Astuti A, Feny (2013) The Analysisof Teacher- Made EnglishMid- Term Test for Twelfth Grade Students of the Odd Semester 2012/2013 of SMK N 1 Kudus. Skripsi. Update Test thesis, Universitas Muria Kudus.

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Abstrak

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 revisingthe 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 researchaims 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 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 testisgood 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.

Item Type:	Skripsi/ Thesis (Update Test)
Dosen Pembimbing:	PEMBIMBING I=Diah Kurniati, S. Pd, M. Pd., PEMBIMBING II= Nuraeningsih, S. Pd, M. Pd.
Kata Kunci:	Key words: validity, face validity, content validity, index of difficulty, discrimination power.
Subjects:	Bahasa dan sastra > Bahasa Inggris
Program Studi:	Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Ririn Mela Safitri
Date Deposited:	08 Oct 2013 02:50
Last Modified:	08 Oct 2013 02:50
URI:	http://eprints.umk.ac.id/id/eprint/1716

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