The benefits of item analysis are not limited to the improvement of individual test items; however there are a number of fringe benefits of special
value to classroom teachers. The most important of these are the following: a.
Item analysis data provide a basis for efficient class discussion of the test result.
b. Item analysis data provide a basis for remedial work.
c. Item analysis data provide a basis for the general improvement of
classroom instruction. d.
Item analysis procedures provide a basis for increased skill in test construction.
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While Nitko states in his book, the important of item analysis are: a.
Determining whether an item functions as teacher intends, b.
Feedback to students’ performance and as a basis for class discussion, c.
Feedback to the teacher about pupil’s difficulties, d.
Area for curriculum improvement, e.
Revising the items, f.
Improving item writing skills.
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Robert L. Linn and Norman E. Grondlund, Measurement and …, p.316.
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Anthony J. Nitko, Educational Test and …, p. 284.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Research
The research was conducted at “SMPN 87” Pondok Pinang. This is located at Jl
.
Ciputat Raya Pondok Pinang, Kebayoran Lama, South of Jakarta. The writer
did the research in December 2010. The writer took the English summative test papers and the students’ answer sheets of second grade period of 2010-2011 to be
analyzed.
B. Technique of Sample Taking
The writer took the sample from third year students of “SMPN 87” Pondok Pinang. The total number of second year students is 238 students; those
are divided into 6 classes. The writer took 25 of the total number of the second year students as a sample. That is 25 x 238 = 60 students. The writer used an
ordinal sampling to get the students’ answer sheet. The writer divides the students
into three groups; they are upper, middle, and lower group. Then the writer takes upper and lower group only to be analyzed.
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C. Technique of Data Collecting
To collect data connecting with the topic of discussion, the writer came to the school to get the permit from the headmaster
to take students’ answer sheet and the test question paper of English summative test of second year students of
“SMPN 87” Pondok Pinang to be analyzed.
D. Research Instrument
a. Students’ answer sheet
The students answer sheet is papers in which the students give their answer that correspond to the English summative test. The English summative test
that the writer used is the final odd semester for the second year students of “SMPN 87” Pondok Pinang academic year 2010-2011, prepared by MGMP.
b. English summative test of the second year student of “SMPN 87” Pondok
Pinang.
E. Technique of Data Analysis
In this research, the writer used quantitative method to analyze the discriminating pow
er of English summative test items of second year of “SMPN 87” by using a statistic formula, namely, the Discriminating Power Index:
DI = U - L N
Where: DI
= the index of discriminating power U
= the number of pupils in the upper group who answered the item correctly L
= the number of pupils in the lower group who answered the item correctly N
= number of pupils in each of the groups
1
1
Charles D. Hopkins Richard L. Antes, Classroom Measurement and Evaluation, Itasca: F.E. Peacock Publishers, Inc., 1990, p. 279
