A THESIS. Ruth Widyasari FACULTY OF

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE DE ESIGN OF AN A ACHIE EVEMENT MULTIPLE M E-CHOICE E ITEM NARRAT TIVE READ DING TEST T FOR THE E TENTH GRADE G PA ANGUDI LUHU UR SANTO YOSEF Y SU URAKARTA A SENIOR H HIGH SCH HOOL

A THESIS

Presented as Partial Fulfillment F of the Requ uirements O the Saarjana Penddidikan Degree to Obtain in English Language Education E

By Ruuth Widyasarri Student N Number: 061 1214020

ENGLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRAM PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON DEP FAC CULTY OF F TEACHER RS TRAINIING AND EDUCATIO E ON SA ANATA DH HARMA UN NIVERSITY Y YOGYAKART TA 2011



A THESIS

Presented as Partial Fulfillment F of the Requ uirements O the Saarjana Penddidikan Degree to Obtain in English Language Education E


ENGLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRAM PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON DEP FAC CULTY OF F TEACHER RS TRAINIING AND EDUCATIO E ON SA ANATA DH HARMA UN NIVERSITY Y YOGYAKART TA 2011

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A Thesis on



A Approved byy

S Sponsor

23 May 2011

C Caecilia Tuttyandari, S.P Pd., M.Pd.

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Dedication Page This thesis is proudly dedicated to: My beloved parents Bernadheta Sri Rejeki and Kristian Budi Santoso, S.E My dearest husband Gede Manuel Kris Sudianto My beloved brother Thomas Tirta Suminar All of my friends: Ria, Manda,Dewati, Tiwi, and all of the 2006 students of English Education & Study Program The readers of this thesis

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, 7 June 2011 The Writer

Ruth Widyasari 061214020

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama

: Ruth Widyasari

Nomor Mahasiswa

: 061214020

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: THE DESIGN OF AN ACHIEVEMENT MULTIPLE-CHOICE ITEM NARRATIVE READING TEST FOR THE TENTH GRADE PANGUDI LUHUR SANTO YOSEF SURAKARTA SENIOR HIGH SCHOOL Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 7 Juni 2011 Yang menyatakan

Ruth Widyasari

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ABSTRACT

Widyasari, Ruth. 2011. The Design of an Achievement Multiple-Choice Item Narrative Reading Test for the Tenth Grade Pangudi Luhur Santo Yosef Surakarta Senior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research focused on designing a multiple-choice item reading test for the tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School 2009/2010 academic year. Designing a good multiple-choice reading test was very challenging since the multiple-choice tests are extremely difficult to design correctly. In this research, the writer designed a multiple-choice reading test as an achievement test. The writer limited the scope of reading as a skill to be tested into a genre so–called narrative. Narrative has been taught in the tenth grade of senior high school. Furthermore, the writer also investigated the validity of the test by analyzing the test items and giving questionnaire to the English teacher who taught the tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School. The aims of this research were: (1) to describe how the multiple-choice item reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School is designed; (2) to present the multiple-choice item reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School. In addition this research was done by applying five steps of Borg’s and Gall’s R & D (Research & Development) cycle: research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision and combined those steps with Bachman’s and Palmer’s test development which consisted of three stages: design, operationalization and administration. By combining the five steps of R & D cycle and the three stages of test development, the writer were able to describe how to design the multiple-choice item reading test and present the multiple-choice item reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School. The test consisted of five (5) narrative reading texts taken from the internet and twenty (20) questions with five (5) items. The writer distributed the test to the tenth grade students and collected the answer sheets. From the answer sheets then the writer investigated the construct validity of the test by counting the Item Facility (IF) and Item Discrimination (ID). The writer also collected the result of the questionnaire from the English teacher who taught the tenth grade students to investigate content validity and face validity. After analyzing the validity of the test, the writer revised the test. There were 3 (three) numbers that the items should be revised because of very low point of item facility and item discrimination which meant the construct validity was not good. In conclusion, the writer applied the five steps of Borg’s and Gall’s R & D cycle and three stages of Bachman’s and Palmer’s test development which helped the writer to design the test correctly. By doing five steps of R & D cycle and

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three stages of Bachman’s and Palmer’s test development, the problem formulations could be answered. Furthermore, after the revision was made, the test could be applied in the tenth grade students of senior high school.

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ABSTRAK

Widyasari, Ruth. 2011. The Design of an Achievement Multiple-Choice Item Narrative Reading Test for the Tenth Grade Pangudi Luhur Santo Yosef Surakarta Senior High School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini difokuskan pada perancangan tes membaca dalam bentuk pilihan ganda untuk kelas X (sepuluh) Sekolah Menengah Atas Pangudi Luhur St. Yosef Surakarta tahun ajaran 2009/2010. Penulis memilih tes pilihan ganda dalam penelitian ini karena jarang digunakan untuk tes kemampuan akademik. Sebagai tes kemampuan akademik, penulis perlu mempertimbangkan kurikulum dan silabus sebagai pedoman untuk pembuatan tes. Penulis membatasi ruang lingkup membaca sebagai keterampilan yang akan diuji pada bentuk teks narasi. Teks narasi telah diajarkan di kelas X SMA. Selanjutnya, penulis juga meneliti validitas tes tersebut dengan menganalisa pilihan ganda dari tes dan memberikan kuesioner kepada guru Bahasa Inggris yang mengajar kelas X SMA Pangudi Luhur St Yosef Surakarta. Tujuan penelitian ini adalah: (1) untuk menjelaskan bagaimana tes membaca dalam bentuk pilihan ganda untuk siswa kelas X Pangudi Luhur St Yosef didesain; (2) untuk menyajikan tes membaca dalam bentuk pilihan ganda untuk siswa kelas X SMA Pangudi Luhur St Yosef Surakarta. Lebih Jauh lagi, penelitian ini dilakukan dengan menerapkan lima langkah siklus R & D Borg dan Gall: pengumpulan informasi dan materi penelitan, perencanaan, pengembangan bentuk awal dari produk, pengujian tes awal, revisi produk utama dan dikombinasikan dengan pengembangan tes oleh Bachman dan Palmer yang terdiri dari tiga tahap: desain, operasionalisasi dan administrasi. Dengan menggabungkan lima langkah siklus R & D dan tiga tahap pengembangan tes, penulis mampu menjelaskan bagaimana merancang tes membaca dalam bentuk pilihan ganda dan menyajikan tes membaca dalam bentuk pilihan ganda untuk siswa kelas X SMA Pangudi Luhur St Yosef Surakarta. Tes ini terdiri dari lima (5) teks bacaan narasi yang diambil dari internet dan dua puluh (20) pertanyaan dengan lima (5) pilihan. Lebih jauh lagi, penulis ix


memberikan tes tersebut kepada siswa kelas X dan mengumpulkan lembar jawaban dari tes tersebut. Dari lembar jawaban tersebut penulis mencari validitas konstruk melalui penghitungan item fasilitas dan item diskriminasi. Penulis juga mengumpulkan hasil kuesioner dari guru bahasa Inggris yang mengajar siswa kelas X untuk menyelidiki validitas isi dan validitas bentuk. Setelah menganalisa validitas tes, penulis merevisi test tersebut. Ada tiga nomor yang harus direvisi karena rendahnya poin item fasilitas dan item diskriminasi yang berarti validitas konstuknya tidak bagus. Sebagai kesimpulan, penulis mengaplikasikan lima langkah dalam siklus R & D oleh Borg dan Gall serta tiga tahap dati pengembangan tes oleh Bachman dan Palmer yang membantu penulis mendesain tes dengan benar. Dengan melakulan lima langkah R & D sera tiga tahapan dari pengembangan tes, rumusan masalah telah terjawab. Lebih jauh lagi, setelah direvisi, tes tersebut dapat diaplikasikan untuk kelas sepuluh SMA.

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ACKNOWLEDGEMENTS

In completing this thesis, I did not work alone. Some people helped me in finishing this thesis. Those people gave me supports and guidance when I wrote the thesis and did the research. In this occasion, I would like to express my gratitude to some special people. First of all, my sponsor, Caecilia Tutyandari, S.Pd., M.Pd. who always patiently gave the writer guidance in writing this thesis and doing the research and support in doing this thesis from the beginning until the writer could finish it. I still remember how I started writing this thesis enthusiastically and in the ninth semester, I did nothing. Finally, I did it. I am grateful for the assistance during finishing my thesis. My special gratitude goes to the principal of St. Yosef Pangudi Luhur Surakarta Senior High School, Br. Agustinus Mujiya, S.Pd. and all of the teachers in Pangudi Luhur St. Yosef Surakarta Senior High School who gave me opportunity to do my research. My special thankfulness goes to Maria Olise C. H., S. Pd. as the English teacher of the tenth grade Pangudi Luhur St. Yosef Senior High School 2009/2010 academic year who always supported me in doing the research and finishing this thesis and also became a partner to discuss everything. My thanks are also for the tenth grade students of Pangudi Luhur St. Yosef Surakarta Senior High School 2009/2010 academic year. All of the students were doing a great job to help the writer finishing the research. My deepest gratitude goes to my beloved parents, Bernadheta Sri Rejeki and Kristian Budi Santoso, S.E., my brother, Thomas, and dearest husband,

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Manuel. Those people I love so much never stopped asking me to finish this thesis as soon as possible. I really appreciate their love, support, and prayers. My best gratitude is for all of my friends and all of my lecturers. The contribution of those people to my study is very precious for me. I learn many things from them. Finally,” May He give you the desire of your heart and make all your plans succeed” (Psalm 20:4). God have given me success in completing this thesis. I hope that God also give all of people who helped me success in their life.

Ruth Widyasari

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TABLE OF CONTENTS Page TITLE PAGE………………………………………………………………………i APPROVAL PAGES……………………………………..………………………ii STATEMENT OF WORK’S ORIGINALITY……...……………………………v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI…………………………....vi ABSTRACT…………………………………...…………………………………vii ABSTRAK…………………………………………………………………………ix ACKNOWLEDGEMENTS……………………………………………………....xi TABLE OF CONTENTS………………………………………………………..xiii LIST OF TABLES……………………………………………………………....xvi LIST OF FIGURES………………………………………………………….…xvii LIST OF APPENDICES…………………………………………………….....xviii

CHAPTER I. INTRODUCTION A. Research Background................................................................ 1 B. Problem Formulations ............................................................... 4 C. Problem Limitation ................................................................... 4 D. Research Objectives .................................................................. 5 E. Research Benefits ...................................................................... 5 F. Definition of Terms ................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................. 8 1. Reading ............................................................................... 8 xiii


2. Test .................................................................................... 10 3. Design and Test Development .......................................... 15 B. Theoretical Framework ........................................................... 19

CHAPTER III. METHODOLOGY A. Research Method ..................................................................... 22 B. Research Participants .............................................................. 28 C. Research Instruments .............................................................. 29 D. Data Gathering Technique ...................................................... 30 E. Data Analysis Technique ........................................................ 30 F. Research Procedure ................................................................. 31

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. How the Achievement Multiple-Choice Item Narrative Reading Test is Designed…………………………………………..….35 1. Research and Information Collecting ……………………35 2. Planning…………………………………………………..39 3. Developing Preliminary Form of Product…………..……41 4. Preliminary Field Testing…………………………...……42 5. Main Product Revising…………………………………...50 B. What the Achievement Multiple-Choice Item narrative Reading Test Looks Like ……..………………………………………..52

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

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A. Conclusions ............................................................................. 64 B. Suggestions ............................................................................. 66 REFERENCES….………………………………………………………………..68 APPENDICES……………………………………………………………………70

LIST OF TABLES

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Page Table 4.1

Design Statement of the Test…………………………………….37

Table 4.2

Blueprint of the Test……………………………………………..39

Table 4.3

The Results of Item Facility (IF) and Item Discrimination (ID)...42

Table 4.4

The Test Revision………………………………………………..51

LIST OF FIGURES

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Page Figure 1.1

Test, Achievement, and Teaching…………………………………1

Figure 2.1

The Formula of Final Score……………………………………...15

Figure 2.2

Test Development………………………………………………..18

Figure 3.1

The Combination of R & D and Bachman’s and Palmer’s Test Development…………………………………………………….23

LIST OF APPENDICES

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Page Appendix 1

The Interview………………………………………………….…71

Appendix 2

The Lesson Plan………………………………………………….73

Appendix 3

The Syllabus ……………………………………………….…….82

Appendix 4

The Texts……………………………………………………..…..92

Appendix 5

The Answer Sheet………………………………………………..99

Appendix 6

The Questionnaire………………………………………………100

Appendix 8

The Result of Counting IF and ID………………………………101

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CHAPTER I INTRODUCTION

In Chapter I, the writer elaborates the research background, problem formulations, problem limitation, research objectives, research benefits, and definition of terms.

A.

Research Background English is one of the most important subjects in senior high school in

Indonesia since English is one of the subjects, which is tested in National Examination. English plays important role in National Examination because it determines the students’ graduation. Because of this reason, the process of teaching and learning English is also essential. In senior high school, English is taught from the tenth grade up to the twelfth grade. In the process of teaching English, there are also assessing and testing process to monitor the students’ mastery in English. The relationship among teaching, assessment, and test can be seen in figure 1.1 below:

Teaching Assessment Tests

Figure 1.1: Test, achievement, and teaching (Brown, 2004: 5)

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Figure 1.1 shows that teaching process cannot be separated from assessment and tests. Tests are a part of assessment and teaching, while assessment is also a part of teaching. In this research, the writer is challenged to design a test since tests are very important in teaching and learning process. Tests are very useful to record the students’ achievement and as tools for teacher to develop teaching and learning process. Brown (2004: 4) also states that Tests are prepared administrative procedures that occur at identifiable times in a curriculum when learners muster all their faculties to offer peak performance, knowing that their responses are being measured and evaluated. In this research, the writer focuses on designing a multiple-choice item reading test. Reading as one of language skills in learning English is chosen to design the test because reading is essential skill for success in all education contexts Brown (2004:185). Besides, in National Examination, most of the questions test the reading skill. There are some techniques of language tests that can be applied in schools such as short-answer tests, fill-in-the-blanks tests, and multiple-choice item tests. In this research, the writer designs a multiple-choice item reading test as an achievement test. According to Hughes in Brown (2004: 55), multiple-choice items, which may appear to be the simplest kind of item to construct, are extremely difficult to design correctly. Therefore, it will be challenging the writer to design a multiple-choice item reading test correctly. In addition, an achievement test is related directly to classroom lessons, units, or even a total curriculum (Brown, 2004:47). In this research, the writer will design a multiple-


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choice test for achievement test, because the writer wants to monitor the students’ understanding after they had been taught a certain topic. As stated above that the writer focuses on designing a multiple-choice reading test, therefore the writer also considers the reading performance of the students. There are four types of reading performances. They are perceptive, selective, interactive, extensive (Brown, 2004: 189). In this thesis, the writer focuses on measuring students’ performance in interactive reading. …interactive reading types are stretches of language of several paragraphs to one page or more in which the reader must, in psycholinguistics sense, interact with the text. Typical genres that lend themselves to interactive reading are anecdotes, shorts narratives and descriptions. The focus on an interactive task is to identify relevant features (lexical, symbolic, grammatical, and discourse) within texts of moderately short length with the objective of retaining the information that is processed (Brown, 2004: 189). In addition, several reading genres are taught in schools among others descriptive, narrative, recount, and report. To limit the scope of the test the writer chose narrative. Narrative is chosen because narrative is a classroom lesson, which is taught in the second semester of the tenth grade of senior high school as stated in the syllabus. Furthermore, one interesting feature of narratives texts in particular is that they appear to induce visualization in the reader as part of reading process-readers report ‘seeing’ scenes in their head when they read such texts (Alderson, 2000: 64). The test is tested to the respondents from the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School because in the tenth grade all students have the same topic. The students have not been divided into some departments such as IA (Ilmu Alam), IS (Ilmu Sosial), or Bahasa. This study aims to design a


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multiple-choice item test and investigate the validity of the test. The writer will only investigate the validity of the test because it is the quality that provides the major justification for using test scores or number as a basis for making inferences or decisions. In addition, evaluating the overall usefulness of a given test is essentially subjective, since this involves value judgments on the part of the test developer (Bachman and Palmer, 1996:19). This study is very challenging since it will relate to the curriculum and syllabus, the participation of students in Pangudi Luhur St. Yosef Surakarta Senior High School, the English teacher of the tenth grade students in Pangudi Luhur St. Yosef Senior High School and the test itself.

