Literature Drama Analysis: Tragedy and Other Serious Drama

Hi Artists,
Sudah memasuki bulan Drama nih. Pasti mau main drama atau disuruh analysis bagian-bagian drama ya? hehee
But luckily you are here, Jadi Bli Made mau bagi sedikit mengenai One topic which part of drama. yup Tragedy and other serious drama. Namanaya aja uda Tragedi ya pasti tragis banget nasib peminnya. Anyway udah gak sabar mau cekidot, monggo langsung di baca semoga terinspirasi menjadi artis tragedy selanjutnya melampui anak buah mbak susana hehehee.

(The Story of Tree team)

Tragedy and Other Serious Drama

On this chapter will be focused about the tragedy and other serious drama. We know that there are several types of drama but one of the best known is drama tragedy or serious drama which invented on thirteenth century and become popular until right now.

            Tragedy drama is a form of drama based on human suffering that invokes an accompanying catharsis or pleasure in audiences. While many cultures have developed forms that provoke this paradoxical response, the term tragedy often refers to a specific tradition of drama that has played a unique and important role historically in the self-definition of Western civilization. hat tradition has been multiple and discontinuous, yet the term has often been used to invoke a powerful effect of cultural identity and historical continuity—"the Greeks and the Elizabethans, in one cultural form; Hellenes and Christians, in a common activity," as Raymond Williams puts it. so it can be said that tragedy assumes that the universe is different to human concerns, and often cruel or malevolent. Sometimes the innocent appear to suffer while the evil prosper.

            While serious drama emphasizes the somber aspect of life, and the highest form of such drama is considered to be tragedy. An example as the play is Antigone by the Greek dramatist Sophocles. Tragedy is divided into two types of drama the first one is traditional tragedy while the other is modern tragedy which both of them are classified as serious drama. For the further information about the traditional and modern tragedy will be explained bellow.

Traditional tragedy

            In his “Poetics,” Aristotle identifies the elements of classical tragedy, based primarily on the work of the playwrights Aeschylus, Euripides and Sophocles. Traditional tragedy is the imitation of a single action, in which a hero of high status falls from fortune to misfortune. Was produced are Grace in the fifth century B.C on England in last sixteenth and early seventeenth and in France in seventeenth century. The fall must occur because of a “tragic flaw,” or some error or shortcoming in an otherwise good protagonist, and not by vice or depravity. The purpose of tragedy, in Aristotle’s view, is to provoke pity and terror in the audience, leading to a catharsis, or cleansing of these emotions. And traditional tragedy characterize into differences 5 types they are:

a.       Commonly the hero or heroin of the play is an extraordinary person: a king, a queen, a general, or a nobleman or it can be said that those character is a person of stature. The example in Greek drama are Antigone, Electra, Oedipus, Agamemnon, Creon, and Orestes. They are royal families.

b.      The second characteristics is the central figures of the play are caught in a series of tragic circumstances: Oedipus without realizing it, murders his father and marries his mother. In traditional tragedy, the universe seems determined to trap the hero or heroin in a fateful web.

c.       The situation become irretrievable, which there is no turning back, no way out. The figures of tragedy find themselves in a situation from each there is no honorable avenue of escape.

d.      The hero or heroine accepts responsibility for hi ot her action and also shows a willingness to suffer and an immense capacity for his and her action must be true because true whether the character are praiseworthy and they can endure calamilities and fight back.

e.       The language that used is verse which those language that using as communication is explained briefly.

Modern Tragedy

            Whereas in classical tragedy, the protagonist is of noble or prestigious standing, modern tragedy is more likely to focus on the “common man.” A modern audience is expected to relate to, rather than look up to, the protagonist; and while the classical tragic hero’s death is an event to be collectively mourned onstage, the modern tragic hero often dies unrecognized as a hero. The modern tragedy is also more likely to focus on society, rather than fate or fortune, as that which oppresses the hero. However, the modern tragedy retains a highly solemn tone and focus on matters of grave and ultimate importance, features common to tragedy throughout its history. It can be said that a play in which something truly sad happens and which inspires pity and fear in the audience. Modern tragedy also a tragedy where the characters are the modern people the face a difficult challenge on certain issues in society, those issues will lead the tragedy happens. Modern tragedy has their own characteristics they are focuses less on fate amd supranatural forces, focuses more to the environment and the choices that have made, focuses to non verbal expression and more on expression through subtext.  There are two important elements of modern tragedy that have not changed they are; the intensity and the contribution of many characters.

