A
D
E
S
I
G
N
O
F
A
N
E
N
G
L
I
S
H
O
B
J
E
C
T
I
V
E
-
R
E
A
D
I
N
G
T
E
S
T
S
T
N
E
D
U
T
S
L
O
O
H
C
S
H
G
I
H
R
O
I
N
U
J
R
O
F
A
S
A
R
J
A
N
A
P
E
N
D
I
D
I
K
A
N
T
H
E
S
I
S
f o t n e m ll if l u F l a it r a P s a d e t n e s e r
P et h Requ riements
o
t Obtaint heSarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
s a y t g n i N a k
I Wjiayanit 5 6 0 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
T R A P E
D MENTOFLANGUAGEANDARTSEDUCATION N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
A
D
E
S
I
G
N
O
F
A
N
E
N
G
L
I
S
H
O
B
J
E
C
T
I
V
E
-
R
E
A
D
I
N
G
T
E
S
T
S
T
N
E
D
U
T
S
L
O
O
H
C
S
H
G
I
H
R
O
I
N
U
J
R
O
F
A
S
A
R
J
A
N
A
P
E
N
D
I
D
I
K
A
N
T
H
E
S
I
S
f o t n e m ll if l u F l a it r a P s a d e t n e s e r
P et h Requ riements
o
t Obtaint heSarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
s a y t g n i N a k
I Wjiayanit 5 6 0 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
T R A P E
D MENTOFLANGUAGEANDARTSEDUCATION N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
e
g
a
P
n
o
i
t
a
c
i
d
e
D
d
o
o
g
r
u
o
y
e
e
s
y
a
m
y
e
h
t
t
a
h
t
,
n
e
m
e
r
o
f
e
b
e
n
i
h
s
t
h
g
i
L
r
u
o
y
t
e
L
r
u
o
y
e
s
i
a
r
p
d
n
a
s
d
e
e
d
F
a
t
h
e
r
i
n
h
e
a
v
e
n
-
M
a
tt
h
e
w
5
:
1
6
: o t d e t a c i d e d s i s i s e h t s i h T
,. h T . S , it a y ij u M h t e b a z il E d n a . d P . S , o m o t U i ji W , s t n e r a p d e v o l e b y M
,i t n a w s i r u n a J i g o Y r e t s i s y m
I B P f o l l a d n a a c s i r P , e c a r G , e n o v I , a r o N , a n t a R , a ti V , a i n a T s d n e i r f d e v o l e b y m
8 0 0
2 member ,s p
i h s w o ll e F h t u o Y + 0 2 n i s d n e i r f t s e r a e d y
m MbakDhis it ,MbakStia ,
k a b
v
Y
T
I
L
A
N
I
G
I
R
O
S
’
K
R
O
W
F
O
T
N
E
M
E
T
A
T
S
d y lt s e n o h
I eclaret hatt hist hesis ,whichI havew irtten ,doe sno tcontain thework d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y 4Decembe r2012 r
e ti r W e h T
it n a y a ji W s a y t g n i N a k I
i 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
S E G A P L A V O R P P
A ………. ii
.. … … … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S 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 ………... vi ii S
T N E M E G D E L W O N K C
A ………... ix
.. . … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T x i
. … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L x iii
.. . … … … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L x iv
… … … … … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I
L x v
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……….. .
B ProblemFormulaiton………... .
C ProblemLimtiaiton……….. .
D ResearchObjecitve s……… .
E ResearchBenefti s……… .
F Deifniitono fTerm s……….
1 4 4 5 5 5 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
.
A Theoreitca lDesc irp iton……… .
1 Tesitngi nLanguageTeaching. ... .
2 Crtieirono faGoodTes t...……… .
3 ObjecitveTest. ...……… .
4 TesitngReading ... .
5 Tes tDevelopmen t... .
6 Mate ira lAdaptaiton s... .
B Theoreitca lFramework………
9 9 0 1
7 1
9 1
0 2
5 2
ii x H
C R A E S E R . I I I R E T P A H
C METHODOLOGY
.
A ResearchMethod………. .
B ResearchParitcipant s………... .
C Insrtument sandDataGatheirngTechnique……… .
D DataAnalysi s…………..………. .
E ResearchProcedure……….. 8 2
6 3
7 3
8 3
9 3 R
E T P A H
C IV .RESEARCHRESULTS ANDDISCUSSION .
A T he Proces s o f Designing an Engilsh Objecitve- .t
s e T g n i d a e
R ... .
1 ResearchandI nformaitonCollecitng ... .
2 Planning. ... .
3 DevelopingPreilminaryFormo fProduct. ... .
4 PreilminaryFieldTesitng ... .
5 MainProduc tRevision ... .
B ThePresentaiton o fEngilsh Objecitve-ReadingTestf o r .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. … s t n e d u t S l o o h c S h g i H r o i n u J
1 4 14 4 4
6 4
7 4
8 6
2 7 S
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusion s……….. .
B Recommendaiton s……… 3 7
5 7 S
E C N E R E F E
R ……….. 7 7
.. . … … … … … … … … … … … … … … … … … … … … … … … S E C I D N E P P
ii i x
S E L B A T F O T S I L
1 . 2 e l b a
T Method so fEsitmaitngReilablitiy. ... 15 1
. 4 e l b a
T DesignStatemen t... 43 2
. 4 e l b a
T Tes tBluep irn t... 45 3
. 4 e l b a
T QuesitonnarieResutl. ... 47 .... 4
. 4 e l b a
T Grammaitca lMistake sonText s... 52 5
. 4 e l b a
T GrammarI nconsistencybetweenQuesiton sandChoices. .. 54 6
. 4 e l b a
T DicitonProblem sFoundi nt heText s... 56 Table4 .7 Mistypingi nTes t1Texts. ... 57
8 . 4 e l b a
T Mistypingi nTes t1Quesitons / tIem s... 58 9
. 4 e l b a
T Mistypingi nTes t2Texts. ... 58 0
1 . 4 e l b a
T Mistypingi nTes t2Quesiton s... 59 1
1 . 4 e l b a
T tIemFaclitiyi nTes t1andTes t2. ... 06 2
1 . 4 e l b a
T tIemDisc irminaitoni nTes t1andTest2. ... 62 3
1 . 4 e l b a
T SecondRevisiononTes t1Basedon tIemDiscirminaiton .... 64 4
1 . 4 e l b a
T SecondRevisiononTes t2Basedon tIemDiscirminaiton. ..65 5
1 . 4 e l b a
v i x
E R U G I F F O T S I
L S
e r u g i
F 12 . Tes tDevelopmen tStage s... 12 1
. 3 e r u g i
F TheCombinaitono fR&DMode land
.. … … … … … … … … … … … … s e g a t S t n e m p o l e v e D t s e
v x
S E C I D N E P P A F O T S I L
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. r e tt e L n o i s s i m r e P : 1 x i d n e p p
A .. 79 ..
w e i v r e t n I : 2 x i d n e p p
A Resutl . ... ... 8 0 s
u b a ll y S : 3 x i d n e p p
A ... 82 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e ri a n n o it s e u Q : 4 x i d n e p p
A ... 9 0
.. .. .. .. .. .. .. .. x ir t a M t s e T : 5 x i d n e p p
A ... 93 1
t s e T : 6 x i d n e p p
A ... 96 Appendix7 :Tes t2 ... 1 3 0
x i d n e p p
1
I
R
E
T
P
A
H
C
N
O
I
T
C
U
D
O
R
T
N
I
s i h t f o r e tt a m t c e j b u s e h t o t d e t a l e r n o it a m r o f n i c i s a b s e d i v o r p r e t p a h c s i h T
e r e h T . y d u t
s are ifve patr so fthi schapter, namely the research background , research problem ,problem limtiaiton ,research objecitves ,research beneftis and de ifniitono fterms .
.
