CHAPTER I

INTRODUCTION

A. Background

Tests have become a way of life in the educational world and tests are often used for
pedagogical purposes, either as a means of motivating students to study, or as a means of
reviewing material taught (Bachman, 1990). In every learning exprerience there comes a
time to pause and take stock, to put our focal processes to their best use, and to demonstrate
accumulated skills or knowledge. For optimal learning to take place, a good teacher never
ceases to assess students, whether those assessments are incidental or intended. Thus
language tests can be valuable sources of information the effectiveness of learning and
teaching. Language teachers regularly use tests to help diagnose students’ strengths and
weaknesses, to assess student progress, and to assisst in evaluating student achievement. As
sources of feedback on learning and teaching,language tests can thus provide useful input
into the process of language teaching (Bachman, 1990).

In plain words, testing or administering a test is a method of measuring a person’ s

ability or knowledge in a given domain. It is a set of techniques, procedures or and items
that constitute an instrument of some sort that requires performance or activity on the part of
the test-taker (and sometimes on the part of the tester as well). A test is an instrument or
procedure designed to elicit performance from learners with the purpose of measuring their
attainment of specified criteria.The method may be intutitive and informal or may be
structured and explicit (Brown, 2001).Language testing is the administration of test in order
to assess and measure a person’s language competence and performance or testing language
ability. It is an evaluation of an individual’s language proficiency.

When we evaluate a test we are forced to ask two fundamental questions: what does this
test actually test? And how well does it do it? The test which measures what we measured
and measures it in a manner which we find acceptable is a valid test. If it does this without
significant variation when the examiners and other test conditions are not altered it is a
reliable test. And, if it can do this with ease and economy, it is a practical test (Bell, 1981)

If we are to interpret the score on a given test as an indicator of an individual’s ability,

that score must be both reliable and valid. These qualitiesare thus essential to the

1
 interpretation and use of measures of language abilities, and they are the primary qualities to
be considered in developing and using tests (Bachman, 1990).

B. Content
Based on the background above, the writer tries to construct an objective language test or
multiple choice tests which consists of 40 items. Those 40 items covers four language skills
namely listening, reading, writing, and speaking, and two language elements namely
grammar and vocabulary..
Before trying-out the test to the participants, the writer conducted the following
procedures:
1. Finding the curriculum (higher education curriculum),
2. Making test blue-print,
3. Constructing a test of 40 items, and
4. Trying-out the test.
After trying out the test, the writer analyzed the constructed test through these
following procedures (will be explained in detail in chapter III):
1. Frequency Distribution
2. Measures of Central Tendency
3. Measures of Dispersion
4. Validity
5. Reliability
6. Item analysis

C. Place of Try-Out
This try-out test took place at SMA Negeri 1 Liukang Tupabbiring Pangkep. The participants
are the Second grade students of IPS Program academic year 2015 – 2016. The participants
of this class consist of 40 students.

2
 CHAPTER II
TEST SPECIFICATION

A. Blue Print Test

KISI-KISI SOAL

NAMA SEKOLAH : SMAN 1 LK TUPABBIRING PANGKEP ALOKASI WAKTU : 90 MENIT

MATA PELAJARAN : BAHASA INGGRIS JUMLAH SOAL : 40 SOAL

KELAS/SEMESTER : XI / I

NO STANDAR KOMPETENSI KELAS/ MATERI INDIKATOR SOAL BENTUK NO.

TES SOAL
URUT KOMPETENSI DASAR SMTR

1 Memahami 1.1 Merespon makna XI / I Listening

makna dalam dalam percakapan - Expressing Mengidentifikasi makna PG 1, 2, , 9
percakapan transaksional (to get things Advice kata yang didengar
transaksional dan done) dan interpersonal tentang mengungkapkan
interpersonal (bersosialisasi) resmi dan perasaan menasehati
resmi dan berlanjut (sustained) secara melalui telephone
berlanjut akurat, lancar, dan
(sustained) dalam berterima yang - Expressing Mengidentifikasi makna
konteks menggunakan ragam Opinion kata yang didengar
kehidupan sehari- bahasa lisan dalam konteks tentang menyampaikan

3
 hari kehidupan sehari hari dan pendapat PG 3, 4,5
melibatkan tindak tutur:
menyampaikan pendapat, - Expressing Mengidentifikasi makna
meminta pendapat, Satisfaction kata yang didengar
menyatakan puas, dan tentang menyatakan
menyatakan tidak puas puas
- Expressing Mengidentifikasi makna
PG 6, 10
Dissatisfaction kata yang didengar
tentang menyatakan
tidak puas.
- Expressing Mengidentifikasi makna
PG 7,
Request kata yang didengar
tentang mengungkapkan
permintaan. PG 8

2 Mengungkapkan 3.1 Mengungkapkan XI / I Speaking

makna dalam makna dalam percakapan - Asking Menggunakan tindak PG 33
percakapan transaksional (to get things Opinion tutur meminta pandapat
transaksional dan done) dan interpersonal - Expressing Menggunakan tindak
interpersonal (bersosialisasi) resmi dan Opinion PG 34, 35,
tutur menyampaikan
resmi dan berlanjut (sustained) secara 36, 37
pandapat

4
 berlanjut akurat, lancar, dan
(sustained) dalam berterima yang
konteks menggunakan ragam - Expressing Menggunakan tindak
PG 38
kehidupan sehari- bahasa lisan dalam konteks Satisfaction tutur menyatakan puas
hari kehidupan sehari hari dan
melibatkan tindak tutur:
menyampaikan pendapat, - Expressing Menggunakan tindak
PG 39, 40
meminta pendapat, Dissatisfaction tutur menyatakan tidak
menyatakan puas, dan puas
menyatakan tidak puas

3 Memahami 5.1 Merespon makna XI / I Reading

makna teks dalam teks fungsional - Report Mengidentifikasi topic, PG 16-25
fungsional pendek pendek (misalnya: banner,
main idea, dari teks
dan esei poster, pamphlet, dll)
yang dibaca
sederhana resmi dan tak resmi secara
berbentuk report, akurat, lancar dan - Narrative Mengidentifikasi
narrative, dan berterima dalam konteks
informasi tertentu dari PG 11-15
analytical kehidupan sehari-hari
teks yang dibaca
exposition dalam
konteks
kehidupan sehari-

5
 hari dan untuk - Analytical Mengidentifikasi 28 -32
mengakses ilmu Exposition informasi tertentu dari
pengetahuan teks yang dibaca

- Poster Siswa memahami isi 26-27

yang terkandung dalam
poster

4 Mengungkapkan 6.1 Mengungkapkan XI / I Wrting

makna dalam teks makna dalam bentuk teks
tulis fungsional fungsional pendek - The Simple Siswa terampil
pendek dan esei (misalnya: banner, poster, Present Tense menggunakan kalimat
sederhana pamphlet, dll) resmi dan
dalam bentuk The
berbentuk report, tak resmi secara akurat,
Simple Present Tense
narrative, dan lancar dan berterima dalam
analytical konteks kehidupan sehari- - The Past
exposition dalam hari Continuous ense - Siswa mampu
konteks membuat kalimat Past

6
kehidupan sehari- - The Past Perfect Continuous Tense
hari Tense
- Siswa mampu
membuat kalimat Past
Perfect Tense

Pulau Balang Lompo, Oktober 2017

Guru Mata Pelajaran,

Andi Najmawati

7
B. The Constructed Test
The writer constructed an objective language test or multiple choice tests which consists of 40
items. Those 40 items covers four language skills namely listening, reading, writing, speaking,
and two language elements namely grammar and vocabulary as follows:

A. Listening
You are going to listen to some short dialogues.
Questions 1–5 are based on the dialogues. Choose the best response to the expression you
hear.
1. a. Mind your own business b. I think so.
b. You should take accounting c. I understand it.
c. Well, that’s good d. That's a good idea.
d. I’m proud of you e. I don’t know
e. Congratulation 7. a. That's good.
2. a. You should paint it White b. Leave me alone.
b. You should rinse it thoroughly c. Be optimistic.
c. You should buy another T-shirt d. Cheer up! It's not the end of the world.
d. You shouldn’t wear it anymore e. Don’t be afraid
e. You should just deal with it 8. a. Can you skip the teaching
3. a. It's boring. b. Would you explain again this part, please?
b. It's awful. c. Do you mind if I interrupt you?
c. It's amazing. d. Are you busy teaching?
d. It's uninteresting. e. We are discussing the lesson
e. It’s annoying 9. a. What is this mom?
4. a. I don't think so. b. Do you like used clothes, mom?
b. I disagree with you. c. What should I do with these used clothes,
c. I am with you. mom?
d. I quite agree with that decision. d. How do you feel about used clothes, mom?
e. I don’t like it e. May I wear used clothes, mom?
5. a. I'd rather you don't. 10. a. Displeased
b. I have to think about that. b. Satisfaction
c. I don't think that's very good. c. Invitation
d. OK. If that′s your decision, I′ll go with you. d. Refusal
e. I think that so e. surprise
6. a. Thanks.