Heroic Drama

            Heroic drama is a type of play popular during the Restoration era in England, distinguished by both its verse structure and its subject matter. The subgenre of heroic drama evolved through several works of the middle to later 1660s; John Dryden's The Indian Emperour (1665). The term "heroic drama" was invented by Dryden for his play, The Conquest of Granada (1670). For the Preface to the printed version of the play, Dryden argued that the drama was a species of epic poetry for the stage, that, as the epic was to other poetry, so the heroic drama was to other plays. Consequently, Dryden derived a series of rules for this type of play. First, the play should be composed in heroic verse (closed couplets in iambic pentameter). Second, the play must focus on a subject that pertains to national foundations, mythological events, or important and grand matters. Third, the hero of the heroic drama must be powerful, decisive, and, like Achilles, dominating even when wrong. Other heroic dramatists were Nathaniel Lee (The Rival Queens) and Thomas Otway, whose Venice Preserved is a fine tragedy that transcends the usual limitations of the form. We also owe indirectly to heroic tragedy two very amusing parodies of the type: the Duke of Buckingham's The Rehearsal and Henry Fielding's The Tragedy of Tragedies, or the Life and Death of Tom Thumb the Great. In the story of theater, the group of plays I am heroic drama occupies a large and important niche, cutting as it does, across Asia and western civilization, and cross periods from the Greek golden age to the present.

Bourgeois or Domestics Drama

            Bourgeois is refers to people of the middle or lower middle class rather than the aristocracy, and domestics means that the plays often deal with the problem of the family or the home rather than great affair of state. It can be said that expresses and focuses on the realistic everyday lives of middle or lower classes in a certain society, generally referring to the post-Renaissance eras, The characters, their lives, and the events that occur within the show are usually classified as 'ordinary' events, lives, and characters, but this does not limit the extent of what domestic drama can represent. Domestic drama does, however, take the approach in which it “concerns people much like ourselves, taken from the lower and middle classes of society, who struggle with everyday problems such as poverty, sickness, crime, and family strife . Bourgeois tragedy is a form that developed in 18th-century Europe. It was a fruit of the Enlightenment and the emergence of the bourgeois class and its ideals. It is characterised by the fact that its protagonists are ordinary citizens. The first true bourgeois tragedy was an English play, George Lillo's The London Merchant; or, the History of George Barnwell, which was first performed in 1731. Usually, Gotthold Ephraim Lessing's play Miss Sara Sampson, which was first produced in 1755, is said to be the earliest Bürgerliches Trauerspiel in Germany. From these beginnings, bourgeois or domestics drama developed through the balance of the eighteenth century and the whole of the nineteenth, until it received a place of prominence in the works of Ibsen, Strindberg, and more recents writer such as Arthur Miller and etc.

Melodrama   

            Melodrama was produced in eighteenth century on Greek and at the end of eighteenth century was developed in France. As the name Melodrama came from two words they are Melos-Drama melos means music or song while drama means drama so melodrama is used to increase emotions or to signify characters. Melodrama is exaggerated theater which come to use the term melodramatic as an expression of disapproval. Melodrama has much in common with all form of serious drama, and in many case, the difference lies more in degree and emphasizes than anything else and melodrama deal with sensational and romantics topics that appeal to the emotions. Melodrama generally strives in fright or horror. This types of melodrama usually ends in different two types or ways the first ways is the victim are maimed or murdered and the second ways is after the dangerous episodes, the victim is finally rescued.

            Melodrama has divided into five types, the first one is disaster melodramas which this drama focus on natural disaster like earthquake, tsunami, landslide and etc. then animal melodramas is about animal, third one is nautical melodramas which about English popular in the 1820’s until 1830’s mostly about navy, army and sailor. Then the fourth one is domestic melodrama is about more serious subject matter they are adultery and romantics. And the last one is sensation melodrama which emerging from sensation novel in 1860’s and 1870’s especially about love and murder novel. The plot if the melodrama explained started with ample tension, horror, mistery, climax at the end of the act and signifies that the evil is punished and good character is rewarded. The character of the melodramas also classified as the fuction they are the high level are the hero and the heroin itself which has good manner and character and the bad one called Viallin and the lower level is viallin accomplish or the useless character.

            In melodrama emphasize is on suspense and excitement, the good and bad character are clearly known and the main character is always living in danger. So melodrama is dedicated to results and will sacrifice reality and logic in order to achieve them. So in melodrama we identify strongly with the character and we know that in the end.