A ResearchBackground
. t n a tr o p m i s i a r e s i h t n i h s il g n E g n ir e t s a
M A s we know ,nowaday sal l
e l p o e p n i s t c e p s
a ’ s daliy lfie are using Engilsh .Adveritsements ,computer sand s
e n o h p l l e
c are some examples on the use o fEngilsh in people’ sdaliy lfie . e
, e r o f e r e h
T ducaitona l ifeldworkshardt ogiveagoodserviceo frtainingstudent s ,s
t c e p s a s ti f o l l a h g u o r h T . h s il g n E n r a e l o
t et h educaiton ha sto suppor tthe s
t n e d u t
s tol earnEngilshi nalls kills , eilst ning,s peaking,r eadingandw iritng. n
r a e l f o s ll i k s r u o f g n o m
A ing Engilsh , reading ha s a big use . To li
a m e , s r e tt e l , s t n e m e s it r e v d a f o m r o f e h t n i s t x e t h s il g n E d n a t s r e d n
u s o reven
s i s e g a s s e m t r o h
s neededt osurvivei n t hi sera ,otherwiset heywli lbel ef tbehind . i
b a g n i d a e r f o r e w o p e h t g n i w o n
K ltiy, I ndonesian educaiton rtains ti sstudents to ll
e w s t x e t h s il g n E d a e
r . I ti sproved by t hewaythegovernmen tconducts naitona l .
n o it a n i m a x
e Thereareatl eas t11 r eading t extsi n every naitona lexaminaiton. I t a
s
i bigporitonamong othe rskills .Thus ,beingf amiila rand being ableto do t he e
r a t s e t g n i d a e
o
T assessstudents’r eadings k li lisi mpo tranttoi mprovet herir eadings kill . .
t n e m s s e s s a e t a ir p o r p p a n a h ti w m e h t g n it a ti li c a f y b e n o d e b n a c t
I According t o
( n w o r
B 2004) , an assessmen t i s needed to measure o r evaluate students ’ e
c n a m r o f r e
p atfero rdu irng joining a ce train l esson o rteaching l earning process 4
. p p
( - )5 .Assessment scan also be used to check students ’understanding in a c
i p o t r o n o s s e l n i a tr e
c .The assessmen tmay be conducted du irng t hel esson ,fo r n
o it s e u q s ’ r e h c a e t r e w s n a o t e v a h s t n e d u t s n e h w e c n a t s n
i s o rwhent heyperforma
t f o t n o r f n i n o it c a n i a tr e
c heclass. Besides ,an assessmen tcanalso beconducted .
e s r u o c n i a tr e c a f o d n e e h t t a
, n o it i d d a n
I Brown (2004 )statest ha ta tt es i sone way t o asses sstudents ’ t
n e m e v e i h c
a (p.4) .I tmean stha ta test can also be used to measure students ’ t
n e m e v e i h c
a . By conducitngat est ,at eache rcan hold t he assessing proces sand .
tl u s e r g n i n r a e l ’ s t n e d u t s e r u s a e
m Besides ,at estalsoprovidesf eedbacks b rothfo r
e h c a e t e h
t s da n students .Inaddiiton , mfro ther esul to fat est,t eacher swli lknow f
o t l u s e r e h
t teachingl earningproces sandwha tneeds tobei mproved. e
c n i
S a t esti ssigniifcan ti n teaching l earning process , ti i si mpo tran tfo r s
t n e d u t s r i e h t r o f t s e t d o o g a n g i s e d d n a n a l p o t s r e h c a e
t (Brown ,2004 ,p.4). A
m o t l o o t l u f r e w o p a s i t s e t d o o
g easure students ’achivement. Du irng teaching r e tt e b m r o fr e p o t s r e h c a e t e h t o s l a d n a s t n e d u t s s p l e h t s e t d o o g a , s s e c o r p g n i n r a e l
d o h t e m g n i n r a e l d n a g n i h c a e t h t o b n i t n e m e v o r p m i n a e k a m n e v
e s .Fo rexample ,
e c n a h c e d i v o r p l li w g n i n e t s il n o t s e t e v it c e j b o d o o g
a s fo rthe student sto pay
t
aten iton t o how t heyt akenotes . A good objecitvet es ton r eading help sstudent s .s
t x e t h s il g n E f o s d n i k s u o ir a v g n i z y l a n a e c it c a r p o
.
B ProblemFormula iton s
s i h
T tudywould ilket oaddresst woquesitons. .
1 Howi st heproces so fdesigni nganEngilshobjecitve- readingt estf o rjunio r highs choolstudents?
.
2 Wha tdoest heEngilshobjecitve- readingt estf orj unio rhighs chools tudent s e
k il k o o
l ?
.
C ProblemLimtia iton
r e h c r a e s e r e h
T ilmtied the scope o fthi sstudy in designing an objecitve tI
. ir a s o n o W n i l o o h c S h g i H r o i n u J r o f t s e t g n i d a e
r i son t hesecond semeste ro f
t h g i
e grade.Eigh tgrades tudent sarechosensincei nt hi sitmet hestudent shavet o o
t s e v l e s m e h t e r a p e r
p bef amiila rwtihr eadingt est .Therefore,i n theninth grade , y
e h
t a rereadyf o rprepairngt henaitona lexaminaiton . e t g n i d a e r f o n o i s r e v t s ri f g n i n g i s e d r e tf
A s,tt her esearche rwli levaluate the n o s e s u c o f r e h c r a e s e r e h t , y ti d il a v e h t r o F . y ti li b a il e r d n a y ti d il a v f o s t c e p s
a the
t s n o c , y ti d il a v t n e t n o c , y ti d il a v e c a
f ruc tvaildtiy .Beside ,s ther esearche rwli lalso t
a m it s e y b t s e t e h t f o y ti li b a il e r e h t y fi t n e d
i ing them using crtieira affected y
ti li b a il e
r measuremen to facetraint est .
.
D ResearchObjecitves
e h
T re are two objecitve so fthi sstudy .The f tri s objecitve i sto descirbe w
o
5
o t s i d n o c e s e h T . ll i k s g n i d a e r g n i c it c a r p d n a g n i n r a e l r e tf a t n e m e v e i h c
a designan
h s il g n
E objecitve- reading tes tbased on the step sdeifned through the study o f .
t s e t d o o g a f o a ir e ti r c e h t o s l a d n a t s e t a g n i n g i s e d
.
E ResearchBeneftis
Thi sstudy offersbeneftisf ort eacher sand students .Fort het eachers ,they n
g i s e d e b d l u o h s t s e t a w o h f o e r a w a e b l li
w ed .Besides ,the teachers wli lalso g n i d a e r a n g i s e d o t e r a p e r p d n a t s e t g n i d a e r d o o g a f o s t n e m e ri u q e r e h t d n a t s r e d n u
, e c n e H . ll e w t s e
t a well- designed reading tes twli lshow the resul to fstudents ’ .
t n e m e v e i h c
a The resul to fthe test provide sinformaiton o fwha tthe teachers ,
t s e t e h t r e tf a o d d l u o h
s inordert or eachbetterr esutli nt henextt eachingl earning .
s s e c o r p
Fo rthe students ,thi sstudy provide sfeedbacks rf o thei rperformance o r y
B . tl u s e
r havingavaildandr eilablet es,tt herir eadings kli lachievemen tcan rtuly .
d e r u s a e m e
b Therefore ,student sare given chance to improve thei rqualtiy o f .
ll i k s g n i d a e r
.
F Deifni itono fTerms
e r e h
T ares omet erm swhicht hei rdeifniiton sneedtobeexplainedi norde r u
s r e d a e r e h t p l e h o
t nderstandt hiss tudy.Eacht ermi sexplainedasf ollows . .
1 Tes tDevelopment
y l e m a n , s e g a t
s design ,operaitonailzaiton and adminisrtaiton (p .93) .Moreove,r e
t a t s r e m l a P d n a n a m h c a
B tt ha thedesigni nclude ssevera lcomponent ssuch a sa e
d scirp itonoft hepurposeoft het es,t a descirpitonoft argetl anguageuseandt ask ,
s e p y
t adescirpiton oft estt akers ,adescirpitonoft heconsrtuctt obemeasured ,a n
a l
p o fconsrtuc tto be measured and an inventory o frequried and avaliable s
e c r u o s e
r andaplanf ort he itmeallocaitonandmanagement( p .88) . .
