LANGUAGE ASSESSMENT An Analysis of English Grammar II Test

Presented to Faculty of Teacher Training and Education Islamic University of Malang In partial take home final test from Drs. Yahya Alaidrus, M. Pd

BY NAME CLASS NPM : RETNO INDRIYANI : VI C : 209.07.3.0062

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION ISLAMIC UNIVERSITY OF MALANG JUNE 2012

TABLE OF CONTENT

CHAPTER I INTRODUCTION ................................................................................. 1.1. Background Of The Study .......................................................................................1 1.2. Background of Test Administration ........................................................................1 1.3. Purpose of Study .....................................................................................................2

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Validity ...................................................................................................................3 2.1.1 Kind of validity ............................................................................................3 2.1.2 Table Specification ......................................................................................4 2.2 Difficulty Level .......................................................................................................4 2.3 Discriminating Power .............................................................................................5 2.4 Effectiveness Distracters.........................................................................................6

CHAPTER III ITEM ANALYSIS OF THE TEST 3.1 Answer Key ............................................................................................................7 3.2 Table of Students Rank......................................................................................... 7 3.3 Table of the Answers (Each Item and Student) ......................................................9 3.4 Table of the Scores (Each Item and Student)........................................................10 3.5 Table of Upper and Lower Groups .......................................................................11 3.6 Table of Difficulty Level ......................................................................................12 3.7 Table of Discriminating Power .............................................................................13 3.8 Table of Effectiveness of Distracters ....................................................................14

CHAPTER IVCONCLUSION ................................................................................21

REFERENCES

CHAPTER I INTRODUCTION

This chapter deals with the introduction. It presents background of the study, background of test administration, and the purpose of the study.

1.1. Background of The Study Teachers usually give the test at beginning, during, or at the end of instruction. It can be used to measure the students understanding, to monitoring the learning progress or to measure the readiness of the student. As Brown (2003) stated a test is a method of measuring a person's ability, knowledge, or performance in a given domain. After the test has been administered and scored, it is usually desirable to evaluate the effectiveness of the items. This is done by studying the students responses to each item. The procedure is called item analysis, and it provides information concerning how well each item in the test function (Gronlund, 1982: 101). The item-analysis procedure for norm-referenced tests provides the following information: 1) the difficulty of the item, 2) the discriminating power of the item, and 3) the effectiveness of each alternative. Thus, the item analysis information can tell us if a norm-referenced item was too easy or too hard, how well it discriminated between high and lower scorers on the test, and whether all of the alternatives functioned as intended. The item analysis is important to be done because it has several benefit, those are: 1) it provide useful information for class discussion of the test, 2) it help students improve their learning, 3) it provide insights and skills that lead to the preparation of better tests in the future, and 4) it provide a basis for remedial work. Based on the statements above, the researcher wants to analysis the item in order to know the effectiveness of the items.

1.2. Background of Test Administration In conducting test item analysis, we have to know about background of the test administration first. So, the author will explain more detail about the test administration background of the test that will be analyzed in this paper. The kind of test that will be analyzed in this paper is classroom test, and the subject of the test is English Grammar II. It is objective test which the technique is multiple choices. There are 40 items and four options, and students have to choose one option as
1

the right answer of the question. The test was conduct on April, 2012 in Islamic University of Malang.

1.3. The Purpose of The Study The purpose of this study is to evaluate the effectiveness of the items of English Grammar II test.

CHAPTER II REVIEW OF RELATED LITERATUR

In this study, the writer discuses several theories related to the item analysis. There are validity, difficulty level, discriminating power, and effectiveness of distracters.

2.1. Validity The two most important qualities to consider in the preparation and use of achievement test are validity and reliability. However, the most important concept in the development and use of achievement test is validity. Gronlund (1982) stated that validity refers to the appropriateness of the interpretations of test result. A test is said to valid if it measures accurately what is intended to measure. The concept of validity, as used in testing, can be clarified further by nothing the following general points: 1) validity refers to the interpretation of test result not the test itself; 2) validity is inferred from available evidence not measured; 3) validity is specific to a particular use (selection, placement, evaluation of leaning, so forth); and 4) validity is expressed by degree, such as high, moderate, or low. On the other hand, any kind of assessment, whether traditional or "authentic," must be developed in a way that gives the assessor accurate information about the performance of the individual.

