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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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T C A R T S B A
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P ,Lusia. 2012.ASe to fReadingTestf ort heThirdGradeStudent so fSMP .
R W 2 k il o t a
K Soepratman Barong Tongkok. Yogyaka tra : Engilsh Language .
y ti s r e v i n U a m r a h D a t a n a S . m a r g o r P y d u t S n o it a c u d E
s a w y d u t s s i h
T conducted to design a se tof reading tes tfo rthe 3rd grade f
o s t n e d u t
s SMP Katoilk 2 WR . Soepratman Barong Tongkok , Kuta i Barat , r
u m i T n a t n a m il a
K province. The purpose of t hi sdesign wa sfo rprepa irng student s r
o
f et h UAN .
, t s ri F . y d u t s s i h t n i s m e l b o r p o w t e r e w e r e h
T howi sase to freadingt ests rfo f
o s t n e d u t s e d a r g d ri h t e h
t SMP Katoilk 2 WR . Soepratman Barong Tongkok ?
d e n g i s e
d Second, w tha does t he design of reading t est sfor t he t hrid grade student s f
o SMPKatoilk2WR .SoepratmanBarongTongkoklook ilke? r
e ti r w e h t m e l b o r p t s ri f e h t r e w s n a o
T adapted three step so f‘Har irs’ .The )
2 ( ;t s e T e h t g n i n n a l P ) 1 ( e r e w s p e t
s Prepa irngt heTes t tIem sandDriecitons ;and( 3 ) s
m e tI e h t g n i w e i v e
R (reviewing t he design o freading t es)t .Fris tstep t he wrtie rdid y
b s i s y l a n a d e e
n interviewing two Engilsh t eacher sof t he 2nd and t he 3rd grade and 2
e h t r o f e ri a n n o it s e u q g n it u b ir t s i
d ndandt he3rdgradestudent so fSMPKatoilk2WR . .
k o k g n o T g n o r a B n a m t a r p e o
S Secondstept hewrtie rmader eadingt est sbasedont he N
A
U bluep irn toft heyea r2011 .Thridstept he wrtierr eviewedt hedesign ofr eading o
h w s r o t a u l a v e o t s t s e
t a reexpe tri nt hei r ifeld ,andt hewrtie ralsot iredoutt hedesign 3
e h t o
t rdgrades tudentst ocheckt hevaildtiyoft her eadingt ests .
. s t s e t g n i d a e r e h t d e t n e s e r p r e ti r w e h t , m e l b o r p d n o c e s e h t e v l o s o
T There
e r e
w 4r eadingt ests .Eacht es tconsiste fdo 25 tiem so fmulitplechoices .Theproblem e
f
o ach tiem wa sbased on t he i ndicato ro freadingt es tbluep irnt t hat t he wrtie rhad e
r e w s t x e t g n i d a e r e h t f o s c i p o t e h T . e d a
m cauiton ,noitce ,warning ,greeitng cards , n
a , e v it a r r a n , t n e m e s it r e v d a , e g a s s e m t r o h
s nouncement , repo tr , procedure and .
n o it a ti v n
i
t s o p f o a t a d e h t n o d e s a
B -design survey, the reading test swere approp irate e
h T . e l b a t p e c c a d n
a wrtie rpresented the data by percentage from each poin to f t
n e m e e r g
a in the ques itonnarie . Mos t o f the paritcipant s answered agreed and d
e e r g a y l g n o rt
s .So, t here were no tmany revision son t he design .The revision wa s n
o y l n
o revising somegrammaitca lmistakes .Thewrtie rhopest he designof r eading (
n o it a n i m a x E l a n o it a N e h t s s a p o t s t n e d u t s p l e h n a c t s e
t UAN)s uccessfully .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x i
S T N E M E G D E L W O N K C A
l l a f o t s ri
F I would ilke to expres s my grattiude to my glory d
o
G Jesu sChrist .Hi sendles sguidanceonme ,ifnally Icould ifnishmyt hesis . Ialso g n i h s i n if n i n o it u b ir t n o c e v a g o h w e s o h t r o f e d u ti t a r g t s e p e e d y m w o h s o t e k il d l u o w
. e l b i s s o p n e e b r e v e n e v a h d l u o w s i s e h t s i h t , p l e h r i e h t t u o h ti w , s i s e h t s i h t
r o s n o p s s i s e h t y m o t e d u ti t a r g e r e c n i s y m t n e s e r p o t e k il d l u o w
I
, i n a y it s i r K a n it s i r h
C S.Pd .M.Pd .who helped ,guidedand encouraged met o ifnish s r e r u t c e l y m o t k n a h t o t e k il d l u o w I , e r o m r e h tr u F . s i s e h t y
m
d P . M . d P . S , i r a d n a y t u T a il i c e a
C . ,Agus itnu sHard iPrasetyo ,S.Pd .M.A,. rf o g
n it a u l a v
e the design o f reading tests .My sincere grattiude i s also fo r Dina s t
a r a B i a t u K n e t a p u b a K n a k i d i d n e
P fo rgiving me scholarship. Iwould ilke giving r
o f e d u ti t a r g e r e c n i s y
m P BI lecturers who have given me expe irence s and lr
o w s i h t n i n o s r e p e s i w d n a e r u t a m a e b o t e g d e l w o n
k d . Iwould ilket othankalsot o
d n e ir f t s e b y
m Norie Paramtia S.S. fo r he r wliilngnes s fo r correcitng my n
w o d s a w I n e h w r e n e t s il d o o g a g n i e b d n a s e k a t s i m l a c it a m m a r
g .My sincere
o t s e o g o s l a e d u ti t a r
g teacher sand student so fSMP Katoilk 2 WR. Soepratman k
o k g n o T g n o r a
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m r o f s k n a h t l a i c e p s y
M beloved parents ,brothers ,sisters ,nephew sand s
e c e i
n whoalway saccompanyme wheneve r Ineedt hei rsuppo tr .Myspecial t hanks ,s
d n e ir f y m r o f o s l
a E -x Gang Surya (mba Pi lla ,Ayie ,Nia ,de Vivi ,Lulu ,Tia , a
i C , a m i R , n a i D , e i n o e L , a d n u
Y -cia ,and Yudi )t, Narada 2 boarding house
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
(de Es it ,Nind iandMerry) ,de Eil and all P -BI 07ers, Nuswantara Girls ,Angon’ s ,
s d n e i r
f Paka tDayak’s friends ,andfriend sfromK - ral Ba fo rgivingmewonderfu l a
u l a v , e m
it ble expe irence sand f irendship . Ishould thank Rober tWorne who ha s I . a tr a k a y g o Y n i e m it l u f r e d n o w s r a e y f l a h d n a e v if d n a s e c n e ir e p x e , e v o l e m n e v i g
k n a h t y a s o t e k il d l u o w o s l
a rf o Valen itnaLekeS.Pd.f or i nspi irngmeon myt hesi s a
t a d g n i k a t n i e m g n i p l e h d n a c i p o
t in SMP Katoilk 2 WR .Soepratman Barong .
