39 proposed and the revised product already met the validity and authenticity of an
appropriate test or not.
C. Research Instruments
To gather the data needed in this study, the researcher used an instrument. The instrument was interview. Interview is useful to find out detailed information
about a person’s thoughts and behavior Boyce Neale, 2006: 3. In this study, the researcher conducted interview twice. The first interview was a pre-design
interview that was conducted in the need-analysis to gather data before designing the test, and the subject in this interview was an English teacher of RSBI seventh
grade class of SMP Pangudi Luhur I Yogyakarta. The second interview was the post-design interview that was conducted after the test had been designed, and the
subjects in this interview were the English teacher of RSBI seventh grade class of SMP Pangudi Luhur I Yogyakarta, a lecturer from the English Education Study
Program of Sanata Dharma University Yogyakarta, and a test constructor from Language Training Institute Yogyakarta. This second interview aimed at finding
data to judge the validity and authenticity of the designed test. Besides, the data was also used to evaluate and revise the test before it was field-tested.
D. Data Gathering Technique
Before designing the test, the researcher conducted a pre-design interview with the English teacher of RSBI seventh grade class of SMP Pangudi Luhur I
40 Yogyakarta. This pre-design interview aimed at finding the needs of the students
and about how the test was expected to look like. The data gathered from the need-analysis became the guideline for the
researcher to design the test. The test then was field-tested to the RSBI seventh grade students of SMP Pangudi Luhur I Yogyakarta. The students were assigned
to do a combination of Reading and Writing test in a form of multiple choices that consisted of 42 questions for Reading and 8 questions for Writing. The test also
had essay questions for writing that consisted of 5 questions. The time allocated to do the test was 120 minutes. The students answered the questions on a
separated answer sheet. After the combination of Reading and Writing test was field-tested, the
researcher then scored the test. The score of the test helped the researcher to calculate item facility, item discrimination, and reliability of the test. The result of
the calculation would show whether the test was a good test or not. Besides, the result of the test also proved whether the combination of Reading and Writing test
designed by the researcher was appropriate for the RSBI seventh grade students of SMP Pangudi Luhur I Yogyakarta or not.
E. Data Analysis Technique
This part presents the analysis of the data. The data were analyzed to know the participants’ needs and to evaluate the test before it was field tested.
41
1. Participants’ Needs
The data about the participants’ needs were gathered from a pre-design interview with the English teacher of RSBI seventh grade class of SMP Pangudi
Luhur I Yogyakarta which was conducted in step one that is research and information collecting. Here, the researcher interpreted the data from the
interview. Then, the data became considerations for the researcher in designing the test.
2. Item Analysis
a. Item Facility
Brown 2004: 58 stated that the item facility IF is the extent to which an item is easy or difficult for the proposed of group of test takers. The
information about item facility is important for the researcher to see the level of difficulty of the test. The information is also useful as a consideration in
evaluating the test. Item facility can be formulated as follows. IF
= of Ss answering the item correctly Total of Ss responding to that item
Here, Brown 2004: 59 mentioned that:
There is no absolute IF value that must be met to determine if an item should be included in the test as is, modified, or thrown out, but
appropriate test item will generally have Ifs that range between 0.15 and 0.85. Two good reasons for occasionally including a very easy
item 0.85 or higher are to build in some affective feelings of “success” among lower ability students and to serve warm up items.
And very difficult items can provide a challenge to the highest ability students.
42
b. Item Discrimination
Heaton 1975: 173 stated that index of discrimination shows the extent to which the item discriminates between the testees, separating the more able testees
from the less able ones. Item discrimination can be formulated as follows. D = correct U – correct L
n D = discrimination index
U = upper half L = lower half
n = number of students in one group
Discrimination index ranges from +1 to -1. If an item has index discrimination -1, the item discriminates the students in entirely the wrong way. In
contradiction, if an item has index discrimination +1, the item discriminates perfectly. It shows perfect correlation with the testees result on the whole test.
