| dc.description.abstract | Testing has a very important role in the teaching and learning activity. It is
useful for the effectiveness of the instructional program, to measure the outcome
of instructional program, and to know how far the objectives of the teaching and
learning activity that have been reached. This thesis is intended to analyze the
summative test constructed by the English teacher that is, to know whether the
test constructed following the caracteristics of a good test or not. The data were
taken by using interview and documentation. The documentation covered ( 1) the
problem and answer key of the summative test, (2) the students' answer sheets of
the English summative test, and (3) the students' scores of the English summative
test. The qualitative and quantitative methods were used to anaJize the data of the
research. The results of this study show that: ( 1) The summative test constructed
by the English teacher has sufficient content validity, (2) The summative test
constructed by the English teacher has good reliability, (3) The summative test
constructed by the English teacher has good practicality, (4) The summative test
constructed by the English teacher has sufficient difficulty level. There are 10
items with the index of difficulty less than 0,3 which are categorized as difficult.
There are 26 items with the index of difficulty between 0,3 and 0,7 which are
categorized as sufficient. There are 8 items with the index of difficulty more than
0,7 which are categorized as easy, (5) The summative test constructed by the
English teacher has poor level of discrimination. There are 3 items with the index
of discrimination negative (discriminates in the wrong way). There are 19 items
which are categorized as poor, and 18 items which are categorized as sufficient.
These items need revising to use in the future. There are 4 items which are
categorized as good, which mean that they can be retained and used again in the
future test without being revised, (6) The summative test constructed by the
English teacher has poor distracters. There are 15 items considered inappropriate
in terms of distracters which means that the distracters have been chosen by less
than 5% of the test takers. The distracters can not attract more students from the
upper group than the lower one. Consequently, the ineffective distracters should
be dropped or revised. Basically the summative test constructed by the English
teacher needs some improvement in terms of content validity, difficulty level,
level of discrimination, and the effectiveness of distracters in order that the items
can be functioned well to be used for future test. | en_US |
