N A S L O H C S H G I H R O I N E S E D A R G H T N E T E H T F O A T R A K A Y G O Y N I

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r e h t o m d e v o l e b y

M ChristinaRubinem,

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ii i v

K A R T S B A

a n a it s ir

K ,P irscaT ir .2012.AnAnaly is sonaReadingSummaitveTes toft heTenth l

o o h c S h g i H r o i n e S e d a r

G s in Yogyaka tra .Yogyakatra :Program Stud iBahasa .

a m r a h D a t a n a S s a ti s r e v i n U , s ir g g n

I

t e

K eramplian membaca dianggap penitng dalam pembelajaran bahasa .

s ir g g n

I Untuk mengetahu ikemampuan membaca siswa ,te ssumait fmembaca n

a k a n a s k a li

d pada akhi rsemeste rd iSekolah Menengah A st a (SMA) .Berkenaan n

a g n e

d krtieirat e syangbaik ,penelti ibermaksud untuk mempelajar ivaildtia ste s a

c a b m e m f it a m u

s untuk kela ssepuluh (X )Sekolah Menengah Ata s(SMA )d i .

a tr a k a y g o Y

i n i n a it il e n e

P dliakukan untuk menjawab permasalahan utama, yatiu s

a ti d il a v a n a m i a g a

b te s sumait f membaca untuk kela s sepuluh (X ) Sekolah .

a tr a k a y g o Y i d ) A M S ( s a t A h a g n e n e

M Selain tiu ,peneilitan in ijuga be trujuan b

a w a j n e m k u t n

u empa tpermasalahan tambahan ,yatiu :1 )Bagaimana vaildtia s n

a a k u m r e

p tess umait fmembacauntukkelass epuluh( X)SekolahMenengahAta s a

tr a k a y g o Y i d ) A M S

( ? ,2 )Bagaimana vaildtia sis ite ssumait fmembaca untuk a

tr a k a y g o Y i d ) A M S ( s a t A h a g n e n e M h a l o k e S ) X ( h u l u p e s s a l e

k ? ,3 )Bagaimana

faslitias soa lte ssumait fmembaca untuk kela ssepuluh (X )Sekolah Menengah s

a t

A (SMA )d iYogyakatra? ,dan 4 )Bagaimana disk irminasi s oal te ssumait f a

c a b m e

m untuk kela s sepuluh (X ) Sekolah Menengah Ata s (SMA ) d i a

tr a k a y g o

Y ? .

n e m u k o d s i s il a n a e d o t e

M digunakan dalam menganailsa dokumen te s a

c a b m e m f it a m u

s untuk kela ssepuluh (X )Sekolah Menengah Ata s(SMA )d i .

a tr a k a y g o

Y Vaildtia spermukaan diperoleh dengan mengumpulkan pendapat -s

e t i l h a a r a p i r a d t a p a d n e

p menggunakan tabel cekilst .Vaildtia sis idiperoleh n

a g n e

d mencocokkan bacaan dengan jeni steks dan s lo -a soa ltes dengan tujuan n

a r a j a l e b m e

p dalam sliabus .Sliabus-sliabu sd an lemba rjawab siswa diperoleh i

r a

d SMA N 3 Yogyaka tra ,SMA N 6 Yogyakatra ,dan SMA N 11 Yogyakatra. Faslitias s oal dan disk irminasi s oal dianailsa dan dikatego irkan setelah

g n u ti h g n e

m indeksfaslitia ssoa ldandisk irminasis oal . a

s il a n a g n e m h a l e t e

S data ,hasi lpeneilitanmenunjukkanbahwate ssumait f a

c a b m e

m untukkela ssepuluh( X )SekolahMenengahAtas( SMA )d iYogyaka tra d

il a

v dalam bentuk vaildtia s permukaan dan vaildtia s is.i Ulangan tersebu t n

a a k u m r e p s a ti d il a v i k il i m e

m karena terdri idair insrtuks idan petranyaan yang ,

i m a h a p i d t a p a d n a d t a k g n i

s panjang bacaand an alokas iwaktu yang sesuai ,setra n

a d t a m r o

f sailnanyangj ela .s Bacaan-bacaandalamt e smeilput isemuajenist eks g

n a

y tercantum dalamstandardkompetens idan kompetens idasar .Hampi rsemua l

a o

s t ees m ncakup tujuan pembelajaran dalam sliabus .Tetapi ,soa lt es tersebu t n

a k u lr e m e

m perbaikan dalamha lfaslitiass oaldan disk irminasisoal .Te ssumait f a

c a b m e

m tersebu tdianggapmudahdan itdakdapa tdigunakanuntukmembedakan a

w s i

s kela ssepuluh ( X)SMAN 3 Yogyaka tra ,SMAN 6 Yogyaka tra ,dan SMA a

tr a k a y g o Y 1 1

N .

, i s i s a ti d il a v , n a a k u m r e p s a ti d il a v : i c n u k a t a

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x i

T N E M G D E L W O N K C

A S

I , ll a f o t s ri

F would ilket o t hank my Lord Jesu sCh irs tforl etitng me be

e h t f o e n

o happies tpeoplei nt hi swo lrd .Hemake smes rtonginmyl fie.

I would ilke to thank C . Tutyandair ,S.Pd. ,M.Pd .very much a smy

r o s i v d

a . eS h alway sencourage sandguide smepaitenlty . Ithank .V Tirp irhatmini ,

, . A . M , . m u H . M , . d P .

S HennyHerawait, S.Pd. ,M.Hum,. and A .g Hard iPrasetyo ,

. A . M , . d P .

S , whogavemet hedatao fmyt hesi .s

e d u ti t a r g y m s s e r p x e o t e k il d l u o w

I ot the headmasters o fSMA N 3

a tr a k a y g o Y 1 1 N A M S d n a , a tr a k a y g o Y 6 N A M S , a tr a k a y g o

Y , whogavemethe

a t a

d . Iwould ilket o t hank Drs .Harwanto, Mr .Nguj iMulyono,S.Ag,.Kusworo,

,. m u H . M , . d P .

