Skripsi Mela

AN ANALYSIS OF TEST ITEMS OF ENGLISH SUBJECT AT
EIGHTH GRADE OF SMP MUHAMMADIYAH PASIR
PENGARAIAN
THESIS
Submitted as a Partial Fulfillment of the Requirement to Obtain Strata One

(S1) Degree on English Education Department
By :
ARLEN MELLANI
NIM :2318.009
Advisor
SYAHRUL, S.S, M.Pd

NIP. 197003252003121008
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY BUKITTINGGI
2023
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, in the name of Allah SWT, the Most

Gracious and the Most Merciful, who always gives health and all of things
to the writer in accomplishing this thesis. Shalawat and Salam to the most
honorable Prophet Muhammad SAW, messengers, and his followers who
has opened our mind to study until now.
This thesis is presented to the Faculty of Educational Sciences in
partial fulfillment of the requirements for the degree of S.Pd (S-1) in
English Language Education.
On this great occasion, the researcher would like to thank to my
beloved parents, (Mr. Arjonnadi) and (Mrs. Lensrilena,S.Pd) for their love,
never ending prayers, support, advice, motivation, hard work, and patience
for the researcher in finishing this task. Then, the researcher would like to
thank to my little brother, M.Fikri for his support in finishing this task.
Besides, the researcher would like to express the deepest gratitude to the
people who have given their contribution and helps to the researcher in
conducting this thesis:
1. Prof. Dr. Ridha Ahida, M.Hum as the Rector of UIN Sjech M.
Djamil Djambek Bukittinggi and Dr. Asyari, S.Ag.M.Si, Dr.
Zulfiani Sesmiarni, M.Pd, Dr. Arman Husni, Lc.,MA as the Vice
Rectors of State Islamic University of Sjech M. Djamil Djambek
Bukittinggi.
2. Dr. Iswantir, M.Ag as a Decan Faculty of Tarbiyah UIN Sjech M.
Djamil Djambek Bukittinggi and Dr. Rusdi, S.Pd.M.Si, Dr.
FadhillaYusri, M.Pd,Kons, Drs. Al-Baihaqi Anas, MA as the
Vice Decans of Faculty of Education and Teacher Training.
3. Merry Prima Dewi, M. Pd as the Head of English Education
Department of UIN Sjech M. Djamil Djambek Bukittinggi
4. Syahrul, S.S., M.Pd as my Academic Advisor and Thesis Advisor
who has patiently given the ideas, guidance, inspirations,
suggestions, and time to the writer during completing this thesis.
5. Reflinda, S.S., M.Pd and Merry Prima Dewi, M.Pd as the
examiners who has given huge contribution, guidance and valuable
suggestions to this thesis.
6. The librarians of UIN Sjech M. Djamil Djambek Bukittinggi who
have sincerely helped and allowed the researcher in collecting the
references.
7. All the lecturers of UIN Sjech M. Djamil Djambek Bukittinggi who
have given their knowledge, ideas and contributions to completion
of this thesis and educated the precious things in many fields during
study.
8. Tri Junaidi, S.Pd as a Head Master of SMP Muhammadiyah Pasir
Pengaraian. Then, Suci Ramadhani, S.Pd. as the validators who has
given validity for this research instruments of this thesis and as the
English teacher who has helped the researcher collect the data and
allow to conduct the research in her classes. Next, all of the
administration staff of SMP Muhammadiyah Pasir Pengaraian, who
has facilitated and helped this research. The last, all of 8th grade
students who have been willing to be the subject of research.
9. All of my friends at PBI 18’ members, especially to my best friends
that are Belle squad (Desi, Nora, Elma and Zahra). Thanks for your
supports, helps, motivate, and give suggestion to finish this thesis. I
can’t be here without you, guys. I hope you can finish your thesis
soon.
The writer hopes Allah SWT always blesses all of the people who
have helped me, who have been mentioned or not. The writer honestly
believe that this thesis still have some weakness. Thus, it is hoped the
readers give the critics and suggestion for any mistakes to make this thesis
better.
Finally, the researcher realizes the thesis is far from perfect.
Therefore, it is a pleasure to receive constructive criticism.
Bukittinggi, 8 Februari 2023

The writer
Arlen Mellani
2318009
ABSTRACT
Arlen Mellani, 2318.009. “An Analysis of Test Items of English subject
at Eighth Grade of SMPMuhammadiyah Pasir Pengaraian” a thesis.
English Education Department. UIN Sjech M. Djamil Djambek
Bukittinggi, 2023.
This research is aimed at describing the quality of the English tests
and the index of difficulty. This research was conducted because of the
researcher found several problems faced by eighth students grade of SMP
Muhammadiyah Pasir Pengaraian when submitted the examination result.
These problems were most of students had limited vocabularies so they
could not answer the question of the test, they could not understand the
question because it did not have clear. Based on the problems above this
research is aimed at describe the quality of test that used in final examination.
This research is descriptive quantitative research. The population of
the research were all of the eighth grade students at SMP Muhammadiyah
Pasir Pengaraian. They were 84 students as the sample of the research. The
instrument of the research were documentation in the form of the sheet of
the students’ test and it was analyzed by using Ms excel.
Based on the result of the research, there were 30 questions
answered by the students. According to the categories of the questions as
follows; 34 they werebelong to easytest (40%). 25 students answered
difficult test, they were belong to difficulttest (30%) and42 students
answered moderate test. They were belong to moderate test (50%).The kinds
of test were matching the word, arranging the statement, true or false statement,
essay and multiple choice items. English testswere included in moderatetests.
The tests were good but there were some unclear instructions so that most of
students could not answer. It can be concluded that the arrangement of the
questions were good, but the form of the questions have did not clear
instructions, so most of the students did not understand the questions because of
the meaning of the vocabulary most of them did not know. Therefore the
teacher must have the knowledge to make good quality questions so that
students can answer the questions. Then, the teacher included the clear
instructions.
Key words: Test Items, English Subject
ABSTRAK
Arlen Mellani, 2318.009. “Sebuah Analisa Butir Soal Dalam
Mata Pelajaran Bahasa Inggris di Kelas 8 SMP Muhammadiyah Pasir
Pengaraian”, Skripsi. Pendidikan Bahasa Inggris. UIN Sjech M. Djamil
Djambek Bukittinggi, 2023.
Penelitian ini bertujuan untuk mendeskripsikan kualitas soal bahasa
Inggris dan tingkat kesulitannya. Penelitian ini dilakukan karena peneliti
menemukan beberapa permasalahan yang dihadapi oleh siswa kelas VIII
SMP Muhammadiyah Pasir Pengaraian saat menyerahkan hasil ujian.
Permasalahannya adalah beberapa siswa memiliki kosa kata terbatas
sehingga mereka tidak dapat menjawab soal, mereka tidak dapat memahami
soal karena mereka menemukan beberapa petunjuk soal yang tidak jelas.
Berdasarkan permasalahan tersebut penelitian ini bertujuan untuk
mendeskripsikan kualitas soal yang digunakan dalam ujian akhir.
Penelitian ini merupakan penelitian deskriptif kuantitatif. Populasi
penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah Pasir
Pengaraian. Mereka berjumlah 84 siswa sebagai sampel penelitian.
Instrumen penelitian adalah dokumentasi lembar jawaban soal siswa dan
dianalisis dengan menggunakan Ms excel.
Berdasarkan hasil penelitian, dari 30 butir soal yang dijawab oleh
siswa. Ditandai kategori soal sebagai berikut 34 siswa yang menjawab soal
mudah (40%),25siswa yang menjawab soal sulit (30%) dan 42 siswa
menjawab soal yang sedang (50%). Jenis-jenis soal terdiri dari soal
menjodohkan, menyusun kalimat, soal kalimat benar salah, esai dan pilihan
ganda. Soal yang sulit tidak dapat dijawab oleh siswa. Soal mata pelajaran
bahasa inggris ini termasuk ke dalam kategori soal sedang. Dapat
disimpulkan bahwa susunan soal sudah bagus, tetapi bentuk soal ada
perintah yang tidak jelas sehingga sebagian siswa tidak bisa menjawabnya.
Oleh karena itu guru harus memiliki pengetahuan untuk membuat soal
dengan kualitas yang bagus sehingga siswa dapat menjawab soal.
Kemudian, guru harus mencantumkan perintah yang jelas didalam soal
tersebut.
Kata Kunci: Butir Soal, Mata Pelajaran Bahasa Inggris
TABLE OF CONTENT
LETTER OF ADVISOR APPROVAL
LETTER OF ORIGINALITY STATEMENT.............................................i
ACKNOWLEDGEMENT..............................................................................ii
ABSTRACT.....................................................................................................vi
ABSTRAK.......................................................................................................vii
TABLE OF CONTENT.................................................................................viii
LIST OF TABLES..........................................................................................xi
LIST OF APPENDICES................................................................................xii
CHAPTER 1: INTRODUCTION.................................................................1
A. Background of the Problem................................................................1
B. Identification of the Problem..............................................................6
C. Limitation of the Problem...................................................................6
D. Formulation of the Problem................................................................6
E. Purpose of the Research......................................................................6
F. Significance of the Research...............................................................6
G. Definition of the terms.......................................................................6
CHAPTER II: REVIEW OF RELATED LITERATURES.......................8
A. Review of the Literature Theory........................................................8
1. Test.................................................................................................8
a. Definition of test........................................................................8
b. The basic principle of learning test............................................9
c. The criteria of good learning outcomes test...............................10

d. The kind of test..........................................................................13
2. Item Analysis..................................................................................19
a. Definition of item analysis.........................................................19
b. Test Item....................................................................................20
c. Kind of item analysis.................................................................22
d. The importance of item analysis................................................23
B. Review of Related Study....................................................................24
C. Conceptual Framework.......................................................................27
CHAPTER III: RESEARCH METHOD.....................................................29
A. Research Design.................................................................................29
B. Population and Sample.......................................................................30
C. Instrument of the Research.................................................................31
D. Technique of Data Collection.............................................................32
E. The Technique of Data Analysis.........................................................33
CHAPTER IV FINDING AND DISCUSSION............................................36
A. Finding................................................................................................36
1. The Description of the Data............................................................36