k o k g n o T
t o n e v a h I m o h w m e h t r o f e d u ti t a r g e r e c n i s y m e t a c i d e d d l u o w I , y ll a n i F
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n i P a i s u
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S T N E T N O C F O E L B A T
Page E
G A P E L T I
T ... i S
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 ... vi S
’ K R O W F O T N E M E T A T
S ORIGINALITY ... v E
S R E P N A A T A Y N R E
P TUJUANPUBLIKASI ... vi T
C A R T S B
A ... iv i K
A R T S B
A ... iiv i ACKNOWLEDGEMENTS ... xi
S T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... xv .... S
E C I D N E P P A F O T S I
L ... vx i
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground ... 1 .
B ResearchProblem ... 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves ... 4 .
E ResearchBenefti s ... 5 .
1 Teachers ... 5 .
2 Students... 5 .
3 FutureResearchers ... 5 .
F De ifniitono fTerms ... 6 .
1 ReadingTest ... 6 .... .
2 SMPKatoilk2WR .SoepratmanBarongTongkok... 6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii x W
E I V E R . II R E T P A H
C OFRELATEDLITERATURE
.
A Theo iritca lDesc irpiton ... 8 .
1 Consrtucitngt heTest ... 8 .
a Planningt heTest ... 8 .
b Prepa irngt heTes ttIem sandDriecitons... 9 .
c Reviewingt he tIems ... 9 .
d Pretesitngt heMate iral ... 01 .
e Analyzingt hePretes tResutl( tIemAnalysis ) ... 01 .f Assembilngt heFina lForm ... 11
.
g Reproducingt heTest ... 11 .
2 Tes t... 31 .
a Reilablitiy ... 3....1 .
b Vaildtiy ... 31 )
1 Objecitvtiy ... 41 )
2 Balance ... 4....1 )
3 Fariness ... 4....1 .
c Pracitcaltiy... 4....1 .
3 Tesitngr eading... 5..1 .
a Genera lFormoft heReadingTest ... 51 .
b Selecitonoft heTest sPassages ... 5....1 )
1 Length ... 51 )
2 Subjec tMatter ... 61 )
3 StyleandTreatmen to fSubject ... 61 )
4 Language ... 61 )
5 Adviceon tIemW iritng ... 71 )
6 Assemb ilngt heFina lForm ... 0....2 .
4 TheObjecitveo fEngilshReadingTesti nt heUAN rfo l
o o h c S h g i H r o i n u
J ... 02 .
ii i x .
B Theo iritca lFramework ... 72 .
1 Planningt heTest... 72 .
2 Prepa irngt heTes ttIem sandDriecitons ... 82 .
3 Reviewingt he tIems ... 92
Y G O L O D O T E M H C R A E S E R . I II R E T P A H C
.
A ResearchMethod ... 1....3 .
1 Planningt heTest... 23 .
2 Prepa irngt heTes ttiem sandDriecitons ... 23 .
3 Reviewingt heTes ttIems... 23 .
B ResearchSetitng ... 2....3 .
C ResearchParitcipants ... 33 .
1 Paritcipantsf o rtheneed sanalysis ... 3....3 .
a Thes econdandt hridgrades tudent s t
a SMPKatoilk2WR .Soepratman k
o k g n o T g n o r a
B inKabupatenKuta iBarat... 33 .
b Engilsht eacher sa tSMPKatoilk2 n
a m t a r p e o S . R
W BarongTongkok n
i KabupatenKuta iBarat ... 43 .
2 Paritcipantsf ort heevaluaiton ... 34 .
a Engilsht eacher sa tSMPKatoilk2WR .Soepratman k
o k g n o T g n o r a
B inKabupatenKuta iBarat... 34 .
b Engilshl ecturer satt heEngilshEducaitonDepa trmen t f
o SanataDharmaUniverstiy ... 34 .
D Insrtument sandDataGathe irngTechnique ... 53 .
1 Interview ... 53 .
2 Quesitonnarie ... 5....3 .
E DataAnalysi sTechnique ... 73 .
1 Need sAnalysis e( -pr design) ... 73
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v i x .
2 Evaluaiton( post-design) ... 83 .
F ResearchProcedures ... 93
S G N I D N I F D N A T L U S E R H C R A E S E R . V I R E T P A H C
.
A TheStep so fDesigningReadingTes t f
o s t n e d u t S e d a r G d ri h T r o f
. R W 2 k il o t a K P M
S SoepratmanBarongTongkok ... 41 .
1 Planningt heTest... 41 .
2 Prepa irngt heTes ttIem sandDriecitons ... 47 .
3 Reviewingt heTes ttIems... 50 .
B ThePresentaitonoft heDesigno fReadingTest... 55
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 Conclusions... 26 .
B Recommendaiton ... 3....6
S E C N E R E F E
v x
S E L B A T F O T S I L
e g a P .
1 .
2 CompetenceStandardf o rPassingt heUANfo rSMP/MTs2011... 12 3 .1 .ThePercentageDatao ft eh Paritcipants ’Opinion ... 93
.
4 1 .TheCompetenceStandardandI ndicators... 84 .
4 2 .TheI ndicator soft heTest ... 94 .
4 3 .TheDataoft heParitcipants ’Opinions ... 25 .