2.1.1

Kind of Validity Hughes (1989) divided validity into the following types: 1) content validity, 2) criterion-related validities (predictive and concurrent), 3) construct validity, and 4) face validity. In this study, we focus on the content validity. Content validity is one of major concern in achievement test, and it is important to have in both criterion-referenced and norm-referenced tests. Content validity is a matter of determining whether the sample is representative of the larger domain it is supposed to represent (Gronlund, 1982: 127). On the other hand, a test is said have content validity if its content constitutes a representative sample of the language skills, structures, etc. with which it is meant to be concerned. We can build a test that has high content validity by (1) identifying the subject-matter topics and the learning outcomes to be measured, (2) preparing a set of specification, which defines the sample of items to be used, and (3)
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constructing a test that closely fits the set of specification. These are the best procedures for ensuring the measurement of representative sample of both the subject matter and the learning outcomes under consideration in short, for ensuring high content validity. 2.1.2 Table of Test Specification This is the table specification of English Grammar II test of midterm test which was conducted in April, 2012. It is objective test which used the multiplechoice technique.

NO

TOPIC/ SUB TOPIC Tenses Present perfect Past perfect Past perfect progressive Future perfect Future perfect progressive Modal and Similar Expressions Request Necessity Certainty

ITEM NUMBER NUMBE NUMB R OF ER OF ITEMS POINT 32,36,38 39 31,33,37 34 35, 40 3 1 3 1 2 3 1 3 1 2

PERC ENTA GE 7.5 % 2.5% 7.5% 2.5% 5%

1,2 3,4,16,25 5,7,13,14,15,17,1 8,19,20,21,22,29 6,8,12 9 10,11,28 23 24,30 26 27 TOTAL

2 4 12 3 1 3 1 2 1 1

2 4 12 3 1 3 1 2 1 1

5% 10% 30% 7.5% 2.5% 7.5% 2.5% 5% 2.5% 2.5% 100%

Advisability Expectation Suggestion Possibility Repeated action in the past Prohibition Preference

2.2

Difficulty Level The difficulty of the item or Item Facility (IF) is the extent which an item is easy or difficult for the proposed group of test taker (Brown, 2003: 58). It is important in estimating the validity of item because an item that is too easy or too difficult really does nothing to separate high ability or low ability of test takers.
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The procedures in determining the difficulty level of the item are: 1. 2. 3. Score the test and sort the results by score Arrange all 31 test papers in order from the highest sore to the lowest score. Select approximately one third of the papers with the highest scores and call this the upper group (10 papers). Select the number of paper with the lower score and call this the lower group (10 papers). 4. For each item, count the number of students in the upper group who selected each alternative. 5. Record the count from step 3 on a copy of the test, in columns to the left of the alternative to which each count refers. 6. Estimate item difficulty by determining the percentage of students who answer the item correctly. The formula for computing item difficulty or item facility is as follows:

P = 100 P = the percentage who answered the item correctly R= the number who answered the item correctly T = the total number of who tried the item 2.3 Discriminating Power Item discriminating power is the extent to which an item differentiates between high and low ability of test takers (Brown, 2003: 58). Estimating the item discriminating power is by comparing the number of students in the upper and lower group. Thus, the formula for computing item discriminating power is as follow:
1 2

D=

D = the index of discriminating power Ru = the number in upper group who answered the item correctly = the number in the lower who answered the item correctly 1 2 = a half of total number of students included in the item analysis

2.4

Effectiveness of Distracters The effectiveness of distracter is one more important measurement of a multiplechoice items value in a test. A good distracter will attract more students from the lower group than the upper group. Determining the effectiveness of the distracters is by comparing the number of students in the upper and lower groups who selected each incorrect alternative.

CHAPTER III ITEM ANALYSIS OF THE TEST

This chapter presents some analyses of the English Grammar II test in form of table. Those are table of students rank, table of students answer, table of students scores, table of upper and lower groups answers, table of difficulty level, table of discriminating power, and table of effectiveness of distracters (each item).

3.1. Answer Key The answer key of English grammar II test is

1. 2. 3. 4. 5. 6. 7. 8. 9.

D C C B A A A B A

11. B 12. B 13. D 14. A 15. C 16. D 17. A 18. B 19. C 20. B

21. C 22. C 23. A 24. A 25. C 26. B 27. B 28. A 29. A 30. A

31. B 32. D 33. C 34. A 35. A 36. B 37. C 38. D 39. C 40. D

10. A

3.2. Table of Students Rank

NO NAME SCORE RANK 1 2 3 4 5 6 7 8 A B C D E F G H 20 19 20 21 23 17 21 23 8 9 8 7 6 10 7 6

7

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

I J K L M N O P G R S T U V W X Y Z AA AB AC AD AE

27 34 8 27 27 27 32 28 14 9 11 17 19 27 35 28 17 21 12 13 17 8 15

5 2 17 5 5 5 3 4 12 16 15 10 9 5 1 4 10 7 14 13 10 17 11

3.3
N o 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 To tal Stu den t W J O P X I L M N V E H D G Z A C B U F T Y AC AE Q AB AA S R K AD 29 1 / D D D D D D D D D D D D D D D D D D D D D D D D D D D A D D A D 2 3

