An Analysis of English Summative Test by Englishteachers

1
CHAPTER I
INTRODUCTION
A. Background of The Study
In teaching learning proses, evaluation has an important role. Every
teacher need evaluation to measure and evaluate their teaching learning
activity. By evaluation the teacher can know about are the students
understanding about the material that given accepted or not. According to
Gronlund, Evaluation is a systematic process of determining the extent to
which instructional objectives are achieved by pupil.1 The result of the
evaluation is used for judging the students’ progress and achievement.One of
ways to collecting data for evaluation is by using Test. The test that is usually
used by teachers in order to know how far students have mastered the lessons is
the achievement test.2
By a test, the teacher can know how far the students understanding about
the lessons in teaching learning activity. A test is defined as a systematic
procedure for observing and describing one or more characteristics of a person
with the aid of either a numerical scale or category system.3 It means the
teacher can measure the student’s ability and knowledge with number of task
and question.
1
Groundlund, Norman E. Measurement and Evaluation in Teaching. USA: Mc. Page. 22.
2
Arthur, Hughes. Testing for Language Teachers Second Edition. Cambridge: Cambridge
University Press.1989. Page. 13.
3
Nitko, Anthony. Educational Test and Measurement An Introduction. New York:
Harcourt Brace Jovanovic, Inc. 1983. Page. 6.
2
There are four types of Test based on education implementation function,
the first is formative test, the second is summative test, the third is pretest, and
the last is posttest.4 In the achievement tests are only formative and summative
test. According to Brown,achievement test has two types, namely final
achievement test and progress achievement test.5 Progress achievement test
known as the formative tests and final achievement tests which is usually
known as summative test.
Formative test is all the tests that are given during the learning process that
are still ongoing, so that students and teachers get information (feedback) about
the progress that has been achieved. While Summative test is a test that usually
administered at the end of the course.6 Based on explanations above, the
researcher focuses only on Summative test. Moreover, summative test is given
periodically to determine at a particular point in time what students know and
do not know about the material that given by the teachers.Summative test is
typically come at the end of a course or unit instruction.
By conducting summative tests the teacher can see the achievement of the
students' abilities during the teaching and learning process that has been carried
out.Summative tests are very important for teachers and students, because
almost every school uses 40% -60% of the results of the summative test are the
main reference for the teacher to determine which students can go up to the
4
Djiwandono, Soenardji. Tes Bahasa Pegangan bagi Pengajar Bahasa. Jakarta: PT indeks.
2011. Page. 90.
5
University Press. 1989. Page. 15.
6
2011. Page. 93.
3
next class and which students cannot go up to the next class.For parents of the
students, the results of sumatif tests are very useful for them to know the
development of their child's learning process.Therefore it is important to make
summative test questions that have good quality, in accordance with the
applicable curriculum and syllabus.
To construct a good test that is fair is not easy to do. A teacherneeds to
work hard. Sets out several stages of testconstruction which consist of
determining test objectives, drawing uptest specifications, devising test tasks,
scoring, grading, and givingfeedback.7 To produce a better one, a teacher must
follow the availablesyllabus and deal with many references related to the rules
on how thetest items should be made. As a consequence, the teacher is not
allowedto make a test based on his own desires without referring to
thesyllabus.The summative test to be learned is taken from Integrated Islamic
Junior High School (SMPIT) Khairunnas Bengkulu Cityfor first semester in
academic year 2018 - 2019. Based on the results of interviews with SMPIT
Khairunnas teachers, the summative test questions there were made by
themselves by considering the syllabus and curriculum that their school
currently uses.
Bese on preliminary observation, Integrated Islamic Junior High School
(SMPIT) Khairunnas, is a school under the auspices of the Khairunnas
Foundation Bengkulu which was established on February 17, 2012. The school
was designed as a school model that combines Intellectual, Spiritual,
7
4
Emotional, Life Skills based on the Curriculum KEMENDIKNAS,
KEMENAG, and the Khairunnas Foundation curriculum which will be
expected to produce strong generations who are ready to face the challenges of
globalization and reach happiness in the world and the hereafter.SMPIT
Khairunnas Bengkulu City has a good reputation and popularity as a new
private school because because it has several advantages and quality assurance,
including: literacy and memorizing Al-Qur’an, even SMPIT Khirunnas is the
only school in Bengkulu Province that has Japanese language subjects, so
Quality assurance (guaranteed quality) Bengkulu SMPIT Khairunnas dare to
compete. Beside that, the SMPIT Khairunnas students are very good at English
lessons. One of the competition that they won is English debate. But the
teachers who teach there are still buried young graduates who still don't have
much experience in teaching professionally.
Based on that information, I was interested in knowing how these young
teachers made summative test questions. Is there a standard of good quality for
making good questions or not. Based on my preliminary observations, the
analysis of summative test questions at SMPIT Khairunnas never been done,
both for administrative purposes and to find out the quality of the summative
test. Not yet analyzing on choosing items that are valid, reliable and have
different power and level of difficulty so that it can be used as a standardized
test.
In this research, the researcher chooses to analyze the English summative
test for eight grader students at Integrated Islamic Junior High School (SMPIT)
5
Khairunnas Bengkulu. The researcher chooses eight class because the
researcher want to get the accurately data from Integrated Islamic Junior High
School (SMPIT) Khairunnas Bengkulu, so the researcher choose the center
grade of the student that is eight class. Moreover the researcher analysis
English summative test, it will be more comfort when the researcher chooses
eight grade. If the researcher chooses seven grade, the students were still
influenced by the atmosphere of elementary school. And if the researcher
chooses nine grade, the students and teacher will focus on the graduation exam.
From that reason, the researcher chooses eight class as the subject on this
research.
Based on the above description, the research are interested in examining
the issue to the thesis titled “AN ANALYSIS OF ENGLISH SUMMATIVE
TEST BY ENGLISH TEACHERS” (A Content Analysis At Eighth Grade
Students At Integrated Islamic Junior High School (SMPIT) Khairunnas
Bengkulu City In The Academic Year 2019/2020)
B. Identification of the Problem
Based on the above background, several problems can be identified as
follows:
1. The teacher has not done a thorough item analysis.
2. The quality of the questions about the end of the odd semester of English
subjects in the 2019/2020 school year is unknown.
3. The teacher has not conducted an overall item analysis in terms of validity,
reliability, level of difficulty, discriminating power and the distractors for