S andF .SunuPurwawarstia, S.Pd,.fort hei rhelp.

y m k n a h t o t e k il d l u o w

I motherf o rhe rpraye randsuppor teveryday . eS h

e v i

g s me spriti in my lfie. Ialso thank my sisters and brothers, who alway s

m o r f e m t r o p p u

s thedistance.

Iam so gratefu lto Andreo Asdfiait, who alway saccompanies me and

e m s e k a

m srtongert ofacevairousproblems du irngmystudy. It hankm ycousins ,

k a b

M Mairaand MbakWiwin ,who helpe dmetoedi tandp irntmyt hesis. It hank

y

m buddies in my second home (Angeiln, Mbak Oda ,and Checyk) fo rthei r

tr o p p u

s . Ialsot hankeveryonewhosuppo trsmebu t Icanno tmen itont hemoneby

e n

o ont hi spage.

e h

T Wrtier

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x

T N E T N O C F O E L B A

T S

e g a P

E G A P E L T I

T … … i

E G A P L A V O R P P

A … .. ii

E G A P N O I T A C I D E

D … .. i v

S K R O W F O T N E M E T A T

S ORIGINALITY………………………… .. v

I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E

L …………… … v i

T C A R T S B

A … .. v ii

K A R T S B

A ………………………………………………………………… .. v iii

S T N E M G D E L W O N K C

A …… i x

S T N E T N O C F O E L B A

T ……. x

F O T S I

L TABLES………………………………………………………… x iii

S E C I D N E P P A F O T S I

L ….. x iv

N O I T C U D O R T N I .I R E T P A H

C 1

.

A Background………. 1

.

B ProblemLimtiaiton………..……….. . 3

.

C ProblemFormulaiton……….………. 3

.

D Objecitves……… 4

.

E Beneftis………... 4

.

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i x

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H

C 7

.

A Theoreitca lDesc irpiton………... 7

.

1 LanguageTest………... 7

.

2 SummaitveTest………. 8

.

3 ReadingTest………. 8

.

4 LanguageTes tVaildtiy……….……… … 1 0

.

a FaceVaildtiy………... 1 0

.

b Conten tVaildtiy……….………. 1 1

.

c tIemFaclitiy( IF)………. 1 2

.

d tIemDisc irminaiton( ID)……… 1 3

.

B Theoreitca lFramework……… ... 1 4

Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H

C ………………………. 1 7

.

A ResearchMethod……… … . 1 7

.

B ResearchSetitng……….. 1 8

.

C ResearchObjec tandParitcipants……… 1 8

.

D Insrtument sandDataGatheirngTechniques……… .. 1 9

.

E DataAnalysi sTechniques………. .. 2 4

.

F ResearchProcedures………. .. 2 6

. S G N I D N I F D N A S T L U S E R H C R A E S E R . V I R E T P A H

C 27

.

A FaceVaildtiyoft heReadingSummaitveTest………... 27

.

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ii x .

C tIemFaclitiyoft heReadingSummaitveTest……… 36

.

D tIemDiscirminaitonoft heReadingSummaitveTest……… 40

D N A S N O I S U L C N O C . V R E T P A H

C RECOMMENDATIONS…..….. 45 .

A Conclusions……… … 45

.

B Recommendaiton .s..……… 4 8

. S E C N E R E F E

R 50

.. S E C I D N E P P

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ii i x

S E L B A T F O T S I L

e l b a

T Page

n o it a n i m ir c s i d m e ti e h t f o y r o g e t a C . 1 .

2 ………... 1 3

… … … … t s e t e v it a m m u s g n i d a e r e h t n o t n e m m o c y ti d il a v e c a f e h T . 1 .

3 … 19

… … … … … … … t s e t e v it a m m u s g n i d a e r e h t f o y ti d il a v t n e t n o c e h T . 2 .

3 … 21

t s e t e v it a m m u s g n i d a e r e h t f o n o it a n i m ir c s i d m e ti d n a y ti li c a f m e tI . 3 .

3 .. ... 23

t s i L . 1 .

4 oft ypingmistakei nt het es ttiem……….... 29

… … … … … … … … … … … … … … t x e t e h t n i e k a t s i m g n i p y t f o t s i L . 2 .

4 .. .. 29

… … … … … … … … … t s e t e v it a m m u s g n i d a e r e h t f o h t g n e l s e g a s s a P . 3 .

4 . .. 30

f o y ti li c a f m e tI . 4 .

4 SMAN3Yogyakatra……… 37

m e tI . 5 .

4 faclitiyo fSMAN6Yogyakatra……… 38

… … … … … … … … … … … a tr a k a y g o Y 1 1 N A M S f o y ti li c a f m e tI . 6 .

4 … .. 38

… … … … … … … … … … … … … … … y ti li c a f m e ti e h t f o e g a r e v a e h T . 7 .

4 .. 39

… … … … … … … a tr a k a y g o Y 3 N A M S f o n o it a n i m ir c s i d m e ti e h T . 8 .

4 . .... 41

m e ti e h T . 9 .

4 discirminaitono fSMAN6Yogyaka tra………. .... 42

. 0 1 .

4 The tiemdiscirminaitono fSMAN11Yogyakatra………. .. .. 43

m e ti e h t f o e g a r e v a e h T . 1 1 .

