Penelitian ini bertujuan untuk menganalisis kualitas butir soal pilihan ganda mata pelajaran Bahasa Inggris serta mengidentifikasi faktor-faktor kesulitan yang dihadapi guru dalam penyusunan tes bahasa inggris di SMP Muhammadiyah Mamuju. Menggunakan metode campuran (mixed methods), penelitian ini melibatkan 33 siswa kelas VIII-1 dan satu orang guru. Sebanyak 20 butir soal dianalisis secara kuantitatif dan dilengkapi dengan data kualitatif. Hasil menunjukkan bahwa kualitas soal secara umum masih rendah; hanya 11 soal yang
valid dan 9 tidak valid, reliabilitas tes sebesar 0,51, serta variasi tingkat kesulitan ada 12 kategori mudah, 7 moderate, dan ada 1 kategori sulit. Daya pembeda yang 9 kategori baik, 7 cukup dan ada 4 kategori buruk. Serta distractor yang bervariasi. Standar deviasi sebesar 2,8 menunjukkan kemampuan siswa yang cenderung homogen. Temuan kualitatif mengungkap ada enam kendala yang dihadapi guru,
yaitu: (1) kesulitan membuat pengecoh yang efektif, (2) penentuan tingkat kesulitan soal yang subjektif, (3) tidak adanya analisis soal sebelum atau sesudah tes digunakan, (4) belum terjaminnya konsistensi dan keadilan soal, (5) soal belum mencakup seluruh level kognitif, serta (6) kurangnya penyesuaian soal dengan kemampuan siswa. Penelitian ini menyimpulkan perlunya pelatihan berkelanjutan dan dukungan teknis dalam pengembangan instrumen penilaian yang valid, reliabel, dan adil.
This study aims to analyze the quality of multiple-choice items in English subjects and identify the difficulty factors faced by teachers in preparing English tests at SMP Muhammadiyah Mamuju. Using mixed methods, this study involved 33 students of class VIII-1 and one teacher. A total of 20 items were analyzed quantitatively and supplemented with qualitative data. The results showed that the
quality of the questions was generally low; only 11 questions were valid and 9 were invalid, the reliability of the test was 0.51, and the variation in difficulty level was 12 easy categories, 7 moderate, and there was 1 difficult category. The differentiating power is 9 good categories, 7 satisfactory and there are 4 worst categories. As well as distractors that vary. The standard deviation of 2.8 indicates that students' abilities tend to be homogeneous. Qualitative findings revealed six obstacles faced by teachers, namely: (1) difficulty in making effective exemptions, (2) subjective determination of the level of difficulty of the questions, (3) no
analysis of the questions before or after the test is used, (4) the consistency and fairness of the questions have not been guaranteed, (5) the questions have not covered all cognitive levels, and (6) the lack of adjustment of questions to students' abilities. This study concludes the need for continuous training and technical support in the development of valid, reliable, and fair assessment instruments.