1

CHAPTER I

INTRODUCTION

A. Background

In the process of teaching and learning, there are some procedures that are
conducted in order to get positive environment and successful classroom. The
procedures are preparing teaching materials, delivering the materials to the
learners and evaluating the teaching and learning process. One the important
thing in teaching and learning process is evaluating by testing the students.

Evaluation is an activity conducted to find out whether the teaching and

learning process done in the classroom succeeds or not. Evaluation is a wider
term of measurement and testing. Measurement is carried out regularly and
universally in almost all activities of people. Measurement is an activity
conducted with or without preparation to measure the students understanding
and comprehension by not only giving a test, but also by observing,
interviewing or addressing direct question in the middle of teaching and
learning process.

Language assessment or language testing is a field of study under the

umbrella of applied linguistics. Its main focus is the assessment
of first, second or other language in the school, college, or university context;
assessment of language use in the workplace; and assessment of language in
the immigration, citizenship, and asylum contexts.

The assessment may include listening, speaking, reading, writing, an

integration of two or more of these skills, or other constructs of language
ability. Equal weight may be placed on knowledge (understanding how the
language works theoretically) and proficiency (ability to use the language
practically), or greater weight may be given to one aspect or the other.

B. Coverage

The test consists of one skill (reading) and two elements (grammar and
vocabulary) of language. The form of the test is multiple choices. Multiple
choice makes easy to analyze the test in order to know the difficulty level,
index of discrimination, and full item analysis of the test.
 2

C. Place of Tryout

The test hold on Saturdya, November 30th 2018 in MAN 3

Makassar. There were 30 students joined the test. I conducted in the class
X MIPA 2. I chose the first-grade students with a consideration that the
students can be called as students in initialy level of high school, so it is
important to measure their ability after they learned English.
 3

CHAPTER II
PREPARATION

A. Test Spesifications

Subject : English

Class : X MIPA 2

School : MAN 3 MAKASSAR

Time : 60 Minutes

Basic Objective/ Items

Domain Technique
Competence Indicators
Students can
use the
appropriate
formula of
missing words / Multiple choice
Grammar C1, C2 11-20
phrases /
sentences (fill
in the blank) in
completing the
sentence.
Students can
identify the
meaning, italic,
Multiple choice
Vocabulary underline, C1, C2 1-10
synonym and
antonym of the
word.
Reading Students can C1, C2, C3, Multiple choice 21-30
understand the
text by C4
identifying the
type of text,
underline and
word parts in
the text. Then,
they can obtain
information
from the text to
identify the
 4

purpose of the
text

B. The Constructed Tests

MULTIPLE CHOICE TEST

Name :

Kelas :

Vocabulary

1. They watch a movie in ….

A. cinema
B. hospital
C. game center
D. library

2. Syaiful is an old man. The antonym of the underlined word is ….

A. tall
B. young
C. slim
D. easy

3. Yesterday, my lovely cat was dead and I feel so sad. The synonym of the
italic word is ….
A. joyful
B. happy
C. depressed
D. glad

4. Rusia is the ... country in the world.

A. lowest
B. largest
C. smallest
D. highest
 5

5. I have to feel about in the dark for the light switch. The italic word means
….
A. keep
B. remain
C. exchange
D. maintain

6. It is very easy to judge other people than themselves. The meaning of

word ‘easy’ is ….
A. hard
B. heavy
C. difficult
D. simple

7. I went to dentist yesterday because my ... Were in pain.

A. teeth
B. fingers
C. hands
D. ears

8. The teacher have to … the students in the school.

A. work
B. teach
C. play
D. make

9. The clown is so …. He makes all kids laugh and happy.

A. quiet
B. funny
C. noisy
D. disgusting

10. I am so hungry. So, I … a meal.

A. walk
B. kick
C. wear
D. prepare
 6

Structure

1. The child … playing in the yard.

A. is
B. are
C. am
D. were

2. I will go to Yogyakarta … Friday.

A. for
B. in
C. at
D. on

3. That children is so disgusting. I do not like … very much.

A. them
B. they
C. their
D. themselves

4. Kuta beach is … in Bali.

A. location
B. located
C. locating
D. locate

5. I have waiting my parents for … hour

A. of
B. the
C. an
D. a

6. If Adam Levine proposed to me, I … go crazy.

A. should
B. could
C. will
D. would

7. I am not going to use my car, because it … raining.

 7

A. is
B. was
C. are
D. were

8. She … not work because she has the flu.

A. is
B. do
C. be
D. does

9. Aenul … song every night.

A. sings
B. sing
C. is
D. does

10. I … my grandmother next week.

A. will visiting
B. visited
C. am visiting
D. will visit

Reading

Text 1, for numbers 1-3.

My classroom is very big. There are twenty classroom

and forty chairs for students. The teacher’s table is in
front of the classroom. The teacher sit behind the table.
Behind her is the whiteboard. Beside the whiteboard is a
map of Indonesian archipelago. Under the map, there is a
bookshelf. There are two windows in the room. Between
the windows is a picture of Prambanan temple. I like my
classroom very much.
 8

1. What kind of the text above?

A. descriptive text
B. narrative text
C. recount text
D. procedure text

2. “My classroom is very big.” The underlined word means….

A. large
B. small
C. fat
D. little

3. How is the writer’s classroom?

A. it is very clean
B. it is very big
C. it is so dirty
D. it is in front ofthe school

Test 2, for numbers 4-7

Last summer, we decided to spend our vacation at the beach

because the weather was very hot in the mountains. The travel
agent said that travelling by bus was the cheapest way, but we
went by plane because it was faster. We wanted to have more
time to spend at the beach. The weather was beautiful and we
had a great time.

4. What types of the text above?

A. procedure text
B. report text
C. descriptive text
D. narrative text

5. What is the meaning of the word ‘cheapest’? (paragraph 4)

A. inexpensive
B. costly
C. expensive
D. priceless
 9

6. Where did the writer and his friends decide to spend their vacation?
A. last night
B. last summer
C. next week
D. next summer

7. When did the writer and his friends decide to spend their vacation?
A. beach
B. forest
C. mountain
D. hill

Text 3, for numbers 8-10

Dear Melissa,

I hope you are well. Guess what! I am having a big party next week at
my house and I am inviting all my close friends. The theme of the party is
going to be Harry Potter, so all must dress accordingly. You would make
a great witch! I need to let everyone know by Wednesday since I am
throwing the party next Saturday. Sam is going to decorate the house
and my mother is going bake a cake and make lots of food. There is
going to be the DJ. You can stay over at my house. It’s going to be great!
I hope to see you then.