2 ObjecitveReadingT est
o t g n i d r o c c
A Brown’ s(2004) , a tes ti sa method ro an insrtument fo g
n ir u s a e
m aperson’ sablitiy ,knowledgeor performancei nagivendomain(p .3). ,
s u h
T ar eadingt es ti sthet estwhich isi ntended t omeasureperson’ spro ifciency y
ti li b a g n i d a e r f o e c n a m r o fr e p r
o .
An objecitve tes t i s a kind o f tes t which the answer s are objecitve. o
t g n i d r o c c
A Hughes( 1989) , anobjecitvet esti sat es twhosesco irngsystems od t
o
n requrieanything(p.19). I tmeanst ha tanobjecitvet es tha sanaccurateanswe r .
m e t s y s g n ir o c s e v it c e j b o d n a y e
k Thesubjecitvtiy oft hescore rshould no texis t .
t s e t e v it c e j b o n i
e s u r e h c r a e s e r e h t , g n i d a e r g n it s e t r o f t s e t e v it c e j b o n a e k a m o
T s the macro
t o n o d h c i h w s ll i k s e h t s e s o o h c r e h c r a e s e r e h T . g n i d a e r f o s ll i k s o r c i m d n a
i y l e m a n , y ti v it c e j b u s s r e r o c s e h t o s l a d n a s r e k a t t s e t e h t e v l o v n
i dentfiying
,s n u o n o r p f o t n e r e f e
r using contex tto gues s meaning s o funfamiila rwords , scanning t extto l ocatespeciifci nformaiton and skimming t ext t o obtain t hegist
7
.
3 Reilablitiy
. t c e p s a t n a tr o p m i n a s i y ti li b a il e r , y d u t s s i h t n
I Reilablitiy i s one
. t s e t d o o g a f o t n e m e ri u q e
r A t es thas t o bereilablemeans t ha ta t es thas t o be d
l u o h s t s e t e h t , y a w e l p m i s a n I . e l b a d n e p e d d n a t n e t s i s n o
c have simlia rresutls
s n o i s a c c o t n e r e f fi d n i d e t c u d n o c s i t i n e h w n e v
e (Brown , 2004 , p.21) .
s r e f e r y ti li b a il e r t a h t s e t a t s r e ll i M , e r o m r e h tr u
F tot heconsistencyo fmeasuremen t .
) 7 0 1 . p , 9 0 0 2
( To an itcipate o resitmate how reilable a cetrain test si ,a tes t r
e f e r y a m r e n g i s e
d to the numbe ro ftasks ,the spread o fscore and also the t
s e t e h t f o y ti v it c e j b
o .
.
4 Vaildtiy
r e h t o n
A requriemen to fa good t esti s t hevaildtiy of t he t est .Gronlund a s t
n e t x e e h t “ s i y ti d il a v t a h t s e t a t s ) 4 0 0 2 ( n w o r B y b d e ti
c to whichi nference smade
tl u s e r t n e m s s e s s a m o r
f sare approp irate ,meaningfu land usefu lin term so fthe n
e m s s e s s a e h t f o s e s o p r u
p t”(p.22) .I tmeanst hatt he tiem so facetraint es thave to r
u s a e m n i e v it c e f f e e
b i ng a ce train i ndicator .Beside ,s t he t est i svaild when t he . y l s u o i v e r p d e t a t s s r o t a c i d n i e h t e r u s a e m o t e l b a ti u s r o e t a ir p o r p p a e r a s m e ti
.
5 JuniorHighSchools tudents
r e h
T esearche rfocuse s he rstudy on junio rhigh schoo lstudents .SMP o t d e d e e n s i t s e t e h t n e h w s r e k a t t s e t e h t s a n e s o h c e r a s t n e d u t s i r a s o n o W i r k p o B
w e n a t o n s i ti d n a i r a s o n o W n i s l o o h c s h g i h r o i n u j f o e n o s i l o o h c s s i h T . d e t s e t e b
c x i s e r a e r e h T . l o o h c
s lassesi nt hi sschool ,seventh ,eighth andfou trhgradewtih .
j e h
T unio rhighschoo lhasr equried Engilsh asoneoft hesubjectst estedi n naitona lexaminaiton .Hence ,sincet heseventh grade,j unio rhigh schoo lstudent s
a t o n s i h s il g n E t a h t s n a e m t I . y ti v it c a g n i n r a e l g n i h c a e t ri e h t n i h s il g n E d a h e v a h
9 I I R E T P A H C
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
r e t p a h c s i h
T provide stheo ire srelated to the subjec tmatte ro fthi sstudy .
n o it p ir c s e d l a c it e r o e h t , y l e m a n r e t p a h c s i h t f o s tr a p r o j a m o w t e r a e r e h T
d u t s ’ s r e h t o f o g n i n i a t n o
c i esandr esearchandt heoreitcalframeworkcontainingo f
. n o it p ir c s e d l a c it e r o e h t e h t o t d e t a l e r s i r e tt a m t c e j b u s e h t w o h
.
A Theoreitca lDescrip iton
.
1 Tesitngi nLanguageTeaching
, g n i h c a e t e g a u g n a l n
I at est ha san i mpo tran trole. tI srole a sasubse to f
t i s e k a m s s e c o r p t n e m s s e s s
a signi ifcan.tAccordingt oBrown( 2004) ,atesti sone
a s i tI . t n e m e v e i h c a ’ s t n e d u t s s s e s s a o t y a
w method or na insrtumen to fmeasu irng
e l p m i s a n I .) 3 . p ( n i a m o d n e v i g a n i e c n a m r o f r e p r o e g d e l w o n k , y ti li b a s ’ n o s r e p a
s r e h c a e t e h t y b d e s u s i t s e t a , d r o
w tocheckandmeasuret heris tudents ’ablitiy .
, r e v o e r o
M Carrolla sctiedbyBachmanandPalmer( 1997)s tatest ha tat es t
s
i “a psychologica lo reducaitona ltes ti sa procedure designed to eilci tce train
e c t u o b a s e c n e r e f n i e k a m n a c e n o h c i h w m o r f r o i v a h e
b train characteirsitc so fan
) 2 2 . p ( l a u d i v i d n
i ” .Here ,a tes ti san acitvtiy which i sdesigned to be used fo r
n e e b e v a h h c i h w s t n e d u t s e h t f o s c it s ir e t c a r a h c n i a tr e c g n i y fi t n e d i d n a g n i w o n k
. y l s u o i v e r p d e n if e d
o t g n i d r o c c
A Bachman and Palme r(1997) ,a test si needed f or severa l
.s e c n a tr o p m
. s s e c o r p g n i n r a e l ’ s t n e d u t s f
o A tes tno tonly gives the students feedback sand
n o it a m r o f n
i ,a test also gives the teacher sfeedbacks on the proces so fteaching
f o e c n a tr o p m i r e h t O . g n i n r a e
l at estin l anguaget eaching i st ha tatesti n lfuences
e h t s w o ll a t s e t e h t f o t l u s e r e h T . s t n e d u t s r i e h t t u o b a s n o i s i c e d g n i k a m n i s r e h c a e t
r e h c a e
t s to know the performance o f theri students , whethe r a studen t has
t o n r o l l e w d e m r o f r e
p (p.8).
.
2 Crtieriono fAGoodTest
e m o s l li fl u f d l u o h s s m e ti t s e t f o t e s a , t s e t d o o g a e b o t r e d r o n I
s t n e m e ri u q e
r ,namely,
.
a Prac itcaltiy
n w o r
B (2004 )statest ha ta pracitcalt es ti sthet estwhichi sno texcessively
e v i s n e p x
e and i tstay swtihin approp irate itme consrtaints .Besides ,the test si
d e r e t s i n i m d a e b o t y s a e y l e v it a l e
r .I tmeanst hatt het es tha sspeciifcand accurate
e r u d e c o r p n o it a u l a v e r o m e t s y s g n ir o c
s (p.19) .
