English Language Testing & Evaluation: Individual Project

Individual Project
ENGLISH LANGUAGE TESTING & EVALUATION

REPORT OF FINAL PROJECT
By :
Hasna
12B01138
Class C
GRADUATE PROGRAM
STATE UNIVERSITY OF MAKASSAR
NOVEMBER 2013
CHAPTER I
INTRODUCTION
A. Background
Constructing a good language test is not easy and simple as one may
imagine. It must fulfill certain criteria and not deviate from its aims. Some
teachers tend to construct language tests when they wish to measure their
students abilities regardless of their reliability. validity. level of difficulty and
discrimination and their adequacy (Jabu. 2008).
Language testing involves the assessment of some or all aspects in language
ability of individuals in some contexts (not necessarily common in all parties). In
learning process. teaching and testing are the things that have very close relation.
Its difficult to separate them. Same with language learning. as a language teacher.
especially English teacher. we not only teach our student about the language itself
but also measure how well our students understand and apply the language that
they have learneed. How we do that? We should accomplish test or language
testing for the students. We can do test before or after teaching process. but testing
can be carried out while teaching is going on. Before we accomplish a test. there
are many things that we have to prepare. Start from determining our purpose to
test. constructing the test. evaluating it. and after testing have accomplished. we
also have to check and interpret the scores of the test. so we know the ability of
the students after they learn language for a period.
Related with the statement above. the researchers have accomplished a test
in Senior High School 1 Parepare. The test consists 50 items of multiple choices.
The testee is students in first grade (X5) with 33 members. They do the test for 50
minutes.
After accomplished the test. the researchers check the students works. and
interpret the test scores. There many items that we should interpret to know the
result of our testing such as the frequency distribution. measures of central
tendency. measure of dispersion. validity and reliability. and item analysis.
B. Coverage
The scope of this report covers test construction. try out. test analysis and
validation. Test construction involves test specifiication that consists of cognitive.
affective and psychomotor domain. While test analysis involves interpreting test
scores that covers frequency distribution. measures of central tendency (mode.
median. mean); measures of dispersion that covers range. and standard deviation;
validity; reliability and item analysis that consists of item difficulty. item
discrimination and full item analysis.
C. Place of Try out
The place of try out is located in Muhammadiya University of Makassar.
The samples are students of English Education Study Program especially the first
semester.
CHAPTER II
A. Test Specifications (Blue Print)
Subject: ___English__________________________________
Semester/Class: I/B____________________________________
School: Muhammadya University of Makassar_____________
Test Techniques: __Multiple-Choice____________________
Test Type: __Written Test____________________________
Test description: Listening. Reading. Grammar and Vocabulary Test
No Basic Competence
1
Listening
Reading
Types of
Questions
Specific
informtion.
explicit
information
Objective/Indicators
Domain
Students can identify

information heard through
sentences
C1
Students can write down

short dialogue
C1. C2
Students can reconstruct

short dialogue
C3
Students can identify the

main idea of the passage
C2
Main idea
C1
Specific
information.
explicit
information
16-17
Students can interpret

supporting ideas of the
passage
general
information.
implicit
information
Comparison of
ideas
Items
1-5
6-9
10-13
14-15
Ss can summarize the

content of the passage
Ss can comprehend the
content of the passage
critically and analytically
C1
Implicit
information
18-19
C1
Critical &
analytical
comprehension
questions
20-21
Ss can guess the meaning

of the words in the
passage through the
context
C1
Vocabulary
22-23
Grammar
Vocabualry
Ss can understand the

ideas that clearly
suggested and implied by
the author
Ss can identify and
explain about
grammatical structure.
sentence pattern. phrase
and tense.
C1
Ss can identify and

explain about the Present
form of "be" and sentence
patterns with "be".
C1
Ss can identify and

explain about imperative
sentences
Ss can use the words
correctly
C1
Inference
24-26
C1
C1
Recognition
and
interpreting
27-31
Recognition
and
interpreting
32-35
Recognition
and
interpreting
Translating
B. The Constructed Tests

KEMENTERIAN PENDIDIKAN NASIONAL R.I
UNIVERSITAS NEGERI MAKASSAR
PROGRAM PASCASARJANA
ENGLISH LANGUAGE TESTING
Jenis Tes
Tingkat/Semester
Jurusan
Program Studi
Hari/Tanggal
Kelas
Waktu
:
:
:
:
:
:
Listening. Reading. Grammar and

Vocabulary Test
S1/I
Bahasa dan Seni
Bahasa Inggris
Selasa/12 November 2013
C
16.00 18.00 WITA
A. Listening Test I
Questions for number 1-5. you will hear some one introduce his/herself
choose the best answer for number 1-5 about his/herself!
1. His name full is .......
a. Guan Thomingues
c. Juan Dominguez
b. Duan Jominguez
d. Muan Tominguex
2. He is a ......
36-39
40-52
a. policeman
c. tailor
b. teacher
d. farmer
3. His telephone number is .....
a. 941 5578
c. 941 5587
b. 914 5578
d. 419 7587
4. He lives in .....
a. England
c. Folkestone
b. France
d. Kenth
5. He comes from .....
a. Folkestone
c. England
b. Kenth
d. France
B. Litening Test II
Questions for number 6-9. listen to a short dialogue to answer number 6-9!
6. What is the best title for Toms story?
a. the Long Distance Teacher
c. Teacher who Is Distance
b. the Distance Teacher
d. Teacher who Is Long Distance
7. How old is Mr. Garret?
a. 16
c. 65
b. 61
d. 56
8. Where does he leave his car before going to Folkestone?
a. Maidstone
c. Yerville
b. Folkestone
d. Boulgone
9. To whom does he teach English in Yerville?
a. students
c. France
b. France students
d. Monnor students
C. Listening Test III
Questions for number 10-13. listens to a short dialgue to answer number 1013
10. What does Marry tell about to Jerry?
a. market in the US
c. big store in US
b. shopping in United State
d. small shops in US
11. What is Marrys purpose to tell her the story to Jerry?
a. to inform Jerry about shop in the US c. to inform Jerry about shopping
in the US
b. to inform Jerry about store in the US d. to inform Jerry about shops in
the US
12. Is Jerry interested to Marrys story? How do you know it?
a. No. he is not because he leaves her before the story has not finished yet
b. Yes. he is because he leaves her before the story has not finished yet
c. No. he is not because he leaves her after the story has finished
d. Yes. he is becaue he leaves her after the story has finished

