Item Analysis of English Final Semester Test

Amalia Vidya Maharani, Nur Hidayanto Pancoro Setyo Putro


Numerous studies have been conducted on the item test analysis in English test. However, investigation on the characteristics of a good test of English final semester test is still rare in several districts in East Java. This research sought to examine the quality of the English final semester test in the academic year of 2018/2019 in Ponorogo. A total of 151 samples in the form of students’ answers to the test were analysed based on item difficulty, item discrimination, and distractors’ effectiveness using Quest program. This descriptive quantitative research revealed that the test does not have good proportion among easy, medium, and difficult item. In the item discrimination, the test had 39 excellent items (97.5%) which meant that the test could discriminate among high and low achievers. Besides, the distractors could distract students since there were 32 items (80%) that had effective distractors. The findings of this research provided insights that item analysis became important process in constructing test. It related to find the quality of the test that directly affects the accuracy of students’ score.


distractor, item analysis, item difficulty, item discrimination

Full Text:



Alderson, J. C., Clapham, C., & Wall, D. (1995). Language Test Construction and Evaluation. Cambridge University Press.

Amelia, R. (2010). An Analysis of the English Summative Test Items in Terms of Difficulty Level [Bachelor Thesis, Universitas Islam Negeri Syarif Hidayatullah Jakarta].

Anderson, G., & Arsenault, N. (2005). Fundamental of Educational Research (2nd ed.). Taylor & Francis e-Library.

Ani, L. A. (2011). An Item Analysis on the Difficulty Level of an English Summative Test for Second Grade of SMP Muhammadiyah 29 Cinangka-Sawangan Depok [Bachelor Thesis, Universitas Islam Negeri Syarif Hidayatullah Jakarta].

Arikunto, S. (2016). Dasar-Dasar Evaluasi Pendidikan (2nd ed.). Bumi Aksara.

Atalmis, E. H., & Kingston, N. M. (2018). The Impact of Homogeneity of Answer Choices on Item Difficulty and Discrimination. SAGE Open, 8(1), 1–9.

Boopathiraj, C., & Chellamani, K. (2013). Analysis of Test Items on Difficulty Level and Discrimination Index In The Test for Research In Education. International Journal of Social Science & Interdisciplinary Research, 2(2), 189–193.

Browder, D. M., Wakeman, S., & Flowers, C. P. (2006). Assessment of Progress in The General Curriculum For Students With Disabilities. Theory into Practice, 45(3), 249–259.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). Longman.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Longman.

Danili, E., & Reid, N. (2006). Cognitive Factors That Can Potentially Affect Pupils’ Test Performance. Chemistry Education Research and Practice, 7(2), 64–83.

Ebel, R. L., & Frisbie, D. A. (1991). Essentials of Educational Measurement (5th ed.). Prentice-Hall.

Fajriah, S. (2016). An Item Analysis on Discriminating Power of English Summative Test [Bachelor Thesis]. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Flucher, G., & Davidson, F. (2007). Language Testing and Assessment: An Advance Resource Book. Routledge.

Gareis, C. R., & Grant, L. W. (2015). Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (2nd ed.). Routledge.

Haider, Z., Latif, F., & Mushtaq, M. (2012). Evaluation of English Achievement Test: A Comparison Between High and Low Achievers Amongst Selected Elementary School Students of Pakistan. Educational Research and Reviews, 7(29), 642–650.

Haladyna, T. M. (2004). Developing and Validating Multiple-Choice Test Items (3rd ed.). Lawrence Erlbaum Associates Publisher.

Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and Validating Test Items. Routledge.

Haryudin, A. (2015). Validity and Reliability of English Summative Tests at Junior High School in West Bandung. Jurnal Ilmiah UPT P2M STKIP Siliwangi, 2(1), 77–90.

Haryudin, A., & Santosa, I. (2016). The Analysis of Discriminating Power of English Summative Test. Jurnal Ilmiah UPT P2M STKIP Siliwangi, 3(2), 59–67.

Hingorjo, M. R., & Jaleel, F. (2012). Analysis of One-Best MCQs: The Difficulty Index, Discrimination Index and Distractor Efficiency. JPMA-Journal of the Pakistan Medical Association, 62(2), 142–147.

Hotiu, A. (2006). The Relationship Between Item Difficulty and Discrimination Indices in Multiple-Choice Tests in A Physical Science Course [Master Thesis, Florida Atlantic University].

Izard, J. (2005). Trial Testing and Item Analysis in Test Construction. UNESCO International Institute for Educational Planning.