            In conclusion, tragedy and the other serious drama was invented in  Greek at late of thirteenth century which become popular and influenced by some famous artist and writer on this world. Tragedy itself has divided into two types they are traditional tragedy which was a conventional or common tragedy which the story is familiar while the modern tragedy already developed into the modern and new one with so many tragedy dramas invented such as melodrama, domestic drama, and heroic drama those three called serious drama and still exist until right now.   

Read More

Questions Measurement through Validity and Empirical Validity by Using Anates and Gregory Formula

Hi Teachers and Future Teachers,

Kali ini Bli Made bakal berbagi dengan kalian about assessment, yup jadi ini final project untuk materi learning and assessment which was been approved ya jadi semoga bisa membantu dan mencerahkankan kalian heheee

Jadi langsung aja tanpa cingcong di sedot dibawah ini,

(SDN2 Bengkala, Singaraja)

1. Introduction

Conducting assessment is really important in order to know how good and appropriate the tests are. A lot of requirements needed to make questions able to use by the student and it can be used as a measurements of student and teacher performance. The measurements seen based on the result of the analysis to be able to make further decision. As a teacher it is important to understand and able to manage the process of making questions. According to Blaire (1999) teacher is not just about teaching student but also must know how to design teaching components, and it is included task that must be prepared well. For the explanation which is constructing the assessment, this project has developed some questions that are for Senior high school first grade on the second semester which the correspondence are about 30 students and the sample of school was for SMP Negeri 2 Tabanan. The course of the task was about instruction, short notice and caution test which have connection on reading assessment.

For the basic competence the student are asked able to analyze the social function, the structural, and the languages on instruction, short notice and caution based on contents. The researcher already made 40 questions on multiple choices form that relate with instruction, short notice and caution. The questions are made from the blue print. The purpose of this test is to know student reading ability.

  On this project will be discussed about two main aspects they are validity and reliability. For the validity which explained about the content validity there’ll be two experts helped assess the questions and the result being measured by using Gregory formula which also with the components on Empirical validity such as index of difficulty, index of discrimination, and index of distinction and for the reliability will be explained by using Anates. Those things will be explained and discussed bellow. 

2. Blueprint

Essence Competence :Memahami pengetahuan (factual, conceptual, dan procedural)   berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait fenomena dan kejadian tampak mata

Basic Competence     : Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (Instruction), tanda atau rambu (short notice), tanda peringatan (warming/caution), sesuai dengan konteks penggunaannya.   

Material                      : Instrcution, Short notice, and Caution

Grade/Semester         : VII Junior High School/Second semester

No	Indicator	Level of Cognitive Domain
		C1	C2	C3	TOTAL
1.	1.1 To identify the social function of instruction in the context.	19,23,26,38	12,15,32		7
2.	1.2 To find the information on an  instruction	2,18,27,39	1,33	7	7
3.	1.3 To identify a short notice and caution based on visual	4,11, 20,28	25,34		6
4.	1.4 To describe the function of short notice and caution	3,8,9, 29	22,35, 24		7
5.	1.5 To use correct simple present tense on instruction	16,17,30	10,36	13	6
6.	1.6 To recognize the usage of notice and caution on public place	5,6,14, 21,31	37,40		7
Total Questions					40

The purpose of using this basic competence is to make the student able to understand instruction text, short notice, and caution based on the contexts. And the students are asked to understand and get the social function, text structural, and languages. As the addressee of this basic competence for junior high school grade seventh on second semester mostly the indicator is signifies for C1(Remember) and C2 (Comprehension), but some C3(Application) which the quantity is not much as both before. The distribution of the cognitive level and the questions position has equal distribution. Like the first indicator has seven questions, second indicators has seven questions, third question has six questions, fourth indicator has seven questions fifth indicator has six questions and the sixth indicator has seven questions. By the six indicators that have found and it will be gotten forty questions and those questions that will be judged by the assessor. The result of the judgments will be showed bellow on form of table.       

3. Validity

3.1 Validity form by judges

3.1.1 Judges 1

The first judge is Dr. Ni Komang Arie Suwasthini, M.Hum. She is a lecturer or a person who experts in reading, especially advanced reading. She would be an appropriate judge for this form, beside of that she will clearly give comment on notes table in order to clarify the mistakes to make the good one.

