ITEMS ANALYSIS ON THE SCORE OF THE ENGLISH

SUMMATIVE TEST

(A Descriptive Study of the Tenth Grade Students of SMK N 3 Salatiga in

the Academic Year of 2013/2014)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)
in the English Department of Education Faculty

SITI MUNADLIROH
NIM. 11310142

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)

SALATIGA
2015

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 MOTTO

“Intelligence is not the determinant of success, but hard work is the real determinant of

your success.”

~Alexander Graham Bell~

“No surrender term. Winners never give up, because people who give up would never win.”

~Ted Turner~

“Life is like to reach the bike, drive as fast as possible.”

~Albert Einstein~

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 DEDICATION

This work is sincerely dedicated for:

1. My beloved parents, my father (Sujadi) and my mother (Siti alfiah) who

always pray, guide, motivate me to become better person.

2. My beloved sisters (Nurul Hikmah and Nana Farida) who fill my life with

love and affection.

3. My beloved uncle and aunt, my uncle (Yaseri) and my aunt (Sujiyem)

who motivate me directly and my big family who fill my life with love,

affection and pleasantness.

4. My closest friends at STAIN Salatiga who always motivate and help me.

Too many memories and impressions together with you and I can’t forget

you, friends.

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 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

In the name of Allah, the most gracious and merciful, the kings of universe

and space. Thank you to Allah because the writer could complete this graduating

paper as one of requirement to finished study in English Department faculty of States

Institute for Islamic Studies.

This graduating paper would not have been completed without support,

guidance and help from individual and institution. Therefore, I would like to express

special thank you to:

1. Mr. Dr. Rahmat Hariyadi, M.Pd as the Rector of State Institute for Islamic

Studies Salatiga.

2. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd as the head of English Department of

States Institute for Islamic Studies (STAIN) Salatiga and the consultant of this

graduating paper. Thank you for all of your suggestion, recommendation and

support for this graduating paper from the beginning until the end.

3. Mrs. Setia Rini, M.Pd as consultant who has educated, supported, directed and

given the writer advice, suggestion and recomendation for this graduating paper

from beginning until the end. Thank you for your patience and care.

4. All lecturers in English Department Faculty of STAIN Salatiga. Thank you for

all guidance, knowledge, support, and etc.

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viii
 ABSTRACT

Munadliroh, Siti. 2014. “Items Analysis on the Students’ Score of the English
Summative Test (Descriptive Study of the Tenth Grade Students of SMK N 3
Salatiga in the Academic Year of 2013/2014)”. Graduating Paper.
Educational Faculty. English Department. State Institute for Islamic Studies
(STAIN). Consultant: Setia Rini, M. Pd

This research was aimed to give a description for the readers about an items
analysis on the students’ score of the English summative test. This research can be
used for as an input for the readers; especially for the English teachers, the
headmaster, and all people who are involved and responsible in developing good
quality of test. The objective of this research was to measure and find out the
difficulty level and discrimination index on items of English summative test score of
the tenth grade students at SMK N 3 Salatiga in the academic years of 2013/2014.
Type of this research was descriptive study. This research was compiled in
quantitative method. It was applied purposive sampling technique. The total number
of the sample was three classes which were 102 students. The data of this study was
taken from observation and documentation which used to obtain the school data like
students’ name and general information. The result of this research were as follows,
based on the data of difficulty index, there were 21 questions (42%) that placed in the
normal position that included to the criteria of moderate question. In the contrary,
there were 27 questions (54%) that included to the criteria of easy question and there
were 2 questions (4%) that included to the criteria of hard question. Based on the data
of discrimination index, there were 24 questions (42%) were in good criteria of
discrimination index. Then 17 questions (34%) were in satisfactory criteria of
discrimination index. In contrary, the writer found 9 questions (18%) items that were
in the poor criteria. It were rejected either due to the difficulty level or discrimination
index. It could be concluded that there were 9 questions that must be removed or
revised to be good questions.

Keywords: Descriptive study, Item Analysis, English summative test.

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 TABLE OF CONTENTS

TITLE i
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
ABSTRACT ix
TABLE OF CONTENTS x
LIST OF TABLES, CHART AND FIGURE xiii
CHAPTER I INTRODUCTION
A. Background of Study 1
B. Problem Statements 6
C. Objectives of the Study 6
D. Benefits of Study 6
E. Scope Limitation of the Study 7
F. Definition of the Key Terms 7
G. Review of Previous Research 9
H. Research Organization 10

CHAPTER II THEORITICAL FRAMEWORK

A. Language Test 12
B. Test 13
1. Definition of Test 13
2. The Kinds of Test 14

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 C. Summative Test 23
1. Definition of Summative Test 22
2. Purpose of Summative Test 23
3. Advantages of Summative Test 23
4. Assessment Aspect of Summative Test 24
D. The Characteristics of a Good Test 24
1. Validity 26
a. Content Validity 28
b. Construct Validity 29
c. Empirical Validity 30
2. Reliability 31
3. Practicality 32
E. Item Analysis 33
1. Item difficulty 34
2. Item Discrimination 34
F. English Curriculum 35
1. Concept of Curriculum 2013 35
2. Rational of Curriculum 2013 Development 36

CHAPTER III METHODOLOGY OF RESEARCH

A. Setting of The Research 37
B. Subject of Research 38
C. Type and Method of the Research 42
D. Technique of Collecting Data 43
E. Technique of Analyzing Data 45

CHAPTER IV DATA ANALYSIS

A. Analysis 49
1. Analysis of the Difficulty Index 49

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 2. Analysis of the Discrimination Index 53
B. Interpetation of Data 60
C. Finding and Discussion 64

CHAPTER V CLOSURE
A. Conclusions 68
B. Suggestions 69

BIBLIOGRAPHY
CURRICULUM VITAE
APPENDICES

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 LIST OF TABLES AND FIGURES

Table 3.1 List of X-O2 Students’ Scores of SMK N 3 Salatiga 39

Table 3.2 List of X-W1 Students’ Scores of SMK N 3 Salatiga 40

Table 3.3 List of X-TKR1 Students’ Scores of SMK N 3 Salatiga 41

Table 3.4 Classification of the Difficulty Index 46

Table 3.5 Classification of the Discrimination Index 48

Table 4.1 List of the Difficulty Index on the Test Items 51

Table 4.2 Classification of Discrimination Index 55

Table 4.3 List of Upper and Lower Group based on the Scores 56

Table 4.4 List of the Discrimination Index on the Test Items 58

Table 4.5 List of the Difficulty Index on the Test Items 60

Table 4 6 List of the Discrimination Index on the Test Items 62

Figure 4 1 Item Frequency for each Difficulty Index Range 65

Figure 4.2 Item Frequency for each Discrimination Index

Range 66

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 CHAPTER I

INTRODUCTION

A. Background of Study

English is a tool of communication to get information and it can be

used in formal education as academic subject matter. In the global era,

English is increasingly needed because it is one of the international languages

mostly used in world.

English as an International language has an important role in any

sphere of activities to be used as a means of communication both written and

spoken, so English language becomes the first foreign language that should be

taught to English students for every level of education in Indonesia. English is

taught as a compulsory subject in elementary, junior and senior high schools,

and as a complementary subject in university.

The purpose of teaching English in Indonesia is to develop the

communication skills especially in oral and written skills (listening, speaking,

reading and writing). To reach the purpose of the instructional activities, the

teachers apply evaluation to measure how far the students understand about

the material.

In education, goals are identified on the basis of students and society’s

need. Based on this needs, educational programs are established so that

students can reach the goals. After the program has begun, information of

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students’ behaviour is needed as to judge the success of the students in

reaching the goals. Evaluation must be done because education is not

automatically successful. The core of evaluation is then to evaluate the

success of students which is periodically gathered in terms of the objectives.

One of the most important aspects of teaching learning process is

evaluation. It contributes directly to the teaching and learning process used in

classroom instruction. According to Sudijono (1996: 13), the main focus of

classroom evaluation is the students and their learning process. To measure

the students’ competence in the learning process, the teachers need to hold an

evaluation. Evaluation plays an important role in teaching learning activities.

It is an integral part of instructional program.

The measurement of educational achievement is essential to effective

formal education. Formal education is a complex process, requiring a great

deal of time and money and cooperative efforts of many people. Effort must

be directed toward the attainment of specific goals, because education is not

automatically successful. Teachers, students, parents and school officials need

to know periodically how successful their efforts have been, so that they can

decide which practices to continue and which to change (Gronlund, 1982: 9).

Teachers are those who know the characteristics of their classes. Thus,

they are the best position to construct a test to measure their students’

achievement and it is not an easy job. Some teachers make a test carelessly.

The test that is made accordingly can help teacher increases the teaching-

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learning process. High quality test can give information about how well the

students have comprehended the material, which has been taught by the

teacher. So, teaching learning process will be more effective without any

overlapping.

One of form to evaluate the students’ ability is test. Evaluation can be

done in the form of test. This test could be a teacher-made test or standardized

test. In the teacher-made test, the teachers who make the test should know and

master the principles and the steps that must be done in making the test. By

this knowledge the teachers will get a clear figure about the general

systematic framework of evaluation.

There are numerous types of test. There are placement test,

achievement test, proficiency test and aptitude test. The test which is usually

used by teacher to know how far students have mastered the lessons is the

achievement test. The achievement test is intended to establish how successful

individual students groups of students or the courses themselves have been

achieving objectives of language courses. Then here are two kinds of

achievement test: progress achievement test and final achievement test.

Progress achievements are those intended to measure the progress that

students are making and final achievement tests or summative tests are

intended to measure the students’ achievement at the end of a course of study

(Hughes, 1995: 10).

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 In order to measure accurately, the teachers should use a good test. It

is not an easy work for them to make it because there are some characteristics

or requirements that must be fulfilled. The characteristics of a good test

include validity, reliability, objectivity and practicality (Sudijono, 1996: 93).

Validity is the most important consideration in test evaluation. The

concept refers to the appropriateness, meaning and usefulness of the specific

inferences made from the score. Test validation is the process of accumulating

evidence to support such inference. The former types of validity are content,

criterion related, and construct (Tinambunan, 1988: 11).

Most of teachers applied test in the multiple choice form in the final

program of teaching learning process. According to Tinambunan (1988: 9),

the summative test is intended to show the standard which the students have

now reached in relation to other students at the same stage.

Item analysis is an important and necessary step in the preparation of

good multiple choice test. Because of this fact; it is suggested that every

classroom teacher who uses multiple choice test data should know something

of item analysis. How it is and what it means. Items analysis provides two

kinds of information on items, there are item difficulty and item

discrimination (Oller, 1979: 254).

In SMK N 3 Salatiga, English summative tests is settled as one of the

most important aspects that can be used as the tools of evaluation to measure

the students ability whether the students have achieved the learning target or

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not. Since the English summative tests will become the main point of student

ability in English so this test will be very important to be analyzed. If the test

isn’t valid we can say that the test can’t use as the tools of measurement.

The writer focuses the research of the tenth grade students in this

school and focuses on the observation of the English summative tests. As we

know that tenth grade is the beginning class of senior high school where the

teacher can get the general and valid information about the students’ ability.

By knowing the valid information about the students’ ability might help the

teacher to find the suitable steps in treating students in class.

From the reason above the writer concludes that this research is very

important to be done because the English summative tests in SMK N 3

Salatiga is oriented to measure the students’ ability whether the target of

learning has been achieved or not. The teachers in this school also use the

result of the English summative tests in tenth grade as the standing point of

view in treating the students for the next level. If these purposes of this test

can’t give the valid information so the test is also not valid.

Based on the explanation above, it gives an inspiration to the writer to

conducts a research related to how to evaluate the items analysis of the

summative tests score. That is a research entitled “ITEMS ANALYSIS ON

THE SCORE OF THE ENGLISH SUMMATIVE TEST (A Descriptive

Study of the Tenth Grade Students of SMK N 3 Salatiga in the Academic

Year of 2013/2014)”.

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B. Problem Statements

Based on the background described above, this research is aimed at

giving answers on how are the difficulty level and the discrimination index

on items of English summative test score of the tenth grade students at SMK

N 3 Salatiga in the academic years of 2013/2014?

C. Objectives of the Study

The general purpose of the study is to be able to know how the items

analysis on the students’ score of the English summative test at he tenth

grade students at SMK N 3 Salatiga. The specific objectives of this study as

able to measure and find out the difficulty level and discrimination index on

items of English summative test score of the tenth grade students at SMK N

3 Salatiga in academic years of 2013/2014.

D. Benefit of the Study

The result of this study is expected to give a description for the readers

about items analysis of test score toward the summative test. It can be used as

an input for the readers; especially for the English teachers, the headmaster,

and all people who are involved and responsible in developing good quality of

test. In other word, it is useful for all people to know the characteristics of a

good test and for the researcher as the basic to conduct further research.

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E. Scope and Limitation of the Study

The discussion of the study will be focused on items analysis on the

students’ score of the English summative tests of the tenth grade students of

SMK N 3 Salatiga. According to Anthony (1983: 284), item analysis refers to

the process of collecting, summarizing, and using information about

individual test items especially information about pupil’s response to items.

According to Widdowson (2000: 60), item analysis usually provides two

kinds of information on items, they are:

1. Item facility (Item difficulty), which helps us decide if the test items are at

the right level for the target group.

2. Item discrimination, which allows us to see if the individual items are

providing information on candidates’ abilities consistent with that

provided by the other items on the test.