8. What kind of an organization is it?

A. it is a slumber party
B. it is costume party
C. it is about making a cake
D. it is a dance party

9. When is the party?

A. on Wednesday
B. it is next week.
C. it is next Saturday
D. on Saturday
 10

10. Whose party is it?

A. it is Melissa’s party
B. it is Sarah’s party
C. it is Sarah mother’s party
D. it is Harry Potter’s party

KEY ANSWER :

1. A 11. A 21. B
2. B 12. D 22. A
3. B 13. A 23. B
4. B 14. B 24. D
5. C 15. C 25. A
6. D 16. B 26. B
7. A 17. A 27. A
8. B 18. D 28. B
9. B 19. A 29. C
10. D 20. D 30. B

C. Scoring Rubrics

In scoring rubrics, the items measure as folows :

1. The correct answer will be scored 1

2. The error answer will be scored 0

3. No answer will be scored 0

 11

CHAPTER III
ANALYSIS

A. Data Presentation

The following table contains the scores of 30 students on English

test consisting of 30 items. The table contains a frequency distribution
showing the number of students who obtained each mark awarded; tallies
that is the strokes representing the number of students obtaining the same
scores; the frequency and the percentage of each score.

Table 1 : The Frequency Distribution of Scores

FINA
RAW L TALL FREQUENC PERCENTA
NO
SCORE SCOR Y Y GE
E
1 26 87 // 2 6,67

2 23 77 // 2 6,67

3 22 73 / 1 3,33

4 19 63 // 2 6,67

5 18 60 ///// 5 16,67

6 17 57 ///// 5 16,67

7 16 53 / 1 3,33

8 15 50 / 1 3,33

9 14 47 // 2 6,67

10 13 43 // 2 6,67

11 12 40 // 2 6,67

12 11 37 // 2 6,67

13 10 33 / 1 3,33

14 7 23 / 1 3,33
 12

15 3 10 / 1 3,33

Tota 226 753 30 30 100

l

B. Mean Score & Standard Deviation

 Mean
The mean score is the arithmetical average.

Table 2: The Mean Score

NO X F FX
1 87 2 174,0

2 77 2 154,0

3 73 1 73,0

4 63 2 126,0

5 60 5 300,0

6 57 5 285,0

7 53 1 53,0

8 50 1 50,0

9 47 2 94,0

10 43 2 86,0

11 40 2 80,0

12 37 2 74,0

13 33 1 33,0

14 23 1 23,0

15 10 1 10,0

∑x=
Total ∑f = 30 ∑fx=1615,0
753,0
 13

MEAN

1615,0
= = 53,83
30

 Standard Deviation
It shows how all the score are spread out and thus gives a fuller
description of the test scores than the range.

Table 3: Standard Deviation

No. X D d2
1 87 33,17 1100,03

2 87 33,17 1100,03

3 77 23,17 536,69

4 77 23,17 536,69

5 73 19,17 367,36

6 63 9,17 84,03

7 63 9,17 84,03

8 60 6,17 38,03

9 60 6,17 38,03

10 60 6,17 38,03

11 60 6,17 38,03

12 60 6,17 38,03

13 57 3,17 10,03

14 57 3,17 10,03

15 57 3,17 10,03

16 57 3,17 10,03
 14

17 57 3,17 10,03

18 53 -0,83 0,69

19 50 -3,83 14,69

20 47 -6,83 46,69

21 47 -6,83 46,69

22 43 -10,83 117,36

23 43 -10,83 117,36

24 40 -13,83 191,36

25 40 -13,83 191,36

26 37 -16,83 283,36

27 37 -16,83 283,36

28 33 -20,83 434,03

29 23 -30,83 950,69

30 10 -43,83 1921,36

TOTAL 1615,0 0,00 8648,17

C. Reliability

Reliability has to do with accuracy of measurements. This kind of

accuracy is reflected in the obtaining of similar results when measurement is
repeated on the different occasion or different instrument or by different
person. In terms of test reliability, we can use single test single triad method
with split half reliability. The formula Person Product Moment correlation is
as follows.
 15

N ∑ xy−( ∑ x )( ∑ y )
r xy =
2 2 2 2
√ { N ∑ x − ( ∑ x ) }{ N ∑ y −( ∑ y ) }
r xy = Person product moment correlation between variable x and y
N = Number of students taking test
∑x = sum of variable x
∑y = sum of variable y
∑ xy = sum of multiplication of variable x and variable y
∑ x 2 = sum of square x
∑ y 2 = sum of square y
(Supranata, 2004: 58)
 16

Table 4: Reability Calculation (Split-half)

Pearson Product Moment Correlation

No
X (odd) Y (even) X2 Y2 XY
1 17 33 289 1089 561

2 11 21 121 441 231

3 24 47 576 2209 1128

4 15 29 225 841 435

5 18 35 324 1225 630

6 18 36 324 1296 648

7 24 48 576 2304 1152

8 32 63 1024 3969 2016

9 17 34 289 1156 578

10 12 24 144 576 288

11 27 53 729 2809 1431

12 21 41 441 1681 861

13 19 37 361 1369 703

14 31 61 961 3721 1891

15 30 59 900 3481 1770

16 35 69 1225 4761 2415

17 32 64 1024 4096 2048

18 33 65 1089 4225 2145

19 39 77 1521 5929 3003

20 38 76 1444 5776 2888

21 39 77 1521 5929 3003

22 29 57 841 3249 1653

23 37 73 1369 5329 2701

 17

24 32 63 1024 3969 2016

25 35 70 1225 4900 2450

26 47 93 2209 8649 4371

27 36 72 1296 5184 2592

28 39 78 1521 6084 3042

29 48 96 2304 9216 4608

30 46 91 2116 8281 4186

Tota 881 1742 29013 113744 57444

l

The calculation above used split half reliability where the scores are divided
into two parts, odd and even. The score of each part are correlated with other half.

