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THE COMPARISON OF TRY OUT TEST MADE BY

TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS

OF MATHOLIBUL HUDA MLONGGO JEPARA IN

ACADEMIC YEAR 2014/2015

BY:

LOLA AMALIA DEWI

2011-32-207

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2015

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THE COMPARISON OF TRY OUT TEST MADE BY

TEACHER AND MGMP FOR TWELFTH GRADE STUDENTS

IN ACADEMIC YEAR 2014/2015

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in English Education

BY:

LOLA AMALIA DEWI

2011-32-207

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2015

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MOTTO AND DEDICATION

MOTTO:

Do what you want to do as well as you can do in your life

Someone who never did a false, never try a new something (Albert

Einstein)

Education is the most powerful weapon which you can use to change the

world (Nelson Mandela)

DEDICATION

This skripsi is dedicated to:

- Her beloved parents (Mr. Ali Maskuri

and Mrs. SitiInsiyah) who always

give love, pray and support to her

- Her beloved teacher (Mr.

RulySetianto) who always support her

- Her beloved man (Dedy Yusuf) who

always gives love, pray and support

to her.

- Her beloved friends “UMK

Community”; Firdia, Pipit, Icha,

Shella, Chyta, Ovie, Nila.

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ACKNOWLEDGEMENT

In this occasion, the writer would like to say thanks to Allah SWT for all

of mercy and blessing to the writer with health, power and motivation to finish her

skripsi entitled “The Comparison of Try out Test Made by Teacher and MGMP

for Twelfth Grade Students in the Academic Year 2014/2015.”

Furthermore, the writer would like to express the sincerity gratitude and

appreciation for the available assistance given by many people in finishing this

research. They are:

1. Dr. Drs. SlametUtomo, M.pd as the Dean of Teacher Training and Education

Faculty University of Muria Kudus.

2. DiahKurniati, S.Pd., M.Pd as the Head of Department of English Education

and the first advisor for her best sugesstions, guidance, advice, and

motivation to the writer in finishing this final project.

3. Mutohhar, S.Pd.,M.Pd. as the second advisor who has read this final project

carefully and given many useful sugesstions and also corrections for its

improvement.

4. Drs.H.A.Sugiwanto, MM. as the Headmaster of MA Matholibul Huda

MlonggoJepara who has given the writer a permission to do the research and

support the writer in writing this skripsi.

5. RullySetianto, S.Pd. as the English teacher of MA Matholibul Huda

MlonggoJepara who has given the allocation time and suggestion for the

writer to conduct research.

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6. The twelfth grade students (IPS) in MA Matholibul Huda MlonggoJepara in

academic year 2014/2015 for their coporation.

7. The writer’s beloved parents (Ali Maskuri and SitiInsiyah), and sisters

(Nay,Shifa) who always give prayer, support and moral encouragement to

finishing her skripsi.

8. The writer’s someone (Dedy Yusuf) who always care, support, and give

motivation.

9. The writer’s close friends ( Ica, Pipit, Sella, Sita, Firdia, Ovie, Nila, Rateh)

for their support and help in finishing this skripsi.

Finally, the writer will happily welcome any constructive criticism and

suggestion. Hopefully, the skripsi will be useful for all the readers.

Kudus, 2015

Lola AmaliaDewi

NIM. 201132207

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ABSTRACT

Dewi, Lola Amalia. 2015. The Comparison of Try out Test Made by Teacher and

MGMP for Twelfth Grade Students in Academic Year 2014/2015. Skripsi

.English Education Department.Teacher Training and Education

Faculty.Muria Kudus University. Advisor (1): DiahKurniati, S.Pd, M.Pd.

(2) Mutohhar, S.Pd, M.Pd.

Keywords: Item analysis, validity, reliability, index of difficulty, and

discrimination power

Teaching is related to the learning process and testing is related to an

evaluation process. Testing is to determine the achievement and progress of

instruction. Testing and teaching are so interrelated closely that it is virtually

impossible to work either field without being constantly concerned with the other.

