49 50 items in part I. Thus, the total score for part I is 50. On the other hand, to score
part II essay, the researcher used the scoring rubric. The total score of part II is 50. Therefore, the sum of both score is 100. The scoring rubric for essay, the
objectives and specification of the test can be seen in Appendix D.
B. Finding and Discussion on the combination of Reading and Writing Test
After the planning that included deciding the objectives and the specification of the test, considering the time allotted for the test, and making the
scoring rubric for Writing were well done, the researcher started to design the test. Further, after the combination of Reading and Writing test for RSBI seventh grade
students of SMP Pangudi Luhur I Yogyakarta that consisted 42 multiple choices for Reading and 8 multiple choices for Writing, and 5 essay questions was
designed see Appendix E, the researcher conducted an interview to three experts to judge the validity and authenticity of the test.
1. Experts’ Comments and Suggestions on the Test
From the interview the researcher gained some feedbacks, comments and suggestions that were useful to revise the first-designed of combination of
Reading and Writing test. From the whole results of the interviews, the researcher could conclude that there were 7 points of comments and suggestions as follows.
a. The researcher should change text 2 in Part I multiple choices because the text contained ambiguous information and there were several strange fruits
and vegetables names. This was considered as a bad item because it did not meet the criteria of face validity.
50 b. Text 3 was also considered to be eliminated or replaced. The three experts said
that the text was too long. The length of the test was not ideal for the test. Besides, the content was also not contextual as it was a narrative text about a
western fable. The expert suggested the researcher to replace the text with the shorter narrative text about localIndonesian fable.
c. Another text that should be replaced was text 4. The experts said that the authentic language was too overwhelmed for the students. Besides, the content
was not relevant and contextual for the students. d. The next text that was suggested to be replaced was text 6. The reasons were
similar with the reasons to replace text 4. Besides the language was too difficult for the students, and the content is not contextual, the format also did
not look like as it was an announcement. e. The next item that was revised was item no 47. An expert said that this item
was too complicated from the look. There were too many words that were needed to be arranged that gave the impression of very difficult and
complicated questions. f. The researcher should eliminate the invitation text to answer question number
49 and 50 as there was no short functional text in a form of invitation in the syllabus.
g. The researcher should eliminate the word ‘suppose’ in question 2 and 3 in part II Essay because the three experts doubted that the word ‘suppose’ was
familiar for the students. If the students did not know the meaning of the word ‘suppose’, the instruction of the test would be unclear.
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2. Final Product Revision