N ∑ xy−( ∑ x )( ∑ y )
r xy =
2 2 2 2
√ { N ∑ x − ( ∑ x ) }{ N ∑ y −( ∑ y ) }
(30× 57444)−( 881 ) ( 1742 )
= 2 2
√ {(30 x 29013)− ( 881 ) } {(30 ×113744 )−( 1742 ) }
1723320−1534702
=
√ { 870390−776161 } {3412320−3034564 }
188618
=
√ { 94229 } {377756 }
188618
=
√ 35.595570124
188618
=
188667,88

r xy = 0.99

The result of this calculation is 0.99. The result of this calculation is then
analyzed using Spearman-Brown odd even model correlation to see the reliability
of the test.
 18

2 r hh
r tt =
1+r hh

(Sudjiono, 2003:206)

r tt = total test coefficient reliability (tt = total test)

r hh = Product moment Correlation coefficient between first half and the
second half of the test (hh = half-half)
1∧2 = constant number
2 r hh
r tt =
1+r hh
2× 0,99 1,98
=
1+0,99 1,99 r tt = 0.99

To interpret the test reliability (rtt), Sudijono (2003:209) provides criteria:

 If the resulted calculation (rtt) is the same or greater than 0.70, the
evaluated test is highly reliable
 If the resulted calculation (rtt) is smaller than 0.70. the evaluated test is not
highly reliable

Therefore, the result of calculation above is reliable (rtt = 0.99)

D. Vadility

In terms of the test validity, we can show the tests to the colleagues
for face validity, compare the course objective and the test items for
 19

content validity, check whether the students respond in the way they are
expected in doing the test for response validity, and calculate the point bi-
serial correlation for item validity using the following formula:
M p −M t p
r pbi=
SDt √ q
(Sudjiono, 2003:185)

rpbi = Point bi-serial Correlation Coefficient, i.e. item validity

coefficient

Mp = Mean scores of testees correctly answering the analyzed item

Mt = Mean scores of the total scores
SDt = Standard deviation of the total score
P = Proportion of testees correctly answering the analyzed item
q = Proportion of testees incorrectly answering the analyzed item.

Table 5: Test Validity

Validity Item Analysis

Item # 1

p=
∑ x =16 =0,5
N 30
 20

1.

2. q = 1-p = 1 – 0,6 = 0,4

484
3. M t= =16 ,1
30
4. M p 1=
17+13+23+14 +17+16+26 +12+ 11+11+22+18+23+ 19+ 10+17+26
=
30
17,35

5. SDt = 1,7

M p −M t p
6.
r pbi=
SDt q √ r pbi 1=
17 ,35−16, 1 0,6
1,7 √
×
0.4
=0,8

Item # 2
1. ∑ x =10 =0,3
p=
N 30
2. q = 1-p = 1 – 0,3 = 0,7

484
3. M t= =16 ,1
30
23+17+16+17+ 22+ 19+10+18+17+26
4. M p 2= = 18,50
10

5. SDt = 1,7

M p −M t p 18 ,50−16, 1 0,3
6.
r pbi=
SDt √
q
r pbi 2=
1,7
×
√0.7
=1,0

Item # 3
1. ∑ x =23 =0,8
p=
N 30
 21

2. q = 1-p = 1 – 0,8 = 0,2

3. 484
M t= =16 ,1
30
4. M p 3=
17+23+14+ 17+17+16+ 26+12+3+17+11+ 19+ 22+ 18+18+23+19+10+18+7 +17+13+26
3
61
= = 16,65
3

5. SDt = 1,7

M p −M t p 16, 65−16 ,1 0,8

6.
r pbi=
SDt √
q
r pbi 3=
1,7
×
√0.2
=0,6

Item # 4
p=
∑ x =22 =0,7
1. N 30

2. q = 1-p = 1 – 0,6 = 0.4

484
3. M t= =16 ,1
30

17+132317162611111914221818231915181713122618
4. M p 4= = 17,55
22

5. SDt = 1,7

M p −M t p 17 ,55−16 ,1 0,7
6.
r pbi=
SDt √
q
r pbi 4=
1,7
×
√0,3
=1,4

Item # 5
p=
∑ x =10 =0,3
1. N 30

2. q = 1-p = 1 – 0,3 = 0,7

482
3. M t= =16 , 1
30
 22

14+17+17 +11+22+18+15+18+13+ 26
4. M p 5= = 17,10
10

5. SDt = 1,7

M p −M t p 17 ,10−16 ,1 0,3
6.
r pbi=
SDt q√ r pbi 5=
1,7
×
√0,7
=0,4

Item # 6

1. p=
∑ x =14 =0,5
N 30
2. q = 1-p = 1 – 0,5= 0,5
484
3. M t= =16 ,1
30
17+23+14+ 17+11+22+22+3+18+ 17+26+18
4. M p 6= = 18,93
14

5. SDt = 1,7

M p −M t p 18,93−16,1 0,5
6.
r pbi=
SDt q√ r pbi 6=
1,7
×
√
0,5
=1,5

Item # 7

1. p=
∑ x =20 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3
484
M t= =16 ,1
3. 30

23+17+17+12+3+17 +14+18+18+ 23+10+18+26+18

4. M p 7= = 16,50
14

5. SDt = 1,7
 23

M p −M t p 16, 50−16 ,1 0,7

6.
r pbi=
SDt q√ r pbi 7=
1,7
×
√0,3
=0,3

Item # 8

1. p=
∑ x =20 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3

3. M t=
482
=16 , 1
30

4. M p 8 =
17+13+23+14 +17+26+17 +11+11+19+14 +22+18+23+15+10+ 18+ 7+18+18
20
=16,55

5. SDt = 1,7

M p −M t p 16 ,55−16 ,1 0,7
6.
r pbi=
SDt q√ r pbi 8=
1,7
×
√0 .3
=0,3

Item # 9
p=
∑ x =22 =0,7
1. N 30

2. q = 1-p = 1 – 0,7 = 0,3

3. 484
M t= =16 ,1
30

4. M p 9 =
17+13+23+14 +17+17+26 +12+ 11+19+14+ 22+18+ 23+19+15+7+17 +18+12+26+18
22
=17,18
5. SDt = 1,7
M p −M t p
6.
r pbi=
SDt q√ r pbi 9=
17 ,18−16 ,1 0,7
1,7
×
√
0,3
=1,0

Item # 10
p=
∑ x =12 =0,4
1. N 30
 24

2. q = 1-p = 1 – 0,4 = 0,6

484
M t= =16 ,1
3. 30
17+23+16+26 +22+18+23+19+17+18+ 12+ 26
4. M p 10= = 18,06
29
5. SDt = 1,7

M p −M t p 18 , 06−16,1 0,4
6.
r pbi=
SDt q √ r pbi 10=
1,7
×
√0.6
=1,7

Item # 11

1. p=
∑ x =11 =0,6
N 3
2. q = 1-p = 1 – 0,4 = 0,4
484
3. M t=
=16 ,1
30
1713231417261222181823151018172618 248
4. M p 11= = = 18,06
13 13

