CHAPTER I

INTRODUCTION

A. Background
English language as a foreign language in Indonesia becomes one of essential subject in schools
in Indonesia start from Elementary School, Junior High School, and Senior High School until
University. English subject is one element in National Examination. In addition, English language
tends to help learners to use English in written and spoken communication. Therefore, EFL teacher
should have high capacity to teach English in educational Institution. Teaching and learning process
is not easy as in my mind; teacher has a good command in teaching. How to say, where to say, and
what to say is the priority. Besides that, EFL teacher should know students’ competence in English
language. Hence, he needs to give some test to measure how far their far their understanding material
from what they have learned before.

The point of English Language Testing is designed to measure the actual competence and
performance of the learners in the language that have been taught. To do this step, teachers have to
know what kinds of the test that we will be given to them based on their knowledge, which have been
taught. There are four skills should include in English Language Testing such as listening, speaking,
reading, and writing. It is also integrated with grammar test and vocabulary test. We must conduct
the test based on syllabus.

Language testing that will be done by the writer here is to analyze the test, It aims to find out the
frequency distribution, mean score, standard deviation, and reliability. Thus, it also analyze the items
include validity, difficulty level, index of discrimination, and full item analysis. The writer had taken
a test at the third grade students of 19TBI-3 of IAIN BONE, Januari 9th 2020. There were 10 students
have been done the test. The test is 20 items that covered grammar and vocabulary. Next, the result
of the test will be discussed in the next chapter.

B. Scope
This research is under applied language testing. The scope of the test is restricted to the student’s
ability of the students in IAIN BONE, namely class 19TBI-3. By content, this research will focus on
one skills and two areas in English language. Then, by activity, firstly the writer explain what students
should do in the test. After that, the writer gave the students questionnaire with 20 numbers. The last,
students answered the test in their answer sheet about 2 x 45 minutes.
C. Place of Test
The test was conducted in IAIN BONE. It took place in class k113 on January 9th 2020. There
were 10 students who joined the test.
2
 CHAPTER II

TEST DESCRIPTION

Based on Alderson (1959: 9) said test’s specifications provide the official statement about what
the test tests and how it tests it. Specification should provide specific information. The writer will conduct
some information about the test that has been held in IAIN BONE:
 The test was held to measure the students understanding material, and to know how the capability
of the tester in conduct a test for students.
 The test held on January 9th 2020 at 19TBI-3 IAIN BONE. There are consists of 10 students.
 The test was held 2 x 45 minutes based on English Class Schedule.
 The test based on syllabus that used by teacher of Structure subject for 19TBI-3 class.
 The test covered five elements, two language skills, and two language areas. They are:
1. Grammar
The grammar test concerns of Simple Present Tense, Simple Past Tense, Passive Voice
(Continuous Tense, and Present Perfect Tense), and Subjunctive.
2. Vocabulary
The students get some sentences in the questions item. They are ordered to find out the
synonym and antonym of each word that consist of underline words.
 The number of the test are 20 numbers consist of :
 Personal Pronoun is 5 numbers
 Singular and plural of Noun is 5 numbers.
 To be is 5 numbers.
 To do is 5 numbers.
 Test methods are multiple choices.
Subject : English
Semester/Class : 19TBI-3
School : IAIN BONE
Test Technique : Multiple choices
Test Type : Written test
Test Description :

3
No Basic Objective/Indicators Domain Test Technique Items
Competence
1 Mahasiswa mampu C1 Multiple choice 5
Personal
Pronoun mengidentifikasi jenis dan
penggunaan Pronoun
2 Mahasiswa mampu C1 Multiple choice 5
Singular and
plural of Noun mengidentifikasi jenis dan
penggunaan Singular and
plural of Noun
3 Mahasiswa mampu C1 Multiple choice 5
To be
mengidentifikasi penggunaan
To be
4 Mahasiswa mampu
C1 Multiple choice 5
To do
mengidentifikasi penggunaan
To To do