It can be seen that teaching learning activities can be considered successful since

testing is aimed to determine the achievement of the objective of education.

Teacher as a constructor of the test should construct a good test so that the test

will be valid and reliable. Test that is made by the teacher called teacher made test

and that is made the government called government made test (MGMP). It is still

to be questioned whether the test is valid and reliable or not because teacher rarely

tried out the test first before giving it to the students. Knowing this fact, teacher

should analyze the test so that the teacher or government will know the quality of

the test. By analyzing the test, the teacher also government will know which item

can be used or revised.

The objectives of this research are to describe the comparison of validity,

reliability, index of difficulty and discrimination power of test made by teacher

and MGMP at MA Matholibul Huda MlonggoJepara in the academic year

2014/2015.

This research is qualitative descriptive research. The data of this research

is the item validity, reliability, index of difficulty and discrimination power of try

out test made by teacher and MGMP for twelfth grade students in the academic

year 2014/2015 and the data source in this research is Try out test for twelfth

grade students in the academic year 2014/2015.

The result of this study leads to conclusion that the validity of try out test

made by teacher and MGMP for twelfth grade students in the academic year

2014/2015 especially on the face and content validity is good. On the face

validity, this test has good layout with good arranging. The paper test divided into

one column. The test is consistent in using the capital latter, but there are some

inappropriate in test typing and test instruction, but there is no mistake in

grammar. While on the content validity, the entire of the test item covers the

indicator of graduated competence standard, although there are some indicators of

graduated competence standard uncover on the test item. In the analysis of

reliability, the score of try out test made by teacher is 0,80 and 0,92 made by

MGMP. The result belongs to high reliability by teacher and perfect reliability by

MGMP. It means that the try out test made by teacher and MGMP for twelfth

grade students in academic year 2014/2015 belongs to reliable. In the analysis of

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difficulty level, for the try out test made by (teacher) , there are 9 item belongs to

categorized as easy test, 34 item are categorized as medium , and 9 item test are

categorized as difficult. We can also see the result of item difficulty of try out test

made by (MGMP). They are 12 of the items test are categorized as easy test, 37

the items test are categorized as medium. Moreover they are 2 items test are

categorized as difficult. Whereas, item discrimination power of try out test that

have been constructed by the teacher are 14 item test and MGMP are 5 item test,

so the categorized test are poor with discrimination value between 0,00-0,20. The

second number of items test are categorized as satisfactory with the discrimination

value 0,21 – 0,40 they are 16 item made by teacher and 26 item made by MGMP.

The third categorized as a good with the discrimination value 0,41 – 0,70 they are

13 item made by teacher and 17 item made by MGMP. In other hand there are 7

items made by teacher which have negative discrimination value and it is

categorized wrong item. And the last categorized as excellent with the

discrimination value 0,71- 1,00 they are 2 item made by MGMP.

In conclusion, the try out test made by MGMP is better than the try out test

made by teacher. It can be seen from analysis validity that the try out test from

MGMP is good in face and content validity. In try out test made by teacher the

face and content validity is not good enough. So, the try out test made by teacher

need to be improved in face and content validity. The way to improved face and

content validity is needed to be revised in test typing and test instruction while

content validity covers all of the indicator in graduated competence standard. On

the reliability both of the test belong to reliable, the reliability of try out test made

by teacher is 0,80 and try out test made by MGMP is 0,92. The try out test on the

index of difficulty and discrimination power made by teacher and MGMP must be

revised.

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ABSTRAKSI

Dewi, Lola Amalia. 2015. PerbandinganTesUjicobaDibuatoleh Gurudan MGMP

untukKelasDuabelaspadaTahunAkademik 2014/2015. Skripsi:

Program PendidikanBahasaInggris,

FakultasKeguruandanIlmuPendidikan, UniversitasMuria Kudus.