5. SDt = 1,7
M p −M t p
6.
r pbi=
SDt q √
18,06−16 ,1 0,6
r pbi 11=
1,7
×
√
0,4
=1,3

Item # 12

1. p=
∑ x =15 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5
484
3. M t= =16 ,1
30

17+23+17+16+ 26+12+17+19+14 +23+15+18+17+ 18+26

4. M p 12= =
15
18,53
 25

5. SDt = 1,7
M p −M t p
6.
r pbi=
SDt q √
18,53−16,1 0,5
r pbi 12=
1,7
×
√
0,5
=1,4

Item # 13

1. p=
∑ x =16 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5

484
3. M t= =16 ,1
30
4. M p 13=
13+14+17+ 16+26+12+17+11 +19+14+22+23+18+ 17+26+18
= 17,69
16

5. SDt = 1,7
M p −M t p 17,8−16,1 0,5
6.
r pbi=
SDt q √ r pbi 13=
1,7
×
√
0,5
=1,0

Item # 14

1. p=
∑ x =13 =0,4
N 30
2. q = 1-p = 1 – 0,4 = 0,6
484
M t= =16 ,1
3. 30
17+16+26+ 22+ 18+ 19+15+10+18+17+18+ 26+18
4. M p 14= =18,46
13

5. SDt = 1,7
 26

M p −M t p 18 ,6−16,1 0,4
6.
r pbi=
SDt q √ r pbi 14=
1,7
×
√0,6
=1,9

Item # 15

1. p=
∑ x =21 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3

3. 484
M t= =16 ,1
30
4. M p 15=
17+23+14+ 17+17+16+ 26+17+19+14 +22+18+18+23+18+17+ 18+13+12+26+18
21
=18,24

5. SDt = 1,7

M p −M t p
6.
r pbi=
SDt q √
18,24−16,1 0,7
r pbi 15=
1,7
×
√
0,3
=1,9

Item # 16

1. p=
∑ x =15 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5

484
3. M t= =16 ,1
30

17+23+14+ 17+16+26+ 11+11+19+18+23+ 19+15+13+12

4. M p 16= =
8
16,93

5. SDt = 1,7
 27

M p −M t p 16,93−16,1 0,5
6.
r pbi=
SDt √
q
r pbi 16=
1,7
×
0,5 √
=0,5

Item # 17

1. p=
∑ x =22 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3

484
3. M t= =16 ,1
30

4. M p 17=
17+13+23+17+ 16+26+12+17+11 +11+19+22+18+18+23+ 19+ 18+18+13+12+26+18
22
= 17,59

5. SDt = 1,7

M p −M t p 17,59−16,1 0,7
6.
r pbi=
SDt √
q
r pbi 17=
1,7
×
√
0,3
=1,4

Item # 18

1. p=
∑ x =20 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3

3. 484
M t= =16 ,1
30
4. M p 18=
17+13+23+14 +17+17+16+ 26+19+14+ 22+ 18+18+23+19+15+18+7 +13+26
20
= 17,75
5. SDt = 1,7

M p −M t p 17,75−16 ,1 0,7
6.
r pbi=
SDt √
q
r pbi 18=
1,7
×
√0,3
=1,3
 28

Item # 19

1. p=
∑ x =21 =0,7
N 30
2. q = 1-p = 1 – 0,7 = 0,3
484
3. M t= =16 ,1
30

4. M p 19=
17+23+17+17+ 26+17+11+ 14+22+18+18+23+ 19+10+18+17+18+13+ 12+ 26+18
8
= 17,81
5. SDt = 1,7

M p −M t p 17,81−16 ,1 0,7
6.
r pbi=
SDt q √ r pbi 19=
1,7 0,3 √
× =1,5

Item # 20

1. p=
∑ x =19 =0,6
N 30
2. q = 1-p = 1 – 0,2 = 0,4

484
3. M t= =16 ,1
30

4. M p 20=
17+13+23+14 +17+17+26 +12+ 17+19+22+18+18+23+19+ 18+12+ 26+18
19
= 18,37

5. SDt = 1,7

M p −M t p 18,37−16,1 0,6
6.
r pbi=
SDt q √ r pbi 20=
1,7
×
√0,4
=18,37
 29

Item # 21

1. p=
∑ x =14 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5
482
3. M t= =16 , 1
30

14+17+17 +16+26+11+ 19+¿ 18+23+19+15+18+17+ 26

4. M p 21=
30
=18,29

484
5. = = 16,1
30

6. SDt = 1,7

M p −M t p 18,29−16,1 0,5
7.
r pbi=
SDt q√ r pbi 21=
1,7
×
√
0,5
=1,2
∞

Item # 22
p=
∑ x =13 =0,4
1. N 30
2. q = 1-p = 1 – 0,4 = 0,6
484
M t= =16 ,1
3. 30

26+12+3+17+11+ 19+14+22+18+18+ 18+ 26+18

4. M p 22= = 17,08
13
5. SDt = 1,7

M p −M t p 17, 08−16 ,1 0,4

6.
r pbi=
SDt q√ r pbi 22=
1,7
×
√0,6
=0,5
 30

Item # 23

1.
p=
∑ x =10 =0,3
N 30
2. q = 1-p = 1 – 0,3 = 0,7
484
3. M t= =16 ,1
30

13+23+26+11+ 19+23+19+17+13+ 26
4. M p 23= = 19,00
10
5. SDt = 1,7

M p −M t p 19,00−16 ,1 0,3
6.
r pbi=
SDt q√ r pbi 18=
1,7
×
√
0,7
=1,2

Item # 24

1. p=
∑ x = 9 =0,3
N 30
2. q = 1-p = 1 – 0,3 = 0,7

484
3. M t= =16 ,1
30
23+17+17+23+ 19+15+7+11+11 +18+12
4. M p 24= = 16,78
9
5. SDt = 1,7

