THE ANALYSIS OF VALIDITY, RELIABILITY,
DISCRIMINATION POWER AND LEVEL OF DIFFICULTY
OF FIRST MID-TERM TEST IN THE CASE OF THE EIGHTH
GRADE STUDENTS OF SMP 33 SEMARANG (In the Academic Year of 2008/2009)
a final project
submitted in partial fulfillment of requirements
for the degree of Sarjana Pendidikan
in English
by
Ajeng Desy H
2201405080
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2009
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APPROVAL
The final project was approved by the Board of Examiners of the English Department of the Faculty of Languages and Art of Semarang State University on 19th August 2009.
Boards of Examiners
1. Chair person Dra. Malarsih, M.Sn
NIP. 131764021
2. Secretary Drs. Ahmad Sofwan, PhD NIP. 131813664
3. First examiner Drs. Suprapto, M. Hum NIP. 131125925
4. Second examiner/ second advisor
Frimadhona Syafri, S.S, M. Hum NIP. 132300419
5. Third examiner/ first advisor
Drs. Amir Sisbiyanto, M. Hum NIP. 131281220
Approved by Dean of Faculty of Languages and Arts
Prof. Dr. Rustono, M.Hum NIP. 131281222
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PERNYATAAN
Dengan ini saya, Nama : Ajeng Desy Hidayati NIM : 2201405080 Prodi/ Jurusan : Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Semarang menyatakan dengan
sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul:
“THE ANALYSIS OF VALIDITY, RELIABILITY, DISCRIMINATION
POWER AND LEVEL OF DIFFICULTY OF FIRST MID-TERM TEST IN THE
CASE OF EIGHTH GRADE STUDENTS OF SMP 33 SEMARANG IN THE
ACADEMIC YEAR 2008/ 2009”
Saya tulis dalam rangka memenuhi salah satu syarat untuk memeperoleh gelar
sarjana ini benar-benar merupakan karya sendiri yang saya hasilkan setelah
melalui penelitian, pembimbingan, diskusi, dan pemaparan/ ujian. Semua kutipan
baik yang langsung maupun yang tidak langsung, baik yang diperoleh dari sumber
kepustakaan, wahana elektronik, wawancara langsung maupun sumber lainnya
dengan cara sebagaimana yang lazim dalam penulisan karya ilmiah.
Dengan demikian, walaupun tim penguji dan pembimbing penulisan skripsi/ tugas
akhir/ final project ini membubuhkan tanda tangan sebagai tanda keabsahannya,
seluruh isi karya ilmiah ini tetap menjadi tanggung jawab sendiri. Jika kemudian
ditemukan ketidakberesan, saya bersedia menerima akibatnya.
Demikian, harap pernyataan ini digunakan seperlunya.
Semarang, Agustus 2009 Yang membuat pernyataan
Ajeng Desy Hidayati NIM. 2201405080
iv
They only are the (true) believers whose hearts feel fear when Allah is mentioned,
and when the revelations of Allah are recited into them they increase their faith,
and who trust in their Lord (Al-Anfaal: 2)
There is a will there is a way.
Dedicated to:
My parents
My brothers
My lovely and my friends
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ACKNOWLEDGEMENT
Foremost, I wish to take this opportunity to express my gratitude to God the
Almighty for the blessing, inspiration, and leading me to complete this final project.
First of all, I address my deepest appreciation to Drs. Amir Sisbiyanto, M.
Hum, my first adviser, who was given a valuable guidance and unfailing
encouragement from the beginning until this final project was completed. I also
extend my gratitude to Frimadona Syafri, S.S, M. Hum, my second adviser, who was
given many suggestions and corrections of its improvement.
In addition, my thank goes to Mrs. Endang Sarwo Sri, S. Pd, the headmaster of
SMP 33 Semarang who was given me permit to conduct the experimental study
there.And also special thank to Mrs. Aniek Rita, the teacher of eight grade of SMP 33
Semarang, who help me to conduct the experimental study there.
Furthermore, I owe a special debt to of gratitude to all members of teaching
staff of English Department, for their continuous guidance given to me during my
years of study there.
Finally, I would like to express my thanks to all my family members, friends,
and my buddy for their help and moral support.
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ABSTRACT
Hidayati, Ajeng Desy. 2009. The Analysis of Validity, Reliability, Discrimination Power, and Level of Difficulty of First Mid-Term Test. The case of eighth grade students of SMP 33 Semarang. In the academic year 2008/2009. Final Project. English Department. Faculty of Languages and Arts. Semarang State University. First advisor: Drs. Amir Sisbiyanto M. Hum. Second advisor: Frimadhona Syafri S.S M.Hum
Key words: validity, reliability, discrimination power, level of difficulty, test item.
A good English test will help students to learn the language by requiring them to study hard, emphasizing the objectives of the course and also showing them in which parts of the course they need improvement. A test, which is intended to measure the students’ achievement, has to fulfill the requirements of good test such as validity and reliability. There are several factors that influenced in building good test. There are relevance, balance, efficiency, specificity, difficulty, discrimination, variability and reliability.
In this study, the writer would like to focus her research on the English mid-term test which is administered to eighth grade students of SMP 33 Semarang in the academic year of 2008/2009. In this study, the writer would like to find the answer of the following question: “how good is the English mid-term test for eight grade of SMP 33 Semarang in the academic year 2008/2009.” The general objective of the study is obtaining an objective description of the structure of a good test item. The method that the writer used in analyzing the data this study is quantitative approach. In writing this final project, the writer conducts to activities. The first is library activities, the writer select some books which give information, or supporting data for reference. Then the second is field activity, it is used to collect the data.
From the result of the analysis the test there are 33 valid items and 17 invalid items. The reliability of the test is 0.39, so this test is still reliable. From the point of view of discrimination power, it can be concluded as poor because the mean of the discrimination power is 0.17. There are 8 good items, 13 marginal items and 29 poor items. In the term of difficulty level this item categorized as moderate item because the mean is 0.41. There are 11 difficult items, 34 moderate items, and 5 easy items. Based on the result above, the writer would like to offer some suggestions.
First, the constructor of the test should be aware the characteristic of good test, especially in determine difficulty levels and discrimination power. Second, items that still can be used should be revised and save, while items which have negative value should be discarded, because it means that the students in the lower group performing better than the students in the upper group. Finally, the writer suggest that the test should not be used in the English final test, it can still be used unless it has makes some revisions. The writer hopes that the result of this item analysis could be used as an example in analyzing other test item and encourages teacher to make good English test.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS………………………………………………….. iv
ABSTRACT…………………………………………………………………… v
TABLE OF CONTENTS…………………………………………………….. vi
LIST OF TABLES……………………………………………………………. ix
LIST OF APPENDICES…………………………………………………… x
CHAPTER
1. INTRODUCTION
1.1. Background of the Study………………………………………………… 1
1.2. Reason for Choosing the Topic………………………………………….. 3
1.3. Statement of the Problem………………………………………………... 3
1.4. Objective of the Study………………………………………………….... 4
1.5. Significance of the Problem……………………………………………... 4
1.6. Limitation of the Study………………………………………………….. 5
1.7. Outline of the Research…………………………………………………. 5
2. REVIEW OF THE RELATED LITERATURE
2.1 Characteristics of a Good Test…………………………………………….. 7
2.2 Multiple-choice Items…………………………………………………….. 10
2.2.1 The Uses of Multiple-Choice Items……………………………………... 11
2.2.2 Characteristic of Multiple-choice Items…………………………………. 12
2.2.3 Rules for Constructing Multiple-Choice Items…………….…………… 12
2.3 Validity…………………………………………………………………… 13
2.4 Reliability………………………………………………………………..... 15
viii
2.5 Item Discrimination Power……………………………………………….. 15
2.6 Item Difficulty…………………………………………………………..... 17
2.7 Curricullum……………………………………………………………….. 19
3. METHODS OF INVESTIGATION
3.1. Population……………………………………………………………….. 20
3.2. Sample and Sampling Technique………………………………………... 20
3.3. Identification of the Problem……………………………………………. 21
3.4. Technique of Data Collection…………………………………………… 21
3.5. Technique and Data Analysis…………………………………………… 22
3.5.1 Analysis of Validity……………………………………………………. 22
3.5.2 Analysis of Reliability…………………………………………………. 22
3.5.3 Difficulty Level Analysis………………………………………………. 23
3.5.4 Discrimination Power Analysis………………………………………... 24
4. RESULT OF THE ANALYSIS
4.1 Result of the Analysis……………………………………………………… 26
4.1.1 Analysis of Item Validity………………………………………………… 26
4.1.2 Analysis of Item Reliability ……………………………………………… 27
4.1.3 Analysis of the Difficulty Level…………………………………………. 27
4.1.4 Analysis of Discrimination Power………………………………………. 28
4.2 Discussions………………………………………………………………… 30
5. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions……………………………………………………………….. 92
5.2 Suggestions………………………………………………………………. 93
ix
BIBLIOGRAPHY……………………………………………………………. 95
APPENDICES.................................................................................................. 97
x
LIST OF TABLES
Table
3.5.4 Discrimination Power Values……………………………………………. 25
4.2 Result of the Item Analysis…………………..…………………………… 89
xi
LIST OF APPENDICES
Appendix
1. Analysis of each Item ……………………………………………………. 98
2. Computation of Reliability……………………………………………….. 100
3. Computation of Discrimination Power…………………………………… 102
4. Computation of Level of Difficulty……………………………………..... 103
5. List of students in the Upper group and Lower Group………………….... 104
6. List of the Correspondent…………………………………………………. 105
1
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is a means of communication. By using language, people can
express their feelings, thought, and minds. People use language to communicate
with others in fulfilling their daily needs. In fact, language has played an
important role in human life. English as the first international language is
important in global communication. English subject is developing ability of
communication in language, both spoken and written.
Realizing the role of English, the government has included English as a
compulsory subject in Junior High School, Senior High School even in
Elementary School. In Elementary School, is English taught as part of the local
content curriculum. The government makes an effort to increase the quality of
educational, especially English. So, children as soon as possible introduced to
English in the beginning.
To assert students achievement, it is useful to teacher to conduct a test or
examination. A test plays an important role in the teaching and learning process as
an integral part of the instructional program which provides information that
serves as a basis for a variety of instructional decisions. As stated by Cohen
(1998:101) a test is intended to measure students’ achievement and the degree of
success of the teaching learning program. Through testing, we can measure
students’ knowledge or ability of English.
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According to Madsen (1983:3-5) testing is an important part of every teaching and
learning experience. Well-made test of English can help students in at least two
ways. English test can help create positive attitudes toward instruction by giving
students a sense of accomplishment and a felling that the teacher’s evaluation of
them matches with what he was taught to them. Good English test also help
students learn the language by requiring them to study hard, emphasizing course
objectives, and showing them where they need to improve.
A good test should fulfill some requirements such as validity and reliability.
According to Ebel (1979:232) there are some factors which build a good test. The
factors are relevance, balance, efficiency, specificity, difficulty, discrimination,
variability, and reliability. To make a good test, teacher should support the test
with some requirements stated above.
Finally by analyzing the test item of mid-term test of eighth grade students of
SMP 33 Semarang in terms of validity, reliability, discrimination power and level
of difficulty of English question items with the study. The writer hopes that the
test writers can build good tests for each grader.
1.2 Reason for Choosing the Topic
According to Weir (1995:3) in evaluating students’ achievement the test
should relate closely to both the content of what has been learned and also what
things they have been taught. So, by analyzing the test through item analysis, we
can indicate which items may be reliable, valid or not, and we can which test has
3
good quality. A good test means that the test must reliable, valid, moderate in the
term of difficulty level, which means that the test is neither difficult nor easy.
Then, the test must meet with the criterion of discrimination power, which is
satisfactory, good, reasonably good, or poor item. The item which considered as
poor item should be discarded; it means that the item can not distinguish between
the students in the upper group and the students in the lower group well.
1.3 Statement of the Problem
Through the study the writer would like to find the answer of the following
question. “How good the test of mid-term tests of eighth grade students of Junior
High School?”
More specifically, in analyzing the test item, the writer will limit the problem
into the following question:
(1) What is the validity of the test items?
(2) What is the reliability of the test items?
(3) What is the difficulty level of test items?
(4) What is the discrimination power of the test items?
1.4 Objective of the Study
The general objective of the study is obtaining an objective description of the
structures of a good test item. The objectives are then specified into the following
goals:
(1) To describe the validity of each test items.
(2) To describe the reliability of each test items.
(3) To describe the value of the difficulty level of each test items.
(4) To describe the value of the discriminating power of each test items.
4
1.5 Significance of the Problem
The advantages that can be required from this study are as follows:
(1) For students: Students can use the result of the study to make their study more
effective with regard to the right materials.
According to Madsen (1983:4) a good test of English can help students in at
least two ways. First of all, such test can help create positive attitudes toward
accomplishment. Second, the English test can help students learn the language by
requiring them study hard, emphasizing course objectives, and showing them
where they need to improve.
(2) For the teacher: Teacher can use the result of the study as a reference when
they want to analyze test items. The test plays several important roles, such as
to provide insight into ways of improving the evaluation process and to
provide means of diagnosing their own efforts if they have taught effectively.
(3) For test maker: The test maker may use it as a supplement in constructing
tests.
(4) For the writer: The writer herself especially it can increase her skill in
constructing test items.
1.6 Limitation of the Study
The writer wants to analyze the English test of mid-term tests of eighth grade
students of Junior High School in the form of multiple-choice tests in the belief
that:
(1) Multiple-choice items only have one correct answer. Thus the grader will
grade the answer correctly.
5
(2) By using this type of item analysis the discrimination power difficulty level of
the test can be practically determined.
1.7 Outline of the Research
This study consists of five chapters. Chapter I covers for choosing the topic,
statements of the problem, objectives of the study, significance of the study and
limitation of the study. Chapter II discusses review of related literature in
connection with analysis of test items in Junior High School mid-term test.