No of Items	Responses		Notes
	Relevant	Irrelevant
1	ü		Accepted
2	ü		Accepted
3		x	Need to revise the question is outwit
4	ü		Accepted
5	ü		Accepted
6	ü		Accepted
7	ü		Accepted, capitalize first sentence
8	ü		Accepted
9	ü		Accepted, change is to was
10	ü		Accepted
11	ü		Accepted
12	ü		Accepted
13	ü		Accepted
14	ü		Accepted
15	ü		Accepted
16	ü		Accepted
17	ü		Accepted
18	ü		Accepted
19		x	The sign is not familiar and hard to use as question
20	ü		Accepted
21	ü		Accepted
22	ü		Accepted
23	ü		Accepted
24	ü		Accepted
25	ü		Accepted, changed one option
26	ü		Accepted
27	ü		Accepted
28	ü		Accepted
29	ü		Accepted
30	ü		Accepted
31	ü		Accepted, arrange the options well
32	ü		Accepted
33	ü		Accepted
34	ü		Accepted, need to zoom or find the HD
35	ü		Accepted
36	ü		Accepted
37		x	The level of question did not suitable for junior student
38	ü		Accepted
39	ü		Accepted
40	ü		Accepted

Based on the form that have filled up by the first judge, it can be conclude that Mrs. Suwastini have assessed forty questions which from forty questions it found that there are 37 relevant or accepted questions and 5 questions is accepted with revision and 3 questions are dropped because irrelevant. There are some variety problems that found on it such as appropriateness and mall sign. And for the revision it is needed for options place arrangements, picture quality, capitalization, and word mistake. The researcher already revised those advises in order to improve the questions. Those results will be counted and combined with the other judge on the tabulation table and latter will be formulated by using Gregory formula.

3.1.2 Judge 2

The second judge is Luh Putu Artini, Ph.D. She is a lecturer or a person who experts in student education. She will easily know and do correction for the questions that need to improve.  

No of Items	Responses		Notes
	Relevant	Irrelevant
1	ü		Accepted
2	ü		Accepted
3	ü		Accepted
4	ü		Accepted
5	ü		Accepted
6	ü		Accepted
7	ü		Accepted
8	ü		Accepted
9		x	Correct the grammar on second sentences
10	ü		Accepted
11	ü		Accepted
12	ü		Accepted
13	ü		Accepted
14	ü		Accepted
15	ü		Accepted
16	ü		Accepted
17		x	Use appropriate diction election
18	ü		Accepted
19	ü		Accepted
20	ü		Accepted
21	ü		Accepted, but revise the font of the caution
22	ü		Accepted
23	ü		Accepted
24	ü		Accepted
25		x	The synonym of the options have same meaning
26	ü		Accepted
27	ü		Accepted
28	ü		Accepted
29	ü		Accepted
30	ü		Accepted
31	ü		Accepted
32	ü		Accepted
33	ü		Accepted
34		x	The picture of sign on question must be changed
35	ü		Accepted
36	ü		Accepted
37	ü		Accepted
38	ü		Accepted
39	ü		Accepted
40	ü	x	Use correct punctuation on the question

Based on the form that have filled up by the second judge, it can be conclude that Mrs. Artini have assessed 40 questions which from 40 questions it found that there are 35 relevant or accepted questions which 1 question is accepted with revision and five questions are dropped because irrelevant. There are some variety problems that found on it such as appropriateness and miss grammar. And for the revision it is needed for options place arrangements, picture quality, and diction election. The revision is already conducted in order to make the questions got improved. Those result will be counted and combined with the other judge on the tabulation table and latter will be formulated by using Gregory formula.

3.2 Content validity data tabulation

Judges	No. of Items
	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20
Mrs. Arie	1	1	0	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	0	1
Mrs. Artini	1	1	1	1	1	1	1	1	0	1	1	1	1	1	1	1	0	1	1	1

Judges	No. of Items
	21	22	23	24	25	26	27	28	29	30	31	32	33	34	35	36	37	38	39	40
Mrs. Arie	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	1	0	1	1	1
Mrs. Artini	1	1	1	1	0	1	1	1	1	1	1	1	1	0	1	1	1	1	1	0

Notes:

0          : Irrelevant

1                    : Relevant

  3.3 Content Validity Measurement using Gregory Formula

		Judgment
		Not relevant	Relevant
Judges	Not Relevant	A (0)	B (5)
	Relevant	C (3)	D (32)

Notes:

A : Judge 1 and Judge 2 do not agree. B : Judge 1 agree and judge 2 does not agree C : Judge 1 does not agree and judge 2 agree D : Judge 1 and 2 agree

From the data above from form of both those judges it can be conclude that, there is no question dropped or assessed as irrelevant by the same judges, so for A will be 0. For B, the second judge has five disagreements or dropped questions but none of those dropped questions that is dropped by second judge is also dropped by first judge and it means the first judge is agree with those questions. For C, first judge has three disagreements or dropped the questions but none of that dropped questions that is dropped by first judge got dropped by second judge, it means the second judge accepted those questions. And D point is the good qualify questions which did not drop by those first and second judges. The quantities of the answer are about thirty five questions. For the questions that asked and need to revise is already revised. From the first judge asked to revise about five questions and the second judge advise also already gor revised.   