M p −M t p 16,78−16 , 1 0,3
6.
r pbi=
SDt q√ r pbi 24=
1,7
×
√0,7
=0,2

Item # 25
p=
∑ x =15 =0,5
1. N 30
2. q = 1-p = 1 – 0,5 = 0,5

3. 484
M t= =16 ,1
30
 31

23+17+26+12+19+ 22+18+ 19+10+18+17+18+13+ 26+18

4. M p 25= =
15
18,40

5. SDt = 1,7
M p −M t p 18,40−16,1 0,5
6.
r pbi=
SDt q √ r pbi 25=
1,7
×
√
0,5
=1,3

Item # 26

1. p=
∑ x =17 =0,6
N 30
2. q = 1-p = 1 – 0,6 = 0,4
484
M t = =16 ,1
3. 30

23+ 14+17+17 +16+26+14 +22

4. M p 26= + 18+18+23+19+15+18+ 13+ 12+ 18 = 17,82
17

5. SDt = 1,7

M p −M t p 17 ,82−16,1 0,6
6.
r pbi=
SDt q √ r pbi 26=
1,7
×
√0,4
=1,1

Item # 27

1. p=
∑ x =17 =0,6
N 30
2. q = 1-p = 1 – 0, 6=0,4

484
3. M t= =16 ,1
30
13+ 23+17+26+11 +19+14+22
4. M p 27= + 18+18+19+18+7+17 +12+ 26+18 = 17,53
17

5. SDt = 1,7
 32

M p −M t p 17 ,53−16 ,1 0,6
6.
r pbi=
SDt q √ r pbi 27=
1,7
×
√0,4
=0,9

Item # 28

1. p=
∑ x =15 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5

3. 484
M t= =16 ,1
30

17+26+12+17+19+ 14+18+19+15+10+ 18+7+18+13+18

4. M p 28= =
15
16,07

5. SDt = 1,7

M p −M t p 16, 07−16 , 1 0,5

6.
r pbi=
SDt q √ r pbi 28=
1,7 √
×
0,4
=0,0

Item # 29

1. p=
∑ x =14 =0,5
N 30
2. q = 1-p = 1 – 0,5 = 0,5
484
M t = =16 ,1
3. 30

17+13+17+26+ 17+11+19+18+ 23+15+18+13+12+26

4. M p 29= =
14
17,50

5. SDt = 1,7

M p −M t p 17,50−16 ,1 0,5
6.
r pbi=
SDt q √ r pbi 29=
1,7
×
√
0,5
=0,8
 33

Item # 30

1. p=
∑ x =17 =0,6
N 30
2. q = 1-p = 1 – 0,6= 0,4
484
3. M t= =16 ,1
30

4. M p 30=
13+23+16+26+ 17+11+19+14 +22+18+18+17+18+13+ 26+18
=
17
18,35

5. SDt =1,7

M p −M t p 18 ,35−16 ,1 0,6
6.
r pbi=
SDt √
q
r pbi 30=
1,7
×
√0,4
=1,5

Table 6: Table of Validity

No Mp Mt SDt p q rpbi Quality

1 17,35 16,1 1,7 0,6 0,4 0,8 Valid
2 18,50 16,1 1,7 0,3 0,7 1,0 Valid
3 16,65 16,1 1,7 0,8 0,2 0,6 Valid
4 17,55 16,1 1,7 0,7 0,3 1,4 Invalid
5 17,10 16,1 1,7 0,3 0,7 0,4 Valid
6 18,93 16,1 1,7 0,5 0,5 1,5 Invalid
7 16,71 16,1 1,7 0,5 0,5 0,3 Valid
8 16,55 16,1 1,7 0,7 0,3 0,3 Valid
9 17,18 16,1 1,7 0,7 0,3 1,0 Valid
10 19,75 16,1 1,7 0,4 0,6 1,7 Invalid
11 18,06 16,1 1,7 0,6 0,4 1,3 Invalid
12 18,53 16,1 1,7 0,5 0,5 1,4 Invalid
13 17,69 16,1 1,7 0,5 0,5 1,0 Valid
14 18,46 16,1 1,7 0,4 0,6 1,2 Invalid
15 18,24 16,1 1,7 0,7 0,3 1,9 Invalid
16 16,93 16,1 1,7 0,5 0,5 0,5 Valid
 34

17 17,59 16,1 1,7 0,7 0,3 1,4 Invalid

18 17,75 16,1 1,7 0,7 0,3 1,3 Invalid
19 17,81 16,1 1,7 0,7 0,3 1,5 Invalid
20 18,37 16,1 1,7 0,6 0,4 1,7 Invalid
21 18,29 16,1 1,7 0,5 0,5 1,2 Invalid
22 17,08 16,1 1,7 0,4 0,6 0,5 Valid
23 19,00 16,1 1,7 0,3 0,7 1,2 Invalid
24 16,78 16,1 1,7 0,3 0,7 0,2 Invalid
25 18,40 16,1 1,7 0,5 0,5 1,3 Invalid
26 17,82 16,1 1,7 0,6 0,4 1,1 Invalid
27 17,53 16,1 1,7 0,6 0,4 0,9 Valid
28 16,07 16,1 1,7 0,5 0,5 0,0 Invalid
29 17,50 16,1 1,7 0,5 0,5 0,8 Valid
30 18,35 16,1 1,7 0,6 0,4 1,5 Invalid

VALID : 0,304 – 1,00

E. Difficulty

The index of difficulty:

 0,00 – 0,30 : difficult
 0,31 – 0,70 : normal
 0,71 – 1,00 : very easy
 35

If the number of item is on level too difficult or too easy, it is not

good to include them on the test.

IF : Index of Facility
UG+ LG
UG : Number of correct answers by upper group IF =
N
LG : Number of correct answers by the lower group
N : Number of students

1. 11. 21.
9+8 11+6 9+5
IF= =0. 57 IF= =0. 57 IF= =0 . 47
30 30 30
2. 12. 22.
6+4 9+6 8+5
IF= =0 . 33 IF= =0. 50 IF= =0 . 43
30 30 30
3. 13. 23.
13+10 8+6 6+ 4
IF= =0 .77 IF= =0. 53 IF= =0 . 33
30 30 30
4. 14. 24.
13+9 9+ 4 5+4
IF= =0 . 73 IF= =0 . 43 IF= =0 .30
30 30 30
5. 15. 25.
5+5 14+ 5 11+4
IF= =0 . 33 IF= =0. .70 IF= =0 . 50
30 30 30
6. 16. 26.
9+5 9+6 11+6
IF= =0 . 47 IF= =0. 50 IF= =0. 57
30 30 30
7. 17. 27.
9+5 14+ 8 11+5
IF= =0 . 47 IF= =0. 73 IF= =0 . 53
30 30 30
8. 18. 28.
11+ 9 13+7 8+7
IF= =0. 67 IF= =0 . 67 IF= =0 ,50
30 30 30
9. 19. 29.
13+9 14+7 8+6
IF= =0 . 70 IF= =0. 70 IF= =0. 47
30 30 30
10. 20. 30.
9+3 14+ 5 10+7
IF= =0 . 40 IF= =0. 63 IF= =0 . 57
30 30 30
 36

F.
Discrimination

The index of discrimination:

 High discrimination index : +1,00 - 0,50

 Low discrimination : 0,40 - 0,00
 Negative discrimination : <0.00

= UG−LG
ID n

ID = index of discrimination;
N = number of students in one group (1/2 N);
UG = frequency of score by upper group (upper half);
LG = frequency of score by lower group (lower half).