Penguji: (1) DiahKurniati, S.Pd, M.Pd. (2) Mutohhar, S.Pd, M.Pd.

Kata kunci :analisisvaliditas, reliabilitas, tingkatkesulitandandayapembeda

Pengajaran berkaitan dengan proses pembelajaran dan pengujian terkait

dengan proses evaluasi. Pengujian ini untuk menentukan prestasi dan kemajuan

instruksi. Pengujian dan pengajaranyang berhubunganeratsekalihampir tidak

mungkin untuk bekerja lapangan baik tanpa terus-menerus khawatir dengan

lainnya. Hal ini dapat dilihat bahwa kegiatan belajar mengajar dapat dianggap

sukses karena pengujian bertujuan untuk menentukan pencapaian tujuan

pendidikan. Guru sebagai konstruktor tes harus membangun tes yang baik

sehingga tes akan valid dan reliabel. Uji yang dilakukan oleh guru disebut guru

membuattes dan yang dibuat pemerintah yang disebut pemerintah membuat tes

(MGMP). Hal ini masih dipertanyakan apakah tes tersebut valid dan dapat

diandalkan atau tidak karena guru jarang mencoba tes terlebih dahulu sebelum

memberikan kepada siswa. Mengetahui fakta ini, guru harus menganalisis tes

sehingga guru atau pemerintah akan mengetahui kualitas tes. Dengan

menganalisis tes, guru juga pemerintah akan tahu mana item yang dapat

digunakan atau direvisi.

Tujuan dari penelitian ini adalah untuk menggambarkan perbandingan

validitas , reliabilitas , tingkat kesulitan dan dayapembeda tes yang dilakukan oleh

guru dan MGMP di MA Matholibul Huda MlonggoJepara pada tahun akademik

2014/2015

Penelitian ini merupakan penelitian deskriptif kualitatif . Data dari

penelitian ini adalah validitas item, reliabilitas , tingkat kesulitan dan

dayapembedaujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas

dua belas pada tahun akademik 2014/2015 dan sumber data dalam penelitian ini

uji coba tes untuk siswa kelas dua belas pada tahun akademik 2014/2015 .

Hasil penelitian ini mengarah pada kesimpulan bahwa validitas

ujicobates yang dilakukan oleh guru dan MGMP untuk siswa kelas dua belas pada

tahun akademik 2014/2015 terutama pada permukaan dan konten isinya yang

baik. Pada validitas permukaan, tes ini memiliki tata letak yang baik dengan

pengaturannya. Kertastes dibagi menjadi satu kolom.Dan

konsistendalammenggunakanhurufkapital, namun ada beberapa yang

kurangtepatdalampengetikantesdaninstruksinya, tetapi tidak ada kesalahan dalam

tata bahasa. Sedangkan dalamvaliditas isi, seluruh item tes meliputi indikator

standar kompetensi lulusan, meskipun ada beberapa indikator standar kompetensi

lulusan yang tidakterdapatdalamsoaltes. Dalam analisis reliabilitas, skor ujicoba

tes yang dilakukan oleh guru adalah 0,80 dan 0,92 dibuat oleh MGMP. Hasilnya

tes yang dibuatoleh guru memilikireliabilitas yang tinggidansempurnadibuatoleh

MGMP. Ini berarti bahwa ujicoba tes yang dilakukan oleh guru dan MGMP untuk

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siswa kelas dua belas di tahun akademik 2014/2015 adalahreliabel. Dalam analisis

tingkat kesulitan, untuk ujicoba tes yang dibuat oleh (guru), ada 9 item yang

dikategorikan sebagai tes mudah, 34 item yang dikategorikan sebagai menengah,

dan 9 butir tes dikategorikan sebagai sulit. Kita juga bisa melihat hasil dari item

yang kesulitan mencoba tes yang dibuat oleh (MGMP). Mereka 12 dari tes item

dikategorikan sebagai tes mudah, 37 tes item dikategorikan sebagaimenengahdan

2 item tes dikategorikan sebagai sulit. Padahal, tingkatdayapembedaujicoba tes

yang telah dibuat oleh guru adalah 14 soaltes dan MGMP adalah 5 soaltes,

sehingga tes dikategorikan rendah dengan nilai diskriminasi antara 0,00-0,20.

