah penelitian deskriptif. Penelitian ini menganalisis lembar jawaban siswa pada setiap butir soal dengan menggunakan rumus item difficulty (IF), item discrimination (ID) dan yang terakhir menganalisa distractor atau pengganggu pada soal ujian tengah semester.Hasil dari penelitian ini untuk tingkatan item dificulty tidak ditemukan soal pada kategori sangat sulit. Untuk kategori sulit ada 8 atau 26.67% soal. Kemudian 8 atau 26.67% soal untuk kategori sedang, dan 8 atau 26.67% soal untuk kategori mudah. Terakhir, ada 6 atau 20% soal di nyatakan bahwa soal tersebut sangat mudah. Sehingga soal yg dikategorikan sangat mudah harus di perbaiki kembali oleh guru karena tidak valid dan reliable untuk tes yang baik. Untuk item discrimination ada 7 atau 23.33% dari jumlah soal dikategori lemah karena kemampuan daya pembeda soalnya tidak bisa membedakan antara siswa yang berkemampuan tinggi dengan siswa yang berkemampuan rendah.
Terakhir untuk distractor analisa, yang bisa dikatakan baik jawaban pengganggunya hanya ada 4 soal dari 30 soal karena setiap siswa yang memilih pilihan jawaban itu lebih dari 5% siswa.
Keywords: Item Analysis (item difficulty, item discrimination, and distractor analysis)
*) Penulis
**) Pembimbing
2 INTRODUCTION
Assessment is one of important activity that is done in the process of teaching and learning. One of ways of doing assessment for the students is doing a test. Test is one of assessment that can be applied to see the students’ comprehension and mastery on what they have learned. It is supported by Brown (2004:3) test is a method of measuring a person’s ability, knowledge, or performance in a given domain. To sum up, the test has a function to collect information about someone achievement and to know how extent the students master the material and help the students in measure their ability on understanding the material.
One kind of test components which usually be used to evaluate students in Senior High School is items. It includes multiple choice and essay type that are always used in school for mid test or final test. Essay test is the item that requires the students to give written response. On the other hand, multiple choices are the items that offer several alternative answers from which the correct one is to be chosen. It does not only contain of four or five possible answers. The other formats are true or false and matchingThe good of multiple choices must be analyzed before giving to the students. Before the teachers are going to give a test to the students, they should test it first. By testing a test before giving to the students, the teacher can analyze whether a test is appropriate or not. Item analysis is sequence of activities to identify every item of language test to measure effect of learning process. In item analysis, the teacher will know the item is good or not to the students itself. There are three parts of item analysis they are; item difficulty, item discrimination and distractor analysis.
Item analysis is needed to identify any test items which are not working well. It is the process of collecting, summarizing, and using information from students’ responses to assess the quality of test items. By analyzing it, the teachers can know the qualities of the items which the items good or not to give to the students. It will be know the difficulty level of the test that can be seen by searching item difficulty. Then, the teachers can see whether the students did the test as good as or
not, by searching item discrimination. In item analysis show how the good distractor in multiple choice items.
REVIEW OF THE RELATED
LITERATURE Definition of Test
Test is a tool of the teachers to measure the students’ knowledge and achievement in teaching learning process. A test can help the teachers to know the students level mastery on what they learned. Before doing a test, the students have been studied the material or the lesson. So, when they followed the test, they just created their memorizing about their study.
Actually, test is given to measure students’ understanding about the material that has been taught before. According to Jhonson (2002:62), tests are given to assess students learning, to increase students learning, and to guide instruction. It means that test is not only to assess students but also has a function to improve the quality of students learning in order to be better.
Furthermore, Brown (2004:3) states that points out that a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. A teacher used a test to measure the students’ ability, knowledge, and performance in the subject. It goals, to know how extent the students master the material and help the students to measure how far they can be understand the material.
Besides that, test is very important to make the teachers know about the students’ knowledge and skill. It is supported by Webster’s Collegiate in Arikunto (2013:46), test is any series of questions or exercises or other means of measuring the skill, knowledge, intelligence, capacities of aptitudes or an individual or group. Test that made by the teachers in school can built the students intelligence and know their skill in related subject.
Characteristics of a Good Test 1. Practicality
Practicality in a test refers to a test that is not that charged with questions, if it too long
3 or if it is too short, if it is easy to grade and appropriate for the student and it has the accrued grad for the students. Then, Brown (2004:19) stated that practical means a test are not expensive; it was relatively easy to administered, and timing-efficient. In other word, practicality talked about the economical in timing and cost.