8
B. Reading
Answer the questions by choosing the best answer.
Questions 11–15 are based on the following text.

The Wolf and the Lamb

Once upon a time a Wolf was lapping at a spring on a hillside when, looking up,
what should he see but a Lamb just beginning to drink a little lower down. "There's my
supper," thought he, "If only I can find some excuse to seize it." Then he called out to the
Lamb, "How dare you muddle the water from which I am drinking?"
"Nay, master, nay," said Lambkin, "If the water be muddy up there, I cannot be the
cause of it, for it runs down from you to me."
"Well, then," said the Wolf, "Why did you call me bad names this time last year?"
"That cannot be," said the Lamb, "I am only six months old."
"I don't care," snarled the Wolf; "If it was not you it was your father," and with that
he rushed upon the poor little Lamb and ––
WARRA WARRA WARRA WARRA WARRA ––ate her all up. But before she
died she gasped out––
"ANY EXCUSE WILL SERVE A TYRANT."
Taken from http://www.pitt.edu/i

11. Where was the Wolf? 14. How old was the Lamb?
a. in a pond. a. Four months old.
b. on a mountain. b. Five months old.
c. on the peak of a hill. c. Six months old.
d. on a hillside. d. Seven months old.
e. on the jungle e. seven years old
12. What did the Wolf see? 15. What is the purpose of the text?
a. A lamp. a. To entertain or amuse.
b. A light. b. To describe the way things are.
c. A lamb. c. To share an unusual incident.
d. Another wolf. d. To describe how something is
e. Lambs accomplished.
13. What was the Lamb doing when the Wolf
saw her?
a. Sleeping.
b. Walking.
c. Drinking.
d. Having supper.
e. Lapping

9
 Questions 16–20 are based on the following text.

Giraffe
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters and its
weight about 1360 pounds. Giraffe has a unique characteristic. They have a very long neck
and two small horns on its head. Giraffes have big brown eyes and protected by thick and
long eyebrows. Her body is covered with a unique pattern that is attached by brown spots all
over their body.
Just like camels, giraffes can survive without drinking for long time because giraffes can rely
on the water contained in leaves they eat. Giraffes are very selective in choosing food. They
always eat young leaves that grow in the tree tops. Their tongue shaped like a knife help
them to cut branches which are very hard.

Female giraffes can start pregnant at the age of five years, with a gestation period of 15
months. Commonly female giraffe bear one baby, but sometimes two babies at once.
Giraffes bear its baby with a standing position. When the baby is about to be born, they just
drop it to the ground from a 1.5 meter of height. Baby giraffe can stand with about 20
minutes since being born, and begin breastfeeding within an hour of birth.

16. What is the kind of text? d. Their life

a. Report text e. Brown spot
b. Spoof 19. The second paragraph mainly discussed
c. Descriptive text about?
d. News item a. Giraffe’s food
b. Giraffe’s reproduction
17. The text above tells us about?
c. Giraffe’s characteristic
a. Giraffe’s reproduction
d. Giraffe’s baby
b. Baby giraffe
e. Giraffe’s life
c. The strange animals
20. The word “it” in third paragraph refers
d. The heaviest animal
to?
e. the highest animal
a. Neck
18. The unique characteristic of giraffe is?
b. Food
a. Two small horns on its head
c. Horn
b. Their food.
d. Long period of pregnant
c. Their long neck.
e. Baby giraffe

10
Questions 21–25 are based on the following text.

Antibiotic is kind of compounds both natural and synthetic, which has function to press
or stop a process of organism’s growth, particularly bacteria. Antibiotic is used to treat
bacterial infections and used as a tool for genetic engineering in biotechnology. Antibiotic
works as pesticides by pressing or break the chain of bacteria’s metabolism. Nevertheless,
antibiotic is different with disinfectant in the process to kills bacteria. Disinfectant kills
bacteria by creating an unnatural environment for germs to live.
In terms of treatment, antibiotics dubbed as “magic bullet” because antibiotic kills
instantly without injuring its sufferers. Although antibiotic is good for medication, it is not
effective in handling infection caused by viruses, fungi, or other nonbacterial.
Antibiotic has diverse types based on their effectiveness against bacteria. There are
antibiotics that target gram- negative or gram- positive bacteria and some antibiotic has
wider spectrum. The effectiveness depends on location of the infection and the ability of
antibiotic to reach location of the infection. Based on how to use, antibiotics are divided into
two that are oral antibiotics and antibiotic intradermal. An oral antibiotic is used by mouth
while antibiotic intradermal used through anus. Intradermal antibiotic is used for serious
cases.

21. What is the best title for the text above?

a. How antibiotic is work
b. The invention of antibiotic
c. Antibiotic
d. Kinds of antibiotic
e. Disinfectant

22. Which one is not true?

a. Antibiotic is used to treat bacterial infections
b. Antibiotic is not same with disinfectant
c. Antibiotic kills instantly without injuring its sufferers
d. Antibiotic is effective in handling infection caused by viruses
e. All of statement is true

11
23. In terms of treatment, antibiotics dubbed as “magic bullet “…. (Paragraph2)
The underline word close in meaning to….
a. Work d. like
b. Seen e. call
c. Say

24. What is the purpose of the text above?

a. to inform about antibiotic d. to describe about medicine
b. to describe about antibiotic e. to entertain the reader
c. to inform about disinfectant

25. What is the main idea of the second paragraph?

a. Antibiotic is a compound
b. Antibiotic is good for medication
c. Antibiotic is not good for fungi
d. Antibiotic kill without injuring its suffers
e. Antibiotic is magic bullet

Questions 26–27 are based on the following text.

KEEP HAZADOUS WASTE OUT OF ENVIROMENT

IT’S ALL THAT WE HAVE, AND IT’s FRAGILE

26. What does the poster tell us about?

a. How waste pollutes environment
b. Disposing waste into the river
c. Protecting our environment from dangerous waste
d. Factors that cause the environment to be in danger
e. The impacts of waste to our environment
27. What is easy to be damaged according to the poster?
a. Living thing
b. Rubbish
c. Tree
d. Waste
e. Environment

12
Questions 28–32 are based on the following text.

The Green Generation

Who is going to pay the price if the current generation 28 _________ to pollute the
environment? Today's children will foot the bill. California teenagers who figured this out
have started an organization called YES (Youth for Environmental Sanity). As one member
of YES points out "Adults didn't learn about the environment when they were growing up.
"Therefore, YES members believe that unless kids 29 ______________ on themselves, nothing is
going to happen.
The group is realistic but hopeful. Spokes person Sol Solomon states the YES
philosophy in a few words: "Who says we can't save the earth? If we don't save it for
ourselves, nobody 30 ___________ it for us. "A lot of this hope is based on teenagers growing
economic power.
According to one national wide poll, US teenagers spend about $80 billion a year.
Using that power, kids' ecology groups have told some manufactures, "We won't buy your
products unless you 31 ________ the way you do business."Youngsters have forced giant
food corporations such as Burger King and Star-Kist to change. Now, if kids 32 ________________
to a product for environmental reasons, manufacturers listen.
Partly because companies want kids to buy their products, "green" advertising–
advertising that mentions a company's concern about the environment–is booming. But
environmental groups tell companies that they'd better actually solve problems and not just
spend money on advertising. "Kids are sharp", warns one spokes person. "They'll figure it
out fast if manufacturers practice false advertising."
Taken from Focus on Grammar, 2000

28. a. is continuing 31. a. change

b. has continued b. is changing
c. will continue c. will change
d. continues d. has changed
e. continued e. changed
29. a. would depend
32. a. object
b. are depending
b. will object
c. has depended
c. are objecting
d. depend
d. would object
e. depending
e. objected
30. a. saves
b. saving
c. will save
d. would save
e. saved

13
33. Ria and Yuni are at a shop. Ria wants to buy an umbrella.
Ria : _______ this umbrella?
Yuni : I think it's pretty good for you. It matches the color of your clothes.
a. Do you want
b. Do you agree to buy
c. What do you think about
d. Could I know your reaction to
e. Do you like
34. Bani and Dian have just read a fable.
Bani : What′s your opinion of the fable?
Dian : _________ the story is full of moral values.
a. I know
b. I think
c. I agree
d. I doubt
e. I don’t know
35. Wahyu and Udin are sharing their opinion on a recent education issue.
Wahyu : Do you agree that education must be affordable for the poor?
Udin : Absolutely _________.
a. I deny
b. I agree
c. I try to do so
d. I don′t care it
e. I Disagree
36. Wina and Naina, two staff at a real estate company, are talking about their latest project
building a five-star hotel.
Wina : ___________ the plan to build a new five-star hotel in that area.
Naina : But don't you think that it will give us a lot of money?
Wina : I don't care. What I care about is the poor people living around that area. Their
houses will be destroyed.
a. I am afraid of d. I don't think
b. I disagree e. I try to do so
c. I believe

14
37. A student is talking to a teacher proposing one program to be held every year at the school.
Student : Sir, do you approve of celebrating Mother's Day annually at our school?
Teacher : Oh, great! __________
a. Smashing!
b. How terrific!
c. I'm really displeased.
d. I'm very much in favour of that.
e. Good job

38. A waiter is asking a guest about the food.

Waiter : Do you like the food we serve, Sir?
Guest : Oh, the taste is great. __________
a. I am very pleased with it.
b. What a nuisance.
c. I can't stand it.
d. Fantastic.
e. Annoyed
39. A guest at a hotel is complaining about the facilities in that hotel.
Guest : __________ I asked for a room with a shower.
Receptionist : I'm very sorry, Sir. I'll see if I can change it.
a. It's very nice.
b. I really like it.
c. How irritating!
d. I am very pleasant.
E. I love this hotel
40. Tia is feeling sad because somebody she trusts is a traitor.
Tia : ___________ I don't really want to talk to anybody.
Ratu : I can see why you're so sad, but let me know your problem.
a. I'm interested in this matter
b. Please leave me alone
c. Isn't it great?
d. Calm down
e. Go away!

15
C. WRITING
Make a Paragraph reporting one of the following animals

1. Goat 5. Butterfly
2. Turtle 6. Starfish
3. Cat 7. Orang Utan
4. Komodo 8. Crocodile

ANSWER KEY
1. b 11. d 21. c 31. a
2. b 12. c 22. d 32. c
3. c 13. c 23. e 33. c
4. c 14. c 24. a 34. a
5. d 15. a 25. e 35. b
6. a 16. a 26. c 36. b
7. d 17. e 27. d 37. d
8. b 18. a 28. d 38. a
9. c 19. a 29. d 39. c
10. b 20. e 30. c 40. b

D. Scoring Rubric
In scoring, the writer used the raw score and final score. Scores awarded by counting
the number of correct answers on test script are known as raw scores (Jabu, 2008). Scores
awarded by dividing the correct answer with the total correct and then multiplied by 100 are
known as final score. The scoring rubric as follows:
Correct answer = 1 point
Incorrect = 0 point
Raw Score = total correct answers on test script.