13. Has Marry finished her story before Jerry leaves her?
a. No. she does not
c. Yes. she has
b. No. she has not
d. Yes. she does
D. Reading Test
Questions for number 14-26. read the following paragraph then answer
questions number 14-26 based on the passage!
Nothing to Worry about
The rough road acrros the plain soon became so bad that we tried to get
Bruce to drive back to the village we had come from. Even the road was littered
with boulders and pitted with holes. Bruce was not in the least perturbed.
Glancing at his map. he informed us that the next village was a mere twenty miles
away. It was not that Bruce always underestimated difficulties. He simply had no
sense of danger at all. No matter what the conditions were. he believed that a car
should be driven as fast as it could possibly go.
As we bumped over the dusty track. we swerved to avoid large boulders.
The wheel is scooped up stones which hammered ominously under the car. We
felt sure that sooner or later a stone will would rip a hole in out petrol tank or
damage the engine. Because of this. we kept looking back. wondering if we were
leaving a trail of oil and petrol behind us.
What a relief it was when the boulders suddenly disappeared. giving way to
a stretch of plain where the only obstacles were clumps of bushes. But there was
worse to come. Just a head of us there was a huge fissure. In response to renewed
pleadings. Bruce stopped. Through we all got out to examine the fissure. he
remaineed in the car. Even this had no effect. Burce engaged low gear and drove
at a terrifying speed. keeping the front wheels astride the crack as he followed its
zig-zag course. Before we had time to worry about what might happen. we were
back on the plain again. Bruce consulted the map once more and told us that the
village was now only fifteen miles away. Our next obstacle was a shallow pool of
water about half a mile across. Bruce charged at it. but in the middle. the car came
to a grinding halt. A yellow light on that dash-board flashed angrily and Bruce
cheerfully announced that there was no oil in the engine!
14. What is the main ide of paragraph one?
a. the passing road was good
c. the road passed began to be bad
b. the road passed becomes good
d. the passing road was nice
15. What is the main idea of paragraph two?
a. the anger of passengers because of the stones
b. the anxiousness of passengers because of Bruce

c. the anger of passengers because of Bruce
d. the anxiousness of passengers because of the stones
16. How did Bruce know that the next village was a mere twenty miles a way?
a. by asking the passengers
c. by asking the people around the
village
b. by looking at the map
d. by looking at the road
17. What did the people in the car feel to happen sooner or later when they
bumped over the dusty track?
a. The engine of the car would leak.
c. The petrol would be run off.
b. The oil would be run off.
d. The car would leave the oil
behind.
18. What is the effect of the stone when it damaged the engine of the car?
a. There would be petrol in the engine. c. The car would leave a trail of oil
and petrol.
b. There would be stone in the engine.
d. There would oil in the engine of
the car.
19. What did actually happen at the end of the journey?
a. The petrol in the car still exists.
c. Bruce was happy.
b. The oil in the car engine was run off. d. The passengers were sad.
20. Why was Bruce not perturbed by the bad state of the road?
a. because he tought that the journey would be only twenty miles away
b. because he tought that the passengers could overcome all the obstacles
c. because he tought that the car was good
d. because he tought that he could overcome all the obstacles
21. Why was the Bruce cheerful when he announced that there was no oil in the
engine?
a. because he had reached the destination village
b. because the passengers anxiousness did not occur
c. becasue their journey was successful
d. because their jouney was fail
22. What does the word boulder in line 2 mean?
a. a big rock
c. a large stone or piece of rock
b. a small stone
d. a piece of stone
23. What does the word bumped in line 8 mean?
a. built
c. attempted
b. connected
d. collided
24. What does the author imply about the Bruces attitude in the passage?
a. Bruce underestimated difficulties
b. Bruce did not care about the passengers anxiousness
c. Bruce did not hear the passengers advice