Chapter III talks about the method of investigation which consists of population,
sample and sampling identification of the problems, technique of data collection
and technique of data analysis. Chapter IV discusses the data analysis and
interpretation. Chapter V offers some conclusions and suggestions.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Characteristics of a Good Test
Test contributes directly to the teaching learning process used in the classroom
instruction, and it is useful in programmed instruction, curriculum development,
marking, guidance and counseling school administration and research. (Gronlund,
1976:7)
Regarding the test roles, Vallete (1977:3) states “… classroom test plays three
important roles in the second language program: they define course objective, they
stimulate students’ progress, and they evaluate class achievement.”
Tests provide information that teacher and students ordinary can get of the
success of their efforts to teach and to learn. The need of good tests of educational
achievement becomes more intense. According to Ebel (1979:14) imperfect tests
we now use far better than if we would be served by no tests at all.
Before constructing a test, we must recognize the characteristic of a good test.
A good test should valid and reliable. As Harris stated any tests that we use must
be appropriate in terms of objectives, dependable, in the evidence it provides, and
applicable to our particular situation. (Harris, 1969:13)
The first characteristic of a good test is validity. Brown (1988:163) defines the
validity of test as the extent to which a test measure and nothing else. Gronlund
(1981:66) states that validity refers to the results of a test or evaluation instrument
for a given group or individuals, not to the instruments itself. Validity concerned
7
with the specific use to be made of the results and with the truthfulness of our
proposed interpretation.
The second characteristic which a good test must meet is reliability. Reliability
refers to the consistency of a test score. That is how consistent it is from the
measurement to another. Vallete and Harris have the same statement about
reliability. Reliability refers to the stability of the test score. An important
consideration, then, is determining whether or not a test is reliable.
Besides that, there are several types of test based on their criteria:
A. Based on the function the test gives.
Vallete divides the type of the test as follows:
(1) Summative test. This test is usually given at the end of a marking
period and measures the ‘sum’ total of the material covered (at the end
of the academic year or term)
(2) Formative test. This test is given during the course of instruction; its
purpose is to show which aspects of the chapter the student has
mastered and where remedial work is necessary. (Vallete, 1977:11
B. Based on the way the test is scored.
This type of the test is also divided into two parts. They are:
(1) Objective test. It is a test which only has one correct answer; therefore
whether the test is scored by one teacher or another, whether it is
scored today or last week, it is always scored the same way (e.g.
multiple-choice test)
(2) Subjective test. It is one that does not have a single right answer. The
result of the test may be different if it is scored by different persons.
(Vallete, 1977:10)
C. Based on the test constructor.
Harris divides this type test as follows:
(1) Standardized test. It is formal and large-scale test which is prepared by
professional testing services to assist institutions in the selection,
placement, and evaluation of the students. Usually, it has been proved
in terms of validity and reliability.
(2) Teacher-made test. It is generally prepared administrated, and scored
by a teacher. (Harris, 1969:1)
D. Based on the objective of the test.
Harris divides this type of test into three parts. They are:
(1) Achievement test to measure the extent of students’ achievement of the
instructional goals.
(2) Aptitude test (prognostic test) to determine whether or not they will be
successful in a certain field or study.
(3) General proficiency test to measure what a person already knows
(learned) in the target language, but the aim is to determine whether
this language ability corresponds to specific language requirements.
(Harris, 1969:2)
So, it can be concluded that the characteristic of a good test is depends on the
validity, reliability, discrimination power and level of difficulty of the test.
Validity refers to the consistency of a test score. The discrimination power itself
refers to how good the test discriminates between students in the upper group and
the students in the lower group. The level of difficulty refers to the percentage of
students who got the item right.
2.2 Multiple-choice Items
According to Mc. Namara (2000:5) the definition of multiple-choice format as
a format for test questions in which candidates have to choose from a number of
presented alternatives, only one which is correct. Brown (2004:194) stated that the
most popular method of testing a reading knowledge of vocabulary and grammar
is the multiple-choice format, mainly for reason practically: it is easy to administer
and can be scored quickly.
According to John Boker in http: //www.uab.edu/ uasomume/ cdm/ test. Htm,
the advantages and the disadvantages of multiple-choice items are as follows:
a. Advantages : Multiple-choice test can measure all levels students ability, it
enables wide sampling of subject content, it is quick and easy to score, it
enables objective score, and it can be analyzed for effectiveness.
b. Disadvantages : Multiple-choice test is difficult to construct good items; it
tends to measure simple recall.
2.2.1 The Uses of Multiple-Choice Items
According to Gronlund (1998:60-75) multiple-choice items are appropriate for
both classroom based and large-scale situations. Gronlund (1982:39) suggested
that the multiple-choice items could be used to measure both knowledge outcomes
and various types of intellectual skills.
Gronlund (1976:190-195) stated that the uses of multiple-choice items are
measuring:
a. Knowledge of terminology
b. Knowledge of specific facts
c. Knowledge of conventions
d. Knowledge of trends and sequence
e. Knowledge of classification and categories
f. Knowledge of criteria
g. Knowledge of methodology
h. Knowledge of principles and generalization
i. Knowledge of theories and structure
2.2.2 Characteristic of Multiple-choice Items
A multiple-choice item consists of a problem and a list of suggested solutions
(Gronlund, 1976:188). The problem may be stated in the form of a direct
questions or a complete statement, which presents problem situation and is called
the stem of the items. The list of suggested solution may include words numbers,
symbols, or phrases, which provides possible solution to the problem is called
alternatives.
The alternatives include the correct answer while the remaining alternatives or
several plausible wrong answers are called distracters. The function of the latter is
to distract those students who are not too certain of the answer.
2.2.3 Rules for Constructing Multiple-Choice Items
Ideally, a multiple-choice item presents students with a task that is both
important and clearly understood, and one that can be answered correctly only by
those who have achieved the desired learning. Gronlund (1982: 40-44) puts
toward the following hints for constructing multiple-choice items:
a. The stem of item should be meaningful by itself and should present a
defined problem.
b. Present a single clearly formulated problem in stem of the item.
c. State the stem of the item in simple, clear language.
d. Put as much of wording as possible in the stem of item.
e. State the stem in positive form, where ever possible.
f. Emphasize negative wording whenever it is used in the stem of an item.
g. Make certain that the intended answer is correct or clearly best.
h. Make all alternatives grammatically consistent with the stem of the item
and parallel in form.
i. Avoid verbal clues that might enable students to select the correct answer
or eliminate an incorrect alternative.
j. Make the distracters plausible and attractive to the uninformed.
k. Vary the relative length of the correct answer to eliminate length as a clue.
l. Vary the position of the correct answer in a random manner.
Most of the test items in the final tests or mid-terms tests in junior or senior
high schools are in the form of multiple-choice tests. The writer considers that the
reason of this is based on the principles of constructing test items. Multiple-choice
item is practical; it has scoring procedure that is specific and efficient. And also
the test takers and the test makers are used to with the form of multiple-choice
test.
2.3 Validity
Validity refers to whether or not a test measures what it proposes to
measure. Thus, a test cannot be valid unless it also reliable, for an unreliable test
does not measure.
Gronlund (1976: 81-97) claims that there are three basic types of validity
that commonly used in educational and psychological measurement. They are:
a. Content validity
It may define as the extent to which a test measures a preventative sample
of the subject-matter comment and the behavioral changes under
consideration.
b. Criterion-related Validity
It is the extent to which test performance is related to some other valued
measured of performance whenever test scores are not to be used to predict
future performance on some valued measure other than itself.
c. Construct validity
Construct validity may be defined as the extent to which the test
performance can be interpreted in terms of certain psychological construct.
A number of factors tend to influence the validity of the test result.
Gronlund (1979:98-100) points out that some of these influences can be found in
the instrument itself, some of the typical responses of the pupils to the test
situation and still others in the nature of the group tested in the composition of the
criterion measures used.
In this final project, the writer used content validity. Content validity
means that the test must represent sample of the content of whatever the test is
claiming to test. It means that the test should represent what the test measured. In
this case, the test items of mid-term test of Junior High School have to meet the
criteria of what the test measure.
2.4 Reliability
Reliability deals with the consistency of the result. That is how consistent
test scores or other evaluation results are from one measurement to the other. If a
test is reliable, then a students’ score on it when compared to the scores of his
classmates, should be similar to his relative score on the other test measuring the
same information. Gronlund (1982:132) claims that reliability refers to the
consistency of test scores that is, how consistent they are from one measurement
to another. Reliability measures provide an estimate of how much variation that
might expect under different conditions.
Reliability is the consistency of the test. It means how consistence or
repeatable the test is. If the test is reliable, it indicates that the first test and the
next test are on the same measure. It means that if a students compare with his
classmate in a test, so on the next test with the same field of test the score will not
change if it is compared to his classmate.
2.5 Item Discrimination Power
Item discrimination or discrimination power explains how well the items
perform in separating the better students from the poorer ones. If the good
students tend to do well on an item and the poor students badly on the same item,
then the item is a good one because it distinguishes the good from the bad
students. This is the statement underlying the index of discrimination.
To calculate the discrimination power we can use the following steps:
(1) Find the number in the upper group who got the items right.
(2) Find the number in the lower group who got the items right.
(3) Then subtract the number getting it right in the upper group from the
number getting it right from the lower group.
(4) Divide this figure by one half of the total numbers of papers in the
upper and lower groups.
D = RU-RL ½ T
D : Discrimination power
RU: The number of the students in the upper group who answer the item
correctly.
RL: The number of the students in the lower group who answer the item
correctly.
½ T: One half of the total number of the students included in the item
analysis.
(Gronlund, 1981:259)
(1.0): All the students in the upper group answer correctly and no one in
the lower group does.
(.00): Is obtained when an equal number of the students in the upper and
lower group answer the item correctly.
(-) : Obtained when more students in the lower group than the upper
group answer correctly.
In calculating the discrimination power, the writer divided the students into
three groups; there are upper group, middle group and lower group. From the
calculation, we can classify the discrimination power of the items into satisfactory
item, good item, reasonably good, and poor item. The item which got zero index
discrimination or negative discrimination power means that the item is bad. The
item with negative value means that the students in the lower group perform better
than the students in the upper group. This item must be revised or discarded.
2.6 Item Difficulty
The difficulty of the test item is indicated by the percentage of students who
get the item right. The more difficult items, the fewer will be the students who
select the correct option. And the easier the items are the more will be the students
who select the correct one.
Teacher usually have wrong opinion, they feel that they can get respect of
their students by giving them east test, and some of them giving more difficult test
items in order to get the respect from the students and parents.
There are some factors in constructing the difficulty level of test items.
According to Mahren and Lehman (1984:31) the concept of difficulty or the
decision of how difficult the test should be depend on a variety factors.
There are:
(1) The purpose of the text
(2) The ability level of the students
(3) The age or grade level of the students
The index of item difficulty (P) can be commutated by two ways. First by
dividing the number of the students who answered an item correctly (R) with the
total number of the students tested (T), and then multiplied by one hundred.
P = R X 100 T
The second way is by dividing the students into the upper group and the lower
group only, and assuming the responses of the students in the middle group will
follow essentially in the same pattern
The index difficulty will run from 0.00 to 1.00, with 1.00 indicating the easiest
possible item. The index of difficulty which is in the range from 0.31 to 0.70
would indicate that the item is considered moderate or acceptable. The most
difficult will run from 0.00 to 0.30.
By knowing how many students who answered the item right, we can calculate
the item difficulty. It can be calculated through two ways, but in this final project
the writer used the first way. That is by dividing the number of the students who
got the item right with the total number of students tested and multiplied by one
hundred. By that, we can know which item is difficult, moderate, and easy.
2.7 Curriculum
The curriculum that is used in the eighth grade of SMP 33 Semarang is KTSP (
KurikulumTingkat Satuan Pendidikan). In the KTSP there are several materials
that is given to the students there are:
1) Descriptive Text
2) Recount Text
3) Narrative Text
4) Asking and Giving Permission
5) Asking and Giving for Help
6) Refusing for Help
7) Giving Response
8) Giving Argument
9) Invitation
10) Announcement
11) Short Message
The writer compares the each item with the curriculum whether the item is
suitable or not.
18
CHAPTER III
METHODS OF INVESTIGATION
In the third chapter, the writer presents the population, sample and sampling
technique, identification of the problems, techniques of data collection and
technique of data analysis. In this research, the writer used two kinds of methods
in order to get data required in this study, namely library research and analysis of
students’ works.
3.1 Population
The population on this study is eighth grade students of Junior High School in
the first semester, which covers three classes each of them consists of forty
students. Therefore the total number of the population is one hundred and twenty.
3.2 Sample and Sampling Technique
To make the study effective, the writer selects some sample. The writer will
take three classes on the school that consists of forty students. So, the total
samples are one hundred and twenty students. In this study, the writer will use the
random sampling technique to take sample.
According to Brink (1974:33) random sampling refers to the process of
drawing a random sample of individuals of some population. The writer
administers a simple random sampling by take three classes on a school and takes
the students’ answer sheets to be analyzed.
19
3.3 Identification of the Problem
Most of the teacher of Junior and Senior High Schools still do not know how
to construct a good test. They made a test without paying attention to the
characteristic or the quality of a good test.
There are four problems related to the teacher-made English test items. The
problems are:
a. The validity level
b. The reliability level
c. The difficulty level
d. The discrimination power
3.4 Technique of Data Collection
In this study the intended test is the mid-term test of eighth grade students of
Junior High School. The data are in the form of students’ answer sheets, and the
test item of mid-term test of eighth grade students of Junior High School. The
writer selects the eighth grade students of Junior High School to get the required
data. Before the test administrated to the students, the writer will contact the
English teacher of the selected school to ensure that they were not used anymore.
Then, she begins to analyze the test.