Final Score = x 100

16
 CHAPTER III
ANALYSIS

A. Frequency Distribution

The following table contains the imaginary scores of a group of 30 students on a

particular test consisting of 40 items. The table contains a frequency distribution showing the
number of students who obtained each mark awarded: tallies that are the strokes representing
the number of students obtaining the same scores: the frequency and the percentage of each
score.

No Raw Score Final Score Tally Frequency Percentage

1 34 85 // 2 6.67
2 32 80 // 2 6.67
3 31 77.5 ///// / 6 20.00
4 30 75 ///// / 6 20.00
5 29 72.5 // 2 6.67
6 28 70 ///// 5 16.67
7 27 67.5 //// 4 13.33
8 26 65 // 2 6.67
9 25 62.5 / 1 3.33
Total 30 30 100

(Data presentation)

B. Measures of Central Tendency

There are three ways of measuring central tendency, mode, median, and mean, of which
the mean is the most efficient measure, but it is not always appropriate.
· The mode refers to the score which most candidates obtained, or the most frequent
emergence of the same score. In this case, it is 7.7, as 6 testees have scored this mark.
· The median refers to the score gained by the middle candidate in the order of merit. In
the case of 30 students here involves even numbers of testees. Therefore, there can
obviously be no middle person. The score halfway between the lowest score in the top
half and the highest score in the bottom half is taken as the median. The median score is
7.2.

17
 · The mean score refers to the arithmetical average, i.e. the sum of separate scores divided
by the total number of testees. The mean score of this is 7.32.
The calculation below calculates the mean scores of the test:

No. x f fx

1 8.5 2 17
2 8 2 16
3 7.7 6 46.2
4 7.5 6 45
5 7.2 2 14.4
6 7 5 35
7 6.7 4 26.8
8 6.5 2 13
9 6.2 1 6.2
Total 262 30 219.6
(The Frequency Distribution of Scores

∑ .
X= = = 7.32

C. Measures of Dispersion

The measure of dispersion is related to the range or spread of scores. The mean by itself
enable us to describe an individual student’s score by comparing it with average set of
scores obtained by a group, but it tells us nothing about the highest and lowest scores and
the spread of marks.

1. Range
The range is the score shows the interval difference between the highest and the lowest
scores. In this data, from 40 items the highest score is 8.5 and the lowest score is 6.2 so
the range is from 6.2 to 8.5, we can count it by: 8.5 – 6.2 = -2.3.

In this case, the range is -2.3.

2. Standard deviation
The standard deviation measures the degree to which the group of scores deviates from
the mean. To calculate standard deviation, the formula used is as follows:

18
 ∑
. =

N = is the number of scores

d = is the deviation of each score from the mean.

No. x d d2

1 8.5 1.18 1.3924

2 8.5 1.18 1.3924
3 8 0.68 0.4624
4 8 0.68 0.4624
5 7.7 0.38 0.1444
6 7.7 0.38 0.1444
7 7.7 0.38 0.1444
8 7.7 0.38 0.1444
9 7.7 0.38 0.1444
10 7.7 0.38 0.1444
11 7.5 0.18 0.0324
12 7.5 0.18 0.0324
13 7.5 0.18 0.0324
14 7.5 0.18 0.0324
15 7.5 0.18 0.0324
16 7.5 0.18 0.0324
17 7.2 -0.12 0.0144
18 7.2 -0.12 0.0144
19 7 -0.32 0.1024
20 7 -0.32 0.1024
21 7 -0.32 0.1024
22 7 -0.32 0.1024
23 7 -0.32 0.1024
24 6.7 -0.62 0.3844
25 6.7 -0.62 0.3844
26 6.7 -0.62 0.3844
27 6.7 -0.62 0.3844
28 6.5 -0.82 0.6724
29 6.5 -0.82 0.6724
30 6.2 -1.12 1.2544
9.448
0.314933333

0.56

19
 s.d . =
åd 2

.
. = = √0.314933333 = 0.56

D. Validity

In terms of validity, the writer uses the point bi-serial correlation for item validity using
the following formula (Sudijono in Jabu, 2008):

−
=

rpbi = Point Bi-serial Correlation Coefficient

Mp = Mean score of testees correctly answering the analyzed item
Mt = Mean score of the total score
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

The following steps are done for calculation with the results that are shown in the table:
· Determining the proportion of testees correctly answering the analyzed item:

20
 Validity

Item #1

∑
1. P = = = 0.9

2. q = 1-P = 1 – 0.9 = 0.1

3. Mt = = 29.4

26+ (34x2)+ (32x2)+ (31x6)+ (30x6)+ (29x2)+ (28+ 4)+ (27x3)= 775
4. Mp = = 22.37
26

5. SD = 0.56
. . .
6. = = 2.14
. .

Item #2

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (34x2)+(32x2)+ (31x6)+ (30x6)+(29x2)+ (28x3)+ (27x4)= 773

4. Mp = = 29.7

5. SD = 0.56
. . .
6. r = . .
= 1.60

Item #3
∑
1. P = = = 0.8
2. q = 1-P = 1 – 0.8 = 0.2
3. Mt = = 29.4

(34x2)+ (32x2)+ (31x5)+ (30x6)+ (29x2)+ (28x4)+ (27x2)+ (26x2)= 743

4. Mp = = 29.7

5. SD = 0.56
. . 0.8
6. r = . 0.2
= 1.07

21
Item #4
∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ 26+ (27x2)+ (28x5)+ (29x2)+ (30x6)+ (31x6)+ (32x2)+ (34x2)= 801
4. Mp = 29.67

5. SD = 0.56
. . 0.9
6. r = . 0.1
= 1.07

Item #5

∑
1. P = = = 0.8
2. q = 1-P = 1 – 0.8 = 0.1
3. Mt = = 29.4

26+ (34x3)+ (32x2)+ (31x6)+ (30x6)+(29x2)+ (28x5)+ (27x3)

4. Mp = 29.7

5. SD = 0.56
. . 0.8
6. r = . 0.1
= 1.60

Item #6

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ 29(34x2)+ (32x2)+ (31x5)+ (30x6)+ (28x4)+ (27x3)+ (26x2)

4. Mp = 29.4

5. SD = 0.56
. . 0.8
6. = . 0.1
=0

22
Item #7

∑
1. P = = = 0.7
2. q = 1-P = 1 – 0.7 = 0.2
3. Mt = = 29.4

26= (34x2)+ (32x2)+ (31x6)+ (30x4)+ (29x2)+ (28x4)+ (27x2)=

4. Mp = 29.9

5. SD = 0.56
. . 07.
6. = . 0.2
= 1.78

Item #8

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.1
3. Mt = = 29.4

25+ 27+ 29+ (34x2)+ (32x2)+ (31x6) + (30x2)+ (28x5)= 599

4. Mp = = 29.9

5. SD = 0.56
. . 0.6
6. = . 0.1
= 1.36

Item #9

∑
1. P = = = 0.8
2. q = 1-P = 1 – 0.8 = 0.2
3. Mt = = 29.4

25+ (26x2)+ (27x3)+ (28x3)+ (29x2)+ (30x4)+ (31x6)+(32x2)+ (34x2)= 738

4. Mp = 29.5

5. SD = 0.56
. . 0.8
6. = . 0.2
= 0.35

23
Item #10
∑
1. P = = = 0.8
2. q = 1-P = 1 – 0.8 = 0.2
3. Mt = = 29.4

26+ 29+ (34x2)+ +(27x3)+ (28x5)+ (30x6)+ (31x5)+ (32x2)= 743

4. Mp = 29.9

5. SD = 0.56
. . 07.
6. = . 0.2
= 1.07

Item #11

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+34+ 32+ (31x6)+ (30x6)+ (29x2)+ (28x4)+ (27x4)+ (26x2)= 787

4. Mp = 29.7

5. SD = 0.56
. . 09.
6. = . 0.1
= - 1.60

Item #12

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ 26+ (34x2)+ (32x2)+ (31x6)+ (30x6)+ (29x2)+ (28x3)+ (27x4)= 799
4. Mp = =29.5

5. SD = 0.56
. . 09.
6. = . 0.1
= 0.53

24
Item #13

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.1
3. Mt = = 29.4

26+ 27+ 29+ (34x2)+ (32x2)+ (31x4)+ (30x4)+ (28x5)= 598

4. Mp = 29.9

5. SD = 0.56
. . 0.6
6. = . 0.1
= 1.36

Item #14

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (32x2)+(31x6)+ (30x6)+ (29x2)+(28x5)+ (27x3)+ (26x2)= 786

4. Mp = 29.1

5. SD = 0.56
. . 0.9
6. = = 1.06
. 0.1

Item #15

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x6)+ (30x6)+ (29x2)+ (28x3)+ (27x4)

4. Mp = 29.7

5. SD = 0.56
. . 0.9
6. = =0
. 0.1

25
Item #16

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ 26+32+ (34x2)+ (31x5)+ (30x6)+ (29x2)+ (28x5)+ (27x4)= 792