Jumlah kedua soaltes dikategorikan cukupbaikdengan nilai diskriminasi 0,21 -

0,40 adalah16 item yang dibuat oleh guru dan 26 item yang dibuat oleh MGMP.

Ketiga kategori baik dengan nilai diskriminasi 0,41 - 0,70 mereka 13 item yang

dibuat oleh guru dan 17 item yang dibuat oleh MGMP. Di sisi lain ada 7 item

yang dibuat oleh guru yang memiliki nilai diskriminasi negatif dan itu

dikategorikan item yang salah. Dan yang terakhir kategori sangat baik dengan

nilai diskriminasi 0,71- 1,00 mereka adalah 2 item yang dibuat oleh MGMP.

Dalamkesimpulan, tesujicobaygdialkukanoleh MGMP

adalahlebihbaikdaripadaujicobates yang dilakukanoleh

guru.Dapatdilihatdarianalisisvaliditasbahwaujicobates yang dilakukanoleh MGMP

itubaikpadavaliditaspermukaandankontenisinya.Padaujicobates yang

dilakukanoleh guru baikvaliditaspermukaanataukontenisinyatidakcukupbaik.Jadi,

ujicobates yang dilakukanoleh guru perluditingkatkanlagi di

permukaanataukontenisivaliditasnya.Cara

untukmeningkatkanvaliditaspermukaandankontenisivaliditasadalahdibutuhkanrevi

sidalampengetikantesdaninstruksites, sedangkanisidarivaliditasmencakupsemua

indicator dalamstandarkompetensilulusan.Untukreliabilitaskeduatesbuatan guru

dan MGMP bisadikatakansebagaites yang reliabel, reliabilitasdaritesujicoba yang

dilakukan guru adalah 0,80 danreliabilitasdaritesujicoba yang dilakukanoleh

MGMP adalah 0,92 Namun dari ujicobates pada tingkat kesulitan dan

dayapembeda yang dibuat oleh guru dan MGMP harus direvisi .

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TABLE OF CONTENTS

Page

COVER ........................................................................................................ i

LOGO ........................................................................................................... ii

TITLE .......................................................................................................... iii

MOTTO AND DEDICATION ................................................................... iv

ADVISORS’ APPROVAL ......................................................................... v

EXAMINERS’ APPROVAL ...................................................................... vi

ACKNOWLEDGEMENT .......................................................................... vii

ABSTRACT ................................................................................................. ix

ABSTRAK ................................................................................................... xi

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

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

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

CHAPTER I INTRODUCTION

1.1 Background of the Research............................................................ 1

1.2 Statement of the Problem................................................................. 4

1.3 Objective of the Research................................................................ 5

1.4 Significance of the Research............................................................ 5

1.5 Scope of the Research...................................................................... 6

1.6 Operational Definition of Term........................................................ 7

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CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Evaluation .......................................................................................... 8

2.2 Measurement ..................................................................................... 9

2.3 Test and Assessment ......................................................................... 9

2.3.1 Test. ........................................................................................... 10

2.3.1.1 Type of test ............................................................................ 10

2.3.1.2 The Characteristics of a good test ........................................ 15

2.3.2 Assessment .............................................................................. 20

2.4 English Test used in Madrasah AliyahMatalibul Huda Mlonggo

Jepara ................................................................................................ 20