Students Answer
2 / C C C C C C C C C C C A C C C C D C B C D C C C C C C D D D C D 2 2 3 / C C C C C C C A C C C C C C C C A C B C C C C C C B A C B B A D 1 9 4 / B B B B B B B C B B B B B B D B B B C B B B D B D D A D D D D C 2 7 5 / A A A A A A A A A A A A A A A A A A A A A A A A C C C A A A A B 7 6 / A A A C A C A C C C C A C C C C C C D C A C C D C A C C C C C B 2 5 7 / A A A A A A C A A A A A A A A A A A A A A A A C C A B A A A D C 1 4 8 / B B D B B B A B B B B D B B B B A B A B D D A A A A A A A D A D 1 4 9 / A C C A A A A C A A A A A A A B B A C A C C C D A C A D C C C B 1 1 10 /A A A A A B C A B B B B B B B B B B B B A B B B A A A B B A B A 11 11 /B B B B A C A B A A A B A A D B C C B A A B C B B A A B C C D A 21 12 /B B B B B B B B B B B D B C B B B B C D C C D B B B D B B B D C 10 13 /D A D A A A C A B B B D B C B C D B D B C B A D D C D B D D D C 21 14 /A A A A B B A B A A A B A A C D A A A A D A A A D A D A A A A D 15 15 /C C C C B C C C C D C D C D C C D C C C D D D D B B D C A A D D 24 16 /D D D A D D D D D D D D C D D D D D D D D D D A D A C D C C D D 12 17 /A B A A A A C C A B A D A A D D D A C A B A A C B D B C B B C C 14 18 /B B B B B B A B B A A B B B C C B B D C B C D D D A C B C C A C 11 19 /C C C C C C D C D C D D C A C A A A A C C A D A A D A B A A D A 13 20 /B B B B B A B B B B B B A A D A A A B A D A B D A D A B D D D D 2 21 /C C A B B B B B B B B A B B B B A B B B B B B B A B C A B B A B 8 22 /C A C D D D C C D C D D D D D D D D A D C D D C A C B B A A B C 23 23 /A A A A A A A A A A A C D A A A A A A C A A A A A C B A A C C D 24 24 /A A B A A A A A A A A A D A A A A D A A A B A D A A A D A A D A 12 25 /C C C C B C A D C C C D D C B C D C D D D D D C A B D C A A D D 10 26 /B B B A B B B B C B C B D C C C B C D C C C C D C D B A C C C C 26 27 /B B B B B B B B B B B B B B B B B B B B B B B B C C B C B C B C 22 28 /A A A A A A B A A A A A A A A A A C A A C A C C A A B A B B A C 13 29 /A A B A B B A D A A A B C A A A B A B A A B B D D D D B B D B A 23 30 /A A A A A A A A C A A A A A A A A B D A A A A A A A B D A D B C 4 31 /B B B C B C D D C C C C D C C C C C C C D C C B A A A C C C C A 16 32 /D D B D ~ C D D D B D D D D C D D D B C C C B C D C D B D D C C 18 33 /C D C C C C C C C C C C C C C C C C D C B C D B B A D D B B D D 8 34 /A A A A B A D A C A C D D C A C C C C C D B D A C D D D C C C D 9 35 /A A A A C A A C C C C D A C C C C C A C C C D C C A C D C C C A 15 36 /B B B B C B B B B A B B A A B A B A B A A A B A B A C A A A A B 14 37 /C C C C C C C C B B C C C B B A B B C B B A C B D C C B ~ D B B 14 38 /D D D C D C D D D D C C D C D D D C D C C A D C C A C A C C D C 15 39 /C C C C C C C B C C C C B D D D C D C D C C B D D B C D D D A D 18 40 /D D D D D D D D D D D D D A A A C A D A A D D D B D D A A A A C Sc or e 35 34 32 28 28 27 27 27 27 27 23 23 21 21 21 20 20 19 19 17 17 17 17 15 14 13 12 11 9 8 8

3.4 Students Score

No 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 TOTAL Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 40/D SCORE W J O P X I L M N V E H D G Z A C B U F T Y AC AE Q AB AA S R K AD 29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 0 0 0 1 0 1 0 0 0 0 0 1 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 0 1 11 1 1 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 1 1 0 0 1 0 0 0 0 21 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 0 0 1 1 1 0 1 1 1 0 0 10 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 0 0 1 1 0 1 0 1 1 1 0 21 1 1 1 0 0 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 0 15 1 1 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 24 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 0 1 1 12 0 1 1 1 1 0 0 1 0 1 0 1 1 0 0 0 1 0 1 0 1 1 0 0 0 0 0 0 0 0 0 14 1 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 11 1 1 1 1 1 0 1 0 1 0 0 1 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 13 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 8 0 1 0 0 0 1 1 D 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 23 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 11 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 24 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 0 1 12 1 1 1 0 1 0 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 0 10 1 1 0 1 1 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 22 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 1 1 0 1 0 0 1 0 13 1 0 1 0 0 1 0 1 1 1 0 0 1 1 1 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 1 23 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 0 0 0 4 1 1 0 1 0 0 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 16 1 0 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 0 0 0 0 0 0 1 0 1 0 1 1 0 0 18 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 8 1 1 1 0 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 9 1 1 1 0 1 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 15 1 1 1 0 1 1 1 1 0 1 1 0 0 1 0 1 0 1 0 0 0 1 0 1 0 0 0 0 0 0 1 14 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 0 0 0 14 1 1 0 1 0 1 1 1 1 0 0 1 0 1 1 1 0 1 0 0 0 1 0 0 0 0 0 0 0 1 0 15 1 1 1 1 1 1 0 1 1 1 1 0 0 0 0 1 0 1 0 1 1 0 0 0 0 1 0 0 0 0 0 18 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 1 1 1 0 1 1 0 0 0 0 0 35 34 32 28 28 27 27 27 27 27 23 23 21 21 21 20 20 19 19 17 17 17 17 15 14 13 12 11 9 8 8