B.

Problem Formulations In this research, the writer proposed the following questions:

1.

How is the achievement multiple-choice item narrative reading test designed?

2.

What does the achievement multiple-choice item narrative reading test look like?

C.

Problem Limitation In this study, the writer focuses on designing a multiple-choice items

reading test for the tenth grade students of Pangudi Luhur St. Yosef Surakarta Senior High School, and investigating the validity of the test included face validity, content validity, and construct validity.


D.

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Research Objectives There are two objectives of designing multiple-choice reading test for the

tenth grade students of Pangudi Luhur St. Yosef Senior High School: 1.

To describe how the achievement multiple-choice item narrative reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School is designed;

2.

To present the achievement multiple-choice item narrative reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School.

E.

Research Benefits There are three benefits of this research, as follows:

1.

This study contributes to the English teacher of the tenth grade of Pangudi Luhur St. Yosef Senior High School. The teacher will have an alternative to test the students’ reading ability in narrative by using multiple-choice reading test since multiple-choice tests are infrequently used as achievement tests for classroom lesson.

2.

This study benefits the writer to answer the research problems and also as a teacher candidate, the writer needs to know how to make the multiplechoice item reading test and measure the quality of the multiple-choice item reading test.

3.

Hopefully, this study will give contribution to other researchers who want to conduct researches related to designing multiple-choice tests and measuring the quality of multiple-choice item reading test.


F.

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Definition of Terms In this study, there are four terms which are often used by the writer. To

clarify the meaning of the terms, the writer provides a list below: 1. Design in general is creating a new set of materials that fix the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994:106). While design in test development is the process of describing the purpose (s) of the test, identifying and describing tasks in the TLU (Target Language Use: a context in which the test takers will be using the language outside the test itself) domain, describing the characteristics of the language users/test takers, defining the construct to be measured, developing a plan for evaluating the qualities of usefulness, identifying resources and developing a plan for their allocation and management (Bachman and Palmer, 1996: 86-89). 2. Reading is transaction between the reader and the text in which the reader’s interpretation reflects both the meaning intended by the author and the meaning constructed by the reader (Armbruster & Osborn, 2002: 7). Reading for general comprehension is the ability to understand information in a text and interpret it appropriately (Grabe & Stoller, 2002: 9). 3. Test is a method of measuring a person’s ability, knowledge, or performance in a given domain (Brown, 2004: 3). The domain is overall proficiency in a language – general competence in all skills of a language (Brown, 2004: 4). In this study, the given domain is reading comprehension of narrative texts including obtaining main idea (topic), expressions/idioms/phrases in context,


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inference (implied detail), grammatical features, detail, excluding facts not written, supporting idea(s), and vocabulary in context. 4. Multiple-choice tests are the tests that have a stem, which presents a stimulus, and several (usually between three and five) options or alternatives to choose from (Brown, 2004: 56).


CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the writer presents theoretical description from the experts, which are useful to conduct the research and theoretical framework of the study. The theoretical description contains the theoretical description of reading, test, and design and test development. While in theoretical framework, the writer summarizes and synthesizes the theories, which are useful to conduct the research and solve the research problems.

A.

Theoretical Description The writer uses some theories as a basis in conducting this research. They

are the theoretical description of reading, test, and design and test development. The theoretical description of reading is divided into definition of reading, types of reading and reading tasks. The theoretical description for the test is divided into the definition of the test, the purpose of the test, the format of the test, test validity, marking and scoring.

1.

Reading

a. Definition of Reading Reading is transaction between the reader and the text in which the reader’s interpretation reflects both the meaning intended by the author and the meaning constructed by the reader (Armbruster & Osborn, 2002: 7). Reading for

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general comprehension is the ability to understand information in a text and interpret it appropriately (Grabe & Stoller, 2002: 9). b. Types of Reading Performance For considering assessment procedures, several types of reading performance are typically identified, and these will serve as organizers of various assessment tasks as follows: perceptive, selective, interactive, extensive (Brown, 2004: 189). In designing the test, the writer focuses on interactive reading. According to Brown (2004: 189) “Included among interactive reading types are stretches of language of several paragraphs to one page or more in which the reader must, in psycholinguistics sense, interact with the text. That is, reading is a process of negotiating meaning; the reader brings to the text a set of schemata for understanding it, and intake is the product of that interaction. Typical genres that lend themselves to interactive reading are anecdotes, shorts narratives and descriptions. The focus on an interactive task is to identify relevant features (lexical, symbolic, grammatical, and discourse) within texts of moderately short length with the objective of retaining the information that is processed”. The writer designs a multiple-choice item reading test, which focuses on a certain genres that is narrative because it is in accord with the curriculum for grade X. c. Reading Tasks The reading tasks that the writer used to design the test depend on the types of reading performance. The types of reading performance, which the writer focuses on, are interactive reading. Interactive reading can be implemented in

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various tasks, in particular: cloze tasks, impromptu reading plus comprehension questions, short-answer tasks, editing (longer texts), scanning, ordering tasks, information transfer: reading charts, maps, graphs, diagram (Brown, 2004:201210). In designing a multiple-choice item reading test, which focuses on narrative, the writer designed two kinds of tasks: cloze tasks and impromptu reading plus comprehension questions. According to Brown (2004: 201-206), cloze task is one of the most popular types of reading assessments task. In the written language, a sentence with a word left out should have enough contexts that a reader can close that gap with a calculated guess. While impromptu reading plus comprehension questions technique is undoubtedly the oldest and the most common. This technique covers the

comprehension

of

these

features:

main

idea

(topic),

expressions/idioms/phrases in context, inference (implied detail), grammatical features, detail, excluding facts not written, supporting idea(s), and vocabulary in context.

2.

Test

a. Definition of Test Test is a method of measuring a person’s ability, knowledge, or performance in a given domain. It is an instrument- a set of techniques, procedures, or items- that requires performance in the part of the test-takers. (Brown, 2004:3).

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b. The Purpose of The Test According to Brown (2004:43), the first task teacher will face in designing a test for the students is to determine the purpose of the test. Defining the purpose of the test will help teacher choose the right kind of test, and it also will help the teacher to focus on the specific objectives of the test. Based on the objectives, tests are divided into five types, in particular language aptitude tests, language proficiency tests, placement tests, diagnostic tests, and achievement tests. In this study, the writer focuses on achievement test. Brown (2004:47) stated that an achievement test is related directly to classroom lesson, units, or even a total curriculum. Achievement tests are (or should be) limited to particular material addressed in a curriculum within a particular time frame and are offered after a course has focused on the objectives in question. c. The Format of The Test The writer develops an achievement test by designing a task so-called multiple-choice test, which is also known as selection items. Brown (2005: 43) states a multiple-choice format is basically receptive mode (students read and select, but produce nothing). According to Brown (2004: 55), multiple choice items, which may appear to be the simplest kind of item to construct, are extremely difficult to design correctly. Here are the characteristics of multiple choice items according to Brown (2004: 56): 1. Multiple-choice items are all receptive, or selective, response items in that the test-taker chooses from a set of responses rather than creating a response.

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2. Every multiple choice item has a stem, which presents a stimulus, and several (usually between three and five) options or alternatives to choose from. 3. One of those options, the key, is the correct response, while the others serve as distractors. d. Test Validity The writer also investigates the validity of the test. Validity is the extent to which inferences made from assessment result are appropriate, meaningful, and useful in terms of the purpose of the assessment (Brown, 2004: 22). There are three criteria of validity, which are investigated by the writer, as follow: face validity, content validity, and construct validity. 1. Face validity refers to the test’s surface credibility or public acceptability (Alderson, Clapham, and Wall, 1995: 172). Essentially face validity involves an intuitive judgment about test’s content by people whose judgment is not necessarily ‘expert’. (Alderson, Clapham, and Wall, 1995: 172) 2. Content validity is the representativeness or sampling adequacy of the contentthe substance, the matter, the topics- of a measuring instrument. Content validation involves gathering the judgment of ‘expert’. (Alderson, Clapham, and Wall, 1995: 173) 3. Construct validity is therefore used to refer to the extent to which we can interpret a given test score as an indicator of the abilities, or construct, we want to measure. Construct validation is the on-going process of demonstrating that a particular interpretation of test scores is justified, and involves, essentially, building a logical case in support of a particular

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interpretation and providing evidence justifying that interpretation ( Bachman and Palmer, 1997:21-22). In addition, in this study, the writer measure construct validity through measuring item facility (or item difficulty), item discrimination (differentiation), and distractor analysis by using Microsoft Excel. Excel is an electronic spreadsheet program that can be used for storing and organizing data (French, 2011:1). 1. Item facility (IF) is a statistic used to examine the percentage of students who correctly answer a given item (Brown, 2005:66). IF refers to the proportion of students who answered the question correctly, we calculated the IF using COUNTIF function for the letter corresponding to the correct answer (Elvin, 2003). The COUNTIF function is used to count up the number of cells in a selected range that meet certain criteria (French, 2011:1). Appropriate test items will generally have IFs that range between 0,15 and 0,85 (Brown, 2004: 59) 2. Item discrimination (ID) is a statistic that indicates the degree to which an item separates the students who performed well from those who did poorly on the test as a whole. These groups are sometimes referred to as the “high” and “low” scorers or “upper” and “lower” proficiency students (Brown, 2004:68). ID is usually the difference between the IF for the top third of test takers and the IF for the bottom third of test takers for each item on a test, we can calculated the ID using SUM function (Elvin, 2003). The SUM function will add together the contents of all the cells in the range (French, 2011:1). High

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discriminating power would approach a perfect 1,0 (one) and no discriminating power at all would be 0 (zero). 3. According to Brown (2004:60), distractor efficiency is the extent to which (a) the distractor “lure” a sufficient number of test-takers, especially lower-ability ones, and (b) those responses are somewhat evenly distributed across all distractors. In addition, Elvin (2003) stated that the quality of a test item may be poor. To try to identify these potential sources of measurement error, I calculate the ratio of students answering each question to students taking the test. It can be calculated by using SUM function. e. Marking and Scoring In designing the test, the writer also determines how to give mark and score. There are basically two types of marking: subjective marking which is usually used for marking test of writing and speaking, and objective marking which is used for multiple-choice, true/false, error recognition and other item types where the candidate is required to produce a response which can be marked as either ‘correct’ or ‘incorrect’ (Alderson, Clapham, and Wall, 1995:106). Thus, in this research, the writer uses objective marking. If the test consists of a number of objective subsets (for example: multiplechoice), then each item may have been assigned a mark of 1 (one) if correct and 0 (zero) if wrong (Alderson, Clapham, and Wall, 1995:148). In this research, the writer gives score based on the mark of correct number which is divided by two (2). The formula is as follow:

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#

2 Figure 2.1: the Formula of Final Score

3.

Design and Test Development Design is in general a linear process, but in some cases some activities are

iterative, that is, will need to be repeated a number of times (Bachman and Palmer, 1996: 86). In addition, design is arranging materials into a fixed and good material. The designing is the same as creating a new set of materials that fix the learning objectives and specific subject area of particular learners (Hutchinson & Waters, 1994:106). To design the multiple-choice reading test, the writer will apply some steps of test development. Test Development is the entire process of creating and using test, beginning with its initial conceptualization and design, culminating in one or more archived tests and the results of their use (Bachman & Palmer, 1996: 85). According to Bachman and Palmer (1996: 86-91), there are three stages of test development:

1. Stage One: Design The product of the design stage is a design statement, which is a document that includes the following components: a) a description of the purpose (s) of the test,

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b) a description of the Target Language Use (TLU) domain and task types: Target Language Use is context in which the test takers will be using the language outside of the test itself. There are two types of TLU, real-life domain, in which language is used essentially for purposes of communication. The other type of domain consists of situations in which language is used for the purpose of teaching and learning of language, which is called as language instruction domain. While task types is in the form of multiple choice test. c) a description of the test takers for whom the test intended, d) a definition of the construct (s) to be measured, e) a plan for evaluating the qualities of usefulness, and f) an inventory of required and available resources and a plan for their allocation and management.

2. Stage two: Operationalization Operationalization involves developing test task specifications for the types of test tasks to be included in the test, and a blueprint that describes how test tasks will be organized to form actual tests. Operationalization also involves developing and writing actual test tasks, writing instructions, and specifying the procedures for scoring the test. By specifying the conditions under which language use will be elicited and the method for scoring responses to these tasks, we are providing the operational definition of the construct.

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In addition, Brown (2004: 55) explains some practical steps to design multiple-choice test items: design each item to measure a specific objective, state both stem and options as simply and directly as possible, make certain that the intended answer is clearly and the only correct one, use item indices to accept, discard, or revise items.

3. Stage three: Test administration The test administration stage of the test development involves giving the test to a group of individuals, collecting information, and analyzing this information for two purposes: a)

assessing the usefulness of the test, and

b) making the inferences or decisions for which the test intended. The Summary of three stages of Bachman’s and Palmer’s Test Development could be seen in the figure 2.2 below:

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Stages / activities

1. Design

Describing Identifying Selecting Defining Developing Allocating Managing

2. Operationalization Selecting Specifying Writing

Test Development Products Design statement Purpose of the test Description of the TLU domain and task types Characteristics of test takers Definition of the construct (s) Definition for evaluating the qualities of usefulness Inventory of available resources and plan for their allocation and management

Blueprint Test structure Number of parts/tasks Salience of parts Sequence of parts Relative importance of parts/tasks Number of tasks per part Test task specifications Purpose Definition of construct (s) Setting Time allotment Instructions Characteristics of input and expected response Scoring method

Test 1

Test 2

Test n

3.

Administration Administering Collecting feedback Analyzing Archiving

Feedback on Usefulness Qualitative Quantitative

Figure 2.2: Test Development (Bachman and Palmer, 1996: 86)

Consideration of qualities of usefulness

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B.