2. Analysis of the Data.......................................................................37
B. Discussion...........................................................................................51
CHAPTER V...................................................................................................54
A. Conclusion..........................................................................................54
B. Suggestion...........................................................................................55
REFERENCES...............................................................................................56
APPENDICES.................................................................................................67
LIST OF TABLE
Table 3.1 The Total Population of Eighth Grade Students..............................................31
Table 3.2 The Formula of Test Items Analysis...............................................................35
Table 3.3 Distribution of Items in Terms of Level of Difficulty in Categories..............36
LIST OF APPENDICES
Appendix 1 : The Sheet of The Semester Students Final
Exam Evaluation...................................................................68
Appendix 2 : Students’ Score of The Sheet of The Semester
Students Evaluation...............................................................71
Appendix 3 : Distribution of English Subject Eighth Grade Test................74
Appendix 4 : The Key of The Semester Students Final Exam Evaluation...75
Appendix 5 : The Letter of Observation Permit...........................................77
Appendix 6 : The Letter of Free Plagiarism.................................................78
Appendix 7 : The SK Letter of Thesis Advisor............................................79
CHAPTER I
INTRODUCTION
A. Background of the Problem
Learning objectives, learning processes, and learning
evaluation are learning components that interrelated. According to
Herlambang states educator should first carried out measurement and
assesment before conducting evaluation.1 Evaluations that are
carried out an ongoing basis will be able to assist the evaluator to
estimate whether the objectives of the evaluation that have been
prepared will be successfully achieved within alot of times or not.
The education objectives show to students about what is exactly
expected to be able to do at the end of teaching period and learning
process is evaluation. Evaluation is an important role in educational
system because it is done to make sure whether the overall teaching
and learning process have been running well over the period of the
teaching and learning process.
Evaluation activities have a lot of benefits in the world of
education, as well as in learning activities. Evaluation is defined as a
systematic process to determine or make decision to what extent
teaching objectives have been achieved by students.2 In the field of
1
Herlambang, Bima Kartika (2015), Analysis of Items for Mid-Semester
Examination Subject Physical Education Sports Health Class VII Even Semester SMP N 2
WonosariAcademicYear 2014/2015, Yogyakarta State University, p.7
2
Ngalim Purwanto, Principles and Techniques of Teaching Evaluation, (Bandung:
PTRosdakarya Youth, 2006), p. 3.
education, the purpose of evaluation is to determine the extent at
which learning has taken place. Because through evaluation, it can
be seen from the result of the learning acivities that have been
carried out and from this result, it can be determined what kind of
follow up will be conducted.
Related to evaluation, in the teaching and learning process
students are expect to be able answer the questions given by teacher
after each learning is finishing. Therefore, every assessment given by
the teacher there are most of students who still do not understand the
questions. Most of students got low score to answer the question.
Instructional Assessment Resources (IAR 2011) believes that an
item analysis involves many statistics that can provide useful
information for improving the quality and accuracy of multiple-
choice or true/false or question.3 Item difficulty is basically the
proportion of students who responded correctly to an item. In
addition, The quality of each test item is a measure to differentiate
between the performance of students in the high score group and
those in the low score group.
In relation to test as a part of evaluation, test is a tool that is
used as a meansto determined the value of the test as functions to
measure and assess self-learning outcomes, especially cognitive
learning outcomes that is related to mastery of appropriate learning

3
Shafizan Sabri. (2013). Item Analysis of Student Comprehensive Text for
Research in Teaching Beginner String Ensemble Using Model Based Teaching Among Music
Students in Public Universities, International Journal of Education and Research Vol.1 No.
12. p.7
material. By using a tool in the form of a test, the teacher will easily
find out the learning outcomes of the students. According to
Arikunto, tests in the world of education usually consist of two
types, namely standard test and non-standard test. 4 Standar tests are
test to improve the abilities that students should have. It is also
required to observe various aspects of a test, such validity, realibility,
eligibility of items and grids. While non-standard tests are testthat
have been arranged by a teacher to support the subject, for example
tests that are arranged for midterm test in Arabic. These non-
standard tests can be in the form of multiple choice and essay test.
In this research, item analysis is helpful on the purpose of
improving the quality of test items. Therefore, item analysis is
conducted through empirical judgement to ensure the quality of test
items. It is another way to create a quality assessment instrument. As
Nayla and Ani said, the test item is about the activities that are
carried out by the teacher to measure the quality of the questions that
have been made.5 This activity is also what teacher must do if they
want to accurately measure their students’ learning process. Quality
tests instrument or questions are question that are able to provide
accurate information about abilities or competencies being tested.
4
Arikunto, Suharsimi (2013). Research Procedures: A Practice Approach.
Jakarta: Rineka Cipta.p.14
5
Ani and Nayla. (2012), Analisis Butir Soal Tes Kendali Mutu Kelas XII SMA
Mata Pelajaran Ekonomi Akuntansi Di Kota Yogyakarta, Jurnal Pendidikan Akuntansi
Indonesia, UNY, p.4
With quality test, it will be seen whether students have and have not
master the lesson.
To analyze the test items, the questions were able to answer
to be able to find out quality of the test items possessed by the
students at school. Based on theory to analyze the test items
conducted in this research used classical measurement to calculate
difficult index. While validity and reliability are used to determine
the constancy of the questions. As usual in compiling test items, the
teacher have been teach material and were able kinds of test items.
From the description above, it should be a reference for teacher in
compiling test items.
The teacher gives test items and they answer it. The
researcher foundthat the test item was madeby teacher. For test items
with one correct alternative worth a single point, the test item is
simply percentage of students who answer an item correctly. In this
research, it is also equal to the item mean. The item ranges from 0-
100. Therefore, most of students cannot answer the question made
by teacher.
Based onpreliminary research on May 2022 at SMP
Muhammadiyah Pasir Pengaraian, the researcher got some facts
relate to the English test, the researcher did observation and
interview English teacher and the students. The studentsstill
confused in answering the questions, most of students were still lack

in vocabulary. So students were difficult to answer the test items. In
fact, most of them could not answer test items. The students were not
be able to answer the question when they did not have a lot of
vocabulary. At the end of teaching and learning process, some
students master the content and material of lessons meanwhile other
students did not master the contentand material of lessons. As a
result, when they were taking a test, some students get an item
correct meanwhile other students did not get an item correct.
From the interview, the students said that most of them could
not understand test items. Many students were unable to answer
certain questions because they found some instructions in the
question were not clear. Therefore, the teacher said there were most
of students got low score in the questions. The question was good
but in the questions did not have the instructions so makes the
students could not understand meaning and could not answer the
questions.
From the explanation above, there were some problems faced
by students in understandingtest items. These problems were caused
by several factors. First, students hadlimited vocabularies. As the
matter of fact that required understanding in answer question was
have a lotof vocabulary. Therefore, the researcher believe that item
analysis is essential for creating a good question. Not only for the
purpose of understanding the quality of testitems, but the results of
test items analysis were also intended to find out the quality testitems
made by the teacher clearly.Thus, test items for students is to
complete answer questionas their homework because theydid
nothave enough times to finish answering the question in the class.
The researcher worries if the problems still run. Students will
not be able to face the problem related to test items such as they fail
in their study or at least they could not in order to answer question.
Therefore, this problem must be solved immadiately. Based on
explanation above, the researcher would like to conduct a research
entitled”An Analysis of Test Itemsof English Subjectat Eighth Grade
of SMP Muhammadiyah Pasir Pengaraian”.
B. Identification of the Problem
Based on the background of problem above, the problem can be
identified as follow:
1. The students had limited vocabulary so makes the students did not
understand meaning of questions.
2. The studentswere unable to answer certain questions and they
found some instructions in the questions did not clear.
3.Mostof student got low score when they were answer the
questions.
C. Limitation of the Problem
Based on the problem above, there are some problems in the test
items. Furthermore, the researcher limits the problem on the quality of test
items for English subject at the eighth grade of SMP Muhammadiyah Pasir
Pengaraian.
D. Formulation of the Problem
Based on the identification of the problem above, the researcher
needs to answer the research question:
How is the quality of the test items for English subject at the eighth grade
students of SMP Muhammadiyah Pasir Pengaraian?
E. Purpose of the Research
In accordance with the formulation of the problem above,
thepurpose of this research is to find out orto describe the quality of the test
items for English subjectat the eighth grade students of SMP
Muhammadiyah Pasir Pengaraian.
F. The Significance of the Research
The result of this research is expected to give information to :
1. The English Teacher
This study is expected teacher toknow information about the questions
in understanding the analysis oftest item.
2. The Students
This study is expected to make the students interested to learn English
subject and can increase more in understanding test items.

