She explained the students were not only able to express the meaningful spoken text about themselves but also things around them appropriately. The purpose was
that the words and sentences they produced would be more communicative. Not all the students had the same competence, therefore one of the respondent advised
there was needed to provide a Total Physical Respond TPR method to elicit the students’ ability. Another respondent advised the pictures given need to be revised
because the students should build a strong cohesive spoken text to make the text more communicative. Indicators number 8 and 9 were chosen to measure the
students’ functional and sociolinguistics knowledge. To achieve this competence the students must be able to fullfil these indicators, use language to get what they
want, to learn, to imagine things, to think about things and use oral language appropriate to the language use situation that they are in. A mini dialog was
provided to fit the indicators and the language knowledge. The respondents agreed the test item was more communicative. Furthermore she explained the
competence which was measured could be achived but still the TPR was needed in this test item.
B. PRODUCT REVISION
After gaining the feedback from the respondents, then the researcher conducted a revision. The revision process was conducted to improve the final
product of the the theoretical model. The revision was done in order from indicators number 1 to number 9. The product revision for each items are as
follows.
The indicators number 1 to 5 were presented in the test items part 1 to 5, in which in these parts the listening skills of the students were measured. The test
items are in the listening text script format. Therefore the respondents evaluated both of the listening text script and the listening test items. The indicators number
1, discriminate sounds stress, and intonation of words, was presented in listening part 1. This part consist of 5 items, the students should match the sound of the
words and the pictures. The test items only consisted of the words but the respondents advised to put these words into sentences. Items number 1 box, 2
van, 3 ball, 4 horse, 5 hat were changed into 1 this is a box, 2 this is a van, 3 this is a ball, 4 this is a horse, and 5 this is a hat. These changes were
done to make the test items more contextual. The other reason was to make the test items became more communcative. In these test items the respondent found
the ilustration of the test were not quite clear. They adviced the researcher to replace the ilustration to be clearer so that the items can be more accurate.
The test items of the listening part 2 did not reflect the indicators number 2, listen and understand a growing range of vocabulary. The respondents
suggested the pictures for each items should be in the same categories. In this part the tester listened to the sentences and then they were required to choose the
correct picture based on the information they had heard. In the example the tester listened the sentence “She has bread for breakfast”, in the option the students had
three pictures to choose. First option was the picture of bag, the second one was the picture of belt and the last option was the picture of bread. The distractors
were improper. When the sentence was related to the food the respondent
suggested the pictures given should also relate to food. The pictures in the first and second option can be replaced with the picture of food, such as rice, noodle,
cake etc. Example
The Revision
The test items in part 2 also did not reflect the growing range of the vocabulary. The test item only provided noun words. The respondents claimed
that the growing range of vocabulary has wider meanings. Moreover the sentences must be contextualized. It meant the test items must be varied, therefore the test
items for the indicators number 2 was changed. The sentence in the item number 1 was not revised but the picture needed to be revised. The picture in option 1 was
changed into grapes and the picture in option 3 was changed into orange. Test item number 1
The Revision His favorite fruit is pear.
His favorite fruit is pear.
√ √
The next revision was in the test item number 2. The word dice was less familiar for the children. The respondent claimed that the sentence was difficult to
understand because the pictures in the options were not represent the action. The sentence in the item number 2 was revised to be “My brother is throwing the ball.
This sentence emphasized on the action word “throwing”. Therefore, the pictures of item number 2 were changed entirely.
Test item number 2 The Revision
The boy throws the dice. My brother is throwing the ball.
The item number 3 also needed to be revised. The sentence in number three still emphasized on the noun word. The respondent suggested to make the sentence
varied. Futhermore she claimed it was better to give a familiar sentence that related to their condition, for example self expression sentence. Therefore, the
sentence in this item was changed. The sentence was changed to My brother looks so happy. Since the sentence was changed, the pictures for the options were also
changed. The first option of the picture was changed the picture of a sad boy, the last option was changed into the picture of a happy boy.
Test item number 3 The Revision
My brother wants a can of milk. My brother looks so happy.
The test item number 3 emphasized on the preposition. The sentence became the cat is under the table. The word “rat” in this sentence was not familiar to the
children. The respondent suggested to change the animal into more familiar animal. Then the picture was changed. The pictures for this item were changed
into the pictures which showed the cat in a certain position. The options for this test item were also changed. The options were presented in the picture of cat in
various position. Test item number 4
The Revision
The rat is on the roof. The cat is behind the box.
While the last item emphasized on the clothes, the sentence was revised, My sister is wearing a red T- shirt, all the pictures in the options were revised. The picture
for the first option was changed to be a picture of a girl wearing a red T - shirt, the next option was a picture of a girl wearing a blue blouse, and the last one was the
picture of a girl wearing a red blouse.
