THE ANALYSIS OF TEACHER- MADE ENGLISH MID ...data yaitu dari soal-soal mid bahasa Inggris kelas XII semester ganjil tahun ajaran 2012/ 2013 dan nilai mid tes bahasa Inggris kelas Administrasi

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THE ANALYSIS OF TEACHER- MADE ENGLISH

MID- TERM TEST FOR TWELFTH GRADE STUDENTS OF

THE ODD SEMESTER 2012/2013 OF SMK N 1 KUDUS

By

FENY ANDRI ASTUTI

NIM 200932073

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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THE ANALYSIS OF TEACHER- MADE ENGLISH

MID- TERM TEST FOR TWELFTH GRADE STUDENTS OF

THE ODD SEMESTER 2012/ 2013 OF SMK N 1 KUDUS

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in the Department of English Education

By

Feny Andri Astuti

NIM 200932073

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

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MOTTO AND DEDICATION

Motto

God and parents are everything.

Faith and action are two factors to get the real success.

Good start will lead to great end.

I can when I believe.

Think big, feel strong, and pray hard are the best way.

Provision would not be friends with idleness.

Dedication

The writer dedicates this Skripsi to:

Her beloved mother and father, who always care,

motivate and support her,

Her sister and brother,

Her beloved boyfriend, who always support her

and give motivation to graduate together,

Her best friend, who always care with me.

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ACKNOWLEDGEMENT

Bismillaahirrahmaanirrahiim,

Alhamdulillahirrabbil „aalamiin, thanks to Allah SWT, the almighty

who always blessing her with his mercy so the writer can finish this skripsi

entitled “The Analysis of Teacher- Made English Mid- Term Test For Twelfth

Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus”.

The writer realizes that she would not be able to finish her skripsi

without the guidance, advice, suggestions, encouragement and motivation from

many people. Through this occasion, the writer would like to express the sincere

gratitude and appreciation for the guidance in completing this skripsi. They are:

1. Dr. Drs. Slamet Utomo, M. Pd as the Dean of Teaching Training

and Education Faculty of Muria Kudus University.

2. Diah Kurniati, S. Pd, M. Pd as the Head of English Education

Department and the writer‟s first advisor.

3. Nuraeningsih, S. Pd, M. Pd as the writer‟s second advisor.

4. Suhudi and Siti Fathonah, the writer‟s beloved parents for their

encouragement and pray.

5. Diyah Mufarochah Achadiyati and Fandi Ahmad, the writer‟s sister

and brother, for their motivation.

6. Varidlo Fuad, the writer‟s beloved boyfriend for his support.

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7. Zaskya Jafar Maulidina Putri, the writer‟s first niece.

8. Supriyadi, the writer‟s brother in law for his help.

9. Tri Prihartini, Nurus Sya‟diyah and Rusmila Tafani, the writer‟s best

friends for their support and pray.

10. Agil (Inne‟) and Tri Mulyasari, the writer‟s students for their help.

11. Arum Wahyu Lestari, the writer‟s friend for her help and support.

The writer is always waiting for suggestion from the reader and it will

be fully appreciated. Hopefully, this skripsi will be useful for the readers,

especially who are in the field of education.

Kudus, July 2013

The writer

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ABSTRACT

Astuti A, Feny. 2013.The Analysis of Teacher- Made English Mid- Term Test for

Twelfth Grade Students of the Odd Semester 2012/2013 of SMK N 1

Kudus. Skripsi. English Education Department, Teacher Training and

Education Faculty, Muria Kudus University. Advisor: (1) Diah

Kurniati, S. Pd, M. Pd., (2) Nuraeningsih, S. Pd, M. Pd.

Key words: validity, face validity, content validity, index of difficulty,

discrimination power.

Teaching learning process and evaluation are two important things in

education. Beside teaching, testing has an important role especially for teacher in

teaching learning process. At the end of teaching learning process, teacher usually

makes an evaluation about what she has taught. Test as the instrument evaluation

is used to provide information concerning not only with the individual students

performance, but also with the effectiveness of teaching learning activities.