.
b Vaildtiy
t o n r o r e h t e h w o t s r e f e r y ti d il a v m r e t e h
T a tes tmeasure swhati tclaimst o
e r u s a e
m (Brown ,2004 ,p .19 .) In addiiton ,Gronlund a sctied by Brown (2004 )
t n e m s s e s s a m o r f e d a m s e c n e r e f n i h c i h w o t t n e t x e e h t “ s i y ti d il a v t a h t s n i a l p x e
e h t f o e s o p r u p e h t f o s m r e t n i l u f e s u d n a l u f g n i n a e m , e t a ir p o r p p a e r a t l u s e r
, s d r o w e l p m i s n I ” .) 2 2 . p ( t n e m s s e s s
a thevaildtiydeal swtihwhethert het es tmeet s
n o it a v it o m ’ s t n e d u t s n o t n e m s s e s s a n i a tr e c a f o s t c e f f e e h t r e d i s n o c o t t n a tr o p m i
.) 6 2 . p (
)
4 FaceVa ildtiy
e h t o t s r e f e r y ti d il a v e c a
F presentaiton o rappearance o fthe tes t tiems .
,r e v o e r o
M Mousavia sctiedbyBrown( 2003 )explainst hatf acevaild tiyi sclosely
h ti w d e t a l e r
e h t
“ degreet o whichat estl ook s irght ,appearst omeasuret heknowledge e h t f o t n e m g d u j e v it c e j b u s n o d e s a b , e r u s a e m o t s m i a l c t i s e it il i b a r o
e s u s ti n o e d i c e d o h w l e n n o s r e p e v it a rt s i n i m d a e h t ,t i e k a t o h w s e e n i m a x e
d e t a c it s i h p o s y ll a c ir t e m o h c y s p r e h t o d n
a observers(p.26). ”
i , n o it a n a l p x e e h t n o d e s a
B t mean stha tface vaildtiy i susually checked o r
. s tr e p x e r e h t o d n a s r e k a t t s e t h t o b , t n e m g d u j s ’ e l p o e p h g u o r h t d e t a u l a v e
d e r e d i s n o c e b o t s m e ti t s e t r o f s r o t a c i d n i l a r e v e s s e t a t s n w o r B , r e h tr u F
m r e t n i d il a
v s off acevaildtiy .Thesearet he ilst sofi ndicator so fat es twtih high
. y ti d il a v e c a f
)
a a w - ell consrtuctedexpectedf orma twtihf amiilart ask ,s
)
b a testt hati sclea lrydoablewtihint heallotted itme ilmi,t
)
c itemst ha tareclea randuncomp ilcated,
)
d driecitonst ha tarecrysta lclea,r
)
e taskst ha tarer elatet ot hei rcoursework( conten tvaildtiy) ,and
)
f a dfiifcutlyl evelt ha tpresent sar easonablechallenge.
)
r u o f r e d i s n o c o t s a h r e n g i s e d t s e t a , t s e t e c i o h c e l p it l u m a t c u rt s n o c o T
n a d n u l n o r G y b d e t a t s s e n il e d i u
g d Brown in Brown (2004) .These are the fou r
. s e n il e d i u g
.
a Designeach tiemt omeasures peci ifcobjecitves .
c if i c e p s e v a h d l u o h s t s e t e h t f o m e ti y r e v e t a h t g n i n a e m s a h t n i o p s i h T
f o n o i s n e h e r p m o c e r u s a e m o t e v it c e j b o s a h m e ti n i a tr e c a , e l p m a x e r o F . e v it c e j b o
g n i y fi t n e d
i themes .Thequesiton and ti schoicesi ncluding t hedisrtactor sshould
e v it c e j b o e h t r e v o
c (Brown ,2004 ,p.56) .
.
b State both stem and op iton sor distractor sa ssimply and direclty a s
. e l b i s s o
p
. e l p m i s d n a r a e l c m e ti e h t p e e k o t s i t n i o p s i h t f o m i a e h
T tI i sgood t o
n o it s e u q e h t p e e
k s and choicest o ge tdriecltyt ot hepoint .Bydoingso,t he tiems
s e c i o h c d n
a wli lbeunderstandable(Brown ,2004 ,p.57).I naddiiton ,ambigutiyo f
. d e d i o v a e b l li w e c n e t n e s a
.
c Makecertaint hatt hei ntendedansweri sclearlyt heonlycorrec tone.
e l p it l u m s
A choice test i sone type o fobjecitve tests ,i ti simpo trant to
m e ti y r e v e r o f r e w s n a e n o y l n o s i e r e h t t a h t e r u s e k a
m (Brown ,2004 ,p.58). I fa
. e v it c e j b o d e r e d i s n o c e b t o n n a c m e ti e h t ,r e w s n a e n o n a h t e r o m s a h m e ti t s e t
.
d Use tiemi ndicest oaccept ,discardorrevise tiem .s
r u s e k a m o t s i t n i o p s i h t f o g n i n a e m e h
T e whethert he tiemsareselected
r r a d n
a anged approp irately. I ti salso impo tran tto identfiy whethe rthe test s
y lt n e i c if f
e measu irng the objecitves .T his can be done by identfiying the tiem
h c a e f o y c n e i c if f e r o t c a rt s i d o s l a d n a y tl u c if fi d m e ti , y ti li c a
9 1
.
4 Tesitngreading
o d a L , li a t e d n I . h s il g n E g n i n r a e l n i s ll i k s d e ri u q e r f o e n o s i g n i d a e R
) 1 6 9 1
( alsos tatest hatr eadinga soneofs killsi nl anguagei sar ecep itveprocess in
n o s r e d n A , s e d i s e B . ) 3 2 2 . p ( m r o f n e tt ir w m o r f e g a u g n a l p s a r g s r e d a e r e h t h c i h w
.) 5 . p ( s t c u d o r p e h t g n i d n a t s r e d n u f o s s e c o r p t u o b a s i g n i d a e r t a h t s n i a l p x e ) 0 0 0 2 (
g n i s s e s s A . d e s s e s s a o s l a s i g n i d a e r , e g a u g n a l g n i n r a e l n i s ll i k s f o t r a p a s A
y b g n i d a e
r tesitngi sacommonway .Therefore,t herearesevera lskill sconsidered
when reading i sbeing tested . A lo to feducaitona lexpetr shave de ifned some
ll i k
s sassessed in testing reading .One o fthe expe tr si sHughes , he state stwo
g n i d a e
r skills ,macro and micro skills .These two skill sare basic skill swhich
. e s i c r e c x e g n i d a e r n i d e s u n e e b y ll a u s
u Theyareexplainedasf o llow .s
.
a MicroSkill sandMacros kills Ro f eading(Hughes ,1989)
)
1 Micros kill so freading
)
a Identfiying referen to fpronouns .Here ,the tes ttaker sare expected to
.t x e t n i a tr e c a n i n u o n o r p f o t n e r e f e r y fi t n e d i
)
b Using context t o gues smeaning so funfamiila rwords . tI i susually found
n a f o g n i n a e m l a u t x e t n o c s s e u g o t e v a h s r e k a t t s e t e h t h c i h w n i t x e t a n i
. d r o w r a il i m a f n u
)
c Understandingr elaiton sbetweenpatr soft het ex tbyr ecognizingi ndicator s
d n a n o it i s n a rt , t n e m p o l e v e d , n o it c u d o rt n i e h t r o f y ll a i c e p s e , e s r u o c s i d n i
)
2 Macros kill so freading
)
a Scanning t ext to l ocatespeciifci nformaiton ,meaning t hat t est t aker sare
.t x e t n i a tr e c a f o n o it a m r o f n i c if i c e p s d n if o t d e t c e p x e
)
b Skimming tex tto obtain the g ist o rmain topic .Thi sskli li sintended to
m e ti e h T . t x e t a f o a e d i r o c i p o t n i a m e h t g n i y fi t n e d i n i y ti li b a ’ s t n e d u t s e r u s a e m
t u o b a y ll a u s u s
i thet hemeo facetraint e xt .
