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CHAPTER IV

A. The Research Finding 1. The Description of The Students Responses The type of the test which is analyzed by the writer is summative test. The summative test is final test of even semester for the second year students of SMK Rahayu Mulyo Jakarta for the academic year 2011-2012. The summative test are constructed in the form of multiple-choice items. Meanwhile, there are 50 multiple choice items in the test which must be done in 120 minutes. Moreover, by ranking all the students score, the students can be grouped into two. The first group is the upper group and the second group is the lower group. Each group consists of 15 students. a. The responses of the upper group There is no one of the upper students which can answer all items correctly. It is found out that only 2 students get 38 correct items, 1 student gets 36 correct items, 1 student gets 35 correct items, 1 student gets 34 correct items, 3 students get 33 correct items, 3 students get 32 correct items, 2 students get 31 correct items, 1 student gets 30 correct items, 1 student gets 29 correct items. Futhermore, in responding each item from 15 students, it is found that the items are answered variously by the students. Their responses are as follows:

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15 students answer correctly number 1, 12, 18, 39, and 41. 14 students answer corectly number 4, 9, 10, 14, 30, 33, 36, . 13 students answer correctly number 3, 7, 22, 34, 37, 46 and 47. 12 students answer correctly number 20 and 27. 11 students answer correctly number 2, 13, 21, 45. 10 students answer correctly number 28, 31, 42, and 43. 9 students answer correctly number 6, 11, 23, 25, and 49. 8 students answer correctly number 50. 7 students answer correctly number 29, 38, and 48. 6 students answer correctly number 5, 8, 17, and 44. 5 students answer correctly number 16, 24, and 40. 4 students answer correctly number 35. 3 students answer correctly number 15 2 students answer correctly number 26 0 students answer correctly number 19, 32

b. The responses of the lower group Meanwhile in the lower group, it is found out that only 2 students get 17 correct items, 4 students get 16 correct items, 2 students get 15 correct items, 2 students get 14 correct items, 3 students get 13 correct items, 1 student get 12 correct items, and 1 student get 11 correct items.

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In responding each item from 15 students, it is found that the items are answered variously by the students too. Their responses are as follows:

11 students answer correctly number 15, and 27. 9 students answer correctly number 33 and 37. 8 students answer correctly number 10, 17, 36, 41, and 48. 7 students answer correctly number 6 and 12. 6 students answer correctly number 21 and 46. 5 students answer correctly number 1, 11, 14, 18, 25, 30 and 44. 4 students answer correctly number 3, 7, 16, 22, 26, 28, 39, and 42. 3 students answer correctly number 8, 9, 13, 20, 31, 35 and 49. 2 students answer correctly number 4, 19, 23, 32, 38, and 47. 1 students answer correctly number 24, 29, 40, 43 and 45. 0 students answer correctly number 2, 5, 34, and 50

2. The Description of The Data From the data of the upper and lower group, the writer calculates the difficulty level and discriminating power. a. Data of the facility value After calculating the facility value and analyzing the items, the writer finally finds out that:

There are 11 items (22 %) which are categorized easy. They are number: 10, 12, 13, 18, 27, 28, 33, 36, 37, 41, and 42.

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There are 27 items (54 %) which are categorized medium. They are number: 1, 2, 3, 4, 6, 7, 9, 11, 14, 15, 17, 20, 21, 22, 23, 25, 30, 31, 34, 39, 43, 44, 45, 46, 47, 48, and 49.

There are 12 items (22 %) which are categorized difficult. They are number: 5, 8, 16, 19, 24, 26, 29, 32, 35, 38, 40, and 50. Table 3.1 The Category of Distribution of Facility Value of English Summative Test Range of No 1 2 3 Difficulty Level 0. 00 0. 30 0. 31 0. 70 0. 71 1. 00 Category Difficult Medium Easy Total Frequency Percentage 12 27 11 50 24 % 54 % 22 % 100 %

The writer transfers the data from the table into pie chart. The proportion can be visualized as follows:

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Chart 3.1

From the table distribution and the pie chart above, the writer concludes that the English summative test for the second year at SMK Rahayu Mulyo Jakarta is medium because the medium items take the highest portion. b. Data of discriminating power After calculating the discriminating power and analyzing the items, the writer finally finds out that:

There are 6 items (12 %) which are catergorized as the bad item and should be eliminated . There are number: 15, 17, 19, 26, 32 and 48.

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There are 13 items (26 %) which are categorized as the weak item and need to be revised. There are number: 8, 11, 16, 18, 21, 24, 25, 27, 33, 35, 37, 38 and 40.