4
 CHAPTER III
TEST SPECIFICATION (BLUEPRINTS)
Test construction which is commonly known as item writing is the next step in test development
after test specification have been formulated.
 The Constructed of test that I’ve conducted
Personal Pronoun
1The maneger gave ......no choice.
a. he
b. his
c. him
d. she
e. we
2.Reny and .........are going to visit a new born baby this weekend.
a. me
b. mine
c. i
d. yours
e. they
3.you shouldn’t be angry with ...........since you’re the one who was corious.
a. them
b. they
c. their
d. I
e. we
4.i’m interested to buy your bike.could you please show.........to me?
a. its
b. It
c. us
d. ours
e. we
5. Each of the participants of seminar ...........given a book and a briefcase.
a. He is
b. is
c. are
d. they are
e. she is
5
6. Neither the manager nor the workers ...........late.
a. come
b. coming
c. comes
d. to come
e. come on
7. One of forty student in this class .........choosen as the chairman of the class.
a. is
b. were
c. are
d.be
e.was
8. Most of the goverment officials .........turn in their papers before the due
date.
a. Has to
b. Have to
c.having
d.is having to
e.are
9. They ..........studying english right now.
a. is
b. am
c. are
d. was
e. were
10. I .......busy last night.
a. is
b. am
c. are
d. was
e. were

11. 11.Mathematics … the most difficult subject.

a. Is
b. Am
c. Are
6
d. Was
e. Were

12. I … studying English right now.

a. Is
b. Am
c. Are
d. Was
e. Were

13.Safira ___ always ___ at the restaurant every Saturday night.

a. Do not, eats
b. Does not, eat
c. Do not, ate
d. Does not, ate
e.are not,eat

14.You are prohibited to use this bicycle, because it ___ broken.

a. Are
b. Is
c. Do
d. Does
e.was

15.Does ___ ___ math for the test?

a. She, study
b. She, studied
c. He, studies
d. He, studied
e.it,studied

7
16.The students ___ not ___ the assignment, so they got D
a. Does, finish
b. Does, finishes
c. Do, finish
d. Do, finished
e.is,finish

17.……studied for two hours

a.have
b.been
c.has
d.had
e.is

18.Diana…….sung this song

a.had
b.has
c.have
d.having
e.are

19.Sinta has…….to the school for 3 hours

a.go
b.goes
c.gone
d.went
e.it

20.We have…….this major since last night

8
a.learned
b.learn
c.learning
d.learns
e.it
ANSWER KEYS AND SCORING RUBRICS
The Answer:
1. C. 8. B. 15. A.
2. C. 9. C. 16. C.
3. A. 10. B. 17. A.
4. B. 11. A. 18. B.
5. B. 12. B. 19. C.
6. A. 13. B. 20. A.
7. A. 14. B.

 Scoring Rubrics
No. Analysis Score
1 s/d 20 True answer 5
Blank answer, false answer, and double answer 0

9
 CHAPTER IV
RESULT OF ANALYSIS

TEST ANALYSIS
1. Frequency Distribution
The following table contains scores of a group of 10 students on a particular test consisting of 20
items. The table contains a frequency distribution showing the number of students who obtained each mark
awarded; tallies, that the stroke representing the number of students obtaining the same scores; the frequency
and the percentage of each score.

Table 1: The Frequency Distribution of Scores

No. Raw score Final Tally Frequency Percentage

score
1 6 30 / 1 10,0
2 8 40 / 1 10,0
3 9 45 //// 4 40,0
4 10 50 / 1 10,0
5 11 55 // 2 20,0
6 12 60 / 1 10,0
10
 Total 10 10 100

The distribution of the scores illustrated above can be presented in another way as in the following
frequency polygon

