ANALISIS SOAL READING SKILL SMA KELAS XII

PENYUSUN SOAL : FAJAR RIZQI (A 121 17 027)

SATUAN PENDIDIKAN : MAN 2 MODEL PALU
MATA PELAJARAN : BAHASA INGGRIS
KURIKULUM : KURIKULUM 2013
ALOKASI WAKTU : 20 MENIT
JUMLAH SOAL : 10 NOMOR PILIHAN GANDA
SKILL : READING
KISI-KISI DAN INDIKATOR SOAL

Materi Bentuk Predikat

Kompetensi Dasar Indikator Soal Nomor Soal
Esensial Soal Skor
4.6 Teks Prosedur Disajikan sebuah text procedure, 1 PG 1
siswa dapat menentukan informasi 2 PG 1
4.6.1 Menangkap makna secara kontekstual dari text untuk melengkapi soal 3 PG 1
terkait fungsi sosial, struktur teks, dan unsur yang diberikan. 4 PG 1
kebahasaan teks prosedur lisan dan tulis, Procedure 5 PG 1
dalam bentuk manual terkait penggunaan text Disajikan sebuah text procedure, 6 PG 1
teknologi dan kiat-kiat (tips). siswa dapat memilih jawaban yang 7 PG 1
tepat untuk melengkapi soal yang 8 PG 1
diberikan. 9 PG 1
10 PG 1
The following text is for question 1-3
Ladies and gentelment of the jury, the prosecution will prove to you that he is the accused. He had the motives, opportunity, and ability to
commit the crime and this will be shown in the evidence presented to you.
 Firstly, the accused needed money. He was in debt, owing the bank over $100.000. He had no chance of repaying this : therefore, he had
needed quick money. That’s why he stole the macquire Diamond.
 Secondly, the accused had the opportunity. As a security guard he could come and go from the exhibition of the diamond without causing
suspicion. He had a plenty of time on the night of the robbery to take the diamond, hide it and then return to his post before the next
guard came on duty.
 Finally, the accused had the ability to take the Macquire Diamond. He had knowledge of the alarm system and had keys to unlock the
display case. On this evidence you have no other choice but to find him guilty.

1. What is the topic of the text ?

A. Diamond robbery
B. Eyewitness evidence
C. Address to the jury
D. Macquire Diamond
E. Guilty security
2. The prosecusion proves that the security guard was guilty because...
A. Macquire Diamond is very expensive
B. He was on duty when the diamond was stolen
C. He had got big amount of money
D. He had the diamond with him
E. He broke the alarm system
3. What is the main idea of the second paragraph ?
A. Why the macquire diamond was stolen
B. Where the security guard hide the diamond
C. The security guard is proven to be in the need of the money
D. The accused owes the company over $150.000
E. Stealing Macquire Diamond makes the accused pays his debt.
The following text is for questions 4-5
Ingredients
 1 tb margarine, dairy free
 1 tb vegetables oil
 1 c onion – chopped
 8 oz Mushrooms – sliced
 1 lg garlic clove – minced
 1/3 celery – thinly sliced
 3 c soybean milk
 4 c potatoes – cubed ½ inch
 ¼ ts Black pepper
 1 ts salt, or to taste
 1 tb parsley – chopped
Directions
1. Saute onion, garlic, celery, and green pepper in hot oil and margarine about 3 minutes. Add sliced mushrooms and saute 3 more
minutes.
2. Add soybean milk, black pepper, salt and potatoes. Bring mixture almost to a boil ; reduce heat and simmer 25 minutes, stirring
occasionally.
3. Make about 6 cups. Thin with extra soybean milk if soup is too thick.
4. Garnish with parsley and serve with the veal.