3.5 Technique of Data Analysis
The data to be analyze in this study taken from the students’ answer sheets
of the mid-term test of eighth grade of Junior High School. They used to analyze
the quality of test items.
The purpose of this analysis is to identify the quality of each item, whether
they belong to good items, moderate items, or bad items. Through items analysis,
we can also find information about the weakness or the shortcoming of the items.
Here the items analysis consists of the following:
3.5.1 Analysis of Validity
Validity refers to whether or not a test measures what it is supposed to
measure. In this study the writer used content validity. It means that the items
should measure what it is supposed to measure. Then, the writer compare each
item with the curriculum of KTSP then if the item meet the criteria of the material
of the curriculum the item can be said as valid item and vice versa.
3.5.2 Analysis of Reliability
The formula that is used to estimate the reliability of the test is Kruder-
Richardson 20 formula. According to Brown (185:2005) the Kuder-Richardson 20
formula is the most accurate and flexible formula to calculate reliability. The
formula is:
K-R20 = K ∑Si² 1- K-1 St²
K_R20 = Kuder-Richardson formula 20
k = number of the items
Si² = item variance
St² = test score variance (Brown, 181:2005)
The formula to calculate the variance is:
St2
=
nny
y 2
2
St²= the variance
the sum of
Y= the total score
N= the number of respondent
3.5.3 Difficulty Level Analysis
A good test item which is not too difficult or too easy for a group of students if
more than 75 percent of the group accurately respond to that item of a test. If
between 25 percent and 75 percent of the students in a group accurately respond to
an item of a test, the item is considered as moderate. A hard item is one which
fewer than 25 percent of students correctly answer on a test.
Based on the above difficulty level criteria, the difficulty level criteria that are
used are:
(1) an item with a difficulty level of 0.00 ≤ P ≤ 0.25 is a difficult item
(2) 0.25 ≤ P ≤ 0.75 is moderate
(3) 0.75 ≤ P ≤ 1.00 is easy
The formula is: P = R T P = difficulty level or index of difficulty
R = the number of students responding correctly to the item
T = the total number of students responding to the item (Nitko, 1983:288)
3.5.4 Discrimination Power Analysis
Item discrimination tells how well the item performs in separating the better
students from the poorer students. The formula of computing item discriminating
power is as follows:
D = RU-RL ½ T
D = the index of DP
RU = the number of students in the upper group who answer the item correctly
RL = the number of students in the lower group who answer the item correctly
½ T = one half of the total number of the students included in the item analysis
(Gronlund, 1982:103)
(.00) is obtained when an equal number of the students in each group answer
correctly.
(1.00)Is the highest equal indicating that all students in the upper group got the
item correctly and all the students in the lower group got wrong.
(-) is obtained when more students in the lower group answer correctly than the
students in the upper group.
Zero and (-) DP of item should be removed from the test and then discarder or
improved. Ebel and Frisbie (1991:232) classify the discrimination power values as
follows:
Discrimination
index
Item Evaluation
0.40 and above Very good item
0.30-0.39 Reasonably good but possibly subject to improvement
0.20-0.29 Marginal items, usually needing being subject to
improvement
0.19 and below Poor items, to be rejected or improved by revision
In estimating the discrimination power, the writer divided the class into three
groups there are upper group, lower group, and middle group. In divide the sample
into upper group and the lower group, the writer ranks the sample from 1 to 120.
Then, from the ranks, the writer classified the upper group of the sample is 27%
students who got highest grade from the whole sample. And the lower group is
27% students who got the lowest grade from the whole sample. The rest students
are categorized as middle group. The list of upper group and lower group students
can be seen in appendix 6.
By using the criteria above, the writer analyzed the items. Therefore, the test
can be said as a good test or not.
24
CHAPTER IV
RESULT OF THE STUDY
4.1 Result of the Analysis This study analyzed four aspects of the test items; there are validity, reliability,
discrimination of power and the level of difficulty. The aim of this study is to
analyze the test item of mid-term test of eighth grade students of SMP 33
Semarang.
By analyzed the four items of the test items we can identify whether the item
is good, moderate or poor. We can acquire the weaknesses of the items and how to
revise it. From the data analysis the test item of mid-term test of eighth grade
students of SMP 33 Semarang we can obtain the following data.
4.2.1 Analysis of Item validity
The writer used the Pearson’s product moment table to calculate the value of
the validity level of each test item. After that we can consulted the value of each
item to the table of r product moment values. The test item can be categorized as
valid item if the value of r is higher than the value on the table and vice versa.
From the validity calculation, the writer got the result as follow:
(1) There are 33 test items which fulfill the requirement of the validity. They are
the items number 1, 2, 3, 5, 6, 7, 10, 11, 12, 14,15, 16, 17, 18, 19, 20, 24, 25,
26, 27, 30, 35, 36, 37, 38, 39, 40, 42, 43, 44, 47, 49, 50.
(2) There are 17 items which belong to invalid items. There are numbers 4,8, 9,
13, 21, 22, 23, 28, 29, 31, 32, 33, 34, 41, 45, 46, 48 .
25
From those 50 test items, it can be analyze that there are several item that still
can be used in the following test.
4.2.2 Analysis of Item Reliability
To get the coefficient of reliability of the test item the writer applying the
Kuder-Richardson 20 formula. From the calculation, it is found that the coefficient
of reliability of the test item is 0.39, then it is consulted to the table of r product
moment values at level of significance0.05 or 5%, because the value of r
calculation is higher than the value on the table so it can be concluded that the test
item that were used in the English mid-term test for the eighth grade of SMP 33
Semarang in the academic year 2008/2009 is reliable. The calculation of the
reliability is listed in the appendix 2.
4.2.3 Analysis of the Difficulty Level
By using Nitko formula, the item of difficulty level can be analyzed by
calculating the percentage of students who got the item right. The level of item
difficulty is categorized into three levels. There are:
(1) Index 0.00 to 0.25 is categorized as difficult items.
(2) Index 0.26 to 0.75 is categorized as moderate items.
(3) Index 0.76 to 1.00 is categorized as easy items.
The result of the data analysis is as follows:
(1) Items that belong to the difficult level are the item number 10, 12, 15, 17,
18, 19, 20, 21, 26, 28, and 33.
(2) Items that can be classified as moderate items are the item number 1, 3, 4, 5, 6,
7, 8, 9, 11, 13, 14, 16, 23, 24, 25, 27, 29, 32, 34, 35, 37, 38, 39, 40, 41, 42, 43,
44, 45, 46, 47, 48, 49, 50.
(3) Items that can be regarded as easy items are 2, 22, 30, 31, and 36.
From those 50 items, the English mid-term test of eighth grade students of
SMP 33 Semarang can be categorized as moderate in the term of difficulty level
since the mean of their difficulty level is 0,41. The items that considered as easy
item still can be used to encourage and motivate the poor students. The example of
the calculation of the difficulty level can be seen in appendix 3.
4.2.4 Analysis of Discrimination Power
In analyzing the discrimination power of the test item, the writer used
Gronlund formula. It is tells how well the item performs in separating the upper
group and lower group students. The discrimination power of the test item is
categorized into four categories. In details it can be explained as follows:
(1) Index 0.40 and above are categorized as very good items.
(2) Index 0.30 to 0.39 belongs to reasonably good items but possibly subject to
improvement.
(3) Index 0.20 to 0.29 is categorized as marginal items, this item usually needing
and being subject to improvement.
(4) Index 0.19 and below belong to poor items. Those items should be rejected or
improved by revision.
From the data analysis, the result can be explained as follows:
(1) 29 items are categorized as poor items. They are items number 1, 2, 4, 5, 9, 11,
12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 24, 27, 28, 30, 31, 33, 36, 37, 41, 42, 43,
46, 47.
(2) 13 items can be classified as marginal items. They are items number 6, 7, 8,
10, 18, 23, 26, 29, 332, 38, 40, 44, 50.
(3) There are 6 items that belongs to good item there are items number 25, 34, 39,
45, 48, and 49.
(4) There are only 2 items that can be classified as very good items they are items
number 3 and 35.
The mean of the discrimination power is 0.17, so as whole the mid-tern test
items are categorized as poor items. In this test items analysis there are 5 items
with negative values of discrimination power. The negative value of
discrimination power means that that more students in the lower group than the
students in the upper group answer the question correctly. The items stated above
are the item, number 13 with discrimination power -0.063, item number 15 with
the discrimination power -0.125, item number 30 with the discrimination power -
0.03, item number 31 with the discrimination power
-0.06 and item number 42 with the discrimination power -0.06. These items
should be rejected. The example of the discrimination power listed in the appendix
4.
4.2 Discussions
The goal of this study of the mid-term test of first term of eighth grade
students of SMP 33 Semarang, the analysis focused on the items which fulfill the
characteristics of a good test (the item can be used again in the following test) and
which items which do not fulfill the characteristic of a good test (the items should
be discarded or need some revision). It focused to identify the quality of each
item, whether it can be classified as good, moderate, or poor item. In the term of
validity, the item can be classified as valid or invalid item. While from difficulty
level point of view, the good item is an item which is neither too easy nor too
difficult. Then, based from the discrimination power point of view, a good item is
an item which can discriminate between the lower and upper group students.
According to Gronlund (1981:151-160) there are some criteria to determine
which item that still can be used, revised or should be discarded.
(1) An item is used if it has the following criteria.
a. Valid, reliable, good discrimination power and moderate difficulty level.
b. Valid, reliable, satisfactory discrimination power and moderate difficulty
level.
(2) An item is used with several revisions if it has the following criteria.
a. Valid, reliable, good discrimination power but the difficulty level is too
easy or too difficult.
b. Valid, reliable, satisfactory discrimination power, but the difficulty level is
too easy or too difficult.
c. Valid, reliable, poor discrimination power and moderate difficulty level.
d. Not valid, reliable, good discrimination power and moderate difficulty
level.
e. Not valid, reliable, satisfactory discrimination power and moderate
difficulty level.
(3) An item should be discarded if it has the following criteria.
a. Valid, reliable, poor discrimination power and the difficulty level are too
easy or too difficult.
b. Not valid, reliable, good discrimination power, but the difficulty level is
too easy or too difficult.
c. Not valid, reliable, satisfactory discrimination power, but the difficulty
level is too easy or too difficult.
d. Not valid, reliable, poor discrimination power and moderate difficulty
level.
e. Not valid, reliable, poor discrimination power and the difficulty level are
too easy or too difficult.
Based on the result of item analysis which is includes the analysis of validity,
reliability, difficulty level and discrimination power of the items, in detail the
result of the data analysis was explained as follows:
(1) The items which can be used again as follows:
a. There are 5 items that can be classified as valid, reliable, good
discrimination power and moderate difficulty level. They are the items
number 3, 25, 35, 39 and 49.
b. 6 items can be classified as valid, reliable, satisfactory discrimination
power and moderate difficulty level. They are the items number 6, 7, 38,
40, 44, 50.
(2) The items which still can be used but it need several revisions are as follows:
a. There are no items that can be classified as valid, reliable, good
discrimination power but the difficulty level is too easy or too difficult.
b. There are 2 items that can be categorized as valid, reliable, satisfactory
discrimination power, but the difficulty level is too easy or too difficult.
There are the item number 10 and 26.
c. 13 items are classified as valid, reliable, poor discrimination power and
moderate difficulty level. There are the items number 1, 5, 11, 13, 14, 16,
19, 24, 27, 37, 42, 43, 47.
d. There are 3 items that can be classified as not valid, reliable, good
discrimination power and moderate difficulty level. There are 34, 45, and
48.
e. There are 5 items that considered as not valid, reliable, satisfactory
discrimination power and moderate difficulty level. There are number 8,
18, 23, 29, and 32.
(3) The item which should be discarded are the following:
a. The items that can be classified as valid, reliable, poor discrimination
power and the difficulty level are too easy or too difficult are 7 items.
There are number 2, 12, 15, 17, 20, 30, and 36.
b. There are no items that considered as not valid, reliable, good
discrimination power, but the difficulty level is too easy or too difficult.
c. There are no items that considered as not valid, reliable, satisfactory
discrimination power, but the difficulty level is too easy or too difficult.
d. 5 items that can be classified as not valid, reliable, poor discrimination
power and moderate difficulty level. There are items numbers 4, 9, 22, 41,
46.
e. The items that considered as not valid, reliable, poor discrimination power
and the difficulty level are too easy or too difficult are the items number
21, 28, 31, and 33.
For more explanation, please note the following description.
Item number 1
Question I am an SMP student. My name is Rini. I have one sister and
two brothers. My sister’s name is Tuti and my Brother’s names
are Fauzan and Doni. My father’s name is Syahbudin and my
mother’s name is anis. I live with my family at Gunung Talang
street. I am twelve years old. Tuti is ten years old and fauzan is
six years old. My father is forty-three and my mother is thirty-
five. We are happy family
Rini’s sister is… years old.
a. 4
b. 6
c. 10
d. 12
Result A B C* D
Upper 27% 0 1 18 13
Middle 46% 7 1 25 22
Lower 27% 11 1 12 21
Total 28 3 55 56
Validity Valid
P value 0.49
D value 0.19
The item above meet with the criterion of the materials, which is descriptive
text, so the item above can be said as valid item, because it meet with the criteria
of the KTSP curriculum, and the P value 0.46 it classified as moderate item
because only 55 students chose the correct answer. From the D value, this item
can categorized as poor item since only 18 students from upper group who chose
the correct answer and 12 students from lower group did the same. From that
criterion, it can be says that this item still can be used in the next test with several
revisions.
Item number 2
Question What is the text about?
a. Rini’s address
b. Rini’s school
c. Rini’s family
d. Rini’s age
Result A B C* D
Upper 27% 1 0 30 1
Middle 46% 1 2 51 3
Lower 27% 1 1 27 2
Total 3 3 108 6
Validity Valid
P value 0.9
D value 0.09
This item is said to be easy because 108 students out of 120 chose the correct
answer. While from the aspect of discrimination power this item categorized as
poor item because 27 students from the lower group choose the correct answer and
only 30 students from the upper group did the same. Although this item can be
said as valid item, in the writer’s opinion this item should be discarded.
