department of english education faculty of tarbiya and teachers [PDF]

“AN ITEM ANALYSIS ON DIFFICULTY LEVEL AND DISCRIMINATING POWER OF ENGLISH SUMMATIVE TEST FOR JUNIOR HIGH SCHOOL” (A Case Study at “SMP Islam Annur”Jakarta Barat)

A “Skripsi” Presented to Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the Requirements for Degree of S.Pd. (S-1) in English Education Department

By RIFADAH NIM. 208014000040

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SAYRIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015

ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this skripsi is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language Education. First of all, the writer would like to express her great honor and deepest gratitude to her advisor, NIDA HUSNA, M. Pd., MA. TESOL. whose scholarly suggestions and critical remarks have enabled the writer to refine this skripsi. She also conveys special gratitude to her beloved parents. The writer’s sincere gratitude also goes to: 1. Drs. Syauki, M. Pd., the Head of English Department 2. Zaharil Anasy, M. Hum.,The Secretary of English Department. 3. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta 4. Irfan, S.S., as My Husband and My Parents (Dedeh and Maman Sukirman, S.Ag), for giving praying, love, Motivation to finish this “skripsi” as well as possible. 5. Irfan, S.S., the English Teacher of “SMP Islam Annur”Jakarta Barat. 6. All of friends in State Islamic University Hidayatullah Jakarta particularly friends in English Education Department especially for Septiyana Ida Subekti, S.Pd., Eka Sasmiasih, S.Pd, and Eni Nuraeni, S.Pd, Ari Puji

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Lestari, S.Pd, Teguh Hermawan, S.Pd and other who cannot be mention one by one. Thanks for cheerful days and togetherness. The writer does realize that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better. Jakarta, June 2015 The Writer

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TABLE OF CONTENTS ABSTRACT .............................................................................................

i

ACKNOWLEDGEMENT ......................................................................

iv

TABLE OF CONTENTS ........................................................................

v

LIST OF TABLES ..................................................................................

vii

LIST OF APPENDICES ........................................................................

viii

CHAPTER I.

INTRODUCTION .....................................................

1

A.

Background of the Research ..............................

1

B.

Identification of the problem ...............................

5

C.

Limitation of the Problem ...................................

5

D. Formulation of the Problem ...............................

5

E.

Objective of the Research ...................................

6

F.

Significance of the Research ..............................

6

THEORETICAL FRAMEWORK………….. ........

7

A. Test ......................................................................

7

1. Definition of the Test .....................................

7

2. Types of The Language Test ..........................

8

Item Analysis.......................................................

13

1. Definition of the Item Analysis ......................

13

2. Types of the test Item .....................................

14

3. Type of Item Analysis ....................................

21

4. Purpose of the Item Analysis ..........................

27

CHAPTER III. RESEACRH METHODOLOGY ............................

29

A. Place and Time of the Research.............................

29

B. Research Method and Design……………………

29

C. Population and Sampling of the Research .............

29

D. Subject of the Study .............................................. v

30

CHAPTER II.

B.

CHAPTER IV.

E. Instrument of the Research……………………... .

30

F. Technique o Data Collecting…………………….

30

G. Technique of Data Analysis ..................................

31

RESEARCH FINDING AND INTERPRETATION ................................................

33

A. The Research Findings ........................................

33

1. The Description of the Data..............................

33

2. The Analysis of the Data. .................................

38

B. The Interpretation .................................................

66

CONCLUSION AND SUGGESTION ....................

68

A. Conclusion ...........................................................

68

B.

Suggestion ...........................................................

69

REFERENCES ........................................................................................

70

APPENDICES .........................................................................................

72

CHAPTER V.

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LIST OF TABLES Table 3.1

The range of the difficulty level ........................................... 32

Table 4.1 The Students score of English summative test type P1 ......... 35 Table 4.2 The Students score of English summative test type P2 ......... 37 Table 4.3 The Students Score of English summative test type P3 ........ 38 Table 4.4 Format of item analysis of English summative test type P1.. 42 Table 4.5 Format of item analysis of English summative test Type P2 44 Table 4.6 Format of item analysis of English summative test Type P3 47 Table 4.7 Format of item analysis of English summative test Type P1 of Discriminating power ........................................................... 69 Table 4.8 Format of item analysis of English summative test Type P2 of Discriminating power ...................................................... 74 Table 4.9 Format of item analysis of English summative test Type P3 of Discriminating power ........................................................ 78

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LIST OF APPENDICES

Appendix 1a The English summative test Question Paper Type P1 Academic year 2013/2014 ........................ 89 Appendix 1b The English summative test Question Paper Type P2 Academic year 2013/2014 ........................ 90 Appendix 1c The English summative test Question Paper Type P2 Academic year 2013/2014 ........................ 91 Appendix 2a The Answer Key of English summative test type P1 ......... 92 Appendix 2b The Answer Key of English summative test Type P2 ...... 93 Appendix 2c The Answer Key of English summative test Type P3 ........ 94 Appendix 3 Surat Permohonan Izin Penelitian ..................................... 95 Appendix 4 Surat Izin Penelitian dari SMPI Annur Tanah-abang Jakbar

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CHAPTER I INTRODUCTION

This chapter presents the background of the research, limitation and formulation of the problem, the objective of the research, the method of the research and the significance of the research. A. Background of the Research English is one of the obligatory subjects which should be learned by the student since at Junior High School up to university. It has been stated on Standard of Competency and Basic Competence (SK, KD) in the current curriculum KTSP 2006. 1 It is not only learned by students in the school but also in the course institutional, to make them using more about English so they can pass the exam successfully. They try to use certain approach to teach English in order to improve the skill of students. However, most of 7th grade students at SMP Islam Annur Jakarta Barat still have difficulties to achieve the minimum score of English summative Test. Based on the unstructured interviewed result with the teacher on 3rd February 2014 and then concerning students’ summative test. There were some difficulties and discriminating power probably faced by students in Summative Test activities such as, most of the students failed to choose the correct answer of English summative test. It was caused by the students’ awareness with the type of question or because they did not know the meaning of each option in English summative test. So, they could not find the right word to fill in the blank. Moreover, most of students only had the ability to pronounce and recognize the individual words without conveying the message, and they were hardly to maintain their concentration as they read. Next, based on the observation started from 4th to 5th February 2014, it was found that the teacher explained the meaning of some item tests, Then the teacher gave the 1

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta:Depdiknas, 2003), p. 17.

1

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students some minutes to do exercises meanwhile most of students did not pay attention to the teacher’s explanation even they did not do the exercises. Furthermore, the teacher rarely let his students try to analyze the each question. Ideally, the teacher also must know the progress of their students, one way to check whether the students show any improvement or not by making an evaluation. Carefully collected evaluation data help teachers understand the learners, to extent to which the instructional objectives are being achived.in summary, 2 one aspect of evaluation, therefore, is the collection of reliable and relevant information. This information used not be, indeed seldom is, exclusively quantitative. 3 Evaluation in English teaching and learning process was very important, because evaluation can be used for gathering the information about the strength and the weakness in accepting the academic skill of the students, and it can tell the teacher’s effectiveness of instruction and the progress of student ability. Evaluation itself is a part of curriculum. As we know the curriculum consists of four elements: purposes, materials, methodology, and evaluation. The different parts of depend of one each other. There are many ways for collecting data as information in the process of evaluation. One of them is by using test. In teaching learning process, the test is commonly used subjective and objective test. Subjective test is usually based on the personal judgment of examiner. So that the result may be different depends on the examiners. Meanwhile objective test is more accurate, reliable, and easy to score: True-False item, matching item, and multiple choices item. Teachers or test makers in making tests should consider three categories; they are validity, realibility, and practicality. As H. Douglas Brown said in his book, Teaching by Principles: An Interactive Approach to Language Pedagogy. “Validity means that the test should measure what it is supposed to be measured while reliability means 2

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Machmillan Publishing Co., Inc, 1981), 4th ed., p. 3. 3 Lyle F. Bachman, Fundamental Considerations in Language Testing, (Oxford: Oxford University Press, 1990), p. 22.

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that the test is consistent and dependable.Next, practicality means that the test has financial limitation, efficient in time, ease of administration, ease of scoring, and ease of interpetation.4In addition, there are three characteristic that has to be had by the well constructs test. It is the quality of the test items. Item analysis is the procedure to evaluate the effectiveness of the item. It is needed to confirm that items on the test are functioning well or not. Beside those Items analysis has three main features; level of difficulty, discriminating power and the effectiveness of distracter. They were some problems that were faced by the student in answering the multiple choices item. When the writer observed at Annur Islamic Junior high school, the writer found some problems in the students who got low scores, for example, there were some students had to have the remedial test, because their scores were under the KKM (65). Thus, the writer tries to investigate this problem. When the writer interviewed the UG students, some of them felt the tests were too easy, so they got good result, above the KKM (65), while others felt the test were too difficult so they got bad result, under the KKM (65). It could possibly happen because the test items did not contain the characteristics of a good test. Furthermore, the writer assumes that some of the teacher did not know how to construct a good test. The writer assumed it happened because the item tests did not contain one of the characteristic of a good test, or the items test were invalid; moreover, the item tests did not conform to the curriculum, and the teacher do not master the materials well. Then, the teachers did not deliver the materials to their students completely, or might be the students were not well prepared to do English summative test. So, those got the writer to be interested in analyzing the problem. From the explanation above, the writer tried to analyze this problem. He wanted to know how difficult the test was. the writer would like to conduct a research under the title: 4

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, 2 nd ed, (Cambridge: Longman, 2001), pp. 385—387 .

4

“An Item Analysis on the difficulty level and discriminating power of English summative test for Junior High School (A Case Study at “SMP Islam Annur”Jakarta Barat).

B. Identification of the Problem Based on the background above the problems were identified as follow: 1. English achievement test items need to be analyzed. 2. Only a few of English teachers who want to analyze the test items that have been tested. 3. There are significant gaps between the students’ score. 4. Analyze an English achievement test item through item difficulty and discriminating power analysis. 5. The teacher designing the tests has not considered and paid much attention to the validity, reliability, and practicality.

C. Limitation of the Problem Based on the identification of the problem above, the problem was limited on the difficulty level of English summative Test at the odd semester of SMP Islam Annur Jakarta Barat academic year 2013/2014.

D. Formulation of the Problem Based on the limitation the problem, the writer formulates the problem in this research as follow: “Are the English summative test items administered for the first year students of “SMP Islam Annur” Jakarta Barat at odd semester qualified as good test seen from the difficulty level and discriminating power quality?”

5

E.

Objective of the Study The objective of this study is to determine whether the test items of English

summative test examined at“SMP Islam Annur” Jakarta Barat have qualified as good items or not. Besides, it aims to improve the quality of English summative test, for instance revising and discarding items, by using calculation difficulty level and discriminating power.

F. Significance of the Study The writer hopes that the research provides the feedback to the writer especially. Moreover, this study can give description about the quality of difficulty level and discriminating power of English summative test items tested at the seventh grade of SMP Islam Annur Jakarta Barat. Finally, this study can support in detecting the flaws of test, supporting and providing information for improving test items.

CHAPTER II THEORETICAL FRAMEWORK This chapter presents some related theories about the topic of this research, including definition of test, definition of item analysis, types of the test item, types of the item analysis, purpose of the item analysis. A. Test 1. Definition of The Test There is an instrument which is used by teacher to evaluate the result of the students‘ learning that is a test. Test has important role in teaching, A test can measure what is supposed to measure can be valid. There are many experts state about the definition of the test. According to Rebecca M. Valette write that ―test is announced in advance and cover a specific unit of instruction, be it part of a lesson or several lesson.1 In addition Norman Gronlund who writes ―test specifications that conclude a general description of the performance measured, a sample test item, the stimulus response attributes of the test items, and any supplementary specifications needed to delimit the eligible test content.‖2 In addition criterion-referenced tests need to be much more detail that (1) item writers can prepare representative pools of congruent item and (2) test users can accurately comprehend the nature of the measure performance.3 According some on definition above, it can be concluded that a test is procedure design to elicit score from which one can make inference about certain characteristics of individual. Through the score, Teachers get information and to measure the student‘s ability in process of learning and also discover of an individual‘s behavior.

1

Rebecca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich, Inc., 1977), p. 15. 2 N. E. Groundlund, Measurement and Evaluation in Teaching, (USA: McMillan Publishing Company, 1985), p. 71. 3 Ibid

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In addition, test has important role in teaching. Through testing, teachers, are able to discover the effectiveness of the instructional objective. 2. Types of The Language Test There are four types of test to measure the ability of the student. According to Rebecca M. Valetta, there are four basic types of language tests: achievement test, proficiency test, progress test, and aptitude test.4 a. Achievement Test Jeremy Harmer said that "achievement test only work if they contain type which the students are familiar with." 5 Achievement test is a test which is designed to know how successful students have mastered the previous materials of a long period of course and whether they have achieved the educational objectives. The purpose of achievement test, as its name reflects, is to establish how successful individual students, group of students, or the courses themselves have been in achieving objectives of language courses. 6 In conclusion, Achievement test are much interconnected in what students have learned in classroom and then teachers will get information how well their students have reached instructional objectives determined in particular term or period. According to Anas Sudjiono, there are four types of achievement test: placement, formative, diagnostic, and summative test.7 b. Placement Test The placement tests which are those constructed for particular situations. They depend on the identification of the key feature at different levels of teaching in the

4

Ibid., p. 5. Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Longman, 2007), p. 380. 6 Arthur Hughes, Testing for language Teachers, (Cambridge: University Press, 1995), p. 10. 7 Anas Sudjiono, Pengantar About Language Assesment “Dilemas, Decisions, and Directions.‖ (Boston: ITP. International Thompson Publishing Company, 1998), p. 68. 5

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institution.8 Jeremy Harmer said that placing new student in the class in a school is facilitated by the use of placement test. Placing new student in the class in a school is facilitated by the use of placement test. Usually based n syllabuses and materials the students will follow and use once their level has been decided on, these test and vocabulary knowledge and asses students‘ productive and receptive skills9 It describes the objective of the placement test is to know the style of the direction and the necessity of the pupil most in studying. The result of the test is able to be used to place the students at appropriate level with their ability. c. Formative Test According to Groundlund that: Tes formative adalah tes hasil belajar yang bertujuan untuk mengetahui, sudah sejauh manakah peserta didik ―telah terbentuk‖ (sesuai dengan tujuan pengajaran yang telah ditentukan) setelah mereka mengikuti proses pembelajaran dalam jangka waktu tertentu.‖10

From the statement above its purpose is to provide continuous feedback to both students and teacher concerning learning success and failure. Feedback to student provides reinforcement of successful learning and identifies the specific learning errors that are in need of correction. Feedback to the teacher provides information for modifying instruction and for prescribing group and individual remedial work. Formative evaluation depends heavily on specially prepared test provide direct measure of all of the intended learning outcomes of the segment. d. Diagnostic Test According to Anas Sudjiono states ―Tes diagnostik adalah tes yang dilaksanakan untuk menentukan secara tepat, jenis kesukaran yang di hadapi oleh para peserta didik dalam suatu mata pelajaran tertentu.‖11

8

Hughes, op. cit., p. 14. Harmer, op. cit., p. 379. 10 Anas Sudjiono, Pengantar About Language Assesment: “Dilemas, Decisions, and Directions”, (Boston: ITP. International Thompson Publishing Company, 1998), p. 71 11 Ibid., p. 70. 9

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Diagnostic test can be used to expose learner in relation to a previously expose learner difficulties, gaps in their knowledge and skill deficiencies during a course. Thus, when we know what the problems are, we can do something about them.12 It means the diagnostic test provide the information about plus and minus of the learners. In addition, Diagnostic test are used to identify students‘ strengths and weakness.13Diagnostic test is usually tested in the beginning of lesson, or in the middle of lesson. By using diagnostic test, the teachers are able to identify difficulties or weaknesses that students face in learning process so that they are able to formulate a plan to solve difficulties. e. Summative Test. Summative test is intended to measure students‘ skill after they have finished all subject matter. It is used to administer at the end of a course of study. On his book, The Practice of English Language Teaching, Jeremy Harmer states that, ―Summative test is the kind measurement that takes place to round things off or make a one –off measurement. Such tests include the end-of-year tests that students take or the big public exams which many students enter for.14 According to Groundlund states ―The last one is Summative Test, which designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes. 15 Summative tests can use as a problem-solving of the students, and to know how successful students has mastered a wide range of material within a certain period. The statement above means that a summative test is used to given to students after a specific point in instruction to measure their understanding of a subject. Examples of summative test: midterm, final exams and national

12

Harmer. loc. cit., 380. Hughes, op . cit., p. 13. 14 Valette, op. cit., p. 11. 15 Groundlund, op. cit., pp. 12—13. 13

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examination. The goal of summative test is to make a judgment of student competency, after an instructional phase is complete. 5. Proficiency test Douglas Brown in his Book Teaching by Principles states that ―Proficiency test is not intended to be limited to any one course, curriculum, or single skill in the language. Proficiency test have traditionally consisted of standardized multiple choice

items

on

grammar,

vocabulary,

reading

comprehension, and sometimes a sample of writing.