4. The text states about...

A. Extra soybean milk must be added if the soup is too thick
B. Six cups of soy bean milk must be added to the soup
C. Soybean milk is used merely for garnish
D. Extra cups must be provided for everybody
 E. The soup must be thick to make it easly
5. “ ...reduce heat and simmer 25 minutes...” The antonym of the underline word is...
A. Moderate
B. Diminish
C. Increase
D. Decrease
E. Enlarge

The following text is for questions 6 and 7

Don’t have time for an intensive skin care ? you can still pamper yourself by doing the basics. Good skin care and healthy lifestyle choices can
help delaying the natural againg process and prevent various skin problems. Get started with these five no-nonsense tips.
1. Protect yourself from the sun one of the most important ways to take care of your skin is to protect it from the sun. A lifetime of sun
exposure can cause wrinkles, age spots, and other skin problems, as well as increase the risk of skin cancer.
2. Don’t smoke
Smoking makes your skin look older and contributes to wrinkles. It narrows the tiny blood vessels in the outermost layers of skin, which
decreases blood flow. It also his depletes oxygen and nutrients of the skin.
3. Treat your skin gently.
Limiting your bath – time will keep your skin gentle. Hot water and long showers remove oils from your skin. Use warm rather then hot
water. To protect and lubricate your skin, apply shaving cream, lotion or gel before shaving.
4. Eat a healthy diet.
A healthy diet can help you look and feel good. Eat plenty of fruits, vegetables, whole grains, and lean protein. Some research that a rich
diet in vitamin C and low in unhealthy fat might promote younger looking skin.
5. Manage stress
Uncontrolled stress can make your skin more sensitive and trigger acne breakouts and other skin problems. To encourage healthy skin
and a healthy state of mind, take some steps to manage your stress, set reasonable limits, scale back your to do list, and make time to do
the things you enjoy.
6. What is the text about ?
 A. Tips to get healthy skin
B. Tips to have a gentle younger looking skin
C. Tips to healthy lifestyle
D. Tips to maintain your healthy skin
E. Tips to prevent various skin problems.
7. Which of the following statements is mentioned in the text ?
A. Good skin care healthy lifestyle can stop the natural aging process
B. A lifetime of sun exposure can help delaying wrikles, age, spots, and other skin problems
C. Smoking narrows the tiny blood vessels in the outermost layers of skin, which nicreases blood flow
D. To protect and lubricate your skin, use skin soap before shaving
E. Uncontrolled stress can increase the level of your skin sensitivity and stimulate acne breakouts.

The following text is for questions 8 to 10

If someone is having a nose bleed, your priority is to control the blending and keep their airway open.
Get them to sit down ( not lie down ) as keeping the nose above the heart will reduce bleeding.
Get them to learn forward ( not backwards ), to make sure the blood drains out through their pause every ten minutes, until the bleeding stops.
Encourage them not to speak, swallow, cough, spit or sniff because thys may break blood clots that may have started to form in the nose.
If the bleeding is severe, or if it lasts more than 30 minutes, call for medical help.
8. What s the purpose of the text ?
A. To inform the readers the methods to help nose bleeding patients.
B. To report the procedural steps in helping nose bleeding patients.
C. To illustrate the preventive methods of nose bleeding.
D. To provide instan help for nose bleeding patients.
E. To describe the control methods of nose bleeding.
9. “... to make sure the blood drains out ...” (paragraph 3) the underlined word is closest in meaning to ...
A. Travel
B. Portray
C. Remark
D. Stream
E. Proceed
10. In case of nose bleeding, if person speaks, ...
A. His/her blood drains out though his/her nose
B. He/she will suffer from severe bleeding
C. His/her throat will block the airway
D. His/her blood clot will not form
E. His/her nose bleeds again
 TABEL NILAI SISWA

