ANALYSE DER UJIAN KENAIKAN KELAS / FACH DEUTSCH AN DER X KLASSE SMA NEGERI 9 SURABAYA IM 2012-2013 JAHR

Abstract

In education teacher must be able to do assessment in the last period of learning. Assessment result can be used to know student’s competence. Germany language is one of foreign language that be taught in SMA Negeri 9 Surabaya. In the last period of Germany learning there is assessment with test as assessment material. A good test has good validity, reliability, item facility, item discrimination and distracters.  Teacher must make a good test. The problems of this research are 1 ) How is the Suitability of Germany UKK class X SMAN 9 Surabaya  in 2012-2013 with Indicators of test? 2 ) What Category / Cognitive Bloom are in Germany UKK class X SMAN 9 Surabaya in 2012-2013? 3 ) How is the validity , reliability, item facility, item discrimination and distracters in Germany class X SMAN 9 Surabaya  in 2012-2013 ? The purpose of this research are : 1 ) To know  the Suitability of Germany UKK class X SMAN 9 Surabaya  in 2012-2013 with Indicators of test 2 ) To know what category / cognitive Bloom  in Germany UKK class X SMAN 9 Surabaya in 2012-2013 are, 3 ) To know about the validity , reliability, item facility, item discrimination and distracters in Germany class X SMAN 9 Surabaya  in 2012-2013.

This research is qualitative research with data UKK  German class X in the 2012/2013 years. In this research , the data collected by Literature study with collecting Germany Exam (UKK)  class X SMA Negeri Surabaya. That exam is  multiple choice questions with total of 50 items, sketch of indicators of Germany UKK, answer student paper and answer key of test UKK.. That test UKK is be analyzed with sketch of indicators Germany UKK. And cognitive Bloom theory,  and content of a good test such as validity , reliability, item facility, item discrimination and distracters is analyzed by using SPSS computer program and ANATES to get accurate analysis results .The results of this study showed ; 46 or  92 % items are suitable with indicators. Bloom said that six of cognitive bloom category are remember (C1), comprehension (C2) , application (C3), analyze (C4), Synthesis (C5), and evaluation (C6). Bloom cognitive category in Germany examination of X grade SMA Negeri 9 Surabaya are : remember (C1) are 18 Items or 36 % Items, comprehension (C2) are 9 Items or 18 % Items, applications (C3) are 22 Items or 44% Items, and Synthesis (C5) is just 1 Item or 2 % Items of SMA Negeri 9 Surabaya class X Germany examination. About validity , reliability, item facility, item discrimination and distracters of Germany examination / UKK of SMA Negeri 9 Surabaya class X are : 26 Items or 52 % Items of Germany examination are valid, 11 Items or 22 % Items have very good item discrimination, 4 or 8 % Items have good item discrimination, 20 or  40% Items have passable item discrimination, and 15 or 30% have poor item discrimination. Analyze result by ANATES showed  about item facility g the quality of the items were reviewed in terms of empirical exam Increase in Class X class German Foreign SMAN 9 Surabaya has a high degree of reliability is 0.83 and 50 grains of Test Problems Increase in class only 26 or 52 % Item Test Problems Increase State High School Class Surabaya valid 9 , 11 or 22 % Item- having distinguishing excellent , 4 or 8 % Item- distinguishing features are good , 20 or 40 % Item- sufficient distinguishing features , and 15 or 30 % Item about distinguishing features ugly . Analysis of the level of difficulty of questions , among others ; 20 or as many as 40% of the grain problem has a very easy difficulty level , 10 or as many as 20% of the grain problem has an easy difficulty level , 15 or as many as 30% of the grain problem has a moderate level of difficulty , and 5 or 10 % grain problem has a level of difficulty difficult . Only 200 distractors contained in the State High School Exam Grades 9 Increase in Surabaya there are only 36 or 18 % distractor to function properly.

The results of this study can be input to the analysis items were always held as a material consideration next test improvement .

Keywords :Assessment , Classroom Test Problems Increase