Test item number 5 The Revision
My sister is wearing a red skirt. My sister is wearing a red T – shirt.
The respondents shared the same opinion for the test items in indicator number 3. They accepted the questions and the provided options. One respondent
gave an advice the questions did not need to be put on the sheet. The items in part 4 represented the indicator number 4, one respondent
suggested the name of the person in the tape script should be written by their names not only the symbol of A or B. The other respondent advised the researcher
to put the questions at the end of the dialogs. Some dialogs in this items also needed to be clarified. The changes were done in the dialog number 3.
Test item number 3 The Revision
Where is Tono Going? A : Where are you going Tono?
B : Return Doni’s book. A: Are you going to his house?
B : Yes. I am going to Doni’s house. Lian : Where are you going Tono?
Tono : I’m going to Doni’s house. Lian :Doni’s house?
Tono : Yes. I want to return his book. Where is Tono Going?
The changes were also done in the dialog number 5. The dialog situation was changed into telephone conversation. This was done to make the items varied.
The changes was shown in the table below.
Test item number 5 The Revision
Where is Tono Going? A : Where are you going Tono?
B : Return Doni’s book. A :Are you going to his house?
B : Yes. I am going to Doni’s house. Doni : Hello?
Rio’s mother : Hello, who’s speaking? Doni :It’s Doni. Can I talk to Rio,
please? Rio’s mother : I’m sorry he is not at
home. Doni : Oh, is he going out?
Rio’s mother: Yes, he is at the school now?
Where is Rio now?
She judged the dialog for the items were too easy for the last grade of elementary school students. The dialogs for each items needed to be modified and revised so
that the items became more challenging for the students. Some revision were also done for the indicators number 5. In this part the
test items required the students to answer the question based on the dialogs they heard. In this items the students must be able to recall their memories for certain
information. The dialog for this items was also revised and modified to challenge the students to finish more complicated task. The test question for number 5 was
changed.
Test item number 5 The Revision
What did she buy? Where does her father come from?
Indicators number 6 and 7 were represented by the speaking part 1. In this part the respondents agreed the picture provided should be changed. The picture
provided was still scatered. They judged the students would have difficulties to produce comprehensive sentences moreover for the students whose knowledge is
still low. One of the respondents also suggested the tester must provide the elicitation questions and TPR techniques. The techniques were intended for the
students whose abilities were still limited. These techniques would support the students to have such a positive reinforcement. Although the students did not do
the test well, they still felt that they had gained something important for their betterment. This part was designed as a monolog task. In this part the students
were required to describe the situation from the picture. One of the respondents suggested to make the task more specific. It means the students must be able to
express something related to themselves and also something around them. The former picture of speaking part 1 is on page 68.
The respondents judged that the picture was still abstract for the students to produce comprehensive spoken text. Only those who had higher imagination
were able to finish this part. They suggested to provide a clearer picture in order the test was fit to all the students. The other respondent also evaluated that the
picture was not really appropriate. She claimed that in Indonesia it was still
difficult to find a city part that can be used as a recreational place. The emphasis of this part was to make the students able to produce comprehensive spoken text
with appropriate sentences. Therefore, the researcher changed the alternative picture as can be seen on page 69.
The picture above has a clearer situation. The place is more familiar to the students. Although some of the students have not experienced the place in their
daily life, the researcher assured they have experienced this picture from the books or television. This picture also enables the students to produce more
communicative and meaningful spoken text. From the picture the students are expected to tell to the examiner about the time, names and characteristics of
animals, students’ activities in appropriate sentence structure. The last part of the test represented indicators number 8 and 9. In this part
the students were required to produce sentences in order to be able to 8 use
language to get what they want, to learn, to imagine things, to think about things and 9 use oral language appropriate to the language use situation that they are
in. The respondents accepted the test items but there were needed some revisions on the test item to make the dialog naturally. The respondent also reminded the
use of TPR when the students could not produce any sentences required. The revision was done by changing the information items.
Test item speaking part 2 The Revision
Name: Mariana Name: ?
Age: 10 years old Age: ?
Favorite subject:
Science Favorite
subject:? Science teacher: Ms.
Yuyun Teacher:?
Miss Yuyun is tall, slim and beautiful.
She is kind and friendly.
Teacher’s characteristics
: Name: Mariana
Name: ? Age: 10 years old
Age: ? Family:
Family:? I have a brother. He
is eight years old but I don’t have a sister.
My
father is
a teacher
and my
mother is a house wife. We usually go
on picnic
on Sunday.
My family’s favorite food is fried rice.
Mother cooks for us. We need rice, onion,
chilies, garlic, and salt.
Family favorite food?