Item number 3
Question How many children’s do Rini’s parents have?
a. 6
b. 5
c. 4
d. 3
Result A B C* D
Upper 27% 1 0 28 3
Middle 46% 15 8 6 17
Lower 27% 3 0 11 18
Total 19 8 45 38
Validity Valid
P value 0.37
D value 0.53
This item considered as very good item since from D value there are 28
students in the upper group chose the correct answer and only 11 students from
the lower group who choose the correct answer. This item is not too easy or not
too difficult; it is moderate item since 45 students chose the correct answer. The
item also meets the criterion as valid item because it tests about description text.
From the criterion above it can be said that the item above is a good item.
Item number 4
Question “I can’t pack my bag and go home.”
The underlined words mean…the bag.
a. ask someone to bring
b. put his clothes in
c. put his belongings into
d. carry things with
Result A B C* D
Upper 27% 4 8 15 5
Middle 46% 9 7 22 12
Lower 27% 2 10 11 9
Total 15 25 48 26
Validity Invalid
P value 0.4
D value 0.125
The table above shows us that this item is neither too easy nor too difficult, in
the other words it can be categorized as moderate item in the terms of difficulty level.
Meanwhile in the term of discrimination power this item classified as poor item since
only 15 students in the upper group and 11 students in the lower group answer the
correct item. Based from the validity this item can be said as invalid item because it
does not meet the criteria of the curriculum. Considering the criteria of difficulty
level, discrimination power and the validity this item still can be used in the next test
with several revisions.
Item number 5
Question The tree trunk conducts water and dissolves materials
from the roots to the leaves, flowers, and fruits of the plant.
It also supports the branches and the twigs. The leaves,
flowers, and fruits grow along the twigs.
The roots absorb water and minerals from the soil to feed
all parts of the tree. They also anchor a tree in the soil to hold
the tree upright against the force of strong wind.
The roots have…function.
a. two
b. three
c. four
d. five
Result A* B C D
Upper 27% 16 13 1 2
Middle 46% 16 37 2 1
Lower 27% 15 16 1 0
Total 47 66 4 3
Validity Valid
P value 0.39
D value 0.03
This item belongs to reading comprehension test, since there is passage that
the students have to read to know the correct answer of the question. It tests about
description text, so it can be said as valid item, because it tests about descriptive
text. From the discrimination power criteria, it considered as poor item since it
only has 0.03 on the D value. In the term of difficulty level, it can be said as
moderate item since 47 students chose the correct answer. But, with the criteria
above, by using Gronlund criterion this item still can be used by several revisions.
Item number 6
Question Which one is the correct order of the parts of the tree,
from bottom to the upper parts?
a. trunk - roots – branches – twigs – fruits
b. trunk – twig - roots – branches – leaves
c. roots – trunk – twigs – branches – fruits
d. roots – trunk – branches – twig – leaves
Result A B C D*
Upper 27% 9 7 2 14
Middle 46% 13 23 1 19
Lower 27% 6 19 1 6
Total 28 49 4 39
Validity Valid
P value 0.32
D value 0.25
Because of the P value is 0.32 this item considered as moderate item in the
point of view of difficulty level. While in the term of discrimination power this
item considered as marginal item since the D value is 0.25. From the criterion of
validity, this item classified as a valid item and because of that criterion above this
item still can be used in the next test since it has satisfactory discrimination power
and moderate difficulty level.
Item number 7
Question The first paragraph above is told about…
a. the function of the trunk
b. the function of the roots
c. the function of the leaves
d. the function of the twigs
Result A* B C D
Upper 27% 15 15 2 0
Middle 46% 22 29 4 1
Lower 27% 8 17 1 1
Total 45 61 7 2
Validity Valid
P value 0.37
D value 0.21
The P value of this item is 0.37; it shows that this item is moderate item since
there are only 45 students chose the correct answer. The D value shows it as
marginal item since it has 0.25.it is because there are 15 students from the upper
group chose the correct answer and only 8 students from the lower group did the
same. From the point of view of validity, it belongs to valid item. This item is
categorized as a good item, so it still can be used in the next test.
Item number 8
Question Ali : “What is Mr. Bakri’s profession?
Amat: “He is a…
Look at his table!
It is full of tools. There are hammer, an axe, a handsaw,
a pencil, etc.
a. sailor c. carpenter
b. painter d. teacher
Result A B C* D
Upper 27% 1 6 24 1
Middle 46% 0 12 37 5
Lower 27% 3 9 16 4
Total 4 27 77 10
Validity Invalid
P value 0.64
D value 0.25
From the table above, we can see that this item belongs to moderate item since
there are 77 students who answered the item correctly. While in the discrimination
power point of view, this item is can be said as marginal item since 24 students
from the upper group and 16 students in the lower group responded to this
answer.But based from validity criteria, this item classified as invalid item
because it does not meet the criteria of the curriculum. However, it can be
categorized as a marginal item and still can be used in the next test with several
revisions.
Item number 9
Question My father is a farmer he is work at…,especially in the
rainy season, he grows rice.
a. in the farm
b. in the rice field
c. in the garden
d. in the park
Result A B* C D
Upper 27% 15 15 1 1
Middle 46% 38 20 0 0
Lower 27% 23 10 1 0
Total 76 45 2 1
Validity Invalid
P value 0.37
D value 0.15
From the terms of difficulty level and discrimination power, this item can be
said as moderate and poor item, since from the table above we can find out that 45
students choose the correct answer and the difference between the students in the
upper group and in the lower group is only 5 students. Meanwhile this item
classified as invalid item. In the writer’s opinion this item should be discarded
since it is invalid item.
Item number 10
Question I still have an assignment to do. I… it after lunch.
a. have been finishing
b. finishing
c. was finishing
d. will finish
Result A B C D*
Upper 27% 4 16 3 9
Middle 46% 7 31 12 7
Lower 27% 3 16 10 2
Total 14 63 25 18
Validity Valid
P value 0.15
D value 0.21
The item above is considered as a difficult item because only 18 students out
of 120 answered the question correctly. While in the term of difficulty level, this
item considered as marginal item since only 9 students in the upper group chose
the correct answer and 2 students from the lower group did the same. In the point
of view of validity, this item can be said as valid item, because it tests about future
tense, so from the criterion above the item still can be used in the next test with
several revisions.
Item number 11
Question Adhi : How many times do you swim a week?
Tio : Actually twice but last week I only…once
because I prepared the exam.
a. swam
b. swim
c. will swim
d. have swim
Result A* B C D
Upper 27% 18 6 5 3
Middle 46% 40 11 3 2
Lower 27% 18 8 3 1
Total 76 25 11 6
Validity Valid
P value 0.63
D value 0
From discrimination power index we can definitely sure that this item is poor
because there is no different between students in the upper group and in the lower
group in answering the option. While from the difficulty level index, this item is
classified as moderate item since 76 students out of 120 answered the item
correctly. In the term of validity this item can be categorized as valid item,
because it tests about past tense. So, this item still can be used in the following test
with several revisions.
Item number 12
Question Lia : Can I have some apples?
Dio : …do you want?
Lia : The Australian ones.
a. how many c. which
b. what d. how much
Result A B C* D
Upper 27% 12 10 8 2
Middle 46% 37 15 4 0
Lower 27% 17 12 2 1
Total 66 37 14 3
Validity Valid
P value 0.12
D value 0.19
From the number of the students who answered the item correctly, it can be
seen that the item is a difficult item. While in the discrimination power index this
item has 0.12 in the D value, so it can be categorized as poor item. While from
validity point of view it can be said as valid item because it tests about asking for
something. Although it is a valid item, this item should be discarded since it has
poor and difficult in the term of discrimination power and difficulty level.
Item number 13
Question A clever crow
One day a crow was tired and 13)…He looked
everywhere for some 14)…to drink, but he could not find
any. At last he 15)…an old jar which there was a little water.
The jar was so tall and the water was so low that he could not
reach it with his short bill. He thought for a while, then he
16)…away to pick up some stones. She 17)…the stones into
the jar one after another, and the water came up higher and
higher. At last the crow was able to drink as much as she
liked.
a. hungry
b. insects
c. water
d. leaves
Result A* B C D
Upper 27% 17 2 10 3
Middle 46% 36 7 12 1
Lower 27% 19 1 11 1
Total 72
Validity Valid
P value 0.6
D value -0.06
This item discusses about vocabulary. There are some clues in the question,
and then the students have to guess what the answer is. This item is neither too
easy nor too difficult. It has moderate level in the term of difficulty level. While
from the point of view of discrimination power and validity, this item categorized
as poor and valid item, since the students in the lower group chose the correct
answer more than the students in the lower group, so it has negative value in D
index, while from the validity point of view, this item test about narrative text so it
meet the criteria of validity. So, from the criterion above, it can definitely sure that
this item still can be used with several revisions.
Item number 14
Question a. meat
b. angry
c. amazing
d. thirsty
Result A B C* D
Upper 27% 5 0 26 0
Middle 46% 13 0 41 0
Lower 27% 6 3 23 0
Total 24 3 90 0
Validity Valid
P value 0.75
D value 0.09
From the table above we can see that in the term of difficulty level it belongs
to moderate item since 90 students answered the item correctly. While based on
the discrimination power level it classified as a poor item since only 26 students in
the upper group chose the correct answer and 23 students in the lower group chose
the correct answer. While from the validity criteria, this item can be said as valid
item. However, this item still can be used in the following test but with several
revisions.
Item number 15
Question a. find
b. found
c. founded
d. finding
Result A B* C D
Upper 27% 16 6 3 7
Middle 46% 21 9 1 24
Lower 27% 9 10 3 10
Total 46 25 7 41
Validity Valid
P value 0.2
D value -0.125
This item belongs to poor item in the term of discrimination power since it has
negative value; it means that the students in the lower group did better than the
students in the upper group. Based on the criterion of difficulty level it can be
classified as a difficult item, it can be seen that only 25 students out of 120
responded the item well. While based on the validity, it categorized as valid item
so this item can definitely sure to be discarded.
Item number 16
Question a. flew
b. put
c. threw
d. saw
Result A* B C D
Upper 27% 9 4 6 13
Middle 46% 22 6 9 16
Lower 27% 6 4 4 16
Total 37 14 19 45
Validity Valid
P value 0.3
D value 0.09
From the number of the student who answered the item correctly, it can be
seen that this item is a moderate item. In the point of view of the discrimination
power, it belongs to poor item because 9 students from the upper group and 7
students from the lower group chose the correct answer. Based on the validity, this
item classified as valid item. Considering the criteria of the validity,
discrimination power and the difficulty level this item still can be used in the
following test with several revisions.
Item number 17
Question a. dropped
b. found
c. reached
d. sent
Result A* B C D
Upper 27% 9 0 22 1
Middle 46% 9 1 36 7
Lower 27% 6 3 20 3
Total 24 4 78 11
Validity Valid
P value 0.2
D value 0.09
In the term of DP this item considered as poor item since the difference
between students in the UG and LG who chose the correct answer only 3. From
the criterion of the difficulty level it can be seen as difficult item since only 24 out
of 120 students who chose the correct answer. While based on the validity it
categorized as valid item and it should not be used in the next test.
Item number 18
Question Bita : Mom I want to make an omelet. What ingredients do
I need to prepare?
Mom: Prepare three eggs, five…of onion, a little salt, and
some vegetable oil.
a. sheets
b. slices
c. packs
d. sacks
Result A B* C D
Upper 27% 0 14 12 6
Middle 46% 2 11 26 15
Lower 27% 1 5 12 14
Total 3 30 50 35
Validity Invalid
P value 0.25
D value 0.28
From the table above we can see that this item considered as difficult item
since only 30 students chose the correct answer. While based on the
discrimination power criterion, it belongs to marginal item since it has 0.28 in the
D value. From the criterion of the validity, this item categorized as invalid item,
and it still can be used in the next test with several revisions.
Item number 19
Question Ani : I want to take my pill….
Lia : Sure. Wait a minute please.
a. Do you want some?
b. Can you get me a glass of water please?
c. Can you take me to the doctor please?
d. Will you buy it for me please?
Result A B* C D
Upper 27% 7 13 11 1
Middle 46% 13 9 31 1
Lower 27% 8 7 16 1
Total 28 29 58 3
Validity Valid
P value 0.24
D value 0.19
This item considered as difficult and poor item in the terms of difficulty level
and discrimination power. It can be seen that there are only 29 students who
responded the item well, so this item has 0.24 in the P value, while in the D value
this item only has 0.19; it is because there are only 13 students in the upper group
and 7 students in the lower group who answered the item correctly. This item
considered as valid item because it meets the criteria of the curriculum that is test
about asking for help. Although this item considered as valid item, this item
should be discarded since the level of the discrimination power and the difficulty
level of the item.
Item number 20
Question Reno : I think this shirt needs ironing.
Leo : No, I …it. Touch it. It is still warm.
a. iron c. am ironing
b. will iron d. have ironed
Result A B C D*
Upper 27% 2 9 15 6
Middle 46% 8 5 32 9
Lower 27% 4 1 22 5
Total 14 15 69 20
Validity Valid
P value 0.16
D value 0.19
This item can be classified as difficult, poor, and invalid item. Based on the
difficulty level index, it has 0.16 since there are only 20 students can responded
the item well. While on the discrimination power index, this item has 0. 19 which
mean that is a poor item, since the difference between the upper group and lower
group students only 6. And in the validity point of view, this item classified as
valid item, because it tests about past perfect tense.