4. Mp = = 29.7

5. SD = 0.56
. . 0.9
6. = . 0.1
= -0.53

Item #17

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.4
3. Mt = = 29.4

29+ 26+ (34x2)+ (32x2)+ (31x4)+ (30x4)+(27x2)= 541

4. Mp = = 28.4

5. SD = 0.56
. . 0.9
6. = . 0.4
= 2.17

Item #18

∑
1. P = = = 0.3
2. q = 1-P = 1 – 0.3 = 0.7
3. Mt = = 29.4

28+ 27+ 26+ (34x2)+ (31x3)+ (30x2)= 302

4. Mp = = 29.7

5. SD = 0.56
. . 0.9
6. = . 0.1
= 0.92

26
Item #19

∑
1. P = = = 0.5
2. q = 1-P = 1 – 0.5 = 0.5
3. Mt = = 29.4

27+ 29+32+ (34x2)+ (31x5)+ (31x2)+ (30x4)+ (28x4)= 450

4. Mp = = 30

5. SD = 0.56
. 0.5
6. = = 1.07
. 0.5

Item #20

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.3
3. Mt = = 29.4

25+ 2632+ (34x2)+ (31x5)+ (30x3)+ (29x2)+ (28x3)+ (27x2)= 592

4. Mp = = 29.6

5. SD = 0.56
. . 0.6
6. = = 0.54
. 0.3

Item #21

∑
1. P = = = 0.5
2. q = 1-P = 1 – 0.5 = 0.5
3. Mt = = 29.4

32+ (34x2)+ (31x3)+ (30x3)+ (28x2)+ (27x3)= 446

4. Mp = = 29.7

5. SD = 0.56
. . 0.9
6. = . 0.1
= 0.34

27
Item #22

∑
1. P = = = 0.3
2. q = 1-P = 1 – 0.3 = 0.7
3. Mt = = 29.4

27+ 28+30+ (32x2)+ (31x3)+ (26x2)= 294

4. Mp = = 29.4

5. SD = 0.56
. . 0.3
6. = =0
. 0.7

Item #23

∑
1. P = = = 0.27
2. q = 1-P = 1 – 0.27 = 0.7
3. Mt = = 29.4

27+34+ (32x2)+ (31x2)+ (30x2)= 247

4. Mp = = 30.8

5. SD = 0.56
. . 0.27
6. = . 0.7
= 1.62

Item #24

∑
1. P = = = 0.5

2. q = 1-P = 1 – 0.5 = 0.5

3. Mt = = 29.4

25+ 26+ 29+ (34x2)+(32x2)+ (31x2)+ (30x2)+ (28x2)+ (27x2)= 444

4. Mp = = 29.8

5. SD = 0.56
. . .
6. = = 0.46
. .

28
Item #25

∑
1. P = = = 0.5
2. q = 1-P = 1 – 0.5 = 0.5
3. Mt = = 29.4

29+ (31x2)+ (30x4)+ (28x3)+ (27x3)+ (26x2)= 428

4. Mp = = 28.5

5. SD = 0.56
. . 0.5
6. = = -1.60
. 0.5

Item #26

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.3
3. Mt = = 29.4

25+ 26+ 27+(34x2)+ (32x2)+ (31x4)+ (30x3)+ (29x2)+ (28x4)= 594

4. Mp = = 29.7

5. SD = 0.56
. . 0.6
6. = . 0.3
= 0.53

Item #27

∑
1. P = = = 0.6

2. q = 1-P = 1 – 0.6 = 0.3

3. Mt = = 29.4

25+ 26+ 29+ (34x2)+ (32x2)+ (31x2)30x6

) + (28x2)+ (27x3)= 591
4. Mp = = 29.5

5. SD = 0.56
. . .
6. = = 0.27
. .

29
Item #28

∑
1. P = = = 0.5
2. q = 1-P = 1 – 0.5 = 0.5
3. Mt = = 29.4

(31x3)+ (30x2)+ (29x2)+ (28x3)+ (27x3)(26x

2) = 428
4. Mp = = 28.5

5. SD = 0.56
. . 0.5
6. = = -1.60
. 0.5

Item #29

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.4
3. Mt = = 29.4

25+ 26+ (34x2)+ (32x2)+(31x3)+ (30x4)+ (28x3)+ (27x3)= 561

4. Mp = = 29.5

5. SD = 0.56
. . 0.6
6. = . 0.4
= 0.21

Item #30

∑
1. P = = = 0.7

2. q = 1-P = 1 – 0.7 = 0.3

3. Mt = = 29.4

26+ 29+(34x2)+(32x2)+ (31x5)+ (30x4)+ (28x3)+ (27x3)= 627

4. Mp = = 29.8

5. SD = 0.56
. . .
6. = = 1.09
. .

30
Item #31

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.5 = 0.4
3. Mt = = 29.4

29+34+ 25(31x2)+ (30x5)+ (28x4)+ (27x3)= 493

4. Mp = = 27.3

5. SD = 0.56
. . 0.6
6. = . 0.4
= -4.57

Item #32

∑
1. P = = = 0.6
2. q = 1-P = 1 – 0.6 = 0.3
3. Mt = = 29.4

34+30+ 25+ (32x2)+ (31x5)+ (29x2)+ (28x4)+ (27x2)+ (26x2)

4. Mp = = 29.4

5. SD = 0.56
. . 0.6
6. = . 0.3
=0

Item #33

∑
1. P = = = 0.9

2. q = 1-P = 1 – 0.9 = 0.1

3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x6)+ (30x5)+ (29x2)+ (28x4)+ (27x4)+ (26x2)

4. Mp = = 30.4

5. SD = 0.56
. . .
6. = = 5.35
. .

31
Item #34

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

32+ 25+ 26+ (34x2)+ (31x6)+ (30x6)+ (29x2)+ (28x5)+ (27x4)

4. Mp = = 29.3

5. SD = 0.56
. . 0.9
6. = . 0.1
= -0.53

Item #35

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x5)+ (30x6)+ (29x2)+ (28x4)+ (27x3)+ (26x2)

4. Mp = = 29.4

5. SD = 0.56
. . 0.9
6. = . 0.1
=0

Item #36

∑
1. P = = = 0.8

2. q = 1-P = 1 – 0.8 = 0.1

3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x5)+ (30x6)+ (29x2)+ (28x3)+ (27x4)+ (26x2)

4. Mp = = 30.5

5. SD = 0.56
. . .
6. = = 5.89
. .

32
Item #37

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x5)+ (30x6)+ (29x2)+ (28x3)+ (27x4)+ (26x2)

4. Mp = = 29.3

5. SD = 0.56
. . 0.9
6. = . 0.1
= -0.53

Item #38

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x6)+ (30x4)+ (29x2)+ (28x5)+ (27x4)+ (26x2)

4. Mp = = 29.4

5. SD = 0.56
. . 0.9
6. = . 0.1
= -0.53

Item #39

∑
1. P = = = 0.9

2. q = 1-P = 1 – 0.9 = 0.1

3. Mt = = 29.4

25+ (34x2)+ (32x2)+ (31x6)+ (30x6)+ (29x2)+ (28x4)+ (27x3)+ (26x2)

4. Mp = = 30.6

5. SD = 0.56
. . .
6. = = 6.42
. .

33
Item #40

∑
1. P = = = 0.9
2. q = 1-P = 1 – 0.9 = 0.1
3. Mt = = 29.4

32+ 25(34x2)+ (31x6)+ (30x6)+ (29x2)+ (28x3)+ (27x4)+ (26x2)

4. Mp = = 29.4

5. SD = 0.56

Mp −Mq . . .
6. rpbi = = =0
SDt . .

34
 Table for Validity Calculation
Test Item
No. Testees ∑X
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
1 Abd Rahman 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 34
2 Aldi 1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 30
3 Aminah MM 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 34
4 Haerunnisa 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 32
5 Haslinda 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 31
6 Hatija 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 32
7 Irmayanti H 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 1 31
8 Irmayanti S 1 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 0 1 0 1 0 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 28
9 Jumasse 1 0 1 0 1 1 0 0 1 1 1 0 0 1 1 0 0 1 0 0 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 26
10 Mansyur 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 31
11 Miranti 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 1 0 1 1 1 31
12 Muh. Akbar 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 1 1 0 1 1 1 1 1 0 1 28
13 Muh. Fajar 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 1 29
14 M.Yusuf HR 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 31
15 Nurfadillah 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 0 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 1 28
16 Rani A 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 27
17 Suaedi 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 30
18 Syamsiah 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 0 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1 30
19 Syawalia 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 31
20 Wahyuddin 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 30
21 Yusril Iswan 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 0 1 27
22 Yusuf 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 30
23 Akbar F 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 1 0 0 0 1 0 0 0 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 25
24 St. Maryam 1 0 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 28
25 Nurjamilah 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 27
26 Usna S 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 28
27 Riska 0 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1 26
28 Silvy Jismiati 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 29
29 Suprianti R 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 30
30 Nirma 1 1 0 1 0 1 0 1 0 1 1 1 0 1 1 1 0 1 0 0 1 0 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 27
SX 26 26 25 27 27 26 23 20 25 25 27 27 20 27 26 27 19 10 15 20 15 10 8 15 15 20 20 15 19 21 18 20 27 28 27 26 27 28 27 27 881
Mp 29.8 29.7 29.7 29.6 29.7 29.4 29.9 29.9 29.5 29.7 29.1 29.5 29.9 29.1 29.4 29.3 28.4 30.2 30.0 29.6 29.7 29.4 30.8 29.8 28.5 29.7 29.5 28.5 29.5 29.8 27.3 29.4 30.4 29.3 29.4 30.5 29.3 29.3 30.6 29.4
Mt 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4 29.4
SDt 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56 0.56
P 0.87 0.87 0.83 0.9 0.9 0.87 0.77 0.67 0.83 0.83 0.9 0.9 0.67 0.9 0.87 0.9 0.63 0.33 0.5 0.67 0.5 0.33 0.27 0.5 0.5 0.67 0.67 0.5 0.63 0.7 0.6 0.67 0.9 0.93 0.9 0.87 0.9 0.93 0.9 0.9
q 0.13 0.13 0.17 0.1 0.1 0.13 0.23 0.33 0.17 0.17 0.1 0.1 0.33 0.1 0.13 0.1 0.37 0.67 0.5 0.33 0.5 0.67 0.73 0.5 0.5 0.33 0.33 0.5 0.37 0.3 0.4 0.33 0.1 0.07 0.1 0.13 0.1 0.07 0.1 0.1
rpbi 2.14 1.60 1.07 1.07 1.60 0 1.78 1.36 0.35 1.70 -1.60 0.53 1.36 -1.60 0 -0.53 -2.17 0.92 1.07 0.54 0.34 0 1.62 0.46 -1.60 0.53 0.27 -1.60 0.21 1.09 -4.57 0 5.35 -0.53 0 5.89 -0.53 -0.53 6.42 0