6
multiple choice questions by using an application or program used to
analyze the items.
C. Objective of The Research
To describe the quality of summative test items related to the validity,
reability, level of difficulty, discriminating power and the distractors of
summative test items for eighth grade students at Integrated Islamic Junior
High School (SMPIT) Khairunnas Bengkulu City.
D. Limitation of the Study
In order for research more focused and not widespread from the
discussion in question, in this thesis the research limit it on the scope of
research as follows:
1). The research focused only on the of English summative test for eighth grade
students of Integrated Islamic Junior High School (SMPIT) Khairunnas
Bengkulu City.
2). The research only focused to analysis the quality of summative test items
related on the validity, reability, level of difficulty, discriminating power
and the distractors.
E. Research Question
Based on pravious beckground, some problems need to be answered from
this research as follows:

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1. How is the quality of summative test items for eighth grade students at
Integrated Islamic Junior High School (SMPIT) Khairunnas Bengkulu City
related to the validity, reability, level of difficulty, discriminating power
and the distractors?
F. Benefits of the research
The results of this study are expected to provide the following benefits:
1. Theoretical benefits: The results of the research are expected to add to the
repertoire of knowledge in the field of evaluation of learning English.
2. Practical benefits: The research is expected to determine the ability of Junior
High School No.07 Seluma in understanding and answering the questions
final test even so it can be used as a references towards improvement.
3. The teachers : As an input to the preparation of teachers about the
procedures and criteria of a good test, as well as alternative methods of
analysis most appropriate test items in a simple manner using classical test
theory.
4. For schools: The results of this study can be used as a follow-up decision
making information in the preparation and development of the test, and
evaluation of learning.
5. The readers: As a reference for similar research, in improving the quality of
the test instrument in the world of education.

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G. Definition Key Terms
1. Test
Test is a measurement tools that organized by questions, command, and
directions for the test taker to get response or answer appropriate by that
directions .8
2. Summative Test
Summative test is a test that usually administrated at the end of the
course test items on the syllabus. Summative test is typically come at the
end of a course or unit instruction.9
3. Validity
Validity as appropriate of the result of test as an evaluations tool, but
more simply Validity as an appropriate test as a measurements tool which
main target that measureable.10
4. Reliability
According Sudijono, reliability is a series of measurements or series of
measuring instruments have consistency when measurements made by the
measuring instrument it is done repeatedly.11 So, i can conclude test
8
Thoha, Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada. 1991. Page.
164.
9
Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Departemen
Pendidikan dan Kebudayaan. 1988. Page. 8.
10
2011. Page. 164.
11
Anas, Sudijono. Pengantar Evaluasi Pendidikan. Jakarta:PT. Raja Grafindo
Persada.2005.Page. 65.
9
reliability is a test which believable, if that test used to measure in many
time, the result is same.
5. Difficulty Level
Item difficulty is the percentage of the total group that got the item
correct. It is important because it explains whether an item is too easy or too
hard. The optimal item difficulty is an item, which is not too difficult or too
easy and depends on the question type and on the number of possible
distracters.
6. Discrimination Power
The discrimination power is a useful measure of item quality that tells
how an item differentiates between the proportion of the upper group who
got an item right and the proportion of the lower group who got the item
right.
7. Distractor
Distractors efficiency is important in measuring the multiple choice
items in a test. Efficiency of distracters is the extent to which (a) the
distracters ‘lure’ a sufficient number of test takers, especially lower-ability
ones, and (b) those responses are somewhat evenly distributed across all
distracters.
5. Teacher Made Test
Teacher-made test is a test developed by teachers without the help of
another teacher and applied for its own class with moderate or low
reliability narrow to cover all aspects.