Item number 21
Question Anto and Willy are my cousins. The word cousins
means…
a. aunt’s sisters
b. uncle’s daughters
c. aunt’s brothers
d. uncle’s sisters
Result A* B C D
Upper 27% 7 8 7 10
Middle 46% 10 17 3 26
Lower 27% 7 8 5 12
Total 24 33 15 48
Validity Invalid
P value 0.2
D value 0
These item also almost the same with the previous number, which is number
20, which can be classified as difficult and poor item in the terms of difficulty
level and discrimination power. It has 0.2 in the difficulty level index since there
are only 24 students out of 120 who answered the item correctly. And in the D
value, it has 0; it means that there is no different between students in the upper
group and in the lower group. This item also considered as invalid item, so it can
be definitely sure that this item should be discarded.
Item number 22
Question Euro 2000, one of the biggest 22)…on earth beside the World
Cup is about to begin. Football freaks everywhere will be
performed in Europe’s top teams. Who will 23) …in the mini
World Cup?
a. shows c. festivals
b. clubs d. tournament
Result A B C D*
Upper 27% 1 3 0 28
Middle 46% 1 10 5 40
Lower 27% 0 6 3 23
Total 2 19 8 91
Validity Invalid
P value 0.7
D value 0.16
From the number of the students who answered the item correctly, it can be
seen that this item classified as easy item. In the difficulty level index it has 0.7,
while in the discrimination power index it has 0.16; it means that this item is poor.
Because there are only 28 students in the upper group who chose the correct
answer and there are 23 students in the lower group who chose the correct answer.
Because the item is invalid, this item is better to be discarded.
Item number 23
Question a. meet c. fight
b. compete d. play
Result A B* C D
Upper 27% 5 13 0 14
Middle 46% 7 13 2 50
Lower 27% 6 5 0 21
Total 18 31 2 85
Validity Invalid
P value 0.25
D value 0.25
From the table above we can see that the item considered as moderate item
since there are 31 students out of 120 answered the item correctly. While from the
discrimination power index, this item has 0.25, which mean that the item is
considered to be marginal item. It is because the difference between the upper
group and in the lower group students is 8 students. Based on the validity
criterion, this item classified as invalid item. So, from the criterion of the
difficulty level, discrimination power level, and the validity it can be said that the
item classified as good item and still can be used in the following test with several
revisions.
Item number 24
Question These animals have become very rare in Indonesia
because people used to hunt them for skin and sport.
They look like large cats and have yellow fur with black
spots and long tails. The animals are…
a. lions c. tigers
b. leopards d. panthers
Result A B C* D
Upper 27% 0 6 26 0
Middle 46% 1 21 33 0
Lower 27% 6 5 22 0
Total 7 42 81 0
Validity Valid
P value 0.67
D value 0.125
Based on the difficulty level index, this item considered as moderate level, it
can be seen that there are 81 students attracted to the item. And based on the
discrimination power index, this item has 0.125; which mean that it is a poor item.
It s because there only 26 students in the upper group and 22 students in the lower
group who answered the item correctly. While in the validity point of view, we
can see that this item considered as valid item, because it test about description
text.
Item number 25
Question One day, there was a fox bragging to a cat. Then the cat said
that he was so smart and knowing a lot of tricks and, also
having a hundreds different ways to escape from enemies.
Then the cat answer that, unfortunately, he only knew one
trick. He then asked the fox to teach them some tricks. The
fox agreed. After that they heard a pack of wild dogs running
toward them. The cat ran up a tree and disappeared. Then he
said that was the only trick he knew. He then asked to the fox
which trick he was going to use. The fox sat there trying to
decide which trick to use. He thought a long time. Then he
decided to run. But it was too late. What happened then? At
then the wild dog got there before he could run away and ate
him up.
The word “trick” in the passage above has the similar
meaning with…
a. ideas
b. ways
c. strategies
d. solutions
Result A B C* D
Upper 27% 7 0 16 9
Middle 46% 13 1 12 26
Lower 27% 9 2 5 16
Total 29 3 33 51
Validity Valid
P value 0.27
D value 0.34
There are 33 students attracted to this item well. It means that this item
considered as moderate item. From the discrimination power point of view this
item classified as good item since there are 16 students in the upper group who
answered the item correctly and only 5 students in the lower group who chose the
correct answer. While in the term of validity criterion, it categorized as valid
item, because it tests about narrative which meet the criteria of the curriculum. So,
from the criterion above this item still can be used for the following test with
several revisions.
Item number 26
Question The underlined word in the text above has the similar
meaning with…
a. gone c. taught
b. moved d. existed
Result A* B C D
Upper 27% 12 8 5 7
Middle 46% 8 14 4 30
Lower 27% 5 15 1 11
Total 25 37 10 48
Validity Valid
P value 0.20
D value 0.21
From the number of the students who answered the question correctly, we can
definitely sure that this item is considered as difficult item. It has 0.2 in the
difficulty level index. While in the discrimination power index, we can conclude
that this item is marginal item since it has 0.21. It is because there are 12 students
in the upper group and 5 students in the lower group chose the correct answer.
Based on the validity, this item categorized as valid item, so from the criterion
above this item still can be used in the next test with several revisions.
Item number 27
Question The text above is a kind of…
a. exposition text c. recount text
b. descriptive text d. narrative text
Result A B C D*
Upper 27% 0 19 6 7
Middle 46% 2 21 8 22
Lower 27% 1 8 17 6
Total 3 48 31 35
Validity Valid
P value 0.29
D value 0.03
This item considered as moderate item based on the difficulty level index, it
has 0.29, and it is because there are 35 students who answered the item correctly.
While in the discrimination power index, this item only got 0.03, so this item is
poor. It is because there are only 7 students in the upper group can attracted the
item well, and in the lower group there are 6 students did the same. This item still
can be used in the following test with several revisions.
Item number 28
Question Ferry : How much is the bus…?
Dio : It is Rp. 5000.
a. cost c. price
b. fare d. fee
Result A B* C D
Upper 27% 10 6 12 4
Middle 46% 30 10 11 3
Lower 27% 17 1 13 1
Total 57 17 36 8
Validity Invalid
P value 0.14
D value 0.15
From the table above we can see that this item categorized as difficult item in
terms of difficulty level. It is because there are only 17 students who chose the
correct answer. While in the discrimination power index, this item can be
classified as poor item, since it only has 0.15, it is because there are only 6
students in the upper group that chose the correct answer and 1 student in the
lower group did the same. This item should be rejected since this item too difficult
and poor item and invalid.
Item number 29
Question Hendy got…when he went to Medan by ship.
a. sea-sick
b. dizzy
c. headache
d. cold
Result A* B C D
Upper 27% 16 8 0 8
Middle 46% 26 17 0 10
Lower 27% 9 8 5 10
Total 51 33 5 28
Validity Invalid
P value 0.42
D value 0.21
There are 51 students who attracted this item well, so this item categorized as
moderate item. It has 0.42 in the difficulty level index. While in the discrimination
power index this item has 0.21, which mean that this item is marginal item. Based on
the validity, it can be classified as invalid item. Considering the criterion above this
item still can be used in the next test with several revisions.
Item number 30
Question Dear Ayodya,
Come to my house tonight at 7 pm and do not forget to bring
your math book.
Thank. Dina
The text above is a…
a. recommendation c. announcement
b. invitation d. message
Result A B C D*
Upper 27% 0 3 0 29
Middle 46% 0 6 0 51
Lower 27% 0 0 1 30
Total 0 9 1 110
Validity Valid
P value 0.91
D value -0.03
From the number of the students that answered the item correctly, we can
definitely sure that it is an easy item since there are only 10 students who answered
the item wrong. From the discrimination power point of view, this item considered as
poor item since this item got negative value, which mean that the students in the lower
group attracted in the test better than the students in the upper group. While based on
the validity, this item considered as valid item, because it tests about invitation. So
from the criterion above this item should be discarded.
Item number 31
Question Keep out off the grass!
We usually find the sign above in the…
a. park c. library
b. hospital d. zoo
Result A* B C D
Upper 27% 28 0 0 3
Middle 46% 50 1 0 4
Lower 27% 30 2 0 0
Total 108 3 0 7
Validity Invalid
P value 0.9
D value -0.06
This item is almost the same with the previous number, which are number 30.
This item considered as easy, poor, and invalid item. The difficulty index of this
item is 0.9, since there are 108 students chose the correct answer. While on the
discrimination power index, this item got negative value which is -0.06, it means
that the lower group did better than the students in the upper group. It is because
there are only 28 students in the upper group chose the correct answer, while 30
students in the lower group did the same. This item should be rejected.
Item number 32
Question The academy award is held every year. The underlined
word has the same meaning with…
a. annually c. daily
b. yearly d. weekly
Result A* B C D
Upper 27% 16 7 4 5
Middle 46% 22 7 40 2
Lower 27% 7 12 7 6
Total 45 26 51 13
Validity Invalid
P value 0.37
D value 0.28
This item considered as moderate item in the difficulty level index, since there
are 45 students chose the correct answer. While based on the discrimination power
index, this item has 0.28, so it is a marginal item. There are 16 students in the
upper group chose the correct answer and 7 students in the lower group chose the
correct answer. Based on the validity, this item considered as invalid item. So,
from the criterion above this item still can be used in the following test with
several revisions.
Item number 33
Question After examine the patient the doctor writes a…
a. recite
b. prescription
c. recipe
d. check
Result A B* C D
Upper 27% 0 10 19 3
Middle 46% 4 7 40 2
Lower 27% 19 4 7 2
Total 23 21 66 7
Validity Invalid
P value 0.17
D value 0.19
From the table above we can see that this item considered as difficult item.
There are only 21 students chose the correct answer. The difficulty level index of this
item is 0.17. From the discrimination power point of view this item considered as
poor item, since there are only 10 students in the upper group chose the correct
answer, while in the lower group there are 4 students did the same. Because this item
considered as invalid item, this item is better to be rejected.
Item number 34
Question Harry Potter has no parents. He is …
a. a vendor
b. an orphan
c. a witch
d. a tailor
Result A B* C D
Upper 27% 7 15 9 1
Middle 46% 19 13 18 3
Lower 27% 19 4 7 2
Total 45 32 34 6
Validity Invalid
P value 0.26
D value 0.34
There are 34 students out of 120 chose the correct answer. This item is
moderate item in the term of difficulty level. It has 0.26 in the difficulty level
index. Based on the discrimination power level this item considered as good item,
since it has 0.34 in the discrimination power index. There are 15 students in the
upper group answered the item correctly, while in the lower group there are only 4
students did the same. In the validity point of view, this item considered as invalid
item. From the criterion above, this item still can be used in the following test with
several revisions.
Item number 35
Question Cricket, dragonfly, and grasshopper are the example of…
a. poultry c. mammals
b. reptiles d. insects
Result A B C D*
Upper 27% 0 11 1 20
Middle 46% 2 16 7 7
Lower 27% 15 6 13 17
Total 17 33 21 44
Validity Valid
P value 0.36
D value 0.40
These item almost the same with the following test that is number 34. This
item considered as moderate and good item in the term of difficulty level and
discrimination power level. It has 0.36 in the term of difficulty level and 0.4 in the
term discrimination power level. There are 20 students in the upper group and 7
students in the lower group answered the item well. Based on the criterion of
validity, discrimination power and difficulty level, this item still can be used in the
following test.
Item number 36
Question Yesterday evening, Jeremy went to the sport hall to…36)
badminton with his friend. They played until 10 at night. Then,
with his friend, he went to a café until 1 a.m. in the morning.
Then, they went home. But when he got home nobody opened
the…37) for him. Everybody was in deep sleep. Well, we
had…38). He climbed through the window. But one of his
neighbors saw him. She thought he was….39). She phoned the
police. Then, the policeman….40) him.
a. join
b. play
c. walk
d. climb
Result A B* C D
Upper 27% 1 30 0 0
Middle 46% 6 51 0 0
Lower 27% 2 26 0 3
Total 9 107 0 3
Validity Valid
P value 0.89
D value 0.125
This item has 0.89 in the term of difficulty level index, so this item can be
called as easy item; it is because 107 out of 120 students chose the correct answer.
While from the term of discrimination power it has 0.125. It is because 30
students from the upper group chose the answer correctly, and 26 students in the
lower group did the same thing. So this item can be classified as poor item. In the
validity point of view, this item categorized as valid item, because it tests about
recount. According to the Gronlund criterion this item should be discarded.
Item number 37
Question a. door c. floor
b. roof d. wall
Result A* B C D
Upper 27% 22 4 2 3
Middle 46% 42 5 0 9
Lower 27% 19 9 1 3
Total 83 18 3 15
Validity Valid
P value 0.69
D value 0.09
This item categorized as moderate and poor item in the term of level of difficulty
and discrimination of power. It has 0.69 in the level of difficulty index and 0.09 in the
discrimination power index. It is because 22 students in the upper group and 19
students in the lower group chose the answer correctly. While based from validity
point of view, this item categorized as valid item. So, although this item has moderate
in the difficulty level, this item should be discarded.
Item number 38
Question a. a way c. an idea
b. a trick d. a thinking
Result A B C* D
Upper 27% 5 10 13 4
Middle 46% 7 23 17 9
Lower 27% 12 10 5 5
Total 24 43 35 18
Validity Valid
P value 0.29
D value 0.25
Although the discrimination power of the test item is marginal, this item can
be categorized as a good item since it has moderate in the term of difficulty level. It
can be seen that 35 out of 120 students chose the correct answer. And 13 students in
the upper group and only 5 students in the lower group chose the correct answer.
While based on the validity criterion, this item categorized as valid item. So,
according to that criterion above, this item still can be used in the next test item.
Item number 39
Question a. a burglar c. a carpenter
b. an undertaker d. a surgeon
Result A* B C D
Upper 27% 13 6 8 5
Middle 46% 16 21 8 6
Lower 27% 3 14 13 1
Total 32 41 29 12
Validity Valid
P value 0.26
D value 0.31
This item considered as a good test item since the Discrimination power value
0.31 it means that the test discriminate the upper group and the lower group
students well. While in the term of difficulty level it classified as moderate item. It
is because 32 out of 120 students attracted the test well. In the validity point of
view it classified as valid item. Beside that the item has good distracters, so
according to the criterion above, this item still can be used in the following test.