2.4.1 Characteristics Test Made by Teacher .................................... 21

2.4.2 Characteristics Test Made by MGMP ..................................... 22

2.5 Review of Previous Research............................................................ 22

2.6 Theoretical Framework.................................................................... .. 23

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of the Research ...................................................................... 25

3.2 Data and data Source ......................................................................... 25

3.3 Data Collecting….................................................................. ............ 26

4.4Data Analysis……........................................................................... .. 26

CHAPTER IV RESEARCH FINDING

4.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh

Grade Students in Academic Year 2014/2015 ................................. 37

4.2 Content Validity of Try out Test Made by Teacher and MGMP for

Twelfh Grade Students in Academic Year 2014/2015 ..................... 41

4.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh

Grade Students in Academic Year 2014/2015 ................................. 45

4.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for

Twelfh Grade Students in Academic Year 2014/2015 ..................... 47

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4.5 Discrimination Power of Try out Test Made by Teacher and MGMP

for Twelfh Grade Students in Academic Year 2014/2015 ................. 51

CHAPTER V DISCUSSION

5.1 Face Validity of Try out Test Made by Teacher and MGMP for Twelfh

Grade Students in Academic Year 2014/2015 ................................. 60

5.2 Content Validity of Try out Test Made by Teacher and MGMP for

Twelfh Grade Students in Academic Year 2014/2015 ..................... 64

5.2.1 Try out Test Made by Teacher which are appropriate with

Indicator of (SKL) ................................................................ 64

5.2.2 Try out Test Made by MGMP which are appropriate with

Indicator of (SKL) ................................................................ 67

5.3 Reliability of Try out Test Made by Teacher and MGMP for Twelfh

Grade Students in Academic Year 2014/2015 ................................. 69

5.4 Item Difficulty Level of Try out Test Made by Teacher and MGMP for

Twelfh Grade Students in Academic Year 2014/2015 ..................... 70

5.5 Discrimination Power of Try out Test Made by Teacher and MGMP

for Twelfh Grade Students in Academic Year 2014/2015 ............... 71

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion ......................................................................................... 73

6.2 Suggestion ......................................................................................... 75

BIBLIOGRAPHY ....................................................................................... 76

APPENDICES ............................................................................................. 77

STATEMENT .............................................................................................. 149

CURRICULUM VITAE ...................................................................................150

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LIST OF TABLES

Table Page

3.1 Analysis the Face Validity of Try out test for MA and MGMP

2014/2015 ............................................................................................ 27

3.2 Analysis the Content Validity of Try out test for MA and MGMP

2014/2015 ............................................................................................ 28

4.1 Analysis the Face validity of Try out test for MA and MGMP

2014/2015............. ............................................................................... 37

4.2 Analysis the Content Validity of Try out test for MA and MGMP

2014/2015......... ................................................................................... 41

4.3 Analysis the Reliability of Try out test for MA and MGMP

2014/2015 ............................................................................................ 46

4.4 Analysis the Item of Difficulty Level of Try out test for MA and

MGMP

2014/2015............................................................................................ 47

4.5 Analysis the Discrimination Power of Try out test for MA and

MGMP

2014/2015............................................................................................ 52

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LIST OF APPENDICES

Table Page

1 Syllabus .................................................................................................. 78

2 Competency Standards(SKL) English Try out Test SMA/MA ............. 116

3 Try out Test Made by Teacher ............................................................... 118

4 Try out Test Made by MGMP................................................................ 123

5 Key Answer for Try-Out Test Made by Teacher and MGMP............... 134

6 Table of Reliability and the calculation of reliability Made by teacher...... 135

7 The Table of Reliability and the calculation of reliability Made by MGMP

..136

8 The Table of Difficulty LevelMade by Teacher................................... 139

9 The Table of Difficulty LevelMade by MGMP................................... 141

10 The Table of Discrimination Power Made by Teacher......................... 143

11 The Table of Discrimination Power Made by MGMP.......................... 145

12 Table of name class IPS ......................................................................... 147

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