35
 Table For Validity
ITEM Mp Mt SDt p q rpbi QUALITY
1 29.8 29.4 0.56 0.87 0.1 2.14286 Valid
2 29.7 29.4 0.56 0.87 0.1 1.60714 Valid
3 29.7 29.4 0.56 0.83 0.2 1.07143 Valid
4 29.6 29.4 0.56 0.9 0.1 1.07143 Valid
5 29.7 29.4 0.56 0.9 0.1 1.60714 Valid
6 29.4 29.4 0.56 0.87 0.1 0 Not Valid
7 29.9 29.4 0.56 0.77 0.2 1.78571 Valid
8 29.9 29.4 0.56 0.67 0.3 1.36607 Valid
9 29.5 29.4 0.56 0.83 0.2 0.35714 Not Valid
10 29.7 29.4 0.56 0.83 0.2 1.07143 Valid
11 29.1 29.4 0.56 0.9 0.1 -1.6071 Not Valid
12 29.5 29.4 0.56 0.9 0.1 0.53571 Not Valid
13 29.9 29.4 0.56 0.67 0.3 1.36875 Valid
14 29.1 29.4 0.56 0.9 0.1 -1.6071 Not Valid
15 29.4 29.4 0.56 0.87 0.1 0 Not Valid
16 29.3 29.4 0.56 0.9 0.1 -0.5357 Not Valid
17 28.4 29.4 0.56 0.63 0.4 -2.1786 Not Valid
18 30.2 29.4 0.56 0.33 0.7 0.92857 Not Valid
19 30 29.4 0.56 0.5 0.5 1.07143 Valid
20 29.6 29.4 0.56 0.67 0.3 0.54643 Not Valid
21 29.7 29.4 0.56 0.5 0.5 0.34821 Not Valid
22 29.4 29.4 0.56 0.33 0.7 0 Not Valid
23 30.8 29.4 0.56 0.27 0.7 1.625 Valid
24 29.8 29.4 0.56 0.5 0.5 0.46429 Not Valid
25 28.5 29.4 0.56 0.5 0.5 -1.6071 Not Valid
26 29.7 29.4 0.56 0.67 0.3 0.53571 Not Valid
27 29.5 29.4 0.56 0.67 0.3 0.27321 Not Valid
28 28.5 29.4 0.56 0.5 0.5 -1.6071 Valid
29 29.5 29.4 0.56 0.63 0.4 0.21786 Not Valid
30 29.8 29.4 0.56 0.7 0.3 1.09286 Valid
31 27.3 29.4 0.56 0.6 0.4 -4.575 Not Valid
32 29.4 29.4 0.56 0.67 0.3 0 Not Valid
33 30.4 29.4 0.56 0.9 0.1 5.35714 Valid
34 29.3 29.4 0.56 0.93 0.1 -0.5357 Not Valid
35 29.4 29.4 0.56 0.9 0.1 0 Not Valid
36 30.5 29.4 0.56 0.87 0.1 5.89286 Valid
37 29.3 29.4 0.56 0.9 0.1 -0.5357 Not Valid
38 29.3 29.4 0.56 0.93 0.1 -0.5357 Not Valid
39 30.6 29.4 0.56 0.9 0.1 6.42857 Valid
40 29.4 29.4 0.56 0.9 0.1 0 Not Valid

36
After calculating the validity of the data (rpbi), there are three kinds of validity that the writer found from the
data, as followings:
ü Good validity 1.5 – 3.0 = items number: 1, 2, 5, 7, 23, 33, 36, and 39 = 8 items
ü Medium validity 0.0 – 1.5 = items number: 3, 4, 8, 10, 12, 13, 18, 19, 20, 21, 26, 27, 29, and 30 =
14 items
ü Low validity 0.0 and below = items number: 6, 9, 11, 14, 15, 16, 17, 22, 24, 25, 28, 31, 32, 34, 35,
37, 38, and 40 = 17 items

D. Reliability

In term of reliability, the writer uses single-test single trial method with split-half reliability, applying
Pearson product moment correlation and Spearman-Brown odd even model correlation. In this case, test
score of every student is divided into halves (odd and even number), the odd numbers are classified into
variable X while the even numbers are classified into variable Y, after that the scores of each half are
correlated with the other half, and the coefficient derived is adjusted by means of the Pearson product
moment Formula as the followings (Surapranata in Jabu, 2008):

N å xy - (å x )(å y )
rxy =
[N å x 2
- (å x ) N å y 2 - (å y )
2 2
]
rxy = Pearson product moment correlation between variables X and Y
N = Number of students taking the test of each half
∑x = Sum of variable X
∑y = Sum of variable Y
∑xy = Sum of multiplication of variable X and variable Y
∑X² = Sum of square X
∑Y² = Sum of square Y

37
 rxy =
(15)(- 19.636) - (78.3x - 3.02)
(15x558.91) - (78.3)².(15x3.1564) - (- 3.02)²
- 294.54 - 236.466
rxy =
(8383.65 - 6130.89).(47.346- 9.1204)

- 531.01
rxy =
(2252.67).(38.2256)
- 531 . 01
r xy =
86113 . 1

rxy = -1.80

2rhh
rtt =
1 + rhh

2(-1.80) - 3.6
rtt = =
1 + -1.80 - 0.8

rtt = 4.5

E. Item Analysis

1. Item Difficulty

The difficulty level or the index of difficulty of an item simply shows how easy or difficult
the particular item proved in the test. In this case, the writer divides the scores into two halves, the
upper group and the lower group. Those two halves are divided based on the students score, from the
highest to the lowest. There are 30 samples of this try-out test, so there are 15 students in the upper
group with higher scores and there are 15 students in the upper group with the lower scores. To
determine the difficulty level, the writer uses the following formula (jabu, 2008):

IF = UG + LG
N

IF = Index of facility
UG = The number of correct answers by upper group
LG = The number of correct answers by lower group
N = The number of students taking the test

38
 DISTRACTOR POWER

Item 1 UG LG UG+LG Item 2 UG LG UG+LG Item 3 UG LG UG+LG

A 0 2 2 A 1 0 1 A 0 0 0
B 15 11 26 B 13 13 26 B 1 2 3
C 0 2 2 C 1 1 2 C 14 11 25
D 0 0 0 D 0 1 1 D 0 1 1
E 0 0 0 E 0 0 0 E 0 1 1
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 4 UG LG UG+LG Item 5 UG LG UG+LG Item 6 UG LG UG+LG

A 0 0 0 A 0 0 0 A 12 14 26
B 1 0 1 B 0 1 1 B 3 1 4
C 14 13 27 C 0 0 0 C 0 0 0
D 0 2 2 D 15 12 27 D 0 0 0
E 0 0 0 E 0 2 2 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 7 UG LG UG+LG Item 8 UG LG UG+LG Item 9 UG LG UG+LG

A 2 0 2 A 2 4 6 A 0 0 0
B 0 0 0 B 13 7 20 B 1 1 2
C 0 3 3 C 0 4 4 C 13 12 25
D 13 10 23 D 0 0 0 D 1 2 3
E 0 2 2 E 0 0 0 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 10 UG LG UG+LG Item 11 UG LG UG+LG Item 12 UG LG UG+LG

A 1 4 5 A 0 0 0 A 0 0 0
B 14 11 25 B 0 0 0 B 0 0 0
C 0 0 0 C 3 0 3 C 13 14 27
D 0 0 0 D 12 15 27 D 0 0 0
E 0 0 0 E 0 0 0 E 2 1 3
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 13 UG LG UG+LG Item 14 UG LG UG+LG Item 15 UG LG UG+LG

A 0 0 0 A 2 1 3 A 13 13 26
B 0 0 0 B 0 0 0 B 0 0 0
C 11 9 20 C 13 14 27 C 2 2 4
D 3 2 5 D 0 0 0 D 0 0 0
E* 1 4 5 E 0 0 0 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 16 UG LG UG+LG Item 17 UG LG UG+LG Item 18 UG LG UG+LG

A 12 15 27 A 4 2 6 A 6 4 10
B 0 0 0 B 1 4 5 B 0 0 0
C 3 0 3 C 0 0 0 C 0 0 0
D 0 0 0 D 0 0 0 D 4 3 7
E 0 0 0 E 10 9 19 E 5 8 13
Total 15 15 30 Total 15 15 30 Total 15 15 30
39
Item 19 UG LG UG+LG Item 20 UG LG UG+LG Item 21 UG LG UG+LG
A 9 6 15 A 0 0 0 A 2 3 5
B 0 0 0 B 0 0 0 B 1 2 3
C 0 0 0 C 4 6 10 C 9 6 15
D 0 0 0 D 0 0 0 D 3 4 7
E 6 9 15 E 11 9 20 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30
Item 22 UG LG UG+LG Item 23 UG LG UG+LG Item 24 UG LG UG+LG
A 1 1 2 A 3 4 7 A 9 6 15
B 2 3 5 B 4 1 5 B 2 5 7
C 2 4 6 C 4 6 10 C 4 0 4
D 6 4 10 D 0 0 0 D 0 4 4
E 4 3 7 E 4 4 8 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30
Item 25 UG LG UG+LG Item 26 UG LG UG+LG Item 27 UG LG UG+LG
A 2 6 8 A 0 0 0 A 0 0 0
B 3 1 4 B 2 4 6 B 6 0 6
C 3 0 3 C 13 7 20 C 2 0 2
D 0 0 0 D 0 4 4 D 6 14 20
E 7 8 15 E 0 0 0 E 1 1 2
Total 15 15 30 Total 15 15 30 Total 15 15 30
Item 28 UG LG UG+LG Item 29 UG LG UG+LG Item 30 UG LG UG+LG
A 4 2 6 A 0 0 0 A 0 2 2
B 2 2 4 B 3 2 5 B 3 4 7
C 1 1 2 C 0 0 0 C 12 9 21
D 7 8 15 D 11 8 19 D 0 0 0
E 1 2 3 E 1 5 6 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30
Item 31 UG LG UG+LG Item 32 UG LG UG+LG Item 33 UG LG UG+LG
A 6 12 18 A 2 6 8 A 0 0 0
B 7 2 9 B 0 0 0 B 2 1 3
C 0 0 0 C 13 7 20 C 13 14 27
D 0 0 0 D 0 0 0 D 0 0 0
E 2 1 3 E 0 2 2 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30
Item 34 UG LG UG+LG Item 35 UG LG UG+LG Item 36 UG LG UG+LG
A 14 14 28 A 0 0 0 A 3 1 4
B 0 0 0 B 13 14 27 B 12 14 26
C 1 1 2 C 0 0 0 C 0 0 0
D 0 0 0 D 0 0 0 D 0 0 0
E 0 0 0 E 2 1 3 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30