Figure 1: The Distribution of Scores

11
2. Measures of Central Tendency

Table 2: The Frequency Distribution of Scores

No. X F FX
1 30 1 30

2 40 1 40

3 45 4 180

4 50 1 50

5 55 2 110

6 60 1 60
Total 10 470

a. Mode
The mode refers to the score which most candidates obtained, or the most frequent emergence of
the same score. In this case, it is 45.
b. Median
The median refers to the score gained by the middle candidate in the order of merit; the medium
score in this case is 47.
c. Mean
The mean score is the arithmetical average.
Mean X = 47.
3. Measures of Dispersion

d (x-mean)
NO. X D2
x-47
1 60 13 169.00

2 55 8 64.00

3 55 8 64.00

12
 4 50 3 9.00

5 45 -2 4.00

6 45 -2 4.00

7 45 -2 4.00

8 45 -2 4.00

9 40 -7 49.00

10 30 -17 289.00

470 0 660

Standard deviation

1) Standard deviation

s.d . 
d 2

s.d = 8,56349

4. Reliability

13
To calculate the reliability, we use the formula of split-half of test-retest as follows:
N  xy   x  y 
rxy 
[ N  x 2   x  ][ N  y 2   y  ]
2 2

rxy = Pearson product moment correlation between variables x and y

N = number of students taking the test

x = sum of variable x

y = sum of variable y

 xy = sum of multiplication of variable x and variable y

x 2
= sum of square x

y 2
= sum of square y

Table 4: split-half of test-retest

Number of itemes X Y X2 Y2 XY
81.00 49.00 63.00
1 2 9 7
64.00 81.00 72.00
3 4 8 9
1.00 1.00 1.00
5 6 1 1
1.00 1.00 1.00
7 8 1 1
81.00 16.00 36.00
9 10 9 4
9.00 49.00 21.00
11 12 3 7
64.00 16.00 32.00
13 14 8 4
49.00 4.00 14.00
15 16 7 2
9.00 9.00 9.00
17 18 3 3
.00 49.00 .00
19 20 0 7
Total 49 45 359 275 249

14
 (𝟐𝟎)(𝟐𝟒𝟗−(𝟒𝟗)(𝟒𝟓)
=
√[(𝟐𝟎)(𝟑𝟓𝟗)−(𝟒𝟗)𝟐 ][(𝟐𝟎)(𝟐𝟕𝟓)−(𝟒𝟓)𝟐 ]

𝟒𝟗𝟖𝟎−𝟐𝟐𝟎𝟓 𝟐𝟕𝟕𝟓
=
√[(𝟕𝟏𝟖𝟎−𝟐𝟒𝟎𝟏)][(𝟓𝟓𝟎𝟎−𝟐𝟎𝟐𝟓)] √𝟒𝟕𝟕𝟗𝒙𝟑𝟒𝟕𝟓

𝟐𝟕𝟕𝟓
=
√𝟏𝟔𝟔𝟎𝟕𝟎𝟐𝟓

𝟐𝟕𝟕𝟓
=
𝟒𝟎𝟕𝟓,𝟏𝟕

= 0. 68

The result of this calculation is then analyzed using model correlation to see the reliability of the test.
𝟐𝐫𝐡𝐡
𝐫𝐧 =
𝟏+𝐫𝐡𝐡

rtt = Total test coefficient reliability (tt = total test)

rhh = Product moment Correlation Coefficient between the first half and the second

half of the test (hh = half-half)

1 & 2 = constant numbers

𝟐×𝟎,𝟔𝟖
𝐫𝐧 =
𝟏+𝟎,𝟔𝟖

1,36
=
1,68

= 0.80

To interpret the test reliability Sujijono:2003 in Jabu 2008 provides criteria. If the resulted calculation is
the same or greater than 0.70, the evaluated testis highly reliable. Conversely, if the resulted calculation
is smaller than 0.70 the evaluated test is not highly reliable. Therefore the result of the test is reliable (r tt
= 0.80).

5. Validity
15
 To calculate the validity of the test, the formula bi-serial correlation is used as follows:
M p  M1 p
rpbi 
SD1 q

(Sudjono in Jabu, 2008:120)

Rpbi = Point bi-serial Correlation Coefficient.
M = Mean score of testees correctly answering the analyzed item.
M1 = Mean score of the total score
SD1 = Standard deviation of the total score
p = proportion of the testees correctly answering the analyzed item.
q = proportion of the testees incorrectly answering the analyzed item.

