Formulation of the Problem

9 Diagnostic test can be used to expose learner in relation to a previously expose learner difficulties, gaps in their knowledge and skill deficiencies during a course. Thus, when we know what the problems are, we can do something about them. 12 It means the diagnostic test provide the information about plus and minus of the learners. In addition, Diagnostic test are used to identify students‘ strengths and weakness. 13 Diagnostic test is usually tested in the beginning of lesson, or in the middle of lesson. By using diagnostic test, the teachers are able to identify difficulties or weaknesses that students face in learning process so that they are able to formulate a plan to solve difficulties. e. Summative Test. Summative test is intended to measure s tudents‘ skill after they have finished all subject matter. It is used to administer at the end of a course of study. On his book, The Practice of English Language Teaching, Jeremy Harmer states that, ―Summative test is the kind measurement that takes place to round things off or make a one –off measurement. Such tests include the end-of-year tests that students take or the big public exams which many students enter for. 14 According to Groundlund states ―The last one is Summative Test, which designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes. 15 Summative tests can use as a problem-solving of the students, and to know how successful students has mastered a wide range of material within a certain period. The statement above means that a summative test is used to given to students after a specific point in instruction to measure their understanding of a subject. Examples of summative test: midterm, final exams and national 12 Harmer. loc. cit., 380. 13 Hughes, op . cit., p. 13. 14 Valette, op. cit., p. 11. 15 Groundlund, op. cit., pp. 12 —13. 10 examination. The goal of summative test is to make a judgment of student competency, after an instructional phase is complete. 5. Proficiency test Douglas Brown in his Book Teaching by Principle s states that ―Proficiency test is not intended to be limited to any one course, curriculum, or single skill in the language. Proficiency test have traditionally consisted of standardized multiple choice items on grammar, vocabulary, reading comprehension, aural comprehension, and sometimes a sample of writing. 16 Hughes stated that ―Proficiency tests are designed to measure people‘s ability in a language, regardless of any training they may have had in that language. The content of a Proficiency test, therefore, is not based on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient. 17 They are not necessary in developing or administered with measurement are often used for placement or selection and their relative merits lay in their ability to spread students out according to ability of a proficiency range within the desired area of learning. In addition, Valette explains that the objective of the proficiency test is to determine whether the people‘s language ability is in accordance with specific language requirement. 18 Based on what students want to be able to acquire in the language, and his language that have not related to some previous courses. And also show whether the candidates have reached certain specific abilities or not. 6. Progress test Based on the book Language Test Contraction and Evaluation , ―the progress test measures how much the student has learned specific course of instruction. ‖ 19 16 H. D. Brown, op. cit., p. 384. 17 Hughes, op. cit., p. 11. 18 Valette , op. cit., p. 6. 19 Valette, op. cit., p. 5.