comprehension,

aural

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Hughes stated that ―Proficiency tests are designed to measure people‘s ability in a language, regardless of any training they may have had in that language. The content of a Proficiency test, therefore, is not based on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient.17 They are not necessary in developing or administered with measurement are often used for placement or selection and their relative merits lay in their ability to spread students out according to ability of a proficiency range within the desired area of learning. In addition, Valette explains that the objective of the proficiency test is to determine whether the people‘s language ability is in accordance with specific language requirement.18 Based on what students want to be able to acquire in the language, and his language that have not related to some previous courses. And also show whether the candidates have reached certain specific abilities or not. 6. Progress test Based on the book Language Test Contraction and Evaluation, ―the progress test measures how much the student has learned specific course of instruction.‖19 16

H. D. Brown, op. cit., p. 384. Hughes, op. cit., p. 11. 18 Valette , op. cit., p. 6. 19 Valette, op. cit., p. 5. 17

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Progress test is Teacher can administer it at any time of language course and to measure skill of the student. According to Hughes, "progress achievements tests are intended to measure the progress the students' progress are making.20 It means the purpose of this test is to measure students' progress and progress test are have various stages through a language course. The progress test measure how much the student has learned in a specific course of instruction and teacher prepares for administration at the end of a unit or end a semester21Thus, progress test means a test that measure student progress in particular lesson and the teacher administer that tests on the process of learning. 7. Aptitude test. The aptitude test is to know the appropriate course or program that will make the students successful based on their skill. Thus, these tests are given before the students begin to study and to select them in section appropriate to their ability. Meanwhile, Vallete, ―The aptitude test is conceived as a prognostic measure that whether a student is likely to learn a second language readily.‖ 22 It‘s concludes that, aptitude tests are a test that used to predict students‘ ability in target language that they will have in studying it. B. Item Analysis 1. Definition of The Item Analysis Item analysis is need because it is the process of analyzing a test to know the effectiveness of an item as a small unit in the test. It will show which item must be revised and which one must not. Analysis Item analysis is thus useful to identify those items which were answered correctly by the more able students taking the test and badly by the less able students. The identification of certain difficult items in the test, together with knowledge of the performance of the

20

Hughes, op. cit., p. 14. Valette, loc. cit., p. 5. 22 Vallete, loc. cit., 21

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individual in multiple-choice items, can prove just as valuable in its implications for teaching as for testing.‖23 According to James Dean Brown states, item quality analysis is ultimately means that judgments must be made about the degree to which the items are valid for the purposes and content of the course or program involved.‖24 Thus, item analysis is a process which examiner student responses to individual test items (questions) in order to assess the quality of those items. By examining the data from item analysis, the teacher can detect learning difficulties of individual pupil or class as a whole. Item analysis is often used with multiple choice items. According to Harrison ―Multiple choice items consist of a statement (stem) followed by several (options) of which one is the right answer (key) and the rests are not (distracters). Item analysis indicates the information concerning the performance of the student as a whole and of individual students is very important for teaching process, especially as many test results can show not only the types of errors most frequently made but also the actual reason for the errors being made. Besides indicating definite line on which remedial work can be given and the performance of the test items themselves is obvious importance in compiling. An item analysis tell us about three things: how difficult each item is whether or not the question ‗discriminate‘ or tells that difference between high and low students, and which distracter are working as they should. An analysis like this is used with any important exam, for instance review test and test given at the end of a school term or course. 2. Types of The Test Item Based on the manner of scoring, the type of test item is divided into two general types.

23

J. B. Heaton, Writing English Language Tests, ( New York: Longman Inc., 1988 ), p.

172. 24

James Dean Brown, Testing in Language Programs, (New Jersey: Prentice Hall Regents, 1996) . 76.

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a. Subjective Test Subjective test is a test where in its scoring requires judgment and evaluation of the scorer. In subjective test, the students are given a freedom to answer the question in their own words. The subjective tests that are common used in the classroom are essay, short answer, and completion. 1. Essay The building the essay item as a measurement of complex learning outcomes should be done in a proper and careful way. Here are some suggestions to construct a good essay item:25 1) Make definite provisions students for taking essay examinations. 2) Make sure that questions are carefully focused. 3) Structure the content and length of questions. 4) Have a colleague review and critique the essay questions. 5) Avoid the use of optional questions, except when one is assessing writing ability where a choice of questions is desirable. 6) Restrict the use of the essay as an achievement test to those objectives for which it is best. As a method to measure the complex learning outcomes, essay item has several advantages and weaknesses. The advantages of subjective test: 26 1. It measures complex learning outcomes that cannot be measured by other means. 2. It emphasize on the integration and application of thinking and problemsolving skills. 3. It is regarded as a device for improving writing skills.

25

Kenneth D. Hopkins, et, al., Educational and Psychological Measurement and Evaluation, (Englewood Cliffs, New Jersey: Prentice Hall Inc., 1990), 7th Ed., p. 216. 26 Gronlund, Constructing Achievement Test, (London: Prentice-Hall of international, Inc., 1982).p. 216.

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4. It has ease of construction. Most teachers can formulate several essay questions in a matter minutes. The Weaknesses of subjective test:27 1. There are not many samplings of achievement because only a small number of questions can be included in essay test. 2. Scoring the essay test is influenced by student‘s writing ability. Poor expression and errors in punctuation, spelling, grammar usually lower their score 3. While scoring essay test, the standards can be shifted because of variations in the content of the answers from paper to paper 4. It requires much time to score the answers.28 Thus in essay item, students are asked to demonstrate their ability to select, organize, integrate and review ideas to response the question in the freedom. In addition, this item type is scored subjectively since it will present the different result when it is scored by the different person. The people who are assigned to score the answer are typically influenced by their own judgment or opinion. To sum up, based on the previous explanation, an essay test is used to measure student‘s comprehension of certain knowledge and student is asked to answer by expressing his own words effectively and organizing their own ideas, using information from his own background and knowledge. 2. Fill –in Fill in items are those where in a word or phrase is replaced by a blank in a sentence or longer text, and the student‘s job is to fill in that missing word or phrase.‖29 For example: For question 1 and 2 answer fill in the blank on text!

27

Gronlund, op. cit., p. 72. Ibid 29 James Dean Brown, op. cit., p. 58. 28

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Jakarta, 23 October 2013 .... (1), I'm glad you are coming here. There are so many places you can visit and things you can do. On this occasion, I'd like to invite you to have dinner with my family on Saturday. I hope you will come, thank you.

... (2), Weny

Dear Shinta, Sorry Shinta, Hi, Thank you

In addition, Fill-in item measures the student‘s ability to produce a language, even if a small amount of language. However, to make the measurement by fill-in item result the valid data, it is prominent to tell clearly to students that only one word can be put in each blank or gap. Furthermore, as one of types of tests item, fill-in item has some advantages and limitations:30 The Advantages of Fill –in the blank test: 1. It is relatively easy to construct 2. It is flexible to use from a test writer‘s point of view 3. It requires a short amount of time to administer The Limitations of Fill –in the blank test : 1. It is generally very narrowly focused on testing a single word or short phrase at most 2. It may have a number of possible answers. 30

J. D. Brown, op. cit., p. 73.

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f. Objective Test An objective test item is any item that there is only a single predictable correct answer. As stated by Arthur Hughes, ―If no judgment is required on the part of the scorer, then the scoring is subjective, if judgment is called for the scoring is said to be objective‖. 31 From the statements above, the writer conclude that the objective test is a kind of test that require the exact answer, so whether one or another teacher scores the item and even in different occasion the score will be same. 1. Multiple Choice Items James Dean Brown said that are two parts in multiple choice items. The main part is called item stem which is the item at the top. The other is choices that provides some option (usually, a, b, c, or d), in choices there are two parts; correct answer that be correct and distractors that be measured as incorrect. 32 The distracter here means that the incorrect options are made to distract poor student who do not know the answer. There are usually four or five alternative available. Only one is correct or best response, and the others are referred to as distracters. Alternatives may consist of number, single world, letter, phrase, and sentences of formulas. It can be used to measure both knowledge outcomes and many types of skills. In addition, it can measure a variety of learning outcomes from simple to complex material. The multiple choices item is concluded in discrete point test. Discrete point test takes language skill a part. Oller states that, ―discrete items attempt to test knowledge of language one bit at a time.‖33 It means that language knowledge can be divided into a number or components, such as grammar, vocabulary spelling, punctuation, pronunciation, intonation, and stress. This test only measures the knowledge of language in one particular component. 31

Hughes, op. cit., p. 19. J. D. Brown, op. cit., p. 54. 33 John W. Oller, Language Test at School, (London: Longman Group, 1979), p. 37. 32

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1. True False True-False item is a type of test item that typically written as statements. In the book, Criterion- Referenced Language Testing, true-false item ―requires student to respond to the language by selecting one of two choices, for instance, between and true and false or between correct and incorrect.‖34In line with that opinion, Norman gives the definition of true-false item as follow: James Dean Brown in his book Testing in Language Program said that there are two problems that teacher should consider in making an item test with this type. a) The statement should avoid the use of ambiguities word that will cause the error of the student in choosing. The test maker sometimes construct the test tricky, so that the item seems so difficult even it is for the intermediate or advance language students. b) The test maker should also avoid the use of clear clue. By using the clear clue students will answer correctly without knowing the correct response. The clear clues include terms like all, always, absolutely, never, rarely, most, often and so forth.35 Thus, true false item is useful in measuring the validity of statements, whether it is a fact or an opinion, or recognize it as a definition or principle and the like. Here is example of true-false or alternative response item: Direction: Read each of the following statements. If the statement is true, circle the T. if the statement is false, circle the F. 1). (T) (F) The green coloring material in a plant leaf is called Chlorophyll. 2). (T) (F) Photosynthesis is the process by which leaves make a plant‘s food.36

34

J. D. Brown, op. cit., p. 66. J. D. Brown, loc. cit. 36 Groundlund, op. cit., p. 150. 35

18

True-false is the item type which contains a single written statement and then it must be decided by students whether it is true or false. The most common use of true-false item is to measure the ability to identify the correctness of statement of fact, definition of terms, principles, etc. and to distinguish fact from opinion.37It is used in measuring such relatively simple learning outcomes so a single declarative statement is provided with one of several methods responding. 2. Matching In their book Measurement and Evaluation in Teaching, Norman E. Groundlund and Robert L. Linn stated that: In traditional form, the matching exercise consist of two parallel columns, with each word, number, or symbol in one column being matched to a word, sentence, or phrase in the other column. The items in the columns for which a match is sought are called premises, and the items in the column from which the selection is made by are called responses.38In addition, matching item is a type of test item that provide two columns of statement information. In this test the students should get the answer by matching that information. The information columns called premises and the other columns called options. It was concluded that in matching item there are two columns that shown in the right hand. The students should answer by matching those statement or information in each column to other column that have a relation. Usually the information given in the column is longer than the other. For example: Direction: On the line to the left each achievement listed in Column A, write the letter of the man‘s name Column B who is noted for that achievement. Each name in Column B May be used once, more than once, or not at all.

37 38

Tinambunan, op. cit., p. 70. Grondlund, op. cit., p. 158.

19

Column A

Column B

1. ( ) Invented the telephone

A. Alexander Graham Bell

2. ( ) Discovered America

B. Christopher Colombus

)First United State astronaut C. John Glenn D. Abraham Lincoln to orbit the earth E. Ferdinand Magellan 4. ( ) First president of the United F. George Washington States 3. (

G. Eli Whitney39 Furthermore, James Dean Brown formulates three guidelines that teachers should apply in constructing matching items:40 a) More responses should be supplied than premises so that students cannot narrow down the choices as they go along by simply keeping track of the option that they have already used. b) The responses should usually be shorter than the premises because most students will read a premise and then search through the options for then correct match. c) The premises and responses should be logically related to one central theme that is obvious to the students. Moreover, matching item has some advantages to be carried out in testing. The first advantage is ―its compact form, which makes it possible to measure a large amount of related factual material in a relatively short time.‖41 3. Types of the Item Analysis a. Difficulty of The Level The first area in item analysis is level of difficulty which concerns on how easy or difficult each item is. According to James Dean Brown stated that

39

Groundlund, op. cit., p. 161. J. D. Brown, op. cit., p. 57. 41 Gronlund, op. cit., p. 159. 40

20

difficulty level is a statistical index used to examine the percentage of the students who correctly answer a given item.42 In addition in the book, Language Test at school, ―difficulty level (or item facility) has to do with how easy (or difficult) an item is from the view point of the group of the students or examines taking the test of whish that item is a part.‖ 43 Based on statement above, level of difficulty deal with how many percentage of students who response an item correctly and those who response incorrectly. "soal yang baik adalah soal yang tidak terlalu mudah atau tidak terlalu sukar. soal yang terlalu mudah tidak merangsang siswa untuk mempertinggi usaha siswa untuk memecahkanya, soal yang terlalu sukar akan menyebabkan siswa menjadi putus asa dan tidak mempunyai semangat untuk mencoba lagi karena diluar jangkauanya.‖44By analyzing the students' response to the items, the level of difficulty of each item can be known and the information will be helpful for teacher in identifying concepts to re-teach the study material. To get the level of difficulty of each item we need some steps. According to Madsen the steps are: a. Add up number of high students with the correct answer. b. Then add up number or low students with the correct answer. c. Add the sum found in steps 1 and 2, together. d. Divided this figure by the total number of the test papers in the and low group. Combine.45

DL= U + L T

42

J. D. Brown, op. cit., p. 64. John W. Oller, op. cit., p. 249. 44 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta; Bina Aksara, 1987), 43

p. 207. 45

178.

Harold S. Madsen, Techniques in testing, (England:Oxford University Press, 1983), p.

21

DL: The index of difficulty level U: The number of students in the upper group who answered the item correctly L: The number of students in the lower group who answered the item correctly T: Total number of students in upper and lower group46 Meanwhile for essay items, the formula we need is: P: Difficulty level of all items B: Difficulty level of each item ∑: Sigma (total) N: Total number of the test item The table below will show the range of the difficulty level47: P

Interpretation

≤ 0.30

Difficult

0.31 – 0.69

Moderate

≥ 0.70

Easy

This lists students score from those who get the highest to those who got the lowest. She classifies the students based on their score. The purpose is to make easier to divide these students into three group of each category of test type, namely Upper Group (UG), Middle Group (MG), and Lower Group (LG)48. To do the analysis of difficulty level, the groups that used to be analyzed are the UG and the LG only. The level of difficulty shows the easiness or difficulty of item test that group. So, the level of difficulty is influenced by students‘ competence. It will be 46

Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja Rosdakarya, 1986), p. 119. 47 Suharsimi Arikunto, op, cit., p. 210. 48 Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Test, (Bandung: Remaja Rosdakarya, 2006), p. 23.

22

different if the test is given another group. It is obvious that the sample item would come near the end of the test, since only a third of the students got it right. b. The Discriminating Power A test of highly discriminating items is able to distinguish levels of achievement and rate high reliability. 49 James Dean Brown stated that item Discrimination is statistic that indicates the degree to which an item separates the students who performed well from those who did poorly on the test as a whole.50 In other words, discriminating power indicates the degree to which an item separates the students performed well (upper group) from those who performed poorly (lower group). If a test items are given to Students who have studied well. The score will be high and if they are given to those who have not, the score will be low. On this country, if good test item. A good test item should have a discriminating power. The discriminating power of test is an index that shows its ability to differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group).51Therefore, it is very important to measure the discriminating power test item to produce good tests items. Norman Gronlund also stated that ―The discriminating power of an achievement test item refers to the degree of which it discriminates between pupils with high and low achievement.52 Normally, the students who have studied well will get high score, and the students who did not studied well will get low score. If these two groups get the same score, or the upper group gets the low score and the low group gets high score, the item tends to be considered not good. Probably the most popular method of calculating an index of item discrimination is based on the difference between those who score well on the overall test and those who score poorly. 49

Tinambunan, op.cit., p. 144. Dean Brown, op.cit., p. 67. 51 J.Stanley Ahmann and Marvin D. Glock, Evaluating Student Progress: Principles of the test & Measurement, (Boston: Allyn & Bacon, Inc., 1981), p. 187. 52 Groundlund, op. cit., 259. 50

23

From the statements, the writer can concludes that the discrimination index distinguishes for each item between the performance of students who did well on the exam and students who did poorly. The Discriminating Power can be calculated by using formula:

D= Correct U - Correct L N Where, D = Discrimination Index N = Number of candidates in one group U = Upper half L = Lower half53 After calculation has been done, it can be seen whether the item has good discrimination power or not with the classification as follow.54 O.70-1.00

= Excellent

0.40-0.70

= Good

0.2 0 – 0.40 = Satisfactory < 0.20

= Poor

Negative (-) = Discarded

c. The Effectiveness of Distracter The primary goal of distractor efficiency analysis is to examine the degree to which the distracter are attracting students who do not know the correct

53

J. B. Heaton, Writing English Language Tests, ( New York: Longman Inc., 1988 ), p.

54

Daryanto, Evaluasi Pendidikan, (Jakarta: Rineka Cipta, 1992), p. 190.