Theoretical Framework In this section, the writer summarized and synthesized the theory above

with the study. There were three theoretical descriptions in this chapter covered reading, test, and design and test development. The theoretical descriptions above were needed to give the writer a basis to do the research. By doing the research, the writer wanted to measure students’ ability in reading. To measure the students’ ability in reading, the writer designed a test. The format of the test is multiple-choice test. Although it seemed the easiest way to make the test, the writer needed to consider some elements to design the tests. Moreover, in this study the writer did not merely design the test but also consider the usefulness or quality of the test. Considering the quality of the test, the writer needed to try-out the test and investigate the ID, IF, and distractor efficiency. In this study, the writer focused on a reading genre so-called narrative. To design the multiple-choice reading test, the writer focused on interactive reading types. After selecting the types of reading performance, the writer decided the tasks. There were two kinds of reading tasks of the test, which the writer had designed. There were cloze tasks and impromptu reading plus comprehension questions. Both tasks were chosen because they could explore the students’ ability in understanding texts. In designing the test, the writer used the guideline of Bachman and Palmer (1996: 86-91) as stated previously. There were three stages done by the writer to answer the research problems:

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1. Design In this stage the writer described, identified, selected, defined, developed, allocated, and managed the test. This stage was a preparation before writing the test. In this step, the writer produced a design statement. A design statement was needed to limit the scope of the test and to give a guideline to produce the test. A design statement contained the purpose of the test, description of the TLU (Target Language Use) domain and task types, characteristics of the test takers, definition of the construct (s), definition for evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. To do this stage, the writer would interview the English teacher and do the library study to get the syllabus and resources. 2. Operationalization Operationalization was a stage when the writer was writing the test. This stage covered selecting, specifying, and writing the test. The product of this stage was a blueprint and the test. A blueprint contained a test structure and test task specifications. A test structure contained number of parts/tasks, salience of parts, sequence of parts, relative importance of parts/tasks, and number of tasks per part. Test task specifications contained purpose of the test, definition of construct (s), setting, time allotment, instructions, characteristics of input and expected response, and scoring method. Since the designed test was a multiplechoice test, the writer also designed the choices (items). The writer applied some Brown’s practical steps to design test items (Brown, 2004: 55): design

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each item to measure a specific objective, state both stem and options as simply and directly as possible, make certain that the intended answer is clearly and the only correct one, use item indices to accept, discard, or revise items. After finishing this stage, the test was ready to be tested. 3. Administration The last stage of test development was administration, which covered administering, collecting feedback, analyzing, archiving. This stage, as stated above, involved giving the test to the test takers, collecting information, and analyzing the information. The writer would give the test to the tenth grade students of Pangudi Luhur St. Yosef Senior High School. After giving the test, the writer would collect information related to the test. The writer would get the information related to the tests from both the students and the English teacher. From the students, the writer would get the information in a form of answer sheets and from the English teacher, the writer would get the answer of the questionnaire. Then the writer would analyze the information. The research did not only involve the test development, but it would apply a specific research methodology so-called Research and Development (R & D). Therefore, the writer would combine the test development and R & D Cycle in Chapter III.


CHAPTER III METHODOLOGY

In this research, the writer elaborates the methodology used for designing a set of multiple-choice item reading test for the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. The methodology covers research method, research participants, research instruments, data gathering techniques, data analysis technique and research procedure.

A. Research Method The method used in this research was Research and Development (R & D) because the writer designed multiple-choice reading test. Educational R & D is a process used to develop and validate educational products (Borg & Gall, 1983: 772). According to Borg, there are ten major steps in R & D: research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation. In doing this research, the writer only used five steps of R & D process because by doing those five steps the research problems had been answered. The five steps which were used by the writer are research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revising.

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Moreover, in doing this research the writer combined R & D with Bachman’s and Palmer’s test development. The Combination of R & D and Bachman’s & Palmer’s test development can be seen in the figure below. Stage 1: a. Research & Information Collecting

Through literature review and interview

b. Design: produce design statement

Stage 2: a. Planning = Operationalization: selecting and specifying the materials

b. Make the blueprint

Stage 3: Developing Preliminary Form of Product

Operationalization: developing and writing actual test tasks, writing instructions, specifying the procedures for scoring

Stage 4:

Preliminary Field Testing

Administration

Stage 5: Main Product Revising Figure 3.1: the Combination of R & D and Bachman’s and Palmer’s Test Development

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Figure 3.1 shows that in this research, the writer applied five steps of R & D so-called research and information collecting, planning, developing preliminary form of product, preliminary field testing and main product revising. Then the writer combined R & D and the test development, which consisted of three stages, in particular: design, operationalization, and test administration. The first stage that is design, was done after the first step of R& D that is research and information collecting. In this stage, the writer made a guideline so-called design statement before producing a multiple-choice reading test. The writer would limit the scope of the test by making design statement of the test. In the second stage of Bachman’s and Palmer’s Test Development, operationalization was divided into two steps of R & D, step two and three of R & D cycle, planning and developing preliminary form of product. As stated in the previous chapter that operationalization consisted of three activities: selecting, specifying, and writing. The activities of selecting and specifying the test would be done in step two of R & D cycle, while writing the test would be done

in step three, developing

preliminary form of product. The last one was test administration was done in step four of R & D cycle, preliminary field testing. After gathering the answer sheets, the writer analyzed the result of the test and if needed, reported to the teacher. Then, the writer revised the test’s item if needed.

1. Research and Information Collecting In the first step, research and information collecting, the writer collected the literature review. Literature review is undertaken to collect research findings and

25


other information pertinent to the planned development (Borg & Gall, 1983: 777). To obtain the literature review, the writer conducted an interview and a library study. The writer interviewed the teacher who taught the students of grade X of Pangudi Luhur St. Yosef Surakarta Senior High School. By doing the interview, the writer obtained the data on the tests specification. The writer needed the test specification because “test writer needs guidance on practical matters that will assist test construction.” (Alderson, Clapham, and Wall, 1995:11). The writer had conducted library study to obtain some theories related to the study as well as the syllabus. After finishing this step, the writer applied Bachman’s and Palmer’s test development stage one, design. By doing the stage one, design, the writer would produce design statement which covered purpose of the test, description of TLU (Target Language Use) domain and task types, characteristics of the test takers, definition of the construct (s), definition for evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. In research and information collecting, the writer did interview to find out characteristics of the test takers. The participant of the interview was the English teacher who taught the tenth grade of Pangudi Luhur Senior High School. The writer also conducted library study to obtain some aspects of design statement such as purpose of the test, description of TLU (Target Language Use) domain and task types, definition of the construct (s), definition for evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. In conducting the library study, the writer needed to

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know some theories about reading, test, design and test development. Moreover, the writer needed to know the school’s curriculum and syllabus to enable the writer to define the design statement. In this step, the writer had produced the overall design statement, which would be used as a guideline to produce the test.

2. Planning In the second step, planning, Borg and Gall (1983: 781) stated that a good plan can help the developer avoid much wasted work during later phases of good R & D cycle. The writer did the planning by doing operationalization of Bachman’s and Palmer’s Test Development, which was included selecting and specifying the materials to construct the test. By doing selecting and specifying the materials the writer would be able to make a blueprint of the test. A blueprint contained a test structure and test task specifications. A test structure contained number of parts/tasks, salience of parts, sequence of parts, relative importance of parts/tasks, and number of tasks per part. Test task specifications contained purpose of the test, definition of construct (s), setting, time allotment, instructions, characteristics of input and expected response, and scoring method. This step would be done by conducting library study.

3. Developing Preliminary Form of Product Then the writer did the third step which was developing preliminary form of product.” Developing preliminary form of product includes preparation of

27


instructional materials handbooks, and evaluation devices.” (Borg & Gall, 1983: 775) In this fourth step, the writer applied the last activity of operationalization which was writing the test. Bachman and Palmer states that operationalization involves developing and writing actual test tasks, writing instructions, and specifying the procedures for scoring the test. Therefore, in this step the writer made the test, answers, and scoring system.

4. Preliminary Field testing The writer conducted preliminary field testing by doing a stage of administration (Bachman’s and Palmer’s Test Development). Administration consisted of four activities: administering, collecting feedback, analyzing, archiving. The participants of this step are the tenth grade students of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year as well as the English teacher who taught the tenth grade students of Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. Administering activity would involve conducting the test to the students of the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year as the test-takers and distributing the questionnaire to the English teacher. After that, the writer collected the students’ answer sheets and feedback from the English teacher as the data, this activity was involved in collecting feedback. From the data gathered, the writer would analyze the students’ answer sheet to investigate construct validity of the test through counting IF, ID, and distractor efficiency of

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the test’s items. Furthermore, the writer also analyzed the feedback from the questionnaire to investigate face validity and content validity. 5. Main Product Revising The last one, main product revision, the writer revised the test based on investigation of validity of the test. From the result of the validity investigation, the writer was able to make the revision because the results of validity investigation would show the quality of the test and decide which one should be revised and which one should not be revised.

B. Research Participants The participants of this research were: 1. Participant of Research and Information Collecting The participant of research and information collecting was the teacher of the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. In doing the first step, research and information collecting, the writer conducted an interview to the teacher as the participant. 2. Participants of Preliminary Field Testing The participants of preliminary field testing were the tenth grade students of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year and also the English teacher of grade ten or the expert. The number of the students who joined the test were 236 students from seven classes. They were in the second semester of the tenth grade and they had learned the material about narrative. The participants were asked to answer the

29


test. Then their answer sheets were collected and analyzed. Then, the writer also distributed questionnaires to the English teacher of Pangudi Luhur St. Yosef Surakarta Senior High School. The questionnaires were used to investigate face validity and content validity of the test.

C. Research Instruments There were two instruments used in this research: interview and questionnaires 1. Instrument of Research and Information Collecting Interview was used as the instrument to do research and information collecting. The interview was done to obtain the data of the test specification. The writer interviewed the English teacher who taught the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. 2. Instrument of Developing Preliminary Field testing The instrument of developing preliminary field testing was questionnaires. The questionnaires were distributed to the English teacher or expert to obtain the data of face validity and content validity.

D. Data Gathering Technique To gather the data, the researcher conducted an interview with the English teacher of the tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School

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in 2009/2010 academic year, library study, and distributed questionnaire to the English teacher as the expert to obtain the feedback. 1. Data Gathering Technique of Research and Information Collecting: a. Interview was used to gather the data on research and information collecting. The writer interviewed the English teacher who taught the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School to obtain the data on the test specifications. b. Library Study was used to obtain the syllabus and lesson plan of the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School. Library study was conducted to gather the data on research and information collecting. 2. Data Gathering Preliminary Field Testing: Questionnaire was used to obtain the data of face validity and content validity of the test. The writer distributed the questionnaires to the English teacher who taught the tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year.

E. Data Analysis Technique The data based on the interview was analyzed by using descriptive analysis. Since the interview resulted on the test specifications, the descriptive analysis was used to design the test. This data analysis technique was done in step one, research and information collecting.

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The data gathered from questionnaires were used to obtain the feedback from English teacher who taught the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. These data were used for investigating face validity and content validity of the test. The data were analyzed by using descriptive analysis.

F. Research Procedure In this research, the writer designs a set of multiple-choice reading test as an achievement test and investigates the validity of the multiple-choice reading tests, which are tested in the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School. The whole process consists of five steps: 1. Research and Information Collecting In the first step, research and information collecting involved stage one of Bachman’s and Palmer’s Test Development, that is design by doing library study and interview. The writer conducted an interview to the participant who was the English teacher who taught the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year. The writer also conducted the library study to obtain some theories of reading, test, design and test development, and the syllabus and lesson plan of the tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School. By doing stage one, design, the writer would produce design statement, which covered purpose of the test, description of TLU (Target Language Use) domain and task types, characteristics of the test takers, definition of the construct

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(s), definition for evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. In research and information collecting, the writer would do interview to find out characteristics of the test takers and library study to obtain some aspects of design statement. They are purpose of the test, description of TLU (Target Language Use) domain and task types, definition of the construct (s), definition for evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. 2. Planning In the second step, planning, Borg and Gall (1983: 781) stated that a good plan can help the developer avoid much wasted work during later phases of good R & D cycle. The writer did the planning by doing operationalization, which was included selecting and specifying the materials by conducting library study. After conducting the selecting and specifying the materials, the writer would be able to make a blueprint of the test. 3. Developing Preliminary Form of Product Then the writer did the third step which was developing preliminary form of product.” Developing preliminary form of product includes preparation of instructional materials handbooks, and evaluation devices.” (Borg & Gall, 1983: 775) In this fourth step, the writer applied the last activity of operationalization, which was writing the test. Bachman and Palmer states that operationalization involves developing and writing actual test tasks, writing instructions, and

33


specifying the procedures for scoring the test. Therefore, in this step the writer made the test, answers, and scoring system. 4. Preliminary Field testing The writer conducted preliminary field testing by doing a stage of administration (Bachman’s and Palmer’s Test Development). Administration consisted of four activities: administering, collecting feedback, analyzing, archiving. In administering, the writer needed participants to solve the research problem. The participants are the students of tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year as the test-takers and the English teacher of tenth grade students of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year to whom the questionnaire given. After that, the writer collected the students’ answer sheets and feedback from the English teacher as the data, this activity was involved in collecting feedback. From the data gathered, the writer would analyze the students’ answer sheet to investigate construct validity of the test through counting IF, ID, and distractor efficiency of the test’s items. Furthermore, the writer also analyzed the feedback from the questionnaire to investigate face validity and content validity. The data then would be interpreted into descriptive analysis. 5. Main Product Revising Main product revision would be done if it was needed. The revision was made based on the result of validity investigation of the test, which obtained from the analysis of the students’ answer sheets and the questionnaire.

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Finally, by doing the five process of R & D cycle, the research problems could be answered. The data obtained from doing the research procedure would be called as research result. The writer would report and discuss the research results in Chapter IV.


CHAPTER IV RESEARCH RESULTS AND DISCUSSION In this chapter, the writer presents research finding and elaborates the research finding into a discussion. In this research, the writer applied Research and Development cycle (R & D). The writer only used five steps of R & D process because by doing those five steps the research problems has been answered. The five steps which were used by the writer are research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revising. A.

How the Achievement Multiple-Choice Item Narrative Reading Test is Designed

1. Research and Information Collecting In this first step, there were two main activities. They were interview and literature review. a. Interview The writer interviewed the teacher who taught the students of grade X of Pangudi Luhur St. Yosef Surakarta Senior High School as a participant on Tuesday, 20th April 2010. By doing the interview, the writer obtained the data on the characteristics of the test takers (see the design statement on page 36-37). The writer proposed some questions (see the appendix 1 page 53) related to the students’ characteristics. The teacher explained that some students were

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36

outstanding students while most of students were not good enough in English. Some students who were outstanding students were very fluent in speaking English but they were not good enough in understanding reading text. From the interview, the writer could draw some conclusions related to the test specification. The writer needed the test specification because “test writer needs guidance on practical matters that will assist test construction.” (Alderson, Clapham, and Wall, 1995:11). b. Literature Review In the first step, the writer had conducted literature review to obtain some theories related to the study and the syllabus and lesson plan of the tenth grade of Pangudi Luhur St. Yosef Surakarta Senior High School so that the writer had better understanding before designing the test. The writer conducted literature review on Tuesday, 20th April 2010. From the syllabus and lesson plan, the writer obtained some data related to the test specification and teaching narrative itself. After conducting an interview and a literature review, the writer found the research results. The research result of this first step was a design statement. A design statement is a document that includes the following components a description of the purpose (s) of the test, a description of the Target Language Use (TLU) domain and task types, a description of the test takers for whom the test intended, a definition of the construct (s) to be measured, a plan for evaluating the qualities of usefulness, and an inventory of required and available resources and a plan for their allocation and management Bachman and Palmer (1996: 86).