3.4 Content validity measurement

The formula of conducting content validity measurement is,

CV     =                      D

  (A+B+C+D)

            =                      35

                             (0+5+3+35)

            =                      35

                                    48

            =                      0.73

            Based on the content validity measurement by using Gregory formula it found that the result of the measurement is 0.73. From the result the score is more than 0.3 and it means that the questions or the content is valid or it can be said that based on the content of whole questions the questions is able or appropriate to use for student measurement. And also the data explained that the questions also classified as good type of questions because of the content accuracy, format accuracy, and measure what should be measured.    

4. Instrument tryout

                On this part will be reported about the tryout process which already conducted at SMP Negeri 2 Tabanan (SPENDUTA) which the recipients are the first grade (VII) on the second semester that is consists of thirty students as the participants. The tryout held one week before the student conducted middle test of second semester, the tryout conducted at that time because the student already knew and got the material by their teacher. The student assumed got background knowledge about the material that is being thought. For the material of the tryout are about instruction text, short notice, and caution which the tryout already assessed by two assessors who experts on this case. To get the sample it is only needed one meeting to conduct the tryout in one class. The time allocation for conducting this tryout is about 50 minutes so every question have 2 minutes time allocation, at that two minutes students have to finish at least one question that offered and the tryout was started at 08.00 until 09.20 am. The tryout conducted in the morning with a purpose that they come with fresh mind and good focus, because student focuses strongly happen started from 7.30 until 09.00 am (Philip 2015 on mirror.uk) so when student conducted the tryout still in focus mind and there will get the best result.

5. Empirical validity

           Empirical validity or it can be said as predictive validity is the extent to which a concept, conclusion or measurement. The empirical validity data measured based on the result of judgment and using Gregory formula that have conducted before from 40 questions there is no dropped questions because the researcher conducted revision so there are still 40 questions trhat will be made for the further process on anates.  On empirical validity is divided into several types of measurement they are Index of difficulty, index of discrimination, and index of distraction. All of those measurement already conducted by using anates. The result of the anates will be put on appendix. For those three indexes will be explained bellow.          

           5.2 Index of difficulty

           Index of difficulty means that how hard or difficult a questions based on the result of how many students that have answered those question in correct. By conducting validity on anates application then input all of those key answer and the subjects answer that have to calculate it in order to have quick measurement to know how many students that have answered questions number 1 in correct and so on. On this report already conducted validity test which the result of correct answered already got, the data will be calculated and the result will be formed on table.

The formula is ID      = total correct answer

                                       Total of questions

And for the criteria whether it classified as intermediate, easy, easier questions are:

a.       0,86 very easy

b.      0,71-0,85 is easy

c.       0,30-0,70             is intermediate

No of question	Total correct answered	Index of difficulty (ID)	Classification
1	23	0,76	Easy
2	22	0,55	Intermediate
3	20	0,66	Intermediate
4	24	0,76	Easy
5	27	0,9	Very easy
6	22	0,55	Intermediate
7	25	0,83	Easy
8	25	0,83	Easy
9	22	0,55	Intermediate
10	25	0,83	Easy
11	24	0,8	Easy
12	28	0,93	Very easy
13	21	0,65	Intermediate
14	24	0,8	Easy
15	25	0,8	Easy
16	20	0,66	Intermediate
17	21	0,7	Intermediate
18	24	0,8	Easy
19	25	0,83	Easy
20	21	0,7	Intermediate
21	25	0,83	Easy
22	25	0,83	Easy
23	21	0,7	Intermediate
24	25	0,83	Easy
25	27	0,9	Very easy
26	24	0,8	Easy
27	20	0,66	Intermediate
28	25	0,83	Easy
29	25	0,83	Easy
30	25	0,83	Easy
31	22	0,73	Intermediate
32	23	0,76	Easy
33	22	0,55	Intermediate
34	21	0,7	Intermediate
35	25	0,83	Easy
36	16	0,53	Intermediate
37	22	0,55	Intermediate
38	20	0,66	Intermediate
39	26	0,86	Very easy
40	24	0,8	easy

     

Based on the table above it found that there are three varieties of difficulty on the questions. The data show that there are 4 questions that is qualified as very easy questions the calculations shows that very easy questions is when  the number is up to 0,86 while in easy level the table show it has 20 questions that is qualified as easy questions. The calculation shows that easy questions is among or in range between 0,71-0,85. And for the last type is Intermediate questions, there are 16 questions that is qualified as normal questions which the range is among 0,30-0,70. For the deployment of the question that is very easy, easy or normal is quite good because almost in multiple ten questions there were very easy, easy and normal questions. But there also still some easy and normal question is contiguous.     