3. For the next researchers
This study is expected for researcher to get knowledge and experience
through this reseach and it gives information to the next researcher.
G. Definition of the terms
To avoid misunderstanding and misinterpretation, it is necessary to
define the term they are:
1. Test items is question item need to be made in such a way that it is
clear what is being asked and the answer required is also clear.
2. English subject is one of the subject taught to improve students’
language skills, means as a tool for communicating.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Theories
1.Test
a. Definition of Test
Test is constantly encountered in education. Testing in schools is
usually administrated on the purpose of assesment, to assign
students grades or rank the students in terms their abilities. 6
Teachers test their students because they want to find out
whether their students master the content and material of lessons
which have been taught in teaching and learning process. It can
be concluded test is administrated to students for the purposes of
assesment in order to get information about students’ learning.
Test items is a process which carried out systematically to
provide information about the test items that have been prepared.
According to Arikunto, analyzing test items is aimedto connect
the scores of each items with the overal score and comparing the
answers of each item with the answers from the overall score of
the test.7 It can be concludedtest item is a process in analyzing
6Henry L. Roediger III, Adam L. Putnam and Megan A. Smith. (2011﴿, The
Benefits of Testing and Their Applications to Educational Practice‖. Psychology of
Learning and Motivation,p. 36.
7
Arikunto, Suharsimi, (2006), Research Procedures: A Practice Approach.
Jakarta: Rineka Cipta.
test items by the student in answers of each test item in learning
process and students can answerthe test items.
However, according to Antara, there are two measurement
theories regarding the test items, that the classical measurement
theory and the items response theory.8 The measurement theory
commonly used to analyze the test items is the classical
measurement theory because there are fewer students and it is
easier to analyze the test items, it can be done with calculation or
using a program MS Excel formula. It can be concludedstudents
can answerthe test items and easy toanswer the question.
In summary, test is view as tool for measuring students’
mastery of skills and knowledge. Tests are used on the pruposes
of holding schools accountable for their students’ progress and
monitoring the progress of students as individuals. 9 It can be
concludedtest is administrated for students to asses how far the
knowledge has been master and the skills have been acquired.
b. The Basic Principles of Learning Test
Many basic principles are used in creating result tests learn
so that the test can measure specific instructional objectives for
the subjects teachor expect the abilities of learners after they
complete the learning unit.These principles include the
following: the learning outcomes test must be able to clearly
8
Antara, Anak Agung Purwa, (2020),Vertical Equivalence with Classical
Approach and Item Response Theory (Theory and Application), Yogyakarta: Deepublish.
9
Elizabeth J. Marsh, Henry L. Roediger III, Robert A. Bjork & Elizabeth L.
Bjork. (2007). “The Memorical Consequences of Multiple-Choice Testing”. Psychonomic
Bulletin & Review. Vol. 14(2). P.194-199
measure the learning outcomes that have been determine in
accordance with the instructional objectives; the items on the
learning outcomes test must be a representative sample of the
population of the subject matter that have been taught, so that
they can consider to represent all of the performance that has
been obtained as long as students follow the instructions and the
items on the learning outcomes test.
The form of the questions in a learning unit must be vary, the
items must be designed to meet the desire needs, the items must
be reliable, and the learning achievement test must be used as a
tool to find useful information to improve student learning and
teacher teaching methods.10
These basic principle are not only for students, but also the
people in general especially for teacher. They must see the items
extensively to know the good questions. It can help the students
learning and teacher teaching process.
c. The Criteria of a Good Learning Outcome Test
A test is considered valid if it is precise, valid, valid, and
true, as well as capable of measuring what needs to be
measured.A test is considered reliable if the scores or values
obtains by examining for their test work are consistent,
regardless of when, where, or by whom the test is administered,
checked, and assessed.
10
Premendiknas (2007), regarding Education Assessment Standards, p. 97-99
Certain qualities are expectedin a good language test in
language testing. According to Foyewa, good tests have
characteristics such as validity, reliability, and objectivity:11
a) Validity
A good test measures what it should be measured.
Validity is the most important aspect of evaluating test and it
is a critical dimension when testsare developed. It shows to
the degree to which scores can be interpreted as a meaningful
indicator of the construct of interest.12 Therefore, There are
two basic types of validity: logical validity and empirical
validity. Logical validity concerns with logical judgment in
order to ensure the validity of a test. While empirical validity
is emphasized factor analysis based on correlations between
test scores and criterion measures.
b) Reliability
In language testing, reliability defines as an indicator of
how consistent scores are across different administrations or
different scores.In the field of testing, the test score is more
reliable than the test itself. If the test is given to two groups
of students of equal ability under the same testing conditions,
11
Foyewa, R. A , (2015),A Case of O Level English in Nigeria, Testing and
Evaluation in English Language Teaching, International Journal of English Language
Teaching Vol 3(6), p. 32-40, Retrieved from www.eajournals.org
12John W. Young, Youngsoon So & Gary J. Ockey, ﴾2013﴿, Guidelines for
Best Test Development Practices to Ensure Validity and Fairness for International
English Language Proficiency Assessment, Educational Testing Service, p. 5.
the results should be the same or very similar. 13 However,
The term "reliability" refers to the general concept of
measurement error. In this research, error defines as
differences in scores from the same test administration to the
same students multiple times. This condition assumes that a
student takes the same test and forgets each testing
occurrence many times.
c) Objectivity
Objectivity refers to the quality of a language test that
ensures there is only one correct answer.14The test is
objective when the scores does not need to use judgment in
scoring. For example the items in form of multiple-choice
and true or false tests.
From the theory above, it can beconcluded students must
able to understand a text but most of them having difficulties in
decoding words in such text. In other word, comprehending
words, sentences, contexts, and the text require the previous
knowledge and understanding the meaning of the text. It means
that leading them in comprehending the reading text because
reading comprehension is crucial basic skill that should be
mastered by student.
13California Department of Education. (2004﴿, Key Elements of

Testing, Department of Education State of California, p. 1-8.
14
Foyewa, Op. Cit.
d. The kinds of Test
The test is a set of questions that requires answers, or a set of
questions that must be responded with the aim of measuring the
ability of the person being questioned. According to Arikunto, "a
test is a tool or procedure used to find out or measure something
in a determined way and rules".15The test is a collection of
questions given to students in several forms such as oral which
can be called an oral test, written test and in the form of action. It
can be concluded tests are used to assess student learning
outcomes related to cognitive abilities, namely mastery of
teaching materials in accordance with educational and teaching
objectives.
The test is a series of questions that must be answered by
students. In this case, learning outcomes tests can be classified
into three types based on the form of implementation, namely (a)
oral tests, (b) written tests, and (c) action or action tests. The
written test is its implementation places which more emphasizes
on the use of paper and pencil as the main instrument, so that the
test works on exam questions or answers on exam paper in
writing, either by hand or using a computer. Meanwhile, the oral
test is carried out by face-to-face conversation or interviews
between the teacher and students. Meanwhile, the action test
refers to the process of a person's performance in doing a work
15
Arikunto, (2013), A test to measure something in prescribed manner, and rules,
p.67
unit. The action test prioritizes the implementation of students'
actions. It can be concluded the test is an action to know their
ability to answer the question that is given.
In terms of the form of the questions and possible answers,
the test is divided into 2 parts, namely:
1. Essay test (description)
Essay test is a test that is arranged in the form of
structured questions and students arrange and organize
their own answers to each question in their own
language. This essay test is very useful for developing
skills in explaining or expressing an opinion in own
language.
Subino states that based on the degree of freedom of
answers that is possible in the essay form test, the items
in this question can be distinguished from items that
require free answers. Items with bound answers tend to
limit both the content and the form of the answers; while
the free-answer items tend not to limit either the content
or the answers.It can be concluded that the essay test is
the oldest test, but this form is still widely used in the
United States today. In fact, it is a form of questions that
is also still widely used in other parts of the world.
Essay tests have several advantages compared to
objective tests, that are:

1) Allows tests to answer questions completely
freely.
2) Best test in measuring the ability to explain,
compare, summarize, differentiate, describe, and
evaluate.
3) Best test to measure the skills of expressing
opinions in writing.
4) Provides opportunities for students to improve
writing skills, organize ideas and think critically
and creatively.
5) Can encourage students to learn extensively about
most of the concepts and generalization.
6) Essay tests are relatively easier to make than
other forms of tests
7) Practically impossible for students to guess the
correct answer.
8) More suitable for measuring relatively higher
cognitive abilities.
Therefore, in this essay test, there are advantages
compared to objective test that the test can summarize the
opinion in answering the question. It is providing
opportunities for student to improve their writing skill, their
comprehension tothe ideas and think critically and creatively.
It is more suitable for measuring their cognitive abilities.

2. Objective Test
An objective test is a test that has been arranged in such
a way and alternative answers have been provided. This test
consists of various forms, including:
1) True false test (TrueFalse)
2) Multiple choice test
3) Test matching (Matching)
4) Relationship analysis test (Relationship Analysis)
In principle, the objective test form above has its
weaknesses and strengths, but usually the objective form can
test all the material that has been taught, while the description
form is rather difficult to measure all the material that has
been taught, because the scope of the test form is very
narrow. For more details, it is necessary to first explain the
weaknesses and strengths of the objective form test. It can be
concluded that the advantage or goodness of the objective
form in evaluating Indonesian learning outcomes for students
is the objective form test, they are:
1) Appropriate for expressing learning outcomes that are
structured
knowledge, understanding, application, and analysis.
2) Has a learning impact that encourages students to
remember, interpret, and analyze opinions.