NO Name Test Items X

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 Nur riski 1 1 1 1 0 1 0 1 0 0 1 0 1 1 0 0 1 0 1 0 9

amelia

annur

2 Syahril 1 0 1 1 1 0 0 0 0 1 1 1 1 0 1 0 0 0 1 0 10

fauziah

3 Alfarhida 1 0 1 1 1 0 0 0 1 1 0 1 1 1 0 0 0 1 1 0 11

rumaisyah

4 Muh.fadhil 1 0 1 1 1 0 0 0 1 0 1 1 0 1 1 1 0 1 1 0 12

5 Ardillah 1 1 1 1 0 0 1 0 0 1 1 1 0 1 0 1 0 0 1 0 11

amiruddin

6 Nirwana 1 1 0 1 1 1 0 0 0 1 1 1 1 1 1 1 0 0 0 0 12

7 Henny 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 1 15

rahayu

16
8 Epi safitri 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 0 0 0 1 0 11

mulia

9 Nurfaidah 1 0 1 0 1 0 0 0 0 1 1 0 1 0 1 1 0 0 1 0 9

10 Satriani 1 1 1 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 1 1 11

∑𝑋 10 5 9 9 7 5 1 0 3 9 8 8 5 6 6 5 2 2 9 2 111

Mp
11,1 12 11 11,34 11,42 11,6 11 0 12,67 11 11,125 11,625 11,625 11,67 11,5 11 10 11,5 11 13

Mt 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1 11,1

Sd 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7 1,7

P 1 0,5 0,9 0,9 0,7 0,5 0,1 0 0,3 0,9 0,8 0,8 0,5 0,6 0,6 0,5 0,2 0,2 0,9 0,2

Q 0 0,5 0,1 0,1 0,3 0,5 0,9 1 0,7 0,1 0,2 0,2 0,5 0,4 0,4 0,5 0,8 0,8 0,1 0,8

Rpbi - - - - - -
0 0,53 0,42 0,29 0,29 0 0,6 0,03 0,62 0,31 0,41 0,29 0,12 0,56
0,18 0,02 0,18 0,06 0,32 0,18

Step 1 Find out P

9 1
P1 = = 0.9 P7 = =0.1
10 10
7
P2 = = 0.7 1
10 P8 = =0.1
10
8
P3 = = 0.8 9
10 P9 = =0.9
10
9
P4 = = 0.9
10 4
P10 = =0.4
10
1
P5 = = 0.1 3
10 P11 = =0.3
10
1
P6 = = 0.1
10
17
 7 3
P12 = =0.7 P17 = =0.3
10 10
8 3
P13 = =0.8 P18 = =0.3
10 10
5 0
P14 = =0.5 P19 = =0
10 10
6 7
P15 = =0.6 P20 = =0.7
10 10
2
P16 = =0.2
10

Step 2 q10 = 1 – 0.4 = 0.6

q11 = 1 – 0.3 = 0.7
q1 = 1-0.9 = 0.1
q12 = 1 – 0.7 = 0.3
q2 = 1 – 0.7 = 0.3
q13 = 1 – 0.8 = 0.2
q3 = 1 – 0.8 = 0.2
q14 = 1 – 0.5 = 0.5
q4 = 1 – 0.9 = 0.1
q15 = 1 – 0.6 = 0.4
q5 = 1 – 0.1 = 0.9
q16 = 1 – 0.2 = 0.8
q6 = 1 – 0.1 = 0.9
q17 = 1 – 0.3 = 0.7
q7 = 1 – 0.1 = 0.9
q18 = 1 – 0.3 = 0.7
q8 = 1 – 0.1 = 0.9
q19 = 1 – 0= 1
q9 = 1 – 0.9 = 0.1
q20 = 1 – 0.7= 0.3
Step 3, find out Mt
∑ 𝑋𝑋
The formula Mt = 𝑋

