An Item Analysis of the English Summative Test for the Second Semester Students of the Tenth Grade of SMAN 40 Jakarta 2015/2016 Academic Year.

farid; martriwati, m. pd.; bitha dwi rahmani, m.pd.;

KHILYATUS SA’ADAH. NIM 1201065124. An Item Analysis of the English
Summative Test for the Second Semester Students of the Tenth Grade of SMAN 40
Jakarta 2015/2016 Academic Year. A paper. Jakarta: The Study Programme of
English Education. The School of Teachers‟ Training and Education. The
University of Muhammadiyah Prof. DR. Hamka Jakarta, 2016.
The objective of the research are to know the quality of English summative
test items for the second semester of the tenth grade at SMAN 40 Jakarta in
2015/2016 academic year and to identify the test items which need to be accepted,
revised, and rejected.
The population were the English summative test of multiple choice item.
There were 48 items. The population respondents of the research were the
students of the tenth grade students at SMAN 40 Jakarta who distributed into 6
classes. There were totally 214 students. The writer chooses the sample of 2
classes were taken randomly. Those were X MIPA 1 and X MIPA 2 that consist
of 72 students. The writer took out 27% (19 students) for the upper group and
27% (19 students) for the lower group. The method of this research are
quantitative and qualitative analysis method. Quantitative analysis is used to
analyze data in the facility value, the discriminating power and the effectiveness
of distractors. Meanwhile, qualitative analysis are used to describe and
interpretate the quality and the weakness of the item.
The writer got a conclusion that the facility value of English summative
test has easy quality because the test got 24 items which are easy (53%), 19 items
which are medium (42%) and 2 items which are difficult (5%). Seeing the
discriminating power, there have been 12 items (25%) which are rejected, 9 items
which are revised (19%) and 27 items which are accepted (56%). It means that the
discriminating power of English summative test has poor level. Then, the
effectiveness of distractors are on poor level because there have been 14
distractors (8%) which are very poor, 81 distractors (45%) which are poor, 35
distractors (19%) which are moderate, 21 distractors (12%) which are good and 29
distractors (16%) which are very good. So, it can be concluded that the English
summative test is categorized as poor test.