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Design Statement

Purpose of the test

Description of the Target Language Use (TLU) domain and task types

The test was designed as an achievement test which aimed to monitor the students’ mastery on narrative. Achievement tests were (or should be) limited to particular material addressed in a curriculum within a particular time frame and are offered after a course has focused on the objectives in question. (Brown, 2004: 47) By doing the test, the students were expected to achieve some indicators stated in the syllabus, as follows: a. Students are able to identify the meaning of certain words in the text; b. Students are able to identify the meaning of certain sentence in the text; c. Students are able to identify the rhetorical steps of the narrative.

a. TLU: Language Instructional b. Task Types: multiple-choice test

Personal characteristics: a. Age: They are 15-16 years old b. Sex : male and female b. Native Language: Javanese c. Prior experience with a given test: they were taught Characteristics of test narrative more than three meetings. takers Level of language knowledge: a. A literal understanding of a text: for most of students b. An understanding of meaning that are not directly stated in the text: advanced students

Definition of construct (s)

Syllabus-based construct: since the test was designed as an achievement test, it was designed to achieve the objectives of the lesson.


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Design Statement

Plan for evaluating the qualities of usefulness

Inventory of required and available resources and a plan for their allocation and management

Validity: face validity, content validity, and construct validity

Resources: a. Theory of reading b.Theory of test c. Theory of designing multiple choice test d.Theory of scoring and marking system Allocation and management: Each resource contained a text ranging from 4 up to 8 paragraphs. The writer simplified some texts without omitting the essential events. Each text had five (5) questions.

Table 4.1: Design Statement of the Test

From the design statements, the writer concluded that the writer had to design a test to achieve the objectives of the lesson. To achieve the objectives of the test, there are some indicators which would be a guideline for the writer in writing the test. The indicators appeared in the questions of the test. Considering the reading ability of the students, the writer wrote a test which the advanced and less advanced students understand the instructions, the questions, and the items. To evaluate the qualities of the test, the writer had to prepare some instruments to evaluate the validity of the test. To evaluate face validity and content validity, the writer had to prepare questionnaire. While to evaluate construct validity, the writer investigated the item facility, item discrimination, and distractor efficiency.


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From the test specification and the result of interview and library study, the writer had some guidelines to do step two, planning. 2. Planning Step two, planning, the writer collected some narrative texts which was done on Saturday 17th April, 2010. Borg and Gall (1983: 781) stated that a good plan can help the developer avoid much wasted work during later phases of good R & D cycle. So in this step, the writer developed a good plan before writing the test. The writer did planning by doing operationalization, which was included selecting and specifying the materials to construct the test (Bachman’s and Palmer’s Test Development). By doing selecting and specifying the materials the writer would be able to make a blueprint of the test. A blueprint contained a test structure and test task specifications. This step would be done by conducting library study. Research result of this step is a blueprint that can be seen in Tabel 4.2 below: Blueprint

Test structure

Test task specifications

a. Number of parts/tasks

The test was organized into two tasks. The tasks of this test will be cloze tasks and impromptu reading plus comprehension questions.

b. Salience of parts

Parts are clearly distinct

a. Purpose

see the design statement (page 36-37)


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Blueprint b. Definition of construct (s):

see the design statement (page 36-37)

c. Setting

Pangudi Luhur St. Yosef Surakarta Senior High School

d. Time allotment

45 minutes

e. Instructions:

Test task specifications

f. Characteristics of Input and Expected Response

g. Scoring method

Table 4.2: Blueprint of The Test

1) Please read the text carefully and choose the correct answer. Give cross (X) to the appropriate answer on your answer sheets. 2) Fill in blanks with the correct answer provided in number 17-20. There are five texts (see in the appendix 2 page 64-70) that would be used to design the test. The texts were obtained through searching on the internet because internet provided many relevant sources. Then some of the texts were simplified without changing the meaning. Four of the texts (texts 1,2,3,4, see the appendix 2 page 64) would be used to design impromptu reading plus comprehension questions and one of them (text 5, see the appendix 2 page 69) would be used to design cloze task because the writer wants to explore students comprehension based on the lesson plan. The students should answer the test by crossing the answer on the answer sheets. In this research, the writer gave score based on the mark of correct number. If the test consists of a number of objective subsets (for example: multiple-choice), then each item may have been assigned a mark of 1 (one) if correct and 0 (zero) if wrong (Alderson, Clapham, and Wall, 1995:148).


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3. Developing Preliminary Form of Product Step

three,

developing

preliminary

form

of

product.”Developing

preliminary form of product includes preparation of instructional materials handbooks, and evaluation devices.” (Borg & Gall, 1983: 775) The research results of this step were as follows: a. Multiple-choice items test (see the appendix 3 page 71) The test consisted of five (5) narrative texts and twenty (20) items. Four (4) texts were used to design impromptu reading plus comprehension questions and one (1) of them would be used to design cloze task. Each item had five (5) choices named A, B, C, D, E. b. The answer The answer key of the test: 1. C

6. B

11. D

16. B

2. B

7. C

12. B

17. C

3. A

8. C

13. A

18. E

4. E

9. A

14. D

19. B

5. D

10. B

15. E

20. D

c. Scoring and marking system For the scoring system, the writer assigned a mark of 1 (one) if correct and 0 (zero) if wrong. The total number of correct answer would be divided by two (2) to get the final mark. 2


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4. Preliminary Field Testing In the fourth step, preliminary field testing, the writer conducted the test to the students of X grade of Pangudi Luhur St. Yosef Surakarta Senior High School in 2009/2010 academic year on April 29, 2010. The students were asked to read the texts and give cross (x) to the correct answer of the questions in forty-five minutes (45’). After conducted the test, the writer obtained the answer sheets of the students, counted IF, ID, and distractor efficiency and also the result of the questionnaire. Here are the research results of Preliminary Field Testing: a. The result of counting IF, ID, and distractor efficiency Item No.

IF

1.

0.40

2.

ID

Number of student answer the distractor A

B

C

D

E

0.56

19

103

96

16

2

0.76

0.40

17

179

18

18

1

3.

0.44

0.42

105

61

30

14

25

4.

0.60

0.33

1

2

6

84

143

5.

0.03

- 0.01

3

201

23

8

1

6.

0.48

0.70

36

112

47

16

20

7.

0.57

0.59

47

8

135

15

26

8.

0.78

0.42

7

10

185

12

22

9.

0.01

0.01

3

203

12

15

3

10.

0.28

0.46

64

66

27

39

36


43

Number of student answer the distractor

Item No.

IF

11.

0.43

12.

ID A

B

C

D

E

0.45

21

25

72

102

12

0.78

0.18

29

185

7

11

3

13.

0.74

0.24

174

47

12

0

3

14.

0.30

0.06

31

7

44

70

81

15.

0.80

0.27

19

16

5

7

187

16.

0.56

0.60

50

132

24

22

5

17.

0.66

0.36

22

45

155

3

10

18.

0.39

0.47

81

26

21

13

92

19.

0.36

0.35

102

85

28

8

11

20

0. 37

0.26

25

3

7

88

112

Table 4.3: The Results of Item Facility (IF) and Item Discrimination (ID) From the table above, the result of IF and ID could be seen. This result was used for determining next step, which is Main Product Revising. Appropriate test items will generally have IFs that range between 0.15 and 0.85 (Brown, 2004: 59). In addition, Brown (2004: 68) also stated high discriminating power would approach a perfect 1.0 (one) and no discriminating power at all would be 0 (zero). Good test items should fulfill the criteria of adequate point of IF and ID. While the test items, which could not fulfilled the criteria should be revised. For question number 1 the correct answer was C. The IF is 0.40 and the ID is 0.56. There were 19 students are lured by item A, 103 students were lured by item B, 16 students were lured by item C, and 2 students were lured by item E.


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While 96 students answer number 1 correctly. The result of IF was 0.40; it meant that number one had appropriate test items. While the result of ID was 0.56, it meant that number one had moderate discrimating power. It could be concluded that the distractors for number one were acceptable. Number 2 had the IF point 0.76 and the ID point was 0.40. The correct answer was B. there were 17 students were lured by item A, 18 students were lured by item C, 18 students were lured by item D and only 1 student was lured by item E. there were 179 students answer number 2 correctly. The distractors for number 2 were acceptable. Number 2 had appropriate test item because the IF point was 0.76. The discriminating power for number two was 0.40, which meant that it was not very low discriminating power. The correct answer for number 3 was A. There were 105 students answered A. there were 61 students were lured by item B, 30 students were lured by item C, 14 students were lured by item D, and 25 students were lured by item E. The result of If was 0.44, which meant that it had appropriate test items. While the result of ID was 0.42, which meant that it had not very low discriminating power. It could be concluded that the distractors for number 3 were acceptable. For question number 4, the correct answer was E. there were 143 students answered correctly. There were 1 student was lured by item A, 2 students were lured by item B, 6 students were lured by item C, and 84 students were lured by item D. The distractors for number 4 were acceptable since the IF point was 0.60 which meant that number 4 had appropriate test item and the ID point was 0.33 which meant that the discriminating power was adequate.


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Number 5 had D as the correct answer. There were only 8 students who could answer correctly. 3 students were lured by item A, 201 students were lured by item B, 23 students were lured by item C, while 1 student was lured by item E. The IF point was 0.03. The IF point was too low. Therefore, number 5 did not have appropriate test item. While the result of ID was -0.01. Since it has negative point, number 5 did not have discriminating power. The ID point was negative because the number of lower ability students who could answer correctly was higher than the upper ability students. The correct answer for number 6 was B. there were 36 students were lured by item A, 47 students lured by item C, 16 students were lured by item D, and 20 students were lured by item E. The result of IF was 0.46 while the Id was 0.70. The IF point showed that number 6 had appropriate test items. While the ID point showed that number 6 had high discriminating power. Therefore, the distractors were acceptable. For questions number 7, the correct answer was C. there were 112 students chose C. There were 47 students were lured by item A, 8 students were lured by item B, 15 students were lure by item D, and 26 students were lured by item E. The IF point was 0.57 and the ID point was 0.59. From the IF point, it could be concluded that number 7 had appropriate test item. While ID point showed that number 7 had moderate discriminating power. The distractors for number 7 were acceptable. Number 8 had C as the correct answer. There were 185 students answered correctly. 7 students were lured by item A, 10 students were lured by item B, 12


46

students were lured by item D and 22 students were lured by item E. The IF point was 0.78. It meant that number 8 had appropriate test items. While ID point was 0.42. It meant that it had moderate discriminating power. The distractors were acceptable. The correct answer of number 9 was A. there were only 3 students answer correctly. There were 203 students answered B, 12 students answered C, 15 students answered D and 3 students answered E. The IF point 0.01. It meant that number 9 did not have appropriate test items since only 3 students from 236 students answered correctly. The ID point was 0.01, which meant that number 9 had very low discriminating power. Therefore, the disctractors were not acceptable and should be revised. Number 10 had B as the correct answer. There were 66 students answered correctly. 64 students were lured by item A. 27 students were lured by item C. 39 students were lured by item E. The IF point was 0.28 and the ID point was 0.46. The IF point showed that number 10 had appropriate test items. While the ID point showed that number 10 had moderate discriminating power. Therefore, the distractors were acceptable. The correct answer for number 11 was D. 102 students answered correctly. 21 students were lured by item A. 25 students were lured by item B. 72 students were lured by item C. 12 students were lured by item E. The IF point was 0.43 which meant that number 11 had appropriate items. While the ID point was 0.45, which meant that number, 11 had moderate discriminating power. The distractors were acceptable.


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Number 12 had B as the correct answer. There were 185 students answered correctly. There were 29 students answered A, 7 students answered C, 11 students answered D, and 3 students answered E. The IF point was 0.78 and the ID point was 0.18. Number 12 had appropriate test items and adequate discrimination power. The distractors were acceptable. For number 13, the correct answer was A. there were 174 students answered correctly. 47 students were lured by item B. twelve students were lured by item C. and 3 students were lured by item E. The IF point for number 13 was 0.74 and the ID point was 0.24. The IF point showed that number 13 had appropriate test items. While the ID point showed that number 13 had adequate discrimination power. The distractors were acceptable. The correct answer for number 14 was D. There were

70 students

answered correctly. Item A was chosen by 31 students. Item B was chosen by 7 students. Item C was chosen by 44 students. While item E was chosen by 81 students. The IF point was 0.30 and the ID point was 0.06. Number 14 had appropriate test items. It can be seen from the IF point. On the other hand, the ID point was very low and approached zero. It meant that number 14 had very low discriminating power. Therefore, the distractors were not acceptable. Number 14 should be revised. Number 15 had E as the correct answer. 187 students answered correctly. 19 students answered A. 16 students answered B. 5 students answered C. While 7 students answered D. The IF point was 0.80 and ID was 0.27. The distractors of number 15 were acceptable. Number 15 should not be revised.


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The correct answer for number 16 was B. there were 132 students answered correctly. 50 students were lured by item A. 24 students were lured by item C. 22 students were lured by item D. 5 students were lured by item E. The IF point was 0.56 and the ID point was 0.60. From the IF point, it could be concluded that number 16 had appropriate test item. While from the ID point, it could be concluded that number 16 had high discriminating power. Therefore, the distractors were acceptable. C was the correct answer for number 17. 155 students answered correctly. 22 students answered A, 45 students answered B, 3 students answered D, and 10 students answered E. The IF point was 0.66 which meant that number 17 had appropriate items. While the ID point was 0.36, which meant that number, 17 had discriminating power. The distractors were acceptable. For question number 18 the correct answer is E. The IF is 0.39 and the ID is 0.47. There are 81 students were lured by item A, 26 students are lured by item B, 21 students are lured by item C, and 13 students were lured by item D. While 92 students answer number 18 correctly. The result of IF was 0.39; it meant that number one had appropriate test items. While the result of ID was 0.47, it meant that number one had moderate discrimating power. It could be concluded that the distractors for number 18 were acceptable. Number 19 had the IF point 0.36 and the ID point was 0.35. The correct answer was B. there were 102 students were lured by item A, 28 students were lured by item C, 8 students were lured by item D and 11 student was lured by item E. there were 85 students answer number 19 correctly. The distractors for


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number 19 were acceptable. Number 19 had appropriate test item because the IF point was 0.76. The discriminating power for number two was 0.40, which meant that it was not very low discriminating power. The correct answer for number 20 was D. There were

88 students

answered correctly. Item A was chosen by 25 students. Item B was chosen by 3 students. Item C was chosen by 7 students. While item E was chosen by 112 students. The IF point was 0.37 and the ID point was 0.26. Number 20 had appropriate test items since the IF point was adequate. The ID point showed that number 20 had adequate discriminating power. Therefore, the distractors were acceptable.

b. The Questionnaire The questionnaire was given to the English teacher who taught class X. from the result of the questionnaire, it could be inferred that the test was wellconstructed, expected format with familiar tasks. The writer divided the test into two parts which were impromptu reading plus comprehension questions and cloze task. The items of the test were clear and uncomplicated but the time allotment given at that time was limited, only 30 minutes due to the school regulation. Therefore, many of the students could not do the test in time. The directions of the test were clear. In addition, the writer provided the instructions, which the students at the lower ability should be able to understand. The difficulty level of the test presented reasonable challenge. There were some difficult numbers which


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most of the students were lured but some students could answer correctly. The test had a clear theoretical definition of the construct to be measure. Furthermore the items and tasks are congruent with the contain domain definition. The tasks were relevant to the purpose of the test and the test was relevant to the indicators of the syllabus. The teacher added that the writer had designed the test well, in the case of choosing the type of the test, the texts and the items (questions). Unfortunately most of the students were not familiar with long texts. Therefore they felt that the test was difficult for them. 5. Main Product Revising After finishing four steps of R & D cycle, the writer had enough consideration to revise the test. The revision was made because the writer wanted to design an appropriate reading test based on the analysis of IF, ID, and distractor efficiency and the result of the questionnaire. In this step, the writer revised the items. Therefore, the item would be clearer for the students. There were three (3) numbers of the test which should be revised, number 5, 9, and 14. The distractors for those numbers mentioned were not acceptable. Number 5 had very low point of IF (0.03) and negative point of ID (-0.01). It meant that the test items of number 5 were not appropriate since the IF was not in range between 0,15 and 0,85. Furthermore, the ID point was negative. Therefore, number 5 did not have discriminating power. While number 9 had very low point of IF (0.01), it meant that the items including very difficult items. In addition number 9 had very low of ID (0.01) which meant that the items had very low


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discriminating power. Number 14 had very low point of ID (0.06) which meant that the items had very low discriminating power . Therefore, the items of those numbers should be revised. No.