d. Bruce did not care the passengers advice
25. What can be infered from the passengers worries about?
a. one of them did not happen
c. one of them happen
b. nothing happens
d. all of them happen
26. What does the last paragraph imply?
a. all obstacles cannot be overcome
c. one of the obstacles can be
overcome
b. all obstacles can be overcome
d. one of the obsctacles cannot be
overcome
E. Grammar Test
Questions for number 27-39.
27. Choose one of the following sentence structures which is true about simple
present!
a. The baby slept last night.
b. The baby sleeps for ten hours every night.
c. The baby was sleeping last night.
d. The baby did not sleep last night.
28. Choose one of the following explanations which is true about grammatical
structure of simple present!
a. Simple present is used to express pass event.
b. Simple present is used to say plan in the future.
c. Simple present is used to say general true.
d. Simple present is used to express the true.
29. Choose one of the sentence patterns which is not true about simple present
tense pattern!
a. Subject + are + adverb
b. Subject + is + adjective
c. Subject + am + noun
d. Subject + (was/were) + noun/adjective/adverb
30. Choose one of the explanations below which is true about sentence pattern of
simple present!
a. The verb used in present tense is verb II.
b. The verb used in present tense is verb I.
c. The verb used in present tense is verb III.
d. The auxiliary do used in present tense is did.
31. Choose one of the correct phrase bellow!
a. book
c. yellow ball
b. stone
d. sand
10
32. Choose one of the following form of be which is true about the present form
of be!
a. been
c. was
b. were
d. is
33. Choose one of the following explanation which is true about present form of
be!
a. were
c. are
b. been
d. was
34. Choose one of the sentence patterns which is true about the pattern with be!
a. S + am/are/is + noun
c. S + verb I + adverb
b. S + am/are/is + verb III
d. S + verb II + adverb
35. Choose one of the following explanations which is not true about sentence
patterns with be!
a. Be can be followed by noun
c. Be can be followed by
adjective
b. Be can be followed by verb I
d. Be can be followed by adverb
36. Choose one of the sentences below which is true about imperative sentence
a. I am hungry.
c. Let us go!
b. My bag was lost.
d. I will do it.
37. Choose one of the sentences below which is true about imperative sentence!
a. My father is a teacher.
c. Do not do it!
b. My cousin is a nurse.
d. They are look like.
38. Choose one of the explanations below which is true about imperative
sentence!
a. Imperative sentence is used to express a command.
b. Imperative sentence is used to ask permission.
c. Imperative sentence is used to infrom something.
d. Imperative sentence is used to announce something.
39. Choose one of the explanations below which is true about imperative
sentence!
a. Imperative sentence is used to inform something.
b. Imperative sentence is used to express something that must be done.
c. Imperative sentence is used to forbide something.
d. Imperative sentence is used to forbide something to do.
Justice Was Done
The word justice is usually associated with courts of law. We might say that
justice has been done when a mans innocence or guilt has been proved beyond
doubt. Justice is part of the complex machinery of the law. Those who seek it.
11
undertake an arduous journey and can never be sure that they will find it judges.
however wise or eminent. are human and can make mistakes.
There are rare instances when justice almost ceases to be an abstract
conception. Reward or punishment is meted out quite independent of human
interference. At such times. justice acts like a living force. When we use a phrase
like it serves him right. we are in part admitting that a certain set of
circumstance has enables justice to act of its own accord
Whren a thief was caught on the premises of large fur store one morning. the shop
assistant must have found it impossible to resist the temption to say it serves him
right. The shop was an old-fashioneed one with many large. disused fireplaces
and tall. narrow chimneys. Toward midday. a girl heard a muffled cry coming
from one of the walls. As the cry was repeated several times. she run to tell the
manager who promptly ran up the fire-bridge. The cry had certainly come from
one of the chimneys. but as there were so many of them. the firemen could not be
certain which one it was. They located the right chimney by tapping at the walls
and listening for the mans cries. After chipping through a wall which was
eighteen inches thick. they found that a man had been trapped in the chimney. As
it was extremely narrow. the man was unable to move. but the firemen were
eventually able to free him by cutting huge hole in the wall. The sorry-looking.
blackeneed figure that emerged. at once admitted that he had tried to break into
the shop during the night but had got stuck in the chimney. He had been there for
nearly ten hours. Justice had been done even before the man was handed over to
the police.
D. Vocabulary Test
Questions for number 40-52. read the passage above to answer number 40-52
below!
40. The phrase associated with in line 1 is closest in meaning to
a. based on
c. same with
b. different from
d. related to
41. The word arduous in line 3 is closest in meaning to
a. solving many problems
c. involving a lot of strengt or
effort
b. overcoming many obstacles
d. attempting a lot of effort
42. The word ceases in line 6 is closest in meaning to
a. moves
c. stops
b. admits
d. begins
43. The word interference in line 7 is closest in meaning to
a. undesirable
c. unreliable
12
b. unwanted act
d. unbelievable
44. The word circumstance in line 9 is closest in meaning to
a. condition
c. location
b. coordination
d. temption
45. The word premises in line 10 is closest in meaning to
a. rooms that are in the store
c. furniture that is in the store
b. building and land that the store uses
d. goods sold on the store
46. The word resist in line 11 is closest in meaning to
a. to begin
c. to stop
b. to inform
d. to calculate
47. The word disused in line 12 is closest in meaning to
a. begin not to used
c. begin to used
b. begin to stop
d. stop being used
48. The word muffled in line 13 is closest in meaning to
a. sound or voice cannot be heard clearly c. voice can e heard
b. sound can be heard
d. sound loudly
49. The word promptly in line 14 is closest in meaning to
a. mostly
c. carefully
b. immediately
d. likely
50. The word tapping in line 16 is closest in meaning to
a. hit
c. meet
b. click
d. knock
51. The word trapped in line 18 is closest in meaning to
a. worried
c. catched
b. married
d. informed
52. The word huge in line 20 is closest in meaning to
a. tall
c. small
b. high
d. enormous
53. The word admitted in line 21 is closest in meaning to
a. received
c. refused
b. accepted
d. called
C. Tape Script for Listening Test
Tape Script A
Hello. firstly I would like to introduce myself. my first name is Juan. j-u-a-n. and
my last name is Dominguez. d-o-m-i-n-g-u-e-z. So my full name is Juan
Dominguez. My telephone number is 941 5578.
13
Tape Script B
Dialogue
Tom
: Hay. where have you been Monic?. I have just backed from
England for the holiday.
Monica
: Oh. nice holiday. I just lived in my village during the holiday
Tom
: I have a story about someone I found in England during I was

there.
Monica
: Wow. tell me about that.
Tom
: Well. Mr. Frank Garret. 65. is a school teacher. He is English. but

he lives in France. in the Normandy village of Yerville. Mr. Garret
lives in France but he works in England. Every Monday. he leave
home at 02.30 in the morning and drives 101 miles from his village
to Boulgone. where he leaves his car and catches the ferry to
Folkestone. Then he catches the train to Maidstone in Kenth and he
arrives at Monnor School at 08.25. He teahces France from 09.00
in the morning to 03.00 in the afternoon. and then he leaves school.
He arrives home at 09.30 in the evening. The jouney there and back
takes 12 hours and costs only 16!
Fortunately. Mr. Garret works in England only one day a week.
And what does he do the other days? He teaches English! He has a
class of eighteen France students in Yerville.
Yes. on Tuesday I am tired. he says. but I love my job in England
and I love home in France. Im happy man.
Tape Script C
Dialogue
Marry
: Hi. Jerry ! what are you doing here?
Jerry
: Oh. Marry! I am waiting for my brother to pick me up.
Marry
: While you are waiting for him. Ill tell you about shopping in
the United State. Will you hear it?
14
Jerry
: Yes. of course. Please tell me about that.
Marry
: Right. people in the United States often shop from catalogs.