           5.3 Index of discrimination

Index of discrimination or it can be said as how the test or questions itself can be a tool to know whether which one student who really understand or learn before the test or not. It is important to know and teacher should make an appropriate question on this in order to make an equal chance to student who work or study hard on it so there will no miss measurement for student who study with not study. From the data result it found the upper and lower group which will be used to know and calculated the index of discrimination.

To conduct Index of discrimination there are two main analysis procedurals that has to follow they are,

1.      Order or arrange the student score from the higher until the lower

2.      Divide the higher student for only 27% and lower student for the same 27%

The range of score must be (-1,0 until 1,0) and the good discrimination is the score that has more than 0.30.

The quantity of student who classified as 27% upper and lower is 8 students.

UG/LG            = 27  X 30  

                           100                   

                       = 8,1 (8 student)

The formula is used to decide whether the quantity of upper group and lower group and the result also needed to conduct for the further process of measurement. The result will be applied as N.

No of question	Classification		Result	Rate
	Upper group	Lower group
1.	8	7	0,12	Bad
2.	8	5	0,37	Good
3.	7	6	0,12	Bad
4.	6	8	- 0,25	Bad
5.	8	8	0.00	Bad
6.	7	6	0,12	Bad
7.	5	7	-0,25	Bad
8.	6	7	-0,12	Bad
9	8	6	0,25	Bad
10	7	6	0,12	Bad
11	7	5	0,12	Bad
12	7	8	-0,12	Bad
13	6	8	-0,25	Bad
14	8	7	0,12	Bad
15	8	5	0,37	Good
16	5	6	-0,12	Bad
17	8	1	0,87	Good
18	8	4	0,50	Good
19	8	6	0,25	Bad
20	8	6	0,25	Bad
21	6	8	-0,25	Bad
22	8	6	0,25	Bad
23	7	4	0,37	Good
24	8	5	0,37	Good
25	8	5	0,37	Good
26	6	7	-0,12	Bad
27	8	6	0,25	Bad
28	8	5	0,37	Good
29	7	5	0,25	Bad
30	8	5	0,37	Good
31	8	5	0,62	Good
32	8	3	0,50	Good
33.	7	3	0,75	Good
34	7	3	0,37	Good
35	8	2	0,50	Good
36	8	5	0,50	Good
37	6	2	0,50	Good
38	6	4	0,50	Good
39	8	4	0,50	Good
40	8	6	0,25	Bad

The order based on the students score was from the highest until the lowest and it is already input on the table above on classification row and already calculated by using the formula given. From the table above it can be conclude that the discrimination of the way knowing whether student study or not is classified as good questions. All of the result is showing that many data is have less than 0,30 which that is the criteria of good question. From the data above 22 questions have qualified as bad question because the discrimination index result is not more than 0,30 and 18 questions qualified as good questions because it passed 0,30.  The significance of upper and lower group was elected from the upper of eight student participants and eight lower student participants. 

           5.4 Index of distraction

The options from the questions are having good part in a question. Sometimes teacher wanted to make student who is not studying feel confused by the option just because they could not answer it in correct. Index of distraction is important to know in order teacher will know and understand how far the option is distract the student who is not studying. Index of distraction can be measured by classifying the upper group and lower group and then input it of the formula.

To conduct Index of distraction there are two main analysis procedurals that has to follow they are,

1.      Order or arrange the student score from the higher until the lower group

2.      Calculate whole data from upper and lower group

The data manually can be calculated by using formula;

D         =          2(UG-LG)

                             N

            The data classified good distraction is depend on the score, as high the score got as good the distraction is and as minus (-) the score got as bad the distraction is.