4 4. Topico fReadingText sandI ndicato ro fReadingTest ... 6....5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i v x
S E C I D N E P P A F O T S I L
e g a P n
o i s s i m r e P f o r e tt e L : A x i d n e p p
A ... 76 s
e n il e d i u G w e i v r e t n I : B x i d n e p p
A ... 86 r
o f e ri a n n o it s e u Q : C x i d n e p p
A Students ... 0..7 r
e h c a e T d n a s r e r u t c e L r o f e ri a n n o it s e u Q : D x i d n e p p
A ... 27 :
E x i d n e p p
A TheDatao fQuesitonnarie ... 5..7 f
o a t a D e h T : F x i d n e p p
A Interview ... 97 G
x i d n e p p
A :TheDesign( Teacher’ sbook) ... 48 H
x i d n e p p
A : TheDesign( Studen’t sbook)………...118 s
u b a ll y S e h T : I x i d n e p p
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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y ll a c it a m o t u a a m o l p i d
To avoid confusion ove rthe term assessment ,tes tand measurement ,the
n o it i n if e d e h t s w o h s r e ti r
w abou tthose terms .Frist ,in 2009 ,Miller ,Linn ,and
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3
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t s e t
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l li w y e h t e r o m e h t ,t s e t g n i d a e r e h t e c it c a r p s t n e d u t s e r o m e h t t a h t s e p o h r e ti r w e h T
e h T . ti f o g n i d n a t s r e d n u r i e h t e v o r p m
i wrtie rha scollected data from r espondent so f
t a s t n e d u t s l o o h c S h g i H r o i n u
J SMP Katoilk 2 WR .Soepratman Barong Tongkok ,
r u m i T n a t n a m il a K , t a r a B i a t u
K province.Basedont hes urveydatat hatt hewrtie rha s s
l o o h c s t a d e t c e ll o
c ,i t i sconcluded tha tthe mos tstudent s and teacher s need
l a n o it i d d
a reading test sbecause i ti sdfi ifcul tto ifnd anothe rsource so faddiitona l
e h t h ti w e t a ir p o r p p a d n a e l b a ti u s s i t a h t t s e t g n i d a e
r UANbluep irnt .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
.
B ResearchProblem
r e ti r w e h t , e v o b a n o it a n a l p x e e h t n o d e s a
B formulate sand narrow sthe
.s w o ll o f s a n o it a l u m r o f m e l b o r p
.
1 How i sa se to freading t est for t he t hrid grade student so fSMP Katoilk 2 WR . n
a m t a r p e o
S BarongTongkokdesigned? .
2 Wha tdoe sthedesignofr eadingt ests fort het hridgradestudent so fSMPKatoilk k
o k g n o T g n o r a B n a m t a r p e o S . R W
2 kloo ilke?
.
C ProblemLimtia iton
n o s u c o f l li w r e ti r w e h t , y lt s ri F . y d u t s s i h t n o s n o it a ti m il e m o s e r a e r e h T
o t e d a m e r e w h c i h w s t s e t g n i d a e
r help students ,before t he U AN i sheld .Secondly , n
i d e s s u c s i d s l a ir e t a m d e n g i s e d e h
t thi sstudy arer eading t ests fo r3rd grade student s
t s e t g n i d a e r e h T . l o o h c S h g i H r o i n u J f
o s here are used a san addiitona lreading t es t
r o
f UAN preparaiton .Thridly ,thi sstudy i sconducted by taking the thrid grade o f
n a m t a r p e o S . R W 2 k il o t a K P M
S Kuta iBarat ,KailmantanTimu rprovince .
.
D ResearchObjec itves
d e t a t s s a h r e ti r w e h t t a h t s m e l b o r p e h t r e w s n a o t s i y d u t s s i h t f o e v it c e j b o e h T
s t s e t g n i d a e r f o n g i s e d e h t p u t e s o t s m i a y d u t s s i h t , y lt s ri F . n o it a l u m r o f m e l b o r p n o
u J f o s t n e d u t s e d a r g d ri h t e h t r o
f nio rHigh School SMP Katoilk 2 WR .Soepratman k
o k g n o T g n o r a
B .Secondly,t hewrtie raims t opresent t hedesign of r eadingt ests f o r l
o o h c S h g i H r o i n u J f o s t n e d u t s e d a r g d ri h t e h
t SMP Katoilk 2 WR .Soepratman
k o k g n o T g n o r a
5
.
E ResearchBeneftis
r e ti r w e h
T hopest hatt hiss tudyoffer sbene if tandi nformaitonf ort eachers ,
.s r e h c r a e s e r e r u t u f d n a , s t n e d u t
s
.
1 Teacher s
t s e t g n i d a e r f o n g i s e d e h t s e d i v o r p y d u t s s i h t e c n i
S s fo rthrid grade Junio r
s l a ir e t a m e s e h t e s u y a m s r e h c a e t ,s t n e d u t s l o o h c S h g i
H ast hemainsourceto suppor t
e v i g n a c s r e h c a e T . s s a l c e h t n i e s u y ll a u s u y e h t t a h t e s i c r e x e s t s e t g n i d a e r g n it s i x e e h t
e r o
m exercise sto mee tthe need so fthei rstudents .The exercise shelp student sto
y ll a n i F . s t x e t g n i d a e r f o e p y t e h t f o g n i d n a t s r e d n u r i e h t e v o r p m
i ,t heyarer eadyt osi t
l a n o it a n e h
t examinaiton .
.
2 Student s
e s e h t h g u o r h
T addiitonalreadingt ests ,student sarehelpedbecauset heset est s
.t a m r o f n o it a n i m a x e l a n o it a n e h t o t d e m o t s u c c a m e h t e k a
m The design of reading
s t s e
t wli lhelpt hestudent salsot ohavebette rcomprehensiono fthekindr eadingt ex t
.s t s e t g n i d a e r n
i Theycanuse ti sa thebasicexercise sbeforet heyf acetheUAN.
.
3 FutureResearchers
e r u t u f r o f n o it a m r o f n i e m o s s e v i g d n a s e ri p s n i y d u t s s i h t s e p o h r e ti r w e h T
. d l e if s i h t n i h ti w d e n r e c n o c s r e h c r a e s e
r I ti sexpected tha tthey can make bette r
. e m it r e t a l a t a l a ir e t a m t s e t g n i d a e r f o y ti l a u q e h t h c ir n e d n a n g i s e d f o t n e m e v o r p m i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i r e tt a m o
N ti sf ort hestudent sofj unio rhighschool ,senio rhighschoo lo runivers tiy
. l e v e l
.
F De ifni itono fTerms
,t r a p s i h t n
I the wrtie rwli lshow the deifni iton o freading test and SMP k
o k g n o T g n o r a B n a m t a r p e o S . R W 2 k il o t a
K toavoidmisunderstanding .
.
1 ReadingT te s
t s e t a s i t s e t g n i d a e
R o freading skill .The examinee sdo the reading ste t s
. y lt n e li s h g u o r h
t They read and comprehend some sentence so rpassages i n order t o
n o d e s a b s r e w s n a t h g ir e h t e v i
g those sentence sand passage s(Daniel s& D kiac ,
6 7 9
1 , .p 9- 01 .) In thi sstudy the wrtie rdesigned reading comprehension tests tha t
o t d e r r e f e
r SKL fo the UAN bluep irn tthe yea ro f2011 to help student sfacing the
N A U .
.