NO NAMA SISWA SKOR ANSWER KEY

1 ANDI ADITYA MUHAMMAD 0
1. E
2 SALSABILA 2
3 AIMAR 2 2. B
4 JIHAN FATIMAH 2
5 RATU YULIANA 2 3. C
6 ANBIYA 2 4. A
7 MUHAMMAD MUFADHAL 2
8 AHMAD GILANG 2 5. C
9 PUTRI ANISA 2
6. D
10 SITI WANDA 2
11 NURUL 2 7. E
12 SYAFIKA 3
13 AFIF WAHYU A 3 8. A
14 ZAIM 3 9. D
15 YUNIARTI TRI 3
16 AFRKAL 3 10. D
17 AHMAD TAUFIK 5
18 RIDWAN HIDAYAT 6
19 WALDIN 6
20 ARSYILLAH 6
 TABEL HASIL ANALISIS NILAI SISWA

NOMOR SOAL DAN SKOR SISWA YANG BENAR / Jml

Nilai
No NAMA SISWA ITEM SOAL ( 1 ) / SALAH ( 0 ) Skor
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
1 ANDI ADITYA MUHAMMAD 0 0 0 0 0 0 0 0 0 0 0 0
2 SALSABILA 0 0 1 0 1 0 0 0 0 0 2 20
3 AIMAR 0 0 0 1 0 0 1 0 0 0 2 20
4 JIHAN FATIMAH 0 0 0 1 0 0 0 1 0 0 2 20
5 RATU YULIANA 0 0 0 0 0 0 0 1 1 0 2 20
6 ANBIYA 0 0 0 0 0 0 1 1 0 0 2 20
7 AHMAD GILANG 0 0 0 0 1 0 0 1 0 0 2 20
8 PUTRI ANISA 0 0 0 0 0 1 0 1 0 0 2 20
9 SITI WANDA 1 0 1 0 0 0 0 0 0 0 2 20
10 NURUL 0 0 1 0 0 0 0 1 0 0 2 20
11 MUHAMMAD MUFADDAL 1 0 0 1 0 1 0 0 0 0 3 30
12 SYAFIKA 0 0 1 0 0 0 0 1 0 1 3 30
13 AFIF WAHYU A 0 1 0 0 1 0 0 1 0 0 3 30
14 ZAIM 0 0 0 0 0 0 0 1 1 1 3 30
15 YUNIARTI TRI 0 1 0 0 0 0 0 1 0 1 3 30
 16 AFRIKAL 0 1 0 1 1 0 0 0 0 0 3 30
17 AHMAD TAUFIK 1 0 1 1 1 0 0 0 1 0 5 50
18 RIDWAN HIDAYAT 0 1 1 1 1 0 0 1 1 0 6 60
19 WALDIN 0 1 1 1 0 1 0 1 1 0 6 60
20 ARSYILLAH 0 1 1 0 1 0 1 1 1 0 6 60
JUMLAH YG BENAR 2 6 8 7 7 3 2 12 6 3
PERSENTASI % 10% 30 40 35% 35 15 10 60 30 15%
% % % % % % %

Keterangan :
 Nama siswa/i berwarna biru merupakan sampel High Group
 Nama siswa/i berwarna merah merupakan sampel Low Group

ANALISIS VALIDITAS ISI

 Tujuan penelitian adalah mencari kebenaran. Dalam usaha itu soal validitas merupakan aspek yang sangat penting. Kebenaran hanya
dapat diperoleh dengan instrumen yang valid. Maka dikatakan, validitas merupakan esensi kebenaran hasil penelitian. Validitas dipandang
sebagai konsep yang paling penting dalam penelitian. Dalam tiap penelitian selalu dipertanyakan validitas alat yang digunakan. Oleh karena
itu membuat instrumen yang valid harus mendapat perhatian setiap peneliti. Suatu alat pengukur dikatakan valid, jika alat itu mengukur apa
yang harus diukur oleh alat tersebut.