40
Item 37 UG LG UG+LG Item 38 UG LG UG+LG Item 39 UG LG UG+LG
A 0 0 0 A 15 13 28 A 0 0 0
B 0 0 0 B 0 0 0 B 0 0 0
C 0 0 0 C 0 0 0 C 14 13 27
D 13 14 27 D 0 2 2 D 1 2 3
E 2 1 3 E 0 0 0 E 0 0 0
Total 15 15 30 Total 15 15 30 Total 15 15 30

Item 40 UG LG UG+LG
A 0 0 0
B 13 14 27
C 0 0 0
D 0 0 0
E 2 1 3
Total 15 15 30

2. Discrimination
The discrimination index of an item indicates the extent to which the item discriminates
between the students, separating the more intelligent students from the less intelligent ones.
The procedure in obtaining the index of discrimination is similar to how the index of difficulty
is done, especially steps 1 (dividing the students into upper and lower group). To determine the index
of discrimination, the writer uses the following formula (Jabu, 2008):

UG - LG
ID =
n

ID = Index of discrimination
N = Number of students in one group
UG = Frequency of score by upper group
LG = Frequency of score by lower group

41
No. Testees
Test Item
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 Abd Rahman 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1
2 Aldi 1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1
3 Aminah MM 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1
4 Haerunnisa 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0
5 Haslinda 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Upper Grade
6 Hatija 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1
7 Irmayanti H 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 1
8 Irmayanti S 1 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 0 1 0 1 0 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0
9 Jumasse 1 0 1 0 1 1 0 0 1 1 1 0 0 1 1 0 0 1 0 0 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1
10 Mansyur 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1
11 Miranti 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 1 0 1 1 1
12 Muh. Akbar 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 1 1 0 1 1 1 1 1 0 1
13 Muh. Fajar 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 1
14 M.Yusuf HR 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1
15 Nurfadillah 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 0 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 1
16 Rani A 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1
17 Suaedi 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1
18 Syamsiah 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 0 0 1 1 0 0 1 1 0 1 1 1 1 1 0 1 1
19 Syawalia 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1
20 Wahyuddin 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 0 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1

Low Grade
21 Yusril Iswan 1 1 0 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 0 1
22 Yusuf 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1
23 Akbar F 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 1 0 0 0 1 0 0 0 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1
24 St. Maryam 1 0 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1
25 Nurjamilah 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1
26 Usna S 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0
27 Riska 0 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1
28 Silvy Jismiati 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1
29 Suprianti R 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1
30 Nirma 1 1 0 1 0 1 0 1 0 1 1 1 0 1 1 1 0 1 0 0 1 0 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1

UG+LG 26 26 25 27 27 26 23 20 25 25 27 27 20 27 26 27 19 10 15 20 15 10 8 15 15 20 20 15 19 21 18 20 27 28 27 26 27 28 27 27

IF =UG+LG/30 0.9 0.9 0.8 0.9 0.9 0.9 0.8 0.7 0.8 0.8 0.9 0.9 0.7 0.9 0.9 0.9 0.6 0.3 0.5 0.7 0.5 0.3 0.3 0.5 0.5 0.7 0.7 0.5 0.6 0.7 0.6 0.7 0.9 0.9 0.9 0.9 0.9 0.9 0.9 0.9

UG 15 13 14 14 15 12 13 13 13 14 12 13 11 13 13 12 10 6 9 11 9 6 4 9 7 13 6 7 11 12 6 13 13 14 13 12 13 15 14 13

LG 11 13 11 13 12 14 10 7 12 11 15 14 9 14 13 15 9 4 6 9 6 4 4 6 8 7 14 8 8 9 12 7 14 14 14 14 14 13 13 13

ID=UG-LG/15 14.3 12.1 13.3 13.1 14.2 11.1 12.3 12.5 12.2 13.3 11.0 12.1 10.4 12.1 12.1 11.0 9.4 5.7 8.6 10.4 8.6 5.7 3.7 8.6 6.5 12.5 5.1 6.5 10.5 11.4 5.2 12.5 12.1 13.1 12.1 11.1 12.1 14.1 13.1 12.1

42
The index of discrimination:
· High Discrimination : +1,00-0,50
· Low Discrimination : 0,40 – 0,00
· Negative Discrimination : -0,10 - -1,00
Item Difficulty Item Discrimination

ITEM UG LG UG + LG IF QUALITY UG - LG IF QUALITY

1 15 11 26 0.65 Proper 4 0.2 Proper

2 13 13 26 0.65 Proper 0 0 Improper
3 14 11 25 0.625 Proper 3 0.15 Improper
4 14 13 27 0.675 Proper 1 0.05 Improper
5 15 12 27 0.675 Proper 3 0.15 Improper
6 12 14 26 0.65 Proper -2 -0.1 Improper
7 13 10 23 0.575 Proper 3 0.15 Improper
8 13 7 20 0.5 Improper 6 0.3 Proper
9 13 12 25 0.625 Proper 1 0.05 Improper
10 14 11 25 0.625 Proper 3 0.15 Improper
11 12 15 27 0.675 Proper -3 -0.15 Improper
12 13 14 27 0.675 Proper -1 -0.05 Improper
13 11 9 20 0.5 Improper 2 0.1 Improper
14 13 14 27 0.675 Proper -1 -0.05 Improper
15 13 13 26 0.65 Proper 0 0 Improper
16 12 15 27 0.675 Proper -3 -0.15 Improper
17 10 9 19 0.475 Proper 1 0.05 Improper
18 6 4 10 0.25 Proper 2 0.1 Improper
19 9 6 15 0.375 Proper 3 0.15 Improper
20 11 9 20 0.5 Improper 2 0.1 Improper
21 9 6 15 0.375 Proper 3 0.15 Improper
22 6 4 10 0.25 Proper 2 0.1 Improper
23 4 4 8 0.2 Improper 0 0 Improper
24 9 6 15 0.375 Proper 3 0.15 Improper
25 7 8 15 0.375 Proper -1 -0.05 Improper
26 13 7 20 0.5 Improper 6 0.3 Proper
27 6 14 20 0.5 Improper -8 -0.4 Improper
28 7 8 15 0.375 Proper -1 -0.05 Improper
29 11 8 19 0.475 Proper 3 0.15 Improper
30 12 9 21 0.525 Proper 3 0.15 Improper
31 6 12 18 0.45 Proper -6 -0.3 Improper
32 13 7 20 0.5 Improper 6 0.3 Proper
33 13 14 27 0.675 Proper -1 -0.05 Improper
34 14 14 28 0.7 Improper 0 0 Improper
35 13 14 27 0.675 Proper -1 -0.05 Improper
36 12 14 26 0.65 Proper -2 -0.1 Improper
37 13 14 27 0.675 Proper -1 -0.05 Improper
38 15 13 28 0.7 Improper 2 0.1 Improper
39 14 13 27 0.675 Proper 1 0.05 Improper
40 13 14 27 0.675 Proper -1 -0.05 Improper

456 425 881 22.025

43
Sample Table
· Validity : 0.304 – 3.000
· Difficulty : 0.25 – 0.75
· Discrimination : 0.25 – 1.00

Item Validity Difficulty Discrimination Quality

1 2.14286 0.65 0.2 +V+D+S Proper

2 1.60714 0.65 0 +V+D-S Improper

3 1.07143 0.625 0.15 +V+D-S Improper

4 1.07143 0.675 0.05 +V+D-S Improper

5 1.60714 0.675 0.15 +V+D-S Improper

6 0 0.65 -0.1 -V+D-S Improper

7 1.78571 0.575 0.15 +V+D-S Improper

8 1.36607 0.5 0.3 +V-D+S Improper

9 0.35714 0.625 0.05 -V+D-S Improper

10 1.07143 0.625 0.15 +V+D-S Improper

11 -1.6071 0.675 -0.15 -V+D-S Improper

12 0.53571 0.675 -0.05 -V+D-S Improper

13 1.36875 0.5 0.1 +V-D-S Improper

14 -1.6071 0.675 -0.05 -V+D-S Improper

15 0 0.65 0 -V+D-S Improper

16 -0.5357 0.675 -0.15 -V+D-S Improper

17 -2.1786 0.475 0.05 -V+D-S Improper

18 0.92857 0.25 0.1 +V+D-S Improper

19 1.07143 0.375 0.15 -V+D-S Improper

20 0.54643 0.5 0.1 -V-D-S Improper

21 0.34821 0.375 0.15 -V+D-S Improper

22 0 0.25 0.1 -V+D-S Improper

23 1.625 0.2 0 +V-D-S Improper

24 0.46429 0.375 0.15 -V+D-S Improper

25 -1.6071 0.375 -0.05 -V+D-S Improper

26 0.53571 0.5 0.3 -V-D+S Improper

27 0.27321 0.5 -0.4 -V-D-S Improper

28 -1.6071 0.375 -0.05 +V+D-S Improper

29 0.21786 0.475 0.15 -V+D-S Improper

30 1.09286 0.525 0.15 +V+D-S Improper

31 -4.575 0.45 -0.3 -V+D-S Improper

32 0 0.5 0.3 -V-D+S Improper

33 5.35714 0.675 -0.05 +V+D-S Improper

34 -0.5357 0.7 0 -V-D-S Improper

35 0 0.675 -0.05 -V+D-S Improper

36 5.89286 0.65 -0.1 +V+D-S Improper

37 -0.5357 0.675 -0.05 -V+D-S Improper

38 -0.5357 0.7 0.1 -V-D-S Improper

39 6.42857 0.675 0.05 +V+D-S Improper

40 0 0.675 -0.05 -V+D-S Improper

44
 CHAPTER IV
CONCLUSION

After constructing and trying-out the test which consists of 40 items to 30 students of
SMAN 1 Liukang Tupabbiring Pangkep y that covers, listening, reading, writing, and speaking
skills and also two language elements, grammar and vocabulary, the writer analyzed and
examined the items based on its data presentation, mean score and standard deviation,
reliability, validity, difficulty level, discrimination level and full time analysis.

