Distracter Effectiveness Kinds of Item Analysis

The last is the study titled “Relationship between Types of Distractor and Difficulty of Multiple-Choice Vocabulary Tests in Sentential Context. This study was conducted by Yuko Hoshino. This study uses 372 students from seven universities in Japan. Hoshino divided the participants randomly into a those who took the test with paradigmatically related distractors, b those who took the test with syntagmatically related distractors, and c those who took the test with distractors with no related to a or b.This study focused on the change of test difficulty by different types of distractors. The result showed that the test with syntagmatically related distractors were the most difficult and the test with unrelated distractors, the easiest; the paradigmatically related distractors remained in the middle. 34 The three research above focused on analyzing the test items by doing item analysis with document based method. The first study focused on finding the quality of the whole test items based on the validity, reliability, difficulty and discrimination index, also distractors efficiency in general. The second and the third study focused on the non-functioning distractors. The second study focused on investigating the NF-D in teacher-made test while the third study focused on the changing of difficulty index by the difference of distractors on English test. All of the research above had both strength and weakness. The strength of these studies is the researcher doing it in order to make a good item through difficulty and discrimination index, also the relation between the ideal of item and non-functioning distractor. The weakness of these studies is all of the researcher of those previous studies did not rewrite the items based on their analysis result. Therefore, the writer interested in conducting a study in item analysis to overcome the weakness occurs in those previous studies. This study will hopefully, turn out quite different from those studies above, because the writer intended to include the strength side from the research above also intended to revising the items based on analysis result. 34 Yuko Hoshino, “Relationship between Types of Distractor and Difficulty of Multiple- choice Vocabulary Tests in Sentencial Co ntext”, Springer; Language Testing in Asia, 3, 2013, pp. 1-12. 15

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.