180.

24

answer. 55 In a good test item, the distracter must function effectively. If the distracters do not function, they should be rewritten or discarded. And to know whether the distracters do function or not the distracter analysis is done by comparing the number of students in the upper and lower group who select each item in correct alternatives.56 "One important aspect affecting the difficulty of multiple choice test items is the quality of distracter. Some distracter, in fact, might not be distracting at all, and therefore serve no purpose"57 the effectiveness of distractor analysis provides the information about how successful a distractors has diverted students who have not studied well from the correct answer. To know the distracter is useful or not, we can see from counting of how many examines who choose a, b, c, d, or even blank. According to Daryanto ―Pengecoh (Distractor) tidak dipilih sama sekali oleh testee berarti bahwa penegcoh (distractor) itu jelek, terlalu mencolok, menyesatkan. Sebaliknya sebuah pengecoh (Distractor) dapat berfungsi dengan baik apabila pengecoh (distractor) tersebut mempunyai daya tarik yang besar bagi testee yang kurang menguasai bahan.‖58

It is indicates it is necessary to analyze the performance of distractor. Distractors which do not work, chosen by very few students, make no contribution of test reliability. Such distracters have to be placed by better ones, or the item has to be otherwise modified or dropped The formula for discrimination index can be used in calculating an index of effectiveness for each distractor. The negative value of distractor means that distractor has functioned well. In conclusion, the effectiveness of distractor analysis provides the information about how successful a distractor has diverted students who have not studied well from the correct answer.

55

Dean Brown, op.cit., p. 71. Tinambunan, op.cit., p. 141. 57 Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinlein & Heinlein Publisher, 1998), p. 134. 58 Daryanto, op. cit., p. 192. 56

25

According to Douglas Brown, the effectiveness the distractors is the extent to which (a) the distracters attract a number of test-taker, especially lower-group, and (b) the students are spread evenly in all distracter.59 4. Purpose of The Item Analysis There are some purposes of the item analysis for teachers, students or curriculum maker according to the Anthony J. Nitko in his book Educational Test and Measurement. They are: 1. Determining whether an item function as a teacher intends A good test items should include all of the learning objectives. Therefore, teacher should be able to make a test that represents it. In order to know it, item analysis can be the way to look for it. To differentiate between them, the test item should have certain level of difficulty, discriminating power, and the effectiveness of distracters. Therefore item analysis should be done. 2. Feedback to students about performance and as bases for class discussion. After knowing the students' responds to the item, the students‘ achievement of taking a test will be shown by the score. This score is a description of their performance and can be known and the students' error can be corrected the items that felt difficult for most of them. By measuring item analysis, it will be found their difficulties of the subject area tested. Thus, the difficulties can be discussed in their class in order to correct their mistakes. 3. Feedback to the teacher about pupil difficulties. Analyzing the students‘ difficulties is characteristic of a good teacher. Therefore, reviewing the difficult subject area tends to be needed. The result of item analysis will be useful for teachers to know the material needs to be review in next learning.

59

J. D. Brown, op. cit., p.p. 58—61.

26

4. Area for curriculum improvement The curriculum may need to be revised if the student‘s mistakes are often accruing on responding the item. This may be caused by the incompatibility of the syllabus or the program.by item analysis, it can be known what kind of items which are felt difficult by students or certain errors occur often, may be the item is not compatible to be taught in a school program. So, curriculum may be needed to be revised. 5. Revising the test item Item analysis is measuring the quality of the test items. The teacher as a test-maker should revise the item that need to be revised in order to improve the quality of the test item itself. 6. Improving item writing skills By revising or discarding the poor item, the teacher will be encouraged to improve their ability of writing or arranging the next test items. In summary, measuring statistical procedure such as difficulty level, discriminating power and the effectiveness of distracter is useful for teacher in constructing a good test. In addition, Anas Sudijono says there are two function of test: a. Sebagai alat pengukur terhadap peserta didik. Dalam hubungan in its berfungsi mengukur tingkat pekembangan atau kemajuan yang telah di capai oleh peserta didik setelah mereka menempuh proses belajar mengajar dalam jangka waktu tertentu. b. Sebagai alat pengukur keberhasilan program pengajaran, sebab melalui tes tersebut akan dapat diketahui sudah seberapa jauh program pengajaran yang telah ditentukan, telah dicapai.60

Based on the explanation above, it can be concluded that main purpose of the test is to know whether the aims of curriculum have been achieved or not, and to promote and improve the teaching –learning process and to know the students‘ achievement as well.

60

Anas Sudijono, op. cit. p. 67.

CHAPTER III RESEARCH METHODOLOGY This chapter covers the place and time of the research, the methodology used in the research, the population and sampling, the purpose of the research, the subject of the research, the research instrument, the technique of data collecting and the technique of data analysis.

A. Place and Time of the Research This research was conducted at SMP Islam Annur Tanah Abang Jakarta Barat. It took about 15 months started from February 2013 until May 2014.

B. Research Method and Design This research used quantitative and qualitative method while case study was used as a research design. According to Harold S. Madsen J. B. Heaton, a case study had many advantages. The research applied a quantitative research methodology to gain insight into the item analysis of English summative test at SMP Islam Annur Tanah Abang Jakarta.

C. Population and Sampling of the Research The population of this research was the students in the first grade of SMP Islam Annur Jakarta Barat consisting 99 students. They were divided into 3 classes A, B, and C. In order to get the representative data, the writer used purposive sampling from those 3 classes, So it took 50% of the students (33 students) from A class or P1, 50% (33 students) from B classes or P2, and 50% (33 students) from C classes or P3. From each class, 11 students who got the highest score and 11 Students who got the lowest score were selected. In order to analyze the data, the writer combined those 99 students and listed them whose answer sheets were used in this research according to their scores. Then, the writer divided them into three group; upper, middle, and lower group.

27

28

Therefore, students number 1 to student number 15 were categorized as the upper group (UG), students number 16 to number 30 were categorized as the middle group (MG), and students number 31 to student number 45 were categorized as the lower group (LG). For the difficulty level analysis, the groups of UG and LG were used to be analyzed. Then, to do the analysis of discriminating power of test, an index that shows its ability to differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group) was used by the writer.

D. Subject of the Research The subject of the study was English summative test items at the first semester of 7th grade students of SMP Islam Annur Tanah Abang Jakarta academic year 2013/2014.

E. Instrument of the research There were two instruments used in this research, they were: a. English summative test The first instrument used in this research was the English Summative test at odd semester from the first grade of Junior High School. The test analyzed was the English final test, and the total numbers of test items were 50 multiple choice items. b. Students’ answer sheets The students’ answer sheets were paper in which students gave their answers that corresponds to the even English Summative test, 2013/2014 academic years.

F. Technique of Data Collecting To collect the data based on the topic of the discussion, the writer analyzed the students’ answer sheet and the test paper of even English Summative test at the second year students of at “SMP Islam Annur” Tanah Abang Jakarta Barat. To

29

know which one of test items is qualified as a good test item, the writer used the formulation of difficulty level and discriminating power. The step had been taken were:

Taking summative test from school

Analyzed the test based (test item analysis) on difficulty level and discriminating power.

Analyze (the result) test (revised or discarded)

Explanation of Problematic Item

Explanation of Problematic Items Revised or Discarded.

G. Technique of Data Analysis The technique of data analysis used in this research was quantitative and qualitative. She calculated the data by using simple percentage formula to

30

measure the difficulty level and discriminating power of each test item, and then analyzed the difficulty level and discriminating power of each test item. She adopted the following formula to find out the difficulty level of each item in the last examinations English summative test for Junior High School level at SMP Islam Annur Tanah Abang Jakarta Barat academic year 2013-2014:

DL

= U+L T

DL : The index of difficulty level U

: The number of students in the upper group who answered the item correctly

L

: The number of students in the lower group who answered the item correctly

T

:Total number of students in upper and lower group1 To find out the difficulty level of all items in the last examinations English

summative Test for Junior High School academic year 2013-2014, she used the following formula:

P = ∑b N

P

: Difficulty level of all items

B

: Difficulty level of each items

∑

: Sigma (total)

N

: Total number of the test item

1

Ngalim Purwanto, prinsip-prinsip teknik evaluasi pengajaran, (Bandung Remaja

Rosdakarya, 1986), p. 119.

31

Table 3.1 The range of the difficulty level2: P

Interpretation

≤ 0.30

Difficult

0.31 – 0.69

Moderate

≥ 0.70

Easy

This lists students score from those who get the highest to those who got the lowest. She classified the students based on their scores. The purpose was to make it easier to divide these students into three group of each category of test type, namely Upper Group (UG), Middle Group (MG), and Lower Group (LG)3. To do the analysis of difficulty level, the groups analyzed were the UG and the LG only. And then, she tabulated the result of classifying students to those groups into table. To know the difficulty level of all items, she implemented the formula above. Firstly, she counted the total number of students in the upper group who answered the item correctly and the number of students in the lower group who answered the item correctly and then divide by the total number of students in upper and lower group to get the index difficulty of each item. And then, the result of index difficulty level of each item was divided by the total number of the test item to get the index difficulty of all items. Next, to do analysis of the discriminating power of test was an index that shows its ability to

differentiate between pupils who have achieved well (the upper group) and those who have achieved poorly (The lower group). Probably the most popular method of calculating an index of item discrimination is based on the difference between those who score well on the overall test and those who score poorly.

2

Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, danInterpretasiHasil Test, (Bandung: Remaja Rosdakarya, 2006), p. 21. 3 Sumarna, Surapranata, op.cit., p. 23.

32

From the statements, the writer can conclude that the discrimination index distinguishes for each item between the performance of students who do well on the exam and students who do poorly. The Discriminating Power was calculated by using formula: D= Correct U - Correct L N

Where, D = Discrimination Index N = Number of candidates in one group U = Upper half L = Lower half

After the calculation has been done, it can be seen whether the item has good discrimination power or not with the classification as follow. 0.70-1.00

= Excellent

0.40-0.70

= Good

0.20 – 0.40 = Satisfactory

< 0.20

= Poor

Negative (-) = Discarded

33

CHAPTER IV RESEARCH FINDING AND INTERPRETATION

This chapter presents the finding and interpretation of this research, including description of the data, analysis of the data, and previous study. A. Research Findings 1.

Description of the Data There are 99 students taken as the sample of this research. The data are

divided into three of groups of test type that are P1, P2 and P3. Data each category has 45 students. Here are their results of the test:

Table 4.1 The Students Score of English Summative Test Type P1 No

Students

Number of

Number of

Correct Answer

Incorrect Answer

Score

1

Student 1

19

31

3.80

2

Student 2

22

28

4.40

3

Student 3

23

27

4.60

4

Student 4

14

36

2.80

5

Student 5

19

31

3.80

6

Student 6

17

33

3.40

7

Student 7

21

29

4.20

8

Student 8

10

40

2.00

9

Student 9

16

36

3.20

10

Student 10

26

24

5.20

11

Student 11

15

35

3.00

12

Students 12

15

35

3.00

33

34

No

Students

Number of

Number of

Correct Answer

Incorrect Answer

Score

13

Student 13

22

28

4.40

14

Student 14

19

31

3.80

15

Student 15

21

29

4.20

16

Student 16

9

41

1.80

17

Student 17

14

36

2.80

18

Student 18

21

29

4.40

19

Student 19

11

39

2.20

20

Student 20

13

37

2.60

21

Student 21

18

32

3.60

22

Student 22

10

40

2.00

23

Student 23

17

33

3.40

24

Student 24

13

37

2.60

25

Student 25

18

32

3.60

26

Student 26

14

36

2.80

27

Student 27

19

31

3.80

28

Student 28

8

42

1.60

29

Student 29

6

44

1.20

30

Student 30

22

28

4.40

31

Student 31

20

30

4.00

32

Student 32

29

21

5.80

33

Student 33

28

22

5.60

35

Table 4.2 The Students Score of English Summative Test Type P2 No

Students

Number of

Number of

Correct Answer

Incorrect

Score

Answer 1

Student 1

14

36

2.80

2

Student 2

15

35

3.00

3

Student 3

19

31

3.80

4

Student 4

16

34

3.20

5

Student 5

16

34

2.00

6

Student 6

10

40

4.00

7

Student 7

20

30

3.20

8

Student 8

16

34

3.20

9

Student 9

17

35

3.40

10

Student 10

17

33

3.40

11

Student 11

17

33

3.40

12

Student 12

17

33

3.20

13

Student 13

16

34

3.00

14

Student 14

15

35

3.00

15

Student 15

15

35

4.00

16

Student 16

20

30

3.80

17

Student 17

19

31

3.80

18

Student 18

19

31

2.60

19

Student 19

13

37

4.00

20

Student 20

20

30

3.80

22

Student 22

18

32

3.80

23

Student 23

19

31

3.40

24

Student 24

17

33

3.20

36

No

Students

Number of

Number of

Correct Answer

Incorrect

Score

Answer 25

Student 25

16

34

3.80

26

Student 26

19

31

3.00

27

Student 27

15

35

2.60

28

Student 28

13

37

5.00

29

Student 29

25

25

3.20

30

Student 30

16

34

3.80

31

Student 31

19

31

2.40

32

Student 32

12

38

2.60

33

Student 33

13

37

4.60

Table 4.3 The Students Score of English Summative Test Type P3 No

Students

Number of

Number of

Correct Answer

Incorrect

Score

Answer 1

Student 1

24

26

4.40

2

Student 2

22

28

4.40

3

Student 3

21

29

4.20

4

Student 4

8

32

1.60

5

Student 5

7

33

1.40

6

Student 6

18

32

3.60

7

Student 7

15

35

3.00

8

Student 8

19

31

3.80

9

Student 9

16

34

3.20

10

Student 10

16

34

3.20

11

Student 11

12

38

2.40

37

No

Students

Number of Correct Answer

Number of Incorrect Answer

Score

12

Student 12

14

36

2.80

13

Student 13

14

36

2.80

14

Student 14

15

35

3.00

15

Student 15

10

40

2.00

16

Student 16

19

31

3.80

17

Student 17

14

36

2.80

18

Student 18

14

36

2.80

19

Student 19

13

37

2.60

20

Student 20

14

36

2.80

21

Student 21

15

35

3.00

22

Student 22

13

37

2.60

23

Student 23

16

34

3.20

24

Student 24

14

36

2.80

25

Student 25

17

33

3.40

26

Student 26

17

24

3.40

27

Student 27

18

32

3.60

29

Student 29

21

29

4.20

30

Student 30

16

34

3.20

31

Student 31

18

32

3.60

32

Student 32

18

32

5.00

33

Student 33

25

25

5.20

This lists the students score based on the table 4.2 shows that there were two groups of the students score who get the highest to those who got the lowest. The score gained with the purpose is to make it easier to divide these students into

38

three group of each category of test type that is upper, middle, and lower group. Therefore, student number 1 to student number 15 are categorized as the Upper Group (UG), student number 16 to student number 30 are categorized as the Middle Group (MG) and student number 31 to student number 45 are categorized as the Lower Group (LG). To do the analysis of difficulty level and discriminating power, the groups that used to be analyzed are the UG and the LG only.

2. Analysis of the Data The first step to do the difficulty analysis is listing the students’ responses of each number of the test. The list can be seen in the appendices of this “skripsi” labeled table 4. The second step is to make the format of item analysis. The technique of data analysis used in this research is quantitative. It’s calculated the data by using simple percentage formula to measure the difficulty level and discriminating power of each test item and then analyzed the difficulty level and discriminating power of each test item. This researched adopted this following formula to find out the difficulty level and discriminating power of each item in the last Examinations English Summative Test for Junior High School Level academic year 2013-2014 by the last Eexaminations’ English Summative tested at the first grade of students of “SMP Islam Annur TanahAbang Jakarta Barat:

DL= U + L T DL: The index of difficulty level U : The number of students in the upper group who answered the item correctly L : The number of students in the lower group who answered the item correctly T : Total number of students in upper and lower group

39

After calculating the difficulty of each test item, then the next step is to count the difficulty level of all items of each test type by using this formula:1

P= ∑b N P : Difficulty level of all items b : Difficulty level of each item ∑ : Sigma (total) N : Total number of test items To know the categorized of each item of the test, the writer uses this formula: Level of Difficulty

P

Interpretation

≤ 0.30

Difficult

0.31 – 0.69

Moderate

≥ 0. 70

Easy

From the calculation the results of the analysis as follow:

1

Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Test, (Bandung: Remaja Rosdakarya, 2006), p. 21.

