100 learners. It has been mentioned previously that the evaluation of the preliminary
product has involved not only experts’ judgment, but also response of the test taker candidates to the testing model. As the sample of the test takere candidates, the
researcher took twelve sixth grade students of SDIT Baitussalam Prambanan, a small district of Yogyakarta. The rational of choosing the students as the respondents was:
first, the target test takers are Indonesian young English learners of age 10 to twelve who were normally in the fourth to sixth grade of elementary school. The researcher
took the sixth grade as having the highest qualification. Hopefully, it can be some kind of standard of competence that Indonesian elementary school students are
supposed to achieve. In fact, twelve students are not adequate to represent the Indonesian young
English learners. Yet, due the target output of th research, the researcher took them as the respondents in order to give a slight picture to predict the response of the test
takers. The data obtained from the test trial will not be considered as fixed data which determine the validity of the testing model. It will only be used as the additional
variable in determining the aspects of revision of the testing model.
C. RESEARCH INSTRUMENT
One crucial phase of the five phases being set up as the cycle of this research is obtaining feedback for improvement of the preliminary product. To do so, the
researcher distributed two questionnaires: one for the TEYL professionals for validation and the other for the participant students in the preliminary product field
test.
101 The questionnaire distributed to the TEYL professionals was aimed to attain
data about the degree to which the indicators stated in the test blueprint were appropriately formulated in accordance to the objective of the development of the
testing instrument. The data or feedbacks were in the forms of opinions and suggestions of the TEYL professionals on the improvement of the blue print and the
design of the test prototype. The questionnaire consisted two main points. The first one was evaluation on the concept and the indicators of the communicative written
English abilities and how they were reflected in the test items. The second one was an overview of the respondents’ examination on the appropriateness of the design
and format of the testing model, such as: the appropriateness of instructions, level of proficiency, and layout design for the age, grade level and the test takers’ educational
background. The questionnaire given to the participant students in the preliminary product
field test was aimed to get a slight picture of the test takers’ acceptance of the testing model. It was a simple questionnaire containing 4 questions asking the students
whether the testing material was difficult or easy, whether the testing design was attractive or not attractive, whether the testing instructions were easy to understand
or not, and whether the time provided to do the test is adequate.
D. DATA GATHERING ANALYSIS TECHNIQUES
The data was gathered after the collection of the questionnaires which had been distributed to research respondents: four TEYL professionals and twelve sixth grade
elementary school students. To assist the TEYL professionals to understand the
statement in the blueprint, a test prototype was also attached. It took one week to
102 three weeks for them to evaluate and formulate feedback for the improvement of the
testing model. When they finished doing it, the researcher arranged the time to have necessary discussion on comments with each respective respondent. The discussion
was intended to be the technique to gather deeper understanding on the feedbacks given. The results of the discussion became the supplements to the comments given
in the questionnaire. Since the discussion was held preferably one by one to accommodate each respondent’s convenient time, the data gathering activity was held
within the beginning of May up to the end of June 2013. At a parallel time, the test prototype was also trial tested to twelve sixth graded elementary school students in
SD Baitussalam of Prambanan district in Yogyakarta to have a slight picture on their acceptance of the testing model. A questionnaire was also given to the students to
collect their opinions. To get, although, a little but adequately representative response of the ‘to be test takers’ of the testing model, the researcher asked the
teacher’s favor to provide and classify students respondents into three different levels of English mastery: low, medium and high. To clasify the students, the researcher
asked the English teacher’s judgement on the students’ English competence that she had been assessed for almost two years.The classification is shown below:
No Name of Students
Level of English mastery
Aisyah High
Zahid Yahya High
Sulchan Ainur R. High
Atifah Fauziah High
M. Yasin Middle
103
Laily Maghfira Middle
Ahmad Faqih Aziz Middle
Nur Annisa Ahmad Middle
Naufal Dzakwan R. Low
Nida Fairus K Low
Bligania Low
Fikri Nuruzzaman Low
The data gathered from the questionnaires and test trial was analyzed qualitatively. The data which was collected from both questionnaire and discussion
was considered in the process of reconstructing the revised theoretical model which will be elaborated in the following chapter of the thesis.
Table 3.1. Classification of the student respondents
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is presented as the main step in the research process the researcher underwent in doing the thesis. Here the research findings and the
discussion is conducted to finalize the answers to the research questions formulated in chapter one, namely: 1 what is the written English competence of
Indonesia Elementary school students like? 2 what is the measurement instrument of the written English competence of Indonesia elementary school
students like? The answer to those questions is the theoretical testing model to measure written English communicative competence of Indonesian elementary
school students. The theoretical testing model is manifested in the blueprint and its
prototype. The first research question is answered through the indicators of language competence in the blue-print and the second research question is
answered through the prototype of the blue print. Both were formulated theoretically and were evaluated by collecting data from TEYL professionals’
judgments and the result of test trial and opinion of participant students. This chapter will structurally elaborate the result of evaluation on the preliminary
product, preliminary product revision and the formulation of the final product in terms of the theoretical model of written English communicative competence of
Indonesian elementary school students.
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A. RESULT OF EVALUATION ON THE PRELIMINARY PRODUCT