= 10 = 9.4
94

Step 4, find out Mp

12+11+11+10+9+9+9+9+8
1. = 9.8
9

12+11+11+10+9+9+9
2. =10,14
7

12+11+11+10+9+9+9+9
3. = 10
8

18
 12+11+11+10+9+9+9+9+8
4. = 9,8
9

8
5. =8
1

12
6. = 12
1

7. 11
= 11
1

12
8. = 12
1

11+11+10+9+9+9+9+8+6
9. = 9,11
9

11+9+8+6
10. = 8,5
4

12+11+10
11. =11
3

11+9+9+9+9+8+6
12. = 8,71
7

12+11+10+9+9+9+9+8
13. = 9,625
8

12+11+11+9+6
14. = 9,8
5

12+11+10+9+9+9
15. = 10
6

11+8
16. =19,5
2

11+10+6
17. =9
3

12+11+6
18. 119,7
3

19
 0
19. =0
0

12+11+10+9+9+9+9
20. = 9,85
7

Step 5, find out standard deviation

SDt = 1,71270 ( 1,7 )

Step 5, find out Rpbi

𝑀𝑝 − 𝑀𝑡 𝑝
𝒓𝒑𝒃𝒊 = √
𝑆𝐷𝑡 𝑞

item 1 = item 8 =
9.8−9,4 0,9 12−9,4 0,1
𝑥 √0,1 = 0,69 𝑥 √0,9 = 0,50
1,7 1,7

item 2 =
10,14−9,4 0,7
𝑥 √0,3 = 0,65
item 9 =
1,7 9,11−9,4 0,9
𝑥√ = 0,51
1,7 0,1

item 3 =
10−9,4 0,8
𝑥 √0,2 = 0,7
1,7
item 10 =
8,5−9,4 0,4
𝑥 √0,6 = 0,42
1,7

item 4 =
9,8−9,4 0,9
𝑥 √0,1 = 0,69
1,7
item 11 =
11−9,4 0,3
𝑥 √0,7 = 0,60
1,7

item 5 =
8−9,4 0,1
𝑥 √0,9 = −2,46
1,7
item 12 =
8,71−9,4 0,7
𝑥 √0,3 = 0,60
1,7

item 6 =
12−9,4 0,1
𝑥 √0,9 = 0,50
1,7
item 13 =
9,62−9,4 0,8
𝑥 √0,2 = 0,24
1,7

item 7 =
11−9,4 0,1
1,7
𝑥 √0,9 = −0,31
item 14 =
9,8−9,4 0,5
𝑥 √0,5 = 0,23
1,7

20
item 15 =
10−9,4 0,6
𝑥 √0,4 = 0,42
1,7

item 16 =
19,5−9,4 0,2
𝑥 √0,8 = 2,97
1,7

item 17 =
9−9,4 0,3
𝑥 √0,7 = 0,09
1,7

item 18 =
119,7−9,4 0,3
𝑥 √0,7 = 43,41
1,7

item 19 =
0−9,4 0
𝑥 √1 = 5,52
1,7

item 20 =
9,85−9,4 0,7
𝑥 √0,3=0,38
1,7

21
6. Difficulty Level and Discriminating Power

It shows how easy or difficult the particular item proved in the test. The difficult level is generally expressed as the fraction or percentage of the students who
answered the item correctly
 Item Difficulty
The index of difficulty:
 0 – 0,30 : difficult
 0,31 – 0,70 : normal
 0,71 – 1 : very easy
If the number of item is on level too difficult or too easy, it is not good to include them on the test.