            The table of distraction result will be showed bellow,

No of question	Classification		Result	Rate
	Upper group	Lower group
1.	8	7	0,06	Good
2.	8	5	0,2	Good
3.	7	6	0,06	Good
4.	6	8	-0,13	Bad
5.	8	8	0	Bad
6.	7	6	0,06	Good
7.	5	7	- 0,13	Bad
8.	6	7	- 0,06	Bad
9.	8	6	0,13	Good
10.	7	6	0,06	Good
11.	7	6	0,06	Good
12.	7	8	- 0,06	Bad
13.	6	8	-0,13	Bad
14.	8	7	0,06	Good
15.	8	6	0,13	Good
16.	5	6	-0,96	Bad
17.	8	1	0,46	Good
18.	8	4	0,26	Good
19.	8	6	0,13	Good
20.	8	6	0,13	Good
21.	6	8	-0,13	Bad
22.	8	6	0,13	Good
23.	7	5	0,13	Good
24.	8	5	0,2	Good
25.	8	7	0,06	Good
26.	6	7	0,06	Good
27.	8	6	0,13	Good
28.	8	5	0,2	Good
29.	7	5	0,13	Good
30.	8	5	0,2	Good
31.	8	5	0,2	Good
32.	8	3	0,33	Good
33.	7	3	0,26	Good
34.	8	2	0,4	Good
35.	8	5	0,2	Good
36.	6	2	0,26	Good
37.	6	4	0,13	Good
38.	8	4	0,26	Good
39.	8	4	0,23	Good
40.	7	6	0,06	Good

From the data result above it can be explained, that on that questions there are several good and bad distraction which specify, there are 8 bad distractions on the test because the lower group has bigger score than upper group so those 8 questions classified as bad distraction. While the rest there are 32 questions is classified have good distraction because the total score of upper group is higher that the lower group. It can be analyzed those 32 questions are able to use for measurement. It will be combined with the kualitas pengecoh that is calculated by anates application in order to be able to make decision. 

           5.5 Validity table analysis

No. Item	Index of Difficulty	Index of Discrimination	Invalid Distracters	Decision
1.	Easy	0,12	C	Dropped
2.	Normal	0,37	A	Accepted, with revision on A
3.	Normal	0,12	A	Dropped
4.	Easy	- 0,25	B	Dropped
5.	Very easy	0.00	A,D	Dropped
6.	Normal	0,12	A,C	Dropped
7.	Easy	-0,25	-	Dropped
8.	Easy	-0,12	B,D	Dropped
9.	Normal	0,25	A	Dropped
10.	Easy	0,12	B,D	Dropped
11.	Easy	0,12	D	Dropped
12.	Very easy	-0,12	A,D	Dropped
13.	Normal	-0,25	B	Dropped
14.	Easy	0,12	-	Dropped
15.	Easy	0,37	A,D	Accepted, with revision on A,D
16.	Normal	-0,12	A	Dropped
17.	Normal	0,87	C	Accepted, with revision on C
18.	Easy	0,50	C	Accepted, with revision on C
19.	Easy	0,25	A,C	Dropped
20.	Normal	0,25	-	Dropped
21.	Easy	-0,25	-	Dropped
22.	Easy	0,25	A,C	Dropped
23.	Normal	0,37	-	Accepted
24.	Easy	0,37	A	Accepted, with revision on A
25.	Very easy	0,37	B	Accepted, with revision on B
26.	Easy	-0,12	-	Dropped
27.	Normal	0,25	A,D	Dropped
28.	Easy	0,37	D	Accepted, with revision on D
29.	Easy	0,25	D	Dropped
30.	Easy	0,37	D	Accepted, with revision on D
31.	Normal	0,62	-	Accepted
32.	Easy	0,50	-	Accepted
33.	Normal	0,75	B,C,D	Accepted, with revision on B,C,D
34.	Normal	0,37	A,B	Accepted, with revision on A,B
35.	Easy	0,50	-	Accepted
36.	Normal	0,50	C	Accepted, with revision on C
37.	Normal	0,50	D	Accepted, with revision on D
38.	Normal	0,50	-	Accepted
39.	Very easy	0,50	B,C	Accepted, with revision B,C
40.	easy	0,25	D	Dropped