3) The answers given can describe the realm of educational
goals according to Bloom, especially the cognitive
domain.
While the weaknesses are that objective tests:
1) Students are not required to organize answers, because the
answers have already been provided.
2) Students may be able to guess the answers that have been
provided.
3) Cannot reveal the process of thinking and reasoning.
4) Only measure the cognitive domain the lowest does not
reveal more complex capabilities.
The initial test is usually carried out after the teaching
and learning process is complete. The goal is to determine
the level of student mastery of the subject matter that has
been given in the teaching and learning process concerned.
Another goal is to improve the teaching and learning
process that has been carried out, the results are called
formative test results, whereas if the goal is to determine
someone's graduation or class promotion for a particular
subject then it is called a final exam or general test.It can
be concluded thatthe objective test is one of kind test that
the answers have already been provided. It determines the
level of student mastery that is taught in learning process.

In terms of the function of the test at school, the test
is divided into:
1. Formative Test
Formative tests, namely tests given to monitor
learning progress during the learning process.
This test is given in each learning unit. The
benefits of formative tests for students are:
 To find out whether students have mastered the
material in each learning unit.
 It is reinforcement for students.
 It is an improvement effort for students, because
with formative tests students know their
weaknesses.
 Students can find out which part of the material
they have not mastered.
2. Summative Test
Summative tests are given with the intention
of knowing the mastery or achievement of
students in a particular field. Summative tests are
carried out in the middle or at the end of the
semester.
3. Placement Test
Placement test is a test given in order to
determine which department students will enter or

which group is best occupied or entered by
students in learning.
4. Diagnostic Test
Diagnostic tests are tests that are used to
diagnose the causes of difficulties faced by a
person in terms of intellectual, emotional,
physical and other things that interfere with
learning activities.
Therefore, test have function based on the test at school that test can
monitor learning progress during the learning process. It canimprove
for students that are taught by the material in learning process. Test
can be givenin the end of the semester. Therefore, test can measure
their comprehension, intellectual, emotional with learning activities.
2. Item Analysis
a. Definition of item analysis
Analysis of item quality is one of the most important activities to
be carried out in order to improve the quality of a question, either
the overall quality or the quality of each item. As an evaluation
tool, test questions are expected to provide an objective and
accurate value or score. As a result, it is critical to pay attention to
the basic principles. the basic principles of creating questions and
needs to understand the rings of good questions. Good test
questions should be included in a question bank or set of questions,

while bad ones should be avoided. The analysis of test items is
carried out to determine whether a test item is good or bad.
The learning outcomes assessment instrument is used by educators
to fulfill the requirements of (a) substance, which represents prior
competence, (b) construction, to fulfill technical requirements
based on the form of the instrument use, and (e) language, uses
good language and correct language and is communicated based on
students' developmental levels.16Therefore, analysis of test items is
used to determine the effectiveness of individual items on the test
items. It is conducted to good or bad items.
This research test item analysis includes an analysis of validity,
reliability, and item, as well as competency standards and basic
competencies.From the description above of good items criteria, it
can be found out how the quality of the English subject matter for
eighth grade students at SMP Muhammadiyah Pasir Pengaraian. It
can be identified items that are not good by analyzing these
itemsand this information can be used to improve questions at the
next opportunity. The analysis quality of these items is intended to
help the teacher understand how the questions are good and how
the items are bad, so that the teacher can be better at compiling
questions.
16
Permendiknas, (2007), regarding Education Assessment Standards.
b. Test Item
According to Suruchi & Rana, for a test to reliable and valid,
a systematic selection of test items with regards to subject content
and degree is necessary.17 Moreover, the reliability of the test also
depends upon the grading consistency and discrimination between
the students of different performant levels. Thus, the quality and
effectives of individuals item, item analysis is done after the
administration and scoring of preliminary draft of the test on
selectedsample. Test itemsis important in improving items which
will be used to eliminate ambiguous or misleading test items in a
single test administration.
Improving instruction skills in test construction and
identifying specific areas of course content need greater emphasis or
clarity. Therefore, helping the students to determine the quality of
the test items and the question a whole. There are two major reasons
for the test items; to identify defective test items and indicate areas
where learners have or have not master. It measures the effectiveness
of individuals test items of its level and discrimination power to
distinguish between high and low achievers in a test.
Item analysis helps in selecting the best test items in the final
draft by retaining the good items and discarding the poor items.
Shaki states item as a measure of the of an item. It is simply the
proportion of taking the test, whic gets the item correctly. The larger
17
Suruchi, J. & Rana, S. R. (2014). “Test item Analysis and Relationship between
difficulty level and discrimination index of test item in an Achievement test in biology”.
percentage getting an item right, the easier the item. Ado states the
percentage differences in correct responses between the low and
high scoring students.18 The test item refersto percentage of students
taking test who answer the item correctly. It ranges from 0-100; the
higher the value, the moderate and the easier the question. Thus, the
quantitative analysis is conducedt after the test tool has been
administrated to the test takers in order to determine the quality of
the test.
c. Kinds of item analysis
1) Qualitative analysis (Logical Validity)
A test is proven that a test logically measures what it is
supposed to be measured after conducting analysis. It is said to
have logical validity. According to Sudaryono, logical validity
emphasizes the quality of a test based on logical judgment. 19
When a test logically measures what it is supposed to measure,
it is said to conduct the logical validity criteria.
2) Quantitative analysis (Empirical validity)
After scoring the representative samples responses to each test
item, quantitative analysis or empirical validity is used to
analyze the internal characteristics of the test using statistical
data. The internal characteristics is determined by quantitative
analysis which intends to account for test item. In addition,
18
Ado, A. B. (2013) “Item Analysis using derived Science Achievement Test
Data”. International Journal of science and research
19
Sudaryono (2012), Fundamentals of Learning Evaluation, Graha Ilmu:
Yogyakarta, p.140.
According to Surapranata, quantitative analysis isas call
empirical judgment, it is conducted to improve the quality of test
items.20 After administering the test itemsto representative
samples, the extent of its quality can be determined.
Furthermore, quantitative analysis focuses on test item.
d. The importance of item analysis
Item analysis is crucial for improving test items that will be used
again in later test. In addition, Item analysis can also be used to
eliminate misleading items from a test.There are numerous benefits
that can be obtained by conducting item analysis. The following are
advantages of conducting item analysis:
1. Helping teachers in identifying items that are not working
properly.
2. Obtaining information that can be used to improve product
quality.
3. Obtaining a brief description regarding quality of the items that
are constructed.
Item analysis is basically the proportions of the students who
responded correctly to an item. It is commonly known as item value
refers to percentage of test takers who responded to an item
correctly. To find out the item analysis, it can be detemined by
calculating the proportion of test takers that answer the item
20
Sumarna Surapranata(2009),Analysis, Validity, Reliability, and Interpretation of
Test Results,, Rosdakarya Youth: Bandung
correctly.21 The following is the formula for calculating the item
analysis:
The Formula of Test Itemsanalysis
P = x100%
In which:
P :item difficulty index
F : the number of correct responses in the total group who
pass the test item
N : the total number of responses comparises both
correct and incorrect in the group
It can be concluded that the item analysis is useful for
helping teachers in determining the quality of test items for the
purpose of test items effectiveness.
B. Review Of Related Studies
Considering the research, there are many studies that have
been conductedthe similar research related to test item. The first
research was done by Dwi Cipta Ningrum (2014) entitledFocused
On The Difficulty Level And Discriminating Power Of Test Item In
The Junior School Level. The subject of this research was at first
grade of SMP N 3 Tangerang Selatan at odd semester 2013/2014
academia year. This research used qualitative method. The result of
this research indicated that the index of of test was 0.69 and the
21
Shafizan Sabri. (2013). Item Analysis of Student Comprehensive Test for
Research in Teaching Beginner String Ensemble Using Model Based Teaching Among
Music Students in Public Universities. International Journal of Educational and Research
Vol. 1 No.12.p. 7.
index discriminating power of the test was categorized to moderate
in terms of level of difficulty and good in terms of discriminating
power.
The second research was done by Amalina Shomami (2014)
with entitledOn Item Analysis Of English Summative Test Focusing
On Difficulty Level, Discriminating Power, And Distractor
Efficiency.This research used employed content analysis research.
The result of this research showed that there were 6 (15%)
acceptable items to meet the criteria of difficulty index, one item
(2.5%) with two difficult status and there were 33(82.5%)
unacceptable items. In addition, there were 23 (57.7%) poor items,
one item (2.5%) has negative result to the extent that it should be
discarded, and 16 (40%) acceptable items in terms of discriminating
power index. Last, for the distractor efficiency there were 166 (83%)
distractor with in effective distractor found in this research. It
concludes, the English odd summative test for second grade of
SMAN 6 Depok didi not meet the criteria of effective and acceptable
test.
The third research was done by Rifadah (2015)
withentitledFocused On Difficulty Level OfEnglish Summative
TestFor Junior High School Level OfSMP Annur. This method
usedin this research was descriptive analysis using quantitative
approach. The result indicated that most of the test items had not
fulfilled the criteria of good difficulty level and discriminating

power. There were 6 easy item in the test type of P1 (A classes), 21
moderate items, and 23 difficulty items. Then, there were 4 easy
items in the test type P2 (B classes) 20 moderate items, 26 difficulty
item. Also, there were 3 easy items in the test type of P3 (C classes),
27 moderate items, 19 difficulty items. It concluded that it was found
that the English summative test was 45% moderate level, and 94%
poor. The difficulty level of each item was moderate level, and the
discrimination level of each test item was poor.
The similiarity between those previous studies and this
research is aimed an analysis oftest itemsfor English subject at the
eighth grade of SMP Muhammadiyah Pasir Pengaraian. This method
used in this research is descriptive research design using quantitative
approach. The result indicates interesting in conducting a study on
test items for English subject at the Eighth grade of SMP
Muhammadiyah Pasir Pengaraian. In addition, this research
calculation by employing MS excel peogram.