Item discrimination 0 shows that the item does not discriminate in any way at all.
3. Validity, Reliability, and Authenticity
a. Validity
Validity consists of some aspects, namely content validity, criterion related validity, construct validity, and face validity. However, in this study the
researcher did not include all those aspects. The aspects the researcher included in the study were content validity, construct validity and face validity. To know
whether the test has already met those three types of validity, researcher interviewed three experts. They were an English teacher of RSBI seventh grade
43 class of SMP Pangudi Luhur I Yogyakarta, a lecturer from English Education
Study Program of Sanata Dharma University Yogyakarta, and a test constructor from Language Teaching Institution Yogyakarta. Their educational backgrounds,
professions, and experiences made the researcher believe that they were so much competent to evaluate the test in this study.
b. Reliability
Measuring reliability is measuring consistency. A reliable test is consistent and dependable Brown, 2004: 20. In this study the researcher used a method
proposed by Harris 1969. Harris 1969: 15 stated that to estimate the reliability of a test can be done by giving a single administration of one form of the test and
then, by dividing the items into two halves usually by separating odd and even numbered items and by obtaining two scores for each individual. By such “split-
half” procedure commonly known as Spearman-Brown formula, the researcher could obtain the correlation coefficient. The coefficient result became the
reliability of one group test.
c. Authenticity
To see whether the test already fulfilled the aspect of authenticity, the researcher asked three experts to judge the tests. The experts who judged the
authenticity of the test were the experts who also judge the validity of the test. Moreover, the researcher also relied on the theoretical review to prove that the test
has already met the authenticity criteria.
44
F. Research Procedure
The researcher organized the steps she took in this study into four main steps as follows.
1. Need-analysis In the first main step, the researcher asked for a letter of permission from
Sanata Dharma University to conduct a need-analysis to the RSBI seventh grade students of SMP Pangudi Luhur I Yogyakarta. Having the letter of permission
from the university, the researcher asked for a permition from the head master of SMP Pangudi Luhur I Yogyakarta to conduct the need-analysis in the school.
Then, having the permition from the headmaster, the researcher conducted an interview with the English teacher of SMP Pangudi Luhur I Yogyakarta. Further,
in this step the researcher also gathered sources and references needed to design the test.
2. Test Design The second main step was designing the test. After the test was designed,
the validity and authenticity were judged by three experts. Then, some revisions were made from the feedbacks given by the experts.
3. Field-Testing After the test was completely revised, the test was field-tested to 27 RSBI
seventh grade students of SMP Pangudi Luhur I Yogyakarta. 4. Scoring and Test Analysis
The fourth major step in this study was scoring and test analysis. The scores of the test helped the researcher to see whether the test was in accordance
45 with the students’ level of English or not. Further, the researcher also analyzed the
result of the test to prove that test was a good test by calculating the item facility, item discrimination, and reliability.
46
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into four main parts. The first part is the designing process of the combination of Reading and Writing test. The second
part is findings and discussion on the Reading and Writing test. The third part is the result of the main field-testing. The fourth part is presentation of the
combination of Reading and Writing test.
A. The Designing Process of the combination of Reading and Writing Test
In this study, the researcher applied seven steps in designing a combination of Reading and Writing test for RSBI seventh grade students of SMP
Pangudi Luhur I Yogyakarta. Those seven steps were based on Educational Research and Development R D cycle proposed by Borg Gall 1983. Borg
Gall 1983: 774-775 stated ten steps of R D cycle. However in this study, the researcher only put seven out of those ten steps. The steps were 1 research
and information collecting, 2 planning, 3 preliminary form of product development, 4 preliminary field-testing, 5 main-product revision, 6 main
field-testing, and 7 operational product revision.
1. Research and Information Collecting
In this first step, the researcher conducted a need-analysis to gather information and sources needed to design the test. The researcher gathered several
sources taken from students’ handbooks, articles from the internet and
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