1. 6. 11.

9−8 9−5 11−6

ID= =0 . 07 ID= =0 . 27 ID= =0 . 33
15 15 15
2. 7. 12.

6−4 9−7 9−6

ID= =0 .13 ID= =0 . 27 ID= =0 . 20
15 15 15
3. 8. 13.

13−9 11−5 8−8

ID= =0 . 33 ID= =0 . 13 ID= =0 . 13
15 15 15
4. 9. 14.

13−9 13−9 9−4

ID= =0 . 33 ID= =0 . 27 ID= =0 . 40
15 15 15
5. 10. 15.

5−5 9−3 11−7

ID= =0 . 00 ID= =0 . 40 ID= =0 . 47
15 15 15
 37

16. 17.

9−6 14−8
ID= =0 . 20 ID= =0. 40
15 15

13−7
ID= =0 . 40
18. 15
14−7
ID= =0 . 40
19. 15
14−5
ID= =0 . 47
20. 15
9−5
ID= =0 . 60
21. 15
8−5
ID= =0 . 27
22. 15
6−4
ID= =0 . 20
23. 15
5−4
ID= =0 .13
24. 15
11−4
ID= =0 . 07
25. 15
11−6
ID= =0 . 47
26. 15
11−5
ID= =0 . 33
27. 15
8−6
ID= =0 . 07
28. 15
8−5
ID= =0 . 13
29. 15
10−5
ID= =0 .20
30. 15
 38

Table 7 : Item Difficulty and Item Discrimination

Table 8 : Item Difficulty and Discrimination

Ite F F FU+F Ite F F FU-

IF Quality ID Quality
m U L L m U L FL
9 8 0,57 9 8 0,07 Imprope
1 17 Proper 1 1
r
6 4 0,33 6 4 0,13 Imprope
2 10 Proper 2 2
r
3 13 8 21 0,70 Proper 3 13 8 5 0,33 Proper

4 13 8 21 0,70 Proper 4 13 8 5 0,33 Proper

5 4 0,30 Proper 5 4 0,07 Imprope

5 9 5 1
r
6 9 3 12 0,40 Proper 6 9 3 6 0,40 Proper
 39

7 9 4 13 0,43 Proper 7 9 4 5 0,33 Proper

11 8 0,63 Proper 11 8 0,20 Imprope
8 19 8 3
r
9 13 8 21 0,70 Proper 9 13 8 5 0,33 Proper

10 9 2 11 0,37 Proper 10 9 2 7 0,47 Proper

11 11 5 16 0,53 Proper 11 11 5 6 0,40 Proper

12 9 4 13 0,43 Proper 12 9 4 5 0,33 Proper

8 6 0,47 8 6 0,13 Imprope
13 14 Proper 13 2
r
14 9 3 12 0,40 Proper 14 9 3 6 0,40 Proper

15 14 5 19 0,63 Proper 15 14 5 9 0,60 Proper

9 6 0,50 9 6 0,20 Imprope
16 15 Proper 16 3
r
17 14 7 21 0,70 Proper 17 14 7 7 0,47 Proper

18 13 7 20 0,67 Proper 18 13 7 6 0,40 Proper

19 14 7 21 0,70 Proper 19 14 7 7 0,47 Proper

20 14 4 18 0,60 Proper 20 14 4 10 0,67 Proper

21 9 4 13 0,43 Proper 21 9 4 5 0,33 Proper

22 8 4 12 0,40 Proper 22 8 4 4 0,27 Proper

6 3 0,30 6 3 0,20 Imprope
23 9 Proper 23 3
r
5 3 0,27 5 3 0,13 Imprope
24 8 Proper 24 2
r
25 11 3 14 0,47 Proper 25 11 3 8 0,53 Proper

26 11 6 17 0,57 Proper 26 11 6 5 0,33 Proper

27 11 5 16 0,53 Proper 27 11 5 6 0,40 Proper
8 6 0,47 8 6 0,13 Imprope
28 14 Proper 28 2
r
8 5 0,43 8 5 0,20 imprope
29 13 Proper 29 3
r
30 10 5 15 0,50 Proper 30 10 5 5 0,33 Proper
 40

Proper Item Difficulty: 0.25 – 0.75

Proper Item Discrimination: 0.25 – 1.

G. Distractor Power

Item # 1
9+8
IF= =0. 57
UG LG UG+LG 30

A 9 8 17 9−8
ID= =0 . 07
15
B 2 3 5
It has proper index of difficulty (0.57
C 4 4 8

D 0 0 0 -normal) and low discrimination

O 0 0 0 (0.07). One of the distractors doesn’t

Tota 15 15 30 work.

Item # 2
6+4
IF= =0 . 33
30
UG LG UG+LG
6−4
A 2 1 3 ID= =0 .13
15
B 6 4 10 It has proper index of difficulty (0.33
C 4 10 14
- normal) and low discrimination
D 3 0 3
(0.13). All of distractors are work.
O 0 0 0

Tota 15 15 30

l
 41

Item # 3
13+10
IF= =0 .77
30
UG LG UG+LG
13−10
A 2 5 7 ID= =0 .20
15
B 13 10 23 It has improper index of
C 0 0 0
difficulty ( 0.77-very easy), and
D 0 0 0
low discrimination (0.20).two of
O 0 0 0
the distractors don’t work.
Tota 15 15 30

l Item # 4
13+9
IF= =0 . 73
30
UG LG UG+LG

A 0 1 1

B 13 9 22

C 2 2 4

D 0 3 3

O 0 0 0

Tota 15 15 30

l
13−9
ID= =0 . 27
15
 42

It has proper index of difficulty

(0.73-normal) and low discrimination

(0.27). all distractors are work.