23 22 19 27 7

25 14 14 11

10

3.5 Table of Upper and Lower Group Table of Upper Group

No Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 1 2 3 4 5 6 7 8 9 10 W J O P X I L M N V Total D/1 C/1 C/1 B/1 A/1 A/1 A/1 B/1 C/0 A/1 B/1 B/1 A/0 A/1 C/1 D/1 B/0 D/1 C/1 C/1 B/1 A/1 A/1 A/1 D/0 C/0 A/1 B/1 B/1 D/1 A/1 C/1 D/1 A/1 D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 A/1 B/1 B/1 A/0 A/1 C/1 A/0 A/1 D/1 C/1 C/1 B/1 A/1 A/1 A/1 B/1 A/1 A/1 A/0 B/1 A/0 B/0 B/0 D/1 A/1 D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 C/0 B/1 A/0 B/0 C/1 D/1 A/1 D/1 C/1 C/1 B/1 A/1 A/1 C/0 A/0 A/1 C/0 A/0 B/1 C/0 A/1 C/1 D/1 C/0 D/1 C/1 A/0 C/0 A/1 C/0 A/1 B/1 C/0 A/1 B/1 B/1 A/0 B/0 C/1 D/1 C/0 D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 C/1 D/1 A/1 D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 D/0 D/1 B/0 D/1 C/1 C/1 B/1 A/1 C/0 A/1 B/1 A/1 B/0 A/0 B/1 B/0 A/1 C/1 D/1 A/1 10 10 9 9 10 4 9 8 7 5 4 1O 1 7 8 9 6 B/1 B/1 B/1 B/1 B/1 C/1 B/1 C/1 A/0 A/1 A/1 C/1 B/1 B/1 A/1 A/1 A/1 B/1 D/1 D/0 A/1 A/1 B/1 C/1 D/1 C/1 B/1 A/0 C/1 A/1 B/0 C/1 B/1 B/1 A/1 B/0 A/1 B/1 B/0 C/1 A/1 A/1 B/1 C/1 D/1 C/1 B/1 B/0 D/0 A/1 A/1 C/1 A/0 B/1 A/1 A/1 A/1 C/0 D/1 C/1 A/1 A/1 B/1 C/1 C/0 C/1 B/1 B/0 D/0 A/1 A/1 B/0 B/1 B/1 A/1 B/0 A/1 B/1 ~/0 C/1 B/0 C/0 C/0 C/1 D/1 C/1 A/0 B/0 D/0 A/1 A/1 C/1 B/1 B/1 A/1 B/0 A/1 C/0 C/0 C/1 A/1 A/1 B/1 C/1 C/0 C/1 C/1 C/1 C/1 C/1 C/1 B/0 C/1 C/1 C/1 9 40/D D/1 D/1 D/1 D/1 D/1 D/1 D/1 D/1 D/1 D/1 10 Score 35 34 32 28 28 27 27 27 27 27

A/0 D/0 B/1 B/0 C/1 A/1 A/1 A/0 B/1 B/1 B/0 A/1 A/1 D/0 D/1 C/1 D/0 A/1 B/1 C/1 D/1 B/1 C/1 B/1 B/0 C/1 A/1 A/1 D/0 B/1 B/1 A/1 D/0 A/1 D/0 D/1 C/1 A/1 C/0 B/1 C/1 D/1

B/1 D/0 B/1 B/0 D/0 A/1 A/1 C/1 C/0 B/1 A/1 A/1 C/0 C/0 D/1 C/1 C/0 C/0 B/1 B/0 D/1 A/0 C/1 B/1 B/0 C/1 A/1 A/1 C/1 B/1 B/1 A/1 A/1 A/1 C/0 B/0 C/1 A/1 C/0 A/0 B/0 D/1