Item number 40
Question a. watched c. laughed
b. caught d. arrested
Result A B* C D
Upper 27% 9 11 10 2
Middle 46% 27 19 2 5
Lower 27% 12 3 11 6
Total 48 33 23 13
Validity Valid
P value 0.27
D value 0.25
With P value 0.27 this item considered as moderate test item, because 33 out of
120 students chose the correct answer. From the aspect of discrimination power, the
item can be classified as marginal item; from the table above we can see that the
difference between the upper group and the lower group students who answer it
correctly is 8 students, which mean that the item discriminate them not very well.
Based on validity, it can be said as valid item. But according to Gronlund criterion,
this item still can be used in the following test.
Item number 41
Question You can buy medicine in…
a. hospital c. drugstore
b. butcher d. market
Result A B C* D
Upper 27% 13 0 19 0
Middle 46% 30 0 23 0
Lower 27% 13 0 19 0
Total 56 0 61 0
Validity Invalid
P value 0.50
D value 0
From the table above we can see that the discrimination power of this item is
poor since there is no difference between the upper group and in the lower group
students. While based on the difficulty level criterion, this item can be categorized
as moderate item since 61 out of 120 students chose the correct answer. From the
point of view of validity, this item categorized as invalid item. So, according to
the criterion above, this item should be discarded.
Item number 42
Question Yuli : How could an Indonesian sprinter, Kalimanto,
defeat a Malaysian sprinter, Rusman Alwi in
the last Sea Games?
Tuti : Everyone knows that Kalimanto ran …Rusman
Alwi.
a. fast c. faster than
b. as fast as d. the fastest
Result A B C* D
Upper 27% 11 4 15 2
Middle 46% 28 4 19 3
Lower 27% 12 3 16 1
Total 41 11 50 6
Validity Valid
P value 0.41
D value -0.03
This item similar with the previous item since it categorized as moderate and
poor item. Based from discrimination power criterion index, this item has negative
value since the students the lower group students attracted the test better than the
upper group students. While from the difficulty level index this item has 0.41.
This item classified as valid item in the term of validity. According to the criterion
above, the writer concluded that this item should be discarded.
Item number 43
Question LOLI
This is my lovely pet. I call her Loli. Loli loves eat
vegetables. She liked cabbages and cucumber, but she loves
carrot most of all. I put Loli on my backyard. She likes to dig
the soil.
The text above is a kind of…
a. narrative text c. procedure text
b. descriptive text d. recount text
Result A B* C D
Upper 27% 12 17 2 1
Middle 46% 27 18 0 9
Lower 27% 15 11 0 6
Total 54 46 2 16
Validity Valid
P value 0.38
D value 0.19
From the table above, we can see that this item classified as moderate, poor,
and valid item. In the term of difficulty level, this item classified as moderate item
since it has 0.38 in difficulty level index. While from the discrimination power
point of view, this item classified as poor item since there are only 17 students in
the upper group attracted the test well, and 11 students in the lower group did the
same. It can be said as valid item because it tests about descriptive text. So, same
with the previous item, this item should be discarded, or still can be used with
several revisions.
Item number 44
Question Loli is a…
a. tortoise c. giraffe
b. walrus d. rabbit
Result A B C D*
Upper 27% 0 4 3 25
Middle 46% 3 3 3 45
Lower 27% 6 5 4 17
Total 9 12 10 87
Validity Valid
P value 0.72
D value 0.25
This item can be categorized as a good test since it classified as moderate,
marginal, and valid item. 87 out of 120 students answer the test correctly, so this
item classified as moderate item. While from the discrimination power point of
view, this item classified as marginal item since there are 25 students in the upper
group chose the correct answer and only 17 students in the lower group did the
same. Based on the validity criterion, this item can be classified as valid item. So,
according to the criterion above, this item still can be used in the following test.
Item number 45
Question If you got a …, you will go to the dentist.
a. stomachache
b. toothache
c. headache
d. sore throat
Result A B* C D
Upper 27% 2 27 2 1
Middle 46% 21 24 3 4
Lower 27% 9 17 5 1
Total 32 68 10 6
Validity Invalid
P value 0.56
D value 0.31
From the number of the students who answer the item correctly we can see
that this item is a moderate item, since there are 68 students chose the correct
answer. While from the discrimination power index, it has 0.31 which mean that
this item classified as good item. There are 27 students in the upper group chose
the correct answer and only 17 students in the lower group did the same.
From the validity point of view this item classified as invalid item, so this item
still can be used in the following test with several revisions.
Item number 46
Question Look at the jumbled words, arrange them into good order!
The-beautifully-sings-girl-songs-the
1 2 3 4 5 6
a. 3-6-4-1-5-2 c. 3-5-6-1-4-2
b. 3-6-5-1-4-2 d. 3-5-4-1-6-2
Result A* B C D
Upper 27% 13 3 10 6
Middle 46% 11 2 29 10
Lower 27% 9 0 21 2
Total 33 5 60 18
Validity Invalid
P value 0.27
D value 0.125
From the table above we can see that this item categorized as poor item, since
there are only 13 students in the upper group chose the correct answer and 9
students in the lower group did the same, so the discrimination power index is
0.125. While from the difficulty level point of view this item classified as
moderate item since there are 33 students chose the correct answer. Based from
the validity criterion, this item classified as invalid item, so this item definitely
sure to be discarded.
Item number 47
Question Anza : Your father got angry last night,….?
Aris : Yes. He got mad because we went home late.
a. did he c. didn’t he
b. does he d. doesn’t he
Result A B C* D
Upper 27% 12 6 14 0
Middle 46% 22 17 14 0
Lower 27% 7 14 8 3
Total 41 37 36 3
Validity Valid
P value 0.3
D value 0.19
From the table above we can see that this item is similar with the previous
item. It classified as moderate, poor, and valid item. In the term of difficulty level,
this item categorized as moderate item since there are 36 students chose the
correct answer. While based on the discrimination power point of view, this item
classified as poor item since there are only 14 students in the upper group chose
the correct answer and 8 students in the lower group did the same. So, like the
previous item, this item also still can be used in the following test with several
revisions.
Item number 48
Question Look at the jumbled sentences below. Arrange into good order
of procedure text.
1. First, weigh the exact amount of rice that will pour.
It should not be more than 4 measure cup.
2. Then, after cooking, open the cover and mingle the
cooked rice for a while.
3. Second, wash the rice. Put in the inner pot and adjust
the quantity of water.
4. How to cook rice using the magic com.
5. After that, plug in the cable into the electricity socket
and push the cooking button. A light red will turn on.
6. At the same time, you can cook another meal like
vegetables. Put them in the steam pot.
The good order of the sentences above is…
a. 4-3-5-2-6-1
b. 4-2-3-5-6-1
c. 4-1-3-6-5-2
d. 4-5-3-6-1-2
Result A B C* D
Upper 27% 4 7 18 2
Middle 46% 25 9 18 2
Lower 27% 20 2 8 1
Total 49 18 44 5
Validity Invalid
P value 0.36
D value 0.31
From the number of the students who answer the item correctly, we can see that
this item classified as moderate item, since there are 44 students attracted to the item
well. While from the table above, it can be seen that this item is a good item in the
term of discrimination power since there are 18 students in the upper group chose the
correct answer and only 8 students in the lower group did the same. From validity
criteria, this item does not meet the criteria of the curriculum, so this item can be
classified as invalid item. So, from the criterion above we can see clearly that this
item still can be used in the following test with several revisions.
Item number 49
Question All students of class 8 are supposed to come to school on
Monday, 20th October 2008 at 8.00 a.m.
Our football team will play against SMP Bina Bangsa in the
final match of Student Football Cup.
Let’s support our team!!!
The text above is a kind of…
a. invitation c. news item
b. announcement d. recommendation
Result A B* C D
Upper 27% 3 18 9 2
Middle 46% 19 25 5 0
Lower 27% 15 7 7 3
Total 37 50 21 5
Validity Valid
P value 0.41
D value 0.34
This item can be classified as a good and moderate item based on the
discrimination power and the level of difficulty. It is similar with the previous
item. This item has 0.41 in the difficulty level index; it is because there are 50
students answer the item correctly. While in the discrimination power index it has
0.34 which mean that this item can discriminate the upper group students and the
lower group students well. Based on the validity criterion, this item can be
classified as valid item, because it tests about announcement which meets with the
criterion of the curriculum. So according to the criterion of difficulty level,
discrimination power and validity, this item classified as a good item and still can
be used in the following test.
Item number 50
Question Look at the chart below!
According to the chart above, the Asia’s population …from 1980
to 2000 rapidly.
a. improved
b. increased
c. developed
0
200
400
600
800
1000
1200
China India Indonesia
1980
2000
d. decreased
Result A B* C D
Upper 27% 5 17 1 9
Middle 46% 16 25 0 12
Lower 27% 11 8 3 10
Total 32 50 4 31
Validity Valid
P value 0.4
D value 0.28
This item also can be classified as a good item since it classified as moderate,
marginal and valid item. With P value 0.4 this item belongs to moderate item,
since there are 50 students attracted to the item well. While from the
discrimination power index, this item has 0.28 it is because there are 17 students
in the upper group chose the correct answer and only 8 students in the lower group
did the same. Based on the validity criterion, this item classified as valid item. So,
from the criterion above the writer concluded that this item still can be used in the
following test.
For more clear information about the result of the analysis, please notice in the
following table.
item number
validity
reliability
discrimination power
level of difficulty
1 valid reliable poor moderate 2 valid reliable poor easy 3 valid reliable very good moderate 4 invalid reliable poor moderate 5 valid reliable poor moderate 6 valid reliable marginal moderate 7 valid reliable marginal moderate 8 invalid reliable marginal moderate 9 invalid reliable poor moderate 10 valid reliable marginal difficult 11 valid reliable poor moderate 12 valid reliable poor difficult 13 invalid reliable poor moderate 14 valid reliable poor moderate 15 valid reliable poor difficult 16 valid reliable poor moderate 17 valid reliable poor difficult 18 valid reliable marginal difficult 19 valid reliable poor difficult 20 valid reliable poor difficult 21 invalid reliable poor difficult 22 invalid reliable poor easy 23 invalid reliable marginal moderate 24 valid reliable poor moderate 25 valid reliable poor moderate 26 valid reliable marginal difficult 27 valid reliable poor moderate 28 invalid reliable poor difficult 29 invalid reliable marginal moderate 30 valid reliable poor easy 31 invalid reliable poor easy 32 invalid reliable marginal moderate 33 invalid reliable poor difficult 34 invalid reliable poor moderate 35 valid reliable poor moderate 36 valid reliable poor easy 37 valid reliable poor moderate 38 valid reliable marginal moderate 39 valid reliable poor moderate
40 valid reliable marginal moderate 41 invalid reliable poor moderate 42 valid reliable poor moderate 43 valid reliable poor moderate 44 valid reliable marginal moderate 45 invalid reliable good moderate 46 invalid reliable poor moderate 47 valid reliable poor moderate 48 invalid reliable good moderate 49 valid reliable good moderate 50 valid reliable marginal moderate
The whole items have various values either on the difficulty level or in the
discrimination power. There are 11 items that can be classified as difficult items;
most of them belong to grammar. And there are 5 items that considered as easy
items and most of them are belong to reading comprehension. The easy of reading
comprehension test is because the students simply match the material in the
question with the material in the passage which has been clearly stated in the
passage. The items that considered as easy still can be used in the following test to
encourage the poor students.
While from the discrimination power point of view, there are 5 items with
negative value, it means that the item can not discriminate between the students in
the lower group and the students in the upper group well. It may cause by the
students have incomplete learning or wrong learning or the students may chose the
answer blindly.
Based from the reliability level, the whole items are reliable since the r
calculation more than the r table. From the validity point of view, there are 17
invalid items. There are several factors that can influence the validity. First the
inappropriate of the difficulty of the test, it causes the unreliable discrimination.
Second, the ambiguity statements, it will make confusions and miss interpretation
among the students. The third is the poorly constructed of the test.
So, according to the analysis there are 11 items that still can be used in the
following test. There are item numbers 3, 6, 7, 25, 35, 38, 39, 40, 44, 49, 50. Then
the items that still can be used in the following test but still need several revisions
are item are 23, there are item numbers 1, 5, 8, 10, 11, 14, 16, 19, 18, 47, 23, 24,
26, 27, 29, 32, 34, 37, 42, 43, 45, 47, 48. And the item that should be discarded are
16 items, there are the item numbers 2, 4, 9, 12, 15, 17, 20, 21, 28, 30, 31, 33, 36.
84
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
From the result of the analysis of the English mid-term test of eighth grade
students of the SMP 33 Semarang, it comes to the following conclusion.
(1) The mean of the index of the difficulty level is 0.41 which means that the
items are classified as moderate item. As a result on the whole of the difficulty
level of the English mid-term test have met the requirements of a good test in
the terms of difficulty level.
(2) In analysis of the discrimination power item, the mean of the D value was
0.17 which mean that the item can not discriminate the lower group and the
upper group students well.
(3) From the point of view of the reliability through the calculation using Kruder-
Richardson 20 formula, it was found that the coefficient of the reliability is
0.39 which mean that the whole of the test item had moderate reliability.
(4) Based from the validity there are 33 items that meet with the criteria of KTSP
curriculum, and there are 17 items that does not meet the criteria of KTSP
curriculum and it is can be said as invalid items.
So, from the criteria of good test there are 11 items that can be used in the
following test, and there are 23 items that also still can be used in the next test but
85
it still needs some revisions. There are 16 items that does not meet the criteria
of good test and it is should be rejected or discarded.
