57
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts, namely conclusions and suggestions. The first part discusses the conclusions of the study and second part discusses the
suggestions that are expected to be able to help the teacher of RSBI seventh grade class of SMP Pangudi Luhur I Yogyakarta and future researchers.
A. Conclusions
From the study that has been conducted, there are several conclusions that the researcher can draw as follows.
1. This study was about designing a combination of Reading and Writing test for RSBI seventh grade students of SMP Pangudi Luhur I Yogyakarta. This study
attempted to answer two questions: 1 how a combination of Reading and Writing test for RSBI seventh grade students of SMP Pangudi Luhur I Yogyakarta
is designed and 2 what the test look likes. 2. Due to students’ high level of English skill, the test was designed with
authentic materials in the effort to create a more challenging combination of Reading and Writing test for the students.
3. The researcher found that in designing the test, there were several steps that were needed to be followed. In this study the researcher applied seven steps out of
ten steps from Educational Research and Development by Borg Gall 1983: 772.
The first step was research and information collecting, where the researcher conducted a need-analysis by interviewing the English teacher of RSBI seventh
58 grade class of SMP Pangudi Luhur I Yogyakarta and collecting sources from
books, articles from the internet and newspapers as the materials to design the test. The second step was planning the test. In this step, the researcher decided the
objectives and the specification of the test that included designing the format of the test, considering the time allotted for the test, and making the scoring rubric
for Writing. The third step was developing the preliminary form of product. Here, the researcher designed the combination of Reading and Writing test with
authentic materials. Due to Contextual Language Teaching CLT, the texts were edited and adapted in order to make it more relevant for the students. In this step,
the researcher also designed the scoring rubric for Writing. The fourth step was asking experts’ comment and suggestion on the first-designed of combination of
Reading and Writing test. Having the feedbacks in forms of comments and suggestions from the experts, the next sixth step that the researcher did was
revising the test before it was field-tested. The next step, which was the sixth step, was main field-testing. In this step, the researcher field-tested the combination of
Reading and Writing test on June 5, 2010 to 27 students of RSBI seventh grade class of SMP Pangudi Luhur I Yogyakarta. After the test was field-tested, the next
seventh step was scoring the test and measuring the item difficulty, item discrimination, and reliability of the test to prove that the test was a good test.
4. The result of the main field testing showed that the highest score was 87 achieved by two students, and the lowest score was 50 achieved by one student.
The average score in the main field-testing was 77.03. This data proved that the combination of Reading and Writing test designed with authentic materials
59 successfully created a more difficult and challenging test that required the
students to perform their high English skill.
B. Suggestions
Kategori