CHAPTER 1
INTRODUCTION
1.1 BACKGROUND

In the teaching learning process, evaluation has main role because it is of role the integral of activities that get attention for teacher in doing his task as an organizer of teaching learning program at school. In the entire teaching that have to carry out by teacher. Test is a part that can be separated. Because test is s a tool or procedure for teacher get information from teaching process. There fore many function that is got by a teacher if able to analysis these items of test that have been used in formative or summative.
By analysis from these items that is given so will be knewn mater that relation with development arrangement, an the using of test. Where the good test is imfortant to stand and bad test have to improve. From analysis the test can be carry out effort to know the basic. The first point is difficulty, discrimination, and dictrater.
In making the test index difficulty, dicrimintion, and discracter have to consider. Where the good test is the the test is not easier and is not more difficult. The easy test does not give motivastion the student to study hard. On the contrary the test most difficult will be make the student unhopeless.
Beside that index discrimination will give motivation for student to mastery the material because they want is include in high level student or group. There fore as a teacher have to pay attention the factors that influence in the result of assessmentof test. So, in the making of test will be good in the future
Finally based on expalanation, thus a teacher is demandend to know the criterians of making a good test so that the measurement of students achievement which has been done or evaluated more effective and accurate and can increase the quality of education.
Related to the above reason, then in this paper the writer is interested to investigate about the test of TOEFL that is given to ten students and 20 items in the second year of English program Haluoleo University.


1.2 QUESTIONER OF THE TEST
In this analysis, the test which used is multiple choice that consist of 20 items number and there are four option
namely a, b, c, and d. the target sample of the test is English Program Teacher Training And Eduction Faculty Haluoleo University 2007-2008 and they consist of 10 students.

University : English program
Level : the second year
Semester : four (4)
Testee :10 students
Test item : 20 items
The reason why I choose English program the second year because in my consideration was easy to get testee and did not need spent money. Beside for get information development of grammar student from grammar one till grammar three.
Finally, I hope this paper can help me and all my friend to learn some aspeck in analyising of test as a candidate of teacher in the future.














CHAPTER 11
ANALYSIS
2.1 TEST ANALYIS

In this case the lecturer focus on three items will be discussed and could be consideration in determining item quality. This point is very infortant because as a teacher must have able to analysis this aspect as following :
a. Index difficulties of items
b. Index discriminating of items
c. Discrater items

2.2 INDEX DIFFICULTY

Index Difficulty considered in term of individual on the whole test. The difficlty level if item is determine by
deviding the number of the student getting item correctly by total number of the students attempting the item. The difficulty index between 0,00-0,30 it means the item of the test is difficult, 0,30-0,70 is moderate and 0,70-1,00 means that the the test is easy. There fore to know the difficulty we can use formula as fllowing :

HG + LG note IF : index difficulty
HG : high group of testee
LG : low group of testee
N : total of students or total

Beside the criteria for determining the difficulty level (DL) is used the standard criteria that is suggested by Arikunto (1986, 214) as following :
0,00 - 0,30 difficult
0,31 - 0,70 moderate
0,71 - 1,0 easy

2.3 DISCRIMINATING POWER

Disriminating power is very importand to determine of the item test. Disciminating power of an item will show low well an item test is able to discrmanate between students with a higher achievement. There fore Arifin (1991 , 267-268 ) states that discriminating power is a measurement of how far of the item test capable to the cleverer pupil and the less pupil based on the criteria of certain more and more high value of discriminating power of the test more and more capable of item test to differentiate the cleverer and less pupil.
In account and analysis the discriminating power of the item of the test is used formula :

There fore we use criteria of determine of discriminating power ( DP),namely we use the standard criteria that suggested by Ebel ( 1981, 162 ) as following :
Bellow 0,01 : poor item
0,10 - 0, 19 : marginal
0, 20 – 0, 29 : reasonable
0,30 – 0,39 : good
0,40 and up : very good
2.4 DISTRACTER

Distracter is very important for instructor or teacher to determine the item test, whether the test proper or improper. Generally, good distracter attracts pupil from the lower groups. It means, it should discriminate between lower and higher groups in manner determining how to the effectiveness of each distracter of the item of test.