The Test Revision Before Revision Where did the story happen? A. at the twelve capes B. in a jungle in Aru Islands C. in a beautiful beach D. not far from the jungle in Aru Island E. in different places

After Revision What was the purpose of the secret meeting of the sea snails? A. to watch the unique match B. to make the deer tired C. to make the deer surprised D. to set a strategy to win the match E. to challenge the deer in running match

9.

Where did the story probably happen? A. at a river’s bank B. at the river C. at the jungle D. beneath the mud E. in the bulrush leaves

Where did Mr. Alligator live? A. in the mud down the river B. far from the river C. in the jungle D. near the little jackal house E. in the bulrush leaves

14.

Which one is not the complications What is the first complication of of the text? the text? A. Prince Raden Putra and Dewi A. The golden snail was drifting away in the river and got caught Limaran were husband and into a net. wife. B. Dewi Limaran was walking B. The witch was so angry to Dewi Limaran. around in the palace garden. C. Dewi Limaran saw an ugly C. The witch put a spell on her and changed her into a golden snail. and disgusting snail. D. Prince Raden Putra and Dewi D. Dewi Limaran threw the Limaran were husband and wife. snail away into a river. E. The witch put a spell on her E. The golden snail she caught in the river turned into a beautiful and changed her into a woman. golden snail.

5.

Table 4.4: The Test Revision


B.

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What the Achievement Multiple-Choice Item Narrative Reading Test Looks Like

Please read the text carefully and choose the correct anser. Give cross (X) to the appropriate answer in your answer sheets. Text for no. 1-4 Manik Angkeran A long ago, lived a very rich family in Bali. The father was Sidi Mantra. He was very famous for his supernatural power. He lived happily with his wife and his only child, Manik Angkeran. He was a spoiled son. He also had a bad habit. He liked to gamble. Because of his bad habit, his parents soon became poor. They always advised Manik Angkeran to stop his bad habit, but he never listened to them. Instead he kept on begging to his parents to give him a lot of money. The parents then did not have any heart to see him begging. Then Sidi Mantra went to Agung Mountain. There lived a mighty dragon with his great supernatural power. He could provide jewelries to those who could say the right prayers and ring the bell. Sidi Mantra had the bell and also knew the prayers. After he met the dragon, he then said the prayers and rang the bell. Suddenly jewelries came out from the dragon’s body. He was very happy and immediately brought the jewelries home. This time Sidi Mantra wanted Manik Angkeran really to stop gambling. The son then promised. But soon he broke the promise and he did not have some money anymore. He heard that his father got the jewelries from the dragon living in Agung Mountain. So he stole his father’s bell then he went there. After he arrived in


53

Agung Mountain, Manik Angkeran rang the bell. He said that he wanted the jewelries to the dragon. Then the dragon gave him the jewelries and asked him not to gamble anymore. Manik Angkeran agreed and was very happy. Suddenly he had a bad idea. He wanted to kill the dragon and stole all his jewelries. The dragon knew his plan and with his great power he killed Manik Angkeran. Sidi Mantra was deeply sad. He asked the dragon to bring his son back to life. The dragon agreed but they had to live in different places. After few moments, Manik Angkeran lived again. Then Sidi Mantra used a stick to make a big line between them on the ground. From the line, water flowed. Soon it became a river. Finally it became a strait. It separated Java and Bali. People then named the strait as Bali Strait. Adapted from: http://indonesianfolklore.blogspot.com/search/label/Bali. retrieved on April 17, 2010 1.

Why did Sidi Mantra and his wife become poor? A. because he liked to gamble B. because he had a bad habit C. because his son liked to gamble D. because his son was very spoiled E. because he asked for jewelries to the dragon

2.

What was the consequence if Manik Angkeran lived again? A. Manik Angkeran had to stop gambling. B. Manik Angkeran and his father had to live in different places. C. Manik Angkeran killed the dragon first.


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D. Manik Angkeran had to make a line between his father and him. E. Manik Angkeran had to make Bali strait. 3.

‘Soon it became a river.’ (last paragraph) What does the word ‘it’ refer to? A. the big line B. water C. the stick D. the strait E. the ground

4.

What is the moral value of the text above? A. Parents must give all of the money for their children. B. Children have to ask money to their parents. C. Parents’ advices are important. D. As a child, we wave to do all of our parents’ advices. E. Bad habit will bring us to the worst consequences.

Text for no. 5-8 The Deer and the Sea Snail A long time ago in a jungle in Aru Islands, Maluku, lived a group of deer. They were very proud of their ability in running very fast. They always stayed in different places. They challenged other animals in a running match. If the deer won the match, they took over the place and stayed there. Not far from the jungle, there was a beautiful beach. A group of sea snail lived there. The deer heard about the beautiful beach and planned to live there.


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They had a plan to challenge snails in a running match. They were very sure to win the match. Sea snails were slow in walking. After that the deer and sea snails discussed the rule of the game. The rule was that they had to run from the first cape until the twelfth cape. The distance between one cape to another was very far. The winner was those who arrived first at the twelfth cape. Then the leader of the sea snails conducted a secret meeting with all of sea snails. They set a strategy to win the match. The leader said that they had to put twelve of sea snails in each cape. If the deer arrived in every cape, they had to shout. So, the deer would never rest and got very tired. And the day of the match finally arrived. All animals watched this unique match, the deer versus the sea snail. The runners were standing side by side. Then, the deer ran very fast. In just a second, he already left the sea snail. After a few hours of running, he arrived at the first cape. He shouted, “Hey? Where are you?” “I’m here,” said the sea snail. He was another sea snail that was hiding in the first cape. The deer was surprised. He cancelled his plan to get some rest. He continued running. In every cape, there was always a sea snail. And the deer always cancelled his plan to get some rest. Finally, the deer almost reached the twelfth cape but he was exhausted. He was really tired. And he gave up. He did not have any more strength to run. He fell down on the ground.


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“Hooray!” said all the sea snails. The deer were so embarrassed. They were just tricked by the clever sea snails. So the deer came back to the jungle and never returned to the beach. Adapted from: http://indonesianfolklore.blogspot.com/search/label/Maluku. retrieved on April 17th, 2010 5. What was the purpose of the secret meeting of the sea snails?

A. to watch the unique match B. to make the deer tired C. to make the deer surprised D. to set a strategy to win the match E. to challenge the deer in running match 6.

What is the true statement based on the text above? Except… A. The deer took over the place and stayed there if they won the match. B. The deer had reached the twelfth cape C. The sea snails’ leader was a clever leader. D. The sea snails won the game because they had a very good strategy. E. All animals watched this unique match, the deer versus the sea snail.

7.

What is the synonym of the word “exhausted”? A. embarrassed B. bored C. fatigued D. uninterested E. impatient


8.

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What is the purpose of the text above? A. to tell an event with a humorous twist B. to share with others an account of an unusual or amusing incident C. to entertain the readers with the imaginary story D. to presents information about something E. to retell something that happened in the past

Text for no. 9-12 The Little Jackal and the Alligator

The little Jackal was very fond of shell-fish. He used to go down by the river and hunt along the edges for crabs and such things. And once, when he was hunting for crabs, he was so hungry that he put his paw into the water after a crab without looking first, — which you never should do! The minute he put in his paw, snap! — the big Alligator who lives in the mud down there had it in his jaws.

“Oh, dear!” thought the little Jackal; “the big Alligator has my paw in his mouth! In another minute he will pull me down and gobble me up! What shall I do? What shall I do?” Then he thought suddenly, “I’ll deceive him!”

So he put on a very cheerful voice, as if nothing at all were the matter, and he said, “Ho! ho! Clever Mr. Alligator! Smart Mr. Alligator, to take that old bulrush root for my paw! I hope you’ll find it very tender!”


58

The old Alligator was hidden away beneath the mud and bulrush leaves, and he couldn’t see anything. He thought, “Pshaw ! I’ve made a mistake.” So he opened his mouth and let the little Jackal go. The little Jackal ran away as fast as he could, and as he ran he called out, “Thank you, Mr. Alligator! Kind Mr. Alligator! So kind of you to let me go!”

Adapted from: http://www.halloenglish.web.id/narrative-text. retrieved on April 17, 2010 9. Where did Mr. Alligator live?

A. in the mud down the river B. far from the river C. in the jungle D. near the little jackal house E. in the bulrush leaves

10. Which one is not the complication of the narrative above?

A. The big alligator had the little jackal’s paw in his mouth. B. The little Jackal was very fond of shell-fish. C. The alligator opened his mouth and let the little Jackal go. D. The little Jackal put his paw into the water without looking first. E. The little jackal would deceive the alligator. 11. What is the meaning of the underlined word in the second paragraph?

A. to stop eating something B. to take something roughly C. to raise something to a higher position


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D. to eat something very fast E. to take a firm hold of something 12. The little Jackal ran away as fast as he could…(last paragraph). What do you

call that part of narrative? A. Reorientation B. Resolution C. Complication D. Orientation E. Identification

Text for no. 12-16

Keong Emas (The Golden Snail)

Prince Raden Putra and Dewi Limaran were husband and wife. They lived in a palace. Prince Raden Putra's father was the king of the kingdom. One day, Dewi Limaran was walking around in the palace garden. Suddenly she saw a snail. It was ugly and disgusting. Then she threw it away into a river. She did not know that the snail was actually an old and powerful witch. The witch could transform herself into anything. She was angry to Dewi Limaran. The witch put a spell on her and changed her into a golden snail. The witch then threw it away into the river. The golden snail was drifting away in the river and got caught into a net. An old woman was fishing and used her net to catch some fish. She was surprised to


60

see a golden snail in her net. She took it and brought it home. When the old woman woke up in the morning, she was surprised that the house was in the good condition. The floor was mopped. And she also had food on the table. She was thinking very hard. It happened again and again every morning. The old woman was very curious. One night she decided to stay up late. She was peeping from her room to know who cooked for her. Then, she could not believe what she saw. The golden snail she caught in the river turned into a beautiful woman. The old woman approached her and asked who the beautiful woman was. Dewi Limaran then explained what had happened. After that the old woman rushed to the palace. She talked to Prince Raden Putra about his wife. Prince Raden Putra was so happy. He had been looking for his wife everywhere. He then prayed and meditated. He asked the gods to give him the holy gamelan. He wanted to break the witch's spell. After several days praying and meditating, finally gods granted his wish. He immediately brought the holy gamelan to the old woman's house. He played it beautifully. And then amazingly the golden snail turned into the beautiful Dewi Limaran. The couple was so happy that they could be together again. They also thanked the old woman for her kindness. As a return, they asked her to stay in the palace. Adapted from: http://indonesianfolklore.blogspot.com/search/label/Central%20Java. retrieved on April 17th, 2010


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13. Why did the witch put a spell on Dewi Limaran and changed her into a

golden snail? A. because the witch was angry to Dewi Limaran B. because Dewi Limaran threw the snail C. because the snail was ugly and disgusting D. because the witch wanted Dewi Limaran to be her friend E. because the witch was a powerful witch 14. Which one is not the complications of the text?

A. The golden snail was drifting away in the river and got caught into a net. B. The witch was so angry to Dewi Limaran. C. The witch put a spell on her and changed her into a golden snail. D. Prince Raden Putra and Dewi Limaran were husband and wife. E. The golden snail she caught in the river turned into a beautiful woman. 15. What does “the couple” in last paragraph refer to?

A. Dewi Limaran and the witch B. Dewi Limaran and the old woman C. Prince Raden Putra and the old woman D. Prince Raden Putra and the witch E. Prince Raden Putra and Dewi Limaran 16. “As a return, they asked her to stay in the palace.” What does the sentence

mean? A. After Prince Raden Putra and Dewi Limaran had arrived at the palace, they asked the old woman to stay with them.


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B. Prince Raden Putra and Dewi Limaran thanked the old woman by asking her to stay in the palace. C. The old woman insisted to stay in palace because of her kindness. D. After Prince Raden Putra and Dewi Limaran had come back to the palace, the old woman returned to her palace. E. The old woman came afterward Prince Raden Putra and Dewi Limaran to the palace. Fill in blanks with the correct answer provided in number 17-20. Maninjau Lake … As agreed, Datuk Limbatang and his family came to bujang sembilan's house. He wanted to propose Sani to be Giran's wife. Surprisingly, Kukuban rejected the proposal. Sani and Giran ________(17) very sad. However both of them still met secretly. Kukuban finally found out. He and his brothers sent them to the traditional court. He accused them having a sinful relationship. And they _____________(18). They would be thrown to the crater of Tinjau Mountain. "We are innocent. We never do anything wrong," said Giran. Then he prayed. "God, when we are wrong, please ___________(19)our body in the crater. But if we are innocent, make this mountain erupt and change bujang sembilan as fish." Then

they

were

thrown

into

crater.

mountain____________(20).

Not

long

after

that,

the


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People saved their lives. Amazingly, bujang sembilan slowly turned into fish. And the crater was getting bigger. It finally became a lake. People named it as Maninjau Lake. Adapted from: http://www.indonesianfolklore.blogspot.com/. Retrieved on April 17th, 2010 17.

19.

A. Are

A. Destroyed

B. Was

B. Destroy

C. Were

C. To destroy

D. Be

D. Destroying

E. Would be

E. Have destroyed

18.

20.

A. Punished

A. Have erupted

B. Were punishing

B. Erupts

C. Would be punished

C. Erupting

D. Would punish

D. Erupted

E. Were punished

E. Was erupted

PLAGIAT

MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V CONCLUSIONS AND SUGGESTIONS In this chapter, the writer presents conclusions and suggestions. After doing the research, the writer obtained some points of conclusions. This study also needed suggestions in order to make improvement for the next research and for the teachers who want to apply the test designed by the writer. A. Conclusions In developing the test, this study employed five steps of R & D cycle which were combined with Bachman’s and Palmer’s test development to answer the problem formulations. The five steps of R & D cycle used in this study were research and information collecting, planning, developing preliminary form of product, preliminary field testing and main product revision. In addition, the writer combined R & D cycle with Bachman’s and Palmer’s test development which consisted of three stages: design, operationalization, and administration. The writer combined the first step of R & D cycle, research and information collecting with design, the first step of Bachman’s and Palmer’s test development by doing literature review and interview. Literature review and interview were conducted to obtain information in order to make the design statement of the test. The design statement provided information needed to limit the scope of the test. Then, the writer combined the second step of R & D, planning with selecting and specifying the materials of Bachman’s and Palmer’s test

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65

development by doing library study. This step resulted on the blueprint. The blueprint contained information of the test structure and test task specification of the test. In the third step of R & D developing preliminary form of product, the writer combined with the developing and writing actual test tasks, writing instructions, specifying the procedures for scoring of Bahcman’s and Palmer’s test development. This step resulted on the test and the instructions, the answer key and scoring and marking system. In this step, the second problem formulation had been answered but the writer needed to improve the test. Therefore, the writer needed to do the fourth and fifth step of R & D cycle in order to design a better test. The fourth step of R & D, preliminary field testing was combined with administration of Bachman’s and Palmer’s test development. In this step, the writer conducted the test and distributed the questionnaire, collected the answer sheets and the answer of the questionnaire, and then analyzed the validity of the test. The last step of this study was main product revision. After analyzing the test, the writer made some revisions. The research result shows that the test made by the writer could be used as an achievement test. This conclusion was drawn from the results of analyzing the validity of the test. There were three criteria of validity investigated by the writer: face validity, content validity and construct validity. The results of face validity and content validity were obtained from the questionnaire given to the English teacher of tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School.