C. Conceptual Framework
AN ANALYSIS OF TEST ITEMS
Test Item analysis

at carries out systematically to provide information about the items that have been
Analysis
prepared.
of item quality is one of the most im
The criteria of good test Distractor Efficiency Test Items

According to Foyewa states the good testsExamine
have characteristics such as validity, reliability, and objectivity.
the degree of distractors (for multiple choice
Show how
questions
difficult
onlyo
How is the quality of the test items for English subject at the eighth grade students of SMP Muham
From the conceptual framework above, the researcher conducted a
research to overcome the quality of test items of English subject at the
eighth grade students of SMP Muhammadiyah Pasir Pengaraian. The
researcher analyzed quality of the test items of eachquestions. In this
research, the researcher wanted to find out analysis of test items of English
subject at the eighth grade students of SMP Muhammadiyah Pasir
Pengaraian.
CHAPTER III
RESEARCH METHOD
A. Design of The Research
In this research, the researcher used quantitative approach. It
was the type of research that was conductedby method that relies on
the ability to calculate data accurately.Cresswell stated this approach
was used to test objective theory by examining the relationships
between variables. These variables, itwas measured by using
instrument so the data that was counted got analyzed using number
procedures.22 In addition, according to Sugiyono stated this research
was based on concrete data, the data of research in the form of
numbers wasmeasured by using number procedures as a means of
calculated, related to the problem that research to produce a
conclusion.23From this, the researcher got information, find out,
analyzed, and described these variables was the test itemsof English
subject at eighth grade of SMP Muhammadiyah Pasir Pengaraian.
There are many kinds of research under quantitative, such as
experiment research, correlation research, descriptive research, and
comparative research. In this research, the researcher used
descriptive researchdesign. It explored and describedthe data acquire
in the field. Cresswell stated the descriptive research design was to
gather information about the present existing condition. In addition,
22
John Creswell and David Creswell, Research Design: Qualitative, Quantitative,
and Mixed Methods Approaches, third edition, (Los Angeles: SAGE, 2016), p.5
23
Prof.Dr.Sugiyono, “Research Method, Qualitative, Quantitative, R & D”
(Bandung: Alfabeta Cv, 2016), p.9
descriptive research design was a type of research design that is
aimed to obtain information to systematically described phenomenon
or situation.
In this research, the researcher had purpose to determinedthe
testitems, this research was supported by numerical data that was
analyzed statistically by using Miscrosoft Excel program.
B. Population and Sample
The population was the totality subjects of the research. It
referred to all the members of particular group. It was group of
interesting to the researcher, the group of whom the researcher
wouldgeneralize the result of the research. According to Cresswell,
population was group of individual who has the same characteristic
and sample was a presentative of the population”. 24 The population
of this research was the selected eighth grade students of SMP
Muhammadiyah Pasir Pengaraian. The respondent of this research
consist of 84 students enrolled for that particular semester. The
students taken from 3 classes with different capability in English
language. They were consisted of 28 students of each class.
Tabel 3.1 Total population of the eighth grade students of
SMP Muhammadiyah Pasir Pengaraian
No Class Students
1 VIII.1 28
24
John Creswell and David Creswell, Research Design: Qualitative, Quantitative,
and Mixed Methods Approaches, third edition, (Los Angeles: SAGE, 2012), p.109
2 VIII.2 28
3 VIII. MBS 28
Total 84
The sample of the research were the eighth grade students of
SMP Muhammadiyah Pasir Pengaraian. The researcher used total
sampling technique. Total sampling was a sampling technique when
all the members of the population were used as samples.It was
sampling technique where the number of samples was equal to the
population. The reason for taking total sampling because the total
population was less than 100 all the population was used this
research sample.25 In this research, the researcher examined
thequality of test items of English subject at eighth grade of SMP
Muhammadiyah Pasir Pengaraian.
C. Instrument
Instrumentation is a kind of tool or facility which is used by
the researcher in collecting data. Instrument included a part of the
way used by the researcher to collect of obtaining the data. In this
research, the instrumentused documentation. Thiswas obtained from
the sheet the studentof test.In constructing the test, the researcher
consulted to the English teacher. The purpose of the this
instrumentation was used to find out the quality test item of English
25
Sugiyono, op. cit., p. 124-125
subject. For the data sources, the researcher used the following
instrument below:
Documentation
The researcher useddocumentation tocollect the data. The
instrument to measure the test itemsin analysis process.In this
research, it was included some aspects that became the indicators of
the test items.According to Sugiyono, documentation was a method
used to obtain data and information in the form of books, archieves,
documents, written numbers and pictures in the form of report and
information that can support the research. 26 As explain previously,
with documentation, it could be collecting the data.
In order to collect the data on test items, the researcher
gathered the sheet the students of test to be analyzed in terms of the
test items. Documentation was to complete the data from results of
interviews and observations.Therefore, the data was accurate.
D. Technique of the Data Collection
In this research, the data was obtained from the sheet the
students of test at the eighth grade students of SMP Muhammadiyah
Pasir Pengaraian. Teacherswas givetest after the students were
finishing learning in the class. The test was used widely about test
items. However, the scores of students on these test were collected
and then analyzed.
26
Prof.Dr.Sugiyono, “Research Method, Qualitative, Quantitative, R & D”
(Bandung: Alfabeta Cv, 2016), p.166
Based on that statement above, the data collection of this
research conducted by used all instruments through preliminary
research, used the documentation. For the scoring technique, each
correct answer wereawarded one point and zero for each wrong
answer. In this research, the data collection technique was done by
collecting the sheet of the students of test of English subject at the
eighth grade of SMP Muhammadiyah.
E. Technique of the Data Analysis
After collecting the data, the researcher described the test items
for each test items based on index. Once the index of test items had
been determined statistically by used Ms. Excel program, these data
were described. Itwas suggestedthe stepsbyGeorge Argyrous for
analyzing the data wereas follow:27
1. The researcher collected the paper of questions test and
students’ answer sheets.
2. Checked the students’ answer the test items.
3. Scored the students’ correct answer.
4. Arranged the students’ score in the test from the highest to
the lowest score.
5. Decided the samples for the research. Calculated the test
items to determine the index of test item statistifically by
using Ms. Excel program.
6. Categorized the result of the data analysis of test items.
27George Argyrous (third edition (2011﴿, Statistics for Research, ﴾London: Sage
Publication﴿, p. 20.
7. Interpreted the level of test item based on the numerical data.
8. Described the quality of questions test items.
To determine test items, the data was calculated by using the
following formula:
Tabel 3.2
The Formula of Test Item Analysis
P = x100%
In which:
P :item difficulty index
F : the number of correct responses in the total group who pass the
testitem
N : the total number of responses comparises both correct and
incorrect in the group
The formula above to know the percentage of the students answer
correctly.The researcher conclude that easy test was the higher analysis. It
was calculated as percentage of studentswho answer the items correctly. It
ranged from 0-100%. The test items were classified into three categories as
follow:28
Tabel 3.3 Distribution of Items in Terms of Level of Difficulty in Categories

Item Difficulty Index
Easy (Above 0,90)

Moderate (0,20-0,90)
Difficult (Below 0,20)
28
Research in Teaching Beginner String Ensemble Using Model Based Teaching Among
Music Students in Public Universities, International Journal of Education and Research
Vol.1 No. 12. p.7
In this research, test items was used to determine the proportion of
students who answered the question correctly. The researcher had to
determine the suitable item so the questions are not too easy or difficult for
students. Based on item difficulty index, the researcher conclude that if the
test items 0,20-0,90%, the questions could be moderate test. If above 0,90-
% the questions could be good test and if below 0, 20% it needed to
upgrade.
CHAPTER IV
RESEARCH FINDINGS
A. Findings
In this chapter, the researcher wanted to describe about the
result of analysis from the data that had been collected to answer the
research question; the quality of test items of English subject at
eighth grade students of SMP Muhammadiyah Pasir Pengaraian. The
findings of the research were intended to explain the quality of test
items and how the percentage index test items of English subject at
eighth grade students of SMP Muhammadiyah Pasir Pengaraian.
1. Description of the Data
The data of this research was received after the
research that was conducted at the eighth grade students of
SMP Muhammadiyah. The data was obtained from the sheet
of the students of test of English subject. In taking the
documentation, the students was given 90 minutes to finish
answer the question.
In this research, it was checked the sheet of the
students of test,the results were classified into three groups;
difficult, moderate, and easy. In this research, the researcher
has analyzed the data. To get these data, the researcher used
total sampling technique to determine the sample of the
research. The result of the data analyzed in microsoft excel.
It was included the moderate questions. In this research, most

of students got 90 score among others meanwhile almost of
students got 70 lowest score among others. The kinds of test
items were matching the word, essay, arranging the word,
true or false statement, cloze and multiple choice test.
2. Analysis of The Data
In order to explain the data clearly, the researcher
made one by one to analyze the data. For data analysis,
descriptive statistic were employed in this research.
Descriptive statistic was used for describing the data since
the data involved the use of mathematical formulation for
making calculations of test item. In this research, eighty four
of students’ answer sheets were checked in order to
determine the students’ correct answer in manual counting.
Based on the data students’ answer sheets, it was
found that the highest and lowest students’ correct answer of
test items. After that, this data was used for determining test
items of this research. The data was analyzed in relation to
students’ answer sheets of the score groups. Furthermore, the
data was analyzed by applying Microsoft Excel to determine
test item. Then, the test item of each test items were found in
numerical data.
Item number 1
“1. Match each word in Column A with its meaning in column B ...
A B
Tell Film
Great Gemuk
Fat Menceritakan
Movie Bagus
In this research, question number 1 was included in
easy questions for every student who answered the questions
who knew the vocabulary taught in class. Of the 84 students,
only 4 students answered the questions incorrectly. This
question had clear question instruction and students still
remembered all the English vocabularies taught in class.
Thus, the students were asked to match vocabulary with its
meaning.
P = x100%
= x100%
= 95%
This item was include easy item.
Item number 2
“2. We save our money in ...”