F. Definition of Key Terms

1. Validity

Validity is the most important consideration in test evaluation. The

concept refers to the appropriateness, meaning and usefulness of the

specific inferences made from the score. Test validation is the process of

accumulating evidence to support such inference. The former types of

validity (content, criterion related, and construct) are simply considered to

be convenient categories for accumulating evidence to support the validity

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 of an interpretation but the primary concern for classroom achievement

testing is content validity (Tinambunan, 1988: 11).

Validity is a standard or criterion that shows whether the instrument

is valid or not. A test is valid to the extent that it measures what it claims to

measure (Sukardi, 1987: 173).

2. Items Analysis

According to Anthony (1983: 284), item analysis refers to the

process of collecting, summarizing, and using information about individual

test items especially information about pupil’s response to items.

3. Test

Test is a particular type of assessment that typically consists of a set

questions administered during a fixed period of time under reasonably

comparable conditions for all students (Linn &Gronlund, 1995: 5).

According to Arikunto (2010: 226), to measure is there the object is

analyzed used a test. It’s used to measure the basic competence and

achievement. There are two types of achievement test used in school:

a. Test made by the teacher; that arranged by certain procedure, but it has

not been examined many times so its characteristics and strength has

not been known.

b. Standardized test; a test that usually has been available in a test

institution and has been guaranteed its effectiveness.

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 4. Summative Test

Summative test is final test which is executed after completing

program of teaching learning (Sudijono, 1996: 72).

The summative test is intended to show the standard which the

students have now reached in relation to other students at the same stage

(Tinambunan, 1988: 9). The condition for setting a summative test are that

it covers a much wide range of material than diagnostic test and relates to

be long-term rather than short-term objectives. This brings up problems of

sampling, since what has been learnt, for example in a year, cannot be

assessed in one day, yet the test must reflect the content of the whole

course, and the test must be able to determine the extent to which the

instructional objectives have achieved by the pupils and is used primarily

for assigning course grades of certifying pupil’s mastery of the extended

learning outcomes.

G. Review of Previous Research

In this graduating paper, the writer takes some reviews from other

thesis as a comparative in this research. The first journal is done by Hanik

Huamaizatul Husna and Fachrurrazy (2012) entitle “An Analysis of English

Summative Test for Sixth Grade Students in Three Public Elementary Schools

in UDANAWU District, Blitar Regency. In their thesis, they intended to find

out the quality of the English summative test for sixth grade students in three

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 public elementary schools in UDANAWU District, Blitar Regency. They

analyzed the quality of English summative test in terms of the test

construction, content validity, reliability, level of difficulty, level of

discrimination, and the effectiveness of distraction. It was compiled in

descriptive evaluation research.

The second is “Items Analysis of English Formative Test made by

English Teacher (A Study of Eleventh Grade Students at SMA N 1 Angkek)”.

It is written by Sari S. Octavia, a student of STKIP PGRI Sumatra Barat in the

academic year of 2012. She observed value of the daily tests that have been

achieved by eleventh grade students of SMA N 1 Angkek. Then she observed

how the results of the daily tests given by the English teachers.

H. Research Organization

The writer wants to arrange the graduating paper in order to the reader

can catch the content easily. It is divided into five chapters.

Chapter I is Introduction. It consists of background of study, problem

statements, objectives of the study, benefit of the study, limitation of the

study, definition of key terms, and review of previous research.

Chapter II is Theoretical Framework.This chapter is divided into three

sub chapters. The first sub chapter is talking about language test, which

describes about definition of test, the kind of the test and the characteristics of

a good test. The second of sub chapter is talking about validity, which

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includes content validity, face validity, construct validity and empirical

validity. The last is talking about items validity.

Chapter III explains about methods of research that consist of setting

of the research, subject of the research, method of the research, procedure of

the research, technique of collecting data and technique of data analysis.

Chapter IV is Findings and Data Analysis. It consists of description of

data, analysis of data, Interpretation of data, finding, discussion, and result.

Chapter V is Closure. The writer states summary of the study includes

Conclusions and Suggestions related to the problem.

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 CHAPTER II

THEORETICAL FRAMEWORK

A. Language Test

Language testing is the practice and study of evaluating the

proficiency of an individual in using a particular language effectively (Brown,

2003: 42). The purpose of language test is to determine a person knowledge

and ability in the language and to discriminate that the persons’ ability from

that of others. Such ability may be of different kinds, achievement,

proficiency or aptitude. Tests, unlike scales, consist of specified tasks through

which language abilities are elicited. The term language test is used somewhat

more widely to include for example classroom testing for learning and

institutional examinations.

Actually there are many ways that use to evaluate the learning process.

One of the ways is test. Generally, test serves to motivate the learner and to

give the unity to portions of the material being studied at different times. It

can be device to prove the skills and abilities in learning.

From explanation above, the writer tries to develop the specific

explanations for this language test in order to easy to understand.

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B. Test

1. Definition of Test

There are some definitions about test. Test is a particular type of

assessment that typically consists of a set questions administered during a

fixed period of time under reasonably comparable conditions for all

students (Linn & Gronlund, 1995: 5). According to Tinambunan (1988:

3), test is a set of questions, each of which has a correct answer, that

examinees usually answer orally or in writing. Furthermore, according to

Brown (2003: 3), test is a method of measuring a persons’ ability,

knowledge, or performance in a given domain. Additionally, according to

Griffin and Nix, tests are setting for structured observations and are

expected to provide an efficient source of many types of assessment

information. They also said that test is a formal, systematic procedure

used to gather information about students’ achievement or other cognitive

skill (Griffin and Nix, 1989: 5-6).

In order to know how well the result of learning process, teacher

should evaluate it. By evaluating, teachers can collect information or have

concept whether the teaching and learning activity has successes or not.

Gronlund said that “tests are used as a means to motivate students

to learn or review specific material” (Gronlund, 1982: 6). It means that

test is one motivation of students to learn or review material in their

school.

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 Furthermore Fernandes states that a test as a systematic procedure

for surveying a persons’ behavior and explaining it with the aid of a

numeric scale or a category system (Fernandes, 1984: 1).

In addition, according to Arikunto (2012: 67), test is instrument or

procedure which is used to know or measure a something in the situation

with the methods and rules determined.

Based on the definitions above, the writer concludes that the test

is the particular types of assessment to reinforce learning and to motivate

the students by giving a task or a set of tasks. Through the test, teachers

don’t only measure and motivate the students’ ability but also improve the

lesson in teaching learning process. In order to make a proper decision, the

teacher needs an accurate data. So a good instrument is needed.

2. The Kinds of Test

There are many types of test used to measure students’

achievement. The writer discusses about kinds of test based on two

experts’ opinions. First, According to Tinambunan, there are four types of

achievement test which are commonly used by teachers in the classroom:

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1) Placement test

A placement test is designed to determine pupil

performance in the beginning of instruction.

2) Formative test

Formative test is intended to monitor learning progress

during the instruction and to provide continuous feedback to both

pupil and teacher concerning learning successes and failures. It is

used at the end of a unit in the course book or after a lesson

designed. The result of this test will give the students immediate

feedback.

3) Diagnostic test

Diagnostic test is intended to diagnose learning difficulties

during instruction. The main aim of diagnostic test is to determine

the causes of learning difficulties and then to formulate a plan for

remedial action.

4) Summative test

According to Sudijono, summative test is final test which is

executed after completing program of teaching learning (Sudijono,

1998: 7-9).

In addition, according to Tambunan (1988: 9), summative

test is intended to show the standard which the students have now

reached in relation to other students at the same stage.

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 Second, according to Brown, tests are divided into three

categories there are achievement test, aptitude test, and proficiency

test. Here, the writer likes to explain more about kind of tests.

1) Achievement test

Achievement test was designed to measure a variety of

learning outcomes, such as knowledge of specific facts, ability to

apply facts and principles (Tinambunan, 1988: 28). A classroom

tests is made by a teacher for his/her students and may or may not

be used again.

According to Gronlund, an achievement test is a systematic

procedure for determining the amount a student has learned.

Although the emphasis is on measuring learning outcomes, it

should not be implied that testing is to be done only at the end of

instruction (Gronlund, 1982: 1).

While, Sudijonos’ opinion (1996: 73), achievement test is

test which is used to reveal the level of attainment or learning

achievement. It is usually a formal examination given at the end of

the school year or at the end of the course, the achievement test

may be written and administered by ministries of education,

officially examining boards, or by members of teaching institution.

16
 According to Hughes, achievement tests are directly related

to language course, their purpose being to establish how successful

individual students, group of students, or the courses themselves

have been in achieving objectives. They are two kind of test: final

achievement tests and progress achievement tests.

a) Final achievement tests are those administered at the end of a

course of study.

b) Progress achievement tests, as their name suggests, are

intended to measure the progress that students are making

(Hughes, 2003: 13).

Furthermore, Brown (2003: 47) said that an achievement

test related directly to classroom lessons, units, or even a total

curriculum. Achievement test are limited to particular material

covered in a curriculum within a particular time frame, and are

offered after a course has covered the objectives in question. Then

achievement tests are often summative because they are

administered at the end of a unit or term of study.

In addition, another opinion, an achievement test is

designed to indicate degree of students’ success in some past

learning activities (Tinambunan, 1998: 9). This purpose of

achievement test is obviously different from the purpose of

17
aptitude test, where the aptitude test is designed to predict success

in some future learning activities.

In order to have a good achievement test form, a test maker

should consider that achievement test much be constructed well by

paying attention to some following basic principles (Gronlund

1988: 303). They are:

a) Achievement tests should measure clearly defined learning

outcomes that are in harmony with the instructional objectives.

b) Achievement tests should measure an adequate sample of the

learning outcomes and subjects matter content included in

instructions.

c) Achievement tests should include of the tests items, which are

most appropriate for measuring the desired learning outcomes.

d) Achievement tests should be designed to fit the particular uses

to be made of the results.

e) Achievement tests should be made as reliable as possible and

should then be interpreted with caution.

f) Achievement tests should be used to improve student learning.

The content of tests based on the course objectives gives a

number of advantages. The first, it compels course designers to be

explicit about objectives. The second, it makes possible for

performances on the test to show just how far students have

18
 achieved the instructional objectives. Consequently, the course

designer or teacher should construct a syllabus based on the

instructional objectives and should select books and materials

which are consistent with the course objectives.

Based on the explanation above, the writer concludes that

achievement tests should support and reinforce other aspects of the

instructional process. May they can aid both the teacher and

student in assessing learning readiness.

2) Aptitude test

The second type of test is the aptitude tests. Aptitude tests

are designed to predict, before beginning language study, a

subjects’ capability of acquiring the language (Merry and Sydney,

1993: 7). By looking at “predict” term, it can be recognized that

these tests give some clues as to whether, how well and how

quickly a person is likely to success in learning.

According to Sudijono (1996: 73), the aptitude test is test

which is executed that aim to reveal a basic competence or special

aptitude that students have.

Beside it, Brown states, a language aptitude test is designed

to measures a persons’ capacity or general ability to learn a foreign

language and to be successful in that undertaking. Aptitude tests

19
 are considered to be independent of a particular language (Brown,

2001: 391).

Fundamentally, aptitude tests have different features in

nature from achievement test, which has been discussed

previously. Aptitude tests are primarily designed to predict success

in some future learning activities, whereas achievement tests are

designed to indicate degree of success in some past learning

activity (Tinambunan, 1998: 7). From a comparison above, it can

be comprehended that a distinction founded between these two

tests is made in term of the use of the results. It is rather than the

qualities of the tests themselves.

3) Proficiency test

The third type of test is proficiency test. This test is used to

know the proficiency of test-takers. It is hoped after giving this test

the test-taker will know their ability in their ability in language

especially in English language.

According to Hughes (2003: 11), proficiency tests are

designed to measure people’s ability in a language. The content of

proficiency test is based on a specification have to be able to do in

the language in order to be considered proficient.

While Harmer (2001: 321), said that the proficiency tests

give a general picture of students’ knowledge and ability (rather

20
 than measures progress). They are frequently used as stages people

have to reach if they want to be admitted to a foreign university,

get a job, or obtain some kind of certificate. Proficiency tests have

a profound backwash effect since, where they are external exams,

students obviously want to pass them, and teachers’ reputation

sometimes depend (probably unfairly) upon how many of them

succeed.

Appropriate the writers’ experience during the learning,

this test usually consists of the standardized multiple choice items

in structure, reading comprehension, listening comprehension, and

sometimes on writing.

Based on the explanations about the kind of tests above, the writer

concludes that generally test is a systematic and objective procedure to

find out the knowledge and ability of what have been learned from

someone.

C. Summative Test

According to Brown, Summative test has clearly related to summative

assessment. Summative assessment aims to measure or summarize what a

student grasped and typically occurs at the end of a course or unit of

instruction. A summation of what a student has learned implies looking back

21
and taking stock of how well that student has accomplished objectives. But it

does not necessarily point the way to future progress. Final exams in a course

and general exams are examples of summative assessment (Brown, 2003: 06).

In this part, the writer discusses more about summative test as a follow:

1. Definitions of Summative Test

According to Sudijono, summative test is final test which is

executed after completing program of teaching learning (Sudijono, 1998:

7-9).

In addition, according to Tambunan, summative test is intended to

shows the standard which the students have now reached in relation to

other students at the same stage (Tinambunan, 1988: 9)

2. Purpose of Summative Test

The purpose of summative test is establishes a success learning,

which its result as a substances to fulfill a students’ grade report and

preferment class. So that it is not used to improve a teaching-learning

process, because of all the materials have been extended. If the student

failed, he or she reputed that not pass in a lesson which involved in the

learning (Sutomo, 1985: 20).

3. Advantages of Summative Test

According to Arikunto (2008: 39), there are important advantages

of summative test, they are:

a. To determine the point of students.