And after calculating the validity of the data (rpbi), there are three kinds of validity that the
writer found from the data, as followings:
ü Good validity 1.5 – 3.0 = items number: 1, 2, 5, 7, 23, 33, 36, and 39 = 8 items
ü Medium validity 0.0 – 1.5 = items number: 3, 4, 8, 10, 12, 13, 18, 19, 20, 21, 26, 27, 29,
and 30 = 14 items
ü Low validity 0.0 and below = items number: 6, 9, 11, 14, 15, 16, 17, 22, 24, 25, 28, 31,
32, 34, 35, 37, 38, and 40 = 17 items

Based on table of item discrimination, there are 39 test items that are improper because
they get below 0.40 score as the standard for the proper test item, and only 1 test items that is
proper so it can be used for the future tests. The proper item get the score above 0.4. It indicates
that the proper test item can discriminate between the intelligent students and poor student.
However, the writer needs to revise some of the test items with higher discrimination, reliability
and validity.

45
APPENDICESS

46
47
48
49
50
51
 Silabus Bahasa Inggris

Kurikulum Satuan Tingkat Pendidikan (KTSP)

Kelas/Semester: XI/2

Standar Kompetensi Kompetensi Indikator Materi Pokok Pengalaman Penilaian Alokasi Sumber/
Dasar Jenis Teks/ Contoh Teks Belajar Waktu Bahan/
Functional Alat
Text
SIKLUS LISAN
(SPOKEN CYCLE)
· Menyatakan perasaan (love) · Mendengarkan Performance 1 x 45’ Buku
MENDENGARKAN Merespon makna dalam A. TINDAK mis. I love you. percakapan assessment Look
Memahami makna percakapan BAHASA I really love you and I always will. interpersonal/ (merespon Ahead 2
dalam percakapan transaksional (to get Bereaksi atau · Menyatakan perasaan sorrow transaksional ungkapan 1 x 45’
transaksional/ things done) dan merespon dengan mis. My heart is so burdened melalui tape secara lisan) Kaset/CD
interpersonal resmi interpersonal benar terhadap I’m so sad to hear it klasikal. Script teks
dalam konteks (bersosialisasi) resmi tindak tutur: · Menyatakan attention · Mendiskusikan Tugas dari buku
kehidupan sehari-hari. dan tak resmi secara menyatakan mis. Oh, really? It’s amazing. berbagai tindak tutur teks
akurat, lancar, dan perasaan love · Menyatakan perasaan yang didengar
berterima menggunakan sorrow, attention, (embarrassment) melalui tape secara
ragam bahasa lisan yang embarrassment, mis. It really makes me ashamed klasikal. OHP/
melibatkan tindak tutur: anger, attitude, I was very embarrased · Mendengarkan LCD
menyatakan perasaan annoyance · Menyatakan perasaan (anger) percakapan
love, sorrow, attention, mis. Oh, hell!! You burn me up! transaksional/
embarrassment, anger, · Menyatakan attitude interpersonal yang
attitude, annoyance mis. What I mean is…Now, let me think… dilakukan oleh 2 x 45’
· Menyatakan perasaan (annoyance) teman.
mis. I can’t take it anymore I need a break · Mendiskusikan 2 x 45’
berbagai tindak tutur
yang dilakukan oleh
teman.
· Merespon suatu
situasi dengan tindak
tutur yang tepat
· Mendengar kutipan
tentang cinta dan
menjodohkannya
dengan orang yang
mengatakannnya

52
 · Mendengar definisi
teman tentang cinta

BERBICARA
Mengungkapkan Mengungkapkan makna Melakukan · Membaca dialog Performance
makna dalam teks dalam percakapan berbagai tindak · Melafalkan berbagai assessment
percakapan transaksional (to get tutur dalam tindak tutur (responding,
transaksional resmi dan things done) dan wacana lisan · Menggunakan jawaban
percakapan berlanjut interpersonal interpersonal tindak tutur yang lisan,dialog)
(sustained) secara (bersosialisasi) resmi /transaksional: sesuai untuk suatu Checklist
akurat, lancar, dan dan tak resmi dalam menyatakan pernyataan/situasi
berterima dalam ragam lisan secara perasaan love yang diberikan. Tugas
konteks kehidupan akurat, lancar dan sorrow, · Melengkapi dialog Proyek
sehari-hari dan berterima yang attention, dengan tindak tutur
mengakses ilmu melibatkan tindak tutur: embarrassment, yang sesuai.
pengetahuan. menyatakan perasaan anger, attitude, · Mendiskusikan
love, sorrow, attention, annoyance model percakapan
embarrassment, anger, berpasangan
attitude, annoyance · Mempraktekkan
dialog
· Menjawab
pertanyaan tentang
percakapan
· Tanya-jawab dengan
teman
· Memberi tanggapan
tentang suatu isu
· Membuat dialog
berpasangan sesuai
dengan situasi yang
diberikan
· Mempraktekkan
dialog di depan
kelas
· Mendengarkan teks
monolog dengan
bantuan audio

MENDENGARKAN
Memahami dalam teks Merespon makna dalam Merespon wacana Narrative Today, I’d like to tell you a legend from · Mencocokkan Performace 4 x 45’
monolog lisan teks monolog sederhana monolog: South Sea, Central Java. The title is gambar dengan assessment
berbentuk narrative, menggunakan ragam narrative, spoof The Stone Flower or Bunga Batu. cerita yang didengar (presentation,
spoof dan hortatory bahasa lisan secara dan hortatory Well, listen carefully. A long long time · Mengidentifikasi telling story)
exposition secara akurat, lancar dan exposition ago the people of Wanakerta Kingdom informasi yang Checklist
benar/salah dari

53
akurat, lancar, dan berterima dalam teks were very worried because the Queen cerita yang didengar
berterima dalam berbentuk: narrative, Dewi Kalasekti had suffered from a · Mendengar
konteks kehidupan spoof dan hortatory strange illness for a long time. Doctors percakapan
sehari-hari dan exposition and shamans were ordered to cure the mendongeng
mengakses ilmu Queen, but the queen was not healed. · Mengidentifikasi
pengetahuan. Meanwhile, the high priest of the intonasi yang tepat
kingdom was praying to God, when he untuk sebuah
heard a voice echoing, “The queen can percakapan
be cured by the stone flower. (lanjutan · Melengkapi teks
di buku teks) monolog
· Menjawab
pertanyaan
BRBICARA · Mendengarkan
Mengungkapkan Mengungkapkan makna Melakukan Spoof Okay students. Listen to me. I have a teman mendongeng 4 x 45’
makna dalam dalam teks monolog monolog good story. The story is about a boy named · Mendengarkan
monolog yang secara akurat, lancar dan berbentuk : Michael. He was ten years old. He was not a teman presentasi
berbentuk narrative, berterima yang narrative, spoof very good pupil. Why? Because he didn’t
spoof dan hortatory menggunakan ragam dan hortatory like doing his homework. What did he like
exposition secara bahasa lisan yang exposition then ?Oh, he liked playing in his leisure
akurat, lancar, dan berbentuk: time. He liked football very much. Do you
berterima dalam narrative, spoof dan know why he didn’t like doing his
konteks kehidupan hortatory exposition homework? Because he always made a lot of
sehari-hari dan mistakes when he did it.
· Mencocokkan
mengakses ilmu Well, one day, his mathematics gambar dengan judul
pengetahuan. teacher looked at Michael’s homework and
cerita yang tepat
found that all his homework was correct.
· Melakukan tanya
Wow, that’s a good job! Of course students,
jawab
the teacher was very pleased and surprised.
· Membaca percakaan
So, he called Michael to his office and said
mendongeng
to him, Michael, you’ve got all your
homework right this time. You’re doing · Menjawab
great. Well done, Michael. Did your father pertanyaan
help you? · Memberi tanggapan
“No, sir” Michael said, “Usually pada kartun
my father did it for me. But last night he was · Mempelajari
very busy. He had a meeting. So, he couldn’t ungkapan yang
do my homework. Then, I had to do it by digunakan untuk
myself.. (Adapted from: Intermediate mendongeng dan
Reading Comprehension,L.G.Alexander) presentasi
· Mendiskusikan
Hortatory Program Presenter : It’s ten to three and organisasi teks 6x45’
Exposition time for our special program today ‘ monolog
Beautiful World’ with me Thery. I will · Menjawab
be your host for about 30 minutes. pertanyaan tentang
Well, listeners we have two senior high teks organisasi teks
school students, Sarah and Astari on monolog
the line ready to debate about · Menganalisa teks
‘Quashing litter-bug habits.’ So, if monolog

54
 you’re interested, find a pen and paper. · Melakukan drama
Then choose the best suggestion of all · Bekerjasama dengan
by sending your SMS. Remember, at teman untuk
the end of the segment we will give membuat dongeng
you a cool gift for the winner. · Bekerjasamam
dengan teman untuk
Okay Sarah and Astari and all listeners the mempresentasikan
problem of littering reflects a lack of suatu isu.
responsibility on all sides. · Mendongeng secara
Although heavy penalty has already been individu
arranged under government regulation, many · Mendongeng cerita
people still drop broken bottles or empty lucu secara individu
cans in public places, like parks or streets, · Mempresentasikan
even in the river. It’s always interesting to suatu isu secara
know how the youth are concerned about individu
social problems like littering.

