138 the language competence. It has been mentioned in the previous part of this
chapter that the improvement feedback goes to three indicators of the formulated language competence, namely: Indicator 1, decode letters and words match
sounds with letters, with phonic blends, indicator 2, read and understand a growing range of vocabulary
, and indicator 3 understand a growing range of
structure of sentences and short passages.
a. Indicator 1: ability to decode letters and words match sounds with
letters, with phonic blends
Improvement feedback given for this indicator is clarification of what is meant by decode letters and words matching them with sounds or phonic blends,
whether it requires some kind of dictation or assuming that the sounds here are meant as processed in the test takers’ mind. Since the design of the testing
instrument is made for written English, the suggestion of doing some kind of dictation will overlap with the listening task which belongs to the design of
spoken English which is not in the research scope of this thesis. Therefore, the researcher decides not to revise the indicator mentioned in the blue-print. And the
assumption that the sounds mentioned in the indicator are processed in the test takers’ mind will underlie the design of the test items which manifest this
indicator.
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b. Indicator 2: ability to read and understand a growing range of
vocabulary
Improvement feedback given for this indicator is a more concise explanation about ‘a growing range of vocabulary’, for example by giving additional
information about the topic areas of vocabulary to be selected.
The researcher decides to accept the feedback, since it will clarify the scope of range of vocabulary in the composing the testing instrument. Thus, this
indicator is revised into ability to read and understand a growing range of vocabulary relating to daily life, such as at home, at school, and in public places.
c. Indicator 3 ability to understand a growing range of structure of sentences and short passages.
Improvement feedback given for this indicator is clarification of what is meant by ‘structure’ here, whether it concerns with ‘grammar’ or ‘meaning form’.
The researcher decides to accept the feedback, since it will clarify the framework of composing the testing instrument. Thus, this indicator is revised
into ability to understand a growing range of structure of sentences and short passages to form meanings.
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2. Revision of the Test Prototype