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v i x

S E C I D N E P P A F O T S I L

x i d n e p p

A Page

1 X I D N E P P

A Surati ijnpeneilitanSMAN3YogyakatradanSMAN 1

1 Yogyaka tra………. .. 5 3

2 X I D N E P P

A Surati ijnpeneilitanSMAN6Yogyakatra………... 5 4

X I D N E P P

A 3 Dataoft hef acevaildtiyoft her eadingt est……….. 55

4 X I D N E P P

A Dataoft heconten tvaildtiyo fther eadings ummaitve t

s e

t ………. 5 7

X I D N E P P

A 5 tIemf aclitiyand tiemdiscirminaitonoft her eading … … … … … … a tr a k a y g o Y 3 N A M S t s e t e v it a m m u

s … .. 58

X I D N E P P

A 6 tIemf aclitiyand tiemdiscirminaitonoft her eading

summaitvet es tSMAN6Yogyakatra……….. 61

X I D N E P P

A 7 tIemf aclitiyand tiemdiscirminaitonoft her eading e

v it a m m u

s tes tSMAN11 Yogyakatra……… 64

X I D N E P P

A 8 Sliabu sBahasaI nggir sKela sX SMANEGER I3 r

e t s e m e S a tr a k a y g o

Y 1……… . 67

X I D N E P P

A 9 Sliabu sBahasaI nggir sKela sX SMANEGER I6 r

e t s e m e S a tr a k a y g o

Y 1……… . 76

X I D N E P P

A 01 Sliabu sBahasaI nggir sKela sX SMANEGER I1 1 r

e t s e m e S a tr a k a y g o

Y 1………. 85

X I D N E P P

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3

y ti d il a v e h t n r a e l o t s d e e n r e h c r a e s e r e h t , e t a d i d n a c r e h c a e t a s a , e r o f e r e h T

i d a e r e h t f

o ng test ,especially in senio rhigh school .In thi scase ,the researche r

l o o h c s h g i h r o i n e s e d a r g h t n e t e h t f o t s e t e v it a m m u s g n i d a e r e h t e z y l a n a o t s d n e t n i

s n r a e l r e h c r a e s e r e h t ,t s e t g n i d a e r e h t f o y ti d il a v e h t g n i z y l a n a y B . a tr a k a y g o Y n i

y ti d il a v e h t w o

h of t he t es tshould be and l earn how t o wrtiea vaild t est i n t he

n i r e tt e b e b o t r e d r o n i s r e ti r w t s e t e h t r o f e c n e r e f e r a s e v i g o s l a t I . e r u t u f

.t s e t r e tt e b a g n i s o p m o c

.

B ProblemLimtia iton

m u s g n i d a e r h s il g n E e h t f o y ti d il a v e h t n o s e s u c o f y d u t s s i h

T maitvet es to f

t a d e r e t s i n i m d a s a w t s e t e h T . a tr a k a y g o Y n i s l o o h c s h g i h r o i n e s e d a r g h t n e t e h t

e l p it l u m a s i t s e t e h t f o e p y t e h T . 1 1 0 2 r a e y r e t s e m e s t s ri f e h t f o d n e e h

t -choice

r o S K K M y b e d a m s a w h c i h

w MusyawarahKerjaKepalaSekolah(ThePrincipa l

u s n o

C tlaitveWork)in Yogyakatra .Thevaildtiywli lbeanalyzedi n t erm soff ace

. n o it a n i m ir c s i d m e ti d n a , y ti li c a f m e ti , y ti d il a v t n e t n o c , y ti d il a v

.

C ProblemFormula iton

: s i h c r a e s e r s i h t f o m e l b o r p r o j a m e h T

e v it a m m u s g n i d a e r e h t f o y ti d il a v e h t s i w o

H tes toft het enthgradesenio r

? a tr a k a y g o Y n i s l o o h c s h g i h

: e r a h c r a e s e r s i h t f o s m e l b o r p r o n i m e h T

.

1 How i sthe face vaildtiy o fthe reading summaitve tes to fthe tenth grade

l o o h c s h g i h r o i n e

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.

2 How i s t heconten tvaildtiy o fthe reading summaitve t es tof t het enth grade

l o o h c s h g i h r o i n e

s s inYogyakatra?

.

3 Howi st he tiemf aclitiyoft her eadings ummaitvet es toft het enthgrades enio r

? a tr a k a y g o Y n i s l o o h c s h g i h

.

4 How i sthe tiem discirminaiton o fthe reading summaitve tes to fthe tenth

e s e d a r

g nio rhighs choolsi nYogyakatra?

.

D Objecitves

: e r a h c r a e s e r s i h t f o s e v it c e j b o e h T

h t n e t e h t f o t s e t e v it a m m u s g n i d a e r e h t f o y ti d il a v e h t w o h t u o d n if o T

.s i a tr a k a y g o Y n i s l o o h c s h g i h r o i n e s e d a r g

.

1 To ifnd ou thow t heface vaildtiy o fthereading summaitvet es to fthe tenth

l o o h c s h g i h r o i n e s e d a r

g s inYogyakatrai .s

.

2 To ifndou thowt heconten tvaildtiyo fthereadingsummaitvet es to fthetenth

l o o h c s h g i h r o i n e s e d a r

g s inYogyakatrai .s

.

3 To ifnd ou thow t he tiem faclitiy of t he reading summaitve t es tof t he t enth

.s i a tr a k a y g o Y n i s l o o h c s h g i h r o i n e s e d a r g

.

4 To ifndou thow tiemdiscirminaitonoft her eadings ummaitvet es toft het enth

.s i a tr a k a y g o Y n i s l o o h c s h g i h r o i n e s e d a r g

.

E Beneftis

l u f e s u e b o t d e t c e p x e e r a h c r a e s e r s i h t f o s tl u s e r e h

T :rf o

.

(20)

5

. y ti d il a v t s e t o t

.

2 Thet es twrtier swho need t he r eferencer elated t o t het es tvaild tiy i n ordert o

. e r u t u f e h t n i y ti d il a v t s e t e h t e v o r p m i

.