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CHAPTER II
LITERATURE REVIEW
A. Theoretical Description
1. Evaluation
Evaluation is a one of step that cannot be separated in teaching
learning process. According to Djiwandono, evaluation is a process to
collect information about the teaching learning process as a basic to make a
decision.12 According to Bloom, Evaluation is an important activity for the
teachers and students.13 Although the focus in the evaluation phase is on the
student’s self-evaluation, teachers are also engaged in evaluation activities.
In order to know how well the result of teaching and learning process, a
teachers must evaluate it. By evaluation the teachers can collect information
or can have picture describing how well the teaching learning activity
succeeded. According to Mardhapi define that evaluation is an activity to
increasing the quality, performance, and productivity of an institution on
their programs.14 Griffin and Nix state that evaluation is a judgment for
score or implication from the measurements result. According
Tyler,evaluation is a determining process how far the educations purpose is
reached. It can be used to improve the teaching and learning activities which
12
Djiwandono, Soenardji. Tes Bahasa Pegangan bagi Pengajar Bahasa. Jakarta: PT
indeks. 2011. Page. 10.
13
Bloom, Benjamin. Handbook on formative and Summative on Students Learning.
London: Longman. 1971. Page. 15.
14
Mardapi, Djemari. Teknik Penyusunan Instrumen Test dan Nontes. Yogyakarta: Mitra
Cendikia. 2008. Page. 8.
11
are done by the teachers and the students. Through the evaluation the result
of learning process can be seen whether it succeeds or not.
Based on some definition above the researcher can conclude that
Evaluation is the step on teaching learning process that is held on the last of
learning process. The teacher can use evaluation as a media to collect
information about the learning process and the student‟s achievement to
make a decision or defining whether the learning process is succeeded or
not.
2. Test
One of the evaluation instruments is a test. There are several
definitions of the test. According to Thoha, test is a measurement tools that
organized by questions, command, and directions for the testee to get
response or answer appropriate by that directions.15 Furthermore, Brown
states that test is a method of measuring a person‟s ability, knowledge, or
performance in a given domain.16 Then, according to Mardapi, define that
Test some of question which have correct or incorrect answer.17 Tests also
have meaning as some of questions which need answer, or need responses.
With purpose is measure level of someone‟s people or to collect some
information about the test taker.
15
Thoha, Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada. 1991.
Page.48.
16
Brown, Douglas. Language Assessment: Principles and Classroom Practice.USA:
Longman. . 2003. Page. 22.
17
12
Based on definition above, the researcher can conclude Test is a
method to measure a person ability that organized by question, command, and
directions that systematic and objectives procedures for collecting data.
3. The Purpose of Test
Mardhapi Classifieds purpose of test in four aspects:
a. Understanding the level of students‟ knowledge.
b. Measure the development and growth of the students.
c. Diagnostic learning‟s difficulties of students.
d. Understanding the output of teaching process.
e. Understanding the output of learning process.
f. Understanding the curriculums reach.
g. Encourage the students on study.
h. Encourage the teachers to teach better.18
4. The Kind of Test
There is much kind of tests that can be used to evaluate or to measure the
student‟s achievement.
According to Djiwandono in his book, Test Bahasa pegangan bagi
pengajar bahasa classified a kind of test in five aspects: 1. Test based on ways
to scoring. 2. Test based on arrangement. 3. Test based on the function of
organization. 4. Test based on education implementation function.19
18
19
13
a. Test based on ways to scoring
1) Objective Test
Objective test is a test that the scoring using high level objectivity.
Heaton state that Objective test a form from questioning which has a
correct single answer.20 Objective test usually have only one correct
answer. According to Louis and Marilyn there three kind of objective
test is (a) true false test, (b), matching test and (c) multiple choice test.21
a) True false test
True false is simply a declarative statement which the students
must judge as true or false.22 According to Mardapi, true false test is a
form of test that consists of some statement with proportion true or
false.23
Example:
T F People has ten finger.
b) Matching test
Mardapi said, A test that form matching or pairing are consist of
a premise, a list answers possibility, and a directions to match the each
of premise with the one of possibility answer.24
20
Heaton, J. Writing English Language Test. Singapore: Longman. 1977. Page. 25.
21
Louis, Marilyn. Psycology Testing and Assesment, An Introductions to Testing and
Measurements. London: Mountain View. 1978. Page. 425.
22
Ibid. Page . 425.
23
24
Ibid. Page . 71.
14
Example:
1. President of Republic Indonesia -Anis Baswedan
2. Governor of central java -Joko Widodo
-Ganjar Pranowo
c) Multiple choice
Multiple choices is one of the most popular and effective of all
the objective test that consist of two part: (1) the steam, which state th
problem, and (2) list of option, one of them is to be selected as the
correct answer.25
Example:
Sony : Can I use your computer, please
Dina : ………….I‟m using it
a. Of course b. no problem c. I‟m sorry d. sure
2) Subjective Test
Subjective test is a test that the scoring is subjective only or
impossible to scoring in objective. If the answer of the test be correcting
by 2 different people or more, the result of the test will be different also.
According to Djiwandono there are four kind of subjective test is:
a) Essay test.
Essay test is concern on test which the essays answer in many
writings style like descriptive and argumentative, based on the
25
Louis, Marilyn. Psycology Testing and Assesment, An Introductions to Testing and
Measurements. London: Mountain View. 1978. Page. 425.
15
problem on the question. Suwandi (2009:47) states that Essay test is a
form of question that demand of students answer in front of
description their own language.
Example:
How to make a coffee? Explain!
b) Test using question word.
This test is consisting of items test which design in form question
sentences which started question word.
Example:
Where is Manahan Stadium?
a. In Solo.
b. In Yogyakarta.
c. In Madiun.
d. In Sragen.
c) Short answer test.
This test is consisting of items test which design used question
word, generally used Wh-question-words.
Example:
Who the chief of education ministry of Indonesia?