)
c Identfiyings tage so fanargument.I ns impleword ,st hiss killi si ntendedt o
. s t x e t f o n o it a z i n a g r o e h t g n i y fi t n e d i n i y ti li b a ’ s t n e d u t s e r u s a e m
)
d Identfiying example spresented in suppor to fan argument . Thi sskli li s
e d i n i s t n e d u t s w o ll a o t d e m i
a ntfiying speciifcexample sori nformaiton obtained
. t x e t n i a tr e c a m o r f
.
5 Tes tDevelopment
t
A es ta sa par twhich canno tbe separated from et h teaching learning
. t n a tr o p m i s i s s e c o r
p A sstated i nt hepreviou schapter , tii snecessary t o designa
t s e t d o o
g which i susefu lfo rboth t het eachers and t he students .T shati why ,in
, t s e t e h t g n i n g i s e
d thet es tdesigne rhas topayatteniton t o theprocedureorstages
e d f
o signingatest .
) 7 8 . p , 7 9 9 1 ( n a m h c a
B propose s a mode lo fdeveloping a tes twhich
t s i s n o
c s o f three main stages . They are design , operaitonailzaiton and
it c a e m o s s a h e g a t s y r e v E . n o it a rt s i n i m d
a viitesand each acitvtiycome supwtiha
d e n i a l p x e e r a s tl u s e r d n a s e it i v it c a s ti g n i d u l c n i e g a t s y r e v E . t c u d o r
p through t he
.
a Stage1 :Design
h c i h w n i p e t s a s i e g a t s n g i s e
D a tes tdesigner “descirbes in detai lthe
n o e c n a m r o f r e p t a h t e r u s n e o t m e h t e l b a n e l li w t a h t n g i s e d t s e t e h t f o s t n e n o p m o c
a u g n a l o t e l b i s s o p s a y l e s o l c s a d n o p s e r r o c l li w s k s a t t s e t e h
t geuse ,and t hatt he
e t n i ri e h t r o f l u f e s u y ll a m i x a m e b l li w s e r o c s t s e
t nded purpose”( Bachman ,1997 ,
. ) 6 8 .
p Thiss tager equriest es tdesignerst odothef ollowingacitviites .
)
1 Describingt hepurposeoft het ask
Thi sacitvtiy i sthe basi so fnex tstages .Here ,a tes tdesigne rha sto
l a o g e h t t u o b a r e d i s n o
c s o rpotenita leffect sexpectedt o beachieved atfert het est .
Moreover ,Bachman(1997 )say s“tii nvolve sclealrystaitngt hes peciifci nference s
f o s i s a b n o e k a m o t d n e t n i e w e s u e g a u g n a l r o f y ti c a p a c r o y ti li b a e g a u g n a l t u o b a
w h c i h w s n o i s i c e d c if i c e p s y n a d n a , s tl u s e r t s e
t i llbebasedupont hesei nferences”
) 8 8 . p
( . Thepurposeoft het estt ask should beclealrydeifnedand desc irbed ove r
. y ti v it c a s i h t
)
2 Identfiyinganddescribingt asksi nt het estl anguageuse
e h t s a s m e ti k s a t e h t f o n o it p ir c s e d l a r e n e g a e d i v o r p l li w y ti v it c a s i h T
. tl u s e
r Beside ,st hi sacitvtiyalsogive saclea rexplanaitonoft hecharacteirsitc so f
t n e m p o l e v e d t s e t l a u t c a e h t f o s i s a b e h t e m o c e b l li w h c i h w s e p y t k s a t e h t
n a m h c a B
( & Palmer ,1997 ,p .88) .
)
3 Describingt hecharacteris itc soft het estt akers
g n i d u l c n i , s r e k a t t s e t e h t f o e r u t a n e h t s n i a l p x e y lt i c il p x e y ti v it c a s i h T
l a it n e t o
p s and also t hecharacteirsitc soft he t estt aker ,s t o whom t he t es twli lbe
n a m h c a B ( d e n g i s e
3 2
e ri u q e
r s to look fo r a smany a s possible informaiton abou t the tes ttakers .
t c a p m i e v i g y ll a it n e t o p l li w t i , e r o f e r e h
T s tot hem.
)
4 De ifningt heconstructt obemeasured
p e h t ti c il p x e s e k a m “ y ti v it c a s i h
T recise nature of t he ablitiy we wantt o
n a m h c a B ( ” y lt c a rt s b a g n i n if e d y b , e r u s a e
m & Palmer ,1997 ,p.89) .Moreover ,
. y ti v it c a s i h t f o t c u d o r p e h t s i n o it i n if e d l a c it e r o e h t a t a h t s e t a t s n a m h c a B
it s e v n i d n a g n ir e d i s n o c r o f s i s a b e h t s i n o it i n if e d l a c it e r o e h
T gaitng t he consrtuc t
s n o it a t e r p r e t n i e h t f o y ti d il a
v the tes tdesigner makes o ftes tscores .The tes t
r e n g i s e
d employs thi sacitvtiy by invesitgaitng theori es o flanguage ablitiy and
. n o it a c if i c e p s s u b a ll y s a o s l a
)
5 Developingaplanf orevalua itngt hequaliite so fusefulness
it c a n a s i n o it a u l a v e g n i n n a l
P vtiy in which the tes t designer p s lan
. s k c a b d e e f t c e ll o c o t s t n e m u rt s n
i According to Bachman (1997 ,p .89) ,thi s
e v it a ti l a u q d n a e v it a ti t n a u q h t o b , n o it a m r o f n i f o e g n a r a h ti w s l a e d y ti v it c
a . Fo r
t s e t l a u d i v i d n i d n a s e r o c s t s e t g n i s u n a l p y l n o m m o c s r e n g i s e d t s e t , e v it a ti t n a u q e h t
. s k s a
t Tocollectqualtiaitvefeedbacks,t het es tdesignerusuallyuses adescirpiton
fl e s l a b r e v , n o it a v r e s b o f
o - repor tfrom the student sand also from educaitona l
t g n i n n a l p d n a g n i d i c e D . s tr e p x
e he evaluaiton process ea r crucia lsince these
s e it i v it c
a wli lgiveclea rexplanaitonaboutt heactualt est .Theexplanaitonwli lbe
)
6 Identfiying resource sand developing a plan for their alloca iton and
t n e m e g a n a m
n a m u h s a h c u s s e c r u o s e r e h t ti c il p x e s e k a m y ti v it c a s i h
T s ,mateirals and
f o s s e c o r p e h t g n ir u d s e it i v it c a s u o ir a v r o f e l b a li a v a d n a d e ri u q e r e b l li w t a h t e m it
t n a tr o p m i n a o s l a s i tI . ) 9 8 . p , 7 9 9 1 , n a m h c a B ( t s e t e h t g n i p o l e v e d d n a g n i n g i s e d
e c n i s y ti v it c a r o p e t
s thet es tdesigner ah s toknowwel laboutt heparitcipant sand
s t n e m u rt s n i e h
t he o rshe wli luse du irng the process .Therefore ,they can also
.t n e m p o l e v e d t s e t e h t g n ir u d m e h t e t a c o ll a d n a e g a n a m
.