3 Theothe rEng ilsht es twrtier swhoplan t o designar eadingsummaitvet esti n

. e r u t u f e h t n i t s e t r e tt e b a e k a m o t r e d r o

.

4 Thef uturer esearcher swhoarei nterestedi nt hist opicandi ntendt odor elated

. h c r a e s e r

.

F De ifniitonoft erms .

1 Analysis

o t r e d r o n i g n i h t e m o s g n i h c r a e s e r r o g n i y d u t s f o y ti v it c a n a s i s i s y l a n A

n i d e t a t s s A . d e z y l a n a s i h c i h w g n i h t e m o s t u o b a g n i d n a t s r e d n u n a n i a t b

o UCLES

) 1 0 0 2

( ,“Thepurposeo fanalysisi st o examineort hink abou tsomethingi ndetai l

d n a t s r e d n u o t r e d r o n

i i to rgett oknowi tbetter. ”Theanalysisi nt hi sstudyr efer s

h g i h r o i n e s e d a r g h t n e t f o t s e t e v it a m m u s g n i d a e r e h t g n i y d u t s f o s s e c o r p e h t o t

.t s e t e h t f o y ti d il a v e h t e t a g it s e v n i o t r e d r o n i a tr a k a y g o Y n i s l o o h c s

.

2 Readingt est

i h w t s e t a s i t s e t g n i d a e

R ch measure sthe students ’reading ablitiy .I t

s d n i k s u o ir a v g n i d a e r n i s e i g e t a rt s d n a n o i s n e h e r p m o c ’ s t n e d u t s e h t h t o b s e ri u q e r

e h T . s u b a ll y s e h t n i n g i s e d l li k s g n i d a e r f o s e v it c e j b o e h t s t n e s e r p e r t I . s t x e t f o

e s a b d e n i m r e t e d n e e b e v a h s t x e t e h t f o s e p y

t d on t hecurirculum .Brown (2004 )

a e c n a h n e o t d e e n a o t d e c a rt e b s u h t y a m d n e h e r p m o c o t y ti li b a n i n A “ t a h t d e t a t s

t s e

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9

h s il g n

E ,retaining chunk sofl anguage ,and processing w iritng a tan efifcien trate

d e e p s f

o .The othe rmicroskill sare recognizing word sand interpreitng word

s n r e tt a

p ,recognizing grammaitca lword classes ,systems ,patterns ,rules ,and

s m r o f l a c it p il l

e ,recognizing a meaning in dfiferen t grammaitca l forms ,and

e s r u o c s i d n e tt ir w n i s e c i v e d e v i s e h o c g n i z i n g o c e

r .

ll i k s o r c a m e h t , e li h w n a e

M s o f reading based on Brown’ s (2004 )

e r a s ll i k s o r c a m e h T . d e ir a v o s l a e r a n o it a c if i s s a l

c recognizingt her heto ircalf orm s

e c n a c if i n g i s r i e h t d n

a ,recognizing t hecommunicaitvefunciton so fw irtten t exts ,

x e t n o c g n ir r e f n

i tbyusingbackgroundknowledge ,inferirng ilnk sandconneciton s

g n it c e t e d d n a , s t n e v e n e e w t e

b themaini deaandthespeciifci nformaiton .Besides ,

g n it a it n e r e f fi d s a h c u s s ll i k s r e h t

o betweenl tiera landi mpiledmeanings ,detecitng

n i m e h t g n it e r p r e t n i d n a s e c n e r e f e r y ll a r u tl u c c if i c e p

s a context ,and developing

e h

t readings rtategiesarei ncludedi nt hemacroskill .s

r o s m e ti d n a s e g a s s a p e m o s f o s t s i s n o c t s e t e v it a m m u s g n i d a e r e h T

. d e n g i s e d e r a y e h t w o h n o d e s a b r e f fi d o s l a y a m s m r o f t s e t g n i d a e r e h T . s n o it s e u q

g n i h c t a m e b y a m t

I -task , rtuef/alse task ,mulitple-choice ,compleiton task ,o r

n e p

o -endedquesiton .However ,Heaton( 1975)s tatest ha tmulitple-choicecanbea

, g n ir e t s i n i m d a f o s m r e t n i l a c it c a r p s i t i e c n i s g n i d a e r g n it s e t n i m r o f l u f e s u

l p it l u m e h t n I . g n it e r p r e t n i d n a , g n ir o c

s echoicef orm,t herearet hreel evel soft he

. n o it a c if i s s a l c s ’ n o t a e H n o d e s a b e g a s s a p e h t f o h t g n e

l The elementary leve l

0 5 f o s t s i s n o

c -100 word ,s t hei ntermediate l eve lconsist so f200-300 words ,and

0 0 4 f o s t s i s n o c l e v e l d e c n a v d a e h

(25)

.

4 LanguageTes tVaildtiy

, y ti c it n e h t u a , y ti l a c it c a r p s e d i s e b t s e t d o o g a f o s c it s ir e t c a r a h c e h t f o e n O

e b d l u o h s t s e t e g a u g n a l a , e c i v e d t n e m e r u s a e m a s A . y ti d il a v s i , y ti li b a il e r d n a

t a h w e r u s a e m o t e l b a e b d l u o h s t s e t e h t t a h t s n a e m t I . d e if il a u q h g i h d n a d il a

v to

. e r u s a e

m According t o Hughe s(1989) ,“A t esti ssaid t o be vaild fii tmeasure s

e b d l u o h s t s e t e h T . ” e r u s a e m o t d e d n e t n i s i t a h w y l e t a r u c c

a a measu irngr odoft he

. s e v it c e j b o e s r u o

c Therefore,t het es tshouldbeapprop irateorcompaitblewtiht he

ll i k

s thati smeasured.McNamara( 2008 )statest ha t“Thepurposeo fvaildaitoni n

d e s a b s n o it a t e r p r e t n i f o s s e n ri a f d n a y ti li b i s n e f e d e h t e r u s n e o t s i g n it s e t e g a u g n a l