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d) Completing test.
This test item is consisting of short sentences which must be
completing by the test taker in the empty part of the sentences in
middle, beginning, or the ending of sentences.26
Example:
Today is my birthday. I usually have a big (1) ……. in my
birthday. My (2)….Friends always come to my party. Today‟s party is
different from last year‟s. I am having a (3)…..party than last year,
with only my parents, my aunt, and my sister.
1. a party b. anniversary c. ceremony d. Celebration
2. a fine b. good c.well d better
3. a. large b. larger c. small d. smaller
b. Test based on arrangement
1) Standardized test
Standardized test is a test that arranged and developed based on the
rules, requirement, and procedures that examined based on planning.
2) Test made by The Teacher
Test by The Teacher is a test that more simply that standardized test.
Each of procedures are making by the teacher itself.
26
17
c. Test based on the function of organization
1) Selection Test
Selection test or often called entrance test is a test that held to
determine the pupils are accepted or not.
2) Placement Test
Placement test is the test that is arranged for measuring student‟s
ability in language and assigning student‟s major in an appropriate grade
of Educational organization. According to Brown, the purpose of
placement test is to place a student into an appropriate level or section of
a language curriculum or school.27
3) Achievement Test
Achievement Test is a test that used to understanding the pupils
achievement in the educational organization. According to Brown, An
Achievement test is related directly to classroom lessons, units, or even a
total curriculum.28 Basuki and hariyanto said, Achievement Test is type
tests which design to measure the level of knowledge on subject of
study.29
4) Proficiency Test
Proficiency Test is a test concerned to evaluate the level of student‟s
skills in certain subject without correlating with other subject. According
27
Brown, Douglas. Teaching by Principles: An Interactive Approach to Language
Pedagogy..USA: Longman. . 2003. Page. 390.
28
Ibid . Page. 390.
29
Ismet, Basuki & Hariyanto, M.S. Assesmen Pemelajaran. Bandung: Remaja Rosdakarya.
2014. Page. 35.
18
to Brown in his book Teaching by Principles he stated that Proficiency
test is not intended to be limited to any one course, curriculum, or single
skill in the language.30 Proficiency test have traditionally consisted of
standardized multiple choice items on grammar, vocabulary, reading
comprehension, aural comprehension, and sometimes a sample of
writing.
5) Aptitude Test
Aptitude Test is a test to measure the personal ability to learn and to
successful in undertaking. According to Brown, A language Aptitude
Test is designed to measure a person’s capacity or general ability to learn
a foreign language and to be successful in that undertaking.31 Acoording
to Basuki and hariyanto, aptitude test is tests which aim to measure
proficiency someone to developing skill and knowledge.32
d. Test based on education implementation function
1) Formative Test
The teacher administers formative test during the learning progress
with the aim of using the result to improve instruction and to provide
continuous feedback to both students and teacher. Suwandi stated that
Formative test carry out during the learning process take place or in the
30
Brown, Douglas. Op.Cit. Page. 390.
31
32
2014. Page. 35.
19
end of a unit of a study.33 Tinambunan says formative test intended to
monitor learning progress during the instruction and to improve
continuous feedback to both pupil and teacher concerning learning
successes or failures.34
2) Summative Test
Summative test is a test that usually administered at the end of the
course. Moreover, summative test is given periodically to determine at a
particular point in time what students know and do not know about the
material that given by the teachers. Tinnambunan stated that summative
test is a test that usually administrated at the end of the course test items
on the syllabus.35 Summative test is typically come at the end of a course
or unit instruction.
According to Suwandi, there are four types of summative test that be
used in classroom include:
a) Performance task, Students are asked to complete the task and
determine what the students knows and are capability in doing A
rubric, checklist, or other form of scoring guide should accompany
this type of test.
b) Written product, students are asked to write an original selection.
There are many written forms that teachers can used to get the
students to write. Student may be asked to write about a previous
33
Suwandi, Sarwiji. Model Asesmen dalam Pembelajaran. Surakarta: Yuma Pustaka.
2009. Page. 46.
34
Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Departemen
Pendidikan dan Kebudayaan. 1988. Page. 8.
35
ibid.
20
activity such as field trip or guest speaker. Student may be asked to
write their experience.
c) Oral product, students are asked to prepare an oral piece of work.
d) Test, students are asked to write the test at the end to demonstrate what
they know.
3) Pretest
According to Basuki and hariyanto in their book Assesment
Pembelajaran defined that pretest is a preface test which held to
understanding about the basic knowledge of students and to know how
the students get ready or not in learning experience.36
4) Posttest
According to Basuki and hariyanto state that this test will be held after
the teaching learning process to scoring the students understanding about
the material of learning.37
5. Characteristic of Good Test
According to Brown in his book Language Assessment, he classified the
characteristic of Good Test be 3 parts: 1. Validity, 2. Reliability, and 3.
Practicality.38
36
2014. Page. 35.
37
Ibid. Page. 20.
38
21
a. Validity
The most complex criterion in a god test is validity. The extent to which
inferences made from assessment result are appropriate, meaningful, and
useful in terms of the purpose of the assessment.39 Hammensley said
Validity, I mean truth; interpreted as extent to which an account accurately
represent the social phenomena to which it refers. According to
Djiwandono, Validity as appropriate of the result of test as an evaluations
tool, but more simply Validity as an appropriate test as a measurements
tool which main target that measureable.40 Then, according to Mardhapi,
Validity is support evident and theory toward tests score based on the
purpose of using test.41 That‟s why Validity as the most basic fundament
on develops and evaluates a test. The process of validation includes
collecting the evidences to showing the scientific interpreting of tests score
which is planned. Based on the definitions above the researcher can
conclude Validity is the truth which includes of support evident and theory
as appropriate the result or the score of a test as an evaluation tool.
Brown divides validation in three types of validation which important
in teaching learning proses includes: 1. Content validity, 2. Face Validity,
3. Construct Validity. 42
39
Gronlund, Norman E. Measurement and Evaluation in Teaching. New York:
Macmillan Publishing. 1981. Page. 226.
40
41
42
22
1) Content Validity
If a test actually samples the subject matter about which conclusions
are to be drawn, if it requires the testtaker to perform behavior that
being measured, it can claim Content Validity. Content validity often
used in learning‟s assessment. The main purpose is to understanding
how far the students understanding about the material which have
delivered by the teacher and the psychologies changes which shown
after join on learning.43 According to Thoha, state that Content Validity
is deal with is the content of test item which tested is reflected of the
curriculum or not.44
2) Face Validity
A concept that very closely related content validity is Face Validity,
which asks the question “Does the tests on the “face” of it, Appear from
the learners perspective to test what is designed to test? To achieve