b Stage2 :Opera itonailza iton
)
1 Developingt estt ask sandblueprint
t , ) 7 9 9 1 ( n a m h c a B o t g n i d r o c c
A hi sacitvtiy allow sthe tes tdesigner to
p o l e v e
d at es tspeci ifcaiton and at es tbluep irnt .The t es tspeciifcaiton provides a
s c it s ir e t c a r a h c k s a t t n a v e l e r e h t f o n o it p ir c s e d l i a t e
d andalsot hebasi so fwhatt he
r e n g i s e d t s e
t wli l wrtie in thei r actua l test . The test bluep irn t provide s an
n o it a n a l p x e d n a n o it a m r o f n
i abou tthe tes tsrtucture and overal lorganizaiton o f
, s e d i s e B . t s e t e h
t t hebluep irn talsodescirbe showt het es twli lbeconsrtuctedand
. ) 0 9 . p ( d e g n a r r a
)
2 Wriitngi nstrucitons
a s i s n o it c u rt s n i g n it ir
W n impo tran tacitvtiys incet hi sacitvtiyr elfect show
w t s e t e h
t i ll be presented and administered .Fu trher ,Bachman (1997 )states t ha t
g n it ir
w theinsrtuciton acitvtiydescirbesf ullyt hesrtuctureoft het est .Besides,i t
f o e r u t a n e h t y lt i c il p x e s w o h s o s l
a thet es tandhowt het estt aker sareexpected t o
d n o p s e
)
d I f the mateiral s have dfiferen t learning objecitve s wtih the expected
.s e v it c e j b o
, e r o f e r e h T . n o it a t p a d a l a ir e t a m f o y a w t n e r e f fi d e v a h y a m n o s a e r h c a E
c i n h c e t e h T . s c i n h c e t e m o s e t a t s a r a h u s t a M d n a n o s n il m o
T s areactually used to
u
s ti themateiral swtih t hestiuaitonort henecesstiyoft heclas .s Thet echnic sare
o r e Z d n a s u n i M , s u l
P category .Each o fthem are descirbed a sthe following
. n o it a n a l p x e
)
a Plu scategory
n o i s n a p x e d n a y ti v it c a r o s t x e t n o it i d d a h g u o r h t d e t c u d n o c s i y r o g e t a c s u l P
h t p e d d n a y tl u c if fi d , t h g n e l e h
t o facetraint ex to racitvtiy .
)
b Minu scategory
n o it e l e d e h t h g u o r h t d e t c u d n o c s i y r o g e t a c s u n i
M some text so racitviites ,
n o it c a rt b u
s bydecreasingt henumbe ro fsentence s andr educitonbyr educing the
. s e it i v it c a r o s t x e t f o s r e b m u n r o y tl u c if fi d , t h g n e l
)
c Zerocategory
t a c o r e z n
I egory ,the teacher s o rmate iral wrtiers do no tadd o r delete
g n i c n e u q e s e r , g n i z i n a g r o e r , g n i c a l p e r y b s l a ir e t a m e h t y fi d o m y e h t t u b , g n i h t y n a
g n i s r e v n o c r o d n
a theacitviite sors entences .
.
B Theoreitca lFramework
n o s i t s e t
A e acitvtiy conducted du irng o ratfer t eaching l earning proces s
o t s i m i a e s o h
w measu irng a person’ sablitiy ,knowledge o rperformance in a
( n i a m o d n e v i
7 2
t s e t d o o g a e d i v o r
p to measure students ’knowledge .A good tes tshould fuflli l
ir e ti r c e m o
s a ,namelypracitcaltiy ,vaild tiyandr eilablitiy .
n o it i d d a n
I ,eigh tgrader swho learn Engilsh, t hey aresupposed t o maste r
. d e t a u l a v e e b o t d e d e e n s i g n i d a e r n i y ti li b a d n a e g d e l w o n k r i e h T . ll i k s g n i d a e r
h c i h w t s e t f o d n i k y n A . e l o r t n a tr o p m i y r e v a s e k a t o s l a t s e t ,s u h
T i ssutiable i n
d l u o h s y ti li b a d n a e g d e l w o n k s r e d a r g t h g i e g n it a u l a v
e fulifllt hecrtieirao fagood
. t s e
t The t es thast o be vaild and reilable .Theva tild t es heremeanst hatt het es t
a h w s e r u s a e
m ti si ntended t o measure ,whliereilabletesti sclosely r elated t o et h
h t f o n o it a m it s
e e consistency o fa cetrain test .I tcan be achieved by presenitng
s t c e p s a l a r e v e
s orf actor saffecitngt e streilablitiy .
o
T design an objecitve reading tes t fo r eigh tgraders , the researche r
s r e d i s n o
c whatt ot esti nr eadingskillfo reigh tgraders .Int hi scase,t her esearche r
, r e v o e r o M . ) 9 8 9 1 ( s e h g u H y b d e t a t s s ll i k s o r c i m d n a o r c a m f o s e ir o e h t e h t s e s u
r e n g i s e d t s e t e h
t payattenito ont thes tep so fconsrtucitngat est .Inordert odesign
r e h c r a e s e r e h t , t s e t
a use sthe mode lo ftes tdevelopmen twhich i sstated yb
Bachman and Palmer (1997 .) There are three stage sproposed by Bachman and
it a r e p o , n g i s e d y l e m a n , r e m l a
P onailsaitonandadminisrtaiton.
e b o t s t x e t e t a ir p o r p p a d n if o t s a h r e h c r a e s e r e h t , t s e t e h t g n i p o l e v e d n I
t s e t e h t n i d e s
u .Hence ,she may have to conduc tmateira ladaptaitons .Thi s
. y ti s s e c e n ’ s t n e d u t s e h t h ti w s t x e t e h t t s u j d a o t r e d r o n i y r a s s e c e n s i y ti v it c
a T he
t c u d n o c y a m r e h c r a e s e
8 2
I I I R E T P A H C
H C R A E S E
R METHODOLOGY
r e t p a h c s i h
T provide s a b ire f explanaiton on how the research wa s
e s n e v e s h g u o r h T . d e t c u d n o
c citon ,st her esearche rexplains themethodology used
n
i thi s study . They are the research method ,research paritcipants, research
insrtuments ,d a gta atheirng techniques , research insrtuments ,d a ata nalysi sand
researchprocedure.
.
A ResearchMethod
s i h t f o s e v it c e j b o e h t e v e i h c a o t r e d r o n i d e t c u d n o c s a w h c r a e s e r s i h T
y d u t
s to solve the problem s stated previously . There were two quesiton s
t , d e t a l u m r o
f he fris twa show an objecitve reading tes twa sdesigned ,and the
j r o f t s e t g n i d a e r e v it c e j b o e h t t a h w s a w d n o c e
s unio rhigh schooll ooked ilke .The
d aa s t and informaiton were found and analyzed through the proces so fthi s
. h c r a e s e r
y d u t s s i h
T i s Educaitona lResearch and Development a speople usually
R t i ll a
c D& .Based on Borg andGall(1983) R , & D i saproces so fdeveloping
it a d il a v d n
a ng educaitona l product .s Educaitona l product s here are no t only
d o h t e m o s l a t u b , s m li f l a n o it c u rt s n i d n a s k o o b t x e t g n i n g i s e d n o d e ti m
il s o f
r o g n i h c a e
t methods o forganizingi nsrtucitons (p .772) .T R he &Dcycleconsists
s p e t s n e t f
9 2
T eh ten step sarecycle swhich arerepeated wtihmoreschoolso rsubjects
. s t c u d o r p e h t t n e m e l p m i o
t Every step h s a some acitvtii es to conduct .The ten
. n o it a n a l p x e g n i w o ll o f e h t h g u o r h t d e n i a l p x e e r a s p e t s
.
a Step1
d n a h c r a e s e
R informaiton collecitng by ifnding review o frelated ltierature,
n o it a r a p e r p r e h t o d n a s n o it a v r e s b o m o o r s s a l
c s. tIi susedt ocollec tnecessarydata
.t c u d o r p a g n i p o l e v e d e r o f e b n o it a m r o f n i d n a
.
b Step2
g n it s e t y ti li b i s a e f e l a c s l l a m s d n a s e v it c e j b o d n a s ll i k s g n i n if e d y b g n i n n a l
P s.
e r a s t c u d o r p e h t f o s e v it c e j b o d n a s ll i k s e h t , t c u d o r p e h t g n i p o l e v e d e r o f e B
. d e n if e
d Bydoings o,t heproducti sgoingt of ocu sonachieving ti sobjecitves .