CHAPTER
DISCUSSION
Table 1. The Result of Student Score

No Name score
1 Ida mariani idris 14
2 Siti Ramlia 13
3 Desti Natria 13
4 Desi liliani husain 10
5 Muh. Harsan 10
6 Handriati 9
7 Adnan 9
8 Juharni 9
9 Andi Ayu Sulfiani 9
10 Wd. Nursyamsi 7


Note : red color is high group
: blue red is lower group













Table 2. the answers of students



Item High level Low level
I
D
A
H
S
I
T
I
D
E
S
T
I
D
E
S
I
H
A
R
S
A
N
Score H
A
N
D
R
I
A ADNAN JUHAR ANDI SYAMSI
Score

1 1 1 1 1 1 5 1 0 1 0 1 3
2 1 1 1 1 1 5 1 1 1 0 1 4
3 1 1 1 1 0 4 1 1 1 1 0 4
4 1 1 1 1 0 4 0 1 1 1 0 3
5 0 0 0 0 0 0 0 0 0 0 0 0
6 1 1 1 1 1 5 1 0 0 0 0 1
7 0 1 1 0 0 2 0 0 0 1 0 1
8 1 0 0 0 0 1 0 0 0 0 0 0
9 0 1 1 1 1 4 0 1 0 1 0 2
10 0 0 0 0 0 0 0 0 0 1 1 2
11 1 1 1 0 1 4 0 1 0 0 0 1
12 1 0 0 0 0 1 0 0 0 0 0 0
12 1 0 0 0 1 2 0 0 1 1 0 2
14 1 1 1 1 0 4 1 1 0 0 0 2
15 0 1 1 1 1 4 1 0 0 0 0 1
16 1 1 1 1 1 5 1 0 1 1 1 4
17 1 1 1 0 1 4 1 1 1 1 1 5
18 1 0 0 0 0 1 0 0 0 0 0 0
19 0 0 0 0 0 0 0 1 1 0 1 3
20 1 1 1 1 1 4 1 1 1 1 1 5
total 14 13 13 10 10 9 9 9 9 7

From the analysis of the items of the test so, I can make conclusion that in the answer the test between high group and low group are different. In this case we can see from items the test number there is no student choose the correct answer. Beside that number item of the test of number ten high level have wrong answer and low group answer two correct answer and also number nineteen too. On the contrary for example number item of test in eighteen there is no correct answer for low group
Table3. index discrimination


Item Index discrimination ( ID )
interprestation
Hg Lg Hg-Lg ½ N ID %
1 5 3 2 5 0,4 40 very good
2 5 4 1 5 0,2 20 moderate
3 4 4 0 5 0 0 Poor
4 4 3 1 5 0,2 20 moderate
5 0 0 0 5 0 0 Poor
6 5 1 4 5 0,8 80 Very good
7 2 1 1 5 0,2 20 moderate
8 1 0 1 5 0,2 20 moderate
9 4 2 2 5 0,4 40 Very good
10 0 2 2 5 -0,4 -40 Poor
11 4 1 3 5 0,6 60 Very good
12 1 0 1 5 0,2 20 moderate
13 2 2 0 5 0 0 Poor
14 4 2 2 5 0,4 40 Very good
15 4 1 3 5 0,16 60 Marginal
16 5 4 1 5 0,12 20 Marginal
17 4 5 -1 5 -0,12 -20 Poor
18 1 0 1 5 0,2 20 moderate
19 0 3 -3 5 -0,6 -60 Poor
20 5 5 0 5 0 0 poor

Based on the table 5. above it can be seen that the result of discriminating power as follow :



Table4 . the result of descrimanating power analysis
No. Discrimanting power Index Item total Percent (%) category
1 >0,40 1,5,9,11,14 5 25 Very good
2 0,39-30 - 0 0 good
3 0,20-0,29 2,4,7,8,12,18 6 30 moderate
4 0,10-0,19 15,16 2 10 marginal
5 <0,10 3,5,10,13,17,19,20 7 35 poor
6 total 20 100%

Table 4. show that there are five items are include in category very good (1,5,9,11,14). Beside that there no item is include in good item category. Where as there are six items are include in moderate category such as (2,4,7,8, 12,18) and two items are include in marginal category namely (15 and 16). And last there are seven items are include in poor category such as (3,5,10,13,17,19,20).