A/0 D/0 B/1 B/0 D/0 A/1 A/1 C/1 C/0 B/1 A/1 A/1 A/1 C/0 D/1 C/1 C/0 C/0 B/1 C/1 C/0 7 7 9 1 3 10 9 7 7 10 9 6 9 3 6 9 6 5 8 8 7

Table of Lower Group

No Student 1/D 2/C 3/C 4/B 5/A 6/A 7/A 8/B 9/A 10/A 11/B 12/B 13/D 14/A 15/C 16/D 17/A 18/B 19/C 20/B 21/C 22/C 23/A 24/A 25/C 26/B 27/B 28/A 29/A 30/A 31/B 32/D 33/C 34/A 35/A 36/B 37/C 38/D 39/C 22 23 24 25 26 27 28 29 30 31 Y AC AE Q AB AA S R K AD Total D/1 C/1 C/1 D/0 A/1 C/0 A/1 A/0 C/0 B/0 C/0 D/0 A/0 A/1 D/0 D/1 A/1 D/0 D/0 B/1 B/0 D/0 A/1 A/1 D/0 C/0 B/1 D/1 C/1 C/1 B/1 A/1 D/0 C/0 A/0 D/0 B/0 B/1 B/1 D/1 A/1 D/0 A/0 C/0 D/0 A/0 D/0 B/0 C/1 A/1 D/0 C/1 D/0 B/1 D/1 C/1 C/1 D/0 C/0 C/0 C/0 A/0 A/1 A/1 B/1 B/1 D/1 D/0 B/0 D/1 B/0 D/0 A/0 A/0 A/0 A/0 A/1 A/1 A/0 C/0 C/0 D/1 C/1 B/0 D/0 C/0 A/1 A/1 A/0 C/0 A/1 A/0 B/1 C/0 A/1 B/0 A/0 D/0 A/0 D/0 D/0 B/0 C/1 C/0 A/1 B/0 D/0 C/0 D/1 C/1 A/0 A/0 C/0 C/0 B/0 A/0 A/1 A/1 A/0 D/0 D/1 D/0 D/0 C/0 B/0 C/0 A/0 A/0 C/1 B/0 B/0 A/1 D/0 B/1 C/0 A/0 D/0 C/1 D/0 A/1 C/0 A/1 A/0 D/0 B/0 B/1 B/1 B/0 A/1 C/1 D/1 C/0 B/1 B/0 B/1 A/0 B/0 A/1 D/0 C/1 A/0 C/0 D/1 D/0 B/0 D/0 A/1 C/0 A/1 A/0 C/0 B/0 C/0 B/1 D/1 A/1 A/0 C/0 B/0 C/0 A/0 D/0 B/0 A/0 A/1 A/1 A/0 C/0 B/1 D/1 D/0 B/0 D/0 A/1 C/0 A/1 D/0 C/0 A/1 C/0 B/1 D/1 A/1 A/0 C/0 B/0 C/0 A/0 D/0 B/0 A/0 C/0 A/1 A/0 C/0 C/0 A/0 C/0 A/0 D/0 A/1 C/0 D/0 A/0 C/0 B/0 D/0 D/0 D/1 A/1 D/0 D/1 C/0 A/0 D/0 D/0 A/0 B/0 C/0 D/0 D/0 C/0 B/1 D/1 D/0 D/0 C/0 B/0 B/0 C/0 D/0 B/0 A/1 A/0 C/0 C/0 D/0 D/0 D/1 C/0 C/0 A/0 D/0 B/0 C/1 D/0 A/1 D/0 C/0 C/0 10 10 9 9 10 4 9 8 7 5 4 1O 1 7 8 9 6 7 7 9 1 3 10 9 7 7 10 C/0 C/0 A/1 A/1 B/0 A/1 B/0 B/0 A/1 C/0 9 B/0 A/1 C/0 B/0 D/0 D/0 D/0 B/1 C/1 D/1 B/0 D/0 A/1 B/1 C/0 B/0 A/1 C/0 A/0 B/0 C/0 D/0 D/0 A/1 A/0 D/1 B/0 C/0 C/0 B/1 D/0 C/0 D/0 D/0 A/1 A/0 C/0 A/0 D/0 A/1 A/0 C/1 A/0 B/0 D/0 B/0 A/0 D/1 D/0 D/0 C/0 C/0 C/1 C/0 C/1 B/0 D/0 C/0 B/0 D/0 D/0 D/0 A/0 B/0 A/0 D/0 B/0 A/1 C/0 D/1 B/0 C/0 C/0 A/0 ~/0 C/0 D/0 D/0 D/0 C/0 D/1 B/0 C/0 C/0 A/0 D/0 C/0 D/0 B/0 B/0 C/0 C/0 D/0 C/0 C/0 A/0 B/0 D/1 A/0 A/1 C/0 A/0 C/0 D/0 D/0 A/1 B/1 B/0 C/0 D/0 6 9 3 6 9 6 5 8 8 7 9