Teacher as a constructor of the test should construct a good test to get the accurate

data concerning the students‟ achievement. Test that is made by the teacher called

teacher made test. It is still to be questioned whether the test is valid or not

because teacher rarely try outing and revising the test first before giving it to the

students. Knowing this fact, teacher should analyze the test so that the teacher will

know the quality of the test. By analyzing the test, the teacher will know which

item can be used or revised.

This research aims to know how is the face validity of the teacher- made

English mid- term test, how is the content validity of the teacher- made English

mid- term test, how is the index of difficulty of teacher- made English mid- term

test, and how is the discrimination power of teacher- made English mid- term test

of SMK N 1 Kudus used by an English teacher of SMK N 1 Kudus. It is expected

to be useful for teachers in constructing a good English test.

This research is descriptive qualitative research. The source of the data in

this research is the English mid- term test items for twelfth grade in 2012/ 2013

and the students‟ score of Office Administration 1‟ class, as a sample.

The writer found out the result of data analysis. The teacher- made

English mid- term test has less face validity because of some common

considerations of face validity are not fulfilled by the test items. The items have

less content validity also, because there are several lessons material are not

covered by the test items. While the index of difficulty showed that there are 60%

or 30 items are easy, 30% or 15 items are medium, and 10% or 5 items are

difficult items. The items should be revised because the number of easy items is

too big. For the discrimination power, 66% of the entire items are poor, 18% or 9

items are satisfactory, and 8% or 4 items are good items. Those big numbers of

poor items should be revised before being used again, meanwhile there are 8% or

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4 items cannot be used again and must be omitted because those numbers have

negative discrimination value.

From the fact above, the writer suggests the English teachers should try

out their own test to know whether the test is good and valid or not before it is

given to the students. So, the result of the test can be used to measure the progress

of students and it can be a tool to measure the students‟ achievement. The teachers

should revise the easy items test and difficult items test, so the teacher can

measure the students‟ ability correctly. The teachers should revise the items which

are categorized as poor, and omitted the bad items, in order to get the best way in

discriminating the more able students from the less able students.

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ABSTRAK

Astuti A, Feny. 2013. Analisis Soal Mid Bahasa Inggris Buatan Guru Kelas XII

Semester Ganjil 2012/2013 di SMK N 1 Kudus. Skripsi. Pendidikan

Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan,Universitas

Muria Kudus. Pembimbing: (1) Diah Kurniati, S. Pd, M. Pd., (2)

Nuraeningsih, S. Pd, M. Pd.

Kata kunci: validitas, validitas rupa, validitas isi, indeks kesukaran, daya

pembeda.

Proses belajar mengajar dan evaluasi merupakan dua hal penting dalam

pendidikan. Disamping mengajar, menguji juga memiliki peran penting bagi guru

dalam proses belajar mengajar. Di akhir proses belajar mengajar, guru biasanya

membuat evaluasi tentang apa yang telah ia ajarkan. Tes merupakan suatu

instrument evaluasi yang digunakan untuk mendapatkan informasi yang tidak

hanya terkait dengan prestasi siswa, tetapi juga dengan keefektifan aktivitas

belajar mengajar. Guru sebagai pembuat soal sebaiknya mampu membuat soal

yang baik untuk bisa mendapatkan data yang akurat tentang prestasi siswa. Test

yang dibuat oleh guru disebut tes buatan guru. Tes tersebut masih dipertanyakan

apakah sudah valid atau belum karena guru jarang menguji cobakan dan

membetulkan tes tersebut terlebih dahulu sebelum diberikan kepada siswa-siswa.

Mengetahui hal init, guru sebaiknya menganalisis tes tersebut sehingga guru dapat

mengetahui kualitas soal yang dibuat. Dengan menganalisis tes, guru dapat

mengetahui soal yang mana yang dapat digunakan kembali maupun yang harus

diperbaiki.