Finally, the writer draws a conclusion that the items in the mid-term test of
first term for the eighth grade of SMP 33 Semarang could be put under marginal
level. Besides that, this English test also has lack of face validity and
discrimination power since almost of the items has low validity and poor
discrimination power. If the teacher wants to use it as an instrument of evaluation,
it needs some improvement or revision.
Suggestions
In constructing good language test is not an easy task. From the conclusion
above, the writer would like to offer following suggestions.
First, the test constructors have to know about the characteristic of good language
test, especially in build a good discrimination power and difficulty level. Second,
the items that still can be used should be revised and save. While the item which
has negative value should be discarded, it means the lower group students
performed better than the students in the upper group.
There are some points that have to be considered in constructing test items.
(1) Prepare the test item in advance before it is given to the students. It will
help the constructor to develop good test items. Check several times to find
some mistake which might have been missed.
(2) Make sure that the test is related to the intended learning outcomes to be
measured.
(3) The difficulty level of each item should be matched with the students’
ability and the test also able to discriminate between the students in the
upper group and in the lower group.
Finally, it is hoped that this analysis of the result can be used as a reference in
the preparation of the next test.
BIBLIOGRAPHY
Arikunto, S. 1995: Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Brink, T.D.T. 1974. Evaluation a Practical Guide for Teacher. University of Missouri: Mc. Graw Hill.
Brown, J.D. 2005. Testing in Language Programs: A Comprehensive Giude to
English Language Assesment International Edition 2005. New York: Mc. Graw Hill.
Brown, J.D. 1988. Understanding Research in Second Language Learning.
Cambridge: CUP. Ebel, Robert l. 1979. Essentials of Education Measurement. Third edition.
Englewood Cliff. New Jersey: Prentice Hall, Inc.
Gronlud, Norman E. 1981. Measurement and Evaluation in Teaching. Fourth edition, New York: Macmillan.
Gronlund, N.E. 1982. Constructing Achievement Test: Third edition. USA:
Prentice Hall, Inc. Harris, David P. 1969. Testing English as Second Language. New York: Mc Graw
Hill. Madsen, Horald S. 1983. Technique in Testing. Hongkong: Oxford University.
Mc, Namara. 2000. Language Testing: Oxford University Press.
Nitko, A.J. 1983. Educational Test and Measurement an Introduction. London: Harcourt Brace Jovanovich, Inc.
Phompham, J. W. 1981. Modern Educational Measurement. London : Prentice
Hall, Inc. Englewood Cliffs. Vallette, Rebeca M. 1977. Modern Language Testing. Second edition. New York:
Harcourt Brace Jovanovich, Inc. http: //www.uab.edu/ uasomume/cdm/test. Htm. Downloaded on January 3rd 2009. http://www.socialresearchmethods.net/kb/measval.php. Downloaded on June 3rd
2009.
APPENDICES
Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Y Y²E_1 1 1 0 0 0 0 1 1 0 0 1 0 1 1 1 1 0 0 0 0 0 1 0 1 0 1 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 1 1 0 1 0 23 529E_2 1 1 0 0 0 0 1 1 0 0 1 1 1 1 0 1 0 0 0 0 0 1 1 1 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 1 20 400E_3 1 1 0 1 0 0 1 1 1 0 1 1 1 1 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0 22 484E_4 1 1 0 0 0 1 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 1 1 1 0 1 0 1 1 1 0 0 0 0 1 1 1 1 0 0 0 0 1 1 0 0 0 1 1 24 576E_5 1 1 0 0 0 0 0 1 0 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 1 1 0 1 1 1 0 0 1 0 1 1 1 1 0 0 0 0 1 1 1 0 0 0 0 22 484E_6 1 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0 0 1 0 23 529E_7 1 1 1 0 0 0 0 1 0 0 1 0 1 1 1 1 0 0 0 1 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 18 324E_8 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 1 0 1 1 1 0 0 0 0 0 0 1 0 0 1 0 0 0 22 484E_9 1 1 1 0 0 0 0 1 0 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 20 400E_10 1 1 0 1 0 0 0 1 0 0 1 0 1 1 0 1 0 0 0 1 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 1 1 20 400E_11 1 1 0 0 0 0 0 1 1 1 1 1 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 1 1 0 0 0 0 1 0 0 0 0 1 0 21 441E_12 0 1 0 0 0 1 1 1 0 0 1 0 1 1 0 1 0 0 0 1 0 1 1 0 0 0 0 0 1 1 1 0 0 1 0 1 1 1 0 1 0 0 0 0 0 0 0 1 1 1 22 484E_13 1 1 1 0 0 1 1 1 0 0 1 0 1 1 1 1 0 0 0 0 0 1 1 0 0 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 0 0 0 1 0 1 0 0 1 0 24 576E_14 1 1 0 0 0 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 1 1 0 1 1 1 1 0 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 20 400E_15 1 1 0 1 0 0 1 1 1 0 1 0 1 1 0 1 0 0 0 0 0 1 1 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 1 1 22 484E_16 1 1 1 0 0 0 0 1 0 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 0 0 1 1 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 1 20 400E_17 0 1 1 1 1 0 0 1 0 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 0 0 1 1 0 0 0 1 0 22 484E_18 1 1 0 1 0 1 0 1 0 1 1 1 1 1 0 1 0 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 0 1 0 1 1 1 1 0 0 0 0 1 1 0 1 0 1 0 27 729E_19 1 1 0 0 0 0 1 1 0 0 1 0 1 1 1 1 0 0 0 1 0 1 0 1 1 0 0 0 1 1 1 1 0 1 0 1 1 1 0 0 0 0 0 0 0 0 1 0 1 1 24 576E_20 1 1 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1 1 1 0 0 1 0 1 1 0 0 1 0 0 0 1 0 1 0 1 1 1 23 529E_21 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 18 324E_22 1 1 0 0 0 0 1 1 1 0 1 0 1 1 1 1 0 0 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 1 1 1 23 529E_23 1 1 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 19 361E_24 1 1 0 0 0 1 0 1 0 0 1 0 1 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 0 1 0 25 625E_25 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 1 1 1 0 0 0 1 0 0 0 1 1 1 23 529E_26 1 1 0 0 0 0 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 1 1 17 289E_27 1 1 1 1 0 0 1 1 1 0 1 0 1 1 0 1 1 0 0 0 0 1 1 0 0 1 0 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 23 529E_28 1 1 0 0 0 0 1 1 0 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 19 361E_29 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 19 361E_30 1 1 0 0 0 0 1 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 0 1 0 1 1 1 0 0 1 0 1 1 1 0 0 0 0 0 1 0 0 1 0 0 0 23 529E_31 0 1 1 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 1 0 1 0 18 324E_32 1 1 0 0 0 0 1 1 0 0 1 0 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 1 1 1 0 0 1 1 0 0 0 0 0 0 1 0 1 0 0 0 0 23 529E_33 1 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 1 1 1 0 0 0 1 1 1 1 0 0 0 0 1 1 0 0 1 1 0 27 729E_34 0 1 0 1 1 1 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 0 0 0 1 1 0 1 0 0 0 0 1 0 0 0 0 1 1 21 441E_35 1 1 1 0 0 0 0 1 1 0 1 0 1 1 0 1 0 0 0 0 0 1 1 0 0 1 1 0 1 1 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 0 1 24 576E_36 0 1 0 1 1 0 0 1 0 0 1 0 1 1 1 0 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 18 324E_37 1 1 1 0 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 1 0 0 0 1 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 18 324E_38 1 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 17 289E_39 1 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0 0 0 1 17 289E_40 1 1 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 1 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 19 361
Appendix 1 ITEM ANALYSIS OF ENGLISH THE MID-TERM TESTOF SMPN 33 SEMARANG IN THE ACADEMIC YEAR 2008/2009
E_40 1 1 0 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 1 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 0 0 1 0 19 361A_1 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 0 1 21 441A_2 0 1 1 0 1 0 0 0 1 0 0 0 1 1 1 0 0 0 0 1 1 1 0 1 0 1 0 0 0 1 1 1 0 0 0 1 0 0 1 0 1 1 0 0 1 0 0 0 0 0 20 400A_3 1 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 0 1 1 0 0 0 1 1 0 1 1 1 1 0 0 0 18 324A_4 0 1 0 0 0 1 1 1 1 1 0 0 1 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 1 0 0 1 0 1 24 576A_5 0 1 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 1 1 0 0 0 1 1 0 1 0 1 1 1 0 1 1 0 1 0 0 0 19 361A_6 0 1 1 0 1 0 0 0 1 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 1 0 0 0 17 289A_7 0 1 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 1 0 0 1 1 0 1 1 0 1 0 0 0 19 361A_8 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 0 0 1 1 0 1 0 1 1 0 1 1 1 0 0 0 1 22 484A_9 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 1 1 1 1 0 0 1 1 0 0 0 1 1 0 1 1 0 0 0 0 1 21 441A_10 1 1 1 1 1 0 0 1 0 0 0 0 1 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 1 1 1 0 0 0 1 1 0 0 0 0 1 1 0 1 1 0 1 0 0 0 25 625A_11 0 1 0 1 0 0 1 1 1 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 0 1 1 1 1 1 0 0 1 0 0 21 441A_12 1 1 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 1 0 0 1 0 1 24 576A_13 0 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 1 1 0 0 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 1 0 0 1 1 0 0 0 0 18 324A_14 0 1 0 1 1 1 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 0 0 1 1 1 1 1 0 0 1 0 1 23 529A_15 0 1 0 1 0 0 0 1 1 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 0 0 1 1 0 0 0 1 19 361A_16 0 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 0 18 324A_17 0 1 0 1 1 1 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 0 0 1 1 1 1 1 0 0 1 0 1 23 529A_18 0 1 0 1 1 1 1 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 0 0 1 20 400A_19 0 1 0 0 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 1 0 1 1 0 1 0 0 0 15 225A_20 1 1 1 0 1 0 0 1 0 0 0 0 0 1 0 0 0 1 1 0 1 1 0 1 0 0 0 0 0 1 1 0 0 1 1 1 0 1 0 0 0 1 1 1 1 1 0 1 1 0 24 576A_21 0 1 0 1 0 0 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 1 1 0 1 0 1 1 0 0 1 0 0 0 0 1 17 289A_22 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 1 1 0 1 1 0 1 1 0 1 0 0 1 0 0 0 19 361A_23 1 1 1 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 18 324A_24 0 1 1 1 1 1 0 0 0 0 1 0 1 1 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 1 0 1 1 1 1 0 0 1 25 625A_25 0 1 1 1 0 1 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 1 1 0 0 0 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 0 22 484A_26 0 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 0 0 0 1 1 1 1 0 0 0 1 1 1 0 1 0 0 1 0 0 0 0 0 0 0 1 1 1 0 0 0 1 25 625A_27 0 1 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 1 1 1 0 0 0 1 1 0 0 1 1 1 0 1 1 0 0 0 0 1 19 361A_28 0 0 1 0 1 0 1 0 0 0 1 0 1 1 0 0 0 1 1 0 1 1 0 1 0 0 0 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 0 1 1 1 0 0 1 0 25 625A_29 0 1 1 1 1 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 1 0 1 1 1 0 0 0 0 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 0 0 24 576A_30 0 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 1 0 1 0 18 324A_31 0 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 1 0 0 0 1 0 1 1 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 0 0 0 0 24 576A_32 0 1 1 0 1 1 0 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 0 0 0 17 289A_33 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 1 0 1 1 0 1 0 0 0 17 289A_34 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 0 1 1 0 0 0 1 1 0 1 1 1 1 1 0 0 18 324A_35 0 1 0 1 0 0 0 0 0 0 1 0 1 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 1 1 1 0 0 0 1 1 0 0 1 0 0 0 0 0 16 256