Item # 5
5+5
IF= =0 . 33
30
UG LG UG+LG
5−5
A 1 7 8 ID= =0 . 00
15
B 1 2 3 It has improper index of difficulty (0.33
C 5 5 10 -normal) and negative discrimination

D 5 1 6 (0.00). all distractors are work

O 0 0 0 Item # 6

Tota 15 15 30
UG LG UG+LG
l
A 2 7 9

B 1 0 1

C 3 3 6

D 9 5 14

O 0 0 0

Tota 15 15 30

l
9+5
IF= =0 . 47
30

9−5
ID= =0 . 27
15
 43

It has improper index of difficulty

(0.47-normal) and low discrimination

(0.27). all distractors are work.

Item # 7
9+5
IF= =0 . 47
30
UG LG UG+LG
9−5
A 9 5 14 ID= =0 . 27
15
B 0 3 3
It has improper index of difficulty
C 3 2 5
(0.47-easy) and low Discrimination
D 3 5 8
(0.27). all distractors are work.
O 0 0 0

Tota 15 15 30

l
Item # 8
11+ 9
IF= =0. 67
30
UG LG UG+LG
11−9
A 2 2 4 ID= =0 . 13
15
B 11 9 20 It has improper index of difficulty (0.67-
C 2 1 3
normal) and low discrimination (0.13).
D 0 3 3
all distractors are work.
O 0 0 0

Tota 15 15 30 Item # 9

l
 44

13+9
IF= =0 . 73
UG LG UG+LG 30

A 0 2 2 13−9
ID= =0 . 27
15
B 13 9 22
It has proper index of difficulty (0.73-
C 2 2 4
normal) and low discrimination (-0.13).
D 0 2 2
all distractors are work.
O 0 0 0

Tota 15 15 30 Item 10

l
UG LG UG+LG

A 3 5 8

B 2 4 6

C 1 3 4

D 9 3 12

O 0 0 0

Tota 15 15 30

l
9+3
IF= =0 . 40
30

9−3
ID= =0 . 40
15

It has improper index of difficulty (0.40-normal) and low discrimination (0.40).

all distractors are work.

Item # 11
 45

11+6
IF= =0 ,57
UG LG UG+LG 30
11−6
ID= =0 . 33
A 11 6 17 15

B 1 4 5 It has proper index of difficulty

C 1 2 3 (0.57-normal) and low discrimination

D 1 2 3 (0.33). all distractors work.

O 0 0 0

Tota 15 15 30

l Item # 12
9+6
IF= =0. 50
30
UG LG UG+LG
9−6
A 5 3 8 ID= =0 . 20
15

B 1 4 5 It has improper index of difficulty (0.50-

C 0 2 2 normal) and low discrimination (0.20).

D 9 6 15 all distractors work.

O 0 0 0
Item # 13
Tota 15 15 30

l
 46

8+8
IF= =0. 53
UG LG UG+LG 30

A 8 8 16 8−8
ID= =0 . 0
15
B 1 4 5
It has proper index of difficulty (0.53-
C 3 1 4
normal) and low discrimination (0.00).
D 3 2 5
all distractors work.
O 0 0 0

Tota 15 15 30 Item # 14

l
UG LG UG+LG

A 1 4 5

B 9 4 13

C 4 6 10

D 1 1 2

O 0 0 0

Tota 15 15 30

l
9+ 4
IF= =0 . 43
30

9−4
ID= =0 .33
15

It has proper index of difficulty

(0.43-normal) and low discrimination

(0.33). all distractors work.

 47

Item 15
14+7
IF= =0. 70
30
UG LG UG+LG 14−7
ID= =0 . 47
15
A 1 4 5
It has improper index of difficulty (0.70-
B 0 4 4

C 14 7 21 normal) and low discrimination (0.47).

D 0 0 0 Two distractors work.

O 0 0 0

Tota 15 15 30

l Item #16
9+6
IF= =0. 50
30
UG LG UG+LG
9−6
A 2 0 2 ID= =0 . 20
15
B 9 6 15 It has proper index of difficulty (0.50-
C 3 8 11 normal) and low discrimination (0.20).

D 1 1 2 all distractors work.

O 0 0 0
Item #17
Tota 15 15 30

l
 48

14+ 8
IF= =0. 73
UG LG UG+LG 30

A 14 8 22 14−8
ID= =0. 40
15
B 1 4 5
It has proper index of difficulty (0.73-
C 0 2 2
normal) and high discrimination (0.40).
D 0 1 1
all distractors work.
O 0 0 0

Tota 15 15 30 Item #18

l
UG LG UG+LG

A 1 3 4

B 0 2 2

C 1 3 4

D 13 7 20

O 0 0 0

Tota 15 15 30

l
13+7
IF= =0 . 67
30

13−7
ID= =0 . 40
15

It has proper index of difficulty (0.67-difficult) and low discrimination (0.40). all

distractors work.

Item #19
 49

14+7
IF= =0. 70
UG LG UG+LG 30

A 14 7 21 14−7
ID= =0 . 40
15
B 1 4 5
It has proper index of difficulty
C 0 1 1
(0.70-normal) and low discrimination
D 0 3 3
(0.40). all distractors work.
O 0 0 0

Tota 15 15 30

l
Item #20
14+ 5
IF= =0. 63
30
UG LG UG+LG
14−5
A 1 3 4 ID= =0 . 60
15
B 0 4 4 It has improper index of difficulty (0.63-
C 0 3 3 normal) and high discrimination (0.60).

D 14 5 19 all distractors work.

O 0 1 1
Item #21
Tota 15 15 30

l
 50

9+5
IF= =0 . 47
UG LG UG+LG 30

A 3 1 4 9−5
ID= =0 . 27
15
B 9 5 14
It has improper index of difficulty (0.47-
C 2 5 7
normal) and low discrimination (0.27).
D 1 4 5
all distractors work.
O 0 0 0

Tota 15 15 30 Item #22

l
UG LG UG+LG

A 8 5 13

B 4 9 13

C 2 1 3

D 1 0 1

O 0 0 0

Tota 15 15 30

l
8+5
IF= =0 . 43
30

8−5
ID= =0 . 20
15

It has improper index of difficulty

(0.43- normal) and low

discrimination (0.20). All of the

distractors work.
 51

Item #23
6+ 4
IF= =0 . 33
30
UG LG UG+LG

A 4 3 7

B 6 4 10

C 1 5 6

D 4 3 7

O 0 0 0

Tota 15 15 30

l
6−4
ID= =0 .13
15

It has proper index of difficulty

(0.33-normal) and low discrimination

(0.13). All of the distractors work.