2 SMPKatoilk2WR .SoepratmanBarongTongkok
a i s e n o d n I n
I Schoo l abbreviaiton i s used widely in many educaiton
s n o it u ti t s n
i .I ndonesia hast hei rabbreviaitonfor t heril eve lo feducaiton,f or i nstance
l o o h c S h g i H r o i n u
J (SMP )a re Sekolah Menengah Pertama ,whlie SLTP i sothe r f
o n o it a i v e r b b
a Sekolah Lanjutan Tingka t Pertama. The SMP Katoilk 2 WR . k
o k g n o T g n o r a B n a m t a r p e o
S i slocated in Kuta iBara tdist irct ,Ka ilmantan Timur
. e c n i v o r
P Thi sschoo lwa sopened in January ,30th 1968. Archdiocese Sama irnda a s
r e n w o e h
7
a m t a r p e o S . R
W n Barong Tongkok h as qualtiy ,become sfavortie ,and i sbased on d
n a m s i c il o h t a
C disitnc t loca lcutlure , to create professiona,l independent , and
a r e n o it a z il a b o l g n i s e c r u o s e r n a m u h t n e t e p m o
c .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8 I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
n g i s e d o t e r u t a r e ti l e h t f o w e i v e r l a r e n e g a s e v i g r e ti r w e h t , r e t p a h c s i h t n I
t n a v e l e
r addiitonal reading tests . I t i sdivided into two pa trs .The fris ti s the
d n a n o it p ir c s e d l a c it e r o e h
t second is t he t heoreitcal framework which i sused as t he
. y d u t s s i h t f o s m e l b o r p e h t r e w s n a o t s e n il e d i u g
.
A Theore itca lDescrip iton
r e ti r w e h t t a h t s e ir o e h t e m o s e r a e r e h t tr a p s i h t n
I intend stodiscuss .Theyare
) 1
( Consrtucitng t he Test (Har irs ,1969),( 2 )Test (Har irs ,1969) ,(Brown ,2004 )and
) 2 7 9 1 , s e l a H d n a l l a h s r a M
( , (3 )TestingReading(Har irs ,1969), 4( )TheObjecitveo f
n i t s e T g n i d a e R h s il g n
E et h UANforJ unio rHighSchool(kisi-kis.iuijannasiona.lorg) , n
i a m o D g n i n r a e L ) 5
( (AndersonandKrathwohl ,2001).
.
1 Construc itngt heTest
. w o ll o f d l u o h s r e ti r w e h t t a h t s p e t s e m o s e r a e r e h
T Int hi spar,tt hewrtie ruse s
e h t t c u rt s n o c o t s p e t s e m o
s designoft he r eadingt ests .Thewrtie ruse sHarirs’ sstep s
s e c n e r e f e r e h t s
a (Har irs ,1969 ,p .94-110).
.
a Planningt heTe s t
y b d e r a p e r p s i g n it s e t e v it c e f f e e h
T a carefu lplanning .Fris tstep t oprepare a
, n o it a r a p e r p t s e t t n e m e v e i h c a n a n I . s e v it c e j b o e s r u o c l a r e n e g e h t g n i n i m r e t e d s i t s e t
e r a s e v it c e j b o t s e t e h
9
e r u s a e m o t e r a t s e t e h
t students’ i mprovemen tand thei runderstanding i n paritcula r
m it e h t r e d i s n o c d l u o h s r e ti r w t s e t e h t , p e t s d n o c e S . t o n r o l li k
s e given fo rthe
d n a s t s e t e h t t i s s e e n i m a x
e i tmus tbe approp irate wtih the leve lablitiy o fthe
e n i m a x
e es .Since ,there i sdfiference the leve lo fablitiy among the examinee sto
, y l k c i u q l a ir e t a m t s e t e h t d n a t s r e d n u n a c y e h t s e m it e m o S . l a ir e t a m t s e t e h t d n a t s r e d n u
n I .l a ir e t a m t s e t e h t d n a t s r e d n u o t e m it e r o m d e e n y e h t e ti s o p p o e h t r
o theothe rhand
a r i e h
t blitiytounderstandt het es tmate irali ss low .
.
b Preparingt heTestI tem sandDirec itons
tr o h s e r a p e r p d n a e t e l p m o c o t l u f e r a c e b t s u m r e ti r w t s e t e h
T -answe ro r
e l p it l u
m -choice tiems t est .Make sure t here i sno mistake at t he itme o fw iritng t he
e l p it l u m d n a s m e ti t s e
t -choice .Thet es tdriecitonalsos houldbeclear ,b irefs implet o
d n a t s r e d n
u ,and free from ambiguiites .The tes twrtie ralso should provide an
t s e t e h t g n i o d r o f n o it a n a l p x e r o e l p m a x
e ,so the beginner and skilled examinee s
r e ti r w t s e t e h t , e n o t s a l e h T . t s e t e h t n i s e it l u c if fi d f o e p y t e h t d n a t s r e d n
u should
e m it r e d i s n o
c allocaitonofthet est .
.
c Reviewingt heI tems
t s e t e h T . w e i v e r o t y d a e r s i t i , n w o d n e tt ir w n e e b e v a h s m e ti e h t l l a n e h W
e h t n i d e c n e ir e p x e s a h o h w n o s r e p e n o t s a e l t a o t t s e t e h t t i m b u s l li t s t s u m r e ti r w
c e s a s a h s il g n E f o r e h c a e t a s i r o l li k s r a l u c it r a
p ondl anguage .Heo rshei spermitted
e l p it l u m d n a s m e ti t s e t e h t n o s t n e m m o c e v i g o
t -choice.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
.
d Pretes itngt heMaterial n
I pretesitng ,the tes twrtie rha san oppo truntiy to rty whethe rthe drieciton
.t o n r o e t a ir p o r p p a s i m e ti t s e t e h t r o f n o it a c o ll a e m it d n
a One o fthe funciton so f
g n it s e t e r
P i sto ifnd ou tthe tes tto which the tes twa smade .The tes t tiem sare
d e if il a u
q i fthey fuflli ltwo requriement sfo rpretesitng the mate iral .Frist the tes t
if fi d s i t i r e h t e h w y tl u c if fi d f o l e v e l e h t w o n k o t s a h r e ti r
w cul to rno tfo rthe
s e e n i m a x
e .Second t he t es twrtie rhas to know whether t he examinee shave arleady
t a m e h t n w o n
k e ira lo rno.t Insomecases, pretesitngi somi ttedi ni nforma lclassroom .s
t s e t
.