There special catalog for almost every need including clothing.
furniture. health and beauty products. People also order about 40%
of their music from music club catalogs. Customers say that music
stores are too noisy.
Jerry
: Sorry. my brother has come. I have to leave now.
Marry
: Ok. See you later.
D. Answer Keys
1. C
11. C
21. B
31. C
41. C
51. C
2. B
12. A
22. C
32. D
42. C
52. D
3. A
13. B
23. D
33. C
43. B
53. B
4. B
14. C
24. B
34. A
44. A
5. D
15. D
25. B
35. B
45. B
6. A
16. B
26. B
36. C
46. C
7. C
17. A
27. B
37. C
47. D
8. D
18. C
28. C
38. A
48. A
9. B
19. B
29. D
39. B
49. B
10. B
20. A
30. B
40. D
50. D
E. Scoring Rubric
Each item has 1 point if it is answered correctly and has 0 point if it is
answered incorrectly. There are 53 items. so that if the students answer all items
correctly they will get scores 100. If the students for example answer 23 items
correctly it means that 23 devided by 53 multiplied by 100 equals 43.4.
15
CHAPTER III
ANALYSIS
A. Data Presentation (Frequency Distribution)
No
1
2
3
4
5
6
7
8
9
Table 1: The Frequency Distribution of Scores

Raw
Final
Tally
Frequency
Percentage
Score
Score
39
74
6
20.0
//// /
40
75
6
20.0
//// /
41
77
////
4
13.3
////
42
79
5
16.7
34
64
///
3
10.0
43
81
//
2
6.7
36
68
//
2
6.7
38
72
/
1
3.3
37
70
/
1
3.3
Total
30
30
100
B. Measures of Central Tendency

1. Mode
The mode refers to the score which most candidates obtaineed. or the most
frequent emergence of the same score. In this case. it is 74 and 75. as six testees
have scored this mark.
2. Median
Median refers to the score gaineed by the middle candidate in the order of
merit. The medium score in this case is 75
3. Mean
The mean score of of any test is the arethmetical average. i.e. the sum of the
separate scores devided by the total number of testees.
16
Tabel 2: The Frequency Distribution of Scores

No
X
F
Fx
1
7.4
6
44.4
2
7.5
6
45.0
3
7.7
4
30.8
4
7.9
5
39.5
5
6.4
3
19.2
6
8.1
2
16.2
7
6.8
2
13.6
8
7.2
1
7.2
9
7.0
1
7.0
Total
66
30
222.9
X=
C. Measures of Dispersion
1. Range
One simple way of measuring the spread of mark is based on the difference
between the highest and lowest scores. Thus. if the highest score on 53-item test is
8.1 and the lowest is 6.4. the range is from 6.4 to 8.1 : i.e. 1.7 (8.1 6.4 = 1.7).
2. Standard Deviation
It shows how all the scores are spread out and thus gives a fuller description
of the test scores than the range.
No
1
2
3
4
5
6
7
8
9
10
Table 3: Standard Deviation

X
d
d2
8.1
8.1
7.9
7.9
7.9
7.9
7.9
7.7
7.7
7.7
0.67
0.67
0.47
0.47
0.47
0.47
0.47
0.27
0.27
0.27
0.4489
0.4489
0.2209
0.2209
0.2209
0.2209
0.2209
0.0729
0.0729
0.0729
17
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Total
7.7
7.5
7.5
7.5
7.5
7.5
7.5
7.4
7.4
7.4
7.4
7.4
7.4
7.2
7.0
6.8
6.8
6.4
6.4
6.4
222.9
0.27
0.07
0.07
0.07
0.07
0.07
0.07
-0.03
-0.03
-0.03
-0.03
-0.03
-0.03
-0.23
-0.43
-0.63
-0.63
-1.03
-1.03
-1.03
0
0.0729
0.0049
0.0049
0.0049
0.0049
0.0049
0.0049
0.0009
0.0009
0.0009
0.0009
0.0009
0.0009
0.0529
0.1849
0.3969
0.3969
1.0609
1.0609
1.0609
6.5430
Standard deviation
s.d. = 0. 46 = 0.5
D. Validity
Validity of a test is the extent to which measures what is supposed to measure.
rpbi
M p Mt
SDt
p
q
18
19
Table 4b: Test Validity

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Mp
39.6
12.6
39.6
30.0
39.7
40.4
39.7
0.0
40.2
40.1
2.1
2.0
4.7
1.5
40.5
39.6
41.2
39.3
39.8
37.2
40.0
37.8
19.7
41.3
39.4
39.9
39.6
38.9
38.3
39.6
39.8
39.7
39.7
39.6
39.6
40.0
40.0
40.0
41.0
Mt
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
p
1.0
1.0
1.0
0.9
0.1
0.7
1.0
0.0
0.6
0.9
0.6
0.7
0.4
0.9
0.3
1.0
0.4
0.8
0.9
0.9
0.1
0.1
0.7
0.2
0.3
0.9
1.0
0.6
0.9
1.0
0.9
0.9
0.9
1.0
1.0
0.9
0.9
0.9
0.3
Q
0.0
0.0
0.0
0.1
0.9
0.3
0.0
1.0
0.4
0.6
0.4
0.3
0.6
0.1
0.7
0.0
0.6
0.2
0.1
0.1
0.9
0.9
0.3
0.8
0.7
0.1
0.0
0.4
0.1
0.0
0.1
0.1
0.1
0.0
0.0
0.1
0.1
0.1
0.7
sd
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
(Mp - Mt)/sd
0.0
-1.4
0.0
-0.5
0.0
0.0
0.0
-2.1
0.0
0.0
-2.0
-2.0
-1.8
-2.0
0.0
0.0
0.1
0.0
0.0
-0.1
0.0
-0.1
-1.0
0.1
0.0
0.0
0.0
0.0
-0.1
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.1
Akar P/q
3.0
0.3
1.5
0.0
1.2
1.2
1.2
1.5
0.8
3.0
0.7
0.8
2.0
3.0
3.0
0.3
0.3
1.5
0.5
0.7
3.0
1.2
3.0
3.0
3.0
3.0
3.0
3.0
3.0
0.7
rpbi
-1.5
0.0
0.1
0.0
0.0
0.0
-2.4
-3.0
-1.5
-6.0
0.0
0.1
0.0
0.0
-0.4
0.0
0.0
-1.6
0.0
0.0
0.0
0.0
-0.2
0.0
0.0
0.0
0.1
0.1
0.1
0.0
Quality
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Valid
Valid
Valid
Not Valid
20
40
41
42
43
44
45
46
47
48
49
50
51
52
53
39.4
39.7
39.6
40.0
39.8
39.6
40.5
38.7
40.0
39.6
39.9
39.5
39.6
39.2
0.9
1.0
1.0
0.9
1.0
1.0
0.8
0.2
0.7
0.9
0.9
0.9
1.0
0.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
39.6
0.1
0.0
0.0
0.1
0.0
0.0
0.2
0.8
0.3
0.1
0.1
0.1
0.0
0.4
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
19.2
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
3.0
3.0
2.0
0.5
1.5
3.0
3.0
3.0
1.2
0.0
0.1
0.1
0.0
0.0
0.0
0.0
0.0
0.0
Not Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
Not Valid
1. Determining the proportion of testees correctly answering the analyzed

