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Seminar Proposal Fia
Seminar Proposal Fia
NIM : 1401065052
CHAPTER I
INTRODCUTION
students, they are listening, speaking, reading and writing. By that four skills,
evaluation can be used to know how far the objectives of learning have been
In general ways, there are three steps for doing an evaluation, those
are: collecting data, analyzing data, and interpreting data. In education terms,
1
Christine. C, 2007. Evaluating Teacher Effectiveness in Esl/Efl Contexts. United
States Of America, The University Of Michigan Press, p. 107.
learning materials, the effectiveness of teaching methods and to help teachers
the information about the students, a teacher needs an instrument. There are
two instruments for collecting data, those are test and non-test. A test
Then, the results from those instruments can be used as a consideration for
making a decision.
Heaton he said that there are four criteria of a good test, those are validity,
good test above, there is other thing that must be considered, it is the quality
of the items, whether the item is good or not. In order to know quality of a
three things in analyzing the test items, those are facility value, discriminating
2
J.B. Heaton,1988. Writing English Language Test. USA: Longman Inc. P. 159
3
Sigit Sumarsono. 2012. Metode Riset Pendidikan Bahasa. Jakarta: UHAMKA Press. P. 89
SMAN 51 Jakarta has just carried out a summative tests for the first
semester. Based on the experience of the writer during the observation in the
school, he got information that the summative tests which were held in the
second semester had never been analyzed by the teachers, one of them is the
English test, and then the items quality cannot be known. Started from the
writer’s curiosity about the quality of test items that have never been analyzed
by the teacher in the school, the writer SMAN 51 Jakarta as the research place
Based on the facts the writer had found above, the writer interested in
conducting research related to the analysis of the test item with the title: " AN
From the explanation above, the writer want to know "Did The
English Summative Test For The Eleventh Grade Students In The First
items?"
Summative Test For The Eleventh Grade Students In The First Semester At
Sman 51 Jakarta On The 2016/2017 Academic Year had good items or not.
D. Limitation of the Study
Based on the problem above, the writer limits the study just on the
problem of item analysis on the English summative test in MTs Nurul Falah
Batujaya, the writer focus only on the facility value, the discriminating
THEORETICAL FRAMEWORK
4
Daniel L. Stufflebeam, 2002. Evaluation Models. New York: Kluwer Academic Publisher. P. 280
5
Peter W. Ariasian. 1996. Assessment in the Classroom. New York: McGraw-Hill.Inc. P. 4
goals have been achieved by students."6 That can be said evaluation is a
process to know how far the students have been achieved learning goals.
data.
applied to know how far the learning goals have been achieved by
students.
The term test comes from the ancient French word "testum"
learning.
6
Gronlund et al. 2009. Measurement and Assessment in Teaching, Tenth Edition. New York:
Pearson Education, Inc. P. 98
trait or characteristic of an individual or group.”7 In his statement Phillips
said that the test as a measurement tool used to obtain specific trait from
They argued that the test is a tool, or a set of tasks that assigned to
7
Phillips, Allen D. 1979. Measurement and Evaluation in physical education. Canada: John
Whiley & Sons, Inc. P. 43
8
Gronlund et al. 2009. Measurement and Assessment in Teaching, Tenth Edition. New York:
Pearson Education, Inc. P. 28.
9
Hopkins & Antes 1990. Classroom Measurement and Evaluation, Third Edition. Itasca: F. E
Peacook Publisher, Inc. P. 130.
to students whose responses becomes the measure of their specific
knowledge or skill.
or bad. Before analyzing quality of a test, the writer will describe kinds
test, proficiency test, aptitude test, and diagnostic test. For achievement
foreign language which he or she has not started to learn. The last is
diagnostic test, a test that implied to determine the type of difficulty that
discovered by students in a certain subject, the teacher will note the error
Achievement test has two branches for based on its function; both
a. Formative Test
10
J.B. Heaton,1988. Writing English Language Test. US America: Longman Inc. P 171
Formative test is a test of learning outcome that aims to find
out how far learners have "formed" (in accordance with learning goal
period of time.
b. Summative Test
curriculum.
a. Validity
11
Prof. Drs. Anas Sudijono. 2006. Pengantar Evaluasi Pendidikan. Jakarta: PT Raja Grafindo
Persada. P. 71-72
12
Jeremy Harmer. The Practice of English Language Teaching, Fifth Edition. P. 381
know about students’ grammar skill he must use a grammar test as an
instrument.