40

Table 4.4 Format of Item Analysis of the English Summative Test Type P1 Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

1

3

2

TOTAL Difficulty Interpretation (U + L)

Level

7

10

0,45

Moderate

9

7

16

0.72

Easy

3

5

3

8

0.36

Moderate

4

6

6

12

0.54

Moderate

5

6

4

10

0.45

Moderate

6

1

3

4

0.18

Difficult

7

7

3

10

0.45

Moderate

8

10

4

14

0.63

Moderate

9

10

10

20

0.90

Easy

10

1

3

4

0.18

Difficult

11

5

1

6

0.27

Difficult

12

6

1

7

0.31

Moderate

13

6

3

9

0.40

Moderate

14

1

4

5

0.22

Difficult

15

3

7

10

0.45

Moderate

16

2

6

8

0.36

Moderate

17

1

1

2

0.09

Difficult

18

4

9

13

0.59

Moderate

19

7

10

17

0.77

Easy

20

7

5

12

0.54

Moderate

41

Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

21

4

23

TOTAL Difficulty Interpretation (U + L)

Level

2

6

0.27

Difficult

6

8

14

0.63

Moderate

24

2

3

5

0.22

Difficult

25

8

8

16

0.72

Easy

26

0

2

2

0.09

Difficult

27

7

9

16

0.72

Easy

28

4

5

9

0.40

Moderate

29

7

1

8

0.36

Moderate

30

15

5

20

0.90

Easy

31

4

1

5

0.22

Difficult

32

3

2

5

0.22

Difficult

33

4

0

4

0.18

Difficult

34

4

1

5

0.22

Difficult

35

2

2

4

0.18

Difficult

36

5

3

8

0.36

Moderate

37

5

3

8

0.36

Moderate

38

5

2

7

0.31

Moderate

39

3

1

4

0.18

Difficult

40

5

3

8

0.36

Moderate

41

0

3

3

0.13

Difficult

42

1

3

4

0.18

Difficult

43

2

1

3

0.13

Difficult

42

Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

44

2

45

TOTAL Difficulty Interpretation (U + L)

Level

4

6

0.27

Difficult

4

4

8

0.36

Moderate

46

1

4

5

0.22

Difficult

47

0

3

3

0.13

Difficult

49

2

3

5

0.22

Difficult

50

2

2

4

0.18

Difficult

P = ∑b = 18,78 N

= 0.3756

MODERATE

50

Table 4.5 Format of Item Analysis of the English Summative Test Type P2 Item

Number of

Number of

Number

students who

students who

TOTAL

Difficulty

answered

answered

( U + L)

Level

item

item correctly

correctly

(Lower

(Upper

Group)

Interpretation

Group) 1

4

6

10

0.45

Moderate

2

2

3

5

0.22

Difficult

3

2

4

6

0.27

Difficult

43

Item

Number of

Number of

Number

students who

students who

TOTAL

Difficulty

answered

answered

(U + L)

Level

item

item correctly

correctly

(Lower

(Upper

Group)

Interpretation

Group) 4

2

5

7

0.31

Moderate

5

8

8

16

0.72

Easy

6

1

2

3

0.04

Difficult

7

3

4

7

0.31

Moderate

8

2

2

4

0.18

Difficult

9

8

11

19

0.86

Easy

10

2

2

4

0.18

Difficult

11

1

1

2

0.09

Difficult

13

3

1

4

0.18

Difficult

14

1

1

2

0.09

Difficult

15

1

6

7

0.31

Moderate

16

5

3

8

0.36

Moderate

17

0

3

3

0.13

Difficult

18

2

0

2

0.09

Difficult

19

8

8

16

0.72

Easy

20

4

4

8

0.36

Moderate

21

9

5

14

0.63

Moderate

22

8

5

13

0.59

Moderate

23

6

1

7

0.31

Moderate

24

3

1

4

0.18

Difficult

25

9

5

14

0.63

Moderate

44

Item

Number of

Number of

Number

students who

students who

TOTAL

Difficulty

answered

answered

(U + L)

Level

item

item correctly

correctly

(Lower

(Upper

Group)

Interpretation

Group) 26

2

7

9

0.40

Moderate

27

5

8

13

0.59

Moderate

28

2

1

3

0.13

Difficult

29

7

6

13

0.59

Moderate

30

6

7

13

0.59

Moderate

31

2

4

6

0.27

Difficult

32

5

4

9

0.40

Moderate

33

4

3

7

0.31

Moderate

34

2

4

6

0.27

Difficult

35

4

1

5

0.22

Difficult

36

2

3

5

0.22

Difficult

37

3

6

9

0.40

Moderate

39

2

2

4

0.18

Difficult

40

4

1

5

0.22

Difficult

41

3

2

5

0.22

Difficult

42

2

3

5

0.22

Difficult

43

3

2

5

0.22

Difficult

44

3

6

9

0.40

Moderate

45

2

0

2

0.09

Difficult

46

9

6

15

0.68

Easy

47

1

1

2

0.09

Difficult

45

Item

Number of

Number of

Number

students who

students who

TOTAL

Difficulty

answered

answered

(U + L)

Level

item

item correctly

correctly

(Lower

(Upper

Group)

Interpretation

Group) 48

1

2

3

0.13

Difficult

49

3

5

8

0.36

Moderate

50

1

4

5

0.22

Difficult

P = ∑b = 17,12 = 0.3424 N

MODERATE

50 Table 4.6

Format of Item Analysis of the English Summative Test Type P3 Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

1

0

3

TOTAL Difficulty Interpretation (U + L)

Level

2

2

0.09

Moderate

6

1

7

0.31

Moderate

4

1

4

5

0.22

Difficult

5

9

6

15

0.68

Easy

6

1

9

10

0.45

Moderate

7

2

4

6

0.27

Difficult

46

Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

8

3

9

TOTAL Difficulty Interpretation (U + L)

Level

1

4

0.18

Difficult

3

6

9

0.40

Moderate

10

1

1

2

0.09

Difficult

11

8

0

8

0.36

Moderate

12

4

5

9

0.40

Moderate

13

2

6

8

0.36

Moderate

14

3

5

8

0.36

Moderate

15

7

7

14

0.54

Moderate

16

0

3

3

0.13

Difficult

17

9

6

15

0.68

Easy

0

8

0.36

Moderate

18

8

19

10

3

13

0.59

Moderate

20

6

8

14

0.54

Moderate

21

7

1

8

0.36

Moderate

22

6

6

12

0.54

Moderate

23

7

6

13

0.59

Moderate

24

3

3

6

0.27

Difficult

25

4

8

12

0.54

Moderate

26

1

3

4

0.18

Difficult

27

10

7

17

0.77

Easy

29

1

3

4

0.18

Difficult

30

0

4

4

0.18

Difficult

47

Item

Number of

Number of

Number

students who

students who

answered

answered

item correctly

item correctly

(Upper

(Lower

Group)

Group)

31

0

32

TOTAL Difficulty Interpretation (U + L)

Level

2

2

0.09

Difficult

1

6

7

0.31

Moderate

33

1

0

1

0.04

Difficult

34

1

0

1

0.04

Difficult

35

1

6

7

0.31

Moderate

36

2

7

9

0.40

Moderate

37

2

6

8

0.36

Moderate

38

3

0

3

0.13

Difficult

39

6

4

10

0.45

Moderate

40

0

1

1

0.04

Difficult

41

0

2

2

0.09

Difficult

42

5

3

8

0.36

Moderate

43

7

1

8

0.36

Moderate

44

6

3

9

0.40

Moderate

45

1

2

3

0.13

Difficult

46

6

4

10

0.45

Moderate

47

0

2

2

0.09

Difficult

48

1

5

6

0.27

Difficult

49

1

3

4

0.18

Difficult

50

0

3

3

0.13

Difficult

P = ∑b = 15,79 N

50

= 0,3

MODERATE

48

Item

Question

Number

Numbers 2, 4,10,11,1 4

Tina

: Hi, I am Tina. Meet my Friends Rudy and Anton.

Sari

: Hi, Tina! Hello, boys! I'm Sari. How do you do?

Rudy & Anton: How do you do, Sari? Tina

: You are new here, right?

Sari

: Yes, Aim.

Andy

: Welcome to the school!

Sari

: Thanks.

2. What does the underlined expression mean? A. Tina introduces herself. B. Rudy introduces himself. C. Tina introduces her friends to others. D. Anton introduces himself to others. Answer : C

14. The security said, "...Don't bring any animals here." What does the expression mean? A. It is prohibited to bring animals. B. We can take care of the animals. C. It is allowed to bring animals. D. We are permitted to bring animals. answer :

49

KEEP HANDS AWAY THE CHEMICAL REACTION IS IN PROGRESS

11. What does the notice above mean? A. Do not keep the chemical material. B. Touch the material with our hands. C. Putt our hands on the equipment. D. Don't touch the equipment. answer : D

Problem : This question number 2 and 14 asks students to determine the suitable expression used in the dialogue. And then item number 11 is the means of the notice. It can be understood that these items measure the student's ability in finding suitable word. Thus, this item conforms to the recommended indicator namely, menggunakan kata yang sesuai.

Suggestion : The teacher should increase students’ vocabulary, or another way to solve that problem is by asking the students to guess the expression mean by its context. The students can see a word before or after the underline/italic/bold word and guess the meaning of that word. HANDLE WITH CARE FRAGILE 4. Where do we usually find such kind of instruction? A. On the clothes.

50

B. In the classroom C. In the telephone box. D. In the box of certain products. answer : D

Marisa

: Good morning, Ma'am!

Librarian: Good morning, Can I help you, Marisa? Marisa

: Oh, yes. I like to return this book.

Librarian: Put it here, please. Marisa

: Thanks, Ma'am.

10. What does the librarian do in the dialog? A. Asking Marisa to do something. B. Asking for information. C. Complaining something. D. Giving instruction. Answer : A

Problem : The main problem of a question is not stated in a stem. All answer can be the answer. The test maker made the option only to fulfill the requirement. Then option A has different length than the others; it is shown that the test maker gives very clear clue. This kind of test is poor, the students should be discarded.

Suggestion : The teacher should remind the students to be more careful in a passage

51

and they have to comprehend it. To answer the question that related to Passage, first, they have to know what the question a mean, and then find the answer from the passage by finding the key word. Numbers 21, 24, 18

Dearest Indri, Congratulations On Your success! Now you are in grade 8. From Ivan and Renaldy,

7B

21. Rom the text, we know that Ivan and Renaldy is, Indri's..... A. family B. relatives C. classmates D. schoolmates Answer : C

Problem : Item number is included as an easy item because students already have background knowledge about this before. The other option is not appropriate for first grade students.

Suggestion : The teacher should increase student read must be careful on the content above, or another way to solve that problem is by asking the students to

52

guess the meaning of the word by its context. So, this kind of test should be discarded. 18 October 2013 Hi, Neta ! The 20th of October will be my 13th birthday party. Will you come for that to Bogor Restaurant Cawang Dewi Sartika at 11 a.m.? Reza

24. What can we learn from the text? A. Neeta is Reza's relative. B. Reza is going to be thirteen. C. The party will be held at home. D. The party will be held in the afternoon. Answer : A

Problem : This question asks students to demine the same meaning from text.it can be understood this item measure the student's ability in identifying the meaning from the text.

Suggestion : The teacher should increase student read must be careful on the content above, or another way to solve that problem is by asking the students to guess the meaning of the word by its context. The students can see a word before or after and guess the meaning of that word.

53

Keep us grow well

Numbers

DON'T PICK ME OUT

7,8,26,17,1 9,30,38

17. Where do you usually find such kind of text? A. At the zoo. B. In the playground. C. In the parking area. D. In the school park. Answer

:D

•

Book

•

Pencil

•

Pen

•

Ruler

•

Sharpener

•

Eraser

•

Schoolbag

•

Pencil case

26. We can buy those things in the list above in......... A. the mall B. the bitcher C. the stationery D. the greeng grocer

54

Answer : C

Day : Saturday Date : 26 November 2013 •

1 kilos of sugar

•

2 kilos of oranges

•

2 cans of milk

•

A brunch of banana

•

A brunch of spinach

•

1 kilos of carrots

•

1 kilos of cucumber

7. How many kinds of vegetables are there in the text A. Three B. Four C. Five D. Six Answer : A

•

Laboratory

•

Principal room

•

Computer room

•

Library

•

Classroom

•

Canteen

55

19. Where do you usually find the places in the list above? A. At school. B. In the clinic. C. At the airport. D. In the hospital Answer

:A

•

Net

•

Shoes

•

Costume

•

Whistle

•

Volleyball

• 25. What do the things in the list above belong to? A. Basketball sport equipment. B. Volleyball sport equipment. C. School facilities. D. Sport facilities. Answer : B

Problem : This question is intended to measure the student's ability in finding identifying information from the text. Thus, this question conforms to the recommended indicator, namely, identifying various information in a short functional text a form of (instruction, list of table, expression card, and announcement):"mengidentifokasi berbagai informasi dalam teks fungsional pendek berbentuk instruksi, daftar barang, karya ucapan

56

dan pengumuman," moreover, this question is a kind of list of things, so it also conforms to the recommended text type. Suggestion : The teacher should explain about this kind of text, and also the student more be practice made kind of type the text.so student be familiar and to be easy answer this question to recommended text type. 1. Miscroscope 2. Pipette 3. Thermometer 4. Glass slide 5. Test tube 6. Stirring rod

30. If we want to measure temperature we equipment number.... A. 1 B. 2 C. 3 D. 4 Answer : C

Problem : This question asks students to indicate information. It can be understood that this item measure the student's ability in finding factual information from the text. Thus, this item conforms to the recommended indicator namely,"merespon teks monolog sederhana berbentuk spoof/recount. In addition the text used is spoof text. Thus, it also conforms to the suggested text.

57

Suggestion : The Teacher Should creative thinking of the student, this item test is easy because the writer only fulfill the requirement of options. the test maker is less creative in making the options. Besides that the answer is looked clear on the text. So the student can easily find the answer. This test should be discarded.

Day : Saturday Date : 26 November 2013 •

1 kilos of sugar

•

2 kilos of oranges

•

2 cans of milk

•

A brunch of banana

•

A brunch of spinach

•

1 kilos of carrots

•

1 kilos of cucumber

8. The purpose of writing the text above is..... A.to announce things to buy B.to advertise the product C.to describe something D.to remind us of what to buy Answer

:D

58

28/10/2013

Dear aunty, Thank you very much for the bag. It's very cute. I like the model

and the pocket in front. I can put my mobile phone in it. And, I like the colors, too. It is really useful for me.

With love, Ella 38. What is the purpose of sending the letter above? A. Expressing gratitude. B. Asking for information. C. Giving for permission. D. Making and agreement. Answer : A

Problem :

Most of the students failed to answer those question because the students could not find the purpose of the memo/announcement that is not exist there, the students have to find it by concluding the content of the announcement above, so they were trapped by the other option.

Suggestion: The teacher should more focus on the question that asked students to make a conclusion from a passage. He also has to give them more practice to make the students familiar with that type of question.

59

To: All members of English Club The English Club will begin on September after Lebaran Days, Numbers 31, 32, 33

every Monday and Thursday afternoon at 3 to 5 p.m. in our English lab. During the activity, you have to wear your t-shirt uniform. For further information, please contact our English teacher, Ms. Delfin. Syarifah

31. The members of English club will meet at...... room. A. meeting B. library C. multimedia D. laboratory Answer : D

32. How long will the activity last? A. 1 hour. B. 2 hours. C. 3 hours. D. 4 hours. Answer :B

33. Syarifah sends the message.......... A. to invite the students to join the English Club B. to celebrate the days after the Lebaran Day C. to inform when the English Club will start D. to explain the special English Club activities

60

Answer : C

Problem : This question asks students to indicate who the writer of the announcement. It can be understood that this item measures the student's ability in finding factual information from the letter. Thus, it can be concluded that this question doesn't conform to the syllabus because the indicator is not concluded into suggested indicator.

Suggestion : The teacher should remind the students to be more careful in reading a passage and they have to comprehend it. To answer the question that related to a passage, first, they have to know what the question mean, and then find the answer from the passage by finding the key word. Numbers

41. the computer-you-turn-the room-before-off-leave

41, 42,

1

2

43, 44,

A. 3-4-6-2-7-1-5

46, 47,

B. 3-6-1-5-2-7-4

48, 49 ,

C. 3-1-5-2-7-4-6

50

D. 3-1-6-5-7-2-4 Answer

3

4

5

:B

42. school-noisy-hours-not-be-do-during 1

2

A. 6-2-4-1-7-3-5 B. 6-5-4-3-7-2-1

3

4

5 6

7

6

7

61

C. 6-4-5-2-7-1-3 D. 3-1-6-5-7-2-4 Answer : B

43. (1) We will share the happy time together with my family. (2) To: Putri (3) Please come to Pizza Hut Restaurant at Puri Mall on Saturday, June 28th. (4) I'm going to celebrate my success in the competition. (5) Ika (6) I'm looking forward to seeing you.

A. 2-4-3-1-6-5 B.5-3-1-4-6-2 C.2-6-3-1-5-4 D.4-1-3-2-6-5 Answer : A

44. (1) Mommy is still in the office now. (2) Dear Fitri, (3) I'll be home soon. (4) Mom (5) Don't forget to pick up your sister at the English Course At 05:00 p.m. (6) Love, (7) Thank you, Dear.

