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o t d e t a c i d e D
, o n o j r a h i d u S s u r t e P r e h t a f e t a l y M
r e h t o m d e v o l e b y
M ChristinaRubinem,
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
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
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
.
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
.
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
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 .
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
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
.
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
.
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
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
.
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
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) .
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
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
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
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
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
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
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
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
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
f o y ti d il a v e h t g n it a g it s e v n i n i s t c e p s a r u o f s n i a t n o c y l n o h c r a e s e r s i h t e c n i S
t c u rt s n o c ( y ti d il a v f o s e p y t r e h t o e d u l c n i y a m s r e h c r a e s e r e r u t u f e h t ,t s e t e h t
c d n a y ti d il a
0 5
S E C N E R E F E R
. ) 3 0 0 2 ( . D , ll a W & , . C , m a h p a l C , . C . J , n o s r e d l
A Languaget es tconstruciton and
. n o it a u l a v
e Camb irdge :Camb irdgeUniverstiyPres .s
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
A ) .Introduciton to
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
B Direciton in language tesitng .
. 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
. y g o l o h c y s p d n a n o it a c u d
e NewYork :Hotl ,Rinehar tandWinston,I nc .
0 2 ( . D . H , a n ir e
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
t k t/ t k t/ s m a x e /f d p / s t e s s a / g r o .l o s e e g d ir b m a c . w w w // : p tt
1 5
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o examinaiton fo r vocaitona l high schoosl . .
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R Comment
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1 Insrtucitons a. B ire fand e l b a d n a t s r e d n u .
b B ire fbu tno t e l b a d n a t s r e d n u .
c Longbu t e l b a d n a t s r e d n u .
d Longandno t e l b a d n a t s r e d n u
II II
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2 Quesitons a. B ire fand e l b a d n a t s r e d n u .
b B ire fbu tno t e l b a d n a t s r e d n u .
c Longbu t e l b a d n a t s r e d n u .
d Longandno t e l b a d n a t s r e d n u
II II I
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.
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b Clea rbu t t n a v e l e r ri .
c Unclea rbu t
- - - I
e b l li w t I . e r u t c i p o n s i e r e h T
e r a s e r u t c i p g n it s e r e t n i f i r e tt e b
t n a v e l e r .
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1 Everys choo lha sti sowns yllabus ,butt het esti ss tli lcoordinatedby r
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M fit hes choo lmake sti sownt es.t .
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3 6
5 6
7 fil y fil y
y c n e t e p m o C
d r a d n a t
S Ba is cCompetency
la ir e t a M
y ti v it c A g n i n r a e
L Indicator nToamxoy Ev lauaiton (mTiinmuete) SMoeudrciae
c i p o
T /Theme vColaure e it
p e c c a , g ni ti v
ni ng
n a g ni s u fe r d n a
, g ni si m o r p , n oi ta ti v ni
a g ni ll e c n a c d n
a
.e si m o r p
g ni d n o p s e R . 2 .1
ni d n u o f g ni n a e m
l a n oi tc a s n a rt h to b
l a n o s r e p r e tn i d n a
n oi ta sr e v n o
c (t oge t
e n o d s g ni h
t ) , b toh ,l a m r o fn i d n a l a m r o f
n e k o p s e lp m is g ni s u
y le ta r u c c a e g a u g n al
ni y lt n e ul f d n
a the
t x e tn o c e fil y li a d
e h t g
ni d ul c ni
e h t ni d e s u e g a u g n al
: : tx e tn o c g ni w ol lo f
e h t g ni s s e r p x E
: f o g ni le e f
, n oi tn e tt a , s s e ni p p a h
g ni vi g d n a , y h ta p m y s
.n oi tc u rt s ni
.1
.2 Respondnigt o
a g ni ll e c n a C
e si m o r p
g ni s s e r p x E
s s e ni p p a H
g ni s s e r p x E
y h ta p m y S
g ni vi G
n oi tn e tt a
g ni vi G
n oi tc u rt s ni
n e k o p S
n e m e c n u o n n A t
a g ni tp e c c a
promsi edsicousre x Respondni g
n i s a e di /g ni n a e m
a g ni tp e c c a
e sr u o c si d e si m o r p
x Idenityfni g n i s a e di /g ni n a e m
a g ni ll e c n a c
e sr u o c si d e si m o r p