.
c Step3
s l a ir e t a m l a n o it c u rt s n i g n ir a p e r p y b t c u d o r P f o m r o F y r a n i m il e r P p o l e v e D
d n o it a u l a v e d n
a evice .s This i s t he proces so fdeveloping and also prepari rng fo
e h
t evaluaitono rthefris tvaildaitonoft heproduc.t
.
d Step4
1 o t l a n o it c u rt s n i e h t g n it s e t y b g n it s e T d l e i F y r a n i m il e r
P -3s chool swtih6- 12
g n i s u , s t c e j b u
s na interview or a quesitonnarie. The tesitng i sused to frislty
t c u d o r p e h t e t a d il a
v before tii sr evised.
.
e Step5
b n o i s i v e R t c u d o r P n i a
M ased on the resul to fpreilminary ifeld tesitng to
.t c u d o r p e h t e s i v e
r The resul to fpreilminary tesitng i susefu lin giving clea r
n t a h w n o n o it p ir c s e
.f Step6
n i a
M field tesitng in which the produc trevised i s t ested i n 5-15 school s
0 3 h ti
w -100 subject .s Thi sstep i ssimlia rwtih the fou trh step ,bu twtih more
.t n e m e l p m i o t s l o o h c s
.
g Step7
e h t f o t l u s e r e h t n o d e s a b t c u d o r p e h t g n i s i v e r , n o i s i v e R t c u d o r P l a n o it a r e p O
. g n it s e t d l e if n i a
m Thi sstep i ssimlia rwtih t he iftfh step i n which t heproducti s
.t l u s e r g n it s e T d l e i F n i a M n o d e s a b d e s i v e r
.
h Step8
d e t c u d n o c s i ti , g n it s e T d l e i F l a n o it a r e p
O throughl argert esitngby i nvolving
0
4 - 200 subject .s Thi sstep i ssimlia rwtiht hef ou trh andsixthstep bu twtihmore
. s l o o h c s r o s t c e j b u s
.i Step9
l a n o it a r e p o f o t l u s e r e h t n o d e s a b t c u d o r p f o g n i s i v e r , n o i s i v e R t c u d o r P l a n i F
. g n it s e t d l e
if Thi si sthe las trevision a tfe rthe produc ti simplemented in many
.s l o o h c s
.j Step10
l a n o i s s e f o r p t a n i t c u d o r p e h t g n it r o p e r , n o it a t n e m e l p m I d n a n o it a n i m e s s i D
. s l a n r u o j n i d n a s g n it e e
m Thi si sthe las tacitvtiy of developing educaitona l
, s p e t s e h t g n it e l p m o c r e tf A . t c u d o r
p the resul ti srepo tred through meeitng so r
s l a n r u
j .
c f o m r o f e h t n i s i l e d o m D & R s i h t , y l s u o i v e r p d e t a t s s
A yclei nwhicht he
s t c e j b u
1 3
s p e t s e v if d e y o l p m
e and i mplemente ti d in oneschoo lwtih 22subjects .The ifve
s p e t
s were :research and informaiton collecitng ,planning ,develop preilminary
. n o i s i v e r t c u d o r p n i a m d n a g n it s e t d l e if y r a n i m il e r p , t c u d o r p f o m r o f
s e t a n g i s e d o
T ,t t her esearche ralso adapted amode loft es tdevelopment
n a m h c a B y b d e s o p o r
p and Palmer(1996 ,pp .86- )9 .3 Theyproposed somestage s
e h T . t n e m p o l e v e d t s e t f
o re weret hreemain stages i n t hi s model,namely Design ,
n o it a z il a n o it a r e p
O and Adminisrtaiton .Eachstagehad someacitviitest oconduct
tl u s e r r o s t c u d o r p c if i c e p s e c u d o r p o t d e t c e p x e d n
a s.
1 1 0 2 ( i r a s a y d i
W , p . 23 ) who had conducted simlia r research also
e h S . s p e t s n e t e h t r e v o s p e t s e v if y l n o d e t c u d n o
c proposedacombinaitonbetween
ll a G d n a g r o B d n a s e g a t s r e m l a P d n a n a m h c a
B model .the combinaiton wa s
h g u o r h t d e n i a l p x
e et h following ifgure.
s p e t
S Acitviites Products
d n a h c r a e s e R : 1 p e t S
g n it c e ll o C n o it a m r o f n
I LatinerdaI tunrteerr veivewiew DesignStatement g
n i n n a l P : 2 p e t
S Selecitngand
e h t g n i y fi c e p s
s l a ir e t a m
t n ir p e u l B t s e T
g n i p o l e v e D : 3 p e t S
t c u d o r P f o m r o f y r a n i m il e r
P W iritngt het est Insrtucitosncso ,pirnrogcedureo f d
l e i F y r a n i m il e r P : 4 p e t S
g n it s e
T Tes tAdminisrtaiton
t c u d o r P n i a M : 5 p e t S
n o i s i v e R
2 . 3 e r u g i
F The combina iton o f R & D by Borg and Gal l and Tes t r
e m l a P d n a n a m h c a B y b t n e m p o l e v e D
f o s p e t s e v if y l n o g n it c u d n o
C R&DcyclepresentedbyBorgandGal land
e h t g n it l u s n o
c stages oft es tdevelopment proposed byBachman and Palmer, t he
t c u d n o c r e h c r a e s e
3 3
.
2 Planning
e h t e t a t s , s ll i k s e h t e n if e d “ r e h c r a e s e r e h t h c i h w n i p e t s e h t s a w g n i n n a l P
& g r o B ( ” g n it s e t y ti li b i s a e f l l a m s d n a , e c n e u q e s e s r u o c g n i n i m r e t e d s e v it c e j b o
. ) 5 7 7 . p , 3 8 9 1 , ll a
G Moreover ,BorgandGall(1997) saidt hatt hestepo fdeifning
s a w s e v it c e j b o e h
t very impo tran tsince i twould determine the resul to fthe
d e n g i s e
d product (p .779- 07 )8 .To deifne skill sand state the objecitve o fthe
e h t d e k c e h c r e h c r a e s e r e h t , t c u d o r
p resul to fthe previou sstep .They were the
i f o t l u s e
r nterview ,and also t hesyllabus fo eigh tgraders. Hence, i n t hi sstep t he
v e d o t d e ir t y lt s ri f r e h c r a e s e
r elop a bluep irn tcontaining oft es tsrtuctureand t es t
k s a
t speciifcaiton.
t s e t e h
T srtucture wa sdeveloped t o give t he detali sof t he appearance o f
e h t g n i d u l c n i t s e t e h
t numbe rof t he tes tand t ype sof t es t tiems ,whlie t es ttask
n o it a c if i c e p
s gaveclea rexplanaitonoff actualt ests .Ther esearche rwass taritngt o
d n a t s e t g n i d a e r e v it c e j b o e h t f o e s o p r u p e h t y fi c e p
s w iritng the tiem so ftest .
e d i s e
B ,st es tspeci ifcaiton alsoga ev a b ire fand clearexplanaiton abou tdeifniiton
t c u rt s n o c f
o s , setitngs , itme , insrtucitons , expected responses, a nd sco irng
d o h t e
m s.
g n i n n a l p e h t s a w t a h t p e t s s i h t n i d e y o l p m e y ti v it c a e r o m e n o l li t s s a w e r e h T
n o it a u l a v e f
o thequailite soft het est(Bachman&Palmer ,1997 ,p .87) .Here, the
e k a m o t d e n n a l p r e h c r a e s e
r a quesitonnariefo rat eache randeducaitonall ecturer s
. d e n g i s e d t s e t e h t g n it a u l a v e r o
f Ther esearche rdevelopedt hequesitonnariebased
ti li b a il e r , y ti l a c it c a r p f o s e ir o e h t e h t n
h g u o r h t , y ll a c if i c e p
S thetes tadminisrtaitont her esearche rcould ge tclea r
e h t n o t l u s e
r consrtuct lvaidtiy o fthe test .Consrtuc tvaildtiy wa sidenitifed by
e h t g n it n u o
c item faclitiy ,item dfiifcutly and identfiying disrtacto refifciency
w o h
s n byt hedist irbuitono fansweri neverychoice.