Table 5. rejected with consideration, accepted and revised of the test


No Discriminating power index (DPI)
Item
total
Percent (%)
category
1 Below 0,00 3,5,10,13,17,19,20 7 35 Rejected with consideration(poor)
2 0,00-0,19 2,4,7,8,12,18
15,16 8 40 Revised (marginal, moderate)
3 0,20-0,29 1,5,9,11,14 5 25 Accepted (very good)
4 Total 100

Table 5. above indicates that there are 7 item is rejected (35%) with the category poor, and there are 8 items must be revised (40 %) by category marginal and moderate beside that, there are 5 item is very good and in this case is accepted (25%).

Table 4. index difficulty


Item Index difficulty
interprestation
Hg Lg Hg + lg N IF %
1 5 3 8 10 0,8 80 easy
2 5 4 9 10 0,9 90 easy
3 4 4 8 10 0,8 80 easy
4 4 3 7 10 0,7 70 Moderate
5 0 0 0 10 0 0 Difficult
6 5 1 6 10 0,6 60 Moderate
7 2 1 3 10 0,3 30 Difficult
8 1 0 1 10 0,1 10 Dufficult
9 4 2 6 10 0,6 60 Moderate
10 0 2 2 10 0,2 20 Difficult
11 4 1 5 10 0,5 50 Moderate
12 1 0 1 10 0,1 10 Difficult
13 2 2 4 10 0,4 40 Moderate
14 4 2 6 10 0,6 60 Moderate
15 4 1 5 10 0,5 50 Moderate
16 5 4 9 10 0,9 90 Easy
17 4 5 9 10 0,9 90 Easy
18 1 0 1 10 0,1 10 Difficult
19 0 3 3 10 0,3 30 Difficult
20 5 5 10 10 1 100 Easy

Table 4. we can see the result of analysis of the item difficulty level in the next table as following :

No
Index of difficulty (ID)
Item
Total
Percent (%)
category
1 0,00-0,3 5,7,8,10,12,18,19 7 35 Difficult
2 0,31-0,69 4,6,9,11,1314,15 7 35 moderate
3 0,7-1,00 1,2,3,16,17,20 6 30 easy
Total 20 100

From the table above, I can make conclusion that there are seven items with the percentation 35 % are difficult. Then, there are seven items are moderate with the percentation 35. and last six items are easy with 30 percent.
Based on analysis of the items above so can be analysis to considerate where is item will be accepted and revised. There fore we can see from the table below.

Table 5. accepted and revised of item difficulty of test

No Index of difficulty (ID)
Item
total
Percent (%)
Category
1 0,00-0,19 5,7,8,10,12,18,19 7 35 revised
2 0,20-0,80 4,6,9,11,1314,15 7 35 Accepted
3 0,81-100 1,2,3,16,17,20 6 30 Revised
Total 100

Based on the table 5 I can make conclusion that there are seven item include catery of revised and with the perssentation is 35 % and 35 % for accepted category and last 30 % for revised again.

