to the World 2: 2006; Yudhistira, English Grade XI Science and Social Programme: 2005; PT Bumi Aksara, and Contextual Learning: 2007; Grafindo
Media Pratama. These books contain many academic words and the meanings
that the students learn during their study in senior high school. Six hundred academic words in the tests are taken from the books mentioned above.
2.1.6 Understanding of Language Testing
In education field, it is not avoided that evaluation is important in order to know the students’ mastery of the materials they have learned. Same as the
students in senior high school who are learning English or the other subjects, they will have their evaluation after they finish studying the materials. When the
students are learning a language, they will experience language tests. Language test is a device for the institutional control of individuals, it is clearly important
that it should be understood McNamara, 2000. There are many kinds of language tests and they are distinguished from the test method and test purpose
McNamara, 2000: 5-7.
2.1.6.1 Types of Test in Terms of Test Method
Types of test which is differed based on test method are paper-and-pencil language test and performance test. The form in paper-and-pencil tests is taken
from the familiar examination question paper. They are functioned to assess either the English components grammar, vocabulary, and pronunciation or the
receptive understanding of a language listening and reading comprehension. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
test items in this kind of test are in the form of fixed response format, for example in the standardized test. One of examples of fixed response format is multiple
choice format McNamara, 2000: 5. I wonder what the newspaper says about the new play. I must read the ...
a. criticism b. opinion
c. review d. critic
However, in perfomance test, language skills are assessed in an act of communication, such as in speaking and writing tests.
2.1.6.2 Types of Test in Terms of Test Purpose
There are two types of langauge test based on test purposes. They are achievement and proficiency test McNamara, 2000: 6. Achievement test deals
with the process of the instruction and the test can be in the form of end of course tests, portfolio assessments, or observational procedures for recording progress
based on classroom work and participation. The test items in achievement tests should be related to what the students learn. Achievement tests have relation to
the past of the language learning process and they measure the result of teaching a language. Proficiency test is different with achievement test. This test is aimed to
look to the future situation of language use without necessarily any reference to the previous process of teaching McNamara, 2000: 7.
2.1.7 Theory of Testing Vocabulary
In teaching vocabulary, the useful technique is testing vocabulary. There are several advantages of testing vocabulary Dale and O’Rourke, 1971: 20. They
are:
1 the students must pay close attention to complete the exercise correctly, 2 the answers to the questions are clear-cut, 3 the students are actively involved,
4 the students senses the importance of the exercise, for his ability is being measured, 5 the exercises are generally brief, and 6 the teacher has a quick
measurement of the students progress.
According to Dale and O’Rourke 1971, there are four kinds of vocabulary testing. The first kind of vocabulary test is identification that means
the students responds orally or in writing by identifying a word according to its definition or use, for example: a word may be identified as a synonym of another
word. Secondly, multiple choice is the test in which the students select the correct meaning of the tested word from three or four definitions. Thirdly, matching test
is a test in which the tested words are presented in one coloumn and the matching definitions are presented out of order in another coloumn. The fourth kind of
vocabulary test is checking. Checking means the students check the words they know or do not know.
2.1.8 Vocabulary Mastery in a Language Teaching Learning
Vocabulary is an element which can contribute the process of teaching learning English, especially in the teaching and learning process of English skills.
Lehr 2001 states, that vocabulary is one of important contributions in learning a new language. There are four skills that should be learned, i.e. listening, speaking,