62

A. 2-1-4-5-7-3-6 B.2-3-5-1-6-7-4 C.2-4-3-7-1-6-5 D.2-5-1-3-7-6-4 Answer

: D

Problem : First, the arrangement of the question is not in a good from. The numbers are not match with the underline words. Probably, it made the students confused and made them chose the wrong option. J.B.Heaton stated that it is important to avoid confusing by student by having a different number of correct options for each item. In conclude, this item is not recommended. This question is intended to measure the student's ability in finding and identifying information from the text. Thus, this question conforms to the recommended indicator, Arranging word to be a complete sentence writing a short functional text; "menyusun kata/urutan kata menjadi kalimat yang padu." Morever, this question is a kind of o procedure, so it also conforms to the recommended text type. Suggestion : The teacher should increase student read must be careful on the content above and The teacher should increase students’ vocabulary, or another way to solve that problem is by asking the students to guess the meaning of the word by its context or another way to solve that problem is by asking the students to guess the meaning of the word by its context. The students can get arrangement the sentences from the numbers be match.

63

Jakarta, 23 October 2013 ....(46), I'm glad you are coming here. There are so many places you can visit and things you can do. On this occasion, I'd like to invite you to have dinner with my family on Saturday. I hope you will come, thank you.

...(47), Weny 46. A. Dear Shinta B. Sorry Shinta C. Hello D. Hi Answer : A

47. A. My pleasure B. Your sincerely C. Thank you D. O.K Answer

:B

64

ANNOUNCEMENT

To: All students of SMPN Sekolah Baru

Tomorrow we will have Friday routine to keep our school clean. Besides that, we will.... (48) Some trees around the school area. Please look.... (49) The following list of Class and kinds of tools to bring tomorrow. •

Students of Class 7A-D must bring sickles.

•

Students of Class 8A-C must bring hoes.

•

Students of Class 9A-C must bring spades.

Don't forget to bring.... (50) Tools.

48. A. pick B. plant C. get D. find Answer

:B

49. A. at B. for C. after D. around Answer : A 50. A. your B. their

65

C. our D. his Answer

:A

Problem : This question asks students to determine the suitable words of the text. It can be understood that these items measure the student's ability in finding the suitable words. Thus, this item conforms to the recommended indicator namely,"menggunakan kosa kata yang sesuai" find the best answer.

Suggestion : The teacher should remind the students to be more careful in Announcement a passage and they have to comprehend it. To answer the question that related to a passage, first, they have to know what the question mean, and then find the answer from the passage by finding the key word.

66

1. The result of the Summative Test type P1 a. There were 6 easy items in the test type P1. They were item number 29, 19, 25, 27, and 30. b. There were 21 moderate items in the test type P1. They were item number 1, 2, 3, 4, 5, 7, 8, 9, 12, 13, 15, 16, 18, 20, 22, 23, 29, 36, 37, 40, 45. c. There were 23 difficult items in the test type P1. They were item number 6, 10, 11, 14, 17, 21, 24, 26, 31, 32, 33, 34, 35, 39, 41, 42, 43, 44, 46, 47, 48, 49, 50. It’s would like to analyze the difficult items and give the reason why those items claimed difficult by the students. 2. The result of the Summative Test type P2 a. There were 4 easy items in the test type P2. They were item number 5, 9, 19, and 46. b. There were 20 moderate items in the test type P2. They were item number 1, 4, 7, 15, 16, 20, 21, 22, 23, 25, 26, 27, 29, 30, 32, 33, 37, 38, 44, and 49. c. There were 26 difficult items in the test type P2. They were item number 2, 3, 6, 8, 10, 11, 12, 13, 14, 17, 18, 24, 28, 31, 34, 35, 36, 39, 40, 41, 42, 47, 48, and 50. The writer would like to analyze the difficult items and give the reason why those items claimed difficult by the students. 3. The result of the Summative Test type P 3 a. There were 3 easy items in the test type P3. They were item number 5, 17, and 27. b. There were 27 moderate items in the test type P3. They were item number 1, 2, 3, 6, 9, 11, 12, 13, 14, 15, 18, 19, 20, 21, 22, 23, 25, 28, 32, 36, 37, 39, 42, 43, 44, and 46.

67

c. There were 19 difficult items in the test type P3. They were item number 4, 7, 8, 10, 16, 24, 26, 30, 31, 33, 34, 38, 40, 41, 45, 47, 48, and 50. Table 4.7 Format of Item Analysis of the English Summative Test Type P1 of Discriminating Power Item

Number of

Number of

Number

Students

Students

who

who

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

1

3

7

4

0,08

Poor

2

9

7

2

0.04

Po or

3

5

3

2

0.04

Poor

4

6

6

0

0

Discarded

5

6

4

2

0.04

Poor

TOTAL Discriminating Interpretation (U - L)

Power

68

Item

Number of

Number of

Number

Students

Students

who

who

TOTAL Discriminating Interpretation (U - L)

Power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

6

1

3

2

0.04

Poor

7

7

3

4

0.08

Poor

8

10

4

6

0.12

Poor

9

10

10

0

0.00

Poor

10

1

3

2

0.04

Poor

11

5

1

4

0.08

Poor

12

6

1

5

0.1

Poor

13

6

3

3

0.06

Poor

14

1

4

3

0.06

Poor

15

3

7

4

0.08

Poor

16

2

6

4

0.08

Poor

17

1

1

0

0

Discarded

69

Item

Number of

Number of

Number

Students

Students

who

who

TOTAL Discriminating Interpretation (U - L)

Power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

18

4

9

5

0.1

Poor

19

7

10

3

0.06

Poor

20

7

5

2

0.04

Poor

21

4

2

2

0.04

Poor

23

6

8

2

0.04

Poor

24

2

3

1

0.02

Poor

25

8

8

0

0.00

Poor

26

0

2

2

0.04

Poor

27

7

9

2

0.04

Poor

28

4

5

1

0.02

Poor

29

7

1

6

0.12

Poor

30

15

5

10

0.2

Poor

70

Item

Number of

Number of

Number

Students

Students

who

who

TOTAL Discriminating Interpretation (U - L)

Power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

31

4

1

3

0.06

Poor

32

3

2

1

0.02

Poor

33

4

0

4

0.08

Poor

34

4

1

3

0.06

Poor

35

2

2

2

0.04

Poor

36

5

3

2

0.04

Poor

37

5

3

2

0.04

Poor

38

5

2

2

0.04

Poor

39

3

1

2

0.04

Poor

40

5

3

2

0.04

Poor

41

0

3

3

0.06

Poor

42

1

3

2

0.04

Poor

71

Item

Number of

Number of

Number

Students

Students

who

who

TOTAL Discriminating Interpretation (U - L)

Power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

43

2

1

1

0.02

Poor

44

2

4

2

0.04

Poor

45

4

4

0

0.00

Poor

46

1

4

3

0.06

Poor

47

0

3

3

0.06

Poor

49

2

3

1

0.02

Poor

50

2

2

0

0.00

Poor

72

Table 4.8 Format of Item Analysis of the English Summative Test Type P2 of Discriminating power Item

Number of Number of

Number students

students

who

who

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

1

4

2

TOTAL discriminating Interpretation ( U - L)

power

6

2

0.04

Poor

2

3

1

0.02

Poor

3

2

4

2

0.04

Poor

4

2

5

3

0.06

Poor

5

8

8

0

0

Discarded

6

1

2

1

0.02

Poor

7

3

4

1

0.02

Poor

8

2

2

0

0

Discarded

9

8

11

3

0.06

Poor

10

2

2

0

0

Discarded

73

Item

Number of Number of

Number students who

students

TOTAL discriminating Interpretation

who ( U - L)

power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

11

1

1

0

0

Discarded

13

3

1

2

0.04

Poor

14

1

1

0

0

Discarded

15

1

6

5

0.1

Poor

16

5

3

2

0.04

Poor

17

0

3

3

0.06

Poor

18

2

0

2

0.04

Poor

19

8

8

0

0

Discarded

20

4

4

0

0

Discarded

21

9

5

4

0.08

Poor

22

8

5

3

0.06

Poor

23

6

1

5

0.1

Poor

74

Item

Number of Number of

Number students who

students

TOTAL discriminating Interpretation

who ( U - L)

power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

24

3

1

2

0.04

Poor

25

9

5

4

0.08

Poor

26

2

7

5

0.1

Poor

27

5

8

3

0.06

Poor

28

2

1

1

0.02

Poor

29

7

6

1

0.02

Poor

30

6

7

1

0.02

Poor

31

2

4

2

0.04

Poor

32

5

4

1

0.02

Poor

33

4

3

1

0.02

Poor

34

2

4

2

0.04

Poor

35

4

1

3

0.06

Poor

75

Item

Number of Number of

Number students who

students

TOTAL discriminating Interpretation

who ( U - L)

power

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

36

2

3

1

0.02

Poor

37

3

6

3

0.06

Poor

39

2

2

0

0

Discarded

40

4

1

3

0.06

Poor

41

3

2

1

0

Discarded

42

2

3

1

0

Discarded

43

3

2

1

0

Discarded

44

3

6

3

0.06

Poor

45

2

0

2

0.04

Poor

46

9

6

3

0.06

Poor

47

1

1

0

0

Discarded

48

1

2

2

0.04

Poor

76

Item

Number of Number of

Number students who

students

TOTAL

discriminating Interpretation

( U - L)

power

who

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

49

3

5

2

0.04

Poor

50

1

4

3

0.06

Poor

Table 4.9 Format of Item Analysis of the English Summative Test Type P3 of discriminating power Item

Number of Number of

Number students

1

students

who

who

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

0

2

TOTAL discriminating (U - L)

power

2

0.04

Interpretation

Poor

77

Item

Number of Number of

Number students who

students

TOTAL discriminating

who ( U - L)

power

Interpretation

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

3

6

1

5

0.1

Poor

4

1

4

3

0.06

Poor

5

9

6

3

0.06

Poor

6

1

9

8

0.16

Poor

7

2

4

2

0.04

Poor

8

3

1

2

0.04

Poor

9

3

6

3

0.06

Poor

10

1

1

0

0

Discarded

11

8

0

8

0.16

Poor

12

4

5

1

0.02

Poor

13

2

6

4

0.08

Poor

14

3

5

2

0.04

Poor

78

Item

Number of Number of

Number students who

students

TOTAL discriminating

who ( U - L)

power

Interpretation

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

15

7

7

0

0

Discarded

16

0

3

3

0.06

Poor

17

9

6

3

0.06

Poor

18

8

0

8

0.16

Poor

19

10

3

7

0.14

Poor

20

6

8

2

0.04

Poor

21

7

1

6

0.12

Poor

22

6

6

0

0

Discarded

23

7

6

1

0.02

Poor

24

3

3

0

0

Discarded

25

4

8

4

0.08

Poor

26

1

3

2

0.04

Poor

79

Item

Number of Number of

Number students who

students

TOTAL discriminating

who ( U - L)

power

Interpretation

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

27

10

7

3

0.06

Poor

29

1

3

2

0.04

Poor

30

0

4

4

0.08

Poor

31

0

2

2

0.04

Poor

32

1

6

5

0.1

Poor

33

1

0

1

0.02

Poor

34

1

0

1

0.02

Poor

35

1

6

5

0.1

Poor

36

2

7

5

0.1

Poor

37

2

6

4

0.08

Poor

38

3

0

3

0.06

Poor

39

6

4

2

0.04

Poor

80

Item

Number of Number of

Number students who

students

TOTAL discriminating

who ( U - L)

power

Interpretation

answered

answered

item

item

correctly

correctly

(Upper

(Lower

Group)

Group)

40

0

1

1

0.02

Poor

41

0

2

2

0.04

Poor

42

5

3

2

0.04

Poor

43

7

1

6

0.12

Poor

44

6

3

3

0.06

Poor

45

1

2

1

0.02

Poor

46

6

4

2

0.04

Poor

47

0

2

2

0.04

Poor

48

1

5

4

0.08

Poor

49

1

3

2

0.04

Poor

50

0

3

3

0.06

Poor

81

B. Discriminating Power As the writer discussed before, based on data above, the discriminating power value in analysis item is dominated by Poor item; this interpretation could be seen clearly as follow: 1) The result of the Summative Test type P1 of Discriminating Power a. There were 2 discarded items in the test type P1. They were item number 4 and 17. b. There were 48 Poor Mark items in the test type P1. They were item number 1, 2, 3, 5, 7, 8, 9, 12, 13, 15, 16, 18, 20, 22, 23, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48 49 and 50 It’s would like to analyze the Discriminating Power items and give the reason why those items claimed Poor Mark by the students. 2) The result of the Summative Test type P2 of Discriminating Power a. There were 12 discarded items in the test type P2. They were item number 5, 8, 10, 11, 14, 19, 20, 39, 41, 42, 43, and 47. b. There were 38 Poor Mark items in the test type P2. They were item number 1, 2, 3, 4, 7, 8, 9, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 40, 44, 45, 46, 48, 49 and 50. The writer would like to analyze the Discriminating Power items and give the reason why those items claimed Poor Mark by the students. 3) The result of the Summative Test type P3 of Discriminating Power a. There were discarded 3 items in the test type P3. They were item number 10, 15, and 22. b. There were 47 Poor Mark items in the test type P3. They were item number 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27,28, 29,30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49 and 50.

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The writer would like to analyze the Discriminating Power items and give the reason why those items claimed Poor Mark by the students finally; in contrast the test numbers are getting Poor Mark C. Interpretation Based on the calculation in the table 4, the results, there were 99 students taken as the sample of this research at “SMP Islam Annur” Jakarta Barat, the students are divided into three classes A, B, and C. then the students are divided into three group of kinds of test is P1, P2, P3. For each category have 45 students. The data of level of difficulty those are 50 items from first grade junior high school, After calculating, difficulty level of all items P1 value is 0.37, Meanwhile in the test type P2, the P value is 0.34, and the last P value of the test type P3 is 0.31, So, If the difficulty level of the English summative Test type P1, P2, P3 prepared by the difficulty level of the English summative Test at that range between 0.31 – 0.69 which belongs to Moderate level. The data of discriminating power those are 50 items from first grade junior high school, after calculating of all items P1, P2, and P3 or classes A, B, and C in contrast the test numbers are getting Poor Mark. Based on the percentage the writer found that the English summative test is 45 % moderate level, and 94 % poor. There by those items should be revised. To conclude that the difficulty level of each item is moderate level, the discrimination level of each test item is poor. D. Previous Study In this part, the writer shows that she has found some research paper that is also about the difficulty level and discriminating power. Here they are:

83

1) Indah Amalia Munawarroh, An Item analysis of difficulty level of English summative test item for second grade of odd semester of students’ at AlAzhar Islamic Junior High School 1 Jakarta.2 Based on the data of level of difficulty those are 50 items from second grade students of Al- Azhar Islamic Junior High School by analyzing Indah Amalia Munawarroh’s can be broken down into subcategories easy, moderate, and difficult. Also, it can see that from 50 items there 30 item regarded as good test items because they have already fulfilled the criteria of a good level of difficulty. Besides that, there were 18 items which belong to the test item having low level of difficulty that range from 0.86 until 1.00. So these items were easy items. Moreover, 2 items are difficult item because they have high level of difficulty that range from 0.00 until 0.14. For whole items, it was can say that the difficulty level of English summative test item for second grade of odd semester of students’ at Al-Azhar Islamic Junior High School 1 Jakarta belongs to the test items which have moderate level of difficulty that range from 0.15 until 0.85. Therefore these test items were moderate level also. 2) Muhammad Toha, An Item analysis of English Summative Test for the First Years of Junior High School.3 Muhammad Toha analyzed the discriminating power of English Summative Test. He did the research on 02nd of June 2009. The method that was used in his skripsi was descriptive and quantitative methods. He found some items in the summative test which has good or bad based on the criteria of discriminating power. From judging the tittle thinks that the research will analyze the three main components’ of item analysis: level of difficulty, discriminating power, and the effectiveness of distractors, but in fact, and the researcher only analyzed the 2

Indah Amalia Munawarroh, An Item analysis of difficulty level of English summative test item for second grade of odd semester of students’ at Al-Azhar Islamic Junior High School . Skripsi UIN Syarif. Hidayatullah Jakarta.2012 3 Muhammad Toha, An Item analysis of English Summative Test for the First Years of Junior High School. Skripsi UIN Syarif. Hidayatullah Jakarta.2010

84

discriminating power of the test. And the writer does not clear about the information of the formula and the criterions were used in his skripsi. The test that he was analyzed consists of 35 items: 25 multiple choice items and 10 essay test items. The researcher only analyzed the multiple choice item, but the interpretation of data is not clear enough. He only explained the accumulation results; “more than 60% of the items are discarded test items. There is only 7% or 5% test items that can be categorized as a very good, good or revised.” He does not explain the number of item which categorized discarded, very good, good or revised.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion As the objective of this skripsi is to evaluate and to know quality of the test items, the writer has analyzing the difficulty level and discriminating power of multiple choice items. Based on the finding above the analysis and the interpretation in the previous chapter, it can be concluded that the index of difficulty level and discriminating power of the summative test of the academic year 2013-2014 tested at the first year students of “SMP Islam Annur” Jakarta Barat. the results, there were 99 students taken as the sample of this research at “SMP Islam Annur” Jakarta Barat, the students are divided into three classes A, B, and C. then the students are divided into three group of kinds of test is P1, P2, P3. For each category have 45 students. The data of difficulty level those are 50 items of the English summative Test type P1, P2, P3 prepared by the difficulty level of the English summative Test at that range between 0.31 – 0.69 which belongs to Moderate level The data of discriminating power those are 50 items from first grade junior high school, after calculating of all items P1, P2, and P3 or classes A, B, and C in contrast the test numbers are getting Poor Mark. Based on the percentage the writer found that the English summative test is 45 % moderate level, and 94 % poor. There by those items should be revised. To conclude that the difficulty level of each item is moderate level, the discrimination level of each test item is poor. After calculating the difficulty level and the discriminating power, the writer can concluded which item can be kept, revised or discarded.