b. Reliability
c. Practicality
Harris assumed “practicality means the test is easily for
13
Jack C. 1992. Dictionary of Language Teaching and Applied
effective or has a good quality. Then the items can be used for testing or
not. Item analysis also can be used to know which items are weak, so it
item to discover its strength and flaws"15 it means that item analysis is an
activity to retest each item in the test to find out its strengths and
weaknesses.
three things in analyzing the test items, those are facility value,
From the definitions above, the writer conclude that item analysis
In addition, with the item analysis the teacher can categorized the tests
15
J. Stanley Ahmann 1967 Evaluation Pupil Growth, Boston: Allyn and Bacon, Inc. P. 184
16
James Dean Brown. 1996. Testing in Language Programs. Prentice-Hall, Inc. P. 50
17
Sigit Sumarsono. 2012. Metode Riset Pendidikan Bahasa. Jakarta: UHAMKA Press. P.89
a. Facility Value
from facility value. These items can be said as good items if they are not
too difficult and not too easy. In other hand, the facility value of the item
is moderate or medium.
suatu set soal yang baik bila 25% terdiri dari mudah, 50% sedang, dan
25% sisanya butir sukar”18 It means that a good set of questions consists
not only of easy items, or vice versa. Rather, there should be an easy,
who answered each items correctly, multiple choice item are easy if they
value as follows:
R
FV =
N
Explanation:
FV : Facility Value.
18
Sigit Sumarsono. 2012. Metode Riset Pendidikan Bahasa. Jakarta: UHAMKA Press. P. 91
19
J.B. Heaton,1988. Writing English Language Test. USA: Longman Inc. P
R : The number of correct answer.
the writer wants to analyze one by one item from the English summative
test in MTs Nurul Falah Batujaya, Karawang, to know whether the test
the writer will divide the three types of facility value and will publish the
b. Discriminating Power
separates the students who performed well from those who performed
20
Ibid. P.179
21
Sigit Sumarsono. 2012. Metode Riset Pendidikan Bahasa. Jakarta: UHAMKA Press. P. 91
poorly. These two groups are sometimes referred to as the high and low
Correct U −Correct L
DP=
n
Explanation:
DP : Discriminating Power.
U : Sum of the students from the upper group who answered correctly.
L : Sum of the students from the lower group who answered correctly.
Index of
Classification Interpretation
Discriminating Power
Negative Bad It has bad discriminating
22
James Dean Brown. 1996. Testing in Language Programs. Prentice-Hall, Inc. P. 67
23
J.B. Heaton,1988. Writing English Language Test. USA: Longman Inc. P 180
24
Suharsimi Arikunto, 2003. Manajemen Pendidikan. Jakarta: Rhineka Cipta P
power
It has week/poor
0.00< D <0.20 Poor
discriminating power
It has satisfactory of
0.20 < D <0.40 Satisfactory
discriminating power
It has good discriminating
0.40 < D <0.70 Good
power
It has excellent discriminating
0.70< D <1.00 Excellent
power
discriminating power in item analysis. In this second step, the writer will
analyze the discriminating power that separates the upper and lower
student by the procedures above and will publish it to the analysis report
c. Distractor
distractor that the item has. Sumarsono stated “Pengecoh atau distracter
tahu jawaban mana yang benar dan mana yang salah.25 It means that
distractor is the alternative choice which is provided by the test maker for
examining the students do them aware which answers are correct and
wrong.
the writer will analyze the distractor in each items in order to know
25
Sigit Sumarsono. 2012. Metode Riset Pendidikan Bahasa. Jakarta: UHAMKA Press. P. 91
whether the items are good or bad, then after analyzing the writer will
As the final result, the writer will make the report of item analysis which
distractor and give the report to the teacher in order to make improvement for the
better quality of the test items which is made by the teacher in the future.
CHAPTER III
of SMAN 51 East Jakarta at Jl. Raya Condet, East Jakarta on June 2017
discriminating power scores. This analysis is used to detect the test item whether
Summative Test. The students’ answer sheets are collected, and then analyzed.
The technique of data analysis used by the writer is two kinds of components.
The writer also uses the formula to measure the difficulty level which is
R
FV =
N
Explanation:
FV : Facility Value.
Correct U −Correct L
DP=
n
Explanation:
DP : Discriminating Power.
correctly.
correctly.
b. Asking for the research letter from campus to do the research in the
place selected.
c. Asking permission to the school principal and and English teacher of
students’ answer sheets, and answer key from the English teacher,
e. Copying the English summative test sheet, the students’ answer sheet,
g. Arranging the students’ answer sheets based on the rank of the test
h. Recapitulating the students’ score and the writer arranges them into
i. Grouping the students’ answer sheet that are taken 27% from the
group and lower group) and put it in the format of tabulation of the
item analysis.