“peak“ performance on a test, the learner need to be convinced that the
test is indeed testing what it claim to test. Face validity is almost always
perceived in terms of content: if the test samples the actual content of
what the learner has achieved or expect to achieve, then face validity
will be perceived. Mardapi said the evidence of Face validity is
obtained through correction toward the test item to making conclusion
43
Arifin, Zainal. Evaluasi Pembelajaran: Prinsip, Teknik, Prosedur. Bandung: Remaja
Rosdakarya. 2012. Page. 248.
44
Thoha, Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada. 1991.
Page. 48.
23
that the tests are relevant on measured.45 Arifin state that this validation
uses very simple criteria, because just look on the face side from that
instrument itself. It means, if the test assumed as good test, so that test
is required on face validity and no needed judgment more detail.46
Basuki and hariyanto state that this validity is kind of validity which
most lower in the meaning, moreover some scientists assumed this
validation not valid.47
3) Construct Validity
A third category of validity that the teachers must be aware of in
considering language tests is construct validity. One way to look at
construct validity is to ask the question “Does this test actually tap into
the theoretical construct as it has been defined?” “Proficiency” is a
construct. “Communicative competence” is a construct. “Self-esteem“
is a construct. Arifin said Construct Validity is a concept which
observable and measurable.48 Construct validity often called as logical
validity. Construct validity concern about the questions until how the
tests are really observe and measure the psychological function which is
being behavior description of the test taker. Thoha state that Construct
validity is a test where the tests item built mindset appropriate on the
45
46
Arifin, Zainal. Evaluasi Pembelajaran: Prinsip, Teknik, Prosedur. Bandung: Remaja
Rosdakarya. 2012. Page. 248.
47
2014. Page. 121.
48
Arifin, Zainal. Op.Cit. Page. 230.
24
instructional purpose.49 In other word, Construct validity is a test which
the items test are measure think aspect based on the concept or
approach which used for explain that concept.
b. Reliability
A Reliable test is consistent and dependable. Source of unreliability
may lie in the test itself or in the scoring of the test, known respectively as
the test reliability or rater (on scoring) reliability. Scorers Reliability is the
consistency of scoring by two or more scorers. Hammersley state that
reliability refers to the degree of consistency with which instances are
assigned to the same category by different observers or the same observers
on different occasions. According to Arifin, reliability is level or degree of
consistency from an instrument.50
Djiwandono in his book Tes Bahasa said that a test can be says
reliable if the result of score is real and believable because consistently
and not changes. Thoha said test reliability is a test which believable, if
that test used to measure in many time, the result is same.51
According the definition above the researcher can conclude Reliability
is reliable or believable and consistency. A test can be categories as
reliability if the tests are consistent and if the test used to measure in many
time, the result is same and not changes.
49
, Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada. 1991. Page. 110.
50
Arifin, Zainal. Op.Cit. Page. 230.
51
Thoha, Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada. 1991. Page. 118.
25
c. Practically
A good test is practical. It is within the means of financial limitations,
time constraints, case of administrations, and scoring and interpretations.
Djiwandono state that Practically means simply and easily on procedural
and administration or practice of tests are held.52
6. Syllabus and Curriculum
Syllabus is not separated with the curriculum, because the instructions or
the content in the curriculum will be developed into syllabus based on the
competency standard and basic competence. Posner said that curriculum is
the set of instructional strategies teacher plan to use.53
a. Syllabus
Syllabus is designed based on the school and levels. But when the
teacher made syllabus, it must suitable with the student‟s ability and
system or situation. Brown said that syllabus is predominantly concerned
with the choices necessary to organize the language content of a course or
program.54 It can be understood that when the teachers will teach the
materials in the classroom, they can choose a lot of courses and organize
the materials that needed. Whole must concerned to the syllabus so the
materials on course not lateral.
52
53
Richards, Jack. Curriculum Development in Language Teaching. Cambridge: Cambridge
54
26
b. Curriculum
Every course or school need curriculum to make their school be equal
with others. Curriculum made by the government. Posner said that
curriculum is the set of instructional strategies’ teacher plan to use. 55 That
statement mean if curriculum have an important role in a school or course.
Because curriculum as instructional strategy or basic reference on teaching
learning process.
B. The Previous of Study
The research about analysis test has already done by several researchers.
The following are the summary that the researcher read from the result of the
research before.
The first previous study is the journal from Bernasela, Tanjung Pura
University Pontianak. With the title “An Analysis On English Summative Test
Items”. Although this have same subject in analysis item test because the aim
of this research is to measure the appropriateness of the difficulty level,the
index of discriminating, and the distractor of the English summative test items.
She used descriptive study research. Based on the analysis of the English
summative test item for the fourth semester of the eleventh grade students in
academic year 2012/2013 the researcher draws the conclusion that there are 33
good test items which still can be used for the next summative test, 6 test items
should be discarded or changed by the other test item and 11 test items should
be revised. The ineffective distractors in test items which are need revision
55
Posner, George. Analyzing the Curriculum. New York: McGraw-Hill Companies, Inc.
2004. Page. 5.
27
should be replaced since as stated in the discussion the ineffective distractors
affected the test item both the difficulty level and discriminating power of the
test items.
The second previous study is the journal from Rusma Setiyana, University
of Syiah Kuala, Banda Aceh. The title is “Analysis Of Summative Tests For
English”. Although this have same subject in analysis item test because the
aim of this research is to measure the appropriateness of the difficulty level,the
index of discriminating, and the distractor of the English summative test items.
She used quantitative method in this her research. The results of her research
are the difficulty level of summative test item is in moderate level, and then the
index of discrimination of English summative test items is in good level, and
the distractor of English summative test items is acceptable.
The third previous is is the journal from Hanik Huzaimatul Husna and
Fachrurrazy, State University of Malang. The title is “An Analysis Of An
English Summative Test For 6th Grade Students In Three Public Elementary
Schools In Udanawu District, Blitar Regency”. Although this have same
subject in analysis item test because the aim of this research is to measure the
appropriateness of the difficulty level,the index of discriminating, and the
distractor of the English summative test items. They used qualitative method
with the collected documents from the three schools for their research. They
finding There are fifty items of the English summative test. Based on the result
of the content validity analysis, the teachers use three standard of competences;
they are speaking, reading, and writing.