22
 b. To be able to know students’ ability in following the next of teaching

programs.

c. To fulfill the progress learning notes that it can be useful to students’

parent, consultant, and mentor in the school.

The main purpose of summative test is determines the point which

symbolize a student success after passing the learning process at certain

time. So that the teacher can determines a student position in the class. It

related to the students condition in following a teaching programs

(Silverus, 1991: 10).

4. Assessment aspect of summative test

According to Sutomo (1985: 20) aspect which is assessed in

summative assessment is all of ability aspect the learning result during the

teaching programs. They are knowledge aspect (cognitive), skill

(psychomotor), and behavior (affective).

Based on the statement above, the writer concludes that the

condition for setting a summative test are that it covers a much wide range

of material than diagnostic test and relates to be long-term rather than

short-term objectives. This brings up problems of sampling, since what

has been learned, for example in a year, cannot be assessed in one day, yet

the test must reflect the content of the whole course, and the test must be

able to determine the extent to which the instructional objectives have

23
 achieved by the pupils and is used primarily for assigning course grades of

certifying pupil’s mastery of the extended learning outcomes.

D. The Characteristics of a Good Tests

A test which is good the measuring instrument must meet the test

requirements, namely to have validity, reliability, and usability (Arikunto,

2009: 58). First character of a good test is needed to have validity. Validity

refers to the adequacy and appropriateness of the interpretation made from

tests, with regard to a particular use. An information data can be said is valid

in accordance with actual circumstances. The second characteristic of a good

test is needed to have reliability. A test should be reliable as a measuring

instrument. Reliability is the consistency of assessment results (Linn and

Gronlund, 1995: 48).

If the teachers obtain quite similar scores when the same test

procedure is used with the same students on two different occasions, they can

conclude that their results have a high degree of reliability from one occasion

to another. Similarity, if different teachers independently rate student

performances on the same test task and obtain similar ratings, they can

conclude that tests can be said reliable. If it gives results that remain when a

test is practiced to students for many times, it also conclude that tests can be

said reliable (Arikunto, 2009: 90).

24
 The third characteristic of a good test is usability in the preparation of

a new test. The term usability, then, refers only to the practically of the

procedure and says nothing about the other qualities percent (Linn and

Gronlund, 1995: 49). The teacher must keep in mind a number of a very

practical consideration which involves economy, ease of administration,

scoring and interpretation of result. How long the administering and scoring

of test will take, choosing a short test rather longer test.

In the writer’s opinion, the practically of a test is important in order

that test materials can be administered well. It must be determined in term of

materials, time, and effort that it requires.

1. Validity

Based on the previous explanation, the writer mentions that one of

a good test characteristic is validity. Test validity is the most critical factor

to be judged in the total of foreign language testing. Validity is the extent

to which a test measures what it is intended to measure (William, 1990:

183). It means validity refers to extent to which the results of an

evaluation procedure serve the particular uses for which they are intended.

For example, if a test is designed to measure oral comprehension, it should

not attend to measure another skill such as reading comprehension. If a

test is intended to measure a persons’ ability to speak the language, it is

valid only if speaking skills and not writing ability are the specific

measurable skill emphasize.

25
 Traditionally, validity has been defined as “the degree to which a

test measures what it claims or purports to be measuring”. According to

Gronlund, the meaning of validity has typically been defined for the

testing profession by a set of standards. In the most recent edition of the

standards, validity has been described as follows: “validity is the most

important consideration in test evaluation. The concept refers to the

appropriateness, meaningfulness, and usefulness of the specific inferences

made from the scores. Test validation is the process of accumulating

evidence to support such inferences. A variety of inferences may be made

from scores produced by a given test, and there are many ways of

accumulating evidence to support any particular inference. Validity,

however, is a unitary concept. Although evidence may be accumulated in

many ways, validity always refers to the degree to which that evidence

support the inferences that are made from the scores. The inferences

regarding specific uses of a test are validated, not the test itself (Gronlund,

1993: 159)”.

The other hand, Tinambunan said that validity refers to the extent

to the results of an evaluation procedure serve the particular uses for

which they are intended. Thus, the validity of a test is extent to which the

test measures what is intended to measure (Tinambunan, 1988: 11).

According to Gronlund, validity refers to the appropriateness of

the interpretations of test results. The concept of validity, as used in

26
testing, can be clarified further by noting the following general points;

validity refers to the interpretation of test results (not to the test itself),

validity is inferred from available evidence (not measured), validity is

specific to a particular use (selection, placement, evaluation of learning,

and so forth), validity is expressed by degree, for example; high,

moderate, or low (Gronlund, 1982: 126).

In every language, we say that something is valid if it is sound and

meaningful, or well grounded on principles or evidence. For example, we

speak of a valid theory, a valid argument, or valid reason. Validity is the

process of gathering and evaluating validity evidence. Both the test

developer and the test user may play a role in the validation of a test for a

specific purpose (Ronald and Mark, 1988: 175).

In other opinion came from Fernandes, an important characteristic

of a test is its validity. The validity can be viewed as the accuracy of

specified in references made from scores (Fernandes, 1986: 6).

From the definition above, the writer concludes that these are no

differences in the essence of validity, there are only different in the

terminology, such as extent and degree and worth, while all of them intend

to measure the purpose to measure.

There are three types of validity namely content validity, construct

validity, and empirical validity. They are:

27
a. Content Validity

The principal validity for achievement tests is content validity,

sometimes called content relevance. Content validity talks about

content of test. Febru and Erna said, “Content validity is concerned

with the extent to which the test is representative of a defined body of

content consisting of topics and processes (Febru and Erna, 2011:

167). Therefore, the test should reflect instructional objectives or

subject matters. But it is not expected that every knowledge or skills

will always appear in the test; there may simply be too many things for

all of them to appear in a single test.

According to Hughes a test is said to have content validity if its

contents constitute a representative sample of the language skills,

structure, etc (Hughes, 2003: 11).

The content validity is concerned with how the test measures

the subject matter and behavior under consideration. The test items

must be a representative sample of the domain of possible content or

behavior. Content validity is the most appropriate method for

evaluating the validity of achievement tests (Fernandes, 1984: 43).

28
b. Construct Validity

In construct validity, we have to measure the difficulties of the

students toward the test has to be qualified. Terminologically,

according to Anas, achievement test learning can be stated as a test

which it is have a construct validity, if achievement test learning is

exactly reflect a construction in psychology theory with consideration

from composition aspect, design or invention (Sudijono, 1996: 166).

According to Gronlund, construct validity is applicable to both

norm-referenced and criterion-referenced tests, evidence in the latter

case would, it consists of necessity and it can be less dependent on

statistical measures requiring score variability (Gronlund, 1982: 131).

Bachman and Palmer said that construct validity is the on-

going process of demonstrating that a particular interpretation of test

scores is justified and involves, essentially, building a logical case in

support of a particular interpretation and providing evidence justifying

interpretation (Bachman and Palmer, 1984:520).

Beside that Hughes and Porter said that construct validity has

focuses attention on the desirability of basing test construction on an

explicitly recognized theoretical foundation. A possible danger in the

application of construct validity is that may open the way for

subjective, unverified assertions about test validity (Hughes and

Porter, 1983: 143).

29
c. Empirical Validity

Empirical validity is accuracy measure which is basing on

analysis result that has empirical character (Sudijono, 1996: 167).

According to Charles, empirical validity depends on empirical

and statistical evidence as to whether students’ marks on the test are

similar to their marks on other appropriate measures of their ability,

such as their scores on other tests, their self assessments or their

teachers’ rating of their ability (Anderson, 1995: 171).

In order to know whether a test has empirical validity or not, it

can be traced from ways, first is concurrent validity and second is

prediction validity. Concurrent validity applies if data on the two

measures (test and criterion) are collected at or about the same time.

Predictive validity applies if there is an intervening period (e.g., three

or six month) between the time of testing and the collection of data on

criterion. Operationally, this time of criterion data collection is the

distinction between the two types of criterion validity. Specifically, the

question of concurrent validity is whether or not the test scores

estimate a specified present performance; that’s of predictive validity

is whether or not the test scores predict a specified future performance

(Sudijono, 1996: 168).

30
 In the writers’ opinion, validity of a test is important to know a

test whether it has a good quality in testing someone’s capability or

not.

2. Reliability

A test should be reliable as a measuring instrument. A test cannot

measure anything well unless it measures consistently. According to

Anderson (1995: 187), a test cannot be valid unless it is reliable. If the test

administered to the same students on the different occasion and there is no

difference to the results. It can be said that the test is reliable.

3. Practicality

The third, characteristics of a good test is practicality or usability

in the preparation of a new test. The teacher must keep in mind a number

of very practical considerations which involves economy, ease of

administration, scoring and interpretation of result. Economy means the

test is not costly. The teachers must take into account the cost per copy,

how many scores will be needed, (for the more personnel who must be

involved in giving and scoring a test, the more costly the process

becomes). How long the administering and scoring of it will take,

choosing a short test rather than longer one. Ease of administration and

scoring means that the test administrator can perform his task quickly and

efficiently. We must also consider the ease with which the test can be

administered.

31
 According to Heaton (1988: 161), the final point concerns the

presentation of the test paper itself, where possible, it should be printed or

type written and appear neat, tidy and aesthetically pleasing. Nothing is

worse and more disconcerting to the testiest than untidy test paper, full of

miss spellings, omissions and corrections. If it happens, it will be easy for

the students or testiest easy to interpret the test items.

Besides having a good criteria, the other characteristics of the test

that’s more important and specific is the quality of the test items. To know

the quality of the test items, teachers should use a method called item

analysis.

E. Item Analysis

There are several meanings of what item analysis. According to

Anthony (1983: 284), item analysis refers to the process of collecting,

summarizing, and using information about individual test items especially

information about pupil’s response to items.

Item analysis is an important and necessary step in the preparation of

good multiple choice test. Because of this fact; it is suggested that every

classroom teacher who uses multiple choice test data should know something

of item analysis. How it is and what it means (Oller, 1979: 254).

For the teacher made test, the followings are the important uses of

item analysis: determining whether an item functions as teacher intended, feed

32
back to students about their performance and as a basis for class discussion,

feedback about pupil difficulties, and area for curriculum improvement,

revising the item and improving item writing skill.

According to Widdowson (2000: 60), item analysis usually provides

two kinds of information on items, they are:

1. Item Difficulty (Item Facility)

Item facility, which helps us decide if the test items are at the right

level for the target group. Item facility expresses the proportion of the

people taking the test who got a given item right. According to Arikunto

(1995: 211), item facility refers to item difficulty. Item difficulty is

sometimes used to express similar information, in this case the proportion

that got an item wrong. Where the test purpose is to make distinctions

between candidates, to spread them out in terms of their performance on

the test, the items should be neither too easy nor too difficult. Good test is

items which not too easy or not too difficult. If the items are too easy, then

people with differing levels of ability or knowledge will all get them right,

and the differences in ability or knowledge will not revealed by the item.

Similarly if the items are too hard, then able and less able candidates alike

will get them wrong and the item will not help us in distinguishing

between them.

33
 2. Item Discrimination

According to Arikunto (1995: 215), analysis of item discrimination

addresses a different target: consistency of performance by candidates

across items. The usual method for calculating item discrimination

involves comparing performance on each item by different groups of test

takers: those who have done relatively poorly. For example, as items get

harder, we would expect those who do best on the vest overall to be ones

who in the main get they right. Poor item discrimination indices are signal

that an item deserves revision.

If there are a lot of items with problems of discrimination, the

information coming out of the test is confusing, as it means that some

items are suggesting certain candidates that relatively better, while order

individuals are better, no clear picture of the candidates’ abilities emerges

from the test. (The scores, in other words, are misleading and not reliable

indicators of the underlying abilities of the candidates) such a test will

need considerable revision (Arikunto, 1995: 216).

F. English Curriculum

The writer would explain about English Curriculum 2013. Based on

module of implementation curriculum 2013 coaching (2014: 2), the

classification is the following bellow:

34
1. Concept of Curriculum 2013

Curriculum is one of element which gives contribution to construct

the students’ potential. It is developed based on the competence which is

needed as an instrument. It aims to direct the students to be able to:

a. Quality human who capable and proactive to the God; human who

have good character, skillful human, creative human, and powerful

human.

b. National who democratic and responsibility.

2. Rational of Curriculum 2013 Development

Developing of curriculum 2013 is advance step the curriculum

based on competence which is pioneered in year of 2004. It is advance

step the KTSP (2006) curriculum which include of cognitive competence,

affective competence, and skill competence.

35
 CHAPTER III

METHODOLOGY

I. Setting of the Research

This research was conducted in SMK N 3 Salatiga which is located in

Jl. Ja’far Shodiq Rt. 01 Rw. 03 Phone/Fax (0298) 7103119 Salatiga 50744.

The subject of this research was the tenth grade students of SMK N 3 Salatiga

in academic year of 2013/2014.

The existence of SMK N 3 Salatiga has long be expected by

communities especially Salatiga. It was to address the needs of diverse and

quality education. May 21th, 2007, it poured on decree of competence program

provider No. 420.5/1510 Head of the Salatiga. The competence program

opened; Mechatronic Technique, Welding technique, Ototronic Technique,

and Agribusiness & Horticulture.

In the face of increasingly fierce competition with public schools, the

management SMK N 3 Salatiga must create educational programs with the

aim to improve services to the stakeholders.

SMK N 3 Salatiga committed to education and training as the

fulfillment of the needs of the labor market by establishing a human resource

noble, superior, cultured, as well as independent and forward-looking.