Question number 2 was included in moderate
question. This question did not have the context in this
question was general, the students were asked to answer
question based on their understanding of the question. It was
included in cloze test.cloze test was givem by asking the
reader to guess the contents of the blanks. The process of
guessing it certainly could not arbitrary. Therefore, students
must understand the content of the text first.
P = x100%
= x100%
= 38%
This item was include moderate item.
Item number 3
“3. Alwi is sick. Where Alwi should go?”
This question was included in essay question. It did
not have instruction but the context was found in daily life
thus students were able to answer the question. According to
one of the students, based on the interview, they understood
the context of the question given, so the question was not
difficult. Students were asked to answer the question based
on the context of question given. This question was able to
be understood by the students.
P = x100%
= x100%
= 38%
Item number 4
“4. Budi was very busy. He (can/can not) exercise regularly.”
This question was choice question that was asked to
answer the correct answer. It was included in moderate
question because the context was too high level for eighth
grade junior high school students. Students must think
critically in understanding the content of the answers in
context of the question. The context of this question must be
understood by students. It was the question that refers to
daily activities in context. Therefore, students were taught to
understand the meaning of the context itself in answering the
question.
P = x100%
= x100%
= 39%
Item number 5
“5. I am very tired. I think I (will/will not) go

to bed now.”
The question number 5 was included in choice
question. Students must be familiar with vocabularies. It was
grammar question. Students were familiar with the grammar
vocabulary taught in class. However students understood and
answered the choice test. This questions were nothave
instruction so it made some of students could not answer the
question. Whether actually students understood the grammar
material taught in class.
P = x100%
= x100%
=59%
Item number 6
“6. Anton does not speak clearly. I (can/can not) hear his voice.”
The question number 6 was easy question. It was
clear context so the students could answer the question and
question about understood grammar. After that students
understood remind grammar material taught in class. This
question also did not have instruction but students
understood it because the context was in daily activity. For
teacher must pay close attention to make the question.
P = x100%
= x100%
= 52%
This item was includemoderate item.
Item number 7
“7. Edo broke his leg. He (can/can not) walk for now.”
Although the question was easy question but it did
not have instruction. Most of students could understand the
content of the question parts because they were still reminded
taught in class. This question had context in daily activity so
the students could answer the question. Based on the
interview from one of student, they could understood the
context so that this question was easy for them.
P = x100%
= x100%
= 53%
Item number 8
“8. I am sorry that we (can/can not) come to

your party next Sunday.”
This question was included in essay question. It was
the same question from number 4-8 which did not have
instruction but the question context were in daily activity so

it could be answered. Therefore, students still got to be
reminded the material taught in class. Thus, the question was
included easy question. The pattern of the question was a
pattern of grammar material. Students understood because
they knew it. A pattern was a shape or model that has
regularity, both in design and in abstract ideas. It was choice
question repeatedly in certain rules so that the continuation
can be predicted.
P = x100%
= x100%
= 72%
Item number 9
“9. Match each word in column A with its meaning in

column B.”
A B
I am having cold You should tell them to be
silent
My neighbor is noisy You should borrow her
money
I have toothache You should take a rest
Your friend needs a book for You should go to the dentist
his homework. But he does
not enough money to buy it
In this question was included easy question. It was
clear instruction and the context of the question also clear so
it was easy to be understood. At this selective of the question,
it was simply to respond correctly, which makes matching an
appropriate format. The most frequent appearing criterion in
matching procedures was vocabulary. The students said this
question was easy because they knew context in daily
activity. Therefore, this question was included as good
question and suitable level question for eighth grade junior
high school.
P = x100%
= x100%
= 79%
Item number 10
“Give the best suggesstion for your friend based on the

situations given.
10. I lost my handphone at
school. You should ...
11. I always come late almost every
day. You should ...
12. I will go out, but its very cloudy
now. You should ...
13. Our classroom is dirty and
messy. You should ... “
There were lots of questions that could be converted
into gap-filling or “fill in the blank” items in which the
students‟ response is to write a phrase or sentence. An
extension of simple gap-filling question was to create
sentence completion items where students read part of a
sentence and then complete it by writing a phrase. This
question had instruction. It was for number 10-13. These
questions were included difficult question because the
students did not have many vocabularies. They had only
limited vocabularies.
P = x100%
= x100%
= 7%
This item was include difficult item.
Item no 11
P = x100%
= x100%
= 8%
Item no 12
P = x100%
= x100%
= 5%
Item no 13
P = x100%
= x100%
= 11%
Item number 14
“Arrange the word into good sentences.
You-speak-can-English-?
This-will-book-you-bring-me-help-?-to.”
In this question was included difficult question
because it was arranged the word to the correct sentences.
Based on the interview, students said students did not
understand to arrange the word to the correct sentences. It
was seen most often and worst on question they had seen
least often, it was arranged the question so that the
hardest question appeared as the pre-question and the easiest

question appeared as the quiz-only question. Therefore,
students must understandto arrange the question to the correct
sentences.
P = x100%
= x100%
= 30%
Item number 15
P = x100%
= x100%
= 35%
Item number 16
“16. When you want to get someones attention, you will say ... “
This question was a short answer question. In this
question, question was presented in the context of greeting
and students read questions that must be answered in one or
two sentences. It was not clear in context, making it difficult
for students to answer the question. Thus, the teacher must
pay attention to the context that was appropriate for the level
of question at the eighth grade level. Moreover, the pattern in
this question used the description pattern, which was the
pattern used to make questions with this type of description.
P = x100%
= x100%
= 9%
Item number 17
“17. When you went to check someone understanding, you

will say… “
Questions 16-18 were the same. That included the
type of essay short question. Differences in other types of
questions, short essay questions could not be assessed
directly by the system. Assessment of this type of question
was given manually by the teacher or instructor because it
related to the point of view and depth of understanding.
According to an interview with one of the students, questions
number 16-18 were difficult because it was difficult to
understand the context, it did not make clear instructions so
we could not answer the questions. As a result, it was up to
us to answer the questions. It can be concluded as a teacher,
must be good at making questions, what are the ideal levels
in making questions.
P = x100%
= x100%
= 8%
Item number 18
“18. When you ask someones opinion, you will say…”

Question number 18 was included in the short answer
question. This question was difficult because the context of
this question was unclear, so students did not know how to
answer it. In addition, to provide an assessment, the teacher
must provide an explanation of the assessment criteria. For
example, suitability with the theme, language structure, and
accuracy of sources. Thus, the teacher should make a rubric.
Therefore, it corresponded to the level of questions for
students eighth grade junior high school.
P = x100%
= x100%
= 8%

Item number 19
“Choose the correct answer

For question number 19 was included in easy
19. Rina (can/can not) to the concert next Saturday. She has to work.”
question. The context of this question already exists in daily
life so that students understand this question. This level of
question was also appropriate for the level of question at the
eighth grade level. This question was included in short
answer questions. therefore, students simply chose the correct
answer from the existing context.
P = x100%
= x100%
= 61%

Item number 20
“We must wear a uniform everyday. From Monday to Thursday we

must wear the batik shirt. The girls must wear a black skirt, and the
boys must wear a pair of black pants. On Friday we must wear the
scout uniform. We must wear proper shoes. We must not wear
sendals, a tshirts, or a casual wear at any place and at any time
during the school hours.
“Read the first, choose the following statement TRUE OR
FALSE”
STATEMENT TRUE FALSE
From Monday to Thursday
we must wear the batik skirt.
The girls must wear a black
skirt
The student must wear
sendals
On Friday we must
wear the scout uniform
Question number 20 was an easy question. This
question only chose the most appropriate answer by crossing
the letter T if the statement is true and the letter F if the
statement is wrong. This question was an easy question.
Students could understand the meaning of the statement.
Based on interview, one of the students said they liked this
question the most. Because it was easy, it did not drain the
mind in answering questions. Therefore, manyquestions,
question number 20 was the easiestfor eighth grade 8
students.
P = x100%
= x100%
= 91%
This item was include easy
item. Item number 21
“For all VIII grade students, you are invited to do

hiking. Please come on Friday, 10th October 2014 at 7
a.m 14 cut Nyak Dien Street.
Pease RSVP by 9th October to the osis chairman, Sinta.
21. Who are invited to do the hiking?
22. When will the hiking begin?
23. Where will the hiking begin? “
However for questions number 21-23, students still
did not understand this question. Even students were
confused so that the question was like a constructor question.
In this question, students were asked to think more critically
in answering the question. According to the results of the
interviews, students said this question was difficult because
the context of the question text was unclear, so they found it
difficult to understand.
Item number 21
P = x100%
= x100%
= 20%
Item number 22
P = x100%
= x100%
= 41%
This item was include easy item.
Item number 23
P = x100%
= x100%
= 25%
Item number 24
“24. The doctor told him that he ... less. He is too fat.
a. Sould drink
b. Should sleep
c. Should eat
d. Should walk “
As we know that for question number 24. This
question was included as difficult question. Actually this
question was multiple choice. Whether this question must be
understood for students. They could answer multiple choice.

