168 the Pragmatic Knowledge includes functional and sociolinguistic knowledge
which are indicated by learners’ ability to use their personal experience and their knowledge of the context when they meet an unknown word in the text and to
identify the main ideas in in the text and locate specific information from the text. The organizational knowledge of text production writing competence,
includes: first Grammatical knowledge which is indicated by learners’ abilities to write vocabulary words in the right spelling and to build cohesion across
sentences and parts of sentences with appropriate structure eg: appropriate punctuations, relationships of time simple tenses, quantity, connective etc.
Second, Textual knowledge which is indicated by learners’ abilities to build cohesion across sentences and parts of sentences with appropriate structure eg:
appropriate punctuations, relationships of time simple tenses, quantity, connective etc. While the pragmatic knowledge covers functional and
sociolinguistic knowledge which are indicated by learners’ abilities to write their idea into sentences with appropriate meanings. The table below will show it more
clearly:
CATEGORIES CRITERIA
INDICATORS Aspects of
L
anguage Competence
Learners are
able to
1. TEXT
UNDERSTAN DING
READING
Learners know
and comprehend the
English written
texts Organizational
knowledge Grammatical
knowledge a.
decode letters and words
match sounds
with letters, with
Table 4.18. The hyphotezied standard competence of communicative written English competence of elementary school students of Indonesia
169
Organizationally and pragmatically
phonic blends b.
read and understand a
growing range of vocabulary
relating to daily life, such as: at
home, at school, and in public
places. c.
understa nd a growing
range of
structure of
sentences and
short passages
to form
meanings Textual
knowledge d.
predict meaning from a
range of cues title,
illustration of
short passages
Pragmatic knowledge
Functional and sociolinguistic
e. use
their personal
170
knowledge experience and
their knowledge of the context
when they meet an
unknown word in the text
f. Identify
the main ideas in the
text and
locate specific
information friom the text
CATEGORIES CRITERIA
INDICATORS Aspects of Language
Competence Learners
are able to
2. TEXT PRODUCTIO
N WRITING Learners create
written English texts
Organizationally and
pragmatically
Organizational knowledge
Grammatical knowledge
g. Write
vocabulary words in the
right spelling Textual
knowledge h.
Build cohesion across
sentences and
parts of
sentences with
appropriate punctuations,
realtionships of
171
time simple
tenses, quantity, connective, etc
Pragmatic knowledge
Functional and sociolinguistic
knowledge i.
Write their idea into
sentences with
appropriate meanings
2. Blue Print and the Iconic Model or the Prototype
To answer the research question no 2 which asks about what the measurement instrument of the written English competence of Indonesian
Elementary school students is like, the researcher develops the theoretical testing model based on the standard of language competence which she has formulated.
This testing model is developed with four main constructs, namely: concept, purpose, task type, time allotment and scoring system. The concept underlying the
development and implementation of the testing model is that the learners written English competence is their ability to understand and produce written English
texts organizationally and pragmatically. The purpose of developing and conducting the test with this model is to measure the written English competence
of elementary school students of Indonesia. The test tasks given are the manifestation of the language standard competence which includes the criteria and
indicators of the language competence. The types of tasks given in this testing model are matching words MW, true and false TF, multiple choice MC, gap
filling GF and text writing TW. The Time Allotment given to the test takers to
172 do the tasks in the testing model is 45 minutes. The Scoring system used in this
model is the criterion-referenced score interpretation in which the test taker’s performance is emphasized on what the test takers know or what they can do, not
“their standing relative” to other test takers Reynolds, 2009: 63. The total score is collected from the correct responses of the test takers and no penalty are given
for incorrect response with 100 points as the highest score and 0 points as the lowest. For reading or text understanding, every correct response weights 1 point
at the minimum and 2 points at the maximum. While for text production, weight of every correct response is bigger with 2 points at the minimum and 3 points at
the maximum. Qualitative descriptions of the scores performed by the test takers are also developed to help to communicate results in written reports. The
description of the result which is applied to the reading comprehension section Text Understanding and writing section Text Production is formulated into 3
levels of competence which are poor, adequate, good, and excelent. The level of competence is determined by range of scores which are: 0-20 is considered poor,
21-30 is considered adequate, 31-40 is considered good, 41-50 is excellent. The range score is applied similarly to both Reading and Writing sections.
Those language competence and aspects of test development are formatted into a blue- print and a prototype. Based on the discussion with the respondents,
the format of the blue print is presented below:
173
Concept : Learners written English competence is their ability to understand and produce written English texts organizationally and
pragmatically
Purpose
: To measure the written English competence of Elementary school students of Indonesia
Task Type
: Matching words MW, True and False TF, Multiple Choice MC, Gap filling GF and Text Writing TW
Time Allotment
: 45 minutes
CATEGORIES CRITERIA
INDICATORS NUMBER
OF ITEM SCORING
Task types
Aspects of language Competence Learners are able to
2. TEXT UNDERSTAND