40/D D/1 D/1 B/0 D/1 D/1 A/0 A/0 A/0 A/0 C/0 10

Score 17 17 15 14 13 12 11 9 8 8

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3.6 Table of Difficulty Level

ITEM NO 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

UPPER GROUP 10 10 9 9 10 4 9 8 7 5 4 10 1 7 8 9 6 7 7 9 1 3 10 9 7 7 10 9 6 9 3 6 9 6 5 8 8 7 9 10

LOWER GROUP 8 6 4 1 6 1 5 0 2 5 3 6 6 7 1 5 1 1 0 2 1 3 5 7 2 1 5 4 1 5 1 4 0 1 2 3 3 2 1 4

P 90% 80% 65% 50% 80% 25% 70% 40% 45% 50% 35% 80% 35% 70% 45% 70% 35% 40% 35% 55% 10% 30% 75% 80% 45% 40% 75% 65% 35% 70% 20% 50% 45% 35% 35% 55% 55% 45% 50% 70%

LEVEL Very Easy Very Easy Moderate Moderate Very Easy Difficult Moderate Moderate Moderate Moderate Difficult Very Easy Difficult Moderate Moderate Moderate Difficult Moderate Difficult Moderate Very Easy Difficult Easy Very Easy Moderate Moderate Easy Moderate Difficult Moderate Difficult Moderate Moderate Difficult Difficult Moderate Moderate Moderate Moderate Moderate

CRITERIA LEVEL
0% 1-19% 20-39% 40-70% 70-79% 80-99% 100% too difficult very difficult difficult moderate easy very easy too easy

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3.7 Table of Discriminating Power

ITEM NO 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 UPPER GROUP 10 10 9 9 10 4 9 8 7 5 4 10 1 7 8 9 6 7 7 9 1 3 10 9 7 7 10 9 6 9 3 6 9 6 5 8 8 7 9 10 LOWER GROUP 8 6 4 1 6 1 5 0 2 5 3 6 6 7 1 5 1 1 0 2 1 3 5 7 2 1 5 4 1 5 1 4 0 1 2 3 3 2 1 4 D 20% 40% 50% 80% 40% 30% 40% 80% 50% 0% 10% 40% -50% 0% 70% 40% 50% 60% 70% 70% 0% 0% 50% 20% 50% 60% 50% 50% 50% 40% 20% 20% 90% 50% 30% 50% 50% 50% 80% 60% LEVEL Very Poor Poor Moderate Good Poor Very Poor Poor Good Moderate Very Poor Very Poor Poor Negative Very Poor Good Poor Moderate Moderate Good Good Very Poor Very Poor Moderate Very Poor Moderate Moderate Moderate Moderate Moderate Poor Very Poor Very Poor Very Good Moderate Very Poor Moderate Moderate Moderate Good Moderate

CRITERIA 100% 90%-99% 70%-89% 50%-69% 40%-49% 0%-39% (-)

LEVEL Perfect Very Good Good Moderate Poor Very Poor Negative

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3.8

Table of Effectiveness of Distracter The following tables are the analysis of each alternative of each number of items

Item No. 1 Alternatives Upper Group 10 Lower Group 10 A 0 2 B 0 0 C 0 0 D# 10 8

Distracter A is good because it distracted some students in lower group. Distracter B & C are ineffective because no one student is distracted.

Item No. 2 Alternatives Upper Group 10 Lower Group 10 A 0 0 B 0 0 C# 10 6 D 0 4

Distracter A & B are ineffective because no one student is distracted Distracter D is good because some students in lower group are distracted

Item No. 3 Alternatives Upper Group 10 Lower Group 10 A 1 2 B 0 3 C# 9 4 D 0 1

Distracter A, B & D are good because some students in lower group are distracted.

Item No. 4 Alternatives Upper Group 10 Lower Group 10 A 0 1 B# 9 1 C 1 1 D 0 7

Distracter A & D are good because it distracted some students in lower group Distracter C is poor because both of group are distracted

Item No. 5 Alternatives Upper Group 10 Lower Group 10 A# 10 6 B 0 1 C 0 3 D 0 0

Distracter B & C are good because it distracted some students in lower group Distracter D is ineffective because no one student is distracted

Item No. 6 Alternatives Upper Group 10 Lower Group 10 A# 4 1 B 0 1 C 6 7 D 0 1

Distracter B, C & D are good because it distracted some students in lower group

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Item No. 7 Alternatives Upper Group 10 Lower Group 10 A# 9 5 B 0 1 C 1 3 D 0 1

Distracter B, C & D are good because some students in lower group are distracted

Item No. 8 Alternatives Upper Group 10 Lower Group 10 A 1 8 B# 8 0 C 0 0 D 1 2

Distracter A &D are good because some students in lower group are distracted Distracter C is ineffective because no one student is distracted