They knew the vocabularies and understood the meaning of
word. Based on the interview, one of students said the
context like fill in the bank. It made students got distructed
so they were lack in comprehending the question.It was
concluded that the question was a series of question or
exercise used to measure skills, knowledge, intelligence,
ability, and knowledge.
P = x100%
= x100%
= 22%
Item number 25
“25. The movie was great. You ... go and see it.
a. Should
b. Should not
c. Must
d. Must not “
This question was multiple choice. It was the most
popular method of testing a reading knowledge of vocabulary
and grammar, mainly for reasons of practicality because it
was easy to administer and can be scored quickly. The most
straightforward multiple-choice items may have little context,
but might serve as a vocabulary or grammar check.

P = x100%
= x100%
= 20%
Item number 26
“26. You have final exam tomorrow. You … study to get a

good mark.
a. Good mark
b. Should
c. Must not
d. Must
e. Should not
The question for number 26 was included as multiple
choice. It was an easy question because the students could
understand each item provided there were more than two
possible answers, and only one of these choices was correct.
In other word, some of students could answer the questions
easily and also easy understood in answering the objective
questions.
P = x100%
= x100%
= 45%

Item number 27
“27. Mrs. Rina : Attention,

This Student
please kind of question
:… basically presented students
with aa.number
No, ma’am
of alternative answers, generally between 3
b. Yes, ma’am
and 5 c.alternatives
Thank youfor each question and the student's task
d. Good morning
was to choose one of these alternatives based on certain
considerations (sometimes as a variation, it was not
determined that one must be chosen, but where it is necessary
to have to choose more than one chosen, of course this
variation is more difficult than the single choice variation).
P = x100%
= x100%
= 86%

Item number 28
This
“28. Mr. kind
Budi : ...of multiple choice question was in the form
Anton : yes, sir
of questions consisting
a. Budi, may I have of stems. It was usually
your attention, please?in the form of
b. Everybody, may I have your attention, please?
questions, commands
c. Anton, may I have or your
imperfect
attention,sentences.
please? It was
d. Mr. Budi, may I have your attention, please? “
concluded as difficult question. Based on interview, one of
students said the context of question as a little distructor,
because they did not see careful or did not comprehend the
context. Therefore it makes students felt difficult to choose
correct answer.
P = x100%
= x100%
= 5%

Item number 29
“29. Ririn : Siti, do you understand the story?

Siti: ...
No, ma’am. Sorry, say that again, please.
Yes, sir.
Thanks.
Not really. She speaks very fast. “
The question of multiple-choice items may have little
context.It was a matter of choice, that was the alternative
answers that accompanied it or if translatedmeans choices. It
was concluded as the moderate question. Based on the
interview from one of the students, it is said that this question
was enough to easy in asnwer the question. Most of students
said it was difficult question because the context was unclear
short conversation. It means the people of conversation text
was unclear. Thus, it made the students a little disctructor
with the short conversation context.
P = x100%
= x100%
= 34%

Item number 30
“30. Mr. Tony : …

Wati : Yes, sir.
Do you know what I mean?
How are you?
Where do you live?
What is your name?
Moreover, this question was one type of question
objective test that required test takers to provide answers,
questions or statements listed in the subject matter that was
accompanied with a number of possible answers. The form of
multiple choice question consists of from: stem, option, key,
and distractors.
P = x100%
= x100%
= 83%
B. Discussion
English subject was one of the subjects that taught for students to
improve their language skills.The basic core of language mastery
was as a tool for communicating.To improve their skill, students
should master in answer the questions ofEnglish subject. The test
items related to studentsanswer the questions. For this reason,

teachers were able how to make ideal questions that suitablefor the
level eighth grade students. One oftest items might be used to
improve the students’ critical thinking on how to answer the
questions.
In this research, the researcher found the cause most of
students could not answer the questions, some of the questions did
not have instructions suchas questions number 2 and 3. It made some
students confused to answerthe questions. As Suruchi & Rana said in
order for a test to be reliable and valid, a systematic selection of test
items with regard to subject content and degree of difficulty is
necessary.29 Some of students did not understand the question
because they had limited vocabularies so make them confused
answer question. It can be concluded careful preparation in making
questions must be andsuitable level eighth grade student is
neededamong studying in class.
In learning classroom process, the researcher found the
teacher who taught English especially in answering questions. The
teacher explained material then gave some questions related to the
material for students answering and how to answer the questions.
There were most of students did not understand such as number 10-
13. The teacher explained again, give tricked in answering the
questions. Therefore, it made the students understand the questions.
Teacher should concern the implementation of test items analysis
29
Suruchi, J. & Rana, S. R. (2014). “Test item Analysis and Relationship between
difficulty level and discrimination index of test item in an Achievement test in biology”.
activities whose decorations are designed foranswer the following
questions: 1. Is the question function appropriate? 2. How is the
quality of test items? 3. Are the questions free from things that are
less relevant? 4. Are the answer choices effective?. 30In the procedure
for preparing good items, qualitative analysis items that should have
been done before the questions were tested, while the analysis
quantitative testing is done after the questions are tried out.
The results of this research showed the overall results of
the researcher through interviews. According to interview the teacher
said most of students could not answer questions, the students had
limited vocabularies. It can be concluded that teacher make each
items needed clearly question. The quality of each items determined
from the characteristic in making items suitable for junior high
school.
In this research, data was described in relation to some
theories proposed by experts as presented in the theoretical
framework. In this case, test items is defined in terms of the relative
frequency which students taking the test to choose the correct
answer. The test items analysis was determined based on the range
scale as discussed in the theoretical framework. In order to make the
information was easier to read, the following was the table of data
interpretation of distribution of English subject grade.
30
Linn dan Gronlund in Basuk dan Haryanto (2014).“Activities test item analysis
and ideal test item analysis”. p.129
Theoretically, when everyone chose the correct answer
(P=1), or everyone chose the item (P=0). Therefore, Surapranata
states the extent of the quality of an item can be determined whether
it is acceptable, revised, or eliminated. First, the test items are
acceptable when it is proven through empirical judgment that the
items are effective to distinguish among students and it is already
supported by adequate statistical data. Next, the test items are
revised when it is proven empirical judgment that there are some
weakness on the test items. Lastly, the test items are eliminated when
it is proven through empirical judgment that they are not useful to
differentiate students who are knowledgeable from those who are not
knowledgeable.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on previous explanations, the purpose of this research was to
find out and describe the quality of test items of English subject in
term of question. In this research, to fulfilling one of the criteriaof
good test that suitable for eighth grade students, only items in the
form of essays were utilized in the item analysis process, some of
kinds of test items were matching the word, essay,arranging the
word true or false statement, cloze and multiple choice test. It could
be seen from the sheet of the students learning outcomes and to
measure the test items were moderate test, it was determined by
using Microsoft Excel test formula.
Based on the explanation from the previous chapter, it can be
concluded that the results were:
1. The quality of test items was included moderate items.
2. Most of students could answer the questions and most of
students could not answer it.
3. The questions was good but some of questions did not have
instruction so makes the students were got low score.
Therefore, 50 students answered moderate test. They were belong to
moderate test (50%).It was proven by Ms Excel data that
distinguish because that most of students could not answer the
questions.
B. Suggestions
Based on the conclusions above, the questionsgave result of the
quality of test items of English subject to students at eighth grade of
SMP Muhammadiyah Pasir Pengaraian. As could be seen on the
result of the research, the researcher gives some suggestions as
follow:
1. It is expected that the teacher should be involved along with
the items content to determine what should be done to
improve understanding the questions of English subject.
2. The teacher should be careful in making questions, it can be
also easily to understand the students in answer the
questions.
3. It was suggested to the next researcher who wants to conduct
the research with the same topic. For this reason, the
researcher hopes these suggestions could be accepted and
done as well as possible by all the readers.

