ANALYSIS OF ENGLISH MATRICULATION OBJECTIVE TEST AT DHYANA

The study was conducted to analyze the quality of the 2019 English Matriculation objective test for which the quality was not known. This research is quantitative descriptive. This test was followed by 768 students. The research determined by a simple random sampling technique. The percentage of leeway for accuracy is 10% so that the number of samples specified is 90 respondents. The data collection technique in this research is documentation. The analysis technique in this study was carried out by testing the validity, reliability, level of difficulty, distinguishing power, and deceitful effectiveness so that it can be used to describe the quality of the English Matriculation test. The research results obtained in this matter were good, there were only 1 item (2%), 22 items needed to be repaired (44%), and 27 items (54%) were eliminated / removed. The preparation of the English Matriculation test was conducted through a focus group discussion. Evaluation of English matriculation questions should be carried out periodically in order to provide an overview of the quality of the questions. The items that have failed should not be used anymore, and the revised questions should be corrected by looking at the indicators of the cause of the failure. Increasing competency in writing questions can be done by participating in item analysis training or through tutorials on electronic media.


INTRODUCTION
One of the ways to find out the abilities of students studying at Dhyana Pura University is by holding English matriculation. In terms of gaps in this study, several universities did not use this English competency and also to see students' English skills so it was necessary to do this to determine student competence. At the end of the matriculation activity an evaluation was carried out using multiple choice objective tests. In the implementation of the English matriculation exam at Dhyana Pura Bali University, there has never been a comprehensive evaluation of several tests used to measure the extent to which student learning outcomes have been achieved. At the end of the matriculation activity an evaluation was carried out using a multiple choice objective test. In the implementation of the English matriculation exam at Dhyana Pura Bali University, there has never been a comprehensive evaluation of several tests used to measure the extent to which student learning outcomes have been achieved. This is due to limited time and energy from Dhyana Pura University to analyze the items used in the English matriculation test. Evaluation in learning needs to be done so that it can be used to determine the right alternative in decision making to improve performance in the unit. The evaluation in question is to look at the test items.
Quality tests according to (Arikunto, 2016); (Muttaqin & Kusaeri, 2017) (Sudjana, 2011) as an assessment of test questions in order to obtain a set of questions of adequate quality. The purpose of analyzing the items according to narrative. How to assess the test is honestly examine the questions that have been compiled, conduct question analysis, hold validity checks, and hold reliability checks.
In point two is conducting a question analysis, there are three approaches that can be used is the level of difficulty, distinguishing power and distractor. So, analysis of test items is a series of processes or activities to identify a set of evaluation tools to determine the level of evaluation tools that have been made in order to obtain information about further action on these evaluation tools. Item analysis was carried out to obtain important information for the teacher regarding the quality of the questions he had made. From the results of this analysis, the teacher can make improvements or improvements to the questions he makes. Analysis of the items was carried out by examining the validity, reliability, distinguishing power, difficulty level, and deceptive effectiveness. Based on this, a research was conducted on the quality of the 2019 English Matriculation Objective Test at Dhyana Pura University. In this study, it is also seen by focusing on the quality of the objective items used in terms of the validity, reliability, difficulty level, distinguishing power, and distracting effectiveness.

METHOD
This research is intended to find out the information and data that can be used to describe the quality of the test (Wahidmurni, 2017). So this research uses descriptive quantitative (Treiman, D. J., 2014). As well as the data obtained in the form of numbers and analyzed statistically using Source: processed data From the data, the results of learning English matriculation from a sample taken of 90 people found that 56 out of 90 students obtained scores below the specified minimum learning completeness / learning completeness, was 70. In other words 62.22% of students who participated in the incomplete matriculation exam. In this study only focused on the analysis of the questions used to ascertain whether the quality of the questions was the cause of the minimum completeness of the study.
In this study, whether or not the English matriculation questions in 2019 are determined by the criteria stated by Muhson (2015) are described as follows: the first item is accepted / good if the item has good / good enough discrimination power, moderate difficulty level, and all alternatives effective answer. Next, the item is revised if the item has good / good enough discrimination power, the level of difficulty is moderate, but some alternative answers are ineffective. Then, the item is good enough if the item has good / good enough discrimination power, but the difficulty level is easy / difficult. Furthermore, the item is not good if the item has bad discrimination power.
These criteria are used to determine the decision that the items used can be stored in the question bank, revised, or rejected. This is different from the findings of previous research. In this discussion, the English matriculation exam questions that meet the criteria for good questions, namely item number 13. Question number 13 can be directly stored in the question bank. Based on the results of interviews with the English matriculation committee at Dhyana Pura University, there has not been any management of the question bank related to the tests carried out.
Management of the question bank is very important to do to improve the quality of learning instruments and evaluation. According to Santyadiputra (2019) stated that the management of question banks is very important to facilitate the management of assessment instruments, it is even better if the management of question banks is based on technology.
The questions included in the revision category consisted of 22 questions were the item number 5,7,10,11,15,16,18,19,20,21,22,36,38,40,42,43,44,45,46,47,48,49 can still be used but the distractor needs to be revised. Questions that deserve to be eliminated / removed are questions that are in the good enough and not good categories. The criteria for the eligible questions to be eliminated consisted of 27 questions or 54% of the total questions used for the English matriculation test. The questions in question include; 1, 2, 3, 4, 6, 8, 9, 12, 14, 17, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33,34, 35, 37, 39, 41, and 50. In the early stages of revising / developing questions, it is best done using the 4-D model which consists of the stages of define, design, develop, and disseminate. In addition, in the revision of questions, it is necessary to pay attention to the distribution of Bloom's taxonomy as an indicator in determining the level of difficulty of the questions. In this study the questions were not arranged based on a balanced cognitive proportion based on the formulations of C1 40%, C2 20%, C3 20%, C4 10%, C5 5%, C6 5%. In line with Lubis (2017), this question does not meet the criteria for a good question. questions were invalid. The large number of items that failed in this study was due to the fact that the procedure for preparing the questions had not been carried out properly.
In accordance with other findings obtained by Iskandar & Rizal (2018) in their research entitled "Analysis of the quality of questions in tertiary institutions based on the TAP application", this study also found several distractors / distractors who were considered the key to the answer. There are 4 items that have the same or higher level of distractor effectiveness with the answer key can be seen in the following table.
Distractors whose effectiveness value is equal to or higher with the answer key functioning as a distractor are 31B, 33B, 34D, and 36B. In items number 31, 33, 34, and 36 there is a possibility that the item is incorrect in making the answer key, but if the answer key is correct, then a distractor whose effectiveness level is the same or higher than the answer key should be replaced. English matriculation questions should be carried out periodically in order to provide an overview of the quality of the questions and can be used as an instrument in measuring the success of learning. The numbers tested that have failed should not be used anymore, and the questions that need to be revised should be corrected by paying attention to good test preparation procedures and looking at the indicators of the causes of failure. Increasing the competence of arranging questions for lecturers can be done by participating in item analysis training or through existing electronic tutorials, so that the ability of the lecturer or question drafting team can be improved.