Akmalya, Lya (2012) The Analysis of Formative Test Prepared by the English Teacher at Seventh Grade Student in the Academic Year 2011/2012. Update Test thesis, Universitas Muria Kudus.

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Abstrak

People need means of communication called a language to express their mind, wishes, and ideas to fulfill their need by using it. Based on the new curriculum (KTSP) the teaching program separated in three types of evaluation in one semester. Each term is ended with a test. The test is intended to measure the degree of success of the teaching. The objectives of the research are (i) To find out the empirical validity of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. (ii) To find out the reliability of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. (iii) To find out the difficulty level of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. (iv) To find out the discrimination power of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. This research is a descriptive research. The writer attempts to describe the validity, reliability, and difficulty level and discrimination power of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. The data that use is the result of the formative test prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012. And data source of this research is the student of SMPN 2 Kayen at seventh grade in the academic year 2011/2012. Based on the calculation the formative tests prepared by the English teacher at seventh grade student of SMPN 2 Kayen in the academic year 2011/2012 are: (i) The empirical validity of the first formative test is 0, 79 and the second formative test is 0, 83, so the empirical validity of those formative test can be categorized into valid. (ii) The reliability of the first formative test is 0, 88 and the second formative test is 0, 61, so the reliability of those formative test can be categorized as reliable. (iii) The difficulty level of the first formative test there is 4 difficult items, 11 moderate items, and 9 easy items. So the first formative test categorize as moderate. The second formative test there is 3 difficult items, 18 moderate items, and 4 easy items. So, the second formative test categorize as moderate. (iv) The discrimination power of the first formative test there is 5 items that should be revised and 2 items that should be discarded or revised. And the second formative test there is 8 items that should be revised and 2 items that should be discarded or revised. Finally, the writer hopes the result of this description can be useful for English teacher as an example or reference in analyzing other test items. And encourage other teacher to do the research on the same subject.

Item Type:	Skripsi/ Thesis (Update Test)
Dosen Pembimbing:	Advisor (i) Drs. Suprihdi, M.Pd, (ii) Mutohhar, S.Pd, M.Pd
Kata Kunci:	Key words: formative test, empirical validity, reliability, difficulty level, discrimination power.
Subjects:	Bahasa dan sastra > Bahasa Inggris
Program Studi:	Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Ririn Mela Safitri
Date Deposited:	10 May 2013 02:24
Last Modified:	10 May 2013 02:24
URI:	http://eprints.umk.ac.id/id/eprint/1166

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