various tasks, in particular: cloze tasks, impromptu reading plus comprehension questions, short-answer tasks, editing longer texts, scanning, ordering tasks,
information transfer: reading charts, maps, graphs, diagram Brown, 2004:201- 210. In designing a multiple-choice item reading test, which focuses on narrative,
the writer designed two kinds of tasks: cloze tasks and impromptu reading plus comprehension questions.
According to Brown 2004: 201-206, cloze task is one of the most popular types of reading assessments task. In the written language, a sentence
with a word left out should have enough contexts that a reader can close that gap with a calculated guess. While impromptu reading plus comprehension questions
technique is undoubtedly the oldest and the most common. This technique covers the comprehension of these features: main idea topic,
expressionsidiomsphrases in context, inference implied detail, grammatical features, detail, excluding facts not written, supporting ideas, and vocabulary in
context.
2. Test
a. Definition of Test
Test is a method of measuring a person’s ability, knowledge, or performance in a given domain. It is an instrument- a set of techniques,
procedures, or items- that requires performance in the part of the test-takers. Brown, 2004:3.
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b. The Purpose of The Test
According to Brown 2004:43, the first task teacher will face in designing a test for the students is to determine the purpose of the test. Defining the purpose
of the test will help teacher choose the right kind of test, and it also will help the teacher to focus on the specific objectives of the test. Based on the objectives,
tests are divided into five types, in particular language aptitude tests, language proficiency tests, placement tests, diagnostic tests, and achievement tests.
In this study, the writer focuses on achievement test. Brown 2004:47 stated that an achievement test is related directly to classroom lesson, units, or
even a total curriculum. Achievement tests are or should be limited to particular material addressed in a curriculum within a particular time frame and are offered
after a course has focused on the objectives in question.
c. The Format of The Test
The writer develops an achievement test by designing a task so-called multiple-choice test, which is also known as selection items. Brown 2005: 43
states a multiple-choice format is basically receptive mode students read and select, but produce nothing. According to Brown 2004: 55, multiple choice
items, which may appear to be the simplest kind of item to construct, are extremely difficult to design correctly. Here are the characteristics of multiple
choice items according to Brown 2004: 56: 1. Multiple-choice items are all receptive, or selective, response items in that the
test-taker chooses from a set of responses rather than creating a response.
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2. Every multiple choice item has a stem, which presents a stimulus, and several usually between three and five options or alternatives to choose from.
3. One of those options, the key, is the correct response, while the others serve as distractors.
d. Test Validity