85

86

B. Implication Since the result of research shows that there are many items of the English summative test that is administrated by English teachers at “SMP Islam Annur Jakarta Barat” for the first grade at even semester has a bad index in discriminating power and in difficulty level, there are some implications: 1. The test are not credible, and it cannot measure the knowledge of the tastes involved, the test will not be able to distinguish the capability of students 2. The teacher cannot get the objective score from the evaluation that is to measure students’ achievement after the process and learning 3. The teachers do not know the students’ mastery lesson. C. Suggestion According to the findings, the writer would like to give the following suggestions: 1. For the test maker The test maker should analyze the test that are categorized as revised item, then he revises the items that are categorized as revised item and removes the item that are categorized as discarded items and too easy and too difficult items that include in discarded items. 2. For the state Islamic Junior High School Teacher The English teacher of state Islamic Junior High School especially the English teacher in 40 state Islamic Junior High School should do an item analysis before giving any kinds of test which judge students’ capability as a whole 3. For further researcher People who want to do research in item analysis that focus on discriminating power and difficulty level of English summative test in state Islamic Junior High School should take a random students’ answer sheet from different state Islamic junior high school in west Jakarta, so the result of finding can represent all students’ capability in west Jakarta.

References Anas Sudjiono, Pengantar About Language Assesment “Dilemas, Decisions, and Directions”, (Boston: ITP. International Thompson Publishing Company, 1998) . Arthur Hughes, Testing for language Teachers, (Great Britain: Cambridge University Press, 1995). Cecil R. Reynolds. et. al, Measurement and Assessment in Education, ( Singapore: Wash worth Group, 2002). Charles D. Hopkins, Richard L. Antes, Classroom Measurement and Evaluation, (U.S.A: F.E. Peacock Publishers, Inc., 1990). Daryanto, Evaluasi Pendidikan, (Jakarta: Rineka Cipta, 1992). Gronlund, Constructing Achievement Test, (London: Prentice-Hall of international, Inc., 1982). Harold S. Madsen, Techniques in testing, (England:Oxford University Press, 1983) H. Douglas Brown, Teaching by Principles, (New York: Longman, 2001). James Dean Brown, Testing in Language Programs, (New Jersey: Prentice Hall Regents, 1996). J, Charles Alderson, et. al., Language Test Construction and Evaluation, (Cambridge: Cambridge University press, 1995). Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Longman, 2007). John W. Oller, Language Test at School, (London: Longman Group, 1979). J. B. Heaton, Writing English Language Tests, ( New York: Longman Inc., 1988 ). Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinlein & Heinlein Publisher, 1998). Kenneth D. Hopkins, et, al., Educational and Psychological Measurement and Evaluation, (Englewood Cliffs, New Jersey: Prentice Hall Inc., 1990), 7th Ed. N. E. Groundlund, Measurement and Evaluation in Teaching, (USA: McMillan Publishing Company, 1985).

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Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja Rosdakarya, 1986). Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta:Depdiknas, 2003). Rebecca M. Valette, Modern Language Testing, (New York: Harcourt Brace Jovanovich, Inc,. 1977). Stanley Ahmann and Marvin D. Glock, Evaluating Student Progress: Principles of the test & Measurement, (Boston: Allyn & Bacon, Inc., 1981). Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta; Bina Aksara, 1987). Sumarna, Surapranata, Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Test, (Bandung: Remaja Rosdakarya, 2006). Wilmar Tinambunan, Evaluation of Students Achievement (Jakarta: Depdikbud, 1988) .

TABLE OF CONTENTS ABSTRACT .............................................................................................

i

ABSTRAK ...............................................................................................

ii

ACKNOWLEDGEMENT ......................................................................

iii

TABLE OF CONTENTS ........................................................................

v

LIST OF TABLES ..................................................................................

vii

LIST OF APPENDICES ........................................................................

viii

CHAPTER I.

INTRODUCTION .....................................................

1

A.

Background of the Research ..............................

1

B.

Identification of the problem ...............................

4

C.

Limitation of the Problem ...................................

4

D. Formulation of the Problem ...............................

5

E.

Objective of the Research ...................................

6

F.

Significance of the Research ..............................

5

THEORETICAL FRAMEWORK………….. ........

6

A. Test ......................................................................

6

1. Definition of the Test .....................................

6

2. Types of The Language Test ..........................

7

Item Analysis.......................................................

11

1. Definition of the Item Analysis ......................

11

2. Types of the test Item .....................................

12

3. Type of Item Analysis ....................................

19

4. Purpose of the Item Analysis ..........................

25

CHAPTER III. RESEACRH METHODOLOGY ............................

27

A. Place and Time of the Research.............................

27

B. Research Method and Design……………………

27

C. Population and Sampling of the Research ............. v

27

CHAPTER II.

B.

CHAPTER IV.

D. Subject of the Study ..............................................

28

E. Instrument of the Research……………………... .

28

F. Technique o Data Collecting…………………….

28

G. Technique of Data Analysis ..................................

29

RESEARCH FINDING AND INTERPRETATION ................................................

33

A. The Research Findings ........................................

33

1. The Description of the Data..............................

33

2. The Analysis of the Data. .................................

38

B. Diseriminating Power ...........................................

81

C. Interpretation .........................................................

82

D. Previous Study ......................................................

82

CONCLUSION AND SUGGESTION ....................

85

A. Conclusion ...........................................................

85

B.

Implication ..........................................................

86

C.

Suggestion ...........................................................

86

REFERENCES ........................................................................................

87

CHAPTER V.

APPENDICES

vi

LIST OF TABLES Table 3.1

The range of the difficulty level ........................................... 31

Table 4.1 The Students score of English summative test type P1 ......... 33 Table 4.2 The Students score of English summative test type P2 ......... 35 Table 4.3 The Students Score of English summative test type P3 ........ 36 Table 4.4 Format of item analysis of English summative test type P1.. 40 Table 4.5 Format of item analysis of English summative test Type P2 42 Table 4.6 Format of item analysis of English summative test Type P3 45 Table 4.7 Format of item analysis of English summative test Type P1 of Discriminating power ........................................................... 67 Table 4.8 Format of item analysis of English summative test Type P2 of Discriminating power ...................................................... 72 Table 4.9 Format of item analysis of English summative test Type P3 of Discriminating power ........................................................ 76

vii

LIST OF APPENDICES

Appendix 1a The English summative test Question Paper Type P1 Academic year 2013/2014 Appendix 1b The English summative test Question Paper Type P2 Academic year 2013/2014 Appendix 1c The English summative test Question Paper Type P2 Academic year 2013/2014 Appendix 2a The Answer Key of English summative test type P1 Appendix 2b The Answer Key of English summative test Type P2 Appendix 2c The Answer Key of English summative test Type P3 Appendix 3 Surat Permohonan Izin Penelitian Appendix 4 Surat Izin Penelitian dari SMPI Annur Tanah-abang Jakbar

viii

GROUP

P1 U P P E R

N O

STUDENT S

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of correct (U)

1 0

ITEMS NUMBER / KEY ANSWER

1 2 3 4 5

6 7 8 9 10 11

12

13

14 15 16 17 18 19 20

2 1

22 23 24 25

1 1 0 0 0 0 0 0 0 1 0 3

0 0 0 0 0 0 1 0 0 0 0 1 1

0 1 1 0 0 1 1 0 1 1 0 15

0 0 1 1 1 1 1 1 0 0 0

0 0 0 0 0 0 1 0 0 0 0

0 0 0 0 0 1 0 0 1 1 1

0 0 0 0 0 1 0 1 0 0 0

1 1 1 0 1 1 1 1 1 0 1 9

: Right Answer : False Answer

Number of Correct

0 0 1 1 1 0 0 0 1 0 1 1 1

1 0 1 1 0 1 1 0 0 0 1 1 3

0 1 0 1 1 0 1 1 0 1 0 1 5

1 1 1 1 0 0 0 0 1 1 1 1 5

1 1 1 1 1 1 0 1 1 1 1 8

1 1 1 1 1 1 1 0 1 1 0 1 3

0 0 0 0 0 0 1 0 0 0 0 6

1 1 1 0 0 0 0 0 1 1 0 15

0 0 0 1 0 0 0 1 0 1 0

0 0 0 0 0 1 0 0 0 1 0

0 0 0 0 0 0 0 1 0 0 0

0 1 1 0 0 0 1 0 0 0 1

1 1 1 0 1 1 1 0 0 0 1

1 1 1 1 1 1 1 0 0 0 0

0 0 1 0 1 0 0 1 1 1 1

0 0 0 0 0 1 1 0 0 0 0

1 1 1 0 1 1 1 0 1 1 0

10 12 14 9 10 13 14 8 10 12 9

GROUP

P1 U P P E R

No

STUDENTS

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students 10 11 Students 11 Number of correct (U)

1 0

26

27

28

29

30

31

32

33

ITEMS NUMBER / KEY ANSWER 34 35 36 37 38 39 40 41 42

0 0 0 0 0 0 0 0 0 0 0 0

1 1 1 0 1 1 1 0 0 0 1 7

0 0 0 0 1 0 0 0 1 1 1 4

1 1 1 0 0 0 0 1 1 1 1 7

1 1 0 0 0 0 0 0 1 0 1 4

0 0 0 0 0 1 1 0 0 0 0 2

1 1 1 0 0 0 0 0 0 0 0 3

1 0 0 0 1 1 1 0 0 0 0 4

0 1 0 1 0 0 0 0 1 1 0 4

: Right Answer : False Answer

0 0 1 0 0 0 1 0 0 0 0 2

1 1 1 0 0 0 0 0 0 1 1 5

1 0 0 1 1 0 0 0 0 1 1 5

1 0 0 1 1 0 0 0 0 1 1 5

0 0 0 0 0 1 1 0 1 0 0 3

0 0 1 1 0 0 1 1 0 1 0 5

0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 1 0 1

43

44

45

46

47

48

49

50

0 0 0 1 0 0 0 0 0 1 0 2

0 0 0 0 0 1 0 0 0 1 0 2

0 1 0 1 1 0 0 0 0 1 0 4

0 0 0 1 0 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 0 0 0

0 0 1 0 0 0 0 0 0 1 0 2

0 1 0 0 1 0 0 0 0 0 0 2

1 0 1 0 0 0 0 0 0 0 0 2

Number of Correct 9 7 8 7 7 5 6 2 5 12 7

GROUP

P1 L O W E R (L)

NO

STUDENTS

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students 10 11 Students 11 Number of correct (U)

1 0

1

2

3

4

5

6

7

8

9

ITEMS NUMBER / KEY ANSWER 10 11 12 13 14 15 16 17 18

19

20

21

22

23

24

25

1 1 1 0 1 0 0 1 0 1 1 7

0 0 1 0 1 1 1 1 1 1 0 7

0 0 0 1 0 0 0 0 0 1 1 3

0 0 0 0 1 1 0 1 1 1 1 6

0 0 0 0 1 1 0 1 1 0 0 4

0 0 0 0 0 0 0 1 1 1 0 3

0 0 0 1 0 0 0 1 1 0 0 3

1 1 1 0 0 0 0 0 0 0 1 4

1 1 1 1 1 0 1 1 1 1 1 10

1 1 1 0 0 0 0 0 0 0 0 3

1 1 1 1 1 1 0 1 1 1 1 10

1 1 1 0 0 0 0 0 0 1 1 5

0 0 0 1 0 0 0 0 0 1 0 2

0 0 0 0 1 0 1 1 1 1 1 6

1 1 1 0 1 0 1 1 1 1 0 8

0 0 0 0 1 0 0 1 1 0 0 3

0 0 0 1 1 1 1 1 1 1 1 8

: Right Answer : False Answer

0 0 0 1 0 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 1 0 1

0 0 0 0 1 0 0 0 0 1 1 3

0 0 0 1 0 0 0 0 1 1 1 4

1 1 1 0 1 0 0 1 0 1 1 7

1 1 1 0 1 0 0 1 0 0 1 6

0 0 0 0 0 0 0 1 0 0 0 1

1 1 1 0 1 1 1 0 1 1 1 9

Number of Correct 14 10 10 10 12 13 14 10 11 11 8

GROUP

P1 L O W E R (L)

NO

STUDENTS

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

26

27

28

29

30

31

32

33

ITEMS NUMBER / KEY ANSWER 34 35 36 37 38 39 40 41 42

43

44

45

46

47

48

49

50

0 0 0 0 0 0 0 0 0 1 1 2

1 1 1 0 1 1 0 1 1 1 1 `9

1 1 1 0 0 1 1 0 0 0 0 5

0 0 0 0 1 0 0 0 0 0 0 1

0 0 0 1 1 0 0 1 1 0 1 5

0 0 0 0 0 0 0 0 0 0 1 1

0 0 0 0 0 0 0 0 1 1 0 2

0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 1 0 0 1

0 0 1 0 0 0 0 0 0 0 0 1

1 0 0 0 0 0 0 0 1 1 1 4

0 0 1 1 0 0 0 0 0 1 1 4

1 0 0 1 0 0 0 0 1 1 0 4

0 0 0 0 0 1 0 1 0 1 0 3

0 0 1 0 0 0 0 0 0 1 1 3

1 0 0 0 0 0 0 1 1 0 0 3

0 0 0 0 1 0 0 0 0 0 1 2

: Right Answer : False Answer

0 0 0 0 0 0 0 0 0 1 1 2

0 0 1 1 0 0 0 0 0 1 0 3

0 0 0 0 0 0 0 1 0 1 1 3

0 0 0 0 0 0 0 0 0 1 1 2

0 0 0 1 0 0 0 0 0 0 0 1

0 0 0 0 1 0 0 1 0 0 1 3

0 0 0 1 0 0 0 0 0 1 1 3

1 0 1 0 0 0 0 0 0 0 1 3

Number of Correct 6 2 7 6 5 3 1 5 6 13 14

GROUP

P2 U P P E R

NO

STUDENTS

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

1

2

3

4

5

6

7

8

9

ITEMS NUMBER / KEY ANSWER 10 11 12 13 14 15 16 17 18

0 0 1 0 1 1 0 0 0 1 0 4

1 0 0 0 0 1 0 0 0 0 0 2

0 0 1 0 0 1 0 0 0 0 0 2

1 0 0 0 0 0 0 0 0 0 1 2

1 1 0 0 1 1 0 1 1 1 1 8

0 0 0 0 0 0 1 0 0 0 0 1

1 1 0 1 0 0 0 0 0 0 0 3

0 1 0 1 0 0 0 0 0 0 0 2

0 1 1 1 1 0 1 0 0 1 1 8

0 0 0 0 0 0 0 1 1 0 0 2

: Right Answer : False Answer

0 1 0 0 0 0 0 0 0 0 0 1

0 0 0 0 0 0 0 0 0 1 1 2

0 0 0 1 0 1 0 0 1 0 0 3

0 1 0 0 0 0 0 0 0 0 0 1

1 0 0 0 0 0 0 0 0 0 0 1

0 1 0 0 0 0 1 1 1 0 1 5

0 0 0 0 0 0 0 0 0 0 0 0

0 1 0 0 0 1 0 0 0 0 0 2

19

20

21

22

23

24

25

1 0 0 1 1 1 1 1 1 0 1 8

0 0 1 0 0 1 0 0 0 1 1 4

1 1 1 0 0 1 1 1 1 1 1 9

0 1 1 1 0 1 1 1 0 1 1 8

1 0 1 0 1 1 0 0 0 1 1 6

0 1 0 0 0 1 1 0 0 0 0 3

1 0 1 1 0 1 1 1 1 1 1 9

Number of Correct 9 11 8 7 5 13 8 7 7 8 11

GROUP NO STUDENTS

P2 U P P E R

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

ITEMS NUMBER / KEY ANSWER Number of 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Correct 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 5 0 0 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 5 0 0 1 1 0 0 1 0 1 0 1 0 0 0 1 1 0 1 1 1 0 0 0 1 0 11 1 1 0 1 0 1 1 1 0 1 0 1 0 0 0 0 0 0 0 0 1 0 1 0 0 10 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 1 0 7 1 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 1 0 0 1 1 9 0 1 0 0 1 0 0 0 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 10 0 1 0 1 1 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 1 1 0 1 1 0 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 8 0 0 1 1 0 0 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 6 0 0 0 1 1 0 0 0 0 1 0 1 1 0 0 0 1 1 0 0 1 0 0 0 0 8 2 5 2 7 6 2 5 4 2 4 2 3 7 2 4 3 2 3 3 2 9 1 1 3 1