A_36 0 1 1 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 0 0 0 16 256A_37 1 0 1 1 1 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1 1 0 0 0 0 1 1 1 1 0 0 0 1 0 0 0 0 1 1 1 1 0 0 0 1 1 1 0 0 1 26 676A_38 0 1 1 0 1 0 0 0 0 0 1 0 1 1 1 0 1 1 0 0 1 0 0 1 0 0 0 0 1 1 1 0 1 1 1 1 0 1 0 0 1 1 0 1 1 1 0 1 1 0 26 676A_39 0 1 0 0 0 0 1 1 1 0 1 0 1 1 1 0 0 0 0 0 1 0 1 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 0 0 1 0 0 0 0 1 18 324A_40 1 1 0 0 0 0 0 0 1 0 1 0 1 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 0 0 0 16 256B_1 0 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 0 16 256B_2 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 1 1 1 0 1 0 1 1 0 0 0 1 0 1 1 1 0 1 1 1 0 27 729B_3 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 1 0 15 225B_4 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 1 1 0 0 1 24 576B_5 0 1 0 0 0 0 1 1 0 0 0 0 1 1 1 0 0 0 1 0 0 1 0 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 1 26 676B_6 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 1 0 15 225B_7 1 1 1 0 1 0 1 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 1 1 0 0 0 0 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 0 26 676B_8 0 0 0 0 0 0 1 1 1 0 0 0 0 1 0 0 0 1 0 1 0 0 0 1 0 0 1 0 0 1 1 1 0 0 1 1 1 0 0 1 0 0 1 1 0 0 0 1 1 0 19 361B_9 0 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 1 0 0 0 1 1 1 0 0 1 1 0 1 1 0 0 0 1 1 1 20 400B_10 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 1 1 1 0 0 1 1 1 24 576B_11 1 1 0 0 0 0 0 1 1 1 0 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 0 0 0 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 32 1024B_12 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 22 484B_13 1 1 0 1 0 0 0 1 0 0 1 0 1 0 0 0 0 1 1 0 0 1 0 1 0 0 0 1 0 1 1 0 0 1 0 1 1 0 0 0 0 0 1 1 1 0 0 0 1 0 20 400B_14 0 1 1 0 1 0 1 0 0 0 0 1 1 1 0 0 0 0 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 33 1089B_15 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 19 361B_16 1 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 0 0 0 0 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 0 0 1 22 484B_17 1 0 0 1 1 1 0 0 1 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 1 18 324B_18 1 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 1 0 0 0 0 1 1 0 0 1 19 361B_19 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 1 0 0 0 0 1 1 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 1 0 0 0 0 1 0 1 0 0 15 225B_20 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 1 20 400B_21 1 1 1 0 0 0 0 1 1 0 0 1 0 0 0 0 0 1 1 0 0 1 0 1 1 1 0 0 0 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 0 0 1 0 1 26 676B_22 0 1 1 1 1 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 1 1 0 0 1 0 0 1 1 1 0 0 1 1 1 24 576B_23 0 1 0 0 0 1 0 1 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 1 1 0 0 1 0 1 1 0 0 1 0 1 1 0 0 1 0 0 1 1 1 0 0 1 1 1 22 484B_24 1 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 1 1 1 0 0 1 0 0 16 256B_25 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 0 1 0 0 1 0 0 1 1 0 0 0 0 0 1 1 0 1 0 1 0 1 15 225B_26 0 1 1 0 1 0 0 1 0 0 0 1 1 1 0 1 0 0 0 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 1 0 0 0 0 1 1 0 0 0 18 324B_27 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 0 19 361B_28 0 1 1 0 1 0 0 0 1 0 1 0 0 0 0 0 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 1 0 19 361B_29 0 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 0 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 0 0 1 0 1 21 441B_30 0 1 1 1 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 1 0 0 1 0 1 1 0 0 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 1 1 24 576B_31 0 1 1 1 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 28 784B_32 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 1 0 14 196B_33 0 1 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 1 0 16 256B_34 1 1 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 1 1 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 1 0 0 1 21 441B_34 1 1 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 1 1 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 1 0 0 1 21 441B_35 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 0 0 0 1 1 1 0 0 1 1 0 1 1 0 0 0 1 1 1 20 400B_36 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 1 1 1 1 0 0 0 0 0 1 14 196B_37 0 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 0 0 0 0 0 0 19 361B_38 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 0 1 1 0 0 1 0 1 1 1 0 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 33 1089B_39 0 1 1 1 1 0 1 1 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 26 676B_40 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 0 1 1 0 1 1 0 0 0 0 0 1 1 0 0 0 1 0 0 13 169∑x 55 108 45 48 47 39 45 77 45 18 76 14 72 90 25 37 24 30 29 20 24 91 31 81 33 25 35 17 51 110 108 45 21 32 44 107 83 35 32 33 61 50 46 87 68 33 36 44 50 50 2507 54139
R 55 108 45 48 47 39 45 77 45 18 76 14 72 90 25 37 24 30 29 20 24 91 31 81 33 25 35 17 51 110 108 45 21 32 44 107 83 35 32 33 61 50 46 87 68 33 36 44 50 50
T 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120 120
P 0,458 0,9 0,375 0,4 0,392 0,325 0,375 0,642 0,375 0,15 0,633 0,117 0,6 0,75 0,208 0,308 0,2 0,25 0,242 0,167 0,2 0,758 0,258 0,675 0,275 0,208 0,292 0,142 0,425 0,917 0,9 0,375 0,175 0,267 0,367 0,892 0,692 0,292 0,267 0,275 0,508 0,417 0,383 0,725 0,567 0,275 0,3 0,367 0,417 0,417
criteria mod easy mod mod mod mod mod mod mod diff mod diff mod mod diff mod diff diff diff diff diff easy mod mod mod diff mod diff mod easy easy mod diff mod mod easy mod mod mod mod mod mod mod mod mod mod mod mod mod modU 18 30 28 15 16 14 15 24 15 9 18 8 17 26 6 9 9 14 13 6 7 28 13 26 16 12 7 6 16 29 28 16 10 15 20 30 22 13 13 11 19 15 17 25 27 13 14 18 18 17
L 12 27 11 11 15 6 8 16 10 2 18 2 19 23 10 6 6 5 7 5 7 23 5 22 5 5 6 1 9 30 30 7 4 4 7 26 19 5 3 3 19 16 11 17 17 9 8 8 7 8
D 0,188 0,094 0,531 0,125 0,031 0,25 0,219 0,25 0,156 0,219 0 0,188 -0,063 0,094 -0,125 0,094 0,094 0,281 0,188 0,031 0 0,156 0,25 0,125 0,344 0,219 0,031 0,156 0,219 -0,031 -0,063 0,281 0,188 0,344 0,406 0,125 0,094 0,25 0,313 0,25 0 -0,031 0,188 0,25 0,313 0,125 0,188 0,313 0,344 0,281
1/2 T 32
criteria poor poor v good poor poor mar mar mar poor mar poor poor poor poor poor poor poor mar poor poor poor poor mar poor good mar poor poor mar poor poor mar poor mar v good poor poor mar good mar poor poor poor mar good poor poor good good marp 0,458 0,9 0,458 0,4 0,392 0,325 0,375 0,642 0,375 0,15 0,633 0,117 0,6 0,75 0,208 0,308 0,2 0,25 0,242 0,167 0,2 0,758 0,258 0,675 0,275 0,208 0,292 0,142 0,425 0,917 0,9 0,375 0,175 0,267 0,367 0,892 0,692 0,292 0,267 0,275 0,508 0,417 0,383 0,725 0,567 0,275 0,3 0,367 0,417 0,417
q 0,542 0,1 0,542 0,6 0,608 0,675 0,625 0,358 0,625 0,85 0,367 0,883 0,4 0,25 0,792 0,692 0,8 0,75 0,758 0,833 0,8 0,242 0,742 0,325 0,725 0,792 0,708 0,858 0,575 0,083 0,1 0,625 0,825 0,733 0,633 0,108 0,308 0,708 0,733 0,725 0,492 0,583 0,617 0,275 0,433 0,725 0,7 0,633 0,583 0,583
pq 0,248 0,09 0,248 0,24 0,238 0,219 0,234 0,23 0,234 0,128 0,232 0,103 0,24 0,188 0,165 0,213 0,16 0,188 0,183 0,139 0,16 0,183 0,192 0,219 0,199 0,165 0,207 0,122 0,244 0,076 0,09 0,234 0,144 0,196 0,232 0,097 0,213 0,207 0,196 0,199 0,25 0,243 0,236 0,199 0,246 0,199 0,21 0,232 0,243 0,243
Si² 9,798
St² 16
r 0,39
criteria reliable
diffi
culty
leve
ldi
scrim
inat
ion
pow
erre
liabi
lity
Appendix 2
There is the example of the calculation of the reliability. In estimating the test item, the
writer uses Kuder-Richardson 20 formula. The formula is as follow:
1KKr
21
spq
r = reliability coefficient of the test items
k = number of the item in the test
p = the difficulty index
q = the proportion of the students gives the wrong answer (q = 1-p)
S2
= the variance of the total test scores
Then the formula to calculate the variance is as follows:
S2
=
nny
y 2
2
S 2 = the variance
the sum of
Y= the total score
N= the number of respondent
From the appendix 1 we can count the variance is as follow:
54719 – (2517) 2 120 S 2 = 120 S 2 = 16.04 ∑pq = 9.798
R =
= 1 –
= 0.39
Because the r product moment table is larger than r table so this item are reliable.
Appendix 3
There are calculations of discrimination power item of English mid-term test for eighth
grade students of SMP 33 Semarang. The formula to calculate the discrimination power is:
D = RU-RL ½ T
D : Discrimination power
RU: The number of the students in the upper group who answer the item
correctly.
RL: The number of the students in the lower group who answer the item correctly.
½ T: One half of the total number of the students included in the item analysis.
Based on the appendix 1, the example of the difficulty level calculation are as follow:
1. D = 18-12 = 0.19 ½ x 120
2. D = 30-27 = 0.09 ½ x 120
3. D = 28-11 = 0.53 ½ x 120
4. D = 15-11 = 0.125 ½ x 120
For further item, the calculation the same as the example above.
Appendix 4
The calculation of item difficulty level of mid-term test of eighth grade students SMP 33 Semarang is as follow:
P = R T P = difficulty level or index of difficulty
R = the number of students responding correctly to the item
T = the total number of students responding to the item
Based on the appendix 1, the example of the difficulty level calculation is as follows:
1. P = 55 = 0.46 120
2. P = 108 = 0.9 120
3. P = 47 = 0.39 120
4. P = 48 = 0.4 120
For further item, their calculation is the same as the example above.
Appendix 5
There is the list of the students in the upper group and the lower group ant the point that
they got.
Upper Group Lower Group Student number Point
Student number Point
E_4 24 E_26 17 E_13 24 E_38 17 E_18 27 E_39 17 E_19 24 A_6 17 E_24 25 A_19 15 E_33 27 A_21 17 E_35 24 A_32 17 A_4 24 A_33 17 A_10 25 A_35 16 A_12 24 A_36 16 A_20 24 A_40 16 A_24 25 B_1 16 A_26 25 B_3 15 A_28 25 B_6 15 A_29 34 B_19 15 A_31 24 B_24 16 A_37 26 B_25 15 A_38 26 B_32 14 B_2 27 B_33 16 B_4 24 B_36 14 B_5 26 B_40 13 B_7 26 B_17 18 B_10 24 E_37 18 B_11 32 E_31 18 B_14 33 A_30 18 B_21 26 B_26 18 B_22 24 A_13 18 B_30 24 A_39 18 B_31 28 A_16 18 B_38 33 A_23 18 B_39 26 E_7 18 A_37 23 E_21 18
Appendix 6
There is the list of the correspondents of the experiment.
No Name No Name 1 Aditya Pratama Putra 61 Indah Juwita sari 2 Ahmad Untung Susilo 62 Indra Dewantoro 3 Amanda Mariana Wattimu 63 Innamugrahan Haritz Zuhd 4 Ari Dwi Asto Kencono 64 Irvan Prasetyo 5 Avi Oktaviani 65 Ivan Setyo Pratama 6 Bagus Ari Setyawan 66 Kartika Tri Wulandari 7 Bunga Orchidya 67 Lisa Arum Sari 8 Chandra Septiana 68 Made Rikmawan 9 Cesar Catur Wijayanti 69 Muchamat Hasim 10 Desi Ratna Sari 70 Muh. Haris Denys 11 Desi Wulandari 71 Nur Indah Hayati 12 Dewa Putu Andika Khrisna 72 Sakti Nugroho 13 Dewi Sulistyaningrum 73 Septiyanto Bagus Nugroho 14 Gede Restu Yoga Sanjaya 74 Setia Adi Widodo 15 Hira Nur Prasetyo 75 Shora Pradani 16 I Gde Wirabawa M 76 Supriyanto 17 Ika Febri Isnaini 77 Tirza Cynara Putri 18 Kurnia Merdeka Wati 78 Titik Kurniawati 19 Luviana Septianingsih 79 Wahyu Handoyo 20 Lydia Novanda 80 Wahyu Wiknyo 21 Maria Dewi Arumsari 81 Aditian Ovandri 22 Nieko Sudarsono 82 Ajeng Perdana Sakti 23 Nur Cahyo 83 Angga Saputro Wijayanto 24 Puput Arnta Kurniasari 84 Anik Puji Lestari 25 Rahmawati Agustin Setyorini 85 Bhaskoro Yunanto 26 Rheda Pradipta Yahya 86 Christian Adie Nugroho 27 Ria Fitriana 87 Deyana Tri Buana 28 Rida Sonang Roha Boru S 88 Devianto 29 Ridwan Yulianto 89 Eka Setyawati 30 Rony Kevin P. Manulang 90 Erni Puspa Setyowati 31 Rudito Haris Pratomo 91 Fauzi Rahman 32 Samuel Kristianto Saputra 92 Gilang Riswanda 33 Shean Aprillien Dee Ronnie 93 Hesty Setyadi Putri 34 Shelita Lintang Rumanti 94 Ilham Dwiki Putra Nugroho 35 Tiar Anjani 95 Ilham Salafudin 36 Titus Ardian Wibowo 96 Julius Alexa Purnama Putri 37 Tomy Margiono 97 Melando Firmansyah 38 Wahid Suryo Hidayat 98 Melina Laila Ulya 39 Yeremia Tri Wicaksono 99 Muhammad Faisal Adilla 40 Yogi Yuli Saputro 100 Muhammad Haidar Pandu 41 Adi Nuriawan 101 Nanda Rizky Kurniawan 42 Aditya Ferry Nugroho 102 Nanda Rizky Putro Pamungkas 43 Aditya Yoga Saputra 103 Nurhasan Abdulloh
44 Ananda Ginanjar Bagaswo 104 Nurlaila Trihatiningsih 45 Annisa Fitri Nu Syahid 105 Octariyo Harawan 46 Aulia Ghassani 106 Ponco Prandopo Hadi 47 Bagus Setyo Ardiyani 107 Raditya Prasetiya Putro 48 Bayu Nur Satria 108 Rani Kusumaningsih 49 Bayu Tirta Mahardika 109 Ria Ayu Fitri Astuti 50 Dany Saputri 110 Ridho Pangestu 51 Desy Kurniawati 111 Ridhon Putro Agil 52 Dhita Kusuma Dewi Sumarno 112 Rismayanti 53 Dimas Panji Wibisono 113 Rizky Fajar Susanto 54 Dyah Hutami Widowati 114 Robby Budi Pangestu 55 Eka Rektyaningsih 115 Ronny Budi Pangestu 56 Elsa Setyowati 116 Satria Bagus Pamungkas 57 Ferry Kurniawan 117 Wiwd Fitriani 58 Hanifa 118 Yohana Rizky Ekawati 59 Herlina Kurnia Pratiwi 119 Youlanda Permata Sari 60 Inar Ristiana 120 Yuristin Pelita Sari