Item No. 9 Alternatives Upper Group 10 Lower Group 10 A# 7 2 B 0 1 C 3 5 D 0 2

Distracter B, C & D are good because some students in lower group are distracted

Item No. 10 Alternatives Upper Group 10 Lower Group 10 A# 5 5 B 4 5 C 1 0 D 0 0

Distracter B is good because it distracted some students in lower group Distracter C is very poor because it distracted the student in upper group Distracter D is ineffective because no one student is distracted

Item No. 11 Alternatives Upper Group 10 Lower Group 10 A 5 3 B# 4 3 C 1 3 D 0 1

Distracter A is very poor because it distracted more students in upper group Distracter C & D are good because it distracted more students in lower group

Item No. 12 Alternatives Upper Group 10 Lower Group 10 A 0 0 B# 10 6 C 0 1 D 0 3

Distracter A is ineffective because no one student is distracted Distracter C & D are good because it distracted some students in lower group

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Item No. 13 Alternatives Upper Group 10 Lower Group 10 A 5 1 B 3 1 C 1 2 D# 1 6

Distracter A & B are very poor because it distracted more students in upper group Distracter C is good because it distracted some students in lower group

Item No. 14 Alternatives Upper Group 10 Lower Group 10 A# 7 7 B 3 0 C 0 0 D 0 3

Distracted B is very poor because it distracted more students in upper group Distracter C is ineffective because no one student is distracted Distracter D is good because it distracted some students in lower group

Item No. 15 Alternatives Upper Group 10 Lower Group 10 A 0 2 B 1 2 C# 8 1 D 1 5

Distracter A, B & D are good because some students in lower group are distracted

Item No. 16 Alternatives Upper Group 10 Lower Group 10 A 1 2 B 0 3 C 0 0 D# 9 5

Distracter A & B are good because it distracted some students in lower group Distracter C is ineffective because no one student is distracted

Item No. 17 Alternatives Upper Group 10 Lower Group 10 A# 6 1 B 2 4 C 2 4 D 0 1

Distracter B, C & D are good because it distracted more students in lower group

Item No. 18 Alternatives Upper Group 10 Lower Group 10 A 3 2 B# 7 1 C 0 4 D 0 3

Distracter A is very poor because it distracted more students in upper group Distracter C & D are good because it distracted some students in lower group

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Item No. 19 Alternatives Upper Group 10 Lower Group 10 A 0 6 B 0 1 C# 7 0 D 3 3

Distracter A & B are good because it distracted more students in lower group Distracter D is poor because it distracted both of group

Item No. 20 Alternatives Upper Group 10 Lower Group 10 A 1 2 B# 9 2 C 0 0 D 0 6

Distracter A & D are good because some students in lower group are distracted Distracter C is ineffective because no one student is distracted

Item No. 21 Alternatives Upper Group 10 Lower Group 10 A 1 3 B 8 6 C# 1 1 D 0 0

Distracter A is good because it distracted some students in lower group Distracter B is very poor because it distracted more students in upper group Distracter D is ineffective because no one student is distracted

Item No. 22 Alternatives Upper Group 10 Lower Group 10 A 1 3 B 1 3 C# 3 3 D 5 1

Distracter A & B are good because it distracted some students in lower group Distracter D is very poor because it distracted more students in upper group

Item No. 23 Alternatives Upper Group 10 Lower Group 10 A# 10 5 B 0 4 C 0 1 D 0 0

Distracter B & C are good because it distracted more students in lower group Distracter D is ineffective because no one student is distracted

Item No. 24 Alternatives Upper Group 10 Lower Group 10 A# 9 7 B 1 0 C 0 0 D 0 3

Distracter B is very poor because it distracted a student in upper group Distracter C is ineffective because no one student is distracted Distracter D is good because it distracted some students in lower group

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Item No. 25 Alternatives Upper Group 10 Lower Group 10 A 1 3 B 1 1 C# 7 2 D 1 4

Distracter A & D are good because it distracted some students in lower group Distracter B is poor because it distracted both of the group

Item No. 26 Alternatives Upper Group 10 Lower Group 10 A 1 1 B# 7 1 C 2 6 D 0 2

Distracter A is poor because it distracted both of group Distracter C & D are good because it distracted more students in lower group

Item No. 27 Alternatives Upper Group 10 Lower Group 10 A 0 0 B# 10 5 C 0 5 D 0 0

Distracter A & D are ineffective because no one student is distracted Distracter C is good because it distracted a half of students in lower group

Item No. 28 Alternatives Upper Group 10 Lower Group 10 A# 9 4 B 1 3 C 0 3 D 0 0

Distracter B & C are good because it distracted some students in lower group Distracter D is ineffective because no one student is distracted

Item No. 29 Alternatives Upper Group 10 Lower Group 10 A# 6 1 B 3 4 C 0 0 D 1 5

Distracter B & D are good because it distracted some students in lower group Distracter C is ineffective because no one student is distracted