Penelitian ini bertujuan untuk mengetahui bagaimana validitas rupa dari

tes mid bahasa Inggris buatan guru, bagaimana validitas isi dari tes mid bahasa

Inggris buatan guru, bagaimana indeks kesukaran dari tes mid bahasa Inggris

buatan guru, dan bagaimana daya pembeda dari soal mid bahasa Inggris yang

digunakan oleh guru bahasa Inggris di SMK N 1 Kudus. Hal ini diharapkan dapat

berguna bagi para guru dalam membuat soal tes bahasa Inggris yang baik.

Penelitian ini merupakan penelitian deskriptif kualitatif. Dengan sumber

data yaitu dari soal-soal mid bahasa Inggris kelas XII semester ganjil tahun ajaran

2012/ 2013 dan nilai mid tes bahasa Inggris kelas Administrasi Perkantoran 1

yang digunakan sebagai sampel.

Penulis mendapatkan hasil dari analisis data yaitu mid tes bahasa Inggris

memiliki validitas rupa yang kurang bagus karena terdapat beberapa criteria dari

validitas rupa yang baik belum dipenuhi oleh soal mid ini. Soal-soal mid tes ini

memiliki validitas isi yang kurang baik pula, karena terdapat beberapa materi

pelajaran yang tidak ada di dalam soal mid tes tersebut. Sedangkan index

kesukaran menunjukkan bahwa terdapat 60% atau 30 soal yang merupakan soal

mudah, 30% atau 15 soal adalah soal yang sedang, dan 10% atau 5 soal

merupakan soal sukar. Soal-soal tersebut sebaiknya diperbaiki karena terlalu

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banyak soal yang masuk dalam kategori soal mudah. Untuk daya pembeda,

terdapat 66% dari soal tergolong soal yang jelek, 18% atau 9 soal merupakan soal

dengan kategori cukup, dan 8% atau 4 soal tergolong baik. Soal dengan jumlah

terbanyak yaitu soal dengan kategori jelek sebaiknya diperbaiki sebelum

digunakan kembali, sementara itu masih terdapat 8% atau 4 soal tidak dapat

digunakan kembali atau harus dihapus/ dibuang karena memiliki nilai daya

pembeda negatif.

Dari hal tersebut, penulis menyarankan kepada para guru bahasa Inggris

untuk menguji cobakan terlebih dahulu soal yang telah dibuat sebelum diberikan

kepada siswa untuk mengetahui apakah soal yang telah dibuat telah valid dan baik

atau belum. Jadi, hasil tes tersebut dapat digunakan untuk mengukur kemajuan

siswa dan dapat menjadi alat untuk mengetahui prestasi siswa. Para guru juga

sebaiknya memperbaiki soal-soal yang tergolong mudah dan sulit, sehingga guru

dapat mengukur kemampuan siswa dengan benar. Para guru sebaiknya

memperbaiki soal yang jelek dan membuang soal yang tidak baik, untuk

mendapatkan cara yang tepat dalam membedakan antara siswa yang pandai dan

kurang pandai.

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TABLE OF CONTENTS

Page

COVER ............................................................................................................. i

LOGO ................................................................................................................ ii

TITLE ............................................................................................................... iii

MOTTO AND DEDICATION ........................................................................ iv

ADVISORS’ APPROVAL .............................................................................. v

EXAMINERS’ APPROVAL ........................................................................... vi

ACKNOWLEDGEMENT ............................................................................... vii

ABSTRACT ...................................................................................................... ix

ABSTRAK ........................................................................................................ xi

TABLE OF CONTENTS ................................................................................. xiii

LIST OF TABLES ........................................................................................... xvi

LIST OF APPENDICES ................................................................................. xvii

CHAPTER I INTRODUCTION

1.1.Background of the Research ........................................................................ 1