36
J. Subject of the Research

In this research, the writer chose SMK N 3 Salatiga as object of the

study especially the tenth grade students. The tenth grade students consist of

twelve classes, but the writer took three classes, they are X-W1, X-O2, and X-

TKR1. The numbers of the participants are X-W1 (33 students, all of them are

boys), X-O2 (37 students, all of them are boys), and X-TKR1 (32 students, all

of them are boys). Their native language is Bahasa Indonesia. The average

age of the participants was 16 years old. They have English lesson at least one

meeting in a week which one hour lesson is 45 minutes.

a. Population

According to Arikunto (2010: 173), “population is all respondents

of the research subject”. The population of this research was the tenth

grade students of SMK N 3 Salatiga in the academic year of 2013/ 2014.

They are all of tenth grade students of SMK N 3 Salatiga.

b. Sample and Sampling Technique

Sample is part of the representative of population that is observed

(Arikunto, 2010: 174). From the total population of tenth grade students,

the writer took X-W1, X-O2, and X-TKR1 classes as the sample of this

research. It consists of 102 students.

In this research the writer used purposive sampling. According to

Ary, Jacobs and Sorensen (2006: 156), purposive sampling also referred to

as judgment sampling. Sample elements judged to be typical, or

37
representative, are chosen from the population. The assumption is that

errors of judgment in the selection will counterbalance one another.

The writer used this sampling technique because of a reason or

purpose in choosing that class as the sample. It was that these classes have

some categories based on the students’ ability in English lesson. They are

X-O2 (as excellent class), X-W1 (as moderate class) and X-TKR1 (as low

class).

These are the data of X-O2, X-W1 and X-TKR1 students’ English

scores are used as source of the research could be drawn as follows:

TABLE 3.1

List of X-O2 Students’ Scores of SMK N 3 Salatiga in

Academic Year of 2013/2014

QUESTION TOTAL
NO NAME SCORE
TRUE FALSE
(100)
1 Muhammad Purwanto 27 23 54
2 Achmad Rifa`i 44 6 88
3 Agus Widodo 41 9 82
4 Ahmad Khoirudin 39 11 78
5 Akhmad Khoirul Rizal 23 27 46
6 Akhsin Mushobir M. F. 49 1 98
7 Andre Nur Hidayat F. 47 3 94
8 Angga Zulianto 37 13 74
9 Antoni Ivan Mustofa 30 20 60
10 Anugrah Gustiantoko 29 21 58
11 Apri Khoiril 39 11 78
12 Aprinanda Bagus Nugroho 24 26 48
13 Bagas Fatkhur Rohman 46 4 92
14 Bagas Pebri Saputra 36 14 72

38
15 Basyir Chohim 19 31 38
16 Eko Sutomo 48 2 96
17 Enriko Adyangga P. P. 46 4 92
18 Farchan Hidayat 22 28 44
19 Fatkur Krisbiawan 47 3 94
20 fatkurrohman effendi 39 11 78
21 Galih Prasojo 20 30 40
22 Gandung Krismono 40 10 80
23 Kris Bagus Wibisono 39 11 78
24 Kristiyo Dwi Saputro 23 27 46
25 Kustrianto 45 5 90
26 Muhamad Khoirul Ihfan 32 18 64
27 Muhamat Andi Setiawan 36 14 72
28 Muhammad Ariffudin 20 30 40
29 Muhammad Dicky Alfian 39 11 78
30 Muhammad Roufurrohim 32 18 64
31 Muhammad Syafi'i 41 9 82
32 Rio Dhani Pratama 32 18 64
33 Suseno Sektiawan 24 26 48
34 Ulil Albab 47 3 94
35 Wahid Muhamad Wildan S 32 18 64
36 Wahyu Subur Dewantara 41 9 82
37 Yoga Adi Pradana 41 9 82

TABLE 3.2

List of X-W1 Students’ Scores of SMK N 3 Salatiga in

Academic Year of 2013/2014

QUESTION TOTAL
NO NAME SCORE
TRUE FALSE
(100)
1 Aan Istiyanto 30 20 60
2 Agung Saputro 47 3 94
3 Alviangga Eka Pratama 40 10 80
4 Amriyadi Wijaya 30 20 60
5 Andri Eka Saputra 40 10 80
6 Bagus Febriyan 37 13 74
7 Davitson Ariyadi 47 3 94

39
 8 Dimas alfi Ari Yanto 45 5 90
9 Eka Priyanto 24 26 48
10 Eko Prihadi 49 1 98
11 Fajar Subkhi 36 14 72
12 Hasnul Wahyudin 40 10 80
13 Ivan Widya Pratama 35 15 70
14 Joko Heriyanto 25 25 50
15 Kornia Husada Kholbi 49 1 98
16 Krido Utomo 27 23 54
17 Manggala Oktavia Saputra 40 10 80
18 Muchamad Ubaid 49 1 98
19 Muhamad Rizal Faqtayana 35 15 70
20 Muhammad Amarul S. Q. 49 1 98
21 Muhammad Rendy T. 17 33 34
22 Muhammad Wildan Arif 50 0 100
23 Panji Eka Septiaji 35 15 70
24 Rafiadi 50 0 100
25 Rifaldi Bagus Nurtiyono 42 8 84
26 Satria Andre Parastika 25 25 50
27 Sidik Parwanto 26 24 52
28 Sofyan Yuliyanto 26 24 52
29 Sri Widodo Sambadagni 35 15 70
30 Toni Setiawan 27 23 54
31 Tri Fajar Nurohim 35 15 70
32 Triyanto Adi Sasongko 8 42 16
33 Yudhi Prasetya 18 32 36

TABLE 3.3

List of X-TKR1 Students’ Scores of SMK N 3 Salatiga in

Academic Year of 2013/2014

QUESTION TOTAL
NO NAME SCORE
TRUE FALSE
(100)
1 Adi Okta Ariyanto 49 1 98
2 Ainun Maulana Achsan 42 8 84
3 Al Farisi Imron 33 17 66
4 Anang Makruf 33 17 66

40
 5 Bagas Daryanto 27 23 54
6 Bagus Muslimin 42 8 84
7 Dandi Setyawan 25 25 50
8 Dian Andi Permana 41 9 82
9 Duwi Witantoro 42 8 84
10 Dwi Febriyanto 42 8 84
11 Fiki Maulana Huda 27 23 54
12 Galih Susilo 49 1 98
13 Hernanda Banu Arafik 34 16 68
14 Ichsan Dwi Putra Nugraha 19 31 38
15 Imam Rosyadi 33 17 66
16 Jay Gillang Pratama 26 24 52
17 Kukuh Dwi Usodo 49 1 98
18 M. Maftukin 26 24 52
19 M. Ridwan Ruba`i 20 30 40
20 Muhammad Khoirul Umam 35 15 70
21 Muhamat Taufik 20 30 40
22 Muhammad Abdul Khamid 41 9 82
23 Muhammad Alvan Sakti 50 0 100
24 Muhammad Syukron A. M. 35 15 70
25 Muhammad Tri Yulianto 49 1 98
26 Mustaqim Mashud 49 1 98
27 Raditya Dhani Pradipta 27 23 54
28 Rifky Faizal Asqalani 44 6 88
29 Satriya Eka Nugroho 41 9 82
30 Wahyu Ahmad Syabani 39 11 78
31 Wandha Perdana Setyawan 20 30 40
32 Waskito Yogi Noviyanto 49 1 98

Source: SMK N 3 Salatiga, 2014

K. Type and Method of the Research

Type of research this research was descriptive study. According to

Stephen and Michael (1982: 46), descriptive study is used in the literal sense

of describing situations events. It is the accumulation of data base that is

solely descriptive. The purpose of this approach is to describe systematically

41
 the facts and characteristics of a given population or area of interest, factually

and accurately.

In this research, the writer described about items analysis on the score

of the English summative tests of the tenth grade students of SMK N 3

Salatiga in the academic year of 2013/2014.

The quantitative method was applied in this study. According to

Lodico (2006: 13), quantitative methods are those which focus on numbers

and frequencies rather than on meaning and experience. Quantitative methods

(e.g. experiments, questionnaires and psychometric test) provide information

which is easy to analyze statistically and fairly reliable. In quantitative

method, the researcher focuses on collecting the data about the statistical

inferences. In addition, quantitative methodology assumes the necessity,

desirability, and even the possibility of applying some underlying empirical

standard to social phenomena (Quinn, 1978: 212).

L. Technique of Collecting Data

According to Muslich (2012: 40) research techniques consists of:

a. Observation

Observation is written note about what is seen, heard, and

experienced in collecting data and reflection toward qualitative data.

Observation is used to get the certain target which is observed. (Sam’s,

2010: 93)

42
 The writer visited the school, asked for the tests results

(summative test) of English Subject and asked for the question sheet of

English Subject to be analyzed. The writer interviewed with the English

teacher of the tenth grade students of SMK N 3 Salatiga.

b. Documentation

According to Arikunto (2010: 274), documentation is an activity

to look for variable like notes, transcribes, books, newspapers, magazine,

etc. In this method, writer provided a check- list to look for the variable

that had been decided. Whether the wanted variable was rise, then the

writer gave a check (√) in the check- list form.

Documentation means collected the files or data of related

information including the result of tenth grade student’s examination in

even semester. There are two instruments used in this research, they are

English Summative test and English syllabus. The writer came to school,

ask for English summative tests of the tenth grade students of SMK N 3

Salatiga. Then, the writer collected the data about English syllabus,

students’ data profile, students’ English score and the general information

of SMK N 3 Salatiga.

43
M. Technique of Analyzing Data

The writer conducts Items Analysis on the Score of the English

Summative Test (Descriptive Study of the Tenth Grade Students of SMK N 3

Salatiga in Academic Year of 2013/2014. According to Stephen and Michael

(1982: 46), descriptive study is used in the literal sense of describing

situations events. It is the accumulation of data base that is solely descriptive.

The purpose of this approach is to describe systematically the facts and

characteristics of a given population or area of interest, factually and

accurately. In this study, the writer described all of the data and analyzed to

get the result and conclusions.

In analyzing data, the writer uses quantitative approach. Quantitative

approach is summarizing data using numbers. Hypotheses and methods of

data collection are created before the research begins (Lodico, 2006: 6). In

this research, the writer needs to identify, classify, and interpret the data.

Based on the information type that needed of this research, the writer

focuses on collecting the data about the statistical inferences in this research.

The English summative test was consisted of 50 items. It was developed from

the syllabus of curriculum 2013.

Items analysis provides two kinds of information on items, there are

item difficulty and item discrimination. First, the writer measures the

difficulty level that exists in items of the English summative test. According

to Arikunto (1995: 212), number which is indicates the items that difficult or

44
 easy called difficulty index. Number of difficulty index between 0.00 until 1.0.

It is shows the standard of test difficulty. Test with the difficulty index 0.0

show that the test is too hard, in opposite index 1.0 show that the test is too

easy.

0.0 1.0

Hard Easy

To measure the difficulty index, the writer used the formula bellow:

P = Difficulty Index.

B = Total students that answered correct.

JS = Total all of students.

45
 The result would be compared to the classification of difficulty index.

According to Daryanto (1999: 182), the difficulty index is classified as the

criteria bellow:

Table 3.4

Classification of the Difficulty Index

Achievement Criteria

0.00 ─ 0.30 Hard Question

0.30 ─ 0.70 Moderate Question
0.70 ─ 1.00 Easy Question

Second, the writer measures the discrimination index. According to

Arikunto (1995: 215), discrimination index is ability of item to discriminate

between high students and low students ability. Number which is show the

discrimination index called difficulty index. It at range 0.00 until 1.00. In

contradiction, the difficulty index not identifies a negative (-) sign and the

discrimination index identifies negative (-) sign.

-1.00 0.00 + 1.00

Discrimination index Discrimination index Discrimination index

Negative Low High/Positive

Test item was not good when the item which is answered correctly by the

upper student or lower student because it haven’t discrimination index. Such

if the upper and lower group answered correctly or false together, the point

46
was same. That item has point D 0.00 because it have not discrimination

index. To measure the discrimination index, the writer used the formula

bellow:

- = PA – PB

D = Discrimination index

J = Total students

JA = Total of upper group

JB = Total of lower group

BA = Total of upper group who answered correctly

BB = Total of lower group who answered correctly

PA = = Proportion the total of upper group who answered correctly

(P as the discrimination index).

PA = = Proportion the total of lower group who answered correctly.

According to Daryanto (1999: 189), good item is item that distinguish

between high students and low students. It could be seen from whether able or

unable answered the test. The test items were poor if the test items could be

answered by the lower group that the correct answer from the upper group.

46
 The result would be compared to the classification of discrimination

index. According to Arikunto (1995: 223), the discrimination index is

classified as the criteria bellow:

Table 3.5

Classification of the Discrimination Index

Achievement Criteria

0.70 ─ 1.00 Excellent

0.40 ─ 0.70 Good
0.20 ─ 0.40 Satisfactory
0.00 ─ 0.20 Poor

Moreover classification, According to Aggrawal (1986), items having

negative discrimination is rejected. Items having discrimination index

above 02.00 are ordinarily regarded satisfactory for use in most tests

of academic achievement.

47
 CHAPTER IV

DATA ANALYSIS

This chapter focuses on analyzing the collected data. The writer gives the

details of the findings. This chapter is likely the main discussion of the research

conducted. It displays the finding of the collected data since in the beginning until

the end of the research.

A. Analysis

In this study, the writer provided the whole data analyses of this

research which are explained in the description below:

1. Analysis of the Difficulty Index

First, the writer measures the difficulty level that exists in items of

the English summative test. According to Arikunto (1995: 212), number

which is indicates the items that difficult or easy called difficulty index.