2. Reliability
A reliability test was consistent and dependable. If the teachers gave the same test to the same students or match students on two different occasions, the test should be the same result. According to Johnson (2002:54), reliability exists when a student’s performance remains the same on repeated measurements.
It means that the measure is repeated and the raw scores of the students are arranged in order from highest to lowest, all students will keep the same rank.
3. Validity
Validity is the extent to which inferences made from assessment result are appropriate, meaningful, and useful in term of the purpose in assessment. A test was valid if it is measured what was supposed to be measured.
Then, Johnson (2002:54) states that validity means that the test actually measures, all of what it was designed to measure, and nothing but what it was designed to measures. It means that measure of constant to design and everything that the teachers made for the students will measure the students in every activity.
4. Authenticity
Authenticity is real and natural. Bachman and Palmer in Brown (2004:28) defines that authenticity as the degree of correspondence of the characteristic of a given language test task to the feature of target language task and for transforming them into valid test items.
The language in the test is as natural as possible.
5. Washback
Washback refers to how the tests affect for the students in teaching learning of the subject. Hughes in Brown (2004:28) states that wahsback is the effect of testing on teaching
and learning. It means how far a test affects a teaching and learning.
Function of the test
As a teacher or the people that make a test, they must know for what the test was made. To make a good test, test taker absolutely knows, for whom the test was made and what for the test was made. Actually, test taker made a test to know the people knowledge and ability, to know validity and reliability a test that used item analysis to know at all. Then, Sudijono (2008:67) defines that as general, there are two function of the test, namely 1) as a measure of learners. It means that, the function of the test is to measure the student skill and knowledge in teaching and learning process. 2) As a tool to measure students’ success and achievement in learning process. It means that, a test is a tool of the teachers to measure the students’
achievement in teaching learning process.
Item Analysis
Item analysis is sequence of activities to identify every items of language test to measure effect of learning process and it is a process to know the quality of items in a test.
It is needed to identify any test items which are not working well and to know the students given the respond to their answers, it is correct or not. According to Assad and Hailaya (2004:141), item analysis refers to the process of examining the student’s response to each item in the test. It is the process of determining the number of students who will response the item. To sum up, to give the item to the students they should consider about the students’ capability.
Furthermore, item analysis is the procedure or the way of the researcher to analyze the items of the test. It is supported by Haladyna & Steven (2006:421), item analysis consist of statistical analysis of the data produced when test takers respond to test item- analyses to conduct for the purpose of providing information about the items, rather than the test takers. It goals, item analysis that will be done to know how the test suitable to the students or not by analyzed the item to create the good test.
4 Actually, there are three kinds of item analysis they are: item difficulty, item discrimination and distractor analysis.
a. Item difficulty
Good item is item that is not too easy or too difficult. Easy item does not influence students to solve problem or study hard.
However, difficult item makes the students are disappointed or give up and does not have spirit to try again because the item is not in their ability. According to Mcalpine (2002:3), item difficulty or item facility is essentially a measure of the difficulty of items, with a high facility indicating an easy item and low facility indicating a difficult item. It means that item difficulty to know how the indicating of the item included to know which the item has the difficulty index into very easy or very difficult.
b. Item discrimination
Discrimination was important because it would help to discriminate the items become a reliable test. According to Mcalpine (2002:5), item discrimination is measuring of how the candidates perform on this question as opposed to another measure of performance.
Furthermore, Brown (2004:59) adds that item discrimination or (ID) is the extent to which an item differentiates between high and low ability test taker. An item on which high-ability students (who did well in the test) and low-ability students (who didn’t) score equally well would have poor ID because it did not discriminate between two groups.
c. Distractor analysis
When calculated item discrimination in the items, it is necessary to analyze distractor efficiency. Distractor that do not work, for example it only chosen by few students, so it will not give contribution to test reliability.
According to Brown (2004:60), distractor analysis is important to measure of a multiple choice item’s value in a test and one that is related to item discrimination. It means that it the students choose the distractor as they answered, it can be said a good distractor who made the students distract to the wrong answer.
RESEARCH METHOD
The design of this research is descriptive research. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. Thus, this research interpret the difficulty level of a test and how the test discriminate between high and low students and know how the distractor analysis of the students’ Mid Test, so by conducting descriptive research, researcher be able to describe deeply the fact about the test itself.
The researcher used the students’ answer sheet as the document. The researcher needs to have data to describe the item analysis (item difficulty, item discrimination, and distractor analysis) of the students English Mid Test.
The researcher used a written document (students’ answer sheet) as an instrumentation of the research. Then, the students’ answer sheet was analyzed by using item analysis.