Validitas isi ini adalah bahwa isi atau bahan yang diuji relevan dengan kemampuan, pengetahuan, pelajaran, pengalaman, atau latar
belakang orang yang diuji. Jika misalnya kita uji bahan yang ada di luar yang dipelajari, maka tes itu tidak mempunyai validitas isi.
Misalnya menguji kemampuan bahasa Inggris, maka yang perlu dites adalah structure, grammar, vocabulary, reading, writing, listening,
bahkan sampai dilakukan tes conversation dan pronouncation.

Validator : Siti Nur Hasni

Item Analysis : Validitas Isi
Nama Sekolah : MAN 2 MODEL PALU
Kelas : XII
Kurikulum : K13

Materi Nomor Bentuk Predika

Kompetensi Dasar Indikator Soal Jelas Singkat Ket
Esensial Soal Soal t Skor

4.6 Teks Prosedur Procedur Disajikan sebuah text 1 PG 1 Jelas Singkat Valid
e text procedure, siswa dapat 2 PG 1
4.6.1 Menangkap makna menentukan informasi 3 PG 1
secara kontekstual dari text untuk 4 PG 1
terkait fungsi sosial, 5 PG 1
melengkapi soal yang
struktur teks, dan diberikan
 6 PG 1
Disajikan sebuah text
7 PG 1
procedure, siswa dapat 8 PG 1
memilih jawaban yang 9 PG 1 Jelas Singkat Valid
unsur kebahasaan teks
tepat untuk melengkapi
prosedur lisan dan 10 PG 1
soal yang diberikan
tulis, dalam bentuk
Keterangan
manual terkait:
Jelas = Sesuai KD/Indikator soal
Cukup Jelas = Hampir sesuai KD/Indikator soal
Kurang Jelas = Kurang Sesuai KD/Indikator soal
Tidak Jelas = Tidak sesuai KD/Indikator soal
 RUBRIK ANALISIS VALIDITAS ISI
Rubrik

Kriteria Presentase Skor

Sesuai 100 % 4
Cukup Sesuai 75 % 3
Kurang Sesuai 50 % 2
Tidak Sesuai 0% 1

Indikator

3 ≤ VR ≤ 4 Valid
2 ≤ VR ≤ 3 Cukup Valid
1 ≤ VR ≤ 2 Kurang Valid
0 ≤ VR ≤ 1 Tidak Valid

Tabel Hasil Analisis

KD 4.6.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, dalam
bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips).

Butir Soal Keterangan Rubrik Presentase Skor

1-10 Valid Sesuai 100 % 4
FORMULA:
 ∑n
VR=
N

Skor valid dari butir soal 1 sampai 10 yang memiliki persentase 100% valid.

∑n ∑n
FORMULA: VR= FORMULA: VR=
N N
Keterangan:
∑ n = Nilai validitas 4
= 1 =4
N = Validator

Keterangan:
∑ n = Skor validitas
N = Validator
 Analisis Tingkat Kesukaran ( Difficulty Level ), Daya Pembeda ( Discrimination Level ), Dan Efektivitas Pengecoh ( Distractor
Effectiveness ).
Catatan:
 Pilihan (option) yang tecetak tebal merupakan kunci jawaban yang benar
 Setiap jawaban yang benar memiliki point/skor 1
 Jumlah siswa ada 20 siswa
 Jumlah sampel ada 10
High group : 5 siswa
Low group : 5 siswa
Middle group : 10 siswa

ITEM 1

Option High Correct Group Low Correct Group

A II IIIII
B
C I
D
(E) I
1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample

= 1+0 x 100% = 10 % ( too difficult ).

