2013 OF SMK N 1 KUDUS

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.

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

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Good start will lead to great end.

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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.

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Diah Kurniati, S. Pd, M. Pd as the Head of English Education Department and the writer‟s first advisor.

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

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

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Diyah Mufarochah Achadiyati and Fandi Ahmad, the writer‟s sister and brother, for their motivation.

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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

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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

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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

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