There are 31 items (62 %) which are categorized as the good item. There are number: 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 13, 14, 20, 22, 23, 28, 29, 30, 31, 34, 36, 39, 41, 42, 43, 44, 45, 46, 47, 49 and 50. Table 3.2 The Category of Distribution of Discriminating Power Of English Summative Test Item Range of No Difficulty Level 1 2 3 0.00 0.01 - 0.19 0.20 Bad Weak Good Total 6 13 31 50 12 % 26 % 62 % 100% Category Frequency Percentage

The writer also transfers the data from table into pie chart. The proportion can be visualized as follows:

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Chart 3.2 From the table distribution and the pie chart above, the writer concludes that the English summative test for the second year at SMK Rahayu Mulyo Jakarta is good enough because the good items take the highest portion. Moreover, 13 weak items should be revised to increase the quality.

B. The Analysis And Alternative Revision Of The Weak Items

In this section, the writer tries to make some alternative revisions of the weak items. Based on the previous data, there are 13 items that should be revised. They are number 8, 11, 16, 18, 21, 24, 25, 27, 33, 35, 37, 38 and 40. The analysis and the alternative of the revision are as follows:

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1. The Item of Number 8 a. Copy of the text and the item

Data of the item Option Upper Lower A 7 8 FV = 0,30 B* 6 3 C 1 2 D 1 2 DP = 0,1 Total 15 15

b. Competence measured. The students competence that is measured by this item is analyze the conversation. The students are asked to respon the question in a short of conversation which relates to the expression of habitual. c. Analysis

The FV of this item is 0,30. It indicates that the items is very too difficult to do by the students in the upper group and lower group.

The DP of this item is 0,1. It indicates that the item is weak to discriminate the students in the upper and lower group.

The distracters in option A has succesfully distract many amount students in upper group and lower.

The most of students distracted by the answer in item A What did you write on your status, so that the distracter capacity of the item is not

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too strong then it should be changed to what did you write on your status?. d. The alternative of revision. A. What did you write on your status? B. How often do you update your status? C. How long do you compose your twitter? D. What did you write on your twitter?

2. The Item of Number 11

a. copy of the text and the item

b. Data of the item Option Upper Lower A* 9 5 FV = 0,46 B 2 3 C 2 0 D Total 2 15 7 15 DP = 0,13

c. Competence measured

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This item measures the students analyzing the. The students are asked to be able to respond the apology expression in a short conversation. d. Analysis

The FV of this item is 0,46. It indicates that the items is easy to do by the students in the upper group and lower group.

The DP of this item is 0,13. It means the item (B, and C) is weak to discriminate the students in the upper except in option D which has successful distracted the lower group.

From several points above, the writer found the problem that the information about the correct answer is explicitly shown in the dialogue. The students only need to notice to the last part of the dialogue Im very sorry, and interprete the information from the whole texts. So the students only need the correct answer by looking the true grammar.

e. The alternative of revision

A. Ill be having another appointment on that day* B. Ill have a meeting with my clients on that time. C. I need to meet my boss then

D. I finished my job in office

3. The Item of Number 16

a. copy of the text and the item

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b. Data of the item Option Upper Lower A 0 3 FV = 0,30 B* 5 4 C 10 6 D Total 0 15 2 15 DP = 0,03

c. Competence measured This item measures the students compentency in understanding the grammar text in a short dialogue. d. Analysis

The FV of this item is 0,30. It indicates that the items is very difficult to do by the students in the upper group and lower group.

The DP of this item is 0,03. It means the item is weak to discriminate the students except in option C which has successful distracted in the upper and lower group.

The distracters in option A and D have succesfully distract a little amount student in lower group except the upper group whereas none of students choose this option.

From several points above, the writer has found the problem that the big amount students both from upper and lower group are successfully

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distracted to choose the option C. So that the writer concludes that a big amount of students are not successfully to differentiate between option B and C.
e. The alternative of revision:

Buchari: Why did you move to a small town? Jerry : I think Jakarta is very noisy and crowded. .. A. I didn't get to live in a big city. B. I didn't used to live in a big city C. I didn't take to live in a big city D.I didn't agree to live in a big city

4. The Item of Number 18

a. copy of the text and the item

b. Data of the item Option Upper Lower A* 15 5 FV = 0,86 B 0 1 C 0 4 D Total 0 15 5 15 DP = 0,13

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c. Competence measured This item measures the students compentency in understanding the grammar text in a short dialogue. d. Analysis

The FV of this item is 0,86. It indicates that the items is very easy to do by the students in the upper group and lower group.

The DP of this item is 0,13. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option B, C and D do not work properly especiallu for upper group.

