multiple-choice item test and investigate the validity of the test. The writer will only investigate the validity of the test because it is the quality that provides the
major justification for using test scores or number as a basis for making inferences or decisions. In addition, evaluating the overall usefulness of a given test is
essentially subjective, since this involves value judgments on the part of the test developer Bachman and Palmer, 1996:19.
This study is very challenging since it will relate to the curriculum and syllabus, the participation of students in Pangudi Luhur St. Yosef Surakarta Senior
High School, the English teacher of the tenth grade students in Pangudi Luhur St. Yosef Senior High School and the test itself.
B. Problem Formulations
In this research, the writer proposed the following questions: 1.
How is the achievement multiple-choice item narrative reading test designed?
2. What does the achievement multiple-choice item narrative reading test
look like?
C. Problem Limitation
In this study, the writer focuses on designing a multiple-choice items reading test for the tenth grade students of Pangudi Luhur St. Yosef Surakarta
Senior High School, and investigating the validity of the test included face validity, content validity, and construct validity.
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D. Research Objectives
There are two objectives of designing multiple-choice reading test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School:
1. To describe how the achievement multiple-choice item narrative reading
test for the tenth grade students of Pangudi Luhur St. Yosef Senior High School is designed;
2. To present the achievement multiple-choice item narrative reading test for
the tenth grade students of Pangudi Luhur St. Yosef Senior High School.
E. Research Benefits
There are three benefits of this research, as follows: 1.
This study contributes to the English teacher of the tenth grade of Pangudi Luhur St. Yosef Senior High School. The teacher will have an alternative
to test the students’ reading ability in narrative by using multiple-choice reading test since multiple-choice tests are infrequently used as
achievement tests for classroom lesson. 2.
This study benefits the writer to answer the research problems and also as a teacher candidate, the writer needs to know how to make the multiple-
choice item reading test and measure the quality of the multiple-choice item reading test.
3. Hopefully, this study will give contribution to other researchers who want
to conduct researches related to designing multiple-choice tests and measuring the quality of multiple-choice item reading test.
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F. Definition of Terms