item: p
x 30 1.00
N
30
2. Determining the proportion of testees incorrectly answer the analyzed

item: 1 p = 1 1.0 = 0.0
3. Calculating the mean score of the total score: M t
fx 1187
N
30
39 .6
4. Calculating the mean score of test of testees correctly answering the

analyzed item: Mp = (39 + 40 + 39 + 42 + 43 + 34 + 33 + 43 + 34 + 42 +
41 + 36 + 41 + 38 + 41 + 39 + 40 + 39 + 41 + 41 + 36 + 43 + 40 + 39 + 37
+ 42 + 42 + 40 + 42 + 40
30
1187 = 39.6
30
5. Calculating the standard deviation of the total score: SD = 0.5
6. Calculating the item validity coefficient:
rpbi
39 .6 31 .6
0.5
1.00
error
0.00
Form the data above we can see that item number 1 (taken as example) is invalid
because rpbi rt. which r table or rt in the significance level of no value. It is
21
influenced with the Mt (mean score of the total score students) 39.6 and Mp
(mean score of students correctly answering the analyzed item) 39.6.
E. Reliability
Reliability has to do with accuracy of measurements. This kind of accuracy
is reflected in the obtaining of similar results when measurement is repeated on
the different occasion or different instrument or by different person.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
rxy
rxy
rxy
Table 5: Pearson Moment Correlation

X
Y
X2
Y2
XY
39
40
1521
1600
1560
39
42
1521
1764
1638
43
34
1849
1156
1462
33
43
1089
1849
1419
34
42
1156
1764
1428
41
36
1681
1296
1476
41
38
1681
1444
1558
41
39
1681
1521
1599
40
39
1600
1521
1560
41
41
1681
1681
1681
36
43
1296
1849
1548
40
39
1600
1521
1560
37
42
1369
1764
1554
42
40
1764
1600
1680
42
40
1764
1600
1680
2
2
X=589 Y=598 X =23253 Y =23930 XY=23403
N xy x y
N x
x N y 2 y
2
1523403 589598
1523253 589) 2 .1523930 5982
351045 352222
348795 346921 .358950 357604
22
1177
rxy
rxy
1874 .1346
1177
43.37
rxy 0.74
The result of this calculation 0.039 is low which shows that there is no a
correlation between the two sets of scores. The result of this calculation then
analyzed using Spearman-Brown odd even model correlation to see the reliability
of the test.
rtt
2rxy
1 rxy
2 0.74
1 (0.74)
rtt 2
rtt
To interpret the test reliability (rtt). Sudijono (2003: 209) provides criteria. If the
resulted calculation (rtt) is the same or greater 0.70. the evaluated test is highly
reliable. Conversely. if the resulted calculation (rtt) is smaller than 0.70. the
evaluated test is not highly reliable. Therefore. the result of calculation is reliable
(rtt = 2)
F. Difficulty Level
It shows how easy or difficult the particular item proved in the test. The
difficult level is generally expressed as the fraction or percentage of the students
who answered the item correctly.
23
24
IF
IF
UG LG
N
15 15
1.0
30
IF is index of facility. UG represents the number of correct answers by the