x Respondni g n i s a e di /g ni n a e m
a g ni ll e c n a c
e sr u o c si d e si m o r p
x Idenityfni g fo n oi s s e r p x e
s s e ni p p a h
x Respondni g f o s e c n a r e tt u
s s e ni p p a h
x Idenityfni g f o n oi s s e r p x e
y h ta p m y s
x Respondni g f o n oi s s e r p x e
y h ta p m y s
x Idenityfni g f o n oi s s e r p x e
n oi tn e tt a
x Respondnigt o f o e s r u o c si d
1 C
2 C
1 C
2 C
1 C
2 C
1 C
5 4 X 2
5 4 X 1
5 4 X 2
5 4 X 2
5 4 X 2
5 4 X 3
5 4 X 4
n a m g n o L
e g n a h c r e tn I
te s a K
9 6
y c n e t e p m o C
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y ti v it c A g n i n r a e
L Indicator nToamxoy Ev lauaiton (mTiinmuete) SMoeudrciae
c i p o
T /Theme vColaure e
.2 Under tsa g ni d n
t r o h s
a n oi tc n u f
d n a t x e t l
g ol o n o m
e h t ni e u
f o m r o f
, tn u o c e r
, e vi ta rr a n
d n a
r u d e c o r p
e h t ni e
e fil y li a d
.t x e tn o c
t r o h s el p m is
l a n oi tc n u f
( t x e t n e k o p s
. g .e
, tn e m e c n u o n n a
, tn e m e si tr e v d a
, ) ct e , n oi ta ti v ni
d n a l a m r o f h to b
, s e n o l a m r o fn i
d n a y le ta r u c c a
e h t ni y lt n e ul f
y li a d f o t x e tn o c
.e fil
.2
.2 Respondnigt o f o s g ni n a e m e h t
n e k o p s el p m is
n i s e u g ol o n o m
f o m r o f e h t
, tn u o c e r
d n a , e vi ta rr a n
e h t ni e r u d e c o r p
y li a d f o t x e tn o c
.e fil
t n u o c e R
e vi ta rr a N
e r u d e c o r P
l a u n a m /y r o ts a o t g ni n e ts iL
t e g o t g ni h te m o s o d o t
n oi ta m r o fn i e m o s
yl la u di vi d ni
n oi tn e tt a
x Idenityfni g f o n oi s s e r p x e
n oi tc u rt s ni g ni vi g
x Respondnigt oa n n oi tc u rt s ni
x Idenityfnigt o ip co f n
e k o p s a
tn e m e c n u o n n a
x Idenityfnigs pec ifi c a f o n oi ta m r o fn i
n e k o p s
tn e m e c n u o n n a
x Idenityfnigt h e a f o e s o p r u p
n e k o p s
tn e m e c n u o n n a
x Idenityfnigt h e a f o a e di n ia m
tx e t n e k o p s
x Idenityfnigt h e a f o s r e tc a r a h c
2 C
1 C
2 C
1 C
2 C
1 C
1 C
1 C
1 C
5 4 X 2
5 4 X 2
5 4 X 2
y c n e t e p m o C
d r a d n a t
S Ba is cCompetency
la ir e t a M
y ti v it c A g n i n r a e
L Indicator nToamxoy Ev lauaiton (mTiinmuete) SMoeudrciae
c i p o
T /Theme vColaure e
g ni k a e p S
.3Expressni g ni g ni n a e m
h to b
l a n oi tc a s n a rt
d n a
l a n o sr e p r e tn i
n oi ta sr e v n o c
m g ni s s e r p x E .1 .3
h to b ni g ni n a e
l a n oi tc a s n a rt
d n a
l a n o sr e p r e tn i
n e k o p s
, n oi ta sr e v n o c
n oi tc u d o rt n I
ta ti v ni /g ni r e ff O
ts e u q e r /n oi
g ni tp e c c A
t n e r e ffi d e h t g ni s s u c si D
d n a e g a u g n al l a r o f o e s u
p u o r g n i e g a u g n al n e tti r w
y r o ts n e k o p s
x Idenityfni g f o y g ol o n o r h c
e h t ni s tn e v e
spoke n tsoyr
x Idenityfni geve tn s yr o ts n e k o p s a n i
x Idenityfni g r o s tn ei d e r g ni
a n i d e s u s la ir e ta m
t x e t e r u d e c o r p
.d r a e h
x Idenityfnigt h e t x e t e h t fo e s o p r u p
. d r a e h
x Usni gnirtodu tcoi n e
s r u o c si d
x Condu tcni g l a n o sr e p r e tn i
n oi ta sr e v n o c x Usni g
q e r/ n oi ta ti v ni /g ni r e ff o
1 C
1 C
1 C
1 C
1 C
5 4 X 3
1 7
y c n e t e p m o C
d r a d n a t
S Ba is cCompetency
la ir e t a M
y ti v it c A g n i n r a e
L Indicator nToamxoy Ev lauaiton (mTiinmuete) SMoeudrciae
c i p o
T /Theme vColaure e t
x e tn o c e h t ni
e fil y li a d f
o bi fnotor hmfoarm ,lai l natnhde y li a d f o t x e tn o c
e h t g ni d ul c ni , e fil
d e s u e g a u g n al
, n oi tc u d o rt ni : n i
g ni v a el /g ni te e m
, e n o e m o s
d n a g ni tp e c c a
e ff o n a g ni s u fe
r r ,
d n a , n oi ta ti v ni
.e si m o r p
g ni s s e r p x E .2 .3
g ni n a e
m i nb toh l a n oi tc a s n a rt
d n a
l a n o sr e p r e tn i
n oi ta sr e v n o
c (to
e n o d s g ni h t te
g ) ,
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g ni s u ,l a m r o fn i
n e k o p s e lp m is
e g a u g n al
d n a y le ta r u c c a
e h t n i y lt n e ul f
t x e tn o c e fil y li a d
e h t g ni d ul c ni
d e s u e g a u g n al
g ni w ol lo f e h t n i
e si m o r P
g ni ll e c n a C
e si m o r p
g ni s s e r p x E
s s e ni p p a h
g ni s s e r p x E
y h ta p m y s
g ni y a P
n oi tn e tt a
g ni vi G
n oi tc u rt s ni
w ei v r e tn I
e s r u o c si d ts e u
x Usni gutterance so f q e r/ n oi ta ti v ni /g ni r e ff o
a n i t s e u
n oi ta sr e v n o c x Usni g
e sr u o c si d /e c n a r e tt u
e si m o r p f o x Usni g
e sr u o c si d /e c n a r e tt u
e si m o r p g ni tp e c c a f o x Usni g
e sr u o c si d /e c n a r e tt u
g ni ll e c n a c fo
e si m o r p
x Usni gexpressoi no f s
s e ni p p a h
x Usni gexpressoi no f y
h ta p m y s
x Usni gexpressoi no f n oi tn e tt a g ni w o h s
x Gvinigs poke n n oi tc u rt s ni
x Donigi tnerveiw x Pefrormni g adrama
3 C
3 C
3 C
3 C
3 C
3 C
3
C As isgnment
5 4 X 4
5 4 X 2
5 4 X 2