66

From the questionnaire, it could be inferred that the test was well designed. In addition, the results of construct validity were obtained from the result of counting item facility, item discrimination, and distractor efficiency. The result of counting item facility, item discrimination, and distractor efficiency shows that most of the items of the test were valid to measure the students’ mastery on narrative reading texts. There were only three questions which the items should be revised because the result of construct validity was not valid.

B. Suggestions After finishing this research, there were still some improvements needed to make this study better. Therefore, the writer made some suggestions. Hopefully, these suggestions could improve this study. First, in doing this study, the writer used some narrative texts taken from the internet. Most of them had long passages. The writer needs to simplify the texts in order to make them shorter, since not all of the students are accustomed with long passages. Long passages made some students bored. To avoid this, the writer should be more creative in selecting the texts and making the texts shorter without changing the meaning. Second, the teacher has to provide forty-five minutes (45’) for the students to do the test. In forty-five minutes, both upper and lower proficiency students are able to finish reading five reading passages and answer twenty multiple-choice questions.


67

Finally, the test designed by the writer will help the English teacher of tenth grade Pangudi Luhur St. Yosef Surakarta Senior High School to develop the better tests. Moreover, this study will facilitate the teacher to measure the construct validity of the test by using spreadsheets program. The result of the construct validity will reflect the quality of the test. By using spreadsheet programs, it will be easier for the teacher to measure the quality of the tests, which present how well the teacher designs the tests.


REFERENCES Alderson, J. C.2000. Assessing Reading. Cambridge: Cambridge University Press.

Alderson, J. C., Clapham, C., Wall, D. 1995. Language Test Construction and Evaluation. Cambridge: Cambridge University Press.

Armbruster, B. B., Osborn, J. H. 2002. Reading and Assessment. Boston: Allyn & Baccon.

Bachman, L. F., Palmer, A. S. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests. Hong Kong: Oxford University Press.

Borg, W.R., Gall, M.D. 1983. Educational Research: An Introduction. New York: Longman Inc.

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc.

Brown, J. D. 2005. Testing in Language Programs: A Comprehensive Guide to English Language Assessment. Singapore: The McGraw-Hill Companies.

Grabe, W., Stoller, F. L. 2002. Teaching and Researching Reading. Hong Kong: Longman.

Hutchinson, T., Waters, A. 1994. English for Specific Purposes: A learningcentered approach. H. B Altman & P. Strevens (Eds). New York: Cambridge University Press.

Elvin, C. 2003. Test Item Analysis Using Microsoft Excel Spreadsheet Program. (http://www.eflclub.com/elvin/publications/2003/itemanalysis.html, accessed on April 3, 2009). French, T. 2011. What is Microsoft Excel and When Would I use It? (http://spreadsheets.about.com/od/tipsandfaqs/f/excel_use.htm, accessed on May 10, 2011).

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Kalimasadha. J. 2010. The Little Jackal and the Alligator. (http://www.halloenglish.web.id/narrative-text, accessed on April 17, 2010).

Marini, W. 2007. Manik Angkeran. (http://indonesianfolklore.blogspot.com/search/label/Bali, accessed on April 17, 2010).

Marini, W. 2007. The Deer and the Sea Snail. (http://indonesianfolklore.blogspot.com/search/label/Maluku, accessed on April 17th, 2010).

Marini, W. 2007. Keong Mas. (http://indonesianfolklore.blogspot.com/search/label/Central%20Java, accessed on April 17th, 2010).

Marini, W. 2010. Maninjau Lake. (http://indonesianfolklore.blogspot.com/2010/03/maninjau-lake.html, accessed on April 17th, 2010).


APPENDICES


71

Appendix 1: The Interview 1.

Could you mention the characteristics of the students, such as age, sex, native language, level of language proficiency, level and amount of preparation or prior experience with narrative? ¾

The students came from many backgrounds. Some of them are advance learners. They got scholarship program and they are outstanding students. Their native language is Javanese. They are 1516 years old.

¾

I need more than 3 meetings to teach them narrative but I mentioned in twice in lesson plan. I spent 5-6 meetings to teach them narrative because I also taught them noun phrases and tenses.

2.

How many vocabularies do the students have? ¾

3.

Some of them have more than 1000 but some less than that.

What sort of information do the students easily recognized in narrative? Is it about difficult word? or detail information? Generic structure? ¾

They can easily understand the text. They can answer the questions easily if the answer stated in the text. I mean when I gave them a question such as “What is the moral value of the text?” they would need long time to think about it. But some of them (advance) can do that easily. So most of students don’t like questions which need critical thinking.


4.

72

In what level of understanding the students are categorized? a literal understanding of text, an understanding of meaning that are not directly stated in the text, or an understanding of the main implication of the text? ¾

A literal understanding of a text: for most of students

¾

An understanding of meaning that are not directly stated in the text: advance students

5.

How long should the texts be? It depends on the situation. 3-6 paragraphs are ok.

6.

How long might the readers have to understand 3 or 4 paragraph? Maybe 10 minutes to understand the text.


73

Appendix 2: The Lesson Plan RENCANA PELAKSANAAN PEMBELAJARAN V SMA : St. Yosef Surakarta Mata Pelajaran : Bahasa Inggris Kelas / Semester : X / 1 Materi Pokok : Narrative Text Alokasi Waktu : 3 x 45’

1. Standar Kompetensi : •

Mendengarkan : memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.

•

Berbicara : Mengungkapkan makna dalam teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.

•

Membaca : Memahami makna teks tulis fungsional pendek esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

•

Menulis : Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.


74

2. Kompetensi Dasar : •

Mendengarkan Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount, narrative, dan procedure.

•

Membaca Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount, narrative, dan procedure.

•

Menulis Merespon makna dan langkah-langkah retorika secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk recount, narrative, dan procedure.

•

Berbicara : Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk recount, narrative, dan procedure.

3. Indikator Mendengarkan Merespon teks monolog sederhana berbentuk recount, narrative, dan procedure. Membaca Mengidentifikasi makna dalam teks tulis berbentuk recount, narrative, dan procedure. Mengidentifikasi langkah‐langkah retorika dalam teks berbentuk recount, narrative, dan procedure.


75

Menulis Menghasilkan teks tulis berbentuk recount, narrative, dan procedure. Berbicara Melakukan teks monolog lisan berbentuk recount, narrative, dan procedure.

4. Tujuan Pembelajaran a. Siswa dapat memahami generic structure dari teks yang berbentuk narrative. b. Siswa dapat menghasilkan teks berbentuk narrative baik lisan maupun tertulis. 5. Materi Pembelajaran a. Materi Pokok : Narrative text


76

Narrative Text The purpose of the text: to amuse or to entertain the readers with actual or imaginary experiences in difference ways. •

•

Generic structure: -

Orientation ( who were involved in the story, when, and where)

-

Complication (a problem arises followed by other problems)

-

Resolution (solution to the problem)

Language features : -

The use of noun phrase (e.g. a beautiful princess, a huge temple)

-

The use of connectives (e.g. first, before that, then, finally)

-

The use of adverbial phrases of time and place ( e.g. in the garden, two days ago)

-

The use of past tense (e.g. He walked away from the village)

-

The use of saying verbs (e.g. say, tell, ask)

-

The use of thinking verbs, feeling verbs, verbs of senses (e.g. She felt hungry, She thought she was clever, she smelt something burning)

•

Fairy tales, fables, myths, legend belong to narratives.


77

The Legend of Minos, King of Crete

\

Orientation

Once upon a time there lived a very famous king. He had a monster which was half bull and half man. He ordered Daedalus, a craftsman from Athens, to build a labyrinth in order to house the monster. When Daedolus finished his work, he wanted to leave Crete. But the king would not let him go.

Complication

Daedalus escaped through the air by using wings fixed to his body with wax. He also made wings for his son, Icarus and made him fly behind himself. But the son was so glad and excited that he soon went too high. As he flew

Resolution

nearer to the Sun, it got warmer and warmer until at last the wax melted and his body fell down into the sea near Troy. The sea is now called the Icarian Sea.

. b. Sumber

: LKS (Hayati Tumbuh Subur, 2008) Look Ahead, An English Course 1 (Erlangga, 2007) Developing

English

Competencies

1

Pendidikan Nasional, 2008) c. Media

: Gambar, VCD Player, Text, Hand-out, LKS.

6. Kegiatan Pembelajaran Pertemuan I (2x 45’)

(Departemen


No

1

Opening

Guru menyapa siswa

Guru mencek kehadiran siswa

Guru menyatakan topik hari ini

Guru menyampaikan manfaat

Sarana/ Alat/ Media Pembelajaran

Alokasi Waktu

Macam Kegiatan

78

Teknik

5’

Presensi siswa

‐

5’

‐

Tanya jawab

mempelajari text berbentuk narrative 2

Main Activities

Guru menyampaikan beberapa

pertanyaan pancingan untuk mengeksplor pengetahuan siswa mengenai materi ajar.

Guru meminta siswa untuk mendengarkan dan melengkapi text yang berbentuk narrative.

10’ 4’

Guru meminta siswa untuk mencari kata‐kata sulit dalam text

Drilling

CD / CD Player

Completion

Tasks

Guru mengajak siswa untuk mencari

8’

makna kata‐kata sulit tersebut bersama‐sama

Listening text

Guru meminta siswa untuk

8’

mengucapkan kata‐kata sukar tersebut dengan pengucapan yang

benar.

Guru menjelaskan tentang narrative text (social function, generic structure, etc.)

15’

Handout LKS

Ceramah Penugasan


No

Alokasi Waktu

Macam Kegiatan

Guru memberikan sebuah text


79

Teknik

berbentuk narrative kepada para

10’

siswa

Guru meminta siswa untuk mengidentifikasi generic structure

10’

dari text tersebut.

Guru meminta siswa untuk menjawab pertanyaan tentang text tersebut.

10’

Guru dan siswa membahas jawaban siswa bersama‐sama

3

Closing

Guru menyampaikan bahwa waktu pembelajaran sudah hampir habis.

Guru dan siswa melakukan refleksi atas kegiatan dan materi pembelajaran.

Guru memberikan PR pada siswa untuk membuat sebuah text berbentuk narrative dan untuk menceritakan kembali text buatan mereka di depan kelas pada pertemuan selanjutnya.

Guru menutup dengan motivasi, harapan, dan salam

5’

Refleksi


80

Pertemuan II No

1

Macam Kegiatan

Opening

Alokasi Waktu


Teknik

5’

Absensi siswa

Guru menyapa siswa

Guru mencek kehadiran siswa

Guru melakukan review pertemuan

sebelumnya

Guru menyatakan kegiatan yang

akan dilakukan hari itu

Guru menyampaikan manfaat

melakukan kegiatan hari itu (giving

genuine reason)

2

Main Activities

Siswa menceritakan text narrative

80’

Teks buatan

Bercerita

siswa

buatan siswa di depan kelas 3

Guru mengevaluasi kegiatan siswa

Closing

Guru menyampaikan bahwa waktu pembelajaran sudah hampir habis.

Guru dan siswa melakukan refleksi atas kegiatan dan materi pembelajaran.

Guru menutup dengan motivasi, harapan, dan salam

5’


81

7. Penilaian/ Assessment

Kehadiran siswa dalam pembelajaran (through observation and checklist)

Keaktifan siswa (through observation; involvement or participation)

Kemajuan belajar/ ketercapaian kompetensi (project, performance, written tasks, and product) Surakarta, Juli 2009 Mengetahui, Kepala Sekolah

Guru Bahasa Inggris

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 82

Appendix 3: Syllabus Nama Sekolah : SMA Pangudi Luhur St. Yosef Surakarta Mata Pelajaran: Bahasa Inggris Kelas

:X

Semester

:2

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, serta

o berterima kasih mis. A: Thank you very much B: Don’t mention it! o memuji mis. A: You look slimmer. B: You’re kidding me. o mengucapkan selamat mis. A: Congratulations! You did it again. B: Thank you. I don’t know what to do without you.

· Mendengarkan Percakapan interpersonal/transaksional melalui film secara individu. · Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. · Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Indikator · Mengidentifikasi kata yang didengar · Mengidentifikasi makna kata · Mengidentifikasi hubungan antar pembicara · Mengidentifikasi makna tindak tutur berterima kasih · Merespon tindak tutur berterima kasih · Mengidentifikasi makna tindak tutur memuji · Merespon tindak tutur memuji · Mengidentifikasi makna tindak tutur mengucapkan selamat

Penilaian Quiz Ulangan tertulis Tugas

Alokasi Waktu (Menit) 14 x 45

Sumber/ Bahan/ Alat www.english hdaily626.com www. Esl.lab Kaset CD

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 83 Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran


mengucapkan selamat

Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari

Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal

9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat 7.2. Merespon makna dalam percakapan transaksional (to get things done)

· Secara berpasangan belatih menggunakan tindak tutur dan responnya.

o menggunakan ungkapan terkejut mis. A: How can you say that?

· Mendengarkan percakapan interpersonal/transa ksional melalui tape secara klasikal

Indikator · Merespon tindak tutur mengucapkan selamat · Mengidentifikasi konteks situasi · Menggunakan tindak tutur berterima kasih · Merespon tindak tutur berterima kasih · Menggunakan tindak tutur memuji · Merespon tindak tutur memuji · Menggunakan tindak tutur mengucapkan selamat · Merespon tindak tutur mengucapkan selamat

· Mengidentifikasi makna tindak tutur menyatakan rasa terkejut

Penilaian

Alokasi Waktu (Menit)

Tugas Performans

6 x 45

Quiz Ulangan tertulis Tugas

14 x 45

Sumber/ Bahan/ Alat

www.englis hdaily626.c om www. Esllab Kaset CD

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 84 Standar Kompetensi dalam konteks kehidupan sehari-hari

Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari

Kompetensi Dasar

Materi Pembelajaran

dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan seharihari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima

B: Well, that’s the fact. o menggunakan ungkapan rasa tak percaya mis. A: I can’t believe it! B: That’s true. o menyetujui undangan, tawaran, ajakan mis. A: can you come to my party? B: sure, I will.


Indikator

· Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

· Merespon tindak tutur menyatakan rasa terkejut · Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya · Merespon tindak tutur menyatakan rasa tak percaya

· Bermain peran secara berkelompok

· Menggunakan tindak tutur menyatakan rasa terkejut · Merespon tindak tutur menyatakan rasa terkejut · Menggunakan tindak tutur menyatakan rasa tak percaya

Penilaian


Sumber/ Bahan/ Alat


Mendengarkan 8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan seharihari

Kompetensi Dasar dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan seharihari

Materi Pembelajaran

pengumuman, iklan, undangan


Mengidentifikasi beberapa iklan lisan di tempat umum secara berkelompok. · Mendengarkan iklan melalui tape secara klasikal. · Mendiskusikan isi dan bentuk bahasa yang digunakan secara kelompok

Indikator

Penilaian

· Merespon tindak tutur menyatakan rasa tak percaya · Menggunakan tindak tutur menerima undangan · Menggunakan tindak tutur tawaran · Menggunakan tindak tutur ajakan

Tugas kelompok Performans

· Mengidentifikasi topik sebuah pengumuman lisan · Mengidentifikasi informasi tertentu dari undangan lisan · Mengidentifikasi tujuan dari pengumuman yang didengar.