The changes were done by considering the respondents judgements and also the theories underly this study. The situation is manipulated to gain these abilities.
The students involved in the mini-dialogues and role play in a conversation to get some information they need. The topics presented are various starting from the
simple ones to the more complitaced ones, for example starting from the students’ personal information to the more general topics such as students’ daily life.
C. RESULTS OF DETERMINING THE TEST APPROPRIATENESS,
PRACTICALITY, AND USEFULNESS
After designing the test Model, the researcher needed to determine the test appropriateness, practicality, and usefulness. The assessment was done to find
out whether the product designed were appropriate and useful. If these criteria were fullfiled by the test items this spoken test became more communicative and
contextual. Moreover the respondents’ feedback and suggestion would be useful to improve the test model. Thus the test model would be more useful. The results
of questions in part B are presented as follows. Table 4.4 The Experts’ Validation on Questionaire part B
Criteria Questions
Expert 1 Expert 2
Expert 3 Expert 4
Test appropriate
ness 1. Is the test
model appropriate for
the age and grade level of
the test takers? Not
really. Some
sections are too
easy. Some
sections are too difficult.
Yes. Mind
level of
difficulty concerning
with the
graders. Yes
Yes
2. Is the test model appropriate for
use with the English
Not really.
The spoken
English needs revision
to Yes.
Good; choose
diction that
the students Yes.
The vocabularies
used in the test
model Yes.
It’s quite
appropriate to
the
educational backgroundssitu
ation of the level of the test takers?
make it more natural.
are familiar with in their
daily life. are
relevant to Indonesian
students things which
can be seen or
experienced in their daily
life. Indonesian
students.
1. Is the general level of
proficiency required by the
test suitable for the test takers?
The first
section is too easy.
No. Some
vocabularies are too easy.
Yes. Yes.
2. Is the test model acceptable to
the test takers? Yes.
The layout
and the pictures
address children’s
need. Yes. Students
should get
the colour
one. Yes.
Examples given
in every part of
the test really help the test
takers
in answering
the questions. Colourful
pictures are visually
interesting. Yes.
2. Practicality
3. Is there sufficient time
to give the test? Around
50 minutes will
be okay per student
No. I am not sure
those speaking and
listening test is held for the
same
time meeting.
Yes. One
hour to do listening and
speaking tests might
be sufficient
if there is no
other test
given on that day. Yet the
number of
studentstest takers
must be put into
consideration when giving
speaking test. Yes. If there
is no other test
given on the same
time.
4. Is there suitable This test of
Okay YesNo.
Yes.
space for administering
the test? spoken
English needs a skillful test
administrator who
is familiar with
testing children,
especially in the speaking
part. Yes
for listening part
1, 2, 3 Listening
part 4 needs to
be modified.
Listening part 5 needs
more space, as elementary
school students tend
to write big.
5. Are all materials and
equipment needed to give
the test available?
The test
needs audio file to make
the test more difficult.
No. Problem solving: find
a native
speaker or
Indonesian who
was native – like
pronunciatio n.
Yes. The
script, test
book and
answer sheet are available.
Note: related
to the
answer sheet
what the test takers
should do in the
answer sheet must be
the same as the
instructions and
the samples
given in the test book.
Yes. The
script, test book
and answer
sheet are
available.
6. User qualities
7. Is the purpose of the test clear
and appropriate?
Be careful
with the
decision to
make after
the test. who is going to
use the test results
and what are the
test results
for. Are they for
Yes. Okay Yes
Yes.
diagnostic, formative or
evaluative purposes?
8. Are the test instructions
complete, clear and specific?
Need to be more concise.
The examples for
the listening
section needs to have the
script printed.
No. There
isn’t any
instruction on the students’
answer sheet. The
instruction that is on the
listening transcript is
not clear.
3. No.
Test instructions
need to be modified.
Test instructions
in the test book should
be the same as the ones
read from the script.
No. The
instruction that is on
the listening transcript
needs to be revised.
9. Is the layout clear and
interesting for the test takers?
Absolutely. Colourful.
Yes. Ok Yes.
A suggested
layout has
been given in the test book.
Yes. It’s
colourful.
10. Are the test
items unbiased and culturally
appropriate? Yes.
Both genders are
represented. The pictures
also accommodate
different ethnic
background. What
about the disabled?
No. English
is taught in all
over Indonesian, I
mean cities
and countries.
Country students are
not familiar with Western
culture presented in
pictures you use.
YesNo Yet, listening
part 4
number 4 and speaking part
1 aren’t
really appropriate
culturally as it is hard
to find a city part that can
be used as a recreational
public place.
