This study aims to (1) find the quality construction of English exam questions by focusing on the stem and multiple-choice questions. The stem and answer choices will be analyzed to obtain information on the suitability of multiplechoice questions with the guidelines for writing items and (2) improve based on the information obtained from the analysis. The changes have the purpose of making the stem and the construction of better-quality multiple-choice questions. This research uses a content analysis approach. The data source of this research comes from the Grade 7 English exam questions from one of the junior high schools in Solo City. Data analysis is a technique used for data collection. The data validity test technique used is peer debriefing. Data analysis using interactive analysis techniques. The results of this study are as follows. First, for writing the stems on multiple-choice questions, one guideline of writing the stem was not fulfilled by one question item. Besides, four categories of writing the choices guidelines with eleven question items were not fulfilled. Second, based on the information on the suitability of multiple-choice questions with item-writing guidelines obtained from the analysis, improvements to questions and answer choices were made, which were also adjusted to item-writing guidelines. This study concludes that the multiplechoice question construction on the English Language exam largely adhered to best practices for the stem, but requires rechecking and reconditioning for the choices. This study suggests that future research expand its scope to include content, style, and format concerns.