e Analyzingt hePretes tResutl( ItemAnalysis) e
h t g n i z y l a n a n
I pretesti ng resutls, the tes twrtie rmus tfris tdetermine the
n e h w ’ y s a e ‘ d e r e d i s n o c s i s e c i o h c e l p it l u m f o m e ti e h T . m e ti h c a e f o l e v e l y tl u c if fi d
e h t , y r a rt n o c e h t n O . n o it s e u q e h t r e w s n a y lt c e r r o c s e e n i m a x e f o t n e c r e p 2 9 t s a e l t a
s i m e
ti considered ‘dfificutl ’when there are les sthan 30 percen to fexaminee s
. n o it s e u q e h t r e w s n a y lt c e r r o c
e r o m r e h tr u
F , the t es twrtie rshould conside rhow well t he t es t tiem swork t o
w o l r o h g i h n o it a n i m ir c s i d m e ti e h t g n i n i m r e t e d n I . s e e n i m a x e d e ll i k s d n a w o l s e h t
o f l e v e
l rexamineesf o rexamplet herei s100s ampleo fcompleteds hee tanswersf rom
t e e h s s r e p a p 5 2 m e h t h c a e , t s e w o l e h t d n a t s e h g i h e h t e t a r a p e s n e h t d n a , s t n e d u t s 0 0 1
t s e h g i h e h t m o r f 2 2 y b y lt c e r r o c d e r e w s n a s a w m e ti t s ri f e h t , e l p m a x e r o F . r e w s n a
s e w o l 0 1 d n
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
t s e t e h t f o s e i p o c e k a m d l u o h s r e ti r w t s e t e h t ,t s e t e h t e r o f e b o S . y ti r a l c f o k c a l
s e e n i m a x e e h t r o f h g u o n e r a e l
c .
)
2 Tes tmateiral sshould be spaced .I ti sto provide maximum readablitiy fo rthe
g u o r h T . s e e n i m a x
e h mos tmulitple-choice tiem t ype ,st wo column sperpage wli l
. d a e r o t r e i s a e s e e n i m a x e e h t e k a m
)
3 Mulitple-choice tiemshouldno tbebegunononepageandconitnuedont henex t
b r u t s i d l li w t i e s u a c e b , e g a
p therif ocu sont heproblem soft het es ttiem .s
)
4 Provide t he i nsrtuciton on which t he examinee smay wrtie t hei ranswers ,so t he
i m a x
e nee swtihl argehandw iritngdono thavet ocrowdt hei ranswer .s
)
5 tI i ssuggested t oi ndicate att hebottom o feach pagewhether t heexaminee sare
e g a p t x e n e h t o t n o e u n it n o c o
t o r stop thei r work . Fo rexample ,simple
e b d l u o h s s n o it c u rt s n i e s o h T . P O T S “ r o ” e g a p t x e n e h t n o e u n it n o c “ s n o it c u rt s n i
e h t y b n o it c u rt s n i s i e r e h t li t n u t s e t e h t f o t r a p t x e n e h t o t n o o g t o n o D . n e v i g
. o s o d o t r e n i m a x e
)
6 I feachpa troft het esti ss eparatedbyt he itme,t hedriecitonsf o reachpar tshould
t h g ir e h t n i e
b -handpageoft hebooks ot heexaminee scannots eet henex tpar to f
. e g a p e h t n r u t o t n o it c u rt s n i s e v i g r e n i m a x e e h t li t n u s m e ti
)
7 Theuseo faseparatecove rshee twli lpreven texaminee sfroml ookingatt het es t
e v i g o t e c a l p t s e b e h t o s l a s i t e e h s r e v o c e h T . n u g e b s i t s e t e h t e r o f e b l a ir e t a m
f o d o h t e m , t s e t e h t f o e s o p r u p s a h c u s , t s e t e h t t u o b a n o it c u rt s n i d n a n o it a m r o f n i
, r e w s n a g n i g n a h c , s e s n o p s e r g n i d r o c e
r and othe rrule ssuch a sguessing o r
3 1
)
8 Thepage soft het es tbooks houldbes tapledt ogethe rwtihgrea tcare.
.
2 T est
, y ti d il a v e r a e s o h T . s e it il a u q e e r h t s a h t s e t d o o g a f o c it s ir e t c a r a h c e h T
. y ti l a c it c a r p d n a , y ti li b a il e
r Fu trhermore t he t es tmus tmeasure t he objecitve sof t he
. l a n o it c u rt s n
i A sHar ir ssaid ( 1969)t he t es tmus tmatch wtih insrtucitonal objecitves
. t s e t e h t f o s e it il a u q e e r h t f o n o i s s u c s i d e h t s i g n i w o ll o f e h T . ) 3 1 . p (
.
a Reilablitiy
s e h t o t s r e f e r y ti li b a il e
R tablitiy of t he tes tscores .Fo rexample, i fthe same
e r e w s t n e d u t s f o s p u o r
g tested twice wtih the same test ,and the resul ti ssame, ti
. p , 9 6 9 1 , s ir r a H ( s d r a d n a t s y ti li b a il e r s a h t s e t e h t s n a e
m 15) .I tcan be seen tha t
n e m e t a t s ’ s ir r a H h ti w s e e r g a n w o r
B t .Also ,anothe rresearcher, Brown (2004 )stated
t a h
t a r eilablet est i sconsisten tand dependable .(p 2 0 .)They agreet hat t he r esul to f
.s e r o c s n i e l b a t s e b d l u o h s s t s e t e h t
.
b Vaildtiy
e h t g n i d i c e d n e h
W tt , es therearetwot hingst hatt het es twrtiermus tconsider .
s i l l e w w o h , y l d n o c e S ? t n e m e r u s a e m n i e d a m t s e t e h t s i y h w , y lt s ri
F i tmeasured?
e r a e s o h t n e h
W completed, t here i sa correlaiton between t he t es tand t he ablitiy i n
h
t eskli lareat hati stested.I tcanbeassumed that t het esti svaildorrelevant( Har irs ,
. ) 9 1 : 9 6 9
1 Meanwhlie ,Marshal land Hale s(1972 )stated t he t est i srelevan t fi t here
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
.t s e t f o s s e n ri a f e h t d n a e c n a l a b , e v it c e j b o e r
a Those factors affect t he relevancy of
. p ( s e r o c s t s e t e h
t 4- )5 . Thef actor scanbes eenasf ollows.
)
1 .Objec itvtiy
e h t f o g n ir o c s f o e m it e h
T tes tand t he examiners ’mood are factors t ha tcan
.s m e l b o r p e s o h t e z i m i n i m o t d e d e e n e r a s e r u d e c o r p g n ir o c s l u f e r a C . g n ir o c s t c e f f a
. e r o c s ri a f e v i g d l u o h s s r e n i m a x e e h T
.)