28
In this research, the researcher has similarity with the three previous
studies above, the similarity is about evaluation and summative test. The
subject of the research is on the English Summative Test Item on the first
semester of Islamic Integrated Junior High School (SMPIT) Khairunnas
Bengkulu City in academic year 2018/2019.
C. Theoretical framework
English Summative
Test
Content analysis
Reability Level of
Validity difficulty
Discriminating
The distractors
power
Figure 2.1 Theoretical framework of the research
The diagram above shows the framework of the concepts will construct
in this research. Summative test is one of the kinds of language assessment.
Summative test aims to measure, or summarize, what a student grasped, and
typically occurs at the end of a course of unit of instruction. Item Analysis is

29
related to the several items of statistical analysis in analyzing characteristics
and features of a test. They consist of validity, reliability, level of difficulty,
discriminating power and the distractors.

30
CHAPTER III
RESEARCH METHOD
A. Reasearch Design
To know the quality of the tests, the test items should be analyzed. The test
item should also be prepared well, because the test result will be influenced by
the quality of the test. The quality of test is influenced by the quality of each
item. The teacher should focus on the quality of the test items, so it is very
important for the teacher to do the content analysis. Because, by analyzing the
content, the teacher can identify the quality of each item, find out which items
appropriate with criteria, which items must be removed, and which items
should be revised.
Content analysis is a significant and necessary step that has to be done in
the preparation of a good test. It provides information about how well each
item in the test functioned. It is important for each school to conduct the item
analysis while administering a test, especially in administering the summative
test. So the researcher use the content analysis to analyze the summative test
for eighth grade students at Integrated Islamic Junior High School (SMPIT)
Khairunnas Bengkulu City.
B. Research Subject
The subject of this research was English summative test items for eighth
grade students of Integrated Islamic Junior High School (SMPIT) Khairunnas
Bengkulu City academic year 2018/2019.