UG  LG
IF =
N

IF is index of facility, UG represents the number of correct answers by upper group, LG by the lower group, and N the number of students taking the test. Here are
the index of facility of the tested test

 Item Discrimination

22
 The discrimination index of an item indicates the extent to which the item discriminates between the students, separating the more intelligent students from
the less intelligent ones.
The index of discrimination:
 High discrimination index : +1 -0,50

 Low discrimination : 0,40 – 0

 Negative discrimination :-0,10 - -1

UG  LG
ID =
n

IF = index of facility;

ID = index of discrimination;

n = number of students in one group (½N);

UG = frequency of score by upper group (upper half); and

LG = frequency of score by lower group (lower half).

Table 3: The Indices of Facility and Discrimination

No. UG LG IF ID Remark

23
 90 ,20 improper
1 5 4
,70 ,60 proper
2 5 2
,80 ,40 improper
3 5 3
,90 ,20 improper
4 5 4
,10 -,20 improper
5 0 1
,10 ,20 improper
6 1 0
,10 ,20 improper
7 1 0
,10 ,20 improper
8 1 0
,90 -,20 improper
9 4 5
,40 -,40 improper
10 1 3
,30 ,60 proper
11 3 0
,70 -,60 proper
12 2 5
,70 ,20 improper
13 4 3
,50 ,20 improper
14 3 2
,60 ,40 improper
15 4 2
,20 ,00 improper
16 1 1
,30 ,20 improper
17 2 1
24
 ,30 ,20 improper
18 2 1
,00 ,00 improper
19 0 0
,70 ,20 improper
20 4 3

Based on the result showed on the table above, it can be verified that the items 1,3,4,5,6,7,8,9,10,13,14,15,16,17,18,19and 20 are inappropriate to be put in the
future test as these items are very difficult to students to answer. There is no even item which seems easy for the students to be answered.

25
ITEM No.1
UG LG UG+LG IF  1 (the difficulty level is very easy)
A 0 0 0 ID = 0 (low discrimination)
B 0 0 0 Distractor D didn’t even attract any of the students attention that’s why they need to be changed with stronger distractors.
C* 5 4 9
D 0 1 1
E 0 0 0
5 5 10

ITEM No.2

26
 UG LG UG+LG IF  0.5 (the difficulty level is normal)
A 0 0 0 ID = 0.6 (highly discriminate)
B 0 0 0 Distractor B and E didn’t even attract any of the students attention. And C functions very well for Lower Group. In
C* 5 2 7 closer inspection, it is found that this item discriminate very well.

D 0 0 0
E 0 3 0
5 5 10
ITEM No.3
UG LG UG+LG IF  0.9 (the difficulty level is very easy)
A* 5 3 8 ID = -0,2 (negatively discriminate)
B 0 1 1 Distractor B, E and D didn’t even attract any of the students attention. Distractor A quite function well since it only attracts
C 0 1 1 one of the upper group. In closer inspection, it is found that distractor B, E and D are not function very well, that’s why they
need to be changed with stronger distractors.
D 0 0 0
E 0 0 0
5 5 10

ITEM No.4

UG LG UG+LG
27
 IF  A 0 0 0 0.9 (the difficulty level is very easy)
ID = B* 5 4 9 0.2 (poorly discriminate)
C 0 1 0 Distractor A , D and C didn’t even attract any of the students attention. Distractor B quite function well since it only
D 0 0 0 attracts one of the lower group. In closer inspection, it is found that distractor A, D and C are not function very well,
that’s why they need to be changed with stronger distractors.
E 0 0 0
5 5 10

ITEM No.5
UG LG UG+LG IF  0.7 (the difficulty level is normal)
A 0 0 0 ID = 0.2 (poorly discriminate)
B* 0 1 1 Distractor E , B and D didn’t even attract any of the students attention. Distractor C function well since it only attracts two of
C 3 3 6 the students from Upper group and three students from Lower Grroup. In closer inspection, it is found that distractor E, B and
D are not function very well, that’s why they need to be changed with stronger distractors.
D 2 1 3
E 0 0 0

ITEM No.6
5 5 10
UG LG UG+LG
A* 1 0 1
B 0 0 0
28
 IF  0.5 (the difficulty level is C 2 4 6 normal)
ID = 0.2 (poorly discriminate) D 1 1 2
Distractor A,C and E didn’t even E 1 0 0 attract any of the students attention. And distractor D functions very well. In closer
inspection, it is found that distractor 5 5 10 A,C and E is not function very well, that’s why it need to be changed with stronger
distractors.