Table 6. distracter item anlyisis
From the items that had been done by tester we can analysis of distracter of objective test as following as :

Item ID IF
note
option hg lg Hg- lg % Hg + lg %
1 A 5 3 2 -40 8 80 Effective
B 0 0 0 0 0 0 Ineffective
C 0 1 -1 -20 1 10 Effective
D 0 1 -1 -20 1 10 Effective
2 A 0 1 -1 -20 1 10 Effective
B 0 0 0 0 0 0 Ineffective
C 5 4 1 20 9 9 Effective
D 0 0 0 0 0 0 Ineffective
3 A 1 0 1 20 1 10 effective
B 4 4 0 0 8 80 Effective
C 0 1 -1 -20 1 10 Effective
D 0 0 0 0 0 0 Ineffective
4 A 4 3 1 20 7 70 Effective
B 0 0 0 20 0 0 Ineffective
C 0 1 -1 -20 1 10 Effective
D 1 1 1 0 2 20 Effective
5 A 1 2 -1 -20 3 30 Effective
B 0 0 0 0 0 0 Ineffective
C 0 0 0 0 0 0 Ineffective
D 4 3 1 20 7 70 Effective
6 A 5 1 4 80 6 60 Effective
B 0 0 0 0 0 0 Ineffective
C 0 3 -3 -60 3 30 Effective
D 0 1 -1 -20 1 10 Effective
7 A 0 1 -1 -20 1 10 Effective
B 2 1 1 20 3 30 Effective
C 2 1 1 20 3 30 Effective
D 1 2 1 -20 3 30 Effective
8 A 4 4 0 0 8 80 Effective
B 1 0 1 20 1 10 Effective
C 0 1 -1 -20 1 10 Effective
D 0 0 0 0 0 0 Ineffective
9 A 0 1 -1 -20 1 10 Effective
B 4 2 2 40 6 6 Effective
C 0 1 -1 -20 1 10 Effective
D 1 1 0 0 2 20 Effective
10 A 0 2 -2 -40 2 20 Effective
B 5 2 3 60 7 70 Effective
C 0 0 0 0 0 0 Ineffective
D 0 1 -1 -20 1 10 effective

11 A 4 1 3 60 5 50 Effective
B 1 0 1 20 1 10 Effective
C 0 0 0 0 0 0 Ineffective
D 0 4 -4 -80 4 40 Effective
12 A 0 2 -2 -40 2 20 Effective
B 1 0 1 20 1 10 Effective
C 1 3 -2 -40 4 40 Effective
D 3 0 3 -60 3 30 Effective
13 A 0 1 -1 -20 1 10 Effective
B 0 0 0 0 0 0 Ineffective
C 2 2 0 0 4 40 Effective
D 3 2 1 20 5 50 Effective
14 A 0 1 -1 -20 1 10 Effective
B 4 2 2 40 6 60 Effective
C 1 0 1 20 1 10 Effective
D 0 2 -2 -40 2 20 Effective
15 A 4 1 3 60 5 50 Effective
B 1 3 -2 -40 4 40 Effective
C 0 1 -1 -20 1 10 Effective
D 0 0 0 0 0 0 Ineffective
16 A 0 0 0 0 0 0 Ineffective
B 5 4 1 20 9 90 Effective
C 0 0 0 0 0 0 Ineffective
D 0 1 -1 -20 1 10 Effective
17 A 1 0 1 20 1 10 Effective
B 4 5 -1 20 9 90 Effectve
C 0 0 0 0 0 0 Ineffective
D 0 0 0 0 0 0 Effective
18 A 1 0 1 20 1 10 Effective
B 0 4 -4 -80 4 40 Effective
C 0 0 0 0 0 0 Ineffective
D 4 1 3 60 5 50 Effective
19 A 1 0 1 20 1 10 Effective
B 0 3 -3 -60 3 30 Effective
C 3 1 2 40 4 40 Effective
D 1 1 0 40 2 20 Effective
20 A 0 0 0 0 0 0 Ineffective
B 5 5 0 0 10 10 Effective
C 0 0 0 0 0 0 Effective
D 0 0 0 0 0 0 Effective

Note: there is a point that saw if the option is effective and ineffective. Effective if the respondent or tester chose by 5 % of the answer.
After anlysis the all items I found there are two number for ineffective namely : (2,16). There fore there are 18 items are effective such as :1,3,4,5,6,7,8,9,10,11,12, 13,14,15, 17, 18, 19, 1nd 20).
From the result of analysis I can make conclusion that the item is very good because just have two items are 10% ineffective and the effective items are 90%. So the distracter have been fulfil the criteria for good test