From several points above, the writer found the problem that the weaknesses of this item come from the distracters of the item. The word yes, sure in the dialogue directly lead the students to choose the correct answer. The upper students will automatically realize that the information about the correct answer has been available in the text. So that, there are no probability for the students to choose the other options except the option A in spite of the fact is only a big amount of the lower students choose the wrong answer. According to this problem, in order to make the distracter can run more effectively to

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distract the lower students, the writer will replace the dialogue and option contents. e. The alternative of revision Dewi : Hello, would you like to come to my house tonight? We will have a birthday party for my youngest sister. Dewa : oh really?, sure .......... A. I would love to. B. I will love to. C. I wouldnt think so. D. Would you like to have a dinner with me?

5. The Item of Number 21

a. copy of the text and the item

b. Data of the item Option Upper Lower A 1 0 FV = 0,56 B 3 7 C* 11 6 D Total 0 15 2 15 DP = 0,16

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c. Competence measured

The test measures the students ability in identifying the word or phrase that should be corrected. d. Analysis

The FV of this item is 0,56. It indicates that the items is easy enough to do by the students in the upper group.

The DP of this item is 0,16. It means the item is weak to discriminate the students in the upper and lower group.

Only the distracters in option B have succesfully distract a little amount student in upper and lower group except the option A and D whereas very a little amount of students from both groups choose this option.

e. Based on the several datas above, the writer finally found the problem that

the mainly weakness of this item is caused by the distracter in the options A and D which does not run effectively to distract the upper and lower group. So that, the writer will change the composition of the content in option A and D. f. The alternative of revision Robby : Do you have any plan tomorrow? A Carol : Not yet I think. B

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Robby : Should you like to join with me to watch David Foster concert in C Sebayan?

Carol : Id love to. D

6. The Item of Number 24

a. copy of the text and the item

b. Data of the item Option Upper Lower A* 5 1 FV = 0,20 B 3 5 C 1 4 D Total 6 15 5 15 DP = 0,13

c. Competence measured The test measures the students ability in identifying the word or phrase that should be corrected.

d. Analysis

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The FV of this item is 0,20. It indicates that the items is too difficult to do by the students in the upper group and lower group.

The DP of this item is 0,13. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option D has succesfully distracted a mount of lower and upper student. The option B and C have successfully distracted a big amount of lower students and only a few amount of upper student can be distracted.

From several points above, the writer found the problem that a big amount of upper and lower student are too difficult to find the right answer. So that the writer does a little modification to the stem.

e. The alternative of revision

Santo : Mr. Danuwiryo usually drives his car by herself, even though he A has a driver. Tejo : Yes, youre right. He sometimes does it when its not a long C distance. D B

7. The Item of Number 25

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a. copy of the text and the item

b. Data of the item Option Upper Lower A 3 4 FV = 0,46 B* 9 6 C 1 5 D Total 2 15 0 15 DP = 0,13

c. The competence measured

d. The test measures the students ability in identifying the word or phrase

that should be corrected. e. Analysis

The FV of this item is 0,46. It indicates that the items is easy to do by the students in the upper group and lower group.

The DP of this item is 0,13. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option C and D does not work effectively. Based on the several datas above, the writer finally found the problem that the mainly weakness of this item is caused by the distracter in the

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options C and D that do not run effectively to distract the upper group. So that, the writer will change the composition of the content in option C and D. f. The alternative revision of the item Every holiday my husband likes cooking for our family than travel and A B C

we often help him prepare our favourite food in the dining room. D

8. The Item of Number 27 a. copy of the text and the item

b. Data of the item Option Upper Lower A* 12 11 FV = 0,76 B 2 4 C 1 0 D Total 0 15 0 15 DP = 0,03

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c. Competence measure The item measures the students reading competence in scanning. Scanning means an ability to find a specific information from the text through flash reading. d. Analysis

The FV of this item is 0,38. It indicates that the items is very easy to do by the students in the upper group and lower group.

The DP of this item is 0,03. It means the item is weak to distract the students in the upper and lower group.

The distracters in option B works effectively to distract the student in the upper and the lower group.

From several points above, the writer has found the problem that The distracters in option C and D do not work effectively to distract the student in the upper and the lower group. So the writer changes contain of option C and D.

e. The alternative revision of the item A. Computer memory is volatile B. Information in the memory is easily lost C. The function of computer memory is very useful D. The development of computer memory is very fast

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9. The Item of Number 33

a. copy of the text and the item

b. Data of the item Option Upper Lower A 0 1 FV = 0,76 B 1 5 C* 14 9 D Total 0 15 0 15 DP = 0,16

c. Competence measure The item measures the students reading competence in scanning. Scanning means an ability to find a specific information from the text through flash reading. d. Analysis

The FV of this item is 0,76. It indicates that the items is very easy to do by the students in the upper group and lower group.