ITEM No.7
UG LG UG+LG IF  0.1 (the difficulty level is difficult)
A* 1 0 1 ID = 0.2 (poorly discriminate)
B 0 0 0 Distractor A, D and E didn’t even attract any of the students attention.. In closer inspection, it is found that distractor C is too
C 1 0 1 strong and almost make everyone get tricked. that’s why it need to be changed with lower distractors.

D 0 0 0
E 3 5 8
5 5 10 ITEM No.8
UG LG UG+LG
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 IF  0.(the question is very A 2 5 7 difficult)
ID = 0 (poorly discriminate) B* 1 0 1
Distractor A, and the correct option C 1 0 1 C didn’t even attract any of the students attention. And distractor B function quite well
since it attract one of the Lower D 1 0 1 Group. In closer inspection, it is found that distractor A, E and B are not function very
well, that’s why it need to be changed with stronger distractors. And option D may be correct in certain way.
E 0 0 0
5 5 10
ITEM No.9
UG LG UG+LG IF  0.3 (the difficulty level is very difficult)
A 0 0 0 ID = 0.2 (poorly discriminate)
B 0 0 0 Distractor C didn’t even attract any of the students attention. A, B and D functions very well. In closer inspection, it is found
C* 4 5 9 that distractor C are not function very well, that’s why they need to be changed with stronger distractors.

D 1 0 1
E 0 0 0
5 5 10

ITEM No.10
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 UG LG UG+LG IF  1 (the difficulty level is very easy)
A 0 0 0 ID = 0 (poorly discriminate)
B* 1 3 4 All the distracters didn’t function well since no one chose any of them. In closer inspection, it is found that the distracters need
C 0 0 0 to be changed with the stronger one.

D 4 2 6
E 0 0 0
5 5 10

ITEM No.11
UG LG UG+LG IF  0.8 (the difficulty level is very easy)
A* 3 0 3 ID = 0.4 (poorly discriminate)
B 0 0 0 Distractor A, C, and E didn’t even attract any of the students attention. Distractor D quite function well since it only attracts
C 2 5 7 one of the lower group. In closer inspection, it is found that distractor A, C, and E may be correct in particular way.

D 0 0 0
E 0 0 0
5 5 10 ITEM No.12
UG LG UG+LG
A 0 0 0
B* 2 5 7

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 IF  0.8 (the difficulty level is C 0 0 0 very easy)
ID = 0.4 (poorly discriminate) D 3 0 3
Distractor C and E didn’t even attract E 0 0 0 any of the student’s attention. And distractor A functions very well for Lower Group.
Distractor D and A quite function well 5 5 10 since it only attracts one of the lower group. In closer inspection, it is found that
distractor C need to be changed with the stronger distractor.

ITEM No.13
UG LG UG+LG IF  0.6 (the difficulty level is normal)
A 1 0 1 ID = 0 (poorly discriminate)
B* 4 4 8 Distractor A didn’t even attract any of the student’s attention. And distractor E functions very well for both the upper group
C 0 0 0 and Lower Group. Distractor B and D quite function well since it only attracts one of the lower group for D and one from the
upper group for B. In closer inspection, it is found that distractor A need to be changed with the stronger distractor. And the
D 0 1 1 E option might as well right in a particular way.
E 0 0 0
5 5 10 ITEM No.14
UG LG UG+LG