Alokasi Waktu (Menit) 6x 45

Sumber/ Bahan/ Alat

8 x 45 www. Esllab. com CD Kaset


Kompetensi Dasar

Berbicara 10.Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari

10.1. Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari 8.1 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk; narrative, descriptive, dan news item

Mendengarkan 8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari

Materi Pembelajaran

Kegiatan Pembelajaran · Menyampaikan iklan lisan secara berpasangan di depan kelas. · Menceritakan kembali iklan yang dilihat atau didengarnya

· Teks lisan berbentuk narrative · Teks lisan berbentuk descriptive · Teks lisan berbentuk news item

· Mendengarkan berita/deskripsi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset · Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok

Indikator

Penilaian

· Memberi pengumuman lisan · Menyampaikan undangan lisan · Melakukan monolog untuk mengiklankan sesuatu · Menggunakan bahasa lisan

Tugas Performans

· Mengidentifikasi main idea dari teks yang didengar · Mengidentifikasi tokoh dari cerita yang didengar · Mengidentifikasi kejadian dalam teks yang didengar · Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan · Mengidentifikasi inti& sumber berita yang didengar

Tugas Ulangan tertulis Tugas

Alokasi Waktu (Menit) 2 X 45

Sumber/ Bahan/ Alat

14 x 45


Kompetensi Dasar

Berbicara 10. Mengungkapka n makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari

10.1 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: narrative, descriptive, dan news item

Membaca 11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan seharihari

Materi Pembelajaran

Kegiatan Pembelajaran · Berdiskusi secara berkelompok untuk membuat sebuah berita/deskripsi/ naratif secara sambung menyambung · Menyampaikan berita sebagai reporter langsung dari tempat kejadian · Mendongeng secara berkelompok

pengumuman, iklan, undangan

· Mengidentifikasi beberapa pengumuman tertulis di tempat umum secara berkelompok. · Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok

Indikator · Menggunakan kalimat simple present dalam mendeskripsikan benda atau orang · Melakukan monolog untuk menyampaikan sebuah berita · Melakukan monolog untuk menyampaikan sebuah deskripsi · Bercerita secara lisan · Menjadi reporter · Menjadi storyteller · Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar · Mengidentifikasi topik dari teks yang dibaca · Mengidentifikasi informasi tertentu

Penilaian Tugas Performans


Sumber/ Bahan/ Alat

2 x 45

1 x 45

Tugas Ulangan tertulis

8 x 45

ESOL ONLINE, English Online, Jakarta Post


Kompetensi Dasar

Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan seharihari

Membaca 11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari

11.2 Merespon makna dan langkahlangkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk

Materi Pembelajaran

· Teks tulis berbentuk narrative · Teks tulis berbentuk descriptive · Teks tulis berbentuk news item · Pasive Voice · Reported speech


Indikator

Penilaian

· Membuat pengumuman secara individu dan mempublikasikan di papan pengumuman

· Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat · Menulis gagasan utama · Mengelaborasi gagasan utama · Membuat draft, merevisi, menyunting · Menghasilkan teks fungsional pendek

Tugas portofolio

· Membaca nyaring bermakna teks berita/deskripsi/nara tif secara individu · Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. · Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan

· Mengidentifikasi makna kata dalam teks yang dibaca · Mengidentifikasi makna kalimat dalam teks yang dibaca · Mengidentifikasi komplikasi dalam sebuah cerita narasi · Mengidentifikasi kejadian dalam teks yang dibaca



14 x 45

Sumber/ Bahan/ Alat

ESOL ONLINE, English Online, Jakarta Post


Kompetensi Dasar

Materi Pembelajaran


dan untuk mengakses ilmu pengetahuan

narrative, descriptive, dan news item

kalimat pasif untuk menyatakan inti berita

Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari

12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk narrative, descriptive, dan news item

· Membuat draft teks naratif,berita atau deskripsi dengan melakukan chain writing. · Melakukan koreksi teman sejawat untuk menyempurnakan draft. · Menyempurnakan draft berdasarkan hasil koreksi teman

Indikator · Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan · Mengidentifikasi inti berita yang didengar · Mengidentifikasi sumber berita yang didengar · Mengidentifikasi langkah-langkah retorika dari teks · Mengidentifikasi tujuan komunikasi teks dibaca · Menggunakan kalimat reported speech dalam menyampaikan sebuah berita · Menggunakan kalimat simple present dalam membuat sebuah deskripsi · Menggunakan adverbial clause dalam menulis sebuah narasi · Menghasilkan teks berbentuk

Penilaian

Tugas portofolio


Sumber/ Bahan/ Alat

2 x 45

2 x 45

2 x 45


Membaca 11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan

Kompetensi Dasar

11.2 Merespon makna dan langkahlangkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item

Materi Pembelajaran

· Teks tulis berbentuk narrative · Teks tulis berbentuk descriptive · Teks tulis berbentuk news item · Pasive Voice · Reported speech


· Membaca nyaring bermakna teks berita/deskripsi/nara tif secara individu · Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. · Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat pasif untuk menyatakan inti berita

Indikator news item · Menghasilkan teks berbentuk narrative · Menghasilkan teks berbentuk description · Mengidentifikasi makna kata dalam teks yang dibaca · Mengidentifikasi makna kalimat dalam teks yang dibaca · Mengidentifikasi komplikasi dalam sebuah cerita narasi · Mengidentifikasi kejadian dalam teks yang dibaca · Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan · Mengidentifikasi inti berita yang didengar · Mengidentifikasi sumber berita yang didengar · Mengidentifikasi langkah-langkah retorika dari teks

Penilaian



14 x 45

Sumber/ Bahan/ Alat

ESOL ONLINE, English Online, English K-6 Modules, Jakarta Post


Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari

Kompetensi Dasar

12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk narrative, descriptive, dan news item

Materi Pembelajaran


· Membuat draft teks naratif,berita atau deskripsi dengan melakukan chain writing. · Melakukan koreksi teman sejawat untuk menyempurnakan draft. · Menyempurnakan draft berdasarkan hasil koreksi teman.

Indikator · Mengidentifikasi tujuan komunikasi teks dibaca · Menggunakan kalimat reported speech dalam menyampaikan sebuah berita · Menggunakan kalimat simple present dalam membuat sebuah deskripsi · Menggunakan adverbial clause dalam menulis sebuah narasi · Menghasilkan teks berbentuk news item · Menghasilkan teks berbentuk narrative · Menghasilkan teks berbentuk description

Penilaian

Tugas portofolio


Sumber/ Bahan/ Alat

2 x 45

2 x 45

2 x 45


92

Appendix 4: The Texts Text 1: Manik Angkeran A long ago, lived a very rich family in Bali. The father was Sidi Mantra. He was very famous for his supernatural power. He lived happily with his wife and his only child, Manik Angkeran. He was a spoiled son. He also had a bad habit. He liked to gamble. Because of his bad habit, his parents soon became poor. They always advised Manik Angkeran to stop his bad habit, but he never listened to them. Instead he kept on begging to his parents to give him a lot of money. The parents then did not have any heart to see him begging. Then Sidi Mantra went to Agung Mountain. There lived a mighty dragon with his great supernatural power. He could provide jewelries to those who could say the right prayers and ring the bell. Sidi Mantra had the bell and also knew the prayers. After he met the dragon, he then said the prayers and rang the bell. Suddenly jewelries came out from the dragon’s body. He was very happy and immediately brought the jewelries home. This time Sidi Mantra wanted Manik Angkeran really to stop gambling. The son then promised. But soon he broke the promise and he did not have some money anymore. He heard that his father got the jewelries from the dragon living in Agung Mountain. So he stole his father’s bell then he went there. After he arrived in Agung Mountain, Manik Angkeran rang the bell. He said that he wanted the jewelries to the dragon. Then the dragon gave him the jewelries and asked him


93

not to gamble anymore. Manik Angkeran agreed and was very happy. Suddenly he had a bad idea. He wanted to kill the dragon and stole all his jewelries. The dragon knew his plan and with his great power he killed Manik Angkeran. Sidi Mantra was deeply sad. He asked the dragon to bring his son back to life. The dragon agreed but they had to live in different places. After few moments, Manik Angkeran lived again. Then Sidi Mantra used a stick to make a big line between them on the ground. From the line, water flowed. Soon it became a river. Finally it became a strait. It separated Java and Bali. People then named the strait as Bali Strait. Adapted from: http://indonesianfolklore.blogspot.com/search/label/Bali. retrieved on April 17, 2010

Text 2 The Deer and the Sea Snail A long time ago in a jungle in Aru Islands, Maluku, lived a group of deer. They were very proud of their ability in running very fast. They always stayed in different places. They challenged other animals in a running match. If the deer won the match, they took over the place and stayed there. Not far from the jungle, there was a beautiful beach. A group of sea snail lived there. The deer heard about the beautiful beach and planned to live there. They had a plan to challenge snails in a running match. They were very sure to win the match. Sea snails were slow in walking.


94

After that the deer and sea snails discussed the rule of the game. The rule was that they had to run from the first cape until the twelfth cape. The distance between one cape to another was very far. The winner was those who arrived first at the twelfth cape. Then the leader of the sea snails conducted a secret meeting with all of sea snails. They set a strategy to win the match. The leader said that they had to put twelve of sea snails in each cape. If the deer arrived in every cape, they had to shout. So, the deer would never rest and got very tired. And the day of the match finally arrived. All animals watched this unique match, the deer versus the sea snail. The runners were standing side by side. Then, the deer ran very fast. In just a second, he already left the sea snail. After a few hours of running, he arrived at the first cape. He shouted, “Hey? Where are you?” “I’m here,” said the sea snail. He was another sea snail that was hiding in the first cape. The deer was surprised. He cancelled his plan to get some rest. He continued running. In every cape, there was always a sea snail. And the deer always cancelled his plan to get some rest. Finally, the deer almost reached the twelfth cape but he was exhausted. He was really tired. And he gave up. He did not have any more strength to run. He fell down on the ground.


95

“Hooray!” said all the sea snails. The deer were so embarrassed. They were just tricked by the clever sea snails. So the deer came back to the jungle and never returned to the beach. Adapted from: http://indonesianfolklore.blogspot.com/search/label/Maluku. retrieved on April 17th, 2010

Text 3 The Little Jackal and the Alligator The little Jackal was very fond of shell-fish. He used to go down by the river and hunt along the edges for crabs and such things. And once, when he was hunting for crabs, he was so hungry that he put his paw into the water after a crab without looking first, — which you never should do! The minute he put in his paw, snap! — the big Alligator who lives in the mud down there had it in his jaws. “Oh, dear!” thought the little Jackal; “the big Alligator has my paw in his mouth! In another minute he will pull me down and gobble me up! What shall I do? What shall I do?” Then he thought suddenly, “I’ll deceive him!” So he put on a very cheerful voice, as if nothing at all were the matter, and he said, “Ho! ho! Clever Mr. Alligator! Smart Mr. Alligator, to take that old bulrush root for my paw! I hope you’ll find it very tender!”


96

The old Alligator was hidden away beneath the mud and bulrush leaves, and he couldn’t see anything. He thought, “Pshaw ! I’ve made a mistake.” So he opened his mouth and let the little Jackal go. The little Jackal ran away as fast as he could, and as he ran he called out, “Thank you, Mr. Alligator! Kind Mr. Alligator! So kind of you to let me go!” Adapted from: http://www.halloenglish.web.id/narrative-text. retrieved on April 17, 2010

Text 4

Keong Emas (The Golden Snail) Prince Raden Putra and Dewi Limaran were husband and wife. They lived in a palace. Prince Raden Putra's father was the king of the kingdom. One day, Dewi Limaran was walking around in the palace garden. Suddenly she saw a snail. It was ugly and disgusting. Then she threw it away into a river. She did not know that the snail was actually an old and powerful witch. The witch could transform herself into anything. She was angry to Dewi Limaran. The witch put a spell on her and changed her into a golden snail. The witch then threw it away into the river. The golden snail was drifting away in the river and got caught into a net. An old woman was fishing and used her net to catch some fish. She was surprised to see a golden snail in her net. She took it and brought it home. When the old woman woke up in the morning, she was surprised that the house was in the good condition. The floor was mopped. And she also had food on the table. She was


97

thinking very hard. It happened again and again every morning. The old woman was very curious. One night she decided to stay up late. She was peeping from her room to know who cooked for her. Then, she could not believe what she saw. The golden snail she caught in the river turned into a beautiful woman. The old woman approached her and asked who the beautiful woman was. Dewi Limaran then explained what had happened. After that the old woman rushed to the palace. She talked to Prince Raden Putra about his wife. Prince Raden Putra was so happy. He had been looking for his wife everywhere. He then prayed and meditated. He asked the gods to give him the holy gamelan. He wanted to break the witch's spell. After several days praying and meditating, finally gods granted his wish. He immediately brought the holy gamelan to the old woman's house. He played it beautifully. And then amazingly the golden snail turned into the beautiful Dewi Limaran. The couple was so happy that they could be together again. They also thanked the old woman for her kindness. As a return, they asked her to stay in the palace. Adapted

from:

http://indonesianfolklore.blogspot.com/search/label/Central%20Java.

retrieved on April 17th, 2010

Text 5 Maninjau Lake …. As agreed, Datuk Limbatang and his family came to bujang sembilan's house. He wanted to propose Sani to be Giran's wife. Surprisingly, Kukuban


98

rejected the proposal. Sani and Giran were very sad. However both of them still met secretly. Kukuban finally found out. He and his brothers sent them to the traditional court. He accused them having a sinful relationship. And they were punished. They would be thrown to the crater of Tinjau Mountain. "We are innocent. We never do anything wrong," said Giran. Then he prayed. "God, when we are wrong, please destroy our body in the crater. But if we are innocent, make this mountain erupt and change bujang sembilan as fish." Then they were thrown into crater. Not long after that, the mountain erupted. People saved their lives. Amazingly, bujang sembilan slowly turned into fish. And the crater was getting bigger. It finally became a lake. People named it as Maninjau Lake. Adapted from: http://www.indonesianfolklore.blogspot.com/. retrieved on April 17th, 2010


99

Appendix 5: The Answer Sheet Name/ Std. #: Class: 1.

A

B

C

D

E

11.

A

B

C

D

E

2.

A

B

C

D

E

12.

A

B

C

D

E

3.

A

B

C

D

E

13.

A

B

C

D

E

4.

A

B

C

D

E

14.

A

B

C

D

E

5.

A

B

C

D

E

15.

A

B

C

D

E

6.

A

B

C

D

E

16.

A

B

C

D

E

7.

A

B

C

D

E

17.

A

B

C

D

E

8.

A

B

C

D

E

18.

A

B

C

D

E

9.

A

B

C

D

E

19.

A

B

C

D

E

10.

A

B

C

D

E

20.

A

B

C

D

E


100

Appendix 6: The Questionnaire Give a tick (√) to the column “yes” or “no” based on your opinion No. 1.

Statements

√

The test is clearly doable within the allotment time √

limit. 3.

Items are clear and uncomplicated.

√

4.

Directions are clear.

√

5.

A difficulty level presents reasonable challenge.

√

6.

A clear theoretical definition of the construct to be measured.

7.

No

The test is well-constructed, expected format with familiar tasks.

2.

Yes

√

Items and tasks are congruent with the contain domain definition.