From the data accumulation from index of difficulty, index of discrimination, and index of distraction, it would be made the decision for the further appropriate questions. From the validity table above it can be explained that on index of difficulty it has variant of questions level. There are three levels of questions they are, very easy, easy and intermediate. Those three levels will be on the test of junior high school which able to use for them. The reason of the level become very easy, easy, and intermediate because of the student quantity who answered the questions in correct. And there was no found hard questions on it. Later, the teacher should try to make more variety of questions in order to make student learn and get knowledge by what of the teacher gave. While on the index of discrimination there are 22 questions that is classified as bad discrimination, the number shows there are 22 bad discrimination which not qualified as appropriate questions and it might be dropped. Those questions later must be revised or make a new questions which can make differentiation between the students who are not studying and people who have a lot much effort on it. The rest of them which 18 questions is qualified as good questions and appropriate to use for tryout and able to use as a measurement whether student learn it or not. The third one is the index of distraction. This index has a purpose to make teacher know whether the distraction on the option is work to make the student who is not learning to choose it as the answer. Teacher must pay attention on it, it is important to know which one is the good and correct option in every question. There are many missed distraction on the questions that have made. There are 5 good questions with good distraction on it, need more evaluation and revise on the questions which have missed distraction on it in order later the distraction on the question will be appropriate to distract the student who did not study before the test, and avoid miss information of student who put effort on it or not. There are 22 questions that will be dropped and will not be revised because the score show that those item in minus and bellow than 0,30 in score. And there are 13 questions that is accepted but with revision on the question and option. The revision is conducted in order to make the question is available to use. And for the 5 questions are qualified as pure accepted or the question is perfect in use and able to measure the student ability by the questions given.

After read the whole process and measurement it found that, the researcher have made 40 questions and it have organized by using anates, the questions that are able to use is about 18 questions and 22 questions are dropped and those questions will be able to use and as measurement. So the dropped questions are more than kept question, then the question maker need improvement to make the good and appropriate questions. Also it is need more variety of level questions in order to make all students learn and manage their critical thinking, especially for the smart student they will easily to answer this question because there is no hard level of the questions. And for the discrimination index also important to know or indicate which one is the student who learn or not. 

6. Reliability

Reliability is a process of measure the instrument of the validity conducted. On this project that have measured the 40 questions within 30 subjects and 4 questions option. It found that the reliability of the instrument is 0.72 those number is higher that 0.70 as the minimum number of reliable and this project is qualified as reliable based on the result that have done. The result also featured with mean: 32.47, Standard deviation: 3.57, and XY Correlation= 0.57

7. Conclusion

           In conclusion, doing measurement is really important to conduct in order to make teacher able to measure the student ability through tryout. This project is conducted in a purpose to know whether the questions made are appropriate or not. The data sample was from junior high school in SMP N 2 Tabanan. This project conducted by using 30 participants of students and the questions given about 40 questions within 4 options in every question. For the process it is conducted two processes the first one is validation by the judges and the second one is the validation that is conducted by using anates. The result from the judges it found that from the first judge has assessed 3 irrelevant questions and 37 questions with 5 revisions while the second judge has assessed 5 irrelevant questions and 35 relevant questions with one revision. Those result have been calculated by using Gregory formula and it found that the result is 0,73 which is higher than the valid score minimum 0,30 as the result the question can be qlasified as valid question. Those 40 questions will be organized on anates in order to get the valid data that consists on index of difficulty, index of discrimination, and index of distraction. And it has the result that 22 questions are dropped because it has lower criteria of what have designed and 13 questions is classified as good questions but it is need revision while 5 question is classified perfect questions without revision. And on the reliability of the instrument it scored 0,72 and it means that the instrument is reliable.

Final instrument

 Essence Competence :Memahami pengetahuan (factual, conceptual, dan procedural)   berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait fenomena dan kejadian tampak mata

Basic Competence     : Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (Instruction), tanda atau rambu (short notice), tanda peringatan (warming/caution), sesuai dengan konteks penggunaannya.   

Material                      : Instrcution, Short notice, and Caution

Grade/Semester         : VII Junior High School/Second semester

No	Indicator	Level of Cognitive Domain
		C1	C2	C3	TOTAL
1.	1.1 To identify the social function of instruction in the context.	5,17	2,11		4
2.	1.2 To find the information on an  instruction	1,4, 18	12		4
3.	1.3 To identify a short notice and caution based on visual	8	7,13		3
4.	1.4 To describe the function of short notice and caution		14,6		2
5.	1.5 To use correct simple present tense on instruction	3,9	15		3
6.	1.6 To recognize the usage of notice and caution on public place	10	16		2
Total Questions					18

From the original blue print, it has 40 questions on six indicators which spread on three different cognitive levels. From the content validity there were no dropped questions and after the process of validation on anates that have conducted above it found that the original questions have dropped as much as 22 questions and it means it is only 18 questions left and also revised. All of the indicators has their own questions and the cognitive level there is only C3 that don’t have any questions. The point is all of the indicator does not need any revise. For the questions is need more revise later in order make good questions.      

          

Yoshh!!! appendixnya gak di share ya, soalnya ga bisa ke upload hehe. Kalo mau just contact me through email mamandalaputra@gmail.com

Read More