B. Theoretical Framework
In this section, the writer summarized and synthesized the theory above with the study. There were three theoretical descriptions in this chapter covered
reading, test, and design and test development. The theoretical descriptions above were needed to give the writer a basis to do the research.
By doing the research, the writer wanted to measure students’ ability in reading. To measure the students’ ability in reading, the writer designed a test.
The format of the test is multiple-choice test. Although it seemed the easiest way to make the test, the writer needed to consider some elements to design the tests.
Moreover, in this study the writer did not merely design the test but also consider the usefulness or quality of the test. Considering the quality of the test, the writer
needed to try-out the test and investigate the ID, IF, and distractor efficiency. In this study, the writer focused on a reading genre so-called narrative. To
design the multiple-choice reading test, the writer focused on interactive reading types. After selecting the types of reading performance, the writer decided the
tasks