After analyzing the students’ answer sheet by using it, the researcher got a data to be discussed and interpreted as the final result of the research.After collecting the data, the researcher has to analyze the data to get a conclusion. Gay and Airasian (2000:239) state that data analysis typically involves four steps therewere ;Reading/Memoing, Description, Classifying, Interpreting.
There were three parts that should be analyzed in this research, they are:
1. Item difficulty, the researcher analyzed each items of the students’ answer sheet by using the formula that has been stated before.
The categories of 0.00 – 1.0 refers to difficulty index.
5 Difficulty index categories
0.00 – 0.20 Very Difficult 0.21 – 0.40 Difficult 0. 41 – 0.60 Moderate 0.61 – 0.80 Easy 0.81 – 1.00 Very Easy
Asaad and Hailaya (2004:142) 2. To analyze item discrimination, the researcher calculated the item. And finding the result, then sorted it based on the range.
The Range of Item Discrimination
≤ 0.20 Poor
0.21 – 0.40 Satisfactory 0. 41 – 0.70 Good 0.71 – 1.00 Excellent
Arikunto (2013:232) 3. Good distractor was chosen at least 5%
from students.
RESEARCH FINDINGS
To find out the item analysis (item difficulty, item discrimination, and distractor analysis) of the students’ mid test, the researcher had analyzed the students’ answer sheet by using item analysis.
1. Item difficulty
The result of all items in the test, the researcher got 0% or no one item in very difficult category. It means that, there was no one item that included in very difficult category from thirty items. Then, there were 26.67% or eight items from the total items was difficult category. Next, there were 26.67% or eight items included moderate category. It means that from all items there was eight items were included in the category that has good quality. It can be said that the item was very efficient given to the students and has a
good characteristic of good test that has been explained in chapter II. Then, in easy category had total percentage 26.67% or eight items. It means that, the quality of the item can be said good enough for the students. The last, there 20% or six items included in the difficulty level of the items is very easy category. This item did not have a good quality because it can be answered by the students easily. It means that the item in very easy or very difficult category should be revised.
2. Items discrimination
The researcher defined the range of item discrimination be four categories, stated by Arikunto (2013:232) they were; poor, satisfactory, good, and excellent category. If the items was not effective in discriminating between students of different abilities, so the category of the items must be revised.
In other words, discrimination index, the items could not differentiate between student in upper group and lower group. They were number 4, because the items have same total coccectly in both of group. Then, there was three items or 10% in excellent category. It means that the item was very good to discriminate between students in two groups, so the teacher knew which students’ that studied before exam or not. It means that the item has a very good in discriminate students.
Then, there were nine items or 30% in good category. It means that the test has a good function in discrimination index.The discrimination index of those items were good category, all of items could discriminate between high and low group students well.
Next, elevent items or 36.67% were in satisfactory category. It means that in discrimination index, the range has a good enough to discriminate students into two groups. The last, there seven items or 23.33%
in poor category, the discrimination index of that item was bad because it can not has a good discriminated between two group. The items in this range almost do not have a discrimination index, because the distance between high and low group which could answer correctly was very close.
3. Distractor analysis
6 The distractor analysis that be used the teachers in multiple choice item for mid test students cannot be saida good distractor to distract the students that did not comprehend about the test or the material that have been learn before doing the test. However, just four items which has good distractor in looking students comprehend about the test from thirty item in mid test for second year students at SMAN 1 Batipuh in 2014/2015 Academic year.
CONCLUSION
After the researcher did analysis for the item in mid test, the researcher did not found the items which very difficult, but there some items from 30 items in very easy category, there was six items or 20%. It means that, the items in easy category must be revised because the item cannot be said a good because did not into characteristic of good test were valid and reliable. Then, analysis of item discrimination, there was items included into poor category, the items should be revised because could not discriminate between students who have high ability and the students who have low ability.
There was items that make student in lower group had answer correctly same with students in upper group. In addition, as logic the items could not different students’ high and low ability. Then, in distract has four items could made by the students trapped and chose the wrong answer more than 5% students that chose from the several options in multiple choice format. However, from 30 items in mid test has only four items which can be said efficient for distract the students who did not comprehend about the material that will be tested.
SUGGESTION
The researcher suggests to the reader especially English teachers who want to make English test must analyze the test before giving to the students because to create a good test the teachers should know characteristics of a good test, so the test cannot revised.The researcher suggests to the teachers to use test that are good from point of view item difficulty, item discrimination, and distractor analysis. All of those are expected to give contribution for English teachers how make a
good test based on the characteristics of good test itself.
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Gay, L.R and Airasian Peter. 2000.
Educational research : competencies for analysis and aplication. New Jersey: Prentice Hall
Haladyna, Thomas M & Steven M.
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