Kheyami, D., Jaradat, A., Al-Shibani, T., & Ali, F. A. (2018). Item Analysis of Multiple Choice Questions at the Department of Paediatrics, Arabian Gulf University, Manama, Bahrain. Sultan Qaboos Univesity Medical Journal, 18(1).

Kunandar, K. (2013). Penilaian Autentik: (Penilaian Hasil Belajar Peserta Didik Kurikulum 2013). RajaGrafindo Persada.

Lestari, H. (2011). An Item Analysis on Discriminating Power of English Summative Test [Bachelor Thesis]. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Maghfiroh, A. (2019). An Analysis on English Midterm Test for the Second Semester at the Ninth Grade of SMP TA’MIRUL ISLAM Surakarta [Bachelor Thesis]. Institut Agama Islam Negeri Surakarta.

Maghfiroh, F. (2010). An Item Analysis of the Difficulty Level of an English Summative Test [Bachelor Thesis, Universitas Islam Negeri Syarif Hidayatullah Jakarta].

Manfenrius, A., Sutapa, G., & Wijaya, B. (2015). Item Analysis on English Summative Test at The Eighth Grade Junior High Schools in Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 4(12), 1–10.

Mardapi, D. (2015). Pengukuran, Penilaian, dan Evaluasi Pendidikan. Nuha Litera.

Peraturan Menteri Pendidikan dan Kebudayaan RI tentang Standar Penilaian Pendidikan, Pub. L. No. 23 (2016).

Miller, D. M., Linn, R. L., & Gronlund, N. E. (2009). Measurement and Assessment in Teaching (10th ed.). Pearson Education.

Mukherjee, P., & Lahiri, S. K. (2015). Analysis of Multiple Choice Questions (MCQs): Item and Test Statistics from an assessment in a medical college of Kolkata, West Bengal. IOSR Journal of Dental and Medical Sciences (IOSR-JDMS), 14(12), 47–52.

Ofianto, O. (2018). Analysis of Instrument Test of Historical Thinking Skills in Senior High School History Learning with Quest Programs. Indonesian Journal of History Education, 6(2), 184–192.

Pradanti, S. I., Martono, M., & Sarosa, T. (2018). An Item Analysis of English Summative Test For The First Semester of The Third Grade Junior High School Students in Surakarta. English Education, 6(3), 312–318.

Quaigrain, K., & Arhin, A. K. (2017). Using Reliability and Item Analysis to Evaluate A Teacher-Developed Test in Educational Measurement and Evaluation. Cogent Education, 4, 1–11.

Risydah, Y. (2014). An Analysis of Test Items of the English First-Term Test of the Seventh Grade Students of SMP Muhammadiyah 10 Yogyakarta in the Academic Year of 2013/2014 [Bachelor Thesis, Universitas Negeri Yogyakarta].

Rodriguez, M. C. (2005). Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. Educational Measurement: Issues and Practice, 3–13.

Rosana, D., & Setyawarno, D. (2017). Statistik Terapan Untuk Penelitian Pendidikan. UNY Press.

Scouller, K. (1998). The Influence of Assessment Method on Students’ Learning Approaches: Multiple Choice Question Examination Versus Assignment Essay. Higher Education, 35(4), 453–472.

Setiyana, R. (2016). Analysis of Summative Tests for English. English Education Journal, 7(4), 433–447.

Sulistyo, G. H., & Suharyadi, S. (2018). The Profile of EFL Learners As Measured by An English Proficiency Test. JEELS (Journal of English Education and Linguistics Studies), 5(1), 115–145.

Sung, P. J., Lin, S. W., & Hung, P. H. (2015). Factors Affecting Item Difficulty in English Listening Comprehension Tests. Universal Journal of Educational Research, 3(7), 451–459.

Suyata, P. (2016). Program QUEST - Salah Satu Cara Meningkatkan Validitas Internal Penelitian Bahasa Indonesia. 112–111.

Toha, H. (2010). An Item Analysis of English Summative Test for the First Year of Junior High School [Bachelor Thesis]. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Xu, Y., & Liu, Y. (2009). Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher’s Experience. TESOL QUARTERLY, 43(3), 493–513.



  • There are currently no refbacks.

IJEFL (Indonesian Journal of EFL and Linguistics); Email:; Web:

Creative Commons License
IJEFL (Indonesian Journal of EFL and Linguistics) by is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and Abstracted BY:


  Hasil gambar untuk gambar moraref