Number of difficulty index between 0.00 until 1.0. It is shows the standard

of test difficulty. Test with the difficulty index 0.0 show that the test is too

hard, in opposite index 1.0 show that the test is too easy.

1.0 1.0

Hard Easy

48
To measure the difficulty index, the writer used the formula below:

P = Difficulty Index.

B = Total students that answered correct.

JS = Total all of students.

In this case, the writer used a computer program namely Microsoft

Office (Excel). The writer analyzed the test items of English summative

tests based on the formula above. The total scores of the students were

entered in Microsoft Excel sheet and it was arranged in descending order.

The detail of the items analysis based on the students’ score would be

attached in appendices. It was the students’ result of English Summative

test on pilot study. It showed us the respondent (students) and each test.

The students answered from the first number until the last number.

Moreover, detail of items analysis was compared to the

classification of difficulty index. It would show which each items of the

questions were included hard, moderate, or easy question. According to

Daryanto (1999: 182), the difficulty index is classified as the criteria

below:

1. Item at P 0.00 until 0.30 is hard question.

2. Item at P 0.30 until 0.70 is moderate question.

49
3. Item at P 0.70 until 1.00 is easy question.

Moreover a criterion of difficulty index, According to Arikunto (1995:

215), criteria of good question is the moderate. It was not too hard or too

easy. Hard questions could motivate the high students to more study hard.

The easy questions could motivate the low students to study more.

The result of the items analysis especially the difficulty index was

in the table below:

Table 4.1

List of the Difficulty Index on the Test Items

Question
Difficulty Index
Number
1 0.8
2 0.6
3 0.6
4 0.5
5 0.7
6 0.7
7 0.8
8 0.6
9 0.7
10 0.6
11 0.8
12 0.6
13 0.5
14 0.7
15 0.8
16 0.7
17 0.7
18 0.7
19 0.6

50
 20 0.6
21 0.7
22 0.6
23 0.8
24 0.7
25 0.7
26 0.7
27 0.5
28 0.8
29 0.6
30 0.7
31 0.8
32 0.6
33 0.6
34 0.8
35 0.6
36 0.7
37 0.5
38 0.7
39 0.8
40 0.7
41 0.2
42 0.6
43 0.6
44 0.2
45 0.7
46 0.6
47 0.8
48 0.6
49 0.7
50 0.6

The table 4.1 above showed that there any questions were hard,

moderate, and easy question. The hard questions were question number 41

51
 and 44. The moderate questions were question number 2, 3, 4, 8, 10, 12,

13, 19, 20, 22, 27, 29, 32, 33, 35, 37, 40, 42, 43, 46, 48, and 50. The easy

questions were question number 1, 5, 6, 7, 9, 11, 14, 15, 16, 17, 18, 21, 23,

24, 25, 26, 28, 30, 31, 34, 36, 38, 39, 40, 45, 47, and 49.

2. Analysis of the Discrimination Index

Second, the writer measures the discrimination index. According

to Arikunto (1995: 215), discrimination index is ability of item to

discriminate between high students and low students ability. Number

which is show the discrimination index called difficulty index. It was at

range 0.00 until 1.00. In contradiction, the difficulty index not identifies a

negative (-) sign and the discrimination index identifies negative (-) sign.

-1.00 0.00 + 1.00

Discrimination index Discrimination index Discrimination index

Negative Low High/Positive

Test item was not good when the item which is answered correctly by the

upper student or lower student because it haven’t discrimination index.

Such if the upper and lower group answered correctly or false together,

the point was same. That item has point D 0.00 because it have not

52
discrimination index. To measure the discrimination index, the writer used

the formula below:

- = PA – PB

D = Discrimination index

J = Total students

JA = Total of upper group

JB = Total of lower group

BA = Total of upper group who answered correctly

BB = Total of lower group who answered correctly

PA = = Proportion the total of upper group who answered

correctly (P as the discrimination index).

PA = = Proportion the total of lower group who answered

correctly.

In this case, the writer used a computer program namely Microsoft

Office (Excel). The writer analyzed the test items of English summative

tests based on the formula above. The total scores of the students were

entered in Microsoft Excel sheet and it was arranged in descending order.

The detail of the items analysis based on the students’ score would be

attached in appendices. It was the students’ result of English Summative

53
test on pilot study. It showed us the upper group and the lower group

based on the students’ scores. Then the writer found the discrimination

index of question.

Moreover, detail of items analysis was compared to the

classification of difficulty index. It would show which each items of the

questions were included hard, moderate, or easy question. According to

Daryanto (1999: 182), the discrimination index is classified as the criteria

below:

Table 4.2

Classification of Discrimination Index

Achievement Criteria

0.70 ─ 1.00 Excellent

0.40 ─ 0.70 Good
0.20 ─ 0.40 Satisfactory
0.00 ─ 0.20 Poor

Moreover classification, According to Aggrawal (1986), items

which had negative discrimination is rejected. Items that had

discrimination index above 02.00 are ordinarily regarded

satisfactory for use in most tests of academic achievement.

The writer found the upper and lower group based on the students’

scores. The description of the data was in the table below:

54
 Table 4.3

List of Upper and Lower Group based on the Scores

Upper Lower
No Student
Group Group
1 59 50 36
2 61 50 36
3 93 50 36
4 6 49 35
5 47 49 35
6 52 49 35
7 55 49 35
8 57 49 35
9 71 49 35
10 82 49 35
11 87 49 34
12 95 49 33
13 96 49 33
14 102 49 33
15 16 48 32
16 7 47 32
17 19 47 32
18 34 47 32
19 39 47 30
20 44 47 30
21 13 46 30
22 17 46 29
23 25 45 27
24 45 45 27
25 2 44 27
26 98 44 27
27 62 42 27
28 72 42 27

55
 29 76 42 26
30 79 42 26
31 80 42 26
32 3 41 26
33 31 41 25
34 36 41 25
35 37 41 25
36 78 41 24
37 92 41 24
38 99 41 24
39 22 40 23
40 40 40 23
41 42 40 22
42 49 40 20
43 54 40 20
44 4 39 20
45 11 39 20
46 20 39 20
47 23 39 19
48 29 39 19
49 100 39 18
50 8 37 17
51 43 37 8

Total 51 2247 1395

56
 The table above was the upper and lower group which used to

measure the discrimination index of the test items. The description of the

data was in the table below:

Table 4.4

List of the Discrimination Index on the Test Items

Question
Discrimination Index
Number
1 0.2
2 0.4
3 0.1
4 0.4
5 0.5
6 0
7 0.3
8 0.7
9 0.3
10 0.6
11 0.4
12 0.7
13 0.2
14 0.4
15 0.2
16 0
17 0.2
18 0.4
19 0.1
20 0.6
21 0.5
22 0.5
23 -0
24 0.3
25 0.4
26 0.7
27 0.5
28 0.7
29 0.3

57
 30 0.7
31 0.7
32 0.4
33 0.7
34 0.7
35 0.3
36 0.6
37 0.4
38 0.5
39 0.7
40 0.7
41 0.7
42 0.6
43 0.7
44 0.3
45 0.5
46 0.4
47 0.7
48 0.3
49 0.6
50 0.3

The table 4.4 above showed that there were discrimination index of

questions. They were in criteria of excellent, satisfactory, good, and poor.

The discrimination indexes that satisfactory were question number 2, 4, 7, 9,

11, 14, 18, 24, 25, 29, 32, 35, 37, 44, 46, 48, and 50. The discrimination

indexes that good were question number 5, 8, 10, 12, 20, 21, 22, 26, 27, 28,

30, 31, 33, 34, 36, 38, 39, 40, 41, 42, 43, 45, 47, and 49. The discrimination

indexes that poor were question number 1, 3, 6, 13, 15, 16, 17, 19, and 23.

There was no discrimination indexes were excellent.

58
B. Interpretation of the Data

In this section, the writer interpreted the data based on the whole of

analyses above.

First, the writer interpreted difficulty level of questions in test items of

the English summative test. After analyzed the difficulty level based on the

students’ score, the writer found that there any questions were hard, moderate,

and easy question.

Second, the writer interpreted the discrimination index of question in the

test items of the English summative test. After analyzed the discrimination

index based on the students’ score, the writer found that there were the

discrimination index of questions. They were in criteria of excellent,

satisfactory, good, and poor

Based on the analyses above, we can see the description data as follows:

Table 4.5

List of the Difficulty Index on the Test Items

Question Difficulty
Criteria
Number Index

41 0.2
44 Hard
0.2
2 0.6
3 0.6
4 0.5 Moderate
8 0.6
10 0.6

59
12 0.6
13 0.5
19 0.6
20 0.6
22 0.6
27 0.5
29 0.6
32 0.6
33 0.6
35 0.5
37 0.7
42 0.6
43 0.6
46 0.6
48 0.6
50 0.6
1 0.8
5 0.7
6 0.7
7 0.8
9 0.7
11 0.8
14 0.7
15 0.8
16 0.7
17 0.7
18 0.7
21 0.7
Easy
23 0.8
24 0.7
25 0.7
26 0.7
28 0.8
30 0.7
31 0.8
34 0.8
36 0.7
38 0.7
39 0.8
40 0.7

60
 45 0.7
47 0.8
49 0.7

Table 4.6

List of the Discrimination Index on the Test Items

Question Discrimination
Criteria
Number Index

- - Excellent

5 0.5
8 0.7
10 0.6
12 0.7
20 0.6
21 0.5
22 0.5
26 0.7
27 0.5
28 0.7
30 0.7
31 0.7
Good
33 0.7
34 0.7
36 0.6
38 0.5
39 0.7
40 0.7
41 0.7
42 0.6
43 0.7
45 0.5
47 0.7
49 0.6

61
 2 0.4
4 0.4
7 0.3
9 0.3
11 0.4
14 0.4
18 0.4
24 0.3
Satisfactory
25 0.4
29 0.3
32 0.4
35 0.3
37 0.4
44 0.3
46 0.4
48 0.3
50 0.3
1 0.2
3 0.1
6 0
13 0.2
15 0.2
Poor
16 0
17 0.2
19 0.1
23 -0

The tables above showed that mostly the difficulty level of questions in

the test items of the English summative test was in the criteria of the easy

question. It showed that 21 questions were in the criteria of the moderate

question and 2 questions were in the criteria of the hard question.

Based on the tables above, mostly the discrimination index of questions

in the test items of the English summative test was in the good criteria. It

62
 showed that 17 questions were in the satisfactory criteria and 9 questions were

in the poor criteria.

C. Finding and Discussion

In this section, the writer discussed the data based on the whole of

analysis above.

The purpose of the data analysis of this research was meant to measure

and find out the difficulty level and discrimination index on items of English

summative test score of the tenth grade students at SMK N 3 Salatiga in

academic years of 2013/2014.

The finding and discussion of this research would be described in the data

below:

63
 Item Frequency for each Difficulty Index Range

0.9

0.8

0.7

0.6

0.5
Hard
0.4 Moderate

0.3 Easy

0.2

0.1

Figure 4.1

The criteria the of difficulty index were item at P 0.00 until 0.30 is hard question,

item at P 0.30 until 0.70 is moderate question, and the item at P 0.70 until 1.00 is easy

question. Moreover a criterion of difficulty index, According to Arikunto (1995: 215),

criteria of good question is the moderate. It was not too hard or too easy.

In Figure 4.1 above showed the difficulty indexes for 50 test items. There were

21 questions (42%) that placed in the normal position that included to the criteria of

moderate question. In the contrary, there were 27 questions (54%) that included to the

criteria of easy question and there were 2 questions (4%) that included to the criteria of

hard question.

64
 Item Frequency for each Discrimination Index Range

0.8

0.7

0.6

0.5

0.4 Good
Satisfactory
0.3
Poor

0.2

0.1

0
12
22
28
33
38
41
45

18
29
37
48

13
17
5

2
9

1
Number

Figure 4.2

The criteria of discrimination index were 0.7 – 1.00 is excellent, 0.40 – 0.70 is

good, 0.20 – 0.40 is satisfactory and 0.00 – 0.20 is poor index discrimination. Moreover

classification, According to Aggrawal (1986), items which had negative discrimination is

rejected. Items that had discrimination index above 02.00 are ordinarily regarded

satisfactory for use in most tests of academic achievement.

Figure 4.2 above, the writer saw the English summative test which administered

in the first grade students of SMK N 3 Salatiga. It had reached 24 questions (42%) were

in good criteria of discrimination index. Then 17 questions (34%) were in satisfactory

criteria of discrimination index. In contrary, the writer found 9 questions (18%) items that

65
were in the poor criteria. It were rejected either due to difficulty level or discrimination

index.

Based on the discussion above, it could be concluded that there were 9 questions

that must be revised to be a good questions. It had poor of discrimination criteria. It was

18% of the 50 test items in the English summative test.

66
 CHAPTER V

CLOSURE

This chapter presents the conclusions and suggestions based on the

analysis of the English summative test that carried out at SMK N 3 Salatiga.

A. Conclusions

From the data in the previous chapter, the writer knew and measured

the difficulty index and discrimination index of the English summative test

which administered in the first grade students of SMK N 3 Salatiga.

Based on the data of difficulty index in chapter IV, there were 21

questions (42%) that placed in the normal position that included to the criteria

of moderate question. In the contrary, there were 27 questions (54%) that

included to the criteria of easy question and there were 2 questions (4%) that

included to the criteria of hard question.

Then based on the data of discrimination index, there were 24 questions

(42%) were in good criteria of discrimination index. Then 17 questions (34%)

were in satisfactory criteria of discrimination index. In contrary, the writer

found 9 questions (18%) items that were in the poor criteria. It were rejected

either due to difficulty level or discrimination index. So, they must be removed

or revised to be good questions.