upper group. LG by the lower group. and N the number students taking the test.
Thus. if the number of upper group and lower group answering an item correctly
is 30 out of 30 students. that item would have an index of difficulty or facility
value of 1.0 or 100 percent.
In this case. this particular item is reasonably easy since 100 percent of the
students taking the test answered it correctly.
1). IF =
26). IF =
2). IF =
27). IF =
3). IF =
28). IF =
4). IF =
29). IF =
5). IF =
30). IF =
6). IF =
31). IF =
7). IF =
32). IF =
8). IF =
33). IF =
25
9). IF =
34). IF =
10). IF =
35). IF =
11). IF =
36). IF =
12). IF =
37). IF =
13). IF =
38). IF =
14). IF =
39). IF =
15). IF =
40). IF =
16). IF =
41). IF =
17). IF =
42). IF =
18). IF =
43). IF =
19). IF =
44). IF =
20). IF =
45). IF =
26
21). IF =
46). IF =
22). IF =
47). IF =
23). IF =
48). IF =
24). IF =
49). IF =
25). IF =
50). IF =
51). IF =
52). IF =
53). IF =
Table 7: Difficulty Level
NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
IF
1.0
1.0
1.0
0.9
0.1
0.7
1.0
0.0
0.6
0.9
0.6
0.7
0.4
0.9
0.3
1.0
0.4
Remark
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Difficult
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Difficult
Moderate
Moderate
27
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
0.8
0.9
0.9
0.1
0.1
0.7
0.2
0.3
0.9
1.0
0.6
0.9
1.0
0.9
0.9
0.9
1.0
1.0
0.9
0.9
0.9
0.3
0.9
1.0
1.0
0.9
1.0
1.0
0.8
0.2
0.7
0.9
0.9
0.9
1.0
0.6
Moderate
Moderate
Moderate
Difficult
Difficult
Moderate
Difficult
Difficult
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
Difficult
Moderate
Moderate
Moderate
Moderate
Moderate
Moderate
28
G. Discrimination Power
The discrimination index of an item indicates the extent to which the item
discriminates between the students. separating the more intelligent students from
the less intelligent ones.
1). ID =
26). ID =
2). ID =
27). ID =
3). ID =
28). ID =
4). ID =
29). ID =
5). ID =
30). ID =
6). ID =
31). ID =
7). ID =
32). ID =
8). ID =
33). ID =
9). ID =
34). ID =
10). ID =
35). ID =
29
11). ID =
36). ID =
12). ID =
37). ID =
13). ID =
38). ID =
14). ID =
39). ID =
15). ID =
16). ID =
40). ID =
.00
41). ID =
17). ID =
42). ID =
18). ID =
43). ID =
19). ID =
44). ID =
20). ID =
45). ID =
21). ID =
46). ID =
22). ID =
47). ID =
.13
30
23). ID =
48). ID =
24). ID =
49). ID =
25). ID =
50). ID =
51). ID =
52). ID =
53). ID =
Table 8: The indices of facility and discrimination
Item
UG LG
IF
ID
REMARK
1
15
15 1.0
0.00
IMPROPER
2
15
14 1.0
0.07
IMPROPER
3
15
15 1.0
0.00
IMPROPER
4
15
13 0.9
0.13
IMPROPER
5
1
1
0.1
0.00
IMPROPER
6
14
8
0.7
0.40
IMPROPER
7
15
14 1.0
0.07
IMPROPER
8
0
0
0.0
0.00
IMPROPER
9
10
8
0.6
0.13
IMPROPER
10
15
11 0.9
0.27
IMPROPER
11
9
10 0.6
-0.07
IMPROPER
12
10
10 0.7
0.00
IMPROPER
13
4
8
0.4
-0.27
IMPROPER
14
15
12 0.9
0.20
IMPROPER
15
6
4
0.3
0.13
IMPROPER
16
15
15 1.0
0.00
IMPROPER
17
10
2
0.4
0.53
PROPER
18
12
13 0.8
-0.07
IMPROPER
19
15
12 0.9
0.20
IMPROPER
20
15
11 0.9
0.27
IMPROPER
21
1
2
0.1
-0.07
IMPROPER
22
1
3
0.1
-0.13
IMPROPER
23
9
11 0.7
-0.13
IMPROPER
31
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
6
6
15
15
7
15
15
14
15
15
15
15
15
15
15
6
13
15
15
15
15
15
15
4
14
13
13
13
15
8
1
4
12
14
11
12
15
13
13
13
15
15
13
13
13
4
15
14
15
13
14
15
10
3
8
14
13
13
14
9
0.2
0.3
0.9
1.0
0.6
0.9
1.0
0.9
0.9
0.9
1.0
1.0
0.9
0.9
0.9
0.3
0.9
1.0
1.0
0.9
1.0
1.0
0.8
0.2
0.7
0.9
0.9
0.9
1.0
0.6
0.33
0.13
0.20
0.07
-0.27
0.20
0.00
0.07
0.13
0.13
0.00
0.00
0.13
0.13
0.13
0.13
-0.13
0.07
0.00
0.13
0.07
0.00
0.33
0.07
0.40
-0.07
0.00
0.00
0.07
-0.07
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
IMPROPER
From the data above we may see that only 1 item (17) could be safely used
in the future tests without being replaced.
32
H. Distractors Power
Full Item Analysis
1
UG
A
0
B
0
C*
15
D
0
O
0
TOTAL
15
LG
0
0
15
0
0
UG+LG
0
0
30
0
0
15
30
A
B*
C
D
O
UG
0
15
0
0
0
LG
0
15
0
0
0
UG+LG
0
30
0
0
0
TOTAL
15
15
30
A*
B
C
D
O
UG
15
0
0
0
0
LG
15
0
0
0
0
UG+LG
30
0
0
0
0
TOTAL
15
15
30
A
B*
C
D
O
UG
0
15
0
0
0
LG
0
15
0
0
0
UG+LG
0
30
0
0
0
TOTAL
15
15
30
IF = 1.0 and ID = 0.00, the item is

very easy and it does not discriminate
at all. Distractors A, B, and D are
ineffective and clearly need to be
replaced by much stronger distractors.
But the item is good because there is
no testee that does not have any
choice.

at all. Distractors A, C, and D are
choice.

very easy and it does not discriminte at
all. Distractors B, C and D are
choice.
IF = 0.9 and ID = 0.13, the item is very

easy and it does not discriminate at all.
Distractors A, C and D are ineffective
and clearly need to be replaced by
much stronger distractors. But the item
is good because there is no testee that
does not have any choice.
33

at all. Distractors A and B are
But distractor C functions very well.
And the item is good because there is
choice.
A
B
C
D*
O
UG
2
0
13
0
0
LG
0
0
14
1
0
UG+LG
2
0
27
1
0
TOTAL
15
15
30
A*
B
C
D
O
TOTAL
UG
7
3
1
3
1
15
LG
14
0
0
1
0
15
UG+LG
21
3
1
4
1
30

Distractors B, C and D are ineffective
much stronger distractors.
A
B
C*
D
O
TOTAL
UG
0
0
15
0
0
15
LG
0
0
15
0
0
15
UG+LG
0
0
30
0
0
30

Distractors A, B and D are ineffective
A
B
C
D*
O
TOTAL
UG
2
0
13
0
0
15
LG
1
0
14
0
0
15
UG+LG
3
0
27
0
0
30

difficult and it does not discriminate at
all. Distractors A, B and C are
34
A
B*
C
D
O
TOTAL
UG
4
8
2
1
0
15
LG
0
11
4
0
0
15
UG+LG
4
19
6
1
0
30

A
B*
C
D
O
TOTAL
UG
3
10
2
0
0
15
LG
0
15
0
0
0
15
UG+LG
3
25
2
0
0
30

A
B
C*
D
O
TOTAL
UG
2
1
10
2
0
15
LG
0
1
10
4
0
15
UG+LG
2
2
20
6
0
30
IF = 0.6 and ID = -0.07, the item is

very easy and it discriminates
completely the wrong way. Distractors
A, B and D are ineffective and clearly
need to be replaced by much stronger
distractors.
A*
B
C
D
O
TOTAL
UG
9
2
1
3
0
15
LG
10
0
0
5
0
15
UG+LG
19
2
1
8
0
30

Distractors B, C and D are ineffective
10
11
12
35
13
A
B*
C
D
O
TOTAL
UG
1
9
5
0
0
15
LG
2
4
9
0
0
15
UG+LG
3
13
14
0
0
30

completely the wrong way. Distractors
A, C and D are ineffective and clearly
distractors.
A
B
C*
D
O
TOTAL
UG
0
2
12
1
0
15
LG
0
0
15
0
0
15
UG+LG
0
2
27
1
0
30