10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 1-0 x 100 % = 10% ( questionable ).
10
3. Distractor
Distractor A was chosen by 5 students from the low group and also chosen by 2 student from the high group too. So item number 1 has
strong distractor.
ITEM 2

Option High Correct Group Low Correct Group

A
(B) IIIII
C
D I IIII
E
X
1. Difficulty Level

= High correct group+low correct group x 100%

Total number in sample
= 5+0 x 100% = 50% ( Acceptable ).
10
2. Discrimination Level

= High correct group-low correct group x 100%

Total number in sample
= 5-0 x 100% =50% ( Acceptable).
 10
3. Distractor Level
The distractors is D. It was chosen by 4 students from the low group and also chosen by 1 student from the high group too. So item
number 2 has strong distractor.
ITEM 3

Option High Correct Group Low Correct Group

A II
B
(C) IIII I
D
E I
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 4+1 x 100% = 50% ( Acceptable ).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 4-1 x 100% =30% ( Acceptable).
10
3. Distractor Level
The distractors are A and E.
Distractor E was chosen by only one student of low group and one student of high group, while distractor A was chosen by 2 students of
low group. So, item 3 has weak distractors.
ITEM 4

Option High Correct Group Low Correct Group

(A) IIII II
B III
C
D
E
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 4+2 x 100% = 60% ( Acceptable ).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 4-2 x 100% =20% (Acceptable).
10
3. Distractor Level
The distractor is B. It was chosen by 3 students from the low group. So item number 4 has weak distractor.

ITEM 5

Option High Correct Group Low Correct Group

A II
B
(C) IIII I
 D II
E
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 4+1 x 100% = 50% ( Acceptable ).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 4-1 x 100% =30% (Acceptable).
10
3. Distractor Level
The distractors are A and D
Distractor A was chosen by 2 students of low group and one student of high group while distractor D was choosen by 2 students of low
group. So, this item has a strong distractor (D).
ITEM 6

Option High Correct Group Low Correct Group

A
B
C III
(D) I
E
X
 1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 1+0 x 100% = 10% (too difficult).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 1-0 x 100% =10% ( questionable ).
10
3. Distractor Level
The distractor is C.
Distractor C was chosen by 3 students of low group. So, item 6 has a strong distractor (C).
ITEM 7

Option High Correct Group Low Correct Group

A I
B
C
D III
(E) I I
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
 = 1+1 x 100% = 20% (too difficult).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 1-1 x 100% = 0 % (not acceptable).
10
3. Distractor Level
The distractors are D and A
Distractor D was chosen by 3 students of low group and distractor A was choosen by only one student of low group. So this item has a
strong distractor (D).

ITEM 8

Option High Correct Group Low Correct Group

(A) III II
B
C I
D
E
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
=3+2x 100% = 50% (Acceptable).
10
2. Discrimination Level
 = High correct group-low correct group x 100%
Total number in sample
= 3-2 x 100% =10% ( questionable ).
10
3. Distractor Level
The distractor is C
Distractor C was chosen by only one student of low group. So this item has a weak distractor.
ITEM 9

Option High Correct Group Low Correct Group

A
B II
C I
(D) IIII I
E
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 4+1 x 100% = 50 % (Acceptable).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample
= 4-1 x 100% =30% (Acceptable).
10
3. Distractor Level
 The distractor are B and C
Distractor B was chosen by only 2 students of low group. So this item has a weak distractor.
ITEM 10

Option High Correct Group Low Correct Group

A II
B III
C III
(D)
E
X

1. Difficulty Level
= High correct group+low correct group x 100%
Total number in sample
= 0+0 x 100% = 0% (too difficult).
10
2. Discrimination Level
= High correct group-low correct group x 100%
Total number in sample

= 0-0 x 100% = 0% (not acceptable).