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The DP of this item is 0,16. It means the item is weak to distract the students in the upper and lower group.

The distracters in option B works effectively to attract the student in the lower group. But the distracter in the option A and D dont work effectively to attract the student in the lower and upper group. Beside that the answer is shown easily by the lower and upper student.

From several points above, the writer has found the problem that The distracters in option A and D do not work effectively to attract the student in the upper and the lower group and the answer is very easy to find by the lower and upper student. So the writer changes contain of option A, C and D.

e. The alternative revision of the item The following are cities mentioned as the destination of the Swiss air, except ....
a. Geneva b. Paris

C. Sweden D. London

10. The Item of Number 35

a. copy of the text and the item

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b. Data of the item Option Upper Lower A* 4 3 FV = 0,23 B 2 7 C 6 3 D Total 3 15 2 15 DP = 0,03

c. Competence measure The item measures the students reading competence in scanning. Scanning means an ability to find a specific information from the text through flash reading. d. Analysis

The FV of this item is 0,23. It indicates that the items is very difficult to do by the students in the upper group and lower group.

The DP of this item is 0,03. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option B works effectively to attract the student in the lower group. The distracters in option C works effectively to attract the student in the upper. The distracters in option D works effectively enough to attract the student in the upper and lower group.

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From several points above, the writer has found the problem that The answer in option A is too difficult to be found by students. So the writer will change the contain in option A.

e. The alternative revision of the item We can conclude from the text that........
A. Swiss air flies to Europe more often than any other airline.

B. no other airline has wider seats than the Swissair C. The Swissair offers the cheapest fare to Europe. D. The Swissair has the newest type of aircraft.

11. The Item of Number 37

a. copy of the text and the item

b. Data of the item Option Upper Lower A 0 3 FV = 0,73 B 2 1 C 0 2 D* Total 13 15 9 15 DP = 0,13

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c. Competence measure The item measures the students reading competence in scanning. Scanning means an ability to find a specific information from the text through flash reading. d. Analysis

The FV of this item is 0,73. It indicates that the items is very easyto do by the students in the upper group and lower group.

The DP of this item is 0,13. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option A, B and C Dont work effectively to attract the student in the lower and upper group.

From several points above, the writer has found the problem that The answer in option A, B and C should be replaces to make more distract effectively for lower and upper student.

e. The alternative revision of the item We can conclude from the text that........

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Where did the Titanic sink exactly? A. North Atlantic B. Atlantic Ocean C. Southeast Atlantic Ocean D. North Atlantic Ocean

12. The Item of Number 37

a. copy of the text and the item

b. Data of the item Option Upper Lower A* 7 2 FV = 0,30 B 6 6 C 2 4 D Total 0 15 3 15 DP = 0,16

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c. Competence measure The item measures the students reading competence in scanning. Scanning means an ability to find a specific information from the text through flash reading. d. Analysis

The FV of this item is 0,30. It indicates that the items is difficult to do by the students in the lower group.

The DP of this item is 0,16. It means the item is weak to discriminate the students in the upper and lower group.

The distracters in option B works effectively to attract the student in the lower and upper group. The distracters in option D doesnt work effectively to attract the student in the upper group

From several datas above, the writer has found the problem that The answer in option A is too difficult to be found by students. So the writer will change contain in option A.

e. The alternative revision of the item Who will be the visitors guide?
a. J. Wilson b. Elena Kuzikov

C. John Howard D. J. Wilson & John Howard.

13. The Item of Number 40

a. copy of the text and the item

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b. Data of the item Option Upper Lower A* 5 1 FV = 0,20 B 3 3 C 5 3 D Total 2 15 8 15 DP = 0,13

c. Competence measure The item measures the students reading competence in scanning. It means an ability to find specific information from the text through flash reading. d. Analysis

The FV of this item is 0,20. It indicates that the items is difficult to do by the students in the upper and lower group.

The DP of this item is 0,13. It means the item is weak to discriminate the students in the upper and lower group.

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The distracters in option B, C and D works effectively to attract the student in the lower and upper group.

From several points above, the writer has found the problem that The answer in option A is too difficult to be found by students. So the writer change contain in option A so there will be amount of lower group can find the answer.

e. The alternative revision of the item

a. Designing bridges construction b. Eating lunch

C. Touring the department D. Visiting at the bridge