: Right Answer : False Answer

GROUP NO STUDENTS

P2 L O W E R (L)

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

1

2

3

4

5

6

7

8

1 1 1 0 0 1 1 1 0 0 0 6

1 1 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 1 0 0 0 1 3 4

0 0 0 1 1 1 1 0 0 0 1 5

1 0 0 1 1 1 1 1 0 1 1 8

1 0 0 0 0 0 0 0 0 1 0 2

1 0 0 0 0 1 0 1 0 0 1 4

0 0 0 0 0 0 0 1 0 0 1 2

: Right Answer : False Answer

ITEMS NUMBER / KEY ANSWER Number of 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Correct 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 10 1 1 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 6 1 1 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 6 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 7 1 0 0 1 0 1 0 1 0 0 1 1 0 0 1 0 0 9 1 0 0 1 0 0 1 0 1 0 1 1 1 1 0 0 1 14 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 8 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 12 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 5 1 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 6 1 0 0 0 0 0 1 0 1 0 1 1 1 1 0 0 1 12 11 2 1 4 1 1 6 3 3 0 8 4 5 5 1 1 5 9

GROUP NO STUDENTS

P2 L O W E R (L)

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

ITEMS NUMBER / KEY ANSWER Number of 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Correct 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 0 1 0 0 0 1 1 0 0 0 18 0 0 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 0 1 0 18 1 1 0 1 1 1 1 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 0 1 0 18 1 1 0 1 1 1 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 18 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 15 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 1 0 1 0 0 1 1 10 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 15 1 1 0 1 1 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 15 0 0 0 1 0 0 0 0 1 0 0 1 1 0 1 0 0 0 0 0 1 0 1 1 0 16 0 1 0 0 0 1 0 0 0 0 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 16 1 1 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 1 0 1 0 0 0 1 17 7 8 1 6 7 4 4 3 4 1 3 6 4 2 1 2 3 2 6 0 6 1 2 5 4

: Right Answer : False Answer

GROUP NO STUDENTS

P3 U P P E R

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

1

2

3

4

5

6

7

8

0 0 0 0 0 0 0 0 0 0 0 0

1 1 1 0 0 0 0 0 0 0 0 3

1 1 0 0 0 1 1 1 1 0 0 6

0 0 1 0 0 0 0 0 0 0 0 1

1 1 1 0 0 1 1 1 1 1 1 9

1 1 0 0 0 1 1 1 1 0 0 5

0 0 0 1 0 0 0 0 0 0 0 1

0 0 0 0 1 0 0 0 0 1 0 2

: Right Answer : False Answer

ITEMS NUMBER / KEY ANSWER Number of 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 correct 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 14 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 14 1 0 0 1 1 0 1 1 0 0 1 0 0 1 1 1 1 13 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 3 0 1 0 1 0 0 0 1 0 1 1 1 1 1 1 0 0 12 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 0 12 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 0 12 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 0 12 1 0 0 1 1 0 0 1 0 0 1 0 0 0 1 1 1 10 1 0 0 0 0 0 0 1 0 1 1 0 1 1 1 1 1 10 3 3 1 8 4 2 7 9 0 8 10 6 7 6 7 3 4

GROUP NO STUDENTS

P3 U P P E R

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

ITEMS NUMBER / KEY ANSWER Number of 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Correct 0 1 1 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 0 0 20 0 1 1 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 0 0 19 0 1 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 1 1 0 0 0 0 1 0 19 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 18 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 19 0 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 1 0 1 0 0 0 0 20 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 19 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 1 1 1 1 0 1 0 0 19 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 12 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 16 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 10 1 10 7 1 0 0 1 1 1 1 2 2 3 6 0 0 5 7 6 1 6 0 1 1 0

: Right Answer : False Answer

GROUP NO STUDENTS

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

P3 L O W E R (L)

1 0

1 2 3 4 5

6

7

8

9

0 0 0 0 0 1 0 0 0 0 1 2

1 1 1 1 1 1 0 1 1 1 0 9

1 1 0 0 0 0 0 1 0 0 1 4

0 0 0 0 0 0 0 0 0 0 1 1

1 1 0 0 0 1 0 0 1 1 1 6

: Right Answer : False Answer

0 0 1 1 1 1 1 0 1 0 0 6

0 0 0 0 0 0 0 0 0 0 1 1

0 0 0 0 0 0 1 0 1 1 1 4

1 1 0 0 0 0 1 0 1 1 1 6

ITEMS NUMBER / KEY ANSWER Number of 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Correct 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 1 14 0 0 0 1 0 0 0 1 0 1 0 1 0 0 0 1 13 0 0 1 0 1 1 1 0 0 0 1 0 1 1 0 1 12 0 0 1 0 1 1 1 0 0 1 1 0 1 1 0 0 14 0 0 1 0 1 1 0 1 0 0 1 0 1 1 1 0 10 0 0 1 0 1 1 0 0 0 0 1 0 1 1 1 1 11 0 0 1 0 1 1 0 0 0 0 1 0 0 0 1 0 16 0 0 0 1 0 1 0 1 0 0 1 0 0 0 0 1 16 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 1 8 0 0 0 1 0 0 0 1 0 0 1 0 1 1 0 1 10 1 0 0 1 0 1 1 0 0 0 1 0 1 1 0 1 11 1 0 5 6 5 7 3 6 0 3 8 1 6 6 3 8

GROUP NO STUDENTS

P3 L O W E R (L)

1 Students 1 2 Students 2 3 Students 3 4 Students 4 5 Students 5 6 Students 6 7 Students 7 8 Students 8 9 Students 9 10 Students10 11 Students11 Number of Correct (U)

1 0

ITEMS NUMBER / KEY ANSWER Number of 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Correct 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 1 0 0 0 1 7 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 1 0 0 1 0 5 0 1 0 1 0 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 7 0 1 0 1 0 0 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 7 0 0 0 0 1 0 1 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 1 0 0 7 0 1 0 0 1 0 1 0 0 1 1 1 0 0 0 0 1 0 1 0 1 0 0 1 0 9 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 0 1 11 1 1 1 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 1 1 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 0 0 1 0 1 0 8 1 1 0 1 0 1 0 0 0 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 8 0 1 0 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 1 0 `1 9 3 7 4 3 4 2 6 0 0 6 7 6 0 4 1 2 3 1 3 2 4 2 5 3 3

: Right Answer : False Answer

2.'I'ujuan It{ata pclajaran Bahasa inggris di smp bertujuan agar pcserta didik mernilikikemampu2ut sebagai berikut:

l.

tulis untuk

Mengembangkan kompetensi berkomunikasi dalam ben(uk lisan dan mencapai tingkat literasi Functional

) L.

Memiliki kesadaran tentang hakikat dan pentingnya

bahas inggris meningkatkan da1'a

saing bangsa dalam masyarakat globalisasi

Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya

3. Ruang lingkup Ruang lingkup mata pelajaran Bahasa Inggris di SMP Meliputi:

l.

Ksmampuan berwaca;ia yakni lqsmampuan memahami dan atau menghasilkan

teks lisan/hrlisan yang direalisasikan dalam empat ketrampilan

berbahesa,

yaitu: Mendengarkan, berbicara, membaca, dan menulis secara terpadu unnrk mencapai ti ngkat literasi fungsional

2.

Kemampuan memahami da,r menciptakan berbagai teks fi-rngsional pendek dan

monolog serta essai berbentuk procedure, descriptive, recoun! naralive, dan report- Gradasi bahan ajar tarnpak dalarn pengguaan kosa kata, tata bahasa ,d

3.

a

n langkah-langkah retorika_

Kompetensi pendukung, yakni kompetensi tinguistic (mengguakan tata bahasa

dan kosa kal4 tatq bunyi, dan berbagai teks komunikasi,

kompetensi

sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi, kompetensi strategi, (mengatasi masalah ynag timbul dalam proscs komunikasi dengan berbagai cara agar komunikasi

tetap berlangsung) dan kompetnsi pembentuk wacana (menggunakan piranti pembenfuk wacana.

t

,1. Standar kompetensi dan kompetensi dasar

Kelas VII, semester I

r-

_l

Merespon nraLna dalrurr pcrcakapan

Mendengtu

l. memalarrrr rtiekne daiattt

pe

rcaliapiur

transaksional( to gct ttrrnk donc) dan

transaksitrrtal srrtgal se.lcrltana untuk

interpersonal ( bcrsosiali:i'rsi ) yang

berintcrali-si dengar I ingkungan terdekat

menggunakan ragam bahasa lisan sangat sederhana secara aliurat. lancar, dan

berinteraksi demgan I ingkungan terdekat yang melibatkan tindak tutur menyapa orang yang belum / sudah dikenal,

memperkenalkan diri sendirVorang lair/ dan memerintah

/ melarang

1.2 Merespon makna dalam percakapan'

transaksional (to get things done) dan interpersonal ( bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat- lancar, dan

berinteraksi dem gan I ingkr.rn gan terdekat yang melibatkan tindak tutur meminta dan

memberi informasi mengucapkan terima kasih. Meminta maaf, dan mengungkapkan kesantunan 2. Memaharni makna dalam teks lisan

2.1 Merespon makna tindak tufur yang

fungsional oendek sangat sederhana unhrk

terdapat .irlam teks lisan fungsional

berinteraksi dengan lingkungan terdekat

pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan tersebut.

2.2 merespon makna gagasan yang terdapat dalarn teks lisan ftrngsional pendek sangat

Berbicara 3. Mengungiiapkan makna percaliapan

transaksional dan interpersonal szurgat

Sederhana UntUk benpIcr;t! ..i { j(,!iitii!I

done) dan interpersonal ( bersosialisasi)

lingkungan terdekat

yang menggunakan ragarn bahasa lisan sangat sederhana secara akurat, lancar,

dan berterima 1.2 Melakukan interalcsi dengan lingkungan terdekat yang melibatkan tindak

mur

menyapa orang yang belum / sudah

dikenal, memperkenalkan diri sendiri / orang lain dan memerintah / melarang 3.3 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal ( bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan

berinteraks i demgan I ingkungan terdekat

yang melibatkan tindak tutur meininta dan memberi informasi mengucapkan terima kasih 4. Mengungkapkan makna Calam teks lisan

4.1 Mengungkapkan makna tindak tutur

fungsional pendek sangat sederhana untuk

dalam teks lisan fi.rngsional pendek sangat

berinteraksi dengan

sederhana secara akurat, lancar, dan

I

in

gkungan terdekat

berterima untuk berinteraksi dengan lingkungan terdekat 4.2 Mengungkapkan makna gagasandalam

teks lisan fi-rngsional pendek sangat sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat Membaca 5. Memahami makna dalanr tcks lisan

5.1 membaca

nyaring bermakna kata, frase

kalimat dengan ucapan. tckanan, dan

fi.rngsional pendek sangat scdcrliana yang

intonasi yang berterima dan berkaitan

berkaitan dengan lingkungan rerdekat

dengan lingkungan tcrdekat 5.2 Merespon makna yang terdapat dalam teks

i

\ccirra akurat. lancar, dan berterima yang i I

hc:rkar

I

tan dcngan Iingkungan terdekat.

I

I I

N4enulis

I

6I

tr'lengungkapkan makna gagasarl yang

I I

6. nrengungkapkiLn makra dalarn teks lisan

l I

terciapat dalam teks rulis fungsional

I

fungsional pendek sangat sederhana yang

I

I I

berkaitan dengan lingkungan terdekat

I

I

grendek sangat sederhana secara akurat,

lancar, dan berterima yang berkaitan

I I

I I

dengan I ingkungan terdekat.

I

,L

Kelas

Vll,

semester 2

Kompetensi dasar

Standar kompetensi Mendengarkan 7. memahami makna dalam percakapan

7.1 Merespon makna dalam percakapan

transaksional( to get think done) dan

transaks ional cian interpersonal dengan

interpersonal ( bersosialisasi) yang

sederhana unnrk berinteraksi dengan

menggunakan ragam bahasa lisan sangat

lingkungan tersebut

sederhana secara akurat, lancar, dan

berinteraksi demgan tingkungan terdekat yang melibatkan tindalt runr kata

meminta dan mernberi jasa, meminta dan memberi barang, dan meminta dan memberi fakta. 7.2 Mengungkapkan makna dalam percakapan

hansaksional (to get things done) dan interpersonal ( bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan

berinteraksi demgan tingkungan terdekat yang melibatkan tindak tutur meminta dan

memberi pendapat, menyatakan suka atau tidak suka, meminta klarifikasi, merespon secara interPersonal8.

Memahami makna dalam tcks lisan fungsional dan monolog pendek sangat

&l *o.tpon

makna 1'ang terdapat dalam teks

lisan fungsional pendek sangat sederhana

sr:de

rlrattit

-v-zurg

secam akurat. lrine ur. dan

bcrtxrrtuk dcskriptive dan

nerinteraksi tle rt1,311 lrngkungan terdekat

proscdurc untttk bentrtcraksi dengan lingkungan terdekat

bcrterimiunnrk

8.2 merespxrrr tturkna varrg terdapat dalam teks

lisan fungsional pcndek sangat sederhana secara

alurat. lanc:rr. dan berterima unruk

nerinteraks i dengan I ingkungan terdekat dalam teks berbentuk dekriptive dan prosedur

Berbicara

9. Mengungliapkan makna dalam percakapan

i.l

percakapan -"ngrrtrgkapkan mzikna dalam transaksional( to get think done) dan

transaksional dan interpersonal sangat

interpersonal ( bersosial isasi) yang

sederhana untuk berinteraksi dengan

menggunakan ragam bahasa lisan sangat

lingkungan terdekat

sederhana seca-ra akurat, lancar, dan

berinteraksi clemgan I ingkungan terdekat yang melibatkan tindak tutur kata

meminta dan memberi barang dan meminta dan memberi faka 9.2 Mengungkapkan makna dalam percakapan

transaksional( to get think done) dan interpersonal ( bersosialisasi) yang menggrrnakan ragarn bahasa lisan sangat sederhana secara akurat, lancar, dan

berinteraksi demgan lingkungan terdekat yang melibatkan tindak

tuhr meminta

dan

memberi pendapat, menyatakan suka atau

tidak suka. meminta klarifikasi, merespon secara interpersonal.

lO N'1"tg.-gk"pt,ru

i,,,,k,,,, ,r:il;;;,

r"ti i*t' f

l0.l Mengungkapkan

makna vang tcrdapar

frrngsional dar ntonolog pcndck sangat

dalam teks lisan fungsional pcndek sangar

sederhana yang berbcntuk deskriplivc diln

sederhana dengan menggunakan raganr

prosedure untuk hcrinteraksi dengan

bahasa lisan secara akurat lancar dan

linglarngan terdekat

berterima untuk berinteraksi den gan

lingkungan terdekat 10.2 Mengungkapkan makna dan monolog

pndek sangat sederhana dengan rnenggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan

procedur

Membaca 11. Memahami makna teks tulis fungsional

I

l.l

M"r"spon makna yang terdapat dalam

-tdcs

rulis firngsional pendek sangat

dsn essay pendek sangat sederhana

sederhana secara akurat lancar dan

berbentuk deskriptive dan procedure yang

hrterima Yang berkaitan dengan

berkaitan dengan lingkungan terdekat

lingkungan terdekat I 1.2 Nerespon makna dan langkah retorika secara akurat, lancar dan berterima dalam

esay sangat sederhana yang berkaita dcngan lingkungan terdekat dalam teks berbentuk deskriptive dan prosedur'

I1.3 nrembaca nyaring makna teks fungsional dan essay pendek dan sangat sederhana

berbentuk deskriptive dan prosedur dengan ucapan, tekanan dan intonasi

berterima

12. Mengungkapkan makna dalam teks tulis

I 2.

I *"ngrngkapkan

rnakna dalam teks

fungsional dan essa) sangat Pendek

Iirngsional pendek sangat sederhana

sangat sederhana scderhana berbenfuk

dengan menggunalian ragam bahasa

deskriptive untuk bcrintcraksi dengan

secara

lingkungan terdekat

berterinra untuk berinteraksi dengan

tulis secara akurat lancar dan

ya'g

lingkurgan terdekat l

t2 2 nrengungkapkan makna dalam teks tuii:; fungsronal pendek sangat sederhana dengan nrenggunakan ragam bahas:r secara tulis secara akurat lancar dan

trcrterima untuk berinteraksi dengan

lingkungan terdekat dalam teks berbentuk deskripti ve dan prosedur

Kelas

Vlll

sernester I

Standar kompetensi Mendengarkan

l.

