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There are three common causes of weak distracter; first, sometimes an item was drilled heavily in class, so almost everyone
has mastered the item, so the answer is obvious. Second, sometimes a well recognized pair is used, such as this these, isis, etc. even though,
not everyone has controlled of these yet, students know that one’s of the two is the right answer, no other seems likely, and the third, cause
is the use of obviously impossible distracters. For example : Did he do the work?
A. Yes, he did .
B. Birds eat worms. C. Train cannot fly. In a good test item, the distracters must function effectively, if the
distracters do not function, they should be rewritten or discarded. And to know whether the distracters do function or not, distracter analysis
is done that is by comparing the number of students in the upper group and the lower group who select each in correct alternatives.
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3. The Importance of Item Analysis
Item analysis is an important and necessary step in the preparation of good multiple choices tests. Because of this fact, it is suggested that every
classroom teacher who uses multiple choice. Test data should know something of item analysis, how it is and what it means.
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According to Anthony J. Nitko in his book; Educational Test and Measurement an Introduction, stated that “For the teacher who make test,
the following are the important uses of item analysis: determining whether an item functions as teacher intents, feedback to the students about their
performance and as a basis for class discussion, feedback to the teacher about pupil difficulties, area for curriculum improvement, revising the
item and improving item writing skills.
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Drs. Wilmar Tinambunan, Evaluation of Students Achievement, Jakarta: depdikbud, 1998, p.141
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John. W. Oller, Language Testing at School, A Pragmatic Approach, London: Longman, 1979, p. 245
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Anthony J. Nitko, Educational Test and Measurement an Introduction, New York: Harcourt Brace Jovanovich, Inc.,1983, p. 245
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a. Determining whether an item functions as teacher intends
The item will function well if the test item tested is able to distinguish those who master the learning objectives from those who do
not. To differentiate between them, the test item should have certain level difficulty, discriminating power and the effectiveness of
distracters. Therefore, item analysis should be done. b.
Feedback to students’ performance and as a basis for class discussion After knowing the students’ responds to the item, the students’
performance can be known and students’ error can be corrected and the test items that are felt difficult for most of them can be discussed in
their class. c.
Feedback to the teacher about pupils’ difficulties The result of item analysis will be useful for teachers to know the
major types of pupils’ difficulties. So they know the study requiring material additional instruction.
d. Area for curriculum improvement
By item analysis, it can be known what kind of items which are felt difficult by students. If certain kinds of item are repeatedly difficult for
students or certain errors occur often, may be the item is not compatible to be taught in a school program. So, curriculum may be needed to be
revised. e.
Revising the items The information gained from item analysis can be used to know
which ones that are regarded as to test items so that they can be used for future evaluation.
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f. Improving item writing skills
After the teachers know what kinds of test items have to be discarded, they will try to make new test items and it will improve their
ability to write test items.
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BAB III THE PROFILE OF THE SCHOOL
A. Background of School
SMP Muhammadiyah 29 Sawangan was established in July, 1
st
1985. It is located in jalan Abdul Wahab No. 29 Cinangka Sawangan Depok. SMP
Muhammadiyah 29 Sawangan is located in a strategic area, free from traffic jam and far a way from a crouded.
As a private educational institution, 29 Junior High School strives to a maximum increase student achievement.
Also trying to complete the orderly administration and school facilities and infrastructure required.
From these efforts that can be seen from most of its graduate’s students who remained well in his new school.
29 Junior High School has 14 permanent classrooms. Science lab
complete lab multimedia: laptop, LCD, and other supporting media, the library and it means that the more complete and better
. B.
Vision and mission of School
Formation of a pious Muslim students, morality, superior, proficient believe in yourself, and useful for society.