2 Balance
r w t s e t e h t t a h t s m e ti t s e t e h
T tie rhave made, mus tmeasure t he conten tand
l a n o it c u rt s n i e h t f o s e v it c e j b
o design .I tmeans t he t es twrtie rmadet heobjecitve so f
.l li k s r a l u c it r a p a f o l a n o it c u rt s n i e h t f o s e v it c e j b o e h t n o d e s a b t s e t e h t
.)
3 Fairness
b t s u m t s e t e h
T e fai r fo r al l students . I t cannot include verba l t ircks , c
if i c e p s n u d n a , s m e ti s u o u g i b m
a expectaito . ns
.
c Prac itcaltiy
e ri u q e r t s e t a g n i n g i s e
D s itme .Fo rexample,i tneeds itme t oprepare t het est ,
ti e r o c s d n a r e t s i n i m d
a (Har irs ,1969 ,p .21) .Since t ime i svaluable ,the tes twrtier
e m it f o t n u o m a e h t r e d i s n o c t s u
m which he o r she needs , such a s itme fo r
g n it c u rt s n o
5 1
.
3 Tes itngReading .
a Genera lFormoft heReadingTest
r f o s e s o p r u p e h
T eading tes tare t o examinestudents’r eading skillo rablitiy .
e h
T generalt ypeof r eadingt estf o rnaitvespeaker so fEngilshist he samea swheni t
y ti li b a g n i d a e r e h t e r u s a e m o t d e s u s
i fo foreign l earner sof t he l anguage .I twork s
i d a e r e h T . m e h t f o h t o b r o f y l e v it c e f f
e ng t es tconsists o fa numbe ro fshor tpassage s
e l p it l u m f o s e ir e s y b d e w o ll o f h c a e , t n e t n o c d n a s e l y t s s u o ir a v f
o -choice
. p , 9 6 9 1 , s ir r a H ( s m e ti n o i s n e h e r p m o
c 6 0 .)
t s e t n o i s n e h e r p m o c g n i d a e r , y ll a u t c
A s are paralle lto the advanced-leve l
n e h e r p m o c g n i n e t s
il sion .Student sare given l ong srtetche so foral l anguage ,may i n
, l a c i g o l o n o h p f o t e r p r e t n i d n a t u o e t a r a p e s t s u m y e h t h c i h w n i ,s e u g o l a i d f o m r o f e h t
.) 0 6 . p , 9 6 9 1 , s ir r a H ( y l s u o e n a tl u m i s r u c c o t a h t s l a n g i s l a c i x e l d n a , l a c it a m m a r g
.
b Selec itonoft heTest sPassages n o it c e l e s e h t s i g n i w o ll o f e h
T crtie ira for tes tpassages t ha tHar ir s(1969 ,p .
0
6 -64)s uggest .s
)
1 Length
. 0 5 2 d n a 0 0 1 t u o b a n e e w t e b e b o t d e t s e g g u s s i s e g a s s a p f o h t g n e l r e p o r p e h T
e r e h T . f e ir b d n a r a e l c e b d l u o h s s e g a s s a p e h
T mus tbe reasonable relaiton between
y r o t c a f s it a s s i tI . ti t u o b a d e k s a n o it s e u q f o r e b m u n e h t d n a e g a s s a p e h t f o h t g n e l e h t
s i e g a s s a p d r o w 0 5 2 o t 0 0 1 A . s m e t s / s m e ti r u o f e v a h l li w e g a s s a p d r o w 0 0 1 a t a h t
. s m e ti 7 o t 4 y b d e w o ll o f y ll a u s u
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
)
2 Subjec tMa tter
. d e t c e l e s c i p o t t c e j b u s e h t f o n o it c e lf e r e h t s i t s e t e h t f o e s o p r u p c if i c e p s e h T
s n e h
W elecitng the passage ,tes twrtier sshould make sure the tex tare clea rand
s t n e d u t s t a h t s c i p o t l a s r e v i n u e h t h ti w l a e d s e g a s s a p e h t fi t a h t s n a e m t I . l u f g n i n a e m
k e v a
h nown,t heywli lno tpayattenitont oi tanymorebecauset heycaneasliyanswe r
. ti
)
3 StyleandTreatmen to fSubject t
s e t g n i d a e
R s should generally include mate iral so fva irous t ype sand styles .
f o d n i k e h T . t n i o p e h t o t t h g i a rt s d n a r a e l c e b d l u o h s s m e ti d n a s h p a r g a r a p e h T
r o e r a p m o c , s t n e v e f o s e ir e s l a c i g o l o n o r h c h ti w l a e d t s u m t s e t e h t f o s h p a r g a r a p
n e v e r o s t c e j b o , e l p o e p e r o m r o o w t f o t s a rt n o
c ts ,and i llusrtatean author’ sopinion s
.t c e j b u s r a il i m a f a n o
)
4 Language
, y lt s ri F . s e e n i m a x e e h t r o f t s e t c it s il a e r e h t r e d i s n o c d l u o h s r e ti r w t s e t e h T
. e l b a d n a t s r e d n u d n a e l p m i s e b d l u o h s s m e ti e h t f o e r u t c u rt s e c n e t n e s d n a y r a l u b a c o v
c u rt s n i e h t , y l d n o c e
S iton should be clea rand b iref .The t es twrtie rshould customize
e h
t leve lo fd fiifcutly ni the r eading t est based on the ablitiy leve lof t heexaminees.
h
7 1
)
5 AdviceonI temWri itng
e l p it l u m f o c it s ir e t c a r a h c e h
T -choice tiems i shaving a driec tquesiton o ran
, s e s n o p s e r r o s e c i o h c e r o m r o o w t g n it s i s n o c , t n e m e t a t s e t e l p m o c n
i wtih only one
t e li h w n a e m r e w s n a t s e
b he other sare disrtacter s(1969 ,p .4-8) .According to
9 1 ( l l a h s r a
M 72 ,p .4 9 ,) the composiiton o fmulitple-choice tiem i sa stem ,foli so r
o t c a rt s i
d rs ,andakeyedr esponse .Thecomposiitoncanbes eenasf ollows.
M E T S ] ? n o tt o c f o e c r u o s e h t s i t a h W
.
A Coa to fananimal
.
B Thecocoono faworm FOILSOR ALTERNATIVES
.
C Thelea fo fa rtee (DISTRACTORS )
.