. ” e c n a m r o fr e p t s e t n

o In analyzing reading tes tvaild tiy ,there are some aspect s

e b n a c h c i h

w involved .The following are the theo ire sabou tthe aspect sin

.t s e t e v it a m m u s g n i d a e r e h t g n i z y l a n a

.

a FaceVaildtiy

o t t a h w d n a t s e t e h t n e e w t e b y ti li b it a p m o c e h t s w o h s y ti d il a v e c a F

. e r u s a e

m BasedonBrown( 2004 )“facevaildtiyr eferst ot hedegreet owhichat es t

s k o o

l irght ,and appears to measure the knowledge o rabiilite si tclaim s to

e b d l u o h s s m e ti t s e t e h T . ” e r u s a e

m cleari n t erm soft heinsrtuciton so rquesitons

,s e r u t c i p e h t d n

a doable based on the itme allocaiton given ,approp irate in the

y tl u c if fi d f o l e v e

l basedon t hestudents ’ablitiy ,and well-consrtucted in t erm so f

y p o c d n a t a m r o f e h

t . Sincet hef acevaildtiy deal swtih t heappearanceoft het est ,

u j a e k a m y a m s r e k a t t s e t e h

t dgmen twhethert het es thasf acevaildtiyo rnot .

e c n a r a e p p a e c a f r u s e h t s e d i v o r p y l n o y ti d il a v e c a f e h t h g u o h t n e v

E oft he

ll a W d n a , m a h p a l C , n o s r e d l A . e t a g it s e v n i o t t n a tr o p m i s i ti , t s e

(26)
(27)
(28)
(29)
(30)
(31)

e h T . t s e t e h t f o l e v e l y tl u c if fi d e h t s w o h s t a h t e g a t n e c r e p l a c it s it a t s f o m r o f e h t n i

v n i n i e c n e d i v e g n it r o p p u s s e d i v o r p ) F I ( y ti li c a f m e

ti esitgaitng the tes tvaild tiy .

f o e g n a r e h T . y tl u c if fi d f o l e v e l e t a ir p o r p p a n a e d i v o r p t s u m t s e t e h t , e r o f e r e h T

. 5 8 . d n a 5 1 . n e e w t e b s i t s e t e h t f o y ti li c a f m e ti e t a ir p o r p p a e h t

e h t f o y ti li b a e h t o t s r e f e r y d u t s s i h t n i ) D I ( n o it a n i m ir c s i d m e ti e h T

n i d a e

r gsummaitvet es t tiem soft het enthgradesenio rhighschoolsi nYogyakatra

e l b a e b d l u o h s s m e ti t s e t e h T . s t n e d u t s y ti li b a w o l e h t d n a h g i h e h t e t a it n e r e f fi d o t

e h t s a h t s e t e h T . t s e t e h t g n i o d n i y ti li b a ’ s t n e d u t s e h t e t a n i m ir c s i d r o e t a r a p e s o t

ir p o r p p

a ate tiemdiscirminaiton fit hepercentagesr eacho rabove. 40( ≥.40) .

(32)
(33)
(34)
(35)

t s e t e v it a m m u s g n i d a e r e h t n o t n e m m o c y ti d il a v e c a f e h T . 1 . 3 e l b a T

. o

N Aspect Crtieria Comment .

1 Insrtucitons a. B ire fandunderstandable .

b B ire fbu tno t e l b a d n a t s r e d n u .

c Longbu tunderstandable .

d Longandno t e l b a d n a t s r e d n u .

2 Quesitons a. B ire fandunderstandable .

b B ire fbu tno t e l b a d n a t s r e d n u .

c Longbu tunderstandable .

d Longandno t e l b a d n a t s r e d n u .

3 Length o fthe s e g a s s a p

.

a 5 -0 100word s )l e v e l y r a t n e m e l e ( .

b 2 -00 300word s )l e v e l e t a i d e m r e t n i( .

c 4 -00 600word s d e c n a v d a

( leve)l .

4 Pictures a. Clea randr elevant .

b Clea rbu trirelevant .

c Unclea rbutr elevant .

d Unclea rand rirelevan t

e d a r g h t n e t e h t f o t s e t e v it a m m u s g n i d a e r e h t f o y ti d il a v t n e t n o c e h T

. e l b a t t s il k c e h c a g n i s u y b d e k c e h c s a w a tr a k a y g o Y n i s l o o h c s h g i h r o i n e s

f o d r a d n a t s e h t n o d e s a b d e z y l a n a e r e w t s e t e h t f o s t n e t n o c e h t , s e d i s e B

f o e c n e t e p m o c c i s a b e h t d n a y c n e t e p m o

(36)
(37)
(38)

3 2

h t f o s e l b a t D I d n a F

I et hreesenio rhigh school swereseparated i nordert omake

, r e b m u n m e ti , r e b m u n t n e d u t s d e n i a t n o c e l b a t e h T . e l b a d n a t s r e d n u d n a r a e l c t i

e l b a t e h t s a w g n i w o ll o f e h T . D I d n a , r e w o l F I ,r e p p u F I , F I , e r o c s l a t o t ’ s t n e d u t s

g n it a l u c l a c n i d e s u s a w h c i h

w the i tem faclitiy (IF )and t he tiem discirminaiton

.t s e t e v it a m m u s g n i d a e r e h t f o ) D I (

t s e t e v it a m m u s g n i d a e r e h t f o n o it a n i m i r c s i d d n a y ti li c a f m e t I . 3 . 3 e l b a T

# t

S tIems Total

1 2 3 4 5 6 7 8 9 1 0 e tc

1 2 3 4 5

F I

r e p p u F I

r e w o l F I

D I

.