Distractors A, B and D are ineffective
A
B
C
D*
O
TOTAL
UG
9
2
0
4
0
15
LG
6
3
0
6
0
15
UG+LG
15
5
0
10
0
30

all. Distractor C is ineffective and
clearly need to be replaced by much
stronger distractor. Distractors A and B
function well.
14
15
16
A
B*
C
D
O
TOTAL
UG
0
15
0
0
0
15
LG
0
15
0
0
0
15
UG+LG
0
30
0
0
0
30

very easy and it does not
discriminate at all. Distractors A, C
and D are ineffective and clearly
need to be replaced by much
stronger distractors.
36
17

almost difficult and it hardly
discriminates at all. Distractor is
replaced by much stronger
distractor. Distractor D function
well. Distractor C attracts the upper
group. The item is good because
only one students who does not have
any choice.
A*
B
C
D
O
UG
2
1
2
9
1
LG
11
0
0
4
0
UG+LG
13
1
2
13
1
TOTAL
15
15
30
A
B
C*
D
O
UG
2
0
13
0
0
LG
1
0
12
2
0
UG+LG
3
0
25
2
0
TOTAL
15
30
A
B*
C
D
O
TOTAL
UG
1
11
2
1
0
15
LG
0
15
0
0
0
15
UG+LG
1
26
2
1
0
30

A*
B
C
D
O
TOTAL
UG
12
0
2
0
1
15
LG
15
0
0
0
0
15
UG+LG
27
0
2
0
1
30

discriminate at all. Distractors B, C
distractors.
18
19
20

completely the wrong way.
Distractors A, B and D are
distractors.
37
21

difficult and it discriminates
Distractors A, C and D are
distractors.
A
B*
C
D
O
UG
7
2
0
6
0
LG
2
1
5
7
0
UG+LG
9
3
5
13
0
TOTAL
15
15
30
A
B
C*
D
O
UG
12
0
3
0
0
LG
13
0
1
0
1
UG+LG
25
0
4
0
1
TOTAL
15
15
30
A
B
C
D*
O
TOTAL
UG
2
0
2
11
0
15
LG
6
0
0
9
0
15
UG+LG
8
0
2
20
0
30
IF = 0.7 and ID =- 0.13, the item is

discriminate at all. Distractors A, B
and C are ineffective and clearly
distractors.
A
B*
C
D
O
UG
10
1
0
4
0
LG
6
5
1
3
0
UG+LG
16
6
1
7
0
TOTAL
15
15
30

difficult and it does not discriminate
at all. Distractors A and D function
well. Distractor C is ineffective and
stronger distractor. The item is good
because there is no testee who does
not have any choice.
22
23
24

difficult and it discriminates
Distractors A, B and D are
distractors.
38
25

difficult and it does not discriminate
at all. Distractor C functions well.
Distractor A is ineffective and
stronger distractor. Distractor D
attracts the upper group. The item is
good because there is no testees who
does not have any choice.
A
B*
C
D
O
UG
1
4
8
2
0
LG
0
5
10
0
0
UG+LG
1
9
18
2
0
TOTAL
15
15
30
A
B*
C
D
O
TOTAL
UG
0
10
1
3
1
15
LG
0
15
0
0
0
15
UG+LG
0
25
1
3
1
30

A
B*
C
D
O
TOTAL
UG
0
14
0
0
1
15
LG
0
15
0
0
0
15
UG+LG
0
29
0
0
1
30

A
B
C*
D
O
TOTAL
UG
0
1
10
4
0
15
LG
2
0
6
7
0
15
UG+LG
2
1
16
11
0
30

26
27
28
39
A
B
C
D*
O
TOTAL
UG
0
2
0
13
0
15
LG
1
0
0
14
0
15
UG+LG
1
2
0
27
0
30

and C are ineffective and clearly
A
B*
C
D
O
TOTAL
UG
0
15
0
0
0
15
LG
0
15
0
0
0
15
UG+LG
0
30
0
0
0
30

29
30
A
B
C*
D
O
TOTAL
UG
1
0
13
1
0
15
LG
0
0
15
0
0
15
UG+LG
1
0
28
1
0
30

at all. Distractors A, B and D are
A
B
C
D*
O
TOTAL
UG
1
1
0
13
0
15
LG
0
0
1
14
0
15
UG+LG
1
1
1
27
0
30

at all. Distractors A, B and C are
31
32
40
A
B
C*
D
O
TOTAL
UG
0
2
13
0
0
2
LG
1
0
14
0
0
15
UG+LG
1
2
27
0
0
30

A*
B
C
D
O
TOTAL
UG
15
0
0
0
0
15
LG
14
1
0
0
0
15
UG+LG
29
1
0
0
0
30

discriminate at all. Distractors B, C
distractors.
A
B*
C
D
O
TOTAL
UG
0
15
0
0
0
15
LG
0
14
0
1
0
15
UG+LG
0
29
0
1
0
30

at all. Distractors A, C and D are
A
B
C*
D
O
TOTAL
UG
2
0
13
0
0
15
LG
0
0
15
0
0
15
UG+LG
2
0
28
0
0
30

33
34
35
36
41
A
B
C*
D
O
TOTAL
UG
2
0
13
0
0
15
LG
0
0
15
0
0
15
UG+LG
2
0
28
0
0
30

distractors.
A*
B
C
D
O
TOTAL
UG
13
0
2
0
0
15
LG
13
1
1
0
0
15
UG+LG
26
1
3
0
0
30

at all. Distractors B, C and D are
distractors.
A
B*
C
D
O
TOTAL
UG
1
4
0
10
0
15
LG
0
5
0
10
0
15
UG+LG
1
9
0
20
0
30

A
B
C
D*
O
TOTAL
UG
0
0
0
15
0
15
LG
0
1
0
14
0
15
UG+LG
0
1
0
29
0
30

Distractors A, B and C are ineffective
37
38
39
40
42
A
B
C*
D
O
TOTAL
UG
0
0
15
0
0
15
LG
0
0
15
0
0
15
UG+LG
0
0
30
0
0
30

