Relevant Studies THEORETICAL FRAMEWORK

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CHAPTER III RESEARCH METHODOLOGY and FINDINGS

A. Place and Time of the Study

The writer conducted the research at SMA Negeri 6 Depok. This study was conducted after English summative test which held on December 11th, 2013. On early of December 2013, the author asks the permission from the headmaster and the English teacher to make a copy on students ’ answer sheet and ask for question paper of odd English summative test.

B. Population and Sample

The writer chose the top 27 percent for the upper group and 27 percent for the lower group. The writer choose 27 percent because it is small enough to clearly identify the upper and lower performer, yet large enough to provide a sufficient data as a base for item statistics. 1 There are eight classes of second grade in SMAN 6 Depok with the total amount of students are 298 pupils. But the writer only took half of the class, with amount of the students 161 pupils. So, 27 percent from 161 pupils are 43.47 or 43 pupils.

C. Research Instrument

1. Students Answer Sheet The students answer sheet which students give their repond to English summative test in the softcopy data form. 2. Answer Key The answer key that writer used is the answer key based on teacher made. 3. English Summative Test Paper The English summative test paper that writer used is the odd semester of second grade of SMAN 6 Depok, 20132014 academic year. 1 Thomas R. Knapp, Statistics for Educational Measurement, Scranton: The Haddon Craftsmen Inc., 1971, p. 69. The total number of the item test are 40 questions, all of the questions are multiple-choice item.

D. Technique of Data Collecting

In order to collect the data based on topic discussion, the writer took a visit to ask the teacher for english summative paper test, and ask the administration staff for students answer sheet and key answer in softcopy form.

E. Technique of Data Analysis

There are several procedures followed by the author in doing this research after gather the data: 1. Calculating the discrimination index using statistical method by using formula: Where: ID: index difficulty : the number of pupil who answered the item correctly in the upper group : the number of pupil who answered the item correctly in the lower group N: the number of pupil who took the test 2 Table 3.1 The classification of Index Difficulty: 3 Difficulty Level 0.00 - 0.30 Difficult 0.30 - 0.70 Medium 0.70 - 1.00 Easy 2 Ibid. 3 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 1999, Edisi Revisi, p. 210. 2. Calculating the difficulty index using statistical method by using formula: Where: DI = discrimination index : the number of pupil who answered the item correctly in the upper group : the number of pupil who answered the item correctly in the lower group : the number of pupil in the upper group the number of pupil in the lower group : the proportion of pupil who answered the item correctly in the upper group : the proportion of pupil who answered the item correctly in the lower group 4 Table 3.2 The classification of Discrimination Index: 5 DP Quality Recommendation 1.0 - 0.70 Excellent Retain 0.70 - 0.40 Good Possibilities for improvement 0.40 - 0.20 Mediocre Need to checkreview 0.00 - 0.20 Poor DiscardReview in Depth -0.01 Worst Definitely Discard 3. Checking the distracter efficiency; if the distractors is selected by 5 of the students, therefore the distractor categorized as effective distractor. 6 4 Ibid., pp. 213-214. 5 Ibid., p. 218. 6 Ibid., p. 220. 4. Revising the summative test items based on the result of data analysis using Kenneth D. Moore’s guideline 7 :  The central issues or problem should be stated clearly in the stem, and there should be no ambiguity in terminology.  A stem and the alternatives should be in one page.  Avoid to provide grammatical or contextual clues to the correct answer.  Use language that even the most unskilled readers will understand. Keep the reading requirement question to a minimum. Write brief stems and accurate choices.  Avoid to use absolute terms such as always, never, none in the stem or alternatives.  Alternatives should be grammatically correct. The use of is or are, can help students to guess the correct response. All alternatives should be fit the stems to avoid giving clues to items that are incorrect.  Avoid the use of negatives such as not, except, and least and double negatives in the stem or alternatives. If negatives are used in the stem, put the as near the end of the stem as possible.  Avoid giving structural clues. This means, not to use one letter for the alternatives than the other, or make a pattern of correct response.  Make sure to use “all of the above” and “none of the above” with care. Because, “all of the above” is usually have poorer response than “none of the above”; because all the alternatives must be corret.  Avoid pulling statements directly from textbook. The objective of the test is for students understanding not memorization.  Alternatives should be plausible to less knowledgeable students. Write distractors with common errors, errors that likely, and erroneous common sense solution 7 Kenneth D. Moore, Effective Instructional Strategies: From Theory to Practice, Washington DC: SAGE Publication Ltd., 2012, pp. 270-271.