1.2.Statement of the Problems ........................................................................... 3

1.3.Objective of the Research ............................................................................ 4

1.4.Significance of the Research ........................................................................ 4

1.5.Scope of the Research .................................................................................. 5

1.6.Operational Definition ................................................................................. 5

CHAPTER II REVIEW TO RELATED LITERATURE

2.1. Evaluation ................................................................................................... 8

2.2. Test .............................................................................................................. 8

2.3. Types of Test ............................................................................................... 9

2.3.1 Types of Test According to the Educational Uses or Purposes ................. 9

2.3.2. Types of Test According to the Test Maker.............................................. 10

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2.4. The Characteristics of a Good Test ............................................................. 11

2.4.1. Validity ...................................................................................................... 12

2.4.2. Reliability .................................................................................................. 13

2.4.3. Practicality................................................................................................. 14

2.5. Index of Difficulty ....................................................................................... 14

2.6. Discrimination Power .................................................................................. 15

2.7. Types of Test Items ..................................................................................... 15

2.8. Backwash Effect .......................................................................................... 18

2.8. Review of Previous Research ...................................................................... 18

2.9. Theoretical Framework ............................................................................... 19

CHAPTER III METHOD OF THE RESEARCH

3.1. Design of the Research ................................................................................ 21

3.2. Data and Data Source .................................................................................. 21

3.3. Data Collecting ............................................................................................ 21

3.4. Data Analysis .............................................................................................. 22

3.4.1. Analyzing the Face Validity...................................................................... 22

3.4.2. Analyzing the Content Validity ................................................................ 23

3.4.3. Analyzing the Index of Difficulty ............................................................. 24

3.4.4. Analyzing the Discrimination Power ........................................................ 26

CHAPTER IV FINDING OF THE RESEARCH

4.1. Face Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus ..................................................................................... 27

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4.2. Content Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus ..................................................................................... 34

4.3. Index of Difficulty ....................................................................................... 37

4.4. Discrimination Power .................................................................................. 41

CHAPTER V DISCUSSION

5.1. Face Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus ..................................................................................... 45

5.2. Content Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus ..................................................................................... 61

5.3. Index of Difficulty ....................................................................................... 69

5.4. Discrimination Power .................................................................................. 72

CHAPTER VI CONCLUSION AND SUGGESTION

6.1. Conclusion .................................................................................................. 76

6.2. Suggestion ................................................................................................... 77

REFERENCES ................................................................................................. 79

APPENDICES .................................................................................................. 80

STATEMENT ................................................................................................... 128

CURRICULUM VITAE .................................................................................. 133

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LIST OF TABLES

Table Page

3.1 Table for analysis the face validity ........................................................... 23

3.2 Table for analysis the content validity ...................................................... 24

4.1 The Face Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus .................................................................................. 27

4.2 Content Validity of Teacher- Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus .................................................................................. 34

4.3 The Index of Difficulty on Teacher - Made English Mid- Term Test

for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus .................................................................................. 38

4.4 The Discrimination Power of Teacher- Made English Mid- Term

Test for Twelfth Grade Students of the Odd Semester 2012/ 2013

of SMK N 1 Kudus .................................................................................. 42

5.1 The Number of Students Who Can Answer the Difficult Items

Correctly for Office Administration 1‟ Class .......................................... 71

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LIST OF APPENDICES

Appendix Page

1. The Test Paper of Teacher- Made English Mid- Term Test for Twelfth

Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus ...... 80

2. Key Answer of Teacher- Made English Mid- Term Test for Twelfth

Grade Students of the Odd Semester 2012/ 2013 of SMK N 1 Kudus ...... 90

3. Answer Sheets of the Students in Office Administration 1 ........................ 91

4. The Analysis of English Mid- Term Test ................................................... 123

5. The syllabus of English for The Twelfth Grade Students of the Odd

Semester of SMK N 1 Kudus .......................................................................... 124