67
B. Suggestions

Based on the research findings, there are some suggestions which are

addressed to the teachers, institution/school, and other researchers.

1. For the teacher

a. The test maker should be very careful while selecting items.

b. Before designing a test, the test maker should keep on their good effort

and have a good preparation by considering the principles of

constructing the good test items.

c. The test maker should consider that the test items must be

appropriateness with all indicators which listening, reading, and

writing skills in English syllabus. While the items that do not fulfill to

the indicators should be discarded.

d. The test maker should be careful to design the test and if the items do

not fulfill to the syllabus should be revised so that they can be used for

the next evaluation.

e. The poor items are removed or improved to be good questions for

inclusion in the final test.

f. The hard questions can be used to motivate the high students to study

more. Then the easy questions can be used to motivate the low

students to study hard.

68
 2. For the institution/school

a. The institution should keep on their good way in giving the chances to

the teachers to follow the training of constructing good test so that the

teachers only make less invalid test items.

b. The institution should keep on supervising the teachers’ work in

constructing the test. Whether the tests constructed have fulfilled

characteristics of good test or not.

c. The institution should store the used items or make items bank.

3. For the other researchers

The writer understands that her research is not the only topic that is

studied. The result of the study merely confirms the hypothesis, but it does

not prove that something absolutely true at all the time. Thus, the research

needs considerable improvement of thought for further research studies.

The writer hopes that the analyses of this study will be employed as

starting point of the future research studies on similar topics. There are also still

many other researcher with the other method of evaluation.

69
 BIBLIOGRAPHY

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Delhi: Sterling Publication.

Anderson, Georgia. 1995. Measurement and Evaluation in Education. Los Angeles:

Hold, Rinehart and Windston Inc.

Anderson, J. Charles. 1995. Language Test Construct and Evaluation. British:

Cambridge University.

Anthony, J. Nitko. 1983. Educational Test and Measurement an Introduction. New York:
Harcourt Brace Jovanich inch.

Arikunto, Suharsimi. 1992. Prosedur Penelitian. Jakarta: Rineka Cipta.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta.

Arikunto, Suharsimi. et al. 2007. Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara.

Bachman Lyle F. and Adrian Palmer. 1984. Language Testing in Practice. New York:
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Badan Pengembangan SDM Pendidikan dan Kebudayaan, dan Penjamin Mutu

Pendidikan. 2014. Materi Pelatihan Guru Implementasi Kurikulum 2013.
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Brown, H. Douglas. 2003. Principles of Language Assessment. San Francisco: Addition

Wesley Longman, Inc.

Butler H., Frances and Briere Eugene. 1979. Concepts in Language Testing. Washington:
Georgetown University.

Fernandes. H. J. X. 1984. Testing and Measurement. Jakarta: National Education

Planning.

Griffin, Patrick and Peter Nix. 1991. Educational Assessment and Reporting a New
Approach. Australia: HBJ Harcout Brace Jovanovich.

Gronlund, Norman E. 1982. Constructing Achievement Tests. United States of America:

Virginia Livsey.

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Hadi, Sutrisno. 1981. Metodologi Research. Jogjakarta: Yayasan Penerbitan Fakultas
Psikologi UGM.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. China: Pearson
Education.

Heaton, J.B. 1988. Writing English Language Test. London: Longman Group.

Holsti Ole. 1999. Content Analysis for the Social Science and Humanities. London:
Addison-Wesley Publishing Company.

Hughes, Arthur. 2003. Testing for Language Teaching. New York: Cambridge
University.

Lodico, Marguerote. 2006. Methods in Educational Research. USA: HB Printing.

Marien H. Henerson. 1981. How to Measure Attitudes. USA: Regent of University of

California.

Mary and Sydey Salo. 1993. Foreign Language Testing. New York: Regents Publishing
Co.

Muslich, Masnur. 2012. Melaksanakan PTK Itu Mudah (Classroom Action Research)
Pedoman Praktis bagi Guru Professional. Jakarta: PT Bumi Aksara.

Oller, Jhon W. 1979. Language Test at School. London: Longman Group.

Oxford University. 2008. Oxford Learner’s Pocket Dictionary. New York: Oxford
University Press.

Sudijono, Anas. 1996. Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo
Persada.

Sutomo. 1985. Teknik Penilaian Pendidikan. Surabaya: PT. Bina Ilmu.

Tinambunan, Wilmar. 1988. Evaluation of Student Achievement. Jakarta: PPLPTK.

Tinambunan, Wilmar. 1998. Evaluation of Student Achievement. Jakarta: Departmen

Pendidikan dan Kebudayaan.

Widdowson H.G. 2000. Language Testing. Oxford: University.

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Quinn, Michael. 1978. Utilization-Focused Evaluation. United Stated: Sage Publication.

71
APPENDICES

72
 ULANGAN AKHIR SEMESTER GENAP
TAHUN PELAJARAN 2012/2013

A
Mata Pelajaran : Bahasa Inggris
Kelas / Program : X / Semua Program Jurusan
Hari / Tanggal : Rabu, 5 Desember 2012
Waktu : 07.00 – 08.30 WIB
Guru Mapel : 1. Angga Arga W., S.Pd.

Petunjuk Umum:

1. Isikan identitas Anda ke dalam Lembar Jawab ulangan tengah semester gasal.
2. Tersedia waktu 120 menit untuk mengerjakan paket tes tersebut.
3. Jumlah soal sebanyak 50 butir, 35 butir soal reading dan 15 butir soal listening.
4. Periksa dan bacalah soal-soal sebelum anda menjawabnya.
5. Laporkan kepada pengawas ujian apabila terdapat lembar soal yang kurang jelas, rusak
atau tidak lengkap.
6. Tidak ada pengurangan nilai pada jawaban yang salah.
7. Periksalah pekerjaan Anda sebelum diserahkan kepada pengawas ujian.

~~ SELAMAT BEKERJA ~~

73
I. Pilihlah salah satu jawaban yang benar dengan memberikan tanda silang pada huruf A, B,
C, D di lembar jawab yang tersedia.

Listening Section

In this section of the test , you will have the chance to show how well you understand spoken
English. There are 4 part to this section with special directions for each part.

Part I Pictures

Question : 1 to 3

Directions:

For each item there is a picture in your test book and four short statements about it on the
tape. They are spoken TWICE, and are NOT WRITTEN out in your test book, so you must listen
carefully. You must choose one statement – (A) , (B) , (C), or (D) – that best describes the
picture. Then , on your answer sheet ,mark your choice.

Example

Look at the following picture Sample answer

A B C D

Now, listen to the following picture.

74
 A. There is a glass in front of them.
B. There is a wardrobe behind them.
C. The garden is near the door
D. They are sitting on a sofa

Choice ( D ) – “ They are sitting on a sofa “ – best described what is seen in the
picture.Therefore you should choose mark C on your answer sheet.

Now let’s begin with the question number one.

1.

2.

75
Part II Question –Responses

Question 4 to 7

Directions:

In this part of the test , you will hear several questions spoken in English, followed by three
responses , also spoken in English. The question and responses will be spoken twice. They will
not be printed in your test book, so you must listen carefully to understand what the speakers
say. You have to choose the best response to each question.

Now listen to a sample question

You will hear : Woman : Why don’t you come with us to the concert?

You will also hear : Man : (A) I like watching concerts.

(B) Yes, you’ll join us soon.

(C) Sorry I can’t. Maybe next time

Choice (C) –“Sorry I can’t. Maybe next time “ – is the best response to the question “ Why
don’t you join us to the concert ?” Therefore ,you should mark (C) on your answer sheet.

4. Mark your answer on your answer sheet

5. Mark your answer on your answer sheet.

6. Mark your answer on your answer sheet.

7. Mark your answer on your answer sheet.

76
Part III. Short Conversation

Question 8 – 11

Directions:

In this part of the text you will hear several short conversations. You will hear the conversations
twice . The conversations will not be printed in your test book so you must listen carefully to
understand what the speakers say.

In Your test book , you will read a question about each conversations. The question will be
followed by four answers. You have to choose the best answer to each question, and mark it on
your answer sheet.

Example:

You will hear : Man : Do you still have two tickets for the 12.30 pm tour?

Woman : Yes, we do. But they are for the back seat and the tour will
run in thirty minutes,sir.

Man : That’s fine. I’ll be on my way now. Just keep them for me.

You will read : What is the conversation about?

A. Ticket cancellation. Sample Answer

B. Booking tickets for a concert.
C. Four schedules. A B C D
D. Reserving tickets for a tour.
Choice (D) – “Reserving tickets for a tour“ – is the best answer to the question , “What is the
conversation about?” Therefore, you should mark (D) on your answer sheet.

8. What is the dialogue about?

A. Office stationary.
B. Handling phones.

77
 C. Someone’s job activity.
D. Arrangement of meeting.
9. What does the women want?

A. Attend her class for business subject.

B. Serves her business colleagues.
C. Leaves for Jakarta via Surabaya.
D. Purchases tickets for her flight
10. What will the man do?

A. Finish his work.

B. Lend his computer.
C. Borrow the computer.
D. Shut down the laptop .

11. What did the man do?

A. Looked for his cousin in Hawaii.

B. Had vacation in Hawaii.
C. Joined his friends for vacation.
D. Asked the woman to search his cousin.

Part IV. Short Talks

Question 12 to 15

Directions:

In this part of the test you will hear several short talks. Each will be spoken twice .They will not
be printed in your test book so you must listen carefully to understand and remember what is
said.

In Your test book , you will read two or more question about each short talk. Each question will
be followed by four answers. You have to choose the best answer to each question, and mark it
on your answer sheet.

78
Question 12 and 13 refer to the following procedure.

12. What is the main purpose of the talk?

A. To explain procedures.
B. To introduce a president.
C. To teach a real estate class.
D. To ask some questions.

13. What should the participants do after picking up their text book?

A. Hand in their registration forms.

B. Find a seat and sit down.
C. Get a name tag
D. Take a packer of course information.

Question 14 and 15 refer to the following procedure.

14. Who is being announced?

A. The opening of cafeteria.

B. The menu of cafeteria.
C. The menu schedule
D. The price of some food.

15. Who will post the menu on each week at Monday morning?

A. The company.
B. The cafeteria.
C. The employee
D. The chef.

This is the end of the listening section.

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Questions 16 to 20 choose inappropriate structure in the following sentences or dialogues.

16. A : Hi ?

B : hello. It is Diana. I call you last night, but you weren't at home

A B C D

17. A: Where did you go yesterday?

A B

B: I go to a friend’s birthday party

C D

18. A: What did you ate at the party?

A B

B: I eat a hamburger and fries. It was great!

C D

19.A: How long have you own that TV?

A B

B: I’ve owned it since 1995.

C D

20. A: Seven years? That’s a long time.

A B

B: Yes. They’ve always enjoy cutting hair

C D

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Question 21 to 23 refer to the following text

A kangaroo is an animal found only in Australia, although it has a smaller relative, called
a wallaby, which lives on the Australian island of Tasmania and also in New Guinea.

Kangaroos eat grass and plants. They have short front legs, but very long, and very strong
back legs and a tail. These they use for sitting up on and for jumping. Kangaroos have been
known to make forward jumps of over eight metres, and leap across fences more than three
metres high. Thelsoy can also run at speeds of over 45 kilometres per hour.

The larges kangaroos are the great Grey kangaroo and the Red kangaroo. Adults grow to
a length of 160 metres and weigh over 90 kilos.

Kangaroos are marsupials. This means that the female kangaroo has an external pounch on the
front of her body. A baby kngaroo is very tiny when it is born, and it crawls at once into this
pounch where it spends its first five months of life.

21. Where is kangaroo found?

A. In japan

B. In London

C. In Austria

D. In Australia

22. It is about the kangaroos, except………

A. They eat grass and plants

B. They have short front legs

C. They have very strong back legs

D. They are not marsupials

23. The followings are what the kangaroo can do, except……

A. They have been known to make forward jumps of over eight metres

B. They can leap across fences more than three metre high

C. They can also run at speeds of over 45 kilometres per hour

81
 D. They can’t walk

Question 24 to 26 refer to the following text

To : All students and teachers

Come and visit our new librabry. Lots of new books (brand new novels and non-fiction books)
are available. You can also enjoy our newest DVDs collection.

Head of library

Ramadhan

24. What are the things offered in the new library ?

A. Books and DVDs.

B. Old and new books.

C. New books and novels.

D. New DVDs and non-fiction books.

25. Why does the writer make the announcement ?

A. To resume a new novel.

B. To invite the reader to visit the library.

C. To let the reader know about the head of library.

D. To help the reader know where to find the DVDs.

26. Who make the announcement ?

A. Ramadhan

B. All students

C. All teachers

82
 D. The librarian

Question 27 to 29 refer to the following text

I remember the day when I first got Sandy, my 7 year old cat. I wanted to name her because
she was so cute. My older sister Michelle convinced me to name her Sandy Bucket instead; so
we could call her Sandy for short. I was so attached to Sandy. Every time I saw her, I couldn’t
walk away, I would just have to hug her. I even slept at the end of my bed, so I can hug her the
whole night even though I was freezing.

I always remember so many fun times with Sandy. Like when we would run and jump off the
end of our pier, and Sandy would chase after us. When I was scared or mad, I would just hug
Sandy and everything wouldn’t be so bad.

But one night, right before I went to bed, my mom let her out. While I went to sleep, my
mom went to call Sandy back in. But she didn’t come in, so I thought she maybe went inside my
neighbor’s house. As my mom and dad went outside to look for Sandy, I became really worried.
They couldn’t find her. Every ten minutes they would go out to look for her, so I went to bed
hoping she was safe. I just thought she got lost and would come back tomorrow.

