Ngalim Purwanto (2009: 120) also revealed that the discrimination index is about the ability to distinguish students who can be classified into smart group with students that classified into less smart group". According to Nana Sudjana (2005: 141), the discrimination index analysis examine those question items in order to know about the ability to distinguish students who are classified as good (have a high performance) with students who are classified as less or weak performance. The eight factors are, grammatical inconsistency between the alternatives and the stem of the item, using verbal clues that might enable students to select the correct answer or to eliminate an incorrect alternative, not present a single clearly formulated problem in the stem of the item, the intended answer is not correct, the distracters is not plausible and attractive to the uninformed, variation of the relative length of the correct answer as a clue in answering the question and each item is independent of the other items in the test.Īccording to Daryanto (2007: 183), discrimination index is the ability of a question to distinguish between students who are good (have a high ability) with the less good students (have a low ability).
By using Gronlund’s criteria in analyzing the construction of the multiple-choice test, there are major factors which cause some of the items invalid. In addition, there were two genres of text, descriptive and greeting that were not included in the syllabus of KTSP. There was one short functional text, announcement, which is not available in the summative test. The materials were two four types i.e.: narrative (text 7) and recount (text 2,3, and 6) and invitation (text 4) and short massage (text 8). The result of the study indicates that not all the reading passages found in the summative test are relevant to KTSP.
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