D Thebloomo faplan t ]KEYEDRESPONSE
r e tf
A understanding t he composiiton o fmulitple-choice i tem previously ,the
e r a s t n e m e t a t s g n i w o ll o
f some consideraitons t o wrtie t he tiem saccording t o Har ir s
. p , 9 6 9 1
( 6 -2 6 4 .)
)
a Thevocabularyands rtuctureo ftiemss houldbeass implea spossible,s ot her ea l
.t i t u o b a d e k s a t a h t n o it s e u q e h t t o n , e g a s s a p e h t t u o b a n o it a t e r p r e t n i s i m e l b o r p
)
b Thestem oft he tiemshould createtheproblem ,sogive clear i nformaitonof t he
n o it s e u
q beingaskedf or .Thef ollowingexampleisi ncorrec ttiemwhichdoe sno t
. m e l b o r p a m r o f
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
m e ti d a
B John… … .
A Obviously ilkedwha theheard .
B Becameangryuponhea irngMary’ swords .
C Didn’ tunderstandwha thewast old .
D RidiculedMary’si deas
e l p m a x e e h
T abovedoe sno tgive anyclue about t he quesiton t ot hereaders ,
.s w o ll o f s a n e tt ir w e r e b y a m t I . m e t s e h t s i n h o J e c n i s
… … … … e h t a h t h c e e p s s ’ y r a M o t s n o it c a e r s ’ n h o J m o r f r a e l c s a w t I
.
A Agreedcompletelywtihwhats hehads aid .
B Foundherr emark shighlyi nsutli ng .
C Reallydidn’ tunderstandwhats hehads aid .
D Consideredheri deast obequtief ooilsh
)
c Studen’t scorrec tanswe rshouldi nvolve t hei nterpretaitonoft hepassage andt he
o
c rrec tanswe rshould no tuse exactl y the same word sa s used i n t he paragraph .
a x e e h
T mplecanbes eenbelow.
e g a s s a P
g n i m r o f n i ,r e g o R m o r f r e tt e l r e h t o n a t e y d e v i e c e r I g n i n r o m t x e n e h t y lr a E
s s e n ll i s u o ir e t s y m e m a s e h t h ti w d e b s i h o t d e n if n o c l li t s s a w e h t a h t e m
, h t u o m s tr o P r o f e c n o t a h tr o f t e s I . d i a s i h o t e m o c o t e m g n i g r u d n a
t n e w I . k s u d e r o f e b y lt r o h s g n i v ir r
a wtih al lpossible haste t o High Srtee t
d e r e tl a y a w o n n i d e r a e p p a h c i h w , e s u o h d l o r a il i m a f e h t o t e c n e h t d n a
I , g n ir e t n e n o p u t e Y . ti s i v s u o i v e r p y m f o s y a d e h t e c n i
s wa samazed to
! d e tr e s e d y l e t e l p m o c s m o o r s u o n r e v a c , k r a d s ti d n if Bad tiem
e h t n e h
W wrtierf oundRoger’ shousedese tred ,hef etl……….. .
A Angry
.
B Reileved .
C Amazed
.
9 1
d e s u s a w ) ’ d e z a m a ‘ ( e v o b a m e ti e h t o t r e w s n a e h
T int hepassage . fIt he tiem
s e e n i m a x e e h t , m e ti n o i s n e h e r p m o c a t o n s
i could easliy answe r wtihou t
s ri f e g a s s a p e h t g n i d n e h e r p m o
c t .So, t he answe rshould be the i nterpreta iton of t he
. e g a s s a
p Abette rcomprehensiont es twouldbeasf ollow .s
.. … … … … … t a e s ir p r u s s i h s n o it n e m r e ti r w e h T
.
A Receivingal etterf romRoger .
B Learningo fRoger’si llness .
C Seeingt heappearanceo fRoger’ shouse .
D Findingt ha tRoge rwa sno ta thome
)
d Thebes twayofr eadingt est i stol et t heexaminee shaveacarefulr eading i n the
e g a s s a
p a nd answer et h tiems correclty .I tshould no tbe possible to answe r
n o d e s a b y lt c e r r o
c thei rgeneralknowledgeort hrought heeilminaitonofsomeo f
.r e h t o n a e n o h ti w t c il f n o c r o l a c i g o ll i y lr a e l c e r a e r e h t e s u a c e b s e c i o h c e h t
m e ti d a B
. … … … … … e l p o e p t a h t h p a r g a r a p s i h t m o r f r e f n i y a m e W
.
A Al lneedt hes amekindofr est .
B Dono tusuallyneedr est .
C Res tmuchmoret hant heys hould .
D Dono tal lresti nt hes ameway
d r u s b a y l e t u l o s b a s i B e c i o h
C ,andwtihout r eference t othe passage i tcan be
d e v o m e
r .Choice A and Dare clea lry oppostie ,sthe t es texaminees can gues swhich
c n a h t e u rt e r o m s i D e c i o h c e s u a c e b , r e w s n a t h g ir e h t e b o t y l e k il e r o m s
i hoice C .
t u o h ti w d e r e w s n a e b n a c t i e s u a c e b s t n e d u t s n g i e r o f r o f m e ti r o o p a s i e v o b a m e ti e h T
m e ti s i h T . e g a s s a p e h t g n i d a e
r mayber ew irtten:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
… … e l p o e p t a h t s i h p a r g a r a p e h t f o a e d i l a rt n e c e h T
.
A Canno tmaintaingoodheatlhwtihou tproperr est .
B Dono tal lresti npreciselyt hes ameway .
C Tendt oge tmorer estt hant heyactuallyneed .
D Canr es tbette ra tfert heyhavehadexercise
s m e ti r u o f e s o h
T seem to be logical .The examinee smus tunderstand the
m e h t f o e n o h c i h w d n a t s r e d n u o t h p a r g a r a
p si themainidea .
)
6 Assembilngt heFina lFo rm
e b l li w y l b i s s o p s m e ti t s e t e m o s , d e t s e t e r p n e e b e v a h s m e ti g n i d a e r e h t n e h W
e h t e t a n i m il e o t r e tt e b e b l li w t i , e g a s s a p a r o f tf e l s m e ti w e f e r a e r e h t fI . d e t a n i m il e
h e r p m o c y n a m w o h n o e l u r n i a tr e c o n s i e r e h t y ll a u t c A . t e s e ri t n
e ension tiem sshould
e h t f o h t g n e l e h t n e e w t e b n o it a l e r e l b a n o s a e r e b t s u m e r e h t t u b , e g a s s a p a y n a p m o c c a
0 0 1 m o r f e g a s s a p a y ll a r e n e g d e d n e m m o c e r s A . s n o it s e u q f o r e b m u n e h t d n a e g a s s a p
u F . e l b i s s o p f i e r o m d n a , s m e ti n e v e s o t r u o f y b d e w o ll o f s d r o w 0 5 2 o
t trhermore ,one
d l u o h s t s e t g n i d a e r r u O . d e w o ll a s i m e ti r e p e m it g n it s e t f o e t u n i
m includeatl eas t30
, s m e
ti o rabou tifvepassage .s
.