Memahami makna dalam percakapan

Kompetensi dasar l. I Merespon makna yang terdapat dalam percakapan transaksional ( to get things

transaksional dan interpersonal sederhana

done ) dan interpersonal

untuk berinteraksi dengan lingkungan

sederhana secara akrrat lancar dan

sekitar

berterirna untuk berinteraksi dengan

ftersosialisasi)

lingkturgan sekitar yang melibatkan tindak

tutur meminta, memberi, menolak barang, mangakui, mengindari fakt4 meminta dan

memberi pendapat. 1.2 Merespon makna yang terdapat dalarn

percakapan transaksional ( to get things

done) dan interpersonal (bersosialisasi) sederhana secara

ahrat lancar dan

be(erima untuk berinteraksi dengan lingkungan sckitar yang melibatkan tindak

tutur mengurrdang, menerima danmenolak ajaktrn. rncnl,etujui atau tidak, memuji dan

nrembcri selamat-

2. Memahami nrakna dalam teks tulis

2.I Mercspon makna

yang terdapat dalam

firngsiorral dan cssay sangat pendek

pcrcakapan transaksional ( to get things

sangal scdcrliana sederhana berbentuk

done) dan interpersonal (bersosialisasi)

I

ingk urrgirrt tcrclckal

I tZ.: rrrcngungkapkar nrakna dalarn teks tuiis fungsional pcndck sangat sederhana i I

dcn garr r nenggunakan

ragiurl

bal-ra:;rr

secara tuIis secara akurat lancar dan berten ma utntuk berinteraksi dengan

lingkungan terdellat dalam teks berbentuk deskripti ve dan prosedur

Kelas

V[[l

semester

I

Kompetensi dasar

Standar kompetensi Mendengarkan

Itt..*p., *rk""

l.

percakapan uansaksional ( to get things

N,lemahami makna dalam percakapan

ya"g terdapat dalzurr

transaksioni{ dan interpersonal sederhana

done) dan interpersonal (bersosialisasi)

untuk bennteraksi dengan lingkungan

sederhana secara akurat lancar dan

sekitar

berterima untuk berinteraksi dengan

lingkurgan sekitar yang melibatkan tindak tutur meminta memberi, menolak barang, mangakui, mengindari

laktq meminta dan

memberi pendapat1.2 Merespon 6akna yang terdapat dalam

percakapan hansaksional ( to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat lancar dan

berterima untuk berinteraksi dengan

lingkungan sekitar yang melibatkan tindak tutur mengundang, menerirra danmenolak ajakan, menyetujui atau tidak, memuji dan nremberi selamatg a

2. Menrahatni makna dalam teks

tulis

ti

M;t'p"

.J

lurrgsional dan essay sangat pendek

pcrcakapan transaksional ( to get things

sangat sederhana sederhana berbentuk

done) tlan interpersonal (bersosialisasi )

il

t i i

li

TJ[,A.NGAN A KH ! iT SEIII ESTDR GAITJ I I, S f. K() !.r\ ti ffi [ . r\ i ]' r,\!I PE l{TF: FiA (li -l i"

I

T}\fl UI\ T'E,I-AJARAI\ 2OL3i2OL/*

'

LEMBAR SOAL

lvlata Pcrtalaran

BAi{ASA INGGRIS

Kelasrse\pester Hariffary$gal

vtt/1 Selasa, 10 Desember 2013 07 30 - 09 30 (120 menit)

Waktu.

PAGiI

PETUNJUK UMUM: ., Z' 1. Berdoalah sebemm mengeqakan soail Tulis nomor pada lembar Jawabanl

2.

bacalah soal-soal dengan telitj sebelum Anda menjawabnyal n fir9ngeqaKan yang Anoa soal-soalyang mengerJakan soat-soat Anda an anggap mudahl E pada lembar Jawaban yatrg disediakanl 6._ bdlatan pada huruf jawauan yang Anda arqgap benar dengan memakai pensil 2Bl 7. ada Jawaban yang dlanggap salah maka tuapuslah Jawaban yang salah tersebut sampal bersih, kernudian hitamkanlah butatan pioa nurut lawaban lain yang Anda anggap benar!

4.

-;'

(.

.

CONTOH:

A.

Sebelum dijawab

B.

Sesudahdijawab

A

B

C

D

A

B

C

D

A

B

C

D

o o o o o @ C o n o o o

TUNJUK KHUSUS: amkanlah bulatan pada huruf A, B, C, atau D W'ng Anda anggap benar pada tembar jawabanl

td the dialogue and answer gues0ons 1 and

Z.

Read

fte (ext and answer questions 3 and 4.'

Hi, I am Tina. Meet my friends Rudy bnd Anton. tn

rdy &Anton na

lri

dy tri

you do? Ho,v do you do, Sari? You are new here, right? Yes, lam. Welcome to the schooll Thanks.

\Mro is the new student? A. Rudy is. C. Tina is. '9. Sariis. B. Anton jS What does the underlined expression mean?

A. Tina introduces herself. B. Rudy introduces himself. C. Tina introduces D.

HANDLE WITH CARE FRAGILE

Hi, Tinal Hello, boysl I'm Sari. Hoiv do

her friends to others. Anton introduces himself to others.

\Mrat does the instruction mean? . A. We must keep the container closed, as it is inflammable. B. We must be careful because it is dangerous. C. We must handle it carefully-6e-c-ause it ls breakable. D. We must keep it because it is expensive. 4.

Where

do we usually find such kind of

instruction? A. On the clothes. B. ln the classroom. C. ln the telephone box. D. ln the box of certain products.

.ad t!

'T

f

evt and answer ouesfions 5 ancJ

5

l')

Dod,

" ' ' , ' \_. (,..rl [,iarnrng

D

KEEP HANDS AWAY

11.

What does the notice'ebove mean? Do not keep the chem\ical material B. Touch the materialwith dvlrhands. C. Put cur hands on the equipt4ent. D. Don'l touch the equipment. .,..

A.

12. Vlhere do you usually find this text?

7 and g.

A. B.

Day : Saturday

C. D.

Date : 26 November 2013

|

SOmethrnq Grvriro rnstruction. "t

THE CHEMICAL }REACTION IS IN PROGRESS

What does Tina express? A Asking for help B lnvitrng someone. C Giving information. D. Asking for informaticn. ead the text and answer guesfions

Jo in lhe clra,,,, 1[r' scl]leti' rr J

"r.,

Read the followinE notice and answer quostlcr, 11 and 12.

does Dodr iike to do with lhe pels? ire dcesn't like playing with the anrrnats l-ie lrlies ro play with his pets. He likes pets very much. f-le ivants pets very much.

l^ulfral

A ts C D

tlre 1,5r"r.

t'"

r ra,,. ar :el al hon-,, . | :- I i-ravc B cat and two rabb 1s -,re iney cute? with them ''es, of cuurse. I like

in3

\'^.if1 qi 1i

factory.

t.

ln the ln the library. ln the class,'oom.' ln the laboratory.

1 kilos of sugar

Rea! the dialogue

2 kilos of oranges 2 cens of milk

and 14.

A bunch of banana A bunch of spinach 1 kilos ot carrots i kilos cf oucumbers

Horv rnany kinds text? A. Three. B. Four. C. Five. D. Six.

of vggetables are there in

The purpose of writing the text above is ,... A. to announce things to buy B. to advertise the product C. to describe something D. to remind us of what to buy

ad the tert and answerguestions g and 10, larisa ibrarian

larisa ibrarian

larisa

Good morning, Ma'im! Good rnorning Can I help you, Marisa? Oh, yes. I like to return this book. Put it here, please. Thanks, Ma'am.

Vlhere does the dialogue take place'r ln the teacher's room. ln the classroom. ln the laboratory. ln iire library.

A.

iB iC :D

Seanrity Mr. Dody

the

i

=bove

and answer questlons

7

Sorry, Sir. Don't bring any animals here.

Secun$

\thy noi? It is dange;ous for the people around

Mr; Dody Security

here, especially for the patients. Oh, C.K No problemThank you, SiL

13. The dialogue takes place ....

A.

B.

in the house at the hotel

D.

at the supermarket

14. The security said, ..... Don't bring any animatl here.l \rvhat does the expression mean? A. lt is prohibited to bring anlmals. B. We can take care of the aninials. C. lt is allowed to bring animals. D. We are permitted to bring animals.

\

Read the text and answer questions 15 and 76. DO NOT BRING FOOD AND DRINK INTO THE THEATRE

,..,

t

" 15. The notice above means that the Curing drink A. we are not allowed to eat and show B. the theatre will be full if you bring food anc drink

'food aric iirrni' are avallable inside and drrr,li there

' ^C D only iire ,lf{rcer carl eal

1$. Where do you rnostly find thrs text? A. At the mali B. At the cinerna C. ln the school hall

D.

ln the Publ

t

Piace

lndrr

A B C. D

s

relatrves classn rates

schoolmates

Read the lis( belaw and artswer qucstion 22. Soap Toilet paper Mirror

and 18. Keep us grow well DON'T PICK ME OUT

7. \Mere do you usually find such kind of text?

A. At the zoo. -8. ln the playground. C. ln the parklng area. D. ln the school park.

, ,r rtr3l lvan and Rer,aldy are

f.,ntrly

Read the fotlowing natice and answer queslions 17

le:: wrr r

2.1 Fromlhe

Towel

Toothpaste Brush

22. Where can you find the things in the list above?

A. ln the bedroom B. ln the bathroom C.

D-

8. The text means that we ... the plant. A. are not allowed to grow B. are forbidden to keep C. are allowed to pick out i D. are not permitted to pick out'

ln the washroom. ln the kitchen.

Read thetextbelow and answerguestbns ZS ana lB October Hi,

Zl:1.

2013 I

Nelo!

I

Ihe 20'n of October will be my l3'n I birthdoy porty. Will you come for lhot lo BogoiRestouronl Cowong I Dewi sorliko of I I o.m.?

! t

iRead the text and answer question 79.

I I

. . . , . i19.

I i , i i

Laboratory Principal room Computer room

Rezo

--_J

Library

23. Reza writes the text to ... Neta to come to the

Classroom Canteen

party.

\Mrere Cc you usually find the places in the list above? A. At school. B. ln the clinic. C. At the airport. D. ln the hospital.

A. invite B. remind C. D.

Deoresl lndri, Congrolulotions on your success! Now you crre in grode 8. From

lvon ond Renoldy,

7B

lvari and Renaldy sent the card to ... lndri on her success. con,memorate R r -rnrai;l.it-

A.

persuade celebrate

24. Wl'rat can we leam from the text? A. Neta is Reza's relative. B. Reza is going to be thirteen.

C. D.

(

I

C.

;'eme;rber

ll

[a,fl,'d

The party will be held at home. The party will be held in the afternoon.

Read the brt and answer question 25.

. . . '.

Volleyball Net

Shoes Cosiume whistle

25 What do the things in the list above belong to?

A.

BasketballsportequiPment.

D

Sp

B. Volleyball sport equiPment. C. School facilities ,( facilities

the text and answer ouestion

Wad

Book

Sharpener

Pencil Pen

Eraser Schoolbag Pencil case

Ruler

ln lf we want to measure temoeraiure

26

Ai B2 j

We can buy those things in the lrst above A. the mall B. the butcher C. the stationery

l6

tn

All members of English Club

The English Club will begin on September after Lebarar Days, every Monday and Thursday afternoon ai 3 io 5 p m in our English lab. During the activity, you have to wear your t-shirt uniform. For further information, please contacl our English teacher, Ms. Delfin.

C|3SS FOR ENGLISH

WLL BE HELDAFTER SCHOOL

Syarifah

OI.I

ocToBER 6, 2013. It

will start at 'l:30 p.m. 7.F Chairman

31.

C. D.

A.

B. C. D.

English test. Schcol programs. English competition. English remedialclass.

From the text above,

I

II

we know that

B. C.

the

all the students of class 7 only those who got bad English in 7.F

the list below and answer question 2g. __-l

/{ / / /

desk whiteboard chairs LCD

r' z fil'sro fil'xrg cabinet cabinet / broom / duster 7 picture

you find the things in the list above? the canteen. the spo!-t hall. the library. the classroom.

V1/here can

A. B.

C. D.

ln ln ln ln

d the list below and answer question 30.

(1) Microscope (2) Pipette 1 (3) Thermometer (4) Glass slide

5) Test tube 6) Stirring rod

peeting library

multimedia laboratory

A. t hou:'.

announcement is directed to ....

lad

at

32. How long willthe aclivity last?

A. all students of class 7.F B. the chairman of class 7.F C. D.

The members of English club will meet room.

\Mrat does the text tell us about?

A. B.

C3 D5

Read the short ilt€ss?g€ and answer guesfions 3 fo 33.

ANNOLAICEMENT REMEDUqL

wrj

etUrpn,ent numbe;

D.

2 hours. 3 hours. 4 hours.

33. Syarifah sends the message .... A. to invite the students tc join the English Club B. to celebrate the days after the Lebaran Day C. to inform when the English Club will start D. to explain the special English Club activities

Read the text and answer questions 34 and 35. ATTENTION PLEASEI

We found the wallet at the toilet. The color is red with Donald Duck picture and 25,000 IDR in it. lf you lost it, please come to the teacher's office. Thank you.

34. 'We lggnd the wallet at the toilet." The underlined word is similar in meaning to .-.. A. got in

B. gotup C. gct back D.

35.

got out

What is the purpose of writing the text above? A. lnviting the students. B. Greeting the students. Describinq the lost wailct

C

Read Lne texl and answer quesffons 36 and 37 Dear I uga iYcu aes€ r'€ muCh more lnan Congrats for achrevrng such lremarkable result to be the Champion on the football lcornpetrlro" 3nroflg Junior High School students 2013 rn

FLfi r+{-,eS ftCnS 41 phras€s ir.: rv;sl.s

cft

tv-d

--

the rocm _ before

!!

-1.i (r 2 7 'l-5 i 6 1 5 2-74 3 ',-5-2-7 4-6 : 1-6 5 7 2-4

B

C

The text rs wrrtterr to .... A, express the writer's sadness B ask Yuga to congratulate his friend C. congratulate Yuga as the winner D show everyone that yuga is very happy From the text, we know that --._ A. Yuga gets the first rank in his class B. the competition is for all levels C. Yuga gets the first winner of the rnatch D. the writer thanks yuga foqfetp

the text and answer the guestfons 3g to 40.

t)

42

l

f. Wfrat is the purpose of sending the letter- above? A. Expressing gratitude. ts. Asking for information. C. Giving for permission. D. Making an agreement. "t l. can put my mobile phone

in it.,

, The word "it' refers to .... i A. the bag I B. the colo;' C. the pocket 1 lD mobile phone

l"lt i= ,ery cute.' Itne unoliiinEo word is similar in ..neaning to .... attractive lB expensive lC maoniflcent useiul

school

't]

- noisy - hgytr - not -

1234567

A B c D

be

I I

do _ durinq

6-2-4-1-7-3-5 6-5-4-3-7-2-1

q4-5-2-7-1-3 3 i-6-5-7-24

43. (1)

We witl sharethe happy time togetherwitii my family To: Putri

(2) (3) Please come to pizza nth-lR6ftatiri-,ii-4 ft ri - ;'^; Mall on Saturday, June 28,h. (a) l'm going to celebrate my sucbess in the competition.

(5) lka (6) l'm looking forwar,i to sceing

you.

A 2-4-3-1-6-5 B. 5-3-14-6-2 c. 2€-3-1-5{ D.

4-1-3-2-6-5

44. (1) Mommy is still in the office now.

(3) l'll be home soon. (4) Mom (5) Don't forget to pick

up your sister at the English

Cour5e at 05:00 p.m. (6) Love, (7) Thank you, Dear.

A. 2-1-4-5-7-3-6 B. 2-3-5-1-6-74

c.

D.

24-3-7-1-6-5 2-5-1-3-7-64

For question 45, rearrange the jumbled sentences into a good announcement.

45. (1) For more information, contact Rudy at Student's Association office.

I

-

For questions 43 and 44, rearrange.the toilowing senfences to make a coherent letter.

. you very rnuch for the bag. lt's very cute. I like the eland the pocket in front. I can put my mobile phone in And, I like the colors, too. lt is really useful for me.

I

_

6

(ongrats!

lo

antngfu!sentc,?ces.

.'r, I'ti, , i.tlt1^1i!,-o-': _ U: . ry.''345

lMrtrng

lA

rearrange the words'

e

(2) StudentsAssociation (3) Please all students come. (4) Announcement

the

P A.

B c.

D.

The Sludents Assr:ciations holds a stLrcjenl gatherr;,9 fcr sl,.,,19i ts of Grad: Vll on Augus't

For questions 48 fo 50, cor-np/ete the foltowih$ r"* with suitable wcro's

15 ai the I ;1, 3i5- 1 -4

AI.INCUNC

3-1-2