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Hughes, 1989: 23. Concurrent validity is constructed when the test and the criterion are administered at about the same time. While, predictive validity
concerns the degree to which a test can predict the individuals’ performance in the future.
The third is construct validity. Hughes 1989: 26 stated that “a test or a testing technique is considered to have construct validity if it is able to show that
it really measures just the ability which it is supposed to measure.” If the test constructor is attempted to measure reading ability in reading test, then he or she
can demonstrate that he or she indeed to measure just the reading ability, hence the test would have construct validity.
The fourth is face validity. According to Brown 2001: 388, “to have face validity, the ‘face’ of the test should appear what claims to test.” Further, he added
that a learner needs to be convinced that the test is indeed testing what it claims to test. It means that face validity refers to the grade to which a test looks right, and
become visible to measure the knowledge or abilities in claims to measure, such as the instruction of the test and also the time availability.
B. Theoretical Framework
The section describes the linked theories which are reviewed and combined from the theoretical description. The use of those theories is intended to
answer the research questions as stated in Chapter I. There would also be a framework to answer the two questions of the research.
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Weekly tests have been implemented to support the teaching-learning activities in Vocabulary I class. The implementation of weekly tests is aimed to
“encourage the students to master the meaning of the English vocabulary items of the 3000-word level especially in Indonesian” Nurwidasa, et al., 2006: 84. The
students are asked to work on vocabulary tests every week with materials which have been determined in the beginning of the semester.
The implementation of weekly tests is able to support the teaching- learning activities in Vocabulary I class. It encourages the students to have self
learning habit by studying a large number of vocabulary items each week continuously. It also makes them not easily forget the materials mastered since
each test includes the previous material. Therefore, their vocabulary mastery could be enhanced by having those tests. Nonetheless, how do the students
perceive the weekly tests? Do they perceive weekly tests in positive or negative way? According to Altman, et al. 1985, the way the students perceive on
something influences their behavioral responses. It means those behavioral responses can be positive or negative depend on the students’ perceptions. If the
students perceive the weekly tests positively, their behavioral responses will be positive too, which will hold up the teaching learning activities and the course
goal achievement. However, if the students perceive the weekly tests negatively, their behavioral responses will be negative too which will hinder the teaching-
learning activities and the course goal achievement. The research is intended to unveil the students’ perceptions on the
implementation of vocabulary weekly tests in Vocabulary I class. Besides, it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
