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LANGUAGE TESTING

ITEM ANALYSIS
(VALIDITY,RELIABILITY, ITEM FACILITY, DISCRIMINATION INDEX,
AND DISTRACTOR )

BY

NAME : WA ODE ANISA HAKIKI

NIM : A1M2 17 030

CLASS :B

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

HALUOLEO UNIVERSITY

2019
ANALYSIS

Analysis of item questions is a systematic procedure, which will provide very specific
information on the test items that we will compile. This analysis includes analysis of validity,
reliability analysis, item facility, distinguishing power, and distractor analysis. The report
below is the test result of participants who have been tested. The test contains grammar
material, namely the subject-verb agreement that has been taught before, so the test
participants have understood the material. The implementation of the test covers:

Test : Grammar comprehension test

Test participants : the students of English Education Department 2017

Total participants : 15 people

Total items : 15

Task : Multiple-choice items with 4 options

PLIMINARY DATA

After the test, here are the students’ final score:

BUTIR SOAL
NO. NAMA TOTAL
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 Citra 1 1 1 1 1 0 0 0 0 1 1 0 0 1 0 8
2 Dwi Putri S. 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 13
3 Endri Ani 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 11
4 Faldi Ferdiansyah 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 12
5 Fiki Virisi 0 1 0 1 1 1 0 1 0 0 0 1 1 1 1 9
6 La Mande 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 13
7 Lina Nurna Ning. 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 12
8 Murni 1 1 0 1 1 0 1 1 0 0 1 1 1 1 1 11
9 Nurul Al-Fiziar 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 11
10 Rahman Jaya T. 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 12
11 Risti Hariyanti 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 12
12 Sukma 1 1 0 0 1 1 1 0 1 1 1 1 0 1 0 10
13 Wa Ode Anis F.S 1 1 0 1 1 1 0 1 0 0 1 1 1 1 1 11
14 Wa Ode Poppy A. 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 12
15 Zalsah Jessica P. 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 12

Remarks:
0 = incorrect answer value
1 = correct answer value
1. ANALYSIS OF VALIDITY

In testing the validity of this question, I use a comparison where if r count is greater than
the table then it is said VALID and vice versa, if r table is greater than r count then it is NOT
VALID.

Butir
r hitung r tabel Kriteria
Soal
1 0,452089 0,4821 Invalid
2 -0,14626 0,4821 Invalid
3 -0,0075 0,4821 Invalid
4 0,078057 0,4821 Invalid
5 -0,34572 0,4821 Invalid
6 0,348263 0,4821 Invalid
7 0,457338 0,4821 Invalid
8 0,457338 0,4821 Invalid
9 0,485331 0,4821 Valid
10 -0,26404 0,4821 Invalid
11 0,452089 0,4821 Invalid
12 0,348263 0,4821 Invalid
13 0,663486 0,4821 Valid
14 -0,0683 0,4821 Invalid
15 0,472643 0,4821 Invalid
Remarks :
r tabel > r hitung = invalid
r hitung > r tabel = valid
Based on the table above it can be concluded that there are many validity items that
are invalid and that have validity, namely only items number 9 and 13.

2. RELIABILITY ANALYSIS

In testing the reliability of this problem, I used Kuder Richardson (KR-20) with

Formula r11 = (n / n-1) X - (∑st2 – piqi/ st2 )

butir n- Varians KR-


∑ n p q Pq ∑Pq kriteria
soal 1 skor 20
1 14 0,9 0,1 0,1
2 14 0,9 0,1 0,1
Tidak Reliabel

3 4 0,3 0,7 0,2


-0,156294201
2,204444444

1,923809524

4 13 0,9 0,1 0,1


15

14

5 14 0,9 0,1 0,1


6 12 0,8 0,2 0,2
7 10 0,7 0,3 0,2
8 10 0,7 0,3 0,2
9 8 0,5 0,5 0,2
10 6 0,4 0,6 0,2
11 14 0,9 0,1 0,1
12 12 0,8 0,2 0,2
13 13 0,9 0,1 0,1
14 13 0,9 0,1 0,1
15 12 0,8 0,2 0,2
Remarks:
∑ = number of student answers q = opportunity for students to
per item answer incorrectly
n = number of items st2 = variance score
n - 1 = 14 p = student's answer correctly

Based on the data in the table above we can conclude that this problem is not reliable
because the KR-20 is smaller than the standard (0.07) so that this question is said to be
unreliable. If only, KR-20 is greater than 0.07 so it is reliable.