E DataAnalysi sTechniques

h t n e t e h t f o t s e t e v it a m m u s g n i d a e r e h t s a w h c r a e s e r s i h t f o a t a d r o j a m e h T

t s e t e h t f o y ti d il a v e h t n r a e l o t d e d n e t n i r e h c r a e s e r e h T . l o o h c s h g i h r o i n e s e d a r g

t n e t n o c e h t , y ti d il a v e c a f e h t d e d u l c n i y ti d il a v e h T . s m e ti t s e t e h t g n i z y l a n a y b

e h t , y ti d il a

v tiem faclitiy (IF) ,and t he tiem discirminaiton (ID) .A tfe ranalyzing

e h T . d e d u l c n o c s a w t s e t e v it a m m u s g n i d a e r e h t f o y ti d il a v e h t ,s t c e p s a r u o f e h t

(39)
(40)
(41)

e t a ir p o r p p a e v a h o t d e r e d i s n o c s a w t s e t e h T . a tr a k a y g o Y n i s l o o h c s h g i

h tiem

0 4 . e v o b a r o d e h c a e r s e g a t n e c r e p e h t f o t s o m f i ) D I ( n o it a n i m ir c s i

d (≥.40.)

.

F ResearchProcedures

e h t , y lt s ri F . s p e t s l a r e v e s d i d r e h c r a e s e r e h t , y d u t s s i h t g n it c u d n o c n I

u rt s n i e h t g n ir a p e r p e r o f e B . y d u t s s i h t f o s m e l b o r p e h t d e if it n e d i r e h c r a e s e

r ments ,

o s l a r e h c r a e s e r e h T . y d u t s s i h t o t d e t a l e r e r u t a r e ti l e m o s d e w e i v e r r e h c r a e s e r e h t

d n a d e t c e ll o c e r e w a t a d e h t ,t a h t r e tf A . a t a d e h t e z y l a n a o t d o h t e m e h t d e n i m r e t e d

p e t s t s a l e h T . r e h c r a e s e r e h t y b d e t e r p r e t n i e r e w a t a d e h t , e g a t s s i h t n I . d e z y l a n a

(42)
(43)
(44)

9 2

g n i p y t f o t o l a e r e w e r e h t , r e v e w o H . w e i v f o t n i o p ’ s t n a p i c it r a p e h t n o d e s a b

r a p e n O . s e k a t s i

m itcipan targued tha tthose typing mistake sreduced the face

’ s t n e d u t s e h t t c a rt s i d d l u o c s d r o w d e p y t s i m e s o h t ,r e v o e r o M . t s e t e h t f o y ti d il a v

.s d r o w d e p y t s i m f o s e l p m a x e e h t e r e w g n i w o ll o f e h T . n o it a rt n e c n o c

ti t s e t e h t n i e k a t s i m g n i p y t f o t s i L . 1 . 4 e l b a

T e m

m e t I

r e b m u

N TypingMistake Revision

2 H ow W hat

2 Contadct Contact

3 Which which

3 experuienced expe irenced

5 mothe;rs mother’s

2

3 palyer player

3

3 sosiety society

4

3 synonum synonym

1

4 suddenget suddenlyget

7

4 daliy Daliy

e h T . t s e t e h t f o s e g a s s a p e h t n i d n u o f o s l a e r e w s e k a t s i m g n i p y t e m o S

.s w o ll o f s a d e t n e s e r p e r e w s e k a t s i m

t x e t e h t n i e k a t s i m g n i p y t f o t s i L . 2 . 4 e l b a T t

x e

T TypingMistake Revision

1 e-malit o emali

2 togot het oliet togot ot het oliet

2 aaked asked

2 thatt t hat

5 nand a nd

(45)

y e h T . s e k a t s i m e s o h t r o f e l b i s n o p s e r e b d l u o h s s r o t a rt s i n i m d a t s e t e h T

. s l o o h c s e h t o t m e h t d e t u b ir t s i d d n a m e h t d e t n ir p y e h t e r o f e b t s e t e h t k c e h c d l u o h s

r e d r o n i m e h t e z i m i n i m d l u o h s y e h t , e l p m i s e ti u q e r e w s e k a t s i m e h t h g u o h t n e v E

e k o o l t s e t e h t e k a m o

t d vaild .Besides ,the mistake scould also disrtac tthe

.t s e t e h t g n i o d n i s t n e d u t s e h t d e t c e f f a d n a n o it a rt n e c n o c ’ s t n e d u t s

.

3 Lengtho fPassages

e h t t a h t d e t a t s o h w s t n a p i c it r a p r u o f e r e w e r e h t , s t n a p i c it r a p e v if f o t u O

e r e w s e g a s s a p e h t f o h t g n e

l approp irate for i ntermediatel evel .The passage sfo r

0 0 2 t u o b a e r e w l e v e l e t a i d e m r e t n

i -300 words .Atfe rinvesitgaitng more on the

y ll a u t c a e r e w s e g a s s a p e h t f o s h t g n e l e h t t a h t d n u o f s a w t i ,t s e t e h t n i s e g a s s a p

o t n u o c l i a t e d e h t s a w g n i w o ll o f e h T . d e ir a

v ft heamoun to fwordsi nt hepassage .s

t s e t e v it a m m u s g n i d a e r e h t f o h t g n e l e g a s s a P . 3 . 4 e l b a T

t x e

T Tex tGenre Tota lWords

1 Announcement 8 0

2 Recount 1 23

3 Recount 2 07

4 Invtiaiton 3 8

5 Narraitve 3 80

6 Procedure 1 06

7 Memo 4 8

8 Repo tr 1 56

9 Personall etter 1 13 0

1 Narraitve 2 91

1

1 Recount 1 64

2

1 Announcement 7 2

3

(46)
(47)
(48)
(49)
(50)
(51)
(52)
(53)

n o d e s a b a tr a k a y g o Y 6 N A M S f o a t a d y ti li c a f m e ti e h t s a w g n i w o ll o f e h T

. e g a t n e c r e p y ti li c a f m e ti e h t f o n o it a l u c l a c e h t

. 4 e l b a

T 5 .The tiemf aclitiyo fSMAN6Yogyakarta

y r o g e t a

C I F

5 1 .

