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Table 3.1: Test Items Distribution based on the Basic Types of Indirect Speech Types of Indirect Speech
Total Number Number
Statement 5
1, 6, 11, 16, 21 WH-Question
5 2, 7, 12, 17, 22
Yes-No Question 5
3, 8, 13, 18, 23 Command
5 4, 9, 14, 19, 24
Exclamation 5
5, 10, 15, 20, 25
Besides distributing the test items based on the types of indirect speech, the researcher also distributed the types of shifts in each item. The purpose of
distributing all types of shifts in the test items was to know in what kind of shifts students still made errors.
b. Construct Validity
Brown 2004 explains that to have construct validity, a test should demonstrate the elements of the test subject. For instance, in a speaking interview
test, all aspects in speaking should be involved, such as fluency, accuracy, pronunciation, and vocabulary. Hence, in conducting a speaking interview test,
the test takers should be demanded to speak in order to find students’ ability in fluency, accuracy, pronunciation, and vocabulary.
In this research, the test was aimed to find errors made by students in forming indirect speech. From that reason, written test in the form of transferring
direct speech into indirect speech was used. The test would be in the form of filling-in the blank. There would be 25 items of direct speech and the test takers’
task was to change them into indirect speech. The students would not rewrite all parts of the indirect speech because the researcher had provided the reporting
clause to be continued by the test takers. The aim of using fill-in the blank test
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was that it is more practical than rewriting form because it would not take too much time for students to write their answers. Besides, the students’ authentic
answers would be clearer compared to multiple-choice test since there was less opportunity for them to predict or choose the answers randomly.
c. Face Validity
“Face validity means that the students perceive the test to be valid” Brown, 2004: 27. It means that face validity is validity that appeared from the
students’ perspective. Brown 2004 states that face validity would be fulfilled if the students found:
- the test is built well with familiar tasks - the total number and the time allocation in doing the test are balanced
- the test items are not complicated - the test provides clear and understandable directions
- the test really measures what should be measured The face validity would be known through students’ responses to the pilot test.
From the pilot test, the researcher would be able to know what should be improved from the test items.
2. Test Reliability
“A reliable test is consistent and dependable” Brown, 2004: 20. The test reliability can be estimated through reliability coefficient. According to Fraenkel
and Wallen 2008, reliability coefficient shows the “relationship between scores