Item #24
5+4
IF= =0 , 30
30
UG LG UG+LG
5−4
A 1 3 4 ID= =0 .07
15
B 5 2 7 It has improper index of difficulty (0.30-
C 4 6 10 normal) and low discrimination (0.07).

D 5 4 9 all distractors work.

O 0 0 0

Tota 15 15 30

l
 52

Item 25
11+ 4
IF= =0 . 50
30
UG LG UG+LG
11−4
A 11 4 15 ID= =0 . 47
15
B 1 4 5 It has improper index of difficulty
C 2 6 8 (0.50-difficult) and high

D 1 1 2 discrimination (0.47). all distractors

O 0 0 0 work.

Tota 15 15 30
Item #26
l

UG LG UG+LG

A 3 3 6

B 11 6 17

C 0 4 4

D 1 2 3

O 0 0 0

Tota 15 15 30

l
11+6
IF= =0. 57
30

11−6
ID= =0 . 33
15

It has proper index of difficulty (0.57-normal) and low discrimination (0.33). Only

one distractor doesn’t work.

 53

Item #27
11+6
IF= =0. 57
30
UG LG UG+LG

A 11 6 17

B 1 3 4

C 1 2 3

D 1 4 5

O 0 0 0

Tota 15 15 30

l
11−6
ID= =0 . 33
15

It has improper index of difficulty

(0.57-easy) and low discrimination

(0.33). all distractors work.

Item #28
8+7
IF= =0 ,50
30
UG LG UG+LG 8−7
ID= =0 . 07
15
A 2 3 5
It has improper index of difficulty (0,50-
B 8 7 15
normal) and low discrimination (0.00).
C 4 2 6
All of the distractors work.
D 1 3 4

O 0 0 0

Tota 15 15 30

l
 54

Item #29
8+6
IF= =0. 47
30
UG LG UG+LG 8−6
ID= =0 . 13
15
A 3 2 5
It has proper index of difficulty (0.47-
B 2 3 5
difficult) and low discrimination
C 8 6 14
(0.13).all distractors work.
D 2 2 4

O 0 0 0
Item #30
Tota 15 15 30

l UG LG UG+LG

A 1 5 6

B 10 7 17

C 1 2 3

D 3 1 4

O 0 0 0

Tota 15 15 30

l
10+7
IF= =0 . 57
30

10−7
ID= =0 . 20
15

It has improper index of difficulty (0.57- normal) and low discrimination (0.20).

All of the distractors are work.

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SAMPLE OF TABLE
• Validity: 0.304 – 1.000

• Difficulty: 0.25 – 0.75

• Discrimination: 0.25 – 1.00

Table 9 : Sample of Table

Item Difficult
Validity Discrimination Quality
s y
1 0,8 0,57 0,07 +V +F - D Improper

2 1,0 0,33 0,13 +V +F –D Improper

3 0,6 0,77 0,20 +V -F –D Improper

4 1,4 0,73 0,27 -V +F +D Improper

5 0,4 0,33 0,00 +V +F –D Improper

6 1,5 0,47 0,27 -V +F +D Improper

7 0,3 0,47 0,27 +V +F +D Proper

8 0,3 0,67 0,13 +V +F –D Improper

9 1,0 0,73 0,27 +V +F +D Proper

10 1,7 0,40 0,40 -V +F +D Improper

11 1,3 0,57 0,33 -V +F +D Improper
 56

12 1,4 0,50 0,20 -V +F –D Improper

13 1,0 0,53 0,00 -V +F - D Improper

14 1,2 0,43 0,33 -V +F +D Improper

15 1,9 0,70 0,47 -V +F +D Improper

16 0,5 0,50 0,20 +V +F -D Improper

17 1,4 0,73 0,40 -V +F +D Improper

18 1,3 0,67 0,40 -V +F +D Improper

19 1,5 0,70 0,47 -V +F +D Improper

20 1,7 0,63 0,60 -V +F +D Improper

21 1,2 0,47 0,27 -V +F +D Improper

22 0,5 0,43 0,20 +V +F –D Improper

23 1,2 0,33 0,13 -V +F –D Improper

24 0,2 0,30 0,07 +V +F –D Improper

25 1,3 0,50 0,47 -V +F +D Improper

26 1,1 0,57 0,33 -V +F +D Improper

27 0,9 0,57 0,33 +V+F +D Proper

28 0,0 0,50 0,07 -V +F –D Improper

29 0,8 0,47 0,13 +V +F -D Improper

30 1,5 0,57 0,20 -V +F –D Improper
 57

CHAPTER III
CONCLUSION

I arrange a test with multiple choices in the first grade of MAN 3

MAKASSAR. The purpose of the test is to see wheter test is proper or
improper for students. After scoring and analyze the results, I found out
some identified points such as mean, standard deviation, validity,
reliability, item difficulty, item discrimination and distractor power. All
the points showed the improper and proper number of the test.

Based on the analysis , with regard to the test validity , it is

indicated that there items (1,2,3,5,7,8,9,13,16,22,27,29) which deal with
the validity standard. Some items are too easy and some others are proven
too difficult for students which make most of the items are not valid.

For reliability analysis, it is indicated the test is not reliable since

the result of the calculation is smaller than 0.70 as presented by Sudijono
(2003:209) that if the resulted calculation is not the same or smaller than
0.70, it means that the test is not reliable. Therefore, the test in this
observation is reliable (rtt = 0.99)

Furthermore, the index of difficulty level shows that: only one

item of 30 items that is include a difficult item(5), and others (1-30, except
item’s 5) are in the normal level of difficulty. Then, the index of
discrimination or discrimination power shows that there are: 24 low
discrimination items (1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13,14, 16, 18, 21, 22,
23, 24, 27 28, 29, 30); 6 high discrimination items (10, 15, 17, 19, 20, 25),
and none negative discrimination items.

Based on the distractor power, the result shows that there are 3
items that have distractors that doesn’t work properly(7,9, 27). It means
that the distractors are not tricky for the test takers’ attention in both lower
and upper group.
 58

It can be concluded that there is only several items could be safely

used in future test without being revised. Meaning that more than a half of
all the item are improper or un acceptable based on the validity, difficulty
level and index of discrimination. The items that should be rewritten
include; 18 items based on the validity, 1 items based on the difficulty, and
5 items based on the discrimination.