Yes. But
some part
needs to be modified.
speaking part 1
11. Do you
think is it necessary to
provide a technical test
manual? Yes. The test
needs to have a manual that
tells
about the purpose
of the test, the
test takers,
the description of
Yes. At
schools not
all English
teacher has
English educational
background. Yes. It is so
helpful for
the teachers who
administer the test.
Yes. It helps the teacher
to administer
the test.
the test result and what the
test results
for. The respondents’ feedback were gained from the questionnaire in part B.
From the responses there were some findings and they will be discussed as follows. From the question number 1, one of the respondents found some section
were too easy and some section were too difficult. The test product was not really appropriate for the students’ age. The test items for listening part 1 and 2 were too
easy for the last grade of elementary school students who were at the age of 10 to 11 years old. While the others said the test model was appropriate enough for the
suggested level of difficulties, but one respondent suggested to evaluate the level of the difficulties. The level of difficulties should be adjusted to make the items
more challenging. However the respondents had the same opinion in answering the question number 2. They agreed the test model was appropriate for use with
the English educational backgrounds of the test takers. The respondents saw the vocabularies used in the test model are relevant to Indonesian students’
backgound. It meant the students can see the things and experience them in their daily life. Responding to the question number 3, the respondents proposed that the
general level of proficiency required were not really suitable for the test takers. They found some vocabularies were too esay. Particularly it was found in the first
listening section of the test. However, all the respondents shared the same opinion in addressing the question number 4. They claimed that the test model
was acceptable to the test takers. The examples were available in every part of the test. These would help the test takers in answering the questions. Besides, the test
lay out and pictures addressed the children’s need. It was colourful and interesting as well.
The second categories need to be clarified is the test practicality. Question number 5 was used to clarify the time allocation in completing the test
task. The researcher allocated 60 minutes to complete the task. There was uncertainty about the time allocation since the test procedure would be different
for the listening section and the speaking section. To complete the listening tasks the procedure was done classically while the speaking task would be done
individually. One respondent agreed 60 minutes would be sufficient to complete the listening and speaking test. Furthermore, she explained that the tester must
consider the number of the students or test takers. It was concluded the listening test would be done around 40 minutes. For speaking test the tester would allocate
7 to 10 minutes for each students. The question number 6 was not clearly answered. It implies the purpose of the test did not state clearly. The researcher
needs to restate the purpose of the test clearly. One respondent tried to view the speaking test cruciality, the speaking test was administered individually.
Therefore, to administer the speaking test, it was needed a skillful test administrator. The administrator must be the one who is familiar with testing
children, especially in the speaking section. From the respondents’ responses on question number 7, it was found that test equipments needed to be completed. The
test model had been completed with the script, test book, and answer sheet. One respondent found the instructions on the answer sheet were different from the
instructions on the sample and the test book. Thus, the revision was needed. The
other respondent demanded the test equiped with the audiofile to make the test more objective.
The third categories to be fullfiled by the test model is user qualities. To answer whether the test useful or not there were some questions to be answered.
From the responses on the question number 8, it was discovered the purpose of the test was clear and appropriate. However, there was a note from one
respondent. She reminded the researcher to be careful with the decision to make after the students completed the test. There should be clearer explanation related
to the test result, which participants would use the test results and what were the test result for. In question number 9 the respondents claimed that the test
instructions were incomplete, still unclear, and not really specific. The respondents explained further that the test instructions of the test needed to be
modified. From the test sample distributed it was found that the instructions in the book should be the same as the ones read from the script. On the other hand all the
respondents responded positively on the question number 10. They strongly agreed that the test layout are extremely clear and interesting for the test takers.
The pictures used were colourful therefore the respondents found that the test model was attracting. The respondents gave different feedback on the questions
number 11. One respondent agreed the test items were unbiased and culturally appropriate. She found both genders are represented. She explained more the
pictures also accomodate different ethnic background. In contrast with the previous opinion, the other respondent viewed the pictures presented in the test
were not quite familiar. She said some pictures presented Western culture. The
1 1 1
1 1 2 2
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4 ,0 0 0 ,3 6
3 6 S A T IS F A C T O R Y
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9 P O O R
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1 1 2 2
1 ,0 0 1 0 0
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S A T IS F A C T O R Y 2 4
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S A T IS F A C T O R Y K E T
U + L D P
Ite m N u m b e r
U p p e r L o w e r
T K U -L
respondent also explained some pictures for the test items were not culturally appropriate. She thought it was hard to find a city part that can be used as a
recreational place. As has been mentioned before this test needed a skillful administrator, thus all the respondents agreed it was necessary to provide
technical test manual. The test manual must be consisted of the purpose of the test, the test takers, the description of the test result and what the test result for.
This would help the administrator to conduct the test.
D. RESULTS OF THE TEST TRIAL