A
B
C*
D
O
TOTAL
UG
0
0
15
0
0
15
LG
1
0
14
0
0
15
UG+LG
1
0
29
0
0
30

A
B*
C
D
O
TOTAL
UG
0
13
1
0
1
15
LG
1
14
0
0
0
15
UG+LG
1
27
1
0
1
30

distractors.
A*
B
C
D
O
TOTAL
UG
14
0
1
0
0
15
LG
13
2
0
0
0
15
UG+LG
27
2
1
0
0
30

41
42
43
44
43
A
B*
C
D
O
TOTAL
UG
0
15
0
0
0
15
LG
0
14
1
0
0
15
UG+LG
0
29
1
0
0
30

A
B
C*
D
O
UG
0
4
10
0
1
LG
1
0
14
0
0
UG+LG
1
4
24
0
1
TOTAL
15
15
30

at all. Distractors A and D are
But distrator B functions well. The
item is good because only one testee
who does not have any choice.
A
B
C
D*
O
UG
11
0
1
3
0
LG
13
0
0
2
0
UG+LG
24
0
1
5
0
TOTAL
15
15
30
A*
B
C
D
O
TOTAL
UG
8
0
6
0
1
15
LG
12
0
3
0
0
15
UG+LG
20
0
9
0
1
30
45
46
47
48

all. Distractor functions well.
Distractor B and C are ineffective and
stronger distractors. But the ite is good
because there is no testee who does
not have any choice.

44
A
B*
C
D
O
TOTAL
UG
1
14
0
0
0
15
LG
2
12
0
1
0
15
UG+LG
3
26
0
1
0
30

A
B
C
D*
O
TOTAL
UG
0
0
2
13
0
15
LG
0
0
0
15
0
15
UG+LG
0
0
2
28
0
30

at all. Distractors A, B and C are
A
B
C*
D
O
TOTAL
UG
1
0
13
0
1
15
LG
0
0
15
0
0
15
UG+LG
1
0
28
0
1
30

A
B
C
D*
O
TOTAL
UG
0
0
0
14
1
15
LG
0
0
0
15
0
15
UG+LG
0
0
0
29
1
30

Distractors A, B and C are ineffective
49
50
51
52
45
53
A
B*
C
D
O
TOTAL
UG
6
9
0
0
0
15
LG
5
7
3
0
0
15
UG+LG
11
16
3
0
0
30

completely the wrong way..
46
CHAPTER IV
CONCLUSION
Doing interpreting score test provides critical information to the teachers,
students and administrators that should make the learning process more efficient
(Jabu, 2008). In this case, the writer has done the test and analyzed the data, from
the information that the writer found there are some items that are proper while
the other improper, it is based on the interpret items such as frequency of
distribution score, validity, reliability and item of difficulty and discrimination
index. From those items we may know our student ability in doing the task, their
average and should the test will be given to the student again.
The good and acceptable items are item number 15, 17, 21, 22, 24, 25 and
47. However some of the distractors of the items need to be replaced. Considering
about the number of students who do not have any choice for each number, all the
items are good because the largerst number of students who does not have any
choice from all the items is only one. It is supported by (Jabu, 2008) stating that
the item is good if the number of students who do not have any choice is not more
than ten students.
47
REFERENCES
Jabu Baso. 2008. English Language Testing. Makassar. Badan Penerbit UNM
Sudijono Anas. 2004. Pengantar Statistika Pendidikan. Jakarta. PT. Raja

Gravindo Jakarta.
48
APPENDICES

English Language Testing & Evaluation: Individual Project

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English Language Testing & Evaluation: Individual Project

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Individual Project

ENGLISH LANGUAGE TESTING & EVALUATION

Students can identify

Students can write down

Students can reconstruct

Students can identify the

Students can interpret

Ss can summarize the

Ss can guess the meaning

Ss can understand the

Ss can identify and

Ss can identify and

B. The Constructed Tests

Listening. Reading. Grammar and

d. Yes. he is becaue he leaves her after the story has finished

b. the anxiousness of passengers because of Bruce

c. Bruce did not hear the passengers advice

: Oh. nice holiday. I just lived in my village during the holiday

: I have a story about someone I found in England during I was

: Wow. tell me about that.

: Well. Mr. Frank Garret. 65. is a school teacher. He is English. but

: Hi. Jerry ! what are you doing here?

: Oh. Marry! I am waiting for my brother to pick me up.

: Yes. of course. Please tell me about that.

: Right. people in the United States often shop from catalogs.

: Sorry. my brother has come. I have to leave now.

: Ok. See you later.

Table 1: The Frequency Distribution of Scores

B. Measures of Central Tendency

Tabel 2: The Frequency Distribution of Scores

Table 3: Standard Deviation

Table 4b: Test Validity

1. Determining the proportion of testees correctly answering the analyzed

2. Determining the proportion of testees incorrectly answer the analyzed

4. Calculating the mean score of test of testees correctly answering the

Table 5: Pearson Moment Correlation

IF is index of facility. UG represents the number of correct answers by the

IF = 1.0 and ID = 0.00, the item is

IF = 1.0 and ID = 0.07, the item is

IF = 1.0 and ID = 0.00, the item is

IF = 0.9 and ID = 0.13, the item is very

IF = 0.1 and ID = 0.00, the item is

IF = 0.7 and ID = 0.40, the item is very

IF = 1.0 and ID = 0.07, the item is very

IF = 0.0 and ID = 0.00, the item is

IF = 0.6 and ID = 0.13, the item is very

IF = 0.9 and ID = 0.27, the item is very

IF = 0.6 and ID = -0.07, the item is

IF = 0.7 and ID = 0.00, the item is very

IF = 0.4 and ID = -0.27, the item is

IF = 0.9 and ID = 0.20, the item is very

IF = 0.3 and ID = 0.13, the item is

IF = 1.0 and ID = 0.00, the item is

IF = 0.4 and ID = 0.53, the item is

IF = 0.9 and ID = 0.20, the item is

IF = 0.9 and ID = 0.27, the item is

IF = 0.8 and ID = -0.07, the item is

IF = 0.1 and ID = -0.07, the item is

IF = 0.7 and ID =- 0.13, the item is

IF = 0.24 and ID = 0.33, the item is

IF = 0.1 and ID =- 0.13, the item is

IF = 0.3 and ID = 0.13, the item is