< ≥. 15 to≤. 85 >. 85 m

e ti l a t o

T - 24 tiems 18 tiems

r e b m u n m e t I

-

, 4 1 , 3 1 , 1 1 , 0 1 , 9 , 8 , 4 , 1

, 2 2 , 1 2 , 9 1 , 8 1 , 7 1 , 6 1

, 3 4 , 2 4 , 1 4 , 0 4 , 8 3 , 6 3

0 5 , 8 4 , 7 4 , 4 4

, 5 1 , 2 1 , 7 , 6 , 5 , 3 , 2

, 7 2 , 6 2 , 5 2 , 4 2 , 3 2 , 0 2

9 4 , 6 4 , 5 4 , 9 3 , 7 3

e g a t n e c r e

P 0 % 57.14% 42.85%

s

A notedi nt able4.5,t he tiemf aclitiypercentageo fSMAN6Yogyakatra

e r e w h c i h w s m e ti t s e t 2 4 f o t u o ) % 4 1 . 7 5 ( s m e ti 4 2 e r e w e r e h t t a h t d e w o h s

o o t e r e w h c i h w s m e ti t s e t 2 4 f o t u o ) % 5 8 . 2 4 ( s m e ti 8 1 e r e w e r e h T . e t a ir p o r p p a

s t n e d u t s y n a m t a h t d e w o h s t I . y s a

e o fSMA N 6 Yogyaka tra answered the tes t

n o d e s a B . tl u c if fi d o o t d e r e d i s n o c s a w h c i h w m e ti o n s a w e r e h T . y lt c e r r o c s m e ti

e v it a m m u s g n i d a e r e h t , y ti li c a f m e ti e h t f o e g a t n e c r e p e h

t tes twa sconsidered

.s t n e d u t s a tr a k a y g o Y 6 N A M S r o f e t a ir p o r p p a

e h

T following wast he tiem f aclitiy datao fSMA N11 Yogyakatrabased

. e g a t n e c r e p y ti li c a f m e ti e h t f o n o it a l u c l a c e h t n o

. 4 e l b a

T 6 .The tiemf aclitiyo fSMAN11Yogyakarta

y r o g e t a

C I F

5 1 .

< ≥. 15t o≤. 85 >. 85 m

e ti l a t o

(54)

9 3

y r o g e t a C

F I 5

1 .

< ≥. 15t o≤. 85 >. 85 r

e b m u n m e t I

-

, 2 1 , 1 1 , 0 1 , 9 , 8 , 4 , 3 , 1

, 1 2 , 9 1 , 8 1 , 7 1 , 6 1 , 4 1

, 0 4 , 9 3 , 8 3 , 6 3 , 4 2 , 2 2

, 7 4 , 5 4 , 4 4 , 3 4 , 2 4 , 1 4

0 5 , 9 4 , 8 4

, 0 2 , 5 1 , 3 1 , 7 , 6 , 5 , 2

6 4 , 7 3 , 7 2 , 6 2 , 5 2 , 3 2

e g a t n e c r e

P 0 % 69.04% 30.95%

s m e ti t s e t 2 4 f o t u o ) % 4 0 . 9 6 ( s m e ti 9 2 e r e w e r e h t , 6 . 4 e l b a t n o d e s a B

3 1 e r e w e r e h T . a tr a k a y g o Y 1 1 N A M S r o f e t a ir p o r p p a d e r e d i s n o c e r e w h c i h w

, r e v e w o H . y s a e o o t d e r e d i s n o c e r e w h c i h w s m e ti t s e t 2 4 f o t u o ) % 5 9 . 0 3 ( s m e ti

r e d i s n o c s a w h c i h w m e ti o n s a w e r e h

t edt oo dfiifcutlf o rSMAN11Yogyakatra .

s a w t s e t e v it a m m u s g n i d a e r e h t , y ti li c a f m e ti e h t f o e g a t n e c r e p e h t n o d e s a B

.s t n e d u t s a tr a k a y g o Y 1 1 N A M S r o f e t a ir p o r p p a d e r e d i s n o c

e e r h t e h t n o d e s a b s m e ti t s e t e h t f o y ti li c a f m e ti e h t g n it a l u c l a c r e tf A

o i n e

s rhighs chool ,st heaverageoft he tiemf aclitiywa spresentedasf o llow .s

. 4 e l b a

T 7 .Theaverageoft he tiemf aclitiy( IF)

l o o h c

S I F

5 1 .

< ≥. 15t o≤. 85 >. 85 A

M

S N3Yogyakarta - 28.57% 71.42% A

M

S N6Yogyakarta - 57.14% 42.85% A

M

S N11Yogyakarta - 69.04% 30.95% e

g a r e v

A 0 % 51.58% 48.40%

t s e t e v it a m m u s g n i d a e r e h t f o y ti li c a f m e ti e h t f o f l a h t s o m l a , e g a r e v a n O

(55)
(56)
(57)
(58)
(59)
(60)
(61)
(62)
(63)