First on the line is Sarah. Hello. Thank you

for being part of our program. Tell me what
do you think of this bad habit?

Sarah : I am against this bad habit 100%.I

personally believe that throwing litter on the
ground is a very bad habit. Everybody
knows. However many people do it. Why?
Because they don’t care about a clean and
healthy environment. They are careless and
thoughtless. That’s disgusting, isn’t
it?....(lanjutan lihat di buku)

SIKLUS TULISAN · Menanggapi

(WRITTEN CYCLE) gambar/foto
The Lion and The Mouse
MEMBACA Memahami dan · Mengidentifi 11x45’
· Membaca teks
Memahami makna teks merespon makna dalam kasi makna Narrative
· Menjawab
monolog/esei teks monolog/esei yang dalam teks Once, when a Lion was asleep, a
pertanyaan
berbentuk narrative, menggunakan ragam · Mengidentifi little mouse began running up and down
spoof dan hortatory bahasa tulis secara · Bekerjasama dengan
lasi langkah- upon him; this soon wakened the Lion, who
exposition secara akurat, lancar dan placed his huge paw upon him, and opened teman menjodohkan
langkah
akurat, lancar, dan berterima dalam teks his big jaws to swallow him. “Pardon, O fable dengan
retorika
berterima dalam berbentuk: narrative, king,” cried the little Mouse, “ Forgive me amanatnya
dalam
konteks kehidupan spoof dan hortatory this time, I shall never forget it; who knows · Berdiskusi dengan
wacana:.
teman tentang teks

55
sehari-hari dan exposition narrative, but what I may be able to do you a turn some yang dibaca.
mengakses ilmu spoof dan of these days?” The Lion was so tickled at · Melengkapi teks
pengetahuan. hortatory the idea of the Mouse being able to help dengan kata yang
exposition him, that he lifted up his paw and let him disediakan
go.Some time after the Lion was caught in a · Mengidentifikasi
trap, and the hunters, who desired to carry ciri-ciri kebahasaan
himalive to the king, tied him to a tree while · Membaca komik
they wentin search of a wagon to carry him · Mengidentifikasi
on. Just then the little Mouse happened to organisasi teks
passby, and see the sad plight in which the · Mengidentifikasi
Lion was.He went up to the lion and soon teks dari berbagai
gnawed away the ropes that bound the king aspek (tujuan,
of the Beasts. “Wasn’t I right? “ said the organisasi dan ciri-
little Mouse.Moral: Little friends may prove ciri kebahasaan)
great friends.(AESOP) · Memberi nama/term
untuk tiap bagian
teks
· Membandingkan 6x45’
New Baby
Spoof paragraf yang
A woman is sitting at home entertaining her
parents who have come dibaca.
around to congratulate her on their first
MENULIS
grandchild. “So, when can we see the
Mengungkapkan Mengungkapkan makna Menulis teks
bay?,asks the grandmother. “In a little
makna dalam teks dalam teks berbentuk
while”,replies the mother. Some time passes.
monolog/esei tulis monolog/esei yang monolog/esei
The grandparents are looking quite anxious · Bekerjasama dengan
berbentuk narrative, menggunakan ragam berbentuk
at this point. “So, when can we see the teman menyusun
spoof dan hortatory bahasa tulis secara narrative, spoof
baby?, asks the grandfather. “When the baby paragraf menjadi
exposition secara akurat, lancar dan dan hortatory
starts crying”,replies the mother. The teks utuh
akurat, lancar dan berterima dalam teks exposition
grandparents turn to look each other, a little berpasangan
berterima dalam berbentuk: narrative,
perplexed and ask,”Why do we have to wait · Bekerjasama dengan
konteks kehidupan spoof dan hortatory
until she starts crying?!” The mother snaps teman melengkapi
sehari-hari dan exposition
back,”because I put her down somewhere bagian teks yang
mengakses ilmu
this morning and I can’t remember where hilang
pengetahuan.
she is!” · Bekerjasama dengan
teman membuat
Can “AFI” Guarantee One to be a Talented teks
Hortatory 9x45’
Exposition
Singer? · Menulis teks
“Menuju Puncak” is a song that is so popular narrative secara
now. No one can deny that AFI (Akademi individu
Fantasi Indosiar) has fascinated many fans · Menulis teks spoof
around the nation. As one of the many talent secara individu
search shows, AFI is bound to be compared · Menulis teks
with other such programs like “Indonesian hortatory exposition
Idol”, “Penghuni Rumah Terakhir”, “KDI”, secara individu
“Indonesia Cantik “ and so on.AFI has
offered a unique package for viewers; a
combination between a reality show and a
talent show. Their way of finding real

56
 entertainers has increased the public’s
awareness of the difficulties in reaching the
top in the entertainment business.
But frankly saying, AFI has not fully
succeeded in reaching its main goal. If you
take an objective look at a number of the
winners, you’ll see that they are not yet able
to fill the most basic requirements, which is
to sing properly. This is ironic, considering
all the criticisms coming from the judges
about pitch tones, tempos, and everything
that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian
B. LINGUISTIK music industry, we should really think about
Mengidentifikasi ciri- Mengidentifikasi the singer’s and the musician’s talents and · Mendiskusikan ciri-
ciri kebahasaan teks ciri-ciri train them appropriately, so they can be a ciri kebahsaan tiap
narrative kebahasaan teks professional singer or musician. teks
· Simple Past narrative Adapted from C’sN Magazine,2004 · Mengidentifikasi
tense · Simple Past bentuk positif,
· Past Tenses tense negatif dan
· Action Verbs · Past Tenses pertanyaan pada past
· Thinking and · Action tenses dalam suatu
feeling Verbs Verbs paragraf
· Noun and · Thinking · Menentukan bentuk
Noun and feeling kata kerja yang tepat
Phrases Verbs pada suatu
· Adverbs · Noun and kalimat/teks
· Time Noun · Menggarisbawahi
Connectives Phrases teks
· Conjuction · Adverbs · Mengidentifikasi
· Time jenis verb yang
Connectives dimaksud pada
· Conjuction kalimat
· Mengembangkan
kalimat
Mengidentifikasi ciri- Mengidentifikasi · Melengkapi teks
ciri kebahasaan teks ciri-ciri · Mengerjakan puzzle
Spoof kebahasaan teks · Membuat kalimat
· Simple Past tense Spoof berdasarkan gambar
· Past Continuous · Simple Past yang disediakan
Tense tense · Menodohkan suatu
· Present · Past kejadian
Participle and Continuous · Menganalisa fungsi
Past Participle Tense Modal Verbs
· Pronoun · Present · Menentukan tingkat
· Saying Verbs Participle kepastian kalimat
· When and While and Past penutup
Participle · Menganalisa

57
 · Pronoun paragraph
· Saying
Verbs
· When and
While

Mengidentifikasi ciri- Mengidentifikasi

ciri kebahasaan teks ciri-ciri
hortatory exposition kebahasaan teks
· Modal verbs and hortatory
Adverbs of exposition 1x45’
Certainty · Modal verbs
· Abstract Nouns and Adverbs
· Subjective and of Certainty
Objective · Abstract 1x45
Statements Nouns
· Subjective
and
Objective
Statements 1x45’

C.
SOSIOKULTURAL · Memahami
· Memahami pandangan
pandangan mengenai hari
mengenai hari Valentine · Membaca teks dan
Valentine · Memahami menjawab
· Memahami body body language
pertanyaannya
language sebagai sebagai salah · Mengiidentifikasi
salah satu alat untuk satu lat untuk pertanyaan
berkomunikasi berkomunikasi · Berdiskusi tentang
· Memahami topik · Memahami informasi tersebut.
yang sebaiknya topik yang · Menyimpulkan
dikatakan ketika sebaiknya perbedaan
pertama kali dikatakan kebudayaan di
berbicara dengan ketika pertama Indonesia dengan
seseoang, khususnya kali berbicara Negara berbahasa
di Amerika. dengan Inggris
seseoang,
khususnya di
Amerika.

D. STRATEGI · Berinisiatif
· Berinisiatif berlatih berlatih

58
 dengan teman dengan teman
· Menjawab dan · Menjawab dan · Berinisiatif berlatih
menaggapi menaggapi dengan teman
pertanyaan pertanyaan · Menjawab dan
· Berpartisipasi · Berpartisipasi menaggapi pertanyaan
melakukan melakukan · Berpartisipasi
presenntasi laporan presenntasi melakukan presenntasi
pengamatan dan laporan laporan pengamatan
mendongeng pengamatan dan mendongeng
· Membaca teks dan · Membaca teks intensif
intensif mendongeng · Berlatih dengan teman
· Berlatih dengan · Membaca teks · Bertanya pada Guru
teman intensif · Memperbaiki kalimat
· Bertanya pada Guru · Berlatih sendiri
· Memperbaiki dengan teman · Memakai kamus
kalimat · Bertanya pada · Scanning
sendiri Guru · Skimming
· Memakai kamus · Memperbaiki
· Scanning kalimat
· Skimming Sendiri
· Memakai
kamus
· Scanning
· Skimming

E. WACANA
· Menciptakan · Menciptakan · Menciptakan
koherensi teks dan koherensi teks koherensi teks dan
konteks dan konteks konteks
· Menggunakan · Menggunakan · Menggunakan
ungkapan gambits ungkapan ungkapan gambits
· Struktur Teks gambits · Struktur Teks
· Struktur Teks

59