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 A 0 0 0 IF  0.7(the difficulty level is normal)
B* 3 1 4 ID = 0.2 (poorly discriminate)
C 0 0 0 Distractor A didn’t even attract any of the student’s attention Distractor C, and E functions quite well for Lower Group.
D 0 0 0 Distractor D functions quite well for Upper Group. In closer inspection, it is found that option A,C,and E need to be changed with
the stronger distractor.
E 2 4 6
5 5 10
ITEM No.15
UG LG UG+LG IF  0.5 (the difficulty level is normal)
A* 4 3 7 ID = 0.6 (poorly discriminate)
B 0 1 1 Distractor A,D and E didn’t even attract any of the student’s attention. And distractor B functions quite well for both Upper and
C 0 1 1 Lower Group. which more attractive to the lower group In closer inspection, it is found that Option A,D and E can be changed
with the stronger distractor.
D 1 0 1
E 0 0 0
5 5 10

ITEM No.16

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 UG LG UG+LG IF  0.5 (the difficulty level is normal)
A 3 3 6 ID = 0.2 (poorly discriminate)
B 1 1 2 Distractor A didn’t even attract any of the student’s attention. Distractor B and D function well. Distractor B attracts the lower
C* 1 1 2 group and Distractor D attracts the upper group, while distractor C only attracts one of the lower group which is quite well. it
is found that Option A, B, C and D can be changed with the stronger distractor.
D 0 0 0
E 0 0 0
5 5 10

ITEM No.17
UG LG UG+LG IF  0.3 (it’s difficult for the students)
A* 2 1 3 ID = -0.6 (negatvely discriminate)
B 0 1 1 Distractor E didn’t even attract any of the student’s attention. Distractor A Function well since it attracts both Lower Group
C 1 0 1 and the Upper Group. And conversely, C attracts more Upper Group than Lower Group. While Distractor D only attracts one in
each Lower Group and the Upper Group. In closer inspection, it is found that Option E can be changed with the stronger
D 2 3 5 distractor
E 0 0 0
5 5 10

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ITEM No.18
UG LG UG+LG IF  0.2 (it’s difficult for the students)
A 2 3 5 ID = 0 (poorly discriminate)
B* 3 1 4 Distractor B and E didn’t even attract any of the student’s attention. While option A attracts one of Upper Group than Lower
C 0 0 0 Group. In closer inspection, while option D attracts one of Lower Group than Upper Group. it is found that B and E can be
changed with the stronger distractor.
D 0 0 0
E 0 1 1
5 5 10
ITEM No.19
UG LG UG+LG
A 0 2 2
B* 0 0 0
C 0 0 0
D 5 3 8
E 0 0 0
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 5 5 10 IF  -0.9 (the difficulty level is very easy)
ID = 0.2 (discriminate poorly)
Distractor A, D and E didn’t even attract any of the student’s attention. Distractor C function quite well since it attracts one of the upper group. In closer inspection,
it is found A, D and E need to be changed with the stronger distractor.

ITEM No.20
UG LG UG+LG IF  0.2 (it’s difficult for the students)
A* 4 3 7 ID = 0 (discriminate poorly)
B 1 0 1 Distractor D and E didn’t even attract any of the student’s attention. And conversely, option C functions very well since it
C 0 2 2 attracts more Lower Group than the upper group. While option B only attracts the upper group. In closer inspection, it is found
that Distractor D and E need to be changed with the stronger distractor.
D 0 0 0
E 0 0 0
5 5 10

CHAPTER IV
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 CONCLUSION

Based on the test analysis that has been done, the writer concludes that;
1. The highest correct answer of the student is 15, and the score is 75.
2. The lowest score answer of the student is 9, and the sore is 45.
3. The mean score of all of the students is 55,5. and standard deviation is 8,644202.
4. Seven items are valid. They are 20, 16, 14, 12, 9, 4, and 2.
5. The evaluated test is reliable because the result of rtt is 0.89 larger than 0.70.
6. There are several items is good to include them on the future test (proper). The numbers of items are 2, 5, 6, 9, 13, 14, 15 and 16 The other items are too difficult or
too easy to students to answer.
7. There are 8 proper items which has good index of discrimination. They are 2, 15, and 17.
8. The level of power distractor each items is different. There are 72 weak distractors and 8 distractors work effectively.

37
INDEKS

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