The next day was the worst. My mom woke us early and told me and my sister, Michelle,
that Sandy died last night. I was so sad and did not want to do anything that day. When I was
going to school, I could not stop crying. At school all my friends made me cards and tried to
make me stop crying, but I couldn’t. my teacher would always look at me and ask why I was
crying. Even my friends was crying with me.

When I got home I went to my room crying really loudly. I wanted to scream. I came
downstairs and hugged my mom. She said we could get another cat. Then, she was trying to
find a new cat on the internet. But I did not want another cat. I want Sandy. She never found
one that looked like Sandy or at the same age or even in the same kind.

That night I slept with my mom and we prayed for Sandy. I kept thinking she was a ghost at
the end of the bed, so I stayed closed to my mom. The next day I figured out that if Sandy was a
ghost, she would not scare me or haunt me. She would be waiting for me to play with her.

I still think about Sandy every day and wish she could come back.

Source: http://www.mertonschool.com (August 12,2004)

83
27. The type of the text is …

A. Spoof

B. Newsitem

C. Recount

D. Narrative

28. What is the main idea of the text …

A. Sandy’s dead

B. The lost of beloved cat

C. The careless of the writer’s mom

D. Looking for Sandy

29.. How could the cat got lost?

A. The cat played with another cat

B. The neigbour kept the cat in his/her house

C. Someone took the cat to the remote area

D. The writer’s mom let the cat out one night

Question 30 to 32 refer to the following text

Many hours later, when her feet were tired from walking and her lips were dry from
thirst, she came to the cottage belonging to the witch. The stepmother peeped though the
window. Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. The witch was putting
some stew in the oven when the stepmother gave her an almighty push. The witch fell into the
oven and the stepmother shut the door.

‘Children, I have come to save you,’ she said hugging them tightly. I have done a dreadful
thing.

84
 I hope in time you will forgive me. Let me take you home and become a family again.
They returned to their home and the stepmother became the best mother anyone could wish
to have, and of course they lived happily ever after!

30. The story is about a stepmother who ……

A. Cried every night

B. Planned to eat her children

C. Begged a witch for money

D. Saved her children from a witch

31. Which statement is TRUE about the step mother?

A. She was the witch’s friend.

B. She loved her stepchildren.

C. She hit the witch with a broom.

D. She locked her children in a cage.

32. “The witch fell into the oven and the stepmother shut the door.” (Paragraph 4)

The underlined word can be replaced by the word …………..

A. Closed

B. Opened

C. Painted

D. Marked

85
Question 33 to 42. Choose the appropriate option to complete the dialog

33. Robert: What did you buy yesterday?

Alice: I _____ some new clothes. I also played tennis.

A. Buy

B. Bought

C. Bring

D. Brought

34. Robert: What ____ you do after your tennis match last week?
Alice: Well, I went home and took a shower and then went out.

A. Do

B. Does

C. Did

D. Done

35. Robert: Did you eat in a restaurant last night?

Alice: No, I ___ . My friend Jacky and I ate at my house

A. Do not

B. Does not

C. Did not

D. Done not

36. Alice: What did you do?

Robert: I _____ my bike this morning!

A. Wash

B. Washed

C. Washing

D. Waste

86
37 Robert: Did you ______ your dinner?
Alice: Yes, we enjoyed our dinner very much.

A. Enjoy

B. Enjoyed

C. Eat

D. Ate

38. Alice: What did you do?

Robert: I _____ home and studied for my test!

A. Stay

B. Staying

C. Stayed

D. Stair

39. Paul: How long ____ you studied here?

Sara: I’ve studied here for three years

A. Has

B. Have

C. Did

D. Had

40. David: Have you ever eaten Thai food?

John: Yes, I’ve ____ it a few times.

A. Has

B. Have

C. Did

D. Had

87
41. Ed: Has she arrived yet?

Fran: No she still _____ arrived.

A. Has not

B. Have not

C. Did not

D. Had not

42.Tom: Have you _____ Henry recently?

Alejandro: No. Have you?

Tom: I haven’t seen him since the summer.

A. See

B. Saw

C. Seen

D. Seing

Question 43 to 44. Complete the text with the words provided

When I just hang out in a mall one day, I saw a very 43______ bag. I love this bag at the first
sight.
This was the first time I've spent much money on a bag and I don't regret it.

The bag is wonderful. It is made of thin but strong leather. The weight is light and the size keeps
it from getting stuffed with junk. It has a long shoulder strap that I like because it keeps the bag
hands-free. Its neutral color is fun and sporty. The design is simple and well-made.

The bag is very functional. It is the perfect size to carry a 44_______ phone, a pocket sized
wallet, a small book, a pack of gum, and pens. It also fits well into my laptop backpack for bike
commuting to school. This bag also has more pockets inside so my small items don't all fall to
the bottom. In overall I really satisfy with bag.

88
43. A. Ugly

B. Bad

C. Beautiful

D. Expensive

44. A. Free

B. Call

C. Mobile

D. Pay

Question 45 to 47. Complete the text with the words provided

One day I went to Bandung with my friend for a vacation. We went there on night bus
when we arrived in Cianjur, the bus stopped for a rest. I got of the bus to get a cup of coffee,
but my friend didn’t. He went to a mosque to 45____. It took only a few minutes to pray, but
when I came out again the bus was not there. It had gone! Shocked and confused. I asked the
shopkeeper about the bus. She said that the bus had departed about five minutes ago.

I tried to 46 ______ my friend on my cell phone, but the battery was running low. I
couldn’t do anything but hope and pray. After several minutes, my wish came true. The bus
came back! Got on the bus and walked to my seat. I was so ashamed when everybody on the
bus looked at me. I could feel my face turn red.

I asked my friend why she didn’t 47 ______ the driver that I was still outside.

“I did, I told him several times that you were outside, but he said that you were in the bus
toilet because he saw a man going into the toilet,” my friend replied, laughing. The other
passengers smiled at me. I was so embarrassed.

45. A. Sing

B. Bath

C. Pray

D. Buy

89
46. A. Hear

B. Look

C. See

D. Call

47. A. Ask

B. Tell

C. See

D. Clean

Question 48 to 50. Complete the text with the words provided

The Kingdom of Medang Kamulan, in Java, came a young when man, by the name of Aji
Saka to fight Dewatacengkar, the 48____ King of The Country who had a habit to eat human
flesh of his own people. Aji Saka himself he came from Bumi Majeti.

One day he told his two servants, by the name of Dara and Sembodo, that he was going to
java. He told them that while he was away, both of them have to guards his Heirloom / Pusoko.
No one except Aji Saka himself not a allowed to take the Pusoko. In the big battle, Aji Saka
could successfully push Dewata Cengkar to fall to the South Sea. Dewata Cengkar did not die,
he 49_______ a Bajul Putih (White Crocodile). Aji Saka became a ruler of Medangkamulan.

Meanwhile a woman of the village of Dadapan, found an egg. She 50______ the egg in her
Lumbung (Rice Barn). After a certain period the egg vanished, instead a snake found in the rice
barn. The villagers would like to kill the snake, but the snake said : “I’m the son Aji Saka, bring
me to him”.

Aji Saka told the snake, that he would be recognized as his son, if the could kll the Bajul
Putih in the South Sea. After a long stormy battle which both sides demonstrating physical
strength and showing skillfull ability of fighting, the snake could kill Bajul Putih.

48. A. Nice

B. Wise

C. Cruel

D. Patient

90
49. A. Became

B. Run

C. Take

D. Die

50. A. Buy

B. Sell

C. Put

D. Lost

91
 Difficulty Index of Test Items based on the Students’ Scores

No. (JS)/
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question

1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 0
2 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
3 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
4 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
5 0 0 0 0 0 0 0 0 0 1 1 1 1 0 0 1 0 0 0 1
6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
7 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1
8 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1
9 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 0 0 1 1
10 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0
11 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
12 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1
13 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1
14 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 0
15 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 1 0 0 1
16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
17 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
18 1 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 1
19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
20 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
21 1 0 1 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0
22 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
23 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
24 1 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 1

92
25 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
26 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1
27 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1
28 1 0 1 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0
29 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
30 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1
31 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
32 1 0 1 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 0
33 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1
34 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
35 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1
36 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
37 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
38 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0
39 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
40 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1
41 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0
42 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1
43 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0
44 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
45 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1
46 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1
47 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
48 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0
49 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0
50 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
51 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 1 1 1 1 0
52 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

93
53 1 1 1 0 1 0 1 0 0 0 1 0 0 1 1 1 0 1 1 0
54 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1
55 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
56 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
57 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
58 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 1 1 0
59 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
60 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
61 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
62 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1
63 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 1 1 1 1 0
64 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0
65 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0
66 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
67 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0
68 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
69 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0
70 1 0 0 0 0 1 1 0 1 0 1 0 0 0 1 0 1 0 0 0
71 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
72 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1
73 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1
74 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1
75 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0
76 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1
77 1 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1
78 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1
79 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1
80 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1

94
81 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0
82 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
83 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 1 1
84 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 1 0 0
85 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1
86 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0
87 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
88 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0
89 1 1 1 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0
90 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
91 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 1 0 0
92 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1
93 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
94 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0
95 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
96 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
97 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 0
98 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
99 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1
100 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1
101 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0
102 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
B 85 64 69 57 74 72 85 65 78 66 84 65 54 76 84 76 73 77 69 66
P 0.8 0.6 0.6 0.5 0.7 0.7 0.8 0.6 0.7 0.6 0.8 0.6 0.5 0.7 0.8 0.7 0.7 0.7 0.6 0.6

95
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 1 1 0 1 0 0 0 1 1 1 0 0 0 1 0 0 1 1 1
1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0
1 1 1 0 0 1 1 1 0 0 1 1 1 1 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 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 0
0 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1
1 0 0 0 1 1 1 0 1 0 0 1 1 0 1 0 1 1 0 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0
0 0 1 1 0 1 1 1 0 0 0 0 1 1 0 1 1 0 0 1
1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1
1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 0
0 0 0 1 0 0 1 1 0 1 0 0 0 1 0 1 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 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0
0 1 0 1 0 0 0 1 0 1 1 0 0 1 0 1 0 0 1 1
1 1 0 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 1 1 1 1 0 1 1 1 0 1 1 0
0 1 1 0 0 1 1 0 0 1 1 0 1 0 0 0 1 0 1 1
1 1 0 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0
0 1 1 1 0 0 0 1 0 1 1 0 0 1 0 1 0 0 1 1
1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0
0 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1

96
1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 0 0
0 1 1 0 0 1 1 0 0 1 1 0 1 0 0 0 1 0 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0
0 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 0
0 0 1 1 0 1 1 1 0 0 0 0 1 1 0 1 1 0 0 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0
0 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 1 0 1
1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1
1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 1 0 1
1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1
1 1 0 0 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1
1 1 0 1 1 1 1 1 1 1 1 0 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
0 0 1 1 0 1 1 1 0 0 0 0 1 1 0 1 1 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 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 1
1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1
1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1
1 0 0 1 1 1 0 0 0 1 0 1 1 0 0 1 0 1 0 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 0 1 0 0 1 1 1 1 0 0 0 1 1 1
1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1

97
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 0 1 1 1 1 0 1 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 1 1 1 1 1 1
1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 0 0 1 0 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 1 1 0 1 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 1 1 1 1 1 1
1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1
1 0 0 1 1 1 0 0 0 1 0 1 1 0 0 1 0 1 0 1
0 0 1 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 1 1
0 0 1 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 1 1
1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1
1 0 1 0 1 0 0 1 0 1 1 1 1 1 0 1 0 0 1 0
1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1
0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1
0 0 1 0 1 0 0 1 0 1 1 0 0 1 0 1 0 0 1 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 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0
0 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0
0 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0
1 0 1 0 1 0 0 1 0 1 1 1 1 1 0 1 0 0 1 0
1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1
0 1 1 0 0 0 1 1 1 0 1 0 0 1 1 0 1 0 1 0
0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1
1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0
1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1
1 0 1 0 1 0 0 1 0 1 1 1 1 1 0 1 0 0 1 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

98
1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 0 1 0
0 0 1 1 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1
0 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0
0 0 1 1 1 1 0 1 0 1 1 0 0 1 0 1 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 1 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 1 1
1 0 1 0 0 0 0 1 0 0 1 1 1 1 0 0 0 0 1 0
1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1
0 0 1 1 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1
0 1 1 1 1 1 1 1 1 1 1 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 1 1 1 1
1 0 1 1 1 1 0 1 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 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
1 1 1 0 1 0 0 0 1 1 1 0 0 0 1 0 0 1 1 1
1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1
1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 0
0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
75 67 84 77 77 73 61 86 64 79 86 65 71 85 66 78 54 77 86 76
0.7 0.6 0.8 0.7 0.7 0.7 0.5 0.8 0.6 0.7 0.8 0.6 0.6 0.8 0.6 0.7 0.5 0.7 0.8 0.7