3 N A M S r o f g n i g n e ll a h c t o n d n a y s a e o o t d e r e d i s n o c e r e w h c i h w s m e ti t s e t

. s t n e d u t s a tr a k a y g o Y

d m e ti e h

T iscirminaiton (ID )of t he reading summaitve t es tshowed how

e h t f o n o it a l u c l a c e h t n o d e s a B . y ti li b a ’ s t n e d u t s e h t d e t a it n e r e f fi d s m e ti t s e t e h t

d n a r o o p e r e w h c i h w s m e ti t s e t e h t f o % 7 3 . 2 5 e r e w e r e h t ,) D I ( n o it a n i m ir c s i d m e ti

e s o h T . n o it a n i m ir c s i d w o l d a

h tes t tiem scould no tbe used to dfiferenitate the

h g i h e h t e s u a c e b y ti li b a ’ s t n e d u t

s -ablitiyandt hel ow-ablitiys tudent sansweredt he

h c i h w s m e ti t s e t e h t f o % 5 4 . 7 1 y l n o t a h t d e w o h s e g a r e v a e h t , e li h w n a e M . e m a s

g i h d a h d n a s m e ti d o o g y r e v d e r e d i s n o c e r e

w h discirminaiton .Those tes t tiem s

. y ti li b a ’ s t n e d u t s e h t e t a it n e r e f fi d o t d e s u e b d l u o c

t n e m u c o d e h t ,l a r e n e g n

I oft her eadingsummaitvet es toft het enthgrade

l o o h c s h g i h r o i n e

s s in Yogyakatra had vaildtiy in the form o fface vaildtiy and

il a v t n e t n o

c dtiy .Howeve,r t hereweret wo aspect s t(he tiem faclitiy and t he tiem

s m e ti t s e t e h t t a h t d e w o h s s tl u s e r e h T . e v o r p m i o t d e d e e n h c i h w ) n o it a n i m ir c s i d

6 N A M S , a tr a k a y g o Y 3 N A M S f o s t n e d u t s e h t r o f y s a e d e r e d i s n o c e r e w y l n i a m

a y g o Y 1 1 N A M S d n a , a tr a k a y g o

Y katra .Besides , i t could no t be used to

, a tr a k a y g o Y 6 N A M S , a tr a k a y g o Y 3 N A M S n i y ti li b a ’ s t n e d u t s e h t e t a it n e r e f fi d

. a tr a k a y g o Y 1 1 N A M S d n a

.

B Recommenda itons e e r h t e r a e r e h

T recommendaitonst hatt her esearche rmake .s

.

1 Engilsh t es twrtier scanuset her esutl soft hisr esearcha sakindo fevaluaiton

(64)

9 4

e h t , r a e y h c a e y lt n e r e f fi d d e t c u rt s n o c s i t s e t e h t e c n i S . 1 1 0 2 r a e y r e t s e m e s

a g n i k a m n i n o it a r e d i s n o c a e b n a c h c r a e s e r s i h t f o s tl u s e

r bette rtes tin t he

. e r u t u f

.

2 Engilsh t eachers ,especially senio rhigh schoolt eacher swhoi ntend t owrtiea

a e k a m o t n o it a r e d i s n o c a s a h c r a e s e r s i h t f o s tl u s e r e h t e s u n a c , t s e t r a li m i s

o t w o h n r a e l o t d e s u e b n a c s tl u s e r h c r a e s e r s i h t ,s e d i s e B . t s e t d o o

g analyze

e l p it l u m y ll a i c e p s e , t s e t e h

t -choicet est .

.

3 Othe rresearcherswhoarei nterestedt oconduc tsimliarr esearchr elatedt ot est

. h c r a e s e r e r u t u f e h t t c u d n o c o t h c r a e s e r s i h t f o e r u d e c o r p e h t e s u n a c , y ti d il a v

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0 1 0 2 ( . A , h e i v a z a R & , . C , n e s n e r o S , . C . L , s b o c a J , . D , y r

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n o it a c u d e n i h c r a e s e

r 6( thed). .Stamford :Wadswo trhGroup.

. ) 0 9 9 1 ( . F . L , n a m h c a

B Fundamenta lcon isderaiton i n l anguaget esitng. Oxford : v

i n U d r o f x

O erstiyPres .s

. ) 4 0 0 2 ( . F . L , n a m h c a

B Sta itsitca lanalysesf orl anguageassessment .Camb irdge : .

s s e r P y ti s r e v i n U e g d ir b m a C

. ) 0 8 9 1 ( . S . A , r e m l a P & , . F . L , n a m h c a

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. o P h a W i a h K : e r o p a g n i S

. ) 4 0 0 2 ( . D . H , n w o r

B Languageassessment :Principle sand classroom pracitces . .

n a m g n o L : k r o Y w e N

. ) 5 0 0 2 ( . D . J , n w o r

B Tesitng in language programs :A comprehensive guide to .

t n e m s s e s s a e g a u g n a l h s il g n

E NewYork :McGraw-H li.l

. ) 8 0 0 2 ( . E . N , n e ll a W & , . R . J , l e k n e a r

F How t o design and evaluateresearch i n n

o it a c u d

e 7( thed). .Boston :McGraw-Hli lHighe rEducaiton.

. ) 5 7 9 1 ( . B .J , n o t a e

H Wriitng Eng ilsh language tests (D.Byrne ,Ed). .London : .

n a m g n o L

. ) 9 8 9 1 ( . A , s e h g u

H Tesitng fo r language teacher .s New York : Camb irdge .s

s e r p y ti s r e v i n U

. ) 8 0 0 2 ( . T , a r a m a N c

M Languaget esitng(H .G .Widdowson ,Ed). .Oxford :Oxford .s

s e r P y ti s r e v i n U

. ) 3 7 9 1 ( . J . I , n n a m h e L & , . A . W , s n e r h e

M Measuremen tand evaluaiton in

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e NewYork :Hotl ,Rinehar tandWinston,I nc .

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M 09) .Analyzing t he mulitple choice tiem sof t he reading t est i n n

o it a n i m a x e l a n o it a n l o o h c s h g i h r o i n e

s .Yogyakatra :Sanata Dharma .

y ti s r e v i n U

. S E L C

U (2011). Teaching knowledge t te gs lossary. Camb irdge :Universtiy o f :

m o r f d e v e ir t e R . e g d ir b m a C

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y c n e t e p m o C

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Figur

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Referensi

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