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APPENDICES
Appendix 1 : The Sheet of The Semester Students Final Exam
Evaluation
Appendix 2 : Students’ Score of The Sheet of The Semester Students
Evaluation
APPENDIX 3 : Distribution of English Subject Eighth Grade Test
Sebaran Nilai Soal English Subject
No Nama Siswa 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
1 Al wahyu 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1 1 8
2 Andini anggun tiara 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 0 6
3 Arisah Ramadhani 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 0 0 1 1 0 1 20
4 Arsya yolanda sari 1 0 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 1 1 1 0 0 12
5 Citra Khairiyyahantomi 1 0 1 0 0 1 1 0 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 0 0 1 1 1 0 1 16
6 Celsy 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 1 0 1 1 12
7 Difki fauzan 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 7
8 Erfan syah 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 5
9 Frido dwieka agustiono 1 0 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 0 1 1 1 0 0 13
10 Isna mardhiyah 1 0 0 1 1 0 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 1 1 14
11 Jamail aridsyah 1 0 0 1 1 0 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 1 1 14
12 Kiara rifi yadini 1 0 0 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 1 11
13 Laura nuri paramita 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 1 1 7
14 Mariska 1 0 0 0 1 0 1 1 1 1 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 10
15 Marwandi 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 0 1 0 0 0 0 6
16 M. Farhan fahrezie 1 0 1 0 1 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 0 1 19
17 M. Yusuf qordowi 0 1 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 1 1 1 1 13
18 M. Zahran althaf 1 0 0 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 8
19 Nasya prita aulia 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 1 5
20 Puti aira agustin 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 1 8
21 M. Faris adzan 1 0 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 6
22 Rehan al-jabar 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 4
23 Siti aisyah 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 4
24 Septia enjel lita 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1 1 7
25 Syahfira meilani putri 1 1 1 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 1 1 1 1 13
26 Tegar ramadhan 1 0 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 1 1 1 1 1 0 1 1 1 0 0 1 18
27 Ulfi lestari 0 0 0 0 1 0 1 1 0 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 1 1 0 1 10
28 Yovie az-zahra 1 0 1 0 1 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 17
29 Nestika Putri 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 1 0 1 9
30 Fitra masyail ainiyah 1 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 6
31 Abdal abrar 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 1 1 1 1 1 18
32 Adil riski 1 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 1 10
32 Aditiya hendri wardana 1 1 1 0 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 18
33 Afdalius 1 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 1 0 1 5
34 Aldi nur fahrizal 1 0 0 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 8
35 Al-fikri 1 0 0 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 1 1 1 1 1 1 1 15
36 Altaf fairus 1 0 0 1 1 1 0 1 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 1 1 1 0 1 1 14
37 Anggara pratama 1 1 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1 9
38 Aqila wimala sari 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 1 0 1 1 0 1 1 1 1 0 1 23
39 Dimas andrean 1 1 1 0 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 1 16
40 Efrido ilahi 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 9
41 Firman prasetyo 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 1 0 0 1 1 10
42 Indri rahmi iftyrasy 1 1 1 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 1 1 1 1 16
43 Julia anggraini 1 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 1 1 0 1 11
44 Khumaira asyuara 1 0 0 0 0 0 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 1 1 1 1 12
45 Lenggo hakim 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 1 1 1 0 1 1 0 1 0 1 1 17
46 Mutiara andriani putri 1 0 0 0 1 1 1 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 0 0 1 1 0 1 1 15
47 Nurul khairun nisa 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 1 8
48 Putri nadia maulana 1 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 1 1 1 0 9
49 Sheli selvita 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 1 7
50 Shindy yufebi 1 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 1 8
51 Siti nur liza 1 0 0 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 1 0 1 0 0 0 9
52 Sulaiman 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 0 0 0 6
53 Tasya 1 1 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 1 0 1 9
54 Widiya 0 0 0 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 1 1 12
55 Yulia oktafiani 0 0 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1 1 1 1 13
56 Ridho 1 1 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 0 1 14
57 Adinda puspita 1 1 1 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 1 10
58 Afla januardi 1 0 0 1 0 0 0 1 1 0 1 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 9
59 Aisyah rahmawati 1 1 1 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 1 1 0 1 1 0 0 0 1 1 1 1 15
60 Al-mizan 1 1 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 10
61 Alvioletta naura putri 1 1 1 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 22
62 Alya zahra azhar 1 0 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 22
63 Annisa salsabila 1 0 0 1 0 1 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 0 1 1 1 1 1 1 0 1 16
64 Azizah nurhidayah 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 0 0 1 0 1 1 0 0 0 1 1 0 1 18
65 Diva anggreani 1 1 0 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 1 0 1 1 13
66 Fahri abdillah 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 1 9
67 Farah tri nurhasanah 1 0 1 1 1 1 0 0 1 0 0 0 0 0 1 1 0 0 1 1 0 1 0 1 0 0 1 0 0 1 14
68 Fathiyya asma' nabira 1 0 0 0 1 1 1 1 1 0 0 0 0 0 0 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 18
69 Fatur raharja 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 14
70 Kayla biya lubis 1 0 1 1 1 1 1 1 1 0 0 0 1 0 1 0 0 0 1 1 0 1 1 1 0 0 1 1 0 1 18
71 Marick akma putra pratama 1 1 1 1 0 1 1 1 1 0 0 0 1 0 1 0 0 0 0 1 1 0 0 0 0 1 1 1 0 1 15
72 Mawar yulianti 1 0 1 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 1 20
73 Miftahurjannah 1 1 1 1 1 0 0 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 1 1 0 0 1 1 0 1 19
74 M. Paiz sabnur 1 1 1 1 1 0 0 1 1 0 0 0 0 0 1 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 13
75 Najwa safitri 1 1 1 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 13
76 Putra Handayani 1 1 1 0 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 0 1 1 1 0 1 16
77 Putra syafa khairul ikhwan 1 1 1 0 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 1 1 1 0 1 1 15
78 Rameyza amelia ramadani 1 1 1 1 1 0 0 1 1 0 0 0 0 0 1 0 0 0 1 1 0 1 0 1 0 0 1 0 0 1 14
79 Satriyo gunawan 1 1 0 1 0 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 1 0 0 0 1 1 1 1 0 1 17
80 Teungku ferdi kusuma 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 8
81 Yuda ananda lubis 1 1 1 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 1 1 0 0 1 10
82 Fikri vantony 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 0 1 1 1 0 1 18
83 Rizky ardiansah 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 0 0 0 1 1 1 0 0 0 0 0 1 1 0 1 15
84 Rhezian almahdaviqi 1 0 1 1 0 1 1 1 1 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 0 0 0 1 0 1 14
80 32 32 33 50 44 45 61 67 6 7 5 10 26 30 8 7 7 52 77 17 35 21 19 17 38 73 42 29 70
Appendix 4: The Key of The Semester Students Final Exam Evaluation
Appendix 5: Letter of Observation Permit
Appendix 6: Letter of Free Plagiarism
Appendix 7: SK Letter of Thesis Advisor
DAFTAR RIWAYAT HIDUP
Nama : Arlen Mellani

TTL : Pekan Baru, 6 Januari 2000
Agama : Islam
NIM 2318009
HP 081267389903
Email : arlenmellani6@gmail.com
Alamat : Jl. Boncah Poran, Desa Babussalam, Kec.
Rambah, Kab. Rokan Hulu, Riau.
PENDIDIKAN
1. Tahun 2006-2011 SDN 001 Kepenuhan
2. Tahun 2011-2012 SDN 010 Rambah
3. Tahun 2012-2015 MTsN Rambah
4. Tahun 2015-2018 MAN 1 Kuantan Singingi
5. Tahun 2018-2023 UIN Sjech M. Djamil Djambek

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AN ANALYSIS OF TEST ITEMS OF ENGLISH SUBJECT AT

EIGHTH GRADE OF SMP MUHAMMADIYAH PASIR

Submitted as a Partial Fulfillment of the Requirement to Obtain Strata One

SYAHRUL, S.S, M.Pd

ENGLISH EDUCATION DEPARTMENT

Alhamdulillahirabbil’alamin, in the name of Allah SWT, the Most

Bukittinggi, 8 Februari 2023

LETTER OF ADVISOR APPROVAL

LETTER OF ORIGINALITY STATEMENT.............................................i

A. Background of the Problem................................................................1

B. Identification of the Problem..............................................................6

C. Limitation of the Problem...................................................................6

D. Formulation of the Problem................................................................6

E. Purpose of the Research......................................................................6

F. Significance of the Research...............................................................6

G. Definition of the terms.......................................................................6

CHAPTER II: REVIEW OF RELATED LITERATURES.......................8

A. Review of the Literature Theory........................................................8

b. The basic principle of learning test............................................9

c. The criteria of good learning outcomes test...............................10

a. Definition of item analysis.........................................................19

c. Kind of item analysis.................................................................22

d. The importance of item analysis................................................23

B. Review of Related Study....................................................................24

CHAPTER III: RESEARCH METHOD.....................................................29

B. Population and Sample.......................................................................30

C. Instrument of the Research.................................................................31

D. Technique of Data Collection.............................................................32

E. The Technique of Data Analysis.........................................................33

CHAPTER IV FINDING AND DISCUSSION............................................36

1. The Description of the Data............................................................36

A. Background of the Problem

Learning objectives, learning processes, and learning

evaluation are learning components that interrelated. According to

Herlambang states educator should first carried out measurement and

assesment before conducting evaluation.1 Evaluations that are

carried out an ongoing basis will be able to assist the evaluator to

estimate whether the objectives of the evaluation that have been

prepared will be successfully achieved within alot of times or not.

The education objectives show to students about what is exactly

expected to be able to do at the end of teaching period and learning

process is evaluation. Evaluation is an important role in educational

system because it is done to make sure whether the overall teaching

teaching and learning process.

Evaluation activities have a lot of benefits in the world of

education, as well as in learning activities. Evaluation is defined as a

systematic process to determine or make decision to what extent

teaching objectives have been achieved by students.2 In the field of

which learning has taken place. Because through evaluation, it can

follow up will be conducted.

Related to evaluation, in the teaching and learning process

students are expect to be able answer the questions given by teacher

after each learning is finishing. Therefore, every assessment given by

questions. Most of students got low score to answer the question.

Instructional Assessment Resources (IAR 2011) believes that an

item analysis involves many statistics that can provide useful

information for improving the quality and accuracy of multiple-

choice or true/false or question.3 Item difficulty is basically the