4 TheObjec itveo fEngilshReadingTesti nt heUANforJuniorHighSchool e
h t o t g n i d r o c c
A Naitona lExaminaiton bluep irn to fSMP/MTs fo rthe yea r 1
1 0
2 ( ik -is kis.iuijannasiona.lorg ,accessedonMay2 ,2011 ,)t hestandardcompetence
n i s s a p t s u m s t n e d u t s t a h
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 2
e h t f o s e v it c e j b o e h
T UAN bluep irnt( seet able2 .2)i salmostt hesameas t he t
a h t s u b a ll y s e h t f o s e v it c e j b
o SMP Katoilk2WR .SoepratmanBarongTongkok use s
. ) 4 x i d n e p p a e e s
( Thesyllabu soft ha tschooli s t akenf rom t heeducation depa trmen t
n
i Kabupaten Kuta iBarat ,which i sbased on the naitona lcur irculum .Kubiszyn 0
9 9 1
( )saidt hatt hegoal sandobjecitve so feducaitoncomef romt hosewhodecide ti .
y e h
T can be society ,government ,schoo lboards ,schoo ladminisrtaiton ,teachers ,
p d n a , s t n e d u t
s arents( p .3 ). 6 Int hiss tudyt hewrtie radoptst heobjecitve soft heUAN t
n ir p e u l
b , which wa smade by t he government i n order t o design reading t ests. T he
e h t f o s e v it c e j b
o UANaremadebyt hegovernmen tbasedont henaitona lcur irculum .
.
5 LearningDomains
0 9 9 1 ( h c ir o B d n a n y z s i b u K o t g n i d r o c c
A ) t he objecitve sfor l earningcan be
r h t o t n i d e p u o r
g eedomains .Theyarecogniitve,affecitve ,andpsychomoto .rThef ris t
g i h e h t , n i a m o
d her l eve lof l earning and behavior i scogniitve domain ,because t he
d o h t e m e h T . ) 4 5 . p ( t h g u o h t x e l p m o c e h t r o , l a t n e m , e v it i n g o c e h t o t r e f e r s e v it c e j b o
s i h d n a m o o l B . S n i m a j n e B y b d e p o l e v e d s i s e v it c e j b o e h t s e z ir o g e t a c h c i h w
t a r K & n o s r e d n A ( s e t a i c o s s
a hwohl ,2001 ,p .66-88) .Thes econddomaino fobjecitve s
t I . e v it c e f f a s
i concern swtih emoitons ,feeilng so rvalue s( as ctied in Krathwohl ,
7 5 . p , 0 9 9 1 , a i s a M & m o o l
B -5 9 .) The t hrid domain o fobjecitve i spsychomotor .I t
s a h c u s s r o i v a h e b l a u tr i v s e d u l c n
i speaking ,w iritng ,eaitng ,jumping ,throwing ,
n a g n i y lf , g n i c n a d , r o o d e h t g n i n e p o , r a c a g n i v ir d , g n i k l a w , g n i n n u r , g n i h c t a c
d n a e v it i n g o c n a h t n i a m o d t s e l p m i s s a d e if i s s a l c e b n a c n i a m o d s i h T . c t e , e n a l p ri a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7 2
s d e e n t a h t m e l b o r p a e v l o s o t n a l p a t u o y r r a c s t n e d u t s h c i h w n i g n i c u d o r p
e h t o e h T . s n o it a c if i c e p
s rwordo fproducingi sconsrtucitng .
.
B Theore itca lFramework e h t g n i n g i s e d n
I reading test ,the wrtie ru ses some theory a sguidance .I ti s
e ri a n n o it s e u q n o it a u l a v e f o e s a b e h t d n a y d u t s s i h t n i k r o w e m a r f l a c it e r o e h t s a e d a m
t s o p ( t c u d o r p e h t f
o -design) .The wrtie rattempts to consrtuc tsutiable reading t ests .
e c n i s , s t n e d u t s e h t f o s d e e n e h t o t d e t a l e r s i ti e s u a c e b e l b a ti u s e b d l u o h s t s e t e h
T the
n e d u t
s t sneedt hereadingt ests topasst heUAN. s
t p a d a r e ti r w e h
T Har irs ’steps whendesigningr eading t est sfo rSMP Katoilk n
a m t a r p e o S . R W
2 in Kabupaten Kuta iBarat .I twa schosen because the step sare c
it a m e t s y
s and t he wrtie rdoe snot i mplement t he designt ot hestudents .To make i t
e c o r p e h t s e d i v i d r e ti r w e h t d n a t s r e d n u o t y s a
e s sasf ollow .s
.
1 Planningt heTe s t
g n i d a e r e h t s e k a m r e ti r w e h t y h w n o s a e r e h t ,t s ri f s e d u l c n i t s e t e h t g n i n n a l P
s t s e
t .The reasonwas based on t he need sanalysi sof t he students t hat t he wrtie rgo t
. w e i v r e t n i g n it c u d n o c d n a e ri a n n o it s e u q g n it u b ir t s i d m o r
f Second, since students ’
d e e
n i sreading t es ta spreparaiton before facing the UAN. In consrtucitng reading ,
t n ir p e u l b s t s e t g n i d a e r e d a m r e ti r w e h t g n i n n i g e b e h t n i , s t s e
t which adopted the
s i e r e h t t n ir p e u l b s t s e t g n i d a e r n I . t n ir p e u l b n o it a n i m a x e l a n o it a N f o s e v it c e j b o
y ll a u t c A . s e s u r e ti r w e h t t a h t n i a m o d g n i n r a e
l , there are three domain so flearning
r e v e w o H . r o t o m o h c y s p d n a , e v it c e f f a , e v it i n g o c s a h c u s , s e v it c e j b
o , the wrtie ronly
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
t e t a u l a v e o t s i t u o g n i y
rt he tiems ,the drieciton sand insrtucitons ,and the itme
r e ti r w e h t , y ll a n i F . s t n e d u t s f o y tl u c if fi d f o l e v e l e h t n o d e s a b t s e t e h t r o f n o it a c o ll a