√

8.

The tasks are relevant to the purpose of the test.

√

9.

The test is relevant to the indicators of the syllabus.

√

10.

The instructions are at the level which students at lower ability should be able to understand.

√

Developed from Bachman’s and Palmer’s checklist for evaluating usefulness (1996)

Additional Comments: Researcher has designed the test well, in the case of choosing the type of the test, the texts and the items (questions). Unfortunately, most of the students here are at the lower ability. They are not familiar with a long text. So, they feel that the texts and the items are too difficult for them. Besides, they only have about 30 minutes to finish the test.


Appendix 7: The Result of Counting IFand ID No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.

1 C C C C C C C C C D C C C C C C C C C C C C C C C C

2 B B B B B B B B B B B B B B B B B B B B B B B B C B

3 A A A A A A A A A A A B B A A A A E E A A A A A C A

4 D D E E E D E D E D E E E E E E E E E E E E D D A E

5 C C B B C B B C B C B C B B B B B B B B B B C C B B

6 B B B B B B B B B B B B B B B B B B B B B B B B B B

7 C C C C C C C C C C C C C C C C C C A C E C C C C C

8 C C C C C C C C C C B C C C C C C C C C C C C C C C

9 B B D D B B B B B B B B B B B D D B B B B B B B C B

Item No 10 11 B D B D B D A D A D A D C C B D A B D A D B D B A B A E D C D B D B D B D C C B E A D B D B D B D A D

12 B B B B B B B B B B B B B B B B B B B B B B B B B B

13 A A A A A A A B A A A B A A A A B A A A A A B B A A

14 E E E E D D C E E E E E D D D D D B D C E E E E E E

15 E E E E E E E E E E E E E E E E E E E E E E E E E E

16 B B B B A B B B B B B B B B B B B B B B B B B B B B

17 C C C C B C C C C C C C C C C C C C C C C C C C C C

18 E E A E E E E E E E E E A A E E E D E A E D D E E

19 B B B A B A B B B B B B A A A A A A A B B A B B B A

20 D D D D D D D D D D D D E E E E E D D E D E D D D E

Score 16 16 16 15 15 15 15 15 15 15 15 15 15 15 15 15 15 14 14 14 14 14 14 14 14 14


No. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54.

1 C C B C C C C C C B C C B B B C C C C A B B C C C A C B

2 B B B B B B B B B B B B B B B B B B B A B B B B B A B B

3 A A A A A A A A E B A A B B A A A E A B C A C B A A A A

4 E E E E E E E E E E E E E E E C E E E D D E E E E E E D

5 B B B B B B B B B B C B B B B B B B B C B B B B B B B C

6 B B B B B B B B B B B B B B B B D B B B B B B A B C

7 C C C C C C C C C E A C E E E C C C C C C C C C C C D C

8 C C C C C C C C C C C C C C C C C C C C C C C C C C C C

9 B B B B B B B C B C B B D D B B B B B B B B A B B B B B

Item No 10 11 B C B B B A B B B B B B E D D D B B B D B D C C B D B D B D B D B D B C D D B D A D A D C D D C C C D D D A B D

12 B B B B B B B B B B D B B B B A B B B B B B B B B B B B

13 A A A A A A A A A A A A A A A A C A B A A A A A A A A B

14 E D D D D D D B C C D C C C C D E E C E E C E D D E D

15 E E E E E E E E E E E B E E E E E E A E E E E E E E E E

16 A B B B B B B B B B A C B B B B D B B B B B B D B B B B

17 C C C C C C B B C C C C C C B B C C C C C C B C B C C C

18 E A A A A C E C D A E E A A A E E E A E E E E E E E E A

19 B A A A A A A C A B A B B B B A B B B B B A A B B B B A

20 E E D E E E E D D D A D D D D E E E D D D D E E E E E D

Score 14 14 14 14 14 14 14 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 12


No 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82.

1 B C C C B B B B C C C C B C C D A B A C C D C A B C C C

2 B B B B B A B A B B B B B B B B B B B B B B B B B B B B

3 D A B A B B B B A A B A A A A A D A A A E A A E B A A E

4 E E E E C E E E D E E E E E E D E E E D D E D E E D E D

5 B B B D B B B B B B C B B B B B B B B B C B B B B C C B

6 B B B C B B B B C C C A B B B B B B B A B B A A B B B B

7 C C C A C C E C C C C C C C C C C C C C C C C C C A C C

8 C C E C C C C C C C C C C C C C C C C C C C C C E C C C

9 B B D B C D B B B B D B B B B B B A B B B B B B B D B B

Item No 10 11 B B A D B D B D B D B D B B D E D E D B C C B D C B C B C B D B A E C D C D D E C D D D D D D A D A D A C E E

12 B B B A A B B B B B B B B B B A B B A A B A A A A B B B

13 A A A A A A A A A A B A A A A B A A A A A A A A A A A B

14 D E E E C B A E A E E C E E E E D A D D D A D D E D D D

15 E E E E E E E E E E E E E E E E E E E E E E E E E E E E

16 C B B B B B B B B D B B D D B B B B B B B B B B A C B

17 C B C C C B C B C C B A C C C C C A C C C C C C C B B C

18 D C B B A A A A A A E A E E E C E E E E E E E E A B B

19 A D A A B B B B B B B B B A B A A A A A A A A A A A A

20 D E A E D D D D A A D C E E E E E E E E E E E D D C D

Score 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 11 11 11 11 11


No. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110.

1 B C C C D C C B B C C D A C A D D C B D B B B B E C B B

2 B B B B B B B B B B B B B B B B A B B B D B B B C B B B

3 A A C E D A E A A C E E C B B A E A A A A A B B B B B B

4 E C E E E E E E E E E E D D E E E E D D E E E D D D E D

5 B B B B B B B B B B B B B B B B B B B B B C B E C B B B

6 E E C C C D C C C C B B B B B B B B B B B B B B B B

7 A A C C C E C C C C C C C C A D A C C C B A C C A C A

8 C C C C C C C C C C C C C C E C C C C C B C C C C C D C

9 B B B B B B B B B B B B B B B B D B B D B B B E D B B B

Item No 10 11 A D A D D D D D B D A C D D C D C D D D D D B D A C A C C D D B D B C D C A D A C E B B B C C A D B B A D A B

12 B B B B B B B B B B B B B A B B B B B A B B E B B D A B

13 A A B B B A B A A B B B B A B A B B A A A A A A A A A A

14 D D C E E E C D D C E E A E D D E E D E D E D E D C C D

15 E E A A A E A B B A A A E E E E E E E E E E E B E E E E

16 B B B B B D B A E B B B B B B A B B A B B B B B C B B B

17 C E C C C C C C C C C C C C B B C C C C C C B C E C C C

18 A A A E E E A A A A E E B E E B E B B E A E D E C D E A

19 E A B B B B B E A B B B B A B A B A B D A C B D B A A C

20 E D D E E E D D D D E E D D D D E A E E D E A D D D E D

Score 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 10 10 10 10 10 10


No. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138.

1 B B B C C C C B A D D B C C C D C B C B B B B B C B B C

2 D B B B B C C B B B B B B B B B B B B B B A B B D B B B

3 B D B B A B B C C A A A B E A A C A A B E B B B A E E A

4 E E E E E E E D D D E D D D D E D C C D D E E E E D E E

5 B B B B B B B B B B B B C B B B D D D B B B B B B B B B

6 B D A A C C C B B E A C C B C B A B B B A A E A C B B C

7 C C C E C C C C C A C C B D C C E A C C A D E A A C C E

8 E C D C C C C C C C C C C C D C C C C E C C C C C C C E

9 B B C B B B B B B B B B B B B B C D B B B C B B B B B B

Item No 10 11 A D A D B D E C E D D D C D A C A C B D E B D C A C E C D D D D B D A C D C C C A D C D B E C A E D A C D C E C

12 A B B B B B B B B B B B B B C A B B D B B B A B B A B B

13 A A A A B B B A B B A A A A A A A A B A A A A A C A A A

14 C D C D C C C A A E E D D A E A C C C E C E E C E A D D

15 E E E A A A E E E E E E E E E B E E E E E E E E E E E

16 B C B A A B B C B B A A C B C B D A A B B E B B D C A A

17 C D E C C C C C C C B B C C C A A B C C C C E C C C B C

18 E A A E A A A E B E E E E E E C D A A A E E A E A E A A

19 A B B A B B B A B A A B B A A A B A A A C B C B A A A

20 D A D E B D D D D E D E E E D E E D E D E D D E A D E E

Score 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 9 9 9 9 9 9 9 9 9 9 9 9


No. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166.

1 D B A C B D C B C C C B B B B B C B B A B B C D D B B C

2 A C B B D B B B D B B C B A A B B B B D B D B D C C B B

3 E B A C A A E A A A C D A B B B C D D B C C C A B B E D

4 E E D D D E D E E D D E E E E E E E E E E D E D E E D E

5 B B C B D B B B B B B B B B B B D B B B B B B B C D B B

6 B A B B B D B D C C E B B E E A A A C A C E D A E B A A

7 C A C C C C C C A A A A C A A A A A C C C C D A A C E

8 C C B C B C C C C E C C C C C C A C C C C A C C C E C E

9 D B B B B B B B B B B B B B B C B C B B B B B B B B B B

Item No 10 11 B D B C A D A D A C D A E C D E E D A A B B B A C C A D A D A A D E A A E D E D E D C D A C E D B C B C D C E C

12 B B B C B A B A B B D B B B B B B B B B B B B A B B B B

13 B A A A A A A A C A A A A A A A A A B C B A A A B A A A

14 E D D A E A A A E D C E C C C C B C C A C D E D E D D D

15 E E B E E E D C E E E B B E E B E B A E A B E E E E E E

16 B A C A B B A B D C B C C B B B C B D B D D B D B A A A

17 E C B C C A C A C B E A A B B C C C C C C C A C C B C C

18 B A A B A E E E A A C E B A A E C E A A A E B E E A B A

19 E A C A A A A B B B B A C B B C A C B A B B E D E A A A

20 A D D E E E E E A E E D E E E E E E A A A C E E E D E A

Score 9 9 9 9 9 9 9 9 9 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8


No. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194.

1 B B C C B B C B B B A B B B B B C B B B B A B C B B B C

2 B B B B D B B B B B C B B B B D D D B B B B C B B C

3 C A C A A C B A A C E C A B B C C C B A B E B A E C D B

4 E D D D E E D E D E E D D D E E D E E D D E E D D D B D

5 B B B B C B B B B B B B B B B B A B A B B B B B B B D B

6 C C E E B C A D E D A D A B A A B E C B C C A E A A A E

7 C A A C C C B D E C E B A D C D C D B E E A C C C A C

8 A D C C C A D C C C C C C E C B C C C C C D E E C C C E

9 B B B B B B B B B B B B B B C B E B B B B B B B B B B B

Item No 10 11 A D B C B A A A D A D D D D A B C E C D D E C E E C A E C E D A B E D B C C B A C A A B C D E D B D B E C D E

12 B B B B B B C A B B B B B B B B D B B B B B B B B B B B

13 A A A B A A A A A A E A A A A A A A B A B A A A A C A A

14 E A E D E E E E A A A A E E C B C E C A D D D D D D D

15 E E E E E B E E E E E E E E E D D E E E E E E B E E E

16 A A A C A A B E A B B B A D A B A C D C A A C A A A C

17 A C C A A C A C C A C B C A C C C B A C C B E C C B A

18 B E A A B E E C A E A E A C A B A E A A C A A B B C E

19 C A A A C C A C E B A B A B B A A A A A A C A D A A D A

20 D E E E D D D E A E E E E A E A D A A C D E D A E E D E

Score 8 8 8 8 8 8 8 8 8 8 8 8 8 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7


No. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. 205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. 218. 219. 220. 221. 222.

1 B B B B A A B D B B B B B B B B B A A B B A C B B B B C

2 A B A C B B C A B B B B A A B B A A B C D B B B C D C D

3 A C D B A A B A B B C E C C A B E B B A A B A B A D D

4 E D E D E E E E D D E D D D D D B E D E D D E D D D E D

5 B B B B B B B B B B B B B B B B B A B B B B B B B B B B

6 D D B C C C E D B B C E D B A E C E D E C A C C C A C

7 C E D A E E C A B D C A A E D E A A A C A A A A C B

8 E C D C D C C C C C C C B B D E E E C C C B E D C D E A

9 B B B C B B B B B B B B B B E B B B B B A B B B B B C B

Item No 10 11 A A E C C C D B A A C E C D C E C E C A D C C A C D B E A C E D A B E C E C E C A A A B C A D E D E A C C B

12 D B B B A A B B B B C B B B B E B B B D B B E B B C A D

13 A E A A B B B B A A A A A A C A B C B A A E A C A A C B

14 E E C E E D E E B B C E A D A C D D E E E A A E E A D C

15 E E E E E E E E E E E E E E E C E E E E D C E E C D E A

16 C B D B B C B C D A A E D D A B A A B A A B A D B A C B

17 B C C E B D C A B B A C C A A B B C C C B D B E C C B C

18 C A E A D D A E D D B C E B A E B C A C D A B B A E A A

19 B B C B E C E A C C D E A C C A A C E A A C A C E B A B

20 D E E D D C E E E E B A E D B A D E E E E C C D E E E E

Score 7 7 7 7 6 6 6 6 6 6 6 6 6 6 5 5 5 5 5 5 5 5 5 5 5 5 4 4


No. 223. 224. 225. 226. 227. 228. 229. 230. 231. 232. 233. 234. 235. 236.

1 B B B A B B B B C E A B B B C

2 B B B B B C D D D A C E B

3 B B B A B D C A C D B A B E

4 E E E E D D D D D E D D C D

5 B B B B B B B B C B B B B C

6 C C C C A A C C B A C D D A

7 E E E E A D B D E D C A A C

8 C C E C C C A A B E B D E C

9 B B B B B B B B B B B B B B

Item No 10 11 A C A C A C A C A E A C C B C B C B C C A A A A D B

12 A A B A C A D D D A B C B

13 B B B B A A B B C C A C A A

14 D D A A A C C A E E E A D

15 A A E A B B A A B E D D C E

16 A A C A B A B B D D E A A

17 B B C B A C C C B B B B E C

18 C C A A C B A A E A C C A B

19 C C A A C A B C C B D A A A

20 E E E E A E E E A E A D D E

B

B

A

D

E

B

C

E

B

D

Score

C

C

112

135

185

3

66

102

185

174

70

187

132

155

92

85

88

0.03

0.47

0.57

0.78

0.01

0.27

0.43

0.78

0.73

0.29

0.79

0.55

0.65

0.38

0.36

0.37

4 4 4 4 4 3 3 3 3 3 3 2 2 2 Correct answer Total Students IF Total

0.77

0.01

0.83

0.87

0.97

0.26

0.56

0.62

0.87

0.87

0.33

0.97

0.86

0.83

0.56

0.51

0.48

IF Upper

0.26

0.43

0.02

0.12

0.28

0.55

0.01

0.10

0.17

0.69

0.62

0.26

0.70

0.25

0.47

0.08

0.16

0.21

IF Lower

0.42

0,33

-0.01

0.70

0.58

0.42

0.01

0.46

0.44

0.17

0.24

0.06

0.26

0.60

0.35

0.47

0.34

0.25

ID

B

A

E

D

B

96

179

105

143

8

0.40

0.75

0.44

0.60

0.70

0.93

0.69

0.14

0.53

0.56

0.39

A

D

A THESIS. Ruth Widyasari FACULTY OF

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