31
C. Time and Place of the Study
The place of this study is take at Integrated Islamic Junior High School
(SMPIT) Khairunnas Bengkulu City ,Hibrida XV Street No.51, Sido Mulyo,
Gading Cempaka, Kota Bengkulu, Bengkulu 38211. This research was
beginning by asking for the English summative test sheets, answer sheets,
answer keys and the Syllabus to the headmaster and English teacher. The
research starts on November 2019.
D. Technique of Collecting Data
The term data refers to the kinds of researchers obtain information on the
subjects of reviews their research.56 A study will be able to solve the problem
completely, for can obtain valid data requires a data collection techniques are
good also. Researhcer will use some tools to her to work easier, systematic,
effective, ad intensive durig the research. To collect the data in this research,
the researcher will use some methods of data collectig and research some
instruments. In collecting the data, the researcher used documentation study.
Documentation study may refer to technique of collecting data by gathering
and analyzing documents, while document is any communicable material (such
as text or ducument) used to explain some attributes of anobject,systems or
procedures. The researcher did the document analysis. Data in the form of a
document like this can be used to dig up information that accrued in the past.
The researcher use documentation to collect the summative test sheets, answer
56
Homby. Oxford Advance Learner’s Dictionary of Current English. Oxford: Oxford
University Press. 2000. Page : 127.
32
sheets, answer keys and the Syllabus from IntegratedIslamic Junior High
School (SMPIT) Khairunnas Bengkulu City.
E. Research Instrument
The research instrument which was uses by the researcher in collecting the
data is documentation. The documents are:
1. Paper/ test booklet
The researcher asks the English summative test paper from the school.
The test which is analyzed is the English summative test. For the eighth
grade the total items are 50 items English summative test, it is 50 items of
multiple choice and 0 items of essay.
2. Answer sheets
The answer sheets use to know the answer distribution. They as
analyze in order to find out the validity, reability, difficulty
level,discriminating power and the distractors to answer the problem
statement.
3. Answer keys
This answer keys use as a valid guide to scoring each item.
F. Technique of Analyzing Data
In order to give the clear explanation, the researcher explains the data
analysis technique in separating based on the problems statement :
2. To answer the problem statement number 1 “How is the quality of
summative test items for eighth grade students at Integrated Islamic Junior
High School (SMPIT) Khairunnas Bengkulu City related to the validity,

33
reability, level of difficulty, discriminating power and the distractors ?” the
researcher used the formula as follows;
a. Measuring the Validity of test items :
After finding the correlation coefficient by using above pattern,
then the result compared with the critical value of product moment
adopted from Arikunto.57 Arikunto states that if the result of r in a test
item is higher than table of Product Moment, it means that the item is
considered to be valid.58 In addition, the validity level could be found out
by the classification of validity indeks as follows :
57
Suharsimi, Arikunto. Dasar-Dasar EvaluasiPendidikan. Jakarta: Bumi Aksara. 2013. Page.402.
58
Ibid. Page .46.
34
Table 3.1
Thevalidity classification
THE AMOUNT OF VALIDITY INTERPRETATION
0.80-1.00 Excellent
0.60-0.80 Good
0.40-0.60 Satisfactory
0.40-0.60 Poor
0.00-0.20 Very Poor
b. Measuring the Reability of the test items:
Where :
After finding the correlation coefficient by using above pattern, then
theresult compared with the critical value of product moment from
Arikunto.59 Arikunto inalso states that if the result of r in atest item is
higherthan table of Product Moment, it means that the item isconsidered to
59
35
be reliable.60 In addition, the realibility level could be found out bythe
classification of realibility indeks asfollows:
Table 3.2
The realibility clasification
THE AMOUNT OF REALIBILITY INTERPRETATION
0.00 < r11 ≤ 0, 20 Very low
0.20 < r11 ≤ 0, 40 Low
0.40 < r11 ≤ 0,60 Medium
0.60 < r11 ≤ 0,70 High
0.70 < r11 ≤ 1 Very High
c. Measuring the Deficulty level of the test items:
P=NP/N
Where :
P = Indeks of difficulty level
NP = Number of test-takers answering correctly
N = Number of test-takers responding to that item.
The difficulty level could be found out by the classification of
difficulty level indeks as follows:
60
36
Table 3.3
The difficulty level classification
P Classification
P = 0.00 Too Difficult
0.00 < P ≤ 0.30 Difficult
0.30 < P ≤ 0.70 Medium
0.70 < P ≤ 1.00 Easy
P=1 Too Easy
d. Measuring the Discriminating power of test items :
WL−WHn
𝐷𝑃 =
Where :
DP = Discriminating power.
WL = The number of students who anwered incorrectly from lower group.
WH = The number of students who anwered incorrectly from top group.
n= Sample size from one group.
The discriminating power could be found out by the classification of
discriminating power indeks as follows:

37
Table 3.4
The discriminating power level classification
Discriminating power Interpretation
Negative Very Poor
0,00 - 0,20 Poor
0,20 - 0,40 Satisfactory
0,40 - 0,70 Good
0,70 - 1,00 Exellent
e. Measuring the Distractor of test items :
The effectiveness of the deception on the test questions can be
determined by using the following formula:
P(N−B)/(n−1)
𝐷𝐸 = x 100%
Where :
DE : Distractor indexs
P : The number of who choose distractor.
N : The number of studen who take the exam.
B : The number of student who answered correctly on each test question.
n : The number of alternative answers.
1 : Fixed number.
The distractor power could be found out by the classification of
distractor power indeks as follows:

38
Table 3.5
The distractor level classification
DE Classification
76% - 125% (4) Excellent
51% - 75% or 126% - 150% (3) Good
26% - 50% or 151% - 175% (2) Satisfactory
0% - 25% or 176% - 200% (1) Poor
More than 200% (0) Very Poor
f. Measuring the Quality of test items :
Table 3.6
The Quality level classification
The number of creteria met ( Quality of Revision Save in the
validity, reability, difficulty the test question
level, discriminating power and items. bank
the distractors)
4 Excellent No Need Yes
3 Good Revision Not Yet
2 Satisfactory Revision Not Yet
1 Poor Discarded No
0 Very Poor Discarded No
This following is an explanation of the question quality criteria table
above:
A. If the item meets the criteria of good questions namely validity, suitability,
differentiation, and deception, then the question can be questioned very well
and can be used in the matter of the bank.
b. If the items meet three of the four good items namely validity, suitability,
differentiation, and acquisition of deceit, then the question needs to be

39
questioned as a good question and cannot be saved in the bank question. This
issue needs to be revised until it meets the criteria.
c. If the items meet two of the four good question criteria, namely validity,
difficulty, differentiation, and deception effectiveness, then the problem is
said to be a medium problem and cannot be stored in the question bank. The
question needs to be revised until it meets four criteria.
d. If the items meet one of four good question criteria, namely validity, difficulty
level, distinguishing power, and effectiveness of deceit, then the problem is
said to be a bad question and cannot be stored in the question bank. The
question needs to be significantly revised so that it is better to discard it or not
keep it in the question bank.
e. If the items do not meet the four criteria of good questions, namely validity,
level of difficulty, distinguishing power, and effectiveness deceitful, then the
problem is said to be a very bad question and cannot be stored in the question
bank. This problem requires a significant revision so it is better to discard it.
f. In addition to item-based requirements, the test as a whole must be reliable
with the conditions previously explained
G. Procedure of Collecting Data
To colect the date, the researcher visited the school to ask the documents.
These include the English summative test items, answer sheets,answer keys
and syllabus of the English summative test for eighth grade students at
Integrated Islamic Junior High School (SMPIT) Khairunnas Bengkulu City to
be analyzed.
40
In the process of writing this research, the researcher did following this
steps :
1. Collecting the English summative test pepers made by teachers for eighth
grade students at Integrated Islamic Junior High School (SMPIT)
Khairunnas Bengkulu City.
2. Analyzing the validity, reability, the difficulty level, discriminating power
and the distractors of each test item.

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1

A. Background of The Study

In teaching learning proses, evaluation has an important role. Every

teacher need evaluation to measure and evaluate their teaching learning

understanding about the material that given accepted or not. According to

Gronlund, Evaluation is a systematic process of determining the extent to

which instructional objectives are achieved by pupil.1 The result of the

evaluation is used for judging the students’ progress and achievement.One of

the achievement test.2

the lessons in teaching learning activity. A test is defined as a systematic

procedure for observing and describing one or more characteristics of a person

There are four types of Test based on education implementation function,

test. According to Brown,achievement test has two types, namely final

achievement test and progress achievement test.5 Progress achievement test

known as summative test.

administered at the end of the course.6 Based on explanations above, the

researcher focuses only on Summative test. Moreover, summative test is given

periodically to determine at a particular point in time what students know and

typically come at the end of a course or unit instruction.

development of their child's learning process.Therefore it is important to make

applicable curriculum and syllabus.

To construct a good test that is fair is not easy to do. A teacherneeds to

work hard. Sets out several stages of testconstruction which consist of

determining test objectives, drawing uptest specifications, devising test tasks,

scoring, grading, and givingfeedback.7 To produce a better one, a teacher must

on how thetest items should be made. As a consequence, the teacher is not

allowedto make a test based on his own desires without referring to

thesyllabus.The summative test to be learned is taken from Integrated Islamic

Junior High School (SMPIT) Khairunnas Bengkulu Cityfor first semester in

Khairunnas teachers, the summative test questions there were made by

themselves by considering the syllabus and curriculum that their school

Bese on preliminary observation, Integrated Islamic Junior High School

(SMPIT) Khairunnas, is a school under the auspices of the Khairunnas

was designed as a school model that combines Intellectual, Spiritual,

Emotional, Life Skills based on the Curriculum KEMENDIKNAS,

KEMENAG, and the Khairunnas Foundation curriculum which will be

globalization and reach happiness in the world and the hereafter.SMPIT

Khairunnas Bengkulu City has a good reputation and popularity as a new

including: literacy and memorizing Al-Qur’an, even SMPIT Khirunnas is the

only school in Bengkulu Province that has Japanese language subjects, so

Quality assurance (guaranteed quality) Bengkulu SMPIT Khairunnas dare to

much experience in teaching professionally.

Based on that information, I was interested in knowing how these young

making good questions or not. Based on my preliminary observations, the

analysis of summative test questions at SMPIT Khairunnas never been done,

different power and level of difficulty so that it can be used as a standardized

In this research, the researcher chooses to analyze the English summative

Khairunnas Bengkulu. The researcher chooses eight class because the

School (SMPIT) Khairunnas Bengkulu, so the researcher choose the center

influenced by the atmosphere of elementary school. And if the researcher

Based on the above description, the research are interested in examining

the issue to the thesis titled “AN ANALYSIS OF ENGLISH SUMMATIVE

TEST BY ENGLISH TEACHERS” (A Content Analysis At Eighth Grade

Students At Integrated Islamic Junior High School (SMPIT) Khairunnas

Bengkulu City In The Academic Year 2019/2020)

B. Identification of the Problem

Based on the above background, several problems can be identified as