Item No. 30 Alternatives Upper Group 10 Lower Group 10 A# 9 5 B 0 2 C 1 1 D 0 2

Distracter B & D are good because it distracted some students in lower group Distracter C is poor because it distracted both of group

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Item No. 31 Alternatives Upper Group 10 Lower Group 10 A 0 4 B# 3 1 C 5 5 D 2 0

Distracter A is good because it distracted some students in lower group Distracter C is poor because it distracted both of group Distracter D is very poor because it distracted more students in upper group

Item No. 32 Alternatives Upper Group 10 Lower Group 10 A 0 0 B 2 2 C 1 3 D# 6 4

Distracter A is ineffective because no one student is distracted Distracter B is poor because both of group are distracted Distracter C s good because it distracted some

Item No. 33 Alternatives Upper Group 10 Lower Group 10 A 0 1 B 0 4 C# 9 0 D 1 5

students in lower group Distracter A, B & D are good because it distracted more students in lower group

Item No. 34 Alternatives Upper Group 10 Lower Group 10 A# 6 1 B 1 0 C 2 4 D 1 5

Distracter B is very poor because it distracted more students in upper group Distracter C & D are good because it distracted some students in lower group

Item No. 35 Alternatives Upper Group 10 Lower Group 10 A# 5 2 B 0 0 C 5 6 D 0 2

Distracter B is ineffective because no one student is distracted Distracter C & D are good because it distracted more students in lower group

Item No. 36 Alternatives Upper Group 10 Lower Group 10 A 1 6 B# 8 3 C 1 1 D 0 0

Distracter A is good because it distracted some students in lower group Distracter C is poor because it distracted both of the group Distracter D is ineffective because no one student is distracted

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Item No. 37 Alternatives Upper Group 10 Lower Group 10 A 0 0 B 2 4 C# 8 3 D 0 2

Distracter A is ineffective because no one student is distracted Distracter B & D are good because it distracted more students in lower group

Item No. 38 Alternatives Upper Group 10 Lower Group 10 A 0 2 B 0 0 C 3 6 D# 7 2

Distracter A & C are good because some students in lower group are distracted Distracter B is ineffective because no one student is distracted

Item No. 39 Alternatives Upper Group 10 Lower Group 10 A 0 2 B 1 1 C# 9 1 D 0 6

Distracter A & D are good because it distracted some students in lower group Distracter B is poor because both of group are distracted

Item No. 40 Alternatives Upper Group 10 Lower Group 10 A 0 4 B 0 1 C 0 1 D# 10 4

Distracter A, B, & C are good because it distracted some students in lower group

The Summary of Effectiveness of Distracters

Criteria Good Poor Very Poor Ineffective

Total Percentage Item Number 40 100% All items 9 22.5% 4,9,25,26,30,31,32,36,39 10 25% 10,11,13,14,18,21,22,24,31,34 20 50% 1,2,5,8,10,12,14,16,20,21,23,24,27,28,29,32,35,36,37,38

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CHAPTER IV CONCLUSION

After analyzing items, the researcher got the datum as shown in chapter III. From the datum above, it indicated that the items of English Grammar II test have good difficulty level and discriminating power. It can be shown that 55% of items have moderate level of difficulty and 37.5% of items have moderate level of discriminating power. The item numbers which have moderate level of difficulty are 3, 4, 7, 8, 9, 10, 14, 15, 16,18, 20, 25, 26, 28, 30, 32, 33, 36, 37, 38,39, 40. Similarly, the item numbers which have moderate level of discriminating power are 3,9,17,18,23,25,26,27,28,29,34,36,37,38,40. It means that the item of English Grammar II test is not too difficult and not too easy, and the discriminating power is good enough. Therefore, the researcher concludes that the difficulty level and the discriminating power of English Grammar II test are good. Similarly, the effectiveness of distracter of each item is good enough but it need a little revision in order to increase the quality of the test. It is indicated by 22.5% of items have poor distracter where both group are distracted. Moreover, 25% of items have very poor distracters and a half of items have ineffective distracters. Thus, the items need to be revised in order to make the items have good distracter in each item. Indeed, from those item analysis difficulty level, item discriminating power, and effectiveness of distracters the researcher conclude that the items of English Grammar II test is effective to be tested. It has good difficulty level, item discriminating power and effectiveness of distracters. Moreover, the items have high ability because the test measured what is intended to measure and content of test represent sample of the subjects which are must be tested.

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REFERENCES

Gronlund, Norman E. 1982. Constructing Achievement Tests. Englewood Cliff, New Jersey: Prentice-Hall. Hughes, Arthur. 1989. Testing for Language Teachers. Cambridge: Cambridge University Press. Brown, Douglas. 2003. Language Assessment Principles and Classroom Practices. California: Longman

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