161
32.
My grandfather’s
– fishing
–
is – hobby
33.
Linda
– hard – everyday - studies
Meanwhile, the revision of the second task is done by putting additional picture and revising some sentences which have to be arranged into paragraph. An
example of how to do the test is also added. Here is the illustration:
Part 3 34. Look at the pictures and read the sentences. Arrange and write the
sentences into a good passage.
Example:
Questions:
a. They are cooking for lunch. b.
Dina and her mother are in the kitchen.
c. Dina helps her mother to wash the dishes when the cooking has finished.
Answer:
Dina and her mother are in the kitchen. They are cooking for lunch.
Dina helps her mother to wash the dishes when the cooking has finished.
Figure. 4.46. Revision for test format indicator 8, item no 29-33
162
Questions:
a. We planted some plants and flowers in the backyard. b. Now we are very happy to have a beautiful backyard.
c. We had a plenty space in the backyard. d. The plants and flowers grew up every day.
e. We wanted to have a beautiful backyard.
c Indicator 9, ability to write their idea into sentences with appropriate meanings.
Five items are provided to manifest the indicator. The students are asked to write answers of the questions provided in sentences. The result of the trial test
shows the items are responded quite successfully. The improvement feedbacks from the expert respondents also only suggest a little revision on the instruction of
the task. They suggest clarifying whether the test takers are instructed to answer grammatically correct or correctly meaningful. The illustration below shows it:
Look at the pictures and read the questions. Write the answer .
Example:
What is it?
It is a school bus
Should be clear whether the answer
should be grammatically correct
or stressing on the meaning
Figure. 4.47. Revision for test format indicator 8, item no 34
163
QuestionS:
35. Where are the books?
36. What is she?
37. What is she doing?
38. What are the boys watching ?
39. How do the students go to school?
It is shown in the above illustration that the instruction is not quite clear. The example has misled the test takers to make ‘grammatical correct’ sentences
which according to the expert respondents should be avoided in communicative English, especially for young foreign English learners. Therefore, the respondents
suggest the researcher to make a revision on the instruction or the design. After digging up the feedback more deeply, it is found out that three of the four experts
actually accept the task design, only one expert suggests to clarify the instruction. Therefore, the researcher does not make much revision to the design of this item.
Figure. 4.48. Revision for test format indicator 9, item no 35-39
164 The revision is only done by putting a clue on the questions to help the test takers
to understand the instruction. The feedback of ‘also considering correctly meaningful’ underlie the evaluation or scoring system. The revision is visually
presented below:
Look at the pictures and read the questions. Write the answer in a complete sentence.
Example: What
is it?
It is a school bus
QuestionS:
35.
Where
are the books?
36.
What
is she?
37.
What
is she doing?
38. What is the boy watching?