10
3. Distractor
Many distractors in item 10 so that’s why too difficult to understand.
 PEMBAHASAN
Dalam mengukur validitas isi soal pilihan ganda, ada beberapa aspek yang perlu ditelaah yaitu dari aspek materi dan konstruksi.
1. Aspek Materi
 Soal sesuai dengan indikator (menuntut tes tertulis untuk bentuk pilihan ganda),
 Materi yang ditanyakan sesuai dengan kompetensi (urgensi, relevasi, kontinyuitas, keterpakaian sehari-hari tinggi),
 Pilihan jawaban homogen dan logis, dan
 Hanya ada satu kunci jawaban
2. Aspek Konstruksi
 Pokok soal dirumuskan dengan singkat, jelas, dan tegas
 Rumusan pokok soal dan pilihan jawaban merupakan pernyataan yang bersifat negatif ganda
 Pokok soal tidak memberi petunjuk kunci jawaban
 Pokok soal bebas dan pertanyaan yang bersifat negatif ganda
 Pilihan jawaban homogen dan logis ditinjau dari segi materi
 Gambar, grafik, tabel, diagram, atau sejenisnya jelas dan berfungsi
 Panjang pilihan jawaban realtif sama, pilihan jawaban tidak menggunakan pernyataan “semua jawaban di atas salah/benar” dan
sejenisnya
 Pilihan jawaban yang berbentuk angka/waktu disusun berdasarkan urutan besar kecilnya angka atau kronologisnya
 Butir soal tidak bergantung pada jawaban soal sebelumnya
 1. Pada tingkat kesulitan (Difficulty Level), suatu item dinyatakan sangat mudah (too easy) jika hasil presentasi lebih dari 90%, sedangkan
item dapat diterima (Acceptable) jika hasilnya mencapai antara 30% -90%, dan dianggap terlalu sulit (too difficult) jika hasilnya adalah
di bawah atau kurang dari 30%. Berdasarkan data diatas, dapat diketahui bahwa item nomor 1, 6, 7, dan 10 memiliki tingkat kesulitan
yang tinggi (too difficult). Bahkan pada item nomor 10, tidak ada satupun siswa yang menjawab dengan jawaban yang benar.
2. Umumnya pada tingkat diskriminasi (Discrimination Level), suatu item dapat diterima (Acceptable) jika persentase hasilnya lebih dari
15%, dianggap marginal atau questionable jika hasilnya antara 10% -15%. Sedangkan idak dapat diterima (not acceptable) jika hasilnya
kurang dari 10%. Berdasarkan data di atas, dapat dilihat bahwa item yang memiliki tingkat diskriminasi tidak dapat diterima (not
cceptable) adalah item nomor 7 dan 10.
3. Pada tingkat pengecoh, item nomor 3, 4, 8 dan 9 memiliki pengecoh yang lemah dan tidak efektif untuk membuat siswa bingung dengan
jawaban yang sebenarnya. Serta sebaliknya item nomor 1, 2, 5, 6, 7, dan 10 memiliki tingkat pengecoh yang kuat sehingga membuat
siswa bingung dalam menentukan jawaban yang paling tepat.

KESIMPULAN

Untuk menjamin kualitas tes hasil belajar, setiap tes sebaiknya dianalisis terlebih dahulu untuk mengidentifikasi kekurangan-kekurangan
dalam tes atau dalam pembelajaran sebelum diberikan kepada siswa. Selain itu, tes diharapkan setelah dianalisis akan memiliki fungsi soal yang
tepat, memilki tingkat kesukaran (difficulty level) yang tepat, bebas dari hal-hal yang tidak relevan dan memiliki pilihan jawaban yang efektif.
Hal ini dilakukan agar tes yang diberikan mempunyai nilai validitas dan reliabilitas didalam penilaian dan pengukuran dalam suatu evaluasi.
Soal yang bermutu adalah soal yang dapat memberikan informasi setepat-tepatnya sesuai dengan kompetensi dasar, tujuan pembelajaran
dan indikator soal sehingga dapat menentukan peserta didik mana yang sudah atau belum menguasai materi yang diajarkan guru. Singkatnya, tes
ini memiliki kesesuaian antara item dan kompetensi dasar yang jelas dan ringkas sehingga seluruh tes valid. Dari tingkat kesulitan, seluruh item
memiliki tingkat kesulitan yang berbeda untuk setiap item. Pada tingkat kesulitan, hanya beberap item soal yang dapat diterima.