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the content validity and authenticity of English test items of National Examination year 2012 for senior high schools which were administered in Yogyakarta. The
English test items of the National Examination which were analyzed and discussed were listening and reading test items. By specifying the unit of analysis,
the research analysis and research discussion would not be broadened and generalized.
4. Locating Relevant Data
After determining the objectives and specifying the units of analysis, the researcher determined the relevant data. Data which were going to be used for this
research were the documents of Graduate Competence Standard year 2012 for senior high schools, the document of Competence Standard-Basic Competence of
English subject for senior high schools grades 10
th
up to 12
th
, and the documents of English items of National Examination year 2012 for senior high schools
administered in Yogyakarta. Besides, the researcher used several checklists to analyze the data.
5. Developing a Rationale
The researcher assumed that the test items were valid and authentic since the English test was administered in the senior high school National Examination
year 2012. Since, it was essential and an obligatory that a standardized test likewise National Examination met content validity and authenticity. Therefore,
the researcher did not conduct initial interviews or distributed questionnaire to a group of teachers to develop a rationale. However, the researcher conducted data
validation to some experts in order to ensure the data of this research were valid.
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6. Developing a Sampling Plan
The researcher employed the English test items of National Examination year 2012 for senior high schools which were administered in Yogyakarta,
particularly in SMA Bopkri 2 Yogyakarta. There was a listening test version and there were five reading test versions, namely A57, B69, C71, D32, and E45. In the
preliminary data, the reading test items were selected and grouped since there were found several similar test tasks and test texts on several test versions. In the
analysis, there were only 123 test tasks and 50 test texts analyzed.
7. Formulating Coding Categories
The categories were composed in form of checklists ’ criteria of content
validity and authenticity. The criteria of content validity were based on the blueprints and the criteria of authenticity were
based on Brown’s theory. The analysis of reading test items was divided into two parts; they are the analysis of
the test tasks and the analysis of the test texts.
8. Checking Reliability and Validity of Test Specifications
Before utilizing the test specifications as the measurement tools, the researcher checked the validity of the blueprints by using a checklist in order to
ensure that the test specifications are valid. Moreover, it was employed to ensure that the test specifications are able to be used as the measurement tools to check
content validity of the test items. Later, after conducting an analysis on the content validity and authenticity of the test items, data triangulation was conducted in
order to measure that the research data were relevant specifically the authenticity analysis. The data triangulation was conducted by distributing questionnaire
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related to researcher’s analysis and the data analysis.
9. Analyzing Data