99
 Score
41 42 43 44 45 46 47 48 49 50
Total
0 1 0 0 1 1 0 1 0 1 27
0 1 1 1 1 1 1 1 1 1 44
1 1 0 1 1 1 1 1 1 1 41
1 1 0 1 1 1 1 1 1 1 39
1 1 1 0 0 0 0 0 0 0 23
1 0 1 1 1 1 1 1 1 1 49
1 1 1 1 1 1 1 1 1 1 47
1 1 1 1 1 0 1 1 1 1 37
0 0 1 1 0 1 1 0 1 0 30
0 1 1 0 1 0 0 1 0 1 29
1 1 0 1 1 1 1 1 1 1 39
1 0 1 1 0 0 1 0 1 0 24
1 1 1 1 1 1 1 1 1 1 46
0 1 1 0 1 1 0 1 0 1 36
1 0 1 1 0 1 1 1 1 0 19
0 1 1 1 1 1 1 1 1 1 48
1 1 1 1 1 1 1 1 1 1 46
1 0 0 1 0 1 1 0 1 0 22
0 1 1 1 1 1 1 1 1 1 47
1 1 0 1 1 1 1 1 1 1 39
0 0 1 0 0 1 0 0 0 0 20
1 1 0 1 1 1 1 1 1 1 40
1 1 0 1 1 1 1 1 1 1 39
1 0 0 1 0 1 1 0 1 0 23
1 1 1 1 1 1 1 1 1 1 45
1 0 1 1 0 1 1 0 1 0 32
1 1 1 1 1 0 1 1 1 1 36

100
0 0 1 0 0 1 0 0 0 0 20
1 1 0 1 1 1 1 1 1 1 39
1 0 1 1 0 1 1 0 1 0 32
1 1 0 1 1 1 1 1 1 1 41
0 1 1 0 1 1 0 1 0 1 32
1 0 1 1 0 0 1 0 1 0 24
1 1 1 1 1 1 1 1 1 1 47
1 0 1 1 0 1 1 0 1 0 32
1 1 0 1 1 1 1 1 1 1 41
1 1 0 1 1 1 1 1 1 1 41
0 1 1 0 1 0 0 1 0 1 30
1 1 1 1 1 1 1 1 1 1 47
1 1 1 1 1 0 1 1 1 1 40
0 1 1 0 1 0 0 1 0 1 30
1 1 1 1 1 0 1 1 1 1 40
0 1 1 0 1 1 0 1 0 1 37
1 1 1 1 1 1 1 1 1 1 47
1 1 1 1 1 1 1 1 1 1 45
1 0 1 1 0 0 1 0 1 0 24
1 1 1 1 1 1 1 1 1 1 49
0 1 1 0 1 1 0 1 0 1 36
1 1 1 0 1 0 1 1 1 0 40
1 1 1 0 1 0 1 0 1 0 35
1 1 1 0 1 0 0 0 1 0 25
1 0 1 1 1 1 1 1 1 1 49
0 1 1 0 1 0 1 0 0 0 27
1 1 1 1 1 1 0 1 1 1 40
1 0 1 1 1 1 1 1 1 1 49

101
1 1 1 0 1 0 1 0 1 0 35
1 0 1 1 1 1 1 1 1 1 49
0 1 1 0 1 0 0 0 0 0 17
1 1 1 1 1 1 1 1 1 1 50
1 1 1 0 1 0 1 0 1 0 35
1 1 1 1 1 1 1 1 1 1 50
0 1 1 1 1 1 1 1 0 1 42
1 1 1 0 1 0 0 0 1 0 25
1 1 0 0 0 0 1 0 1 0 26
1 1 0 0 0 0 1 0 1 0 26
1 1 1 0 1 0 1 0 1 0 35
1 0 1 0 1 0 1 0 1 0 27
1 1 1 0 1 0 1 0 1 0 35
0 1 0 0 0 0 0 0 0 0 8
1 0 0 0 0 0 1 0 1 0 18
1 0 1 1 1 1 1 1 1 1 49
1 0 1 1 1 1 1 1 1 1 42
1 0 0 1 0 1 1 1 1 1 33
1 0 0 1 0 1 1 1 1 1 33
1 0 1 0 1 0 1 0 1 0 27
0 1 1 1 1 1 1 1 0 1 42
0 0 0 1 0 1 1 1 0 1 25
1 1 0 1 0 1 1 1 1 1 41
1 0 1 1 1 1 1 1 1 1 42
0 1 1 1 1 1 1 1 0 1 42
1 0 1 0 1 0 1 0 1 0 27
1 0 1 1 1 1 1 1 1 1 49
0 0 1 1 1 1 1 1 0 1 34

102
 1 1 0 0 0 0 1 0 0 0 19
1 0 0 1 0 1 1 1 1 1 33
1 1 0 0 0 0 1 0 1 0 26
1 0 1 1 1 1 1 1 1 1 49
1 1 0 0 0 0 1 0 1 0 26
1 0 1 0 1 0 1 0 0 0 20
1 1 1 0 1 0 1 0 1 0 35
1 1 1 0 0 0 1 0 0 0 20
1 1 0 1 0 1 1 1 1 1 41
1 1 1 1 1 1 1 1 1 1 50
1 1 1 0 1 0 1 0 1 0 35
1 0 1 1 1 1 1 1 1 1 49
1 0 1 1 1 1 1 1 1 1 49
0 1 0 0 1 1 0 1 0 1 27
0 1 1 1 1 1 1 1 1 1 44
1 1 0 1 1 1 1 1 1 1 41
1 1 0 1 1 1 1 1 1 1 39
0 1 0 0 1 0 0 1 0 0 20
1 0 1 1 1 1 1 1 1 1 49
30 68 65 30 75 66 84 67 78 64
0.2 0.6 0.6 0.2 0.7 0.6 0.8 0.6 0.7 0.6
P= P: Difficulty Index, B: Total students that answered correct, JS: Total all of students.

103
 Discrimination Index (Scores of Upper Group)

No No./Ques 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
1 59 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
2 61 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
3 93 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
4 6 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
5 47 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
6 52 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
7 55 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
8 57 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
9 71 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
10 82 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
11 87 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
12 95 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
13 96 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
14 102 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
15 16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
16 7 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1
17 19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1
18 34 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1
19 39 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1
20 44 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1
21 13 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1
22 17 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1
23 25 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1
24 45 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1
25 2 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1
98 1
26 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1

104
 27 62 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0
28 72 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 1
29 76 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0
30 79 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 1
31 80 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0
32 3 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1
33 31 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1
34 36 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1
35 37 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1
36 78 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1
37 92 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1
38 99 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1
39 22 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1
40 40 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1
41 42 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1
42 49 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1
43 48 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1
44 4 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
45 11 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
46 20 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
47 23 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
48 29 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
49 100 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1
50 8 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 0 0 1 1
51 43 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1
51
Total
Students 48 43 37 38 49 36 49 51 46 50 51 50 33 49 48 38 42 49 37 48 49 47 41 47 48
PA 0.9 0.8 0.7 0.7 1 0.7 1 1 0.9 0.9 1 1 0.6 1 0.9 0.7 0.8 1 0.7 0.9 1 0.9 0.8 0.9 0.9

105
 Total
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
Score
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 50
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 50

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 50

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

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 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 49

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 48

1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 47

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 47

1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 47

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 47

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 47

1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 46

1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 46

1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 45

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 45

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 44

1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 44

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 42

106
0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 42

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 42

0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 42

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 42

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 41

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 41

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 41

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 41

1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 41

1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 41

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 41

0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 40

1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 40

1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 40

1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 40

1 1 0 1 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 1 1 0 1 0 1 36

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

0 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 39

1 1 1 1 0 0 1 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 1 1 1 37

1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 0 1 0 1 37

37 38 49 50 45 48 43 37 49 51 46 33 49 48 38 42 39 37 48 49 47 49 51 46 50
0.7 0.7 1 1 0.9 0.9 0.8 0.7 1 1 0.9 0.6 1 0.9 0.7 0.8 0.8 0.7 0.9 1 0.9 1 1 0.9 1

107
 Discrimination Index (Scores of Lower Group)

No No./Ques 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
1 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 0 1 1 1 0 1
2 5 0 0 0 0 0 0 0 0 0 1 1 1 1 0 0 1 0 0 0 1 1 1 1 0 0
3 9 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0
4 10 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 0 1
5 12 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1 0 0 1 1 0
6 14 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 0 1 1 1 0 1
7 15 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0
8 18 1 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 1 0 1 0 1 0
9 21 1 0 1 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 1 1 0 0
10 24 1 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 1 0 0 1 0 1 1 1 0
11 26 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0
12 27 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 1 1
13 28 1 0 1 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 1 1 0 0
14 30 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0
15 32 1 0 1 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 0 1 1 1 0 1
16 33 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1 0 0 1 1 0
17 35 1 0 1 1 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0
18 38 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 1 0 1
19 41 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 1 0 1
20 46 0 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 0 1 1 0 0 1 1 0
21 50 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
22 51 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 1 1 1 1 0 1 0 0 1 1
23 53 1 1 1 0 1 0 1 0 0 0 1 0 0 1 1 1 0 1 1 0 1 0 1 1 0
24 54 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1
25 56 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
26 58 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 1 1 0 1 0 0 1 0
27 60 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1

108
 28 63 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 1 1 1 1 0 1 0 0 1 1
29 64 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0 0 0 1 1 1
30 65 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0 0 0 1 1 1
31 66 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
32 67 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0 1 0 1 0 1
33 68 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
34 69 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 1 0
35 70 1 0 0 0 0 1 1 0 1 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 1
36 73 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 1 1 0 1
37 74 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 1 1 0 1
38 75 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0 1 0 1 0 1
39 77 1 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 1 1 0 0
40 81 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 0 1 0 1 0 1
41 83 1 1 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 1 1 1 1 1 0 0
42 84 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 1 0 0 0 0 1 1 0
43 85 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 1 1 0 1
44 86 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0 0 0 1 1 1
45 88 1 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 0 0 0 1 1 1
46 89 1 1 1 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 1 0 1 0 0
47 90 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
48 91 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 1 0 0 0 0 1 1 0
49 94 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1
50 97 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 1 0 1 0 0 1 1 1 0 1
51 101 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 0 1 1 0 0
Total 37 21 32 19 25 36 36 14 32 16 33 15 21 27 36 38 31 28 32 18 26 20 43 30 29
PB 0.7 0.4 0.6 0.4 0.5 0.7 0.7 0.3 0.6 0.3 0.6 0.3 0.4 0.5 0.7 0.7 0.6 0.5 0.6 0.4 0.5 0.4 0.8 0.6 0.6
Discrimination Index based on the Scores of Upper Group and Lower Group
D 0.2 0.4 0.1 0.4 0.5 0 0.3 0.7 0.3 0.6 0.4 0.7 0.2 0.4 0.2 0 0.2 0.4 0.1 0.6 0.5 0.5 -0 0.3 0.4

109
 Total
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
Score
0 0 0 1 1 1 0 0 0 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 1 27
1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 23
1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 30
1 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 1 29
1 1 1 0 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 0 0 1 0 1 0 24
1 1 0 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 0 1 1 0 1 0 1 36
0 1 1 0 1 0 0 0 1 0 1 0 0 0 1 1 0 1 1 0 1 1 1 1 0 19
0 0 1 0 1 1 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 0 1 0 22
1 1 0 0 1 1 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 0 0 20
0 0 1 0 1 1 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 0 1 0 23
1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 32
1 1 1 1 0 0 0 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 1 1 1 36
1 1 0 0 1 1 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 0 0 20
1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 32
1 1 0 1 1 1 0 1 0 1 0 0 1 1 0 0 1 1 0 1 1 0 1 0 1 32
1 1 1 0 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 0 0 1 0 1 0 24
1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 32
1 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 1 30
1 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 1 30
1 1 1 0 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 0 0 1 0 1 0 24
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35
1 0 0 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 0 1 0 0 0 1 0 25
1 0 1 0 0 1 1 1 1 0 0 0 1 1 1 0 1 1 0 1 0 1 0 0 0 27
1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 40

110
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35
1 0 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 1 0 1 0 0 0 0 0 17
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35
1 0 0 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 0 1 0 0 0 1 0 25
1 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 26
1 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 26
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35
0 0 1 0 1 1 1 1 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 0 27
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35
1 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 8
0 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 18
0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 1 1 33
0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 1 1 33
0 0 1 0 1 1 1 1 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 0 27
0 1 1 1 0 1 0 0 1 1 0 1 0 1 0 0 0 0 1 0 1 1 1 0 1 25
0 0 1 0 1 1 1 1 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 0 27
0 1 1 1 0 1 1 1 1 1 0 1 0 1 0 0 0 1 1 1 1 1 1 0 1 34
1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 1 1 0 0 0 0 1 0 0 0 19
0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 1 1 33
1 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 26
1 0 1 0 1 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 26
0 0 1 0 0 1 1 1 1 0 0 0 0 1 0 1 0 1 0 1 0 1 0 0 0 20
1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35

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1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 1 1 1 0 0 0 1 0 0 0 20

1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 35

0 0 0 1 1 1 0 0 0 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 1 27

1 0 1 0 0 1 0 1 0 1 0 1 0 1 1 0 1 0 0 1 0 0 1 0 0 20

36 23 37 14 34 38 22 34 36 15 32 21 28 38 38 35 29 35 17 26 19 35 16 32 14
Discrimination Index based on the Scores of Upper Group and Lower Group
0.7 0.5 0.7 0.3 0.7 0.7 0.4 0.7 0.7 0.3 0.6 0.4 0.5 0.7 0.7 0.7 0.6 0.7 0.3 0.5 0.4 0.7 0.3 0.6 0.3

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 - = PA – PB

D = Discrimination Index
J = Total students
JA = Total of upper group
JB = Total of lower group
BA = Total of upper group who answered correctly
BB = Total of lower group who answered correctly
PA = = Proportion the total of upper group who
answered correctly.
(P as the discrimination index).

PA = = Proportion the total of lower group who

answered correctly.

Explanation:

Question number 1
JA = 51 JB = 51 PA = 0.9
BA = 48 BB = 37 PB = 0.7

So, D = PA - PB
= 0.9 - 0.7
= 0.2
Discrimination index of question number 1 were 0.2 which meant that the
classification was poor.

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