An Item Analysis Of English Summative Test For The Eleventh-Grade Students In The Second Semester Of SMA Angkasa 2 Jakarta in 2016/2017 Academic Year

drs. sigit sumarsono, drs. m.pd; neti hartati, m.pd;

ADE KURNIAWAN. NIM; 1301065001. An Item Analysis of English
Summative Test for the Eleventh-Grade Students in the Second Semester of SMA
Angkasa 2 Jakarta in 2016/2017 Academic Year. The Study Programme of
English Education, the School of Teacher Training and Education, the University
of Muhammadiyah Prof. DR. Hamka, Jakarta 2019.
The aim of this research was to find out whether or not the items of the
English summative test for the eleventh-grade students in the second semester of
SMA Angkasa 2 Jakarta in the 2017/2018 Academic Year consisted of good items
in terms of the difficulty level, the discriminating power, and the effectiveness of
the distractors The quantitative method was used to measure the difficulty level
and the discriminating power. Based on the result of the quantitative analysis, the
writer then analyzed the items whether they were good or bad items in the
qualitative framework. The results were used to categorize which items should be
maintained, revised, or discarded and to make necessary revision on them.
The respondents of this study were the eleventh-grade students of SMA
Angkasa 2 Jakarta in 2017/2018. The number of the respondents was 33 students
from XI MIA 4 whom the writer divided in two groups: 50% upper and 50%
lower group students. The research found that there was: 4% of very difficult
items, 2% of difficult items, 6% of moderate items, 46% of easy items, 40% of
very easy items, and 2% of discarded items. Based on the discriminating power
there was: 10% items that should be discarded, 42% poor item which should be
revised, 42% satisfactory items, 6% good items, and 0% excellent items which
should be maintained.
The writer concludes that the English summative test for the second
semester of eleventh-grade students at SMA Angkasa 2 Halim Perdana Kusuma
Jakarta on the academic year 2016/2017 had 52% poor quality and 48%
satisfactory quality. Therefore, the teacher or the test developer should make
improvement for the test in the future