.
5 MainProduc tRevi iso n
, d e t c u d n o c s a w t s e t d l e if y r a n i m il e r p r e tf
A ther esearche remployed main
. n o i s i v e r t c u d o r
p Bachman’ s tes tdevelopmen tmode l(1997 ,p .92 )provides
t u o b a n o it a n a l p x
e theanalyzingacitviite .sI ti sastageo fdescirbingt het estr esul t
d n
a making revision based on ti .In thi sstep ,the researche rconducted two
y b d e k c e h c g n i e b r e tf a n o i s i v e r t s ri f e r e w y e h T . s n o i s i v e
r et h evaluator sand
. d e t n e m e l p m i g n i e b r e tf a n o i s i v e r d n o c e s
.
B ResearchParitcipants
d e n g i s e d t s e t e h t d e t s e t r e h c r a e s e r e h t , g n it s e t d l e if y r a n i m il e r p e h t g n ir u D
. s tr e p x e l a n o it a c u d e y b d e t a u l a v e t s e t e h t t e l o s l a d n
a There were three
y e h T . y d u t s s i h t f o s t n a p i c it r a
p w ere a teacher ,two lecturer sand eighth grade
s h g i h r o i n u j f o s t n e d u t
s chool .There were students in Clas sA and Clas sB o f
f o e d a r g t h g i
e SMPBopkr iWonosair .
a d n a e n o d e c n e ir e p x e d a h y e h t e c n i s n e s o h c e r e w s t n e d u t s e d a r g t h g i E
t I . l o o h c s h g i h r o i n u j n i r a e y f l a
h wa s assumed tha t they were prepairng
w m r o f r e p o t s e v l e s m e h
t elli nEngilshr eadingt est .Thet eache randl ecturer swere
e h t e t a u l a v e d n a k c e h c o t d e n g i s s
7 3
.
C Instrument sandDataGatheringTechnique
y lt s ri f r e h c r a e s e r e h
T interviewed Engilsh teache r o f SMP Bopkr i
tI . ir a s o n o
W aw sconducted t o ge tsufifcien tinformaiton about t eachingl earning
t s e t g n i d a e r t u o b a y ll a i c e p s e s s e c o r
p s in tha tschool .A tfe rthat ,the researche r
it c e j b o n a f o t e s a d e n g i s e
d ver eadingt es tandt henaskedateachero fSMPBopkr i
ir a s o n o
W and 2 PB Ilecturersto check i .t Thedatawa sgathered byaski ng them
e ri a n n o it s e u q e h t ll if o
t . Beside ,s t het es tdesigned wa salso t ested t o students i n
. ir a s o n o W i r k p o B P M S
a t a d t n e i c if f u s n i a t b o o
T s and i nformaitonf ordesigningat es tandalsof or
,t s e t e h t f o y ti l a u q e h t g n it a u l a v
e the researche rused some insrtuments .The
n e m u rt s n
i t susedi nt hiss tudywereaquesitonnarie da n aninterviewguideilne.
.
1 InterviewGuide
, 6 0 0 2 ( k c o c n a H y b d e t a t s s
A p.40) t here were t hree t ype sof i nterviews ,
y l e m a
n srtuctured ,semisrtuctured and unsrtuctured interview .The researche r
e f e r
p rred t o conduc tasemisrtuctured i nterview i n which t heresearche rprovided
e u q g n i d i u
g sitons o r ilst so fquesitons ,bu tthe researche rcould ask folow up
n o it s e u
q s inordert oen ircht hei nformaiton.
i e h t , g n it c e ll o c n o it a m r o f n i g n ir u
D nterview sw a needed t o beconducted
r e h t a g o
t informaiton needed before consrtucitng the test .The interview wa s
o t d e t e g r a
t the teacher in relaiton wtih t he teaching learning process ,
s c it s ir e t c a r a h
c o fthe students and abou treading tests .The datas gathered from
w y ti v it c a s i h
.
2 Quesitonn e air
s e ri a n n o it s e u
Q were used a sa usefu linsrtumen tin terms fo et h data
d n a , a t a d l a c ir e m u n n e tf o , d e r u t c u rt s g n i d i v o r p , y e v r u s n o it c e ll o
c beingablet obe
d e r e t s i n i m d
a (Wlison & McLean in Cohen te a .l ,2000). The quesitonnarie wa s
o t d e t u b ir t s i
d thet eache randeducaitona lexpe trsi nordert ogathe rdatas relatedt o
e h
t vaildtiy and reilablitiy o fthe tes tdesigned . tI sw oa a ls used to give a lcea r
e h t n o n o it a n a l p x
e presentaitonoft es ttiems .
s a w e ri a n n o it s e u q e h
T iflled du irng the preilminary ifeld tesitng .I twa s
p e h t e t a u l a v e y l p e e d o t d e s
u resentaiton o f the tes t tiems . Through this
o it s e u
q nnai er , theteache rand educaitona lexpetrschecked whethert hei dea so fa
, y ti li b a il e r d n a y ti d il a v , t s e t d o o
g hadbeen flfu illed .
.
D DataAnalysis
.
1 AnalysisonI nterview
n i d e s u s a w y ti v it c a s i h T . r e h c a e t e h t d r a w o t d e t c u d n o c s a w w e i v r e t n i e h T
e h
t informaiton collecitng step .A tfe rconducitng the interview ,the researche r
a m d n a t l u s e r e h t d e b ir c s n a
rt desomecatego ire sbasedonteacher’ sanswers. The
t u o b a e r e w s e ir o g e t a
c students ’characteirsitc ,sr eadingmateiral sandalsot ype so f
t s e
t s thatt eache rusuallyusesi nt ha tclass .A tfert ha,tt her esul toft hesecatego ire s
d e z y l a n a s a
w usingdesc irpitveanalysis .
.
2 AnalysisonQues itonnaire
o t n e v i g s a w e ri a n n o it s e u
Q the three evaluators . The quesitonnarie
t n a p i c it r a p e h t d n a s t n e m e t a t s f o d e t s i s n o
9 3
tl u s e r e h
T wa sanalyzed through the calculaiton o fMode o rstatemen tmos t
d e t c e l e
s .Since there were only three evaluator swho were assigned to fli lthe
, e ri a n n o it s e u
q calculaitngt heModeo feachstatemen twast hemos tefifcien tway
. tl u s e r e h t w o n k o t
s t n e m m o c e h t e z y l a n a o t s e l b a t e m o s e d a m o s l a r e h c r a e s e r e h t , n o it i d d a n I
s e g g u s d n
a it s on given by the evaluators .Thi s following table wa s used in
. e ri a n n o it s e u q e h t g n i z y l a n a
e l b a t s i s y l a n a a t a D 3 . 3 e l b a T t x e t / r e b m u n m e t I
r e b m u n
s m e l b o r
P Revision
.
E ResearchProcedure
e r u d e c o r p g n i w o ll o f e h
T w asappiledi nt hiss tudy.
.
1 ResearchandInforma itonCollecitng .
c r e h c r a e s e r e h
T ollecte d theo ire srelated to t heproces so fdesigning and
. t s e t a g n it c u d n o
c In addiiton ,the researche ralso gathered some informaiton
. s l a ir e t a m d n a s t n e d u t s e h t o t d e t a l e
r Thi sbecameanimpo trants teps incet hiss tep
d l u o
w leadt het es tdesignert oconsrtuc thert es.t
.
2 Planning
Thi sstep wa sconducted by selecitng and specfiyingt heobjecitve soft he
. t s e
t Bydoing t heseacitviite ,s t her esearche rcameup wtih et h tes tspeci ifcaiton .
,s e d i s e
