ANALYSIS OF TEACHER’S-MADE ENGLISH SUMMATIVE TEST FOR THE 10TH GRADERS AT MA DARUL FALAH SUMBERGEMPOL TULUNGAGUNG

ZAKIYATUL FAJRIAH, 126203211087 (2025) ANALYSIS OF TEACHER’S-MADE ENGLISH SUMMATIVE TEST FOR THE 10TH GRADERS AT MA DARUL FALAH SUMBERGEMPOL TULUNGAGUNG. [ Skripsi ]

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Abstract

It is important to assess the quality of the test in order to be able to accurately measure students' abilities. The quality of test questions was assessed from validity, reliability, the level of difficulty, and discrimination. This research used summative mid-term even semester tests and answer sheets for the 2024/2025 school year for 10th graders, which were compiled by English teachers and held on March 12th , 2025. The selection of this data was based on the availability of complete documents and good conditions, thus supporting the accuracy and efficiency of the analysis. The research problem formulation in this study are: (1) how is the validity of mid-term test in the 2024/2025 academic year for 10th graders, (2) how is the reliability of mid-term test in the 2024/2025 academic year for 10th graders, (3) how is the item difficulty of mid-term test in the 2024/2025 academic year for 10th graders, (4) how is the item discrimination of mid-term test in the 2024/2025 academic year for 10th graders. The objective of this research is to determine the validity, reliability, item difficulty, and item discrimination, of the mid-term summative test items created by teachers for the 2024/2025 academic year for 10th graders at MA Darul Falah. The method used for this research is descriptive quantitative. The researcher collected data from the mid-term summative test item sheets of the 2024/2025 academic year, along with the students’ answer sheets. This research refers to the Harris’ (1969) opinion which states that there are three criteria for a good test, namely reliability, validity, and practicality. The data collection technique was carried out through documentation techniques. The researcher used a total sample in this study, which included 54 students of 10th students. The results showed that all questions had good validity, including construct, face, and concurrent. The questions had measured competencies according to the learning objectives, appeared relevant to the naked eye, and were declared empirically valid through Pearson Product Moment analysis. Reliability analysis showed varying levels of consistency, from moderate to almost perfect. In addition, most of the questions were at the medium or ideal difficulty level and had good to very good discrimination power. However, there were two questions that needed to be revised to improve the discriminating power to reach a value of above 0.40 and the reliability to a value of above 0.60. Overall, this teacher-made summative test was considered good quality and feasible to use as a learning evaluation tool.

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