3. ITEM FACILITY

To test the level of difficulty of my students using the formula: number of answers / total
number of students. The data that I got by using it.
Butir Tingkat Status

Soal Kesukaran Kesukaran
1 14 0,933333333 Very Easy
2 14 0,933333333 Very Easy
3 4 0,266666667 Very Difficult
4 13 0,866666667 Easy
5 14 0,933333333 Easy
6 12 0,8 Easy
7 10 0,666666667 Medium
8 10 0,666666667 Medium
9 8 0,533333333 Medium
10 6 0,4 Medium
11 14 0,933333333 Easy
12 12 0,8 Easy
13 13 0,866666667 Easy
14 13 0,866666667 Easy
15 12 0,8 Easy
Remarks:

0,00 - 0,30 = Difficult/ Very Difficult


0,31 - 0,70= Medium
0,71 - 1,00 =Easy/ Very Easy

Based on the data above, it can be concluded that the level of neglect is dominated by
easy and medium questions, but difficult questions are in number 3 with the number of
correct answers being only 4 students.
4. DISCRIMINATION INDEX (ITEM DESCRIMINATON or ID)

To distinguish the ability of students whether students are low / high quality, a different
value is used. As for a number of steps to look for these values, such as dividing the results of
student scores into 2 groups, namely the upper group and the lower group. Then calculate the
amount of value obtained from each item then divided by the number of students in each
group. After that, entering the calculated formula to find the difference is by reducing the
total value of the number of groups.

ID = Na/∑Na – Nb/∑Nb

butir DAYA STATUS BUTIR


soal ∑Na ∑Nb
BEDA SOAL
1 1 0,857143 0,142857143 Bad
2 0,875 1 -0,125 Bad
3 0,375 0,142857 0,232142857 Bad
KELOMPOK BAWAH

4 0,875 0,857143 0,017857143 Bad


KELOMPOK ATAS

5 0,875 1 -0,125 Bad


6 0,875 0,714286 0,160714286 Bad
7 0,75 0,571429 0,178571429 Bad
8 0,875 0,428571 0,446428571 Good
9 0,75 0,285714 0,464285714 Good
-
10 0,375 0,428571 0,053571429 Bad
11 1 0,857143 0,142857143 Bad
12 0,875 0,714286 0,160714286 Bad
13 1 0,714286 0,285714286 Bad
14 0,875 0,857143 0,017857143 Bad
15 0,875 0,714286 0,160714286 Bad
Remarks:
<0,2= POOR
0,20 - 0,39= STATISFACTORY
0,40 - 0,69= GOOD
0,70- 1,00= EXCELLENT

Based on the data above, the item status is more into bad, meaning that the
distinguishing value on this sol is good, and we can see that the value of a good builder is on
numbers 8 and 9.

5. DISTRACTOR ANALYSIS

The distractor in a question item is used to outwit the real answer, for that I have tried to
measure the distractor on this question as for the data as follows.
PRESENTASI OPTION SISWA
butir soal
A B C D
1 6,2222 0 0 0,4444
2 0,4444 6,2222 0 0
3 0 0 4,8889 1,7778
4 0,4444 0 0,4444 5,7778
5 0 0,4444 0 6,2222
6 0,4444 5,3333 0,8889 0
7 4,4444 1,7778 0,4444 0
8 0,8889 1,3333 4,4444 0
9 2,6667 3,5556 0 0,4444
10 1,3333 2,6667 2,6667 0
11 0 6,2222 0 0,4444
12 0,4444 5,3333 0,8889 0
13 0 5,7778 0,8889 0
14 0,8889 5,7778 0 0
15 5,3333 0,4444 0,4444 0,4444
Remarks
∑ Students = 15
Berwarna = Key Answer
Formula = Distraktor Pilihan : ∑ Soal X
100%
Jika Presentase >= 0,05 = Good dan 0 = very
bad

Based on that data, we can conclude that many items distractors do not work, but in
that table, especially number 15, the distractors function well because all the distractors are
selected by students.

6. CRITERIAN REFERENCE TEST (CRT)

The purpose Criterian Reference Test is to measure the criterian reference test for certain
goals or competencies defined as success criteria. This table below is limitation of value for
states students pass or not, passing grade for this analysis is 70. So the students who get
grades under 70, it does not pass.

100-85 A

80-70 B

65-55 C

50-40 D
35-5 E

Tabel Score

NO. NAMA TOTAL score HURUF

1 DWI PUTRI SAKINAH 13 86,66667 A


2 LA MANDE 13 86,66667 A
3 FALDI FERDIANSYAH A. 12 80 B
4 LINA NURNA NINGSIH 12 80 B
5 RAHMAN JAYA TAUFIK 12 80 B
6 RISTI HARIYANTI 12 80 B
7 WA ODE POPPY A. 12 80 B
8 ZALSAH JESSICA PUTRI 12 80 B
9 ENDRI ANI 11 73,33333 B
10 MURNI 11 73,33333 B
11 NURUL AL-FIZIAR 11 73,33333 B
12 WA ODE ANIS F.S 11 73,33333 B
13 SUKMA 10 66,66667 C
14 FIKI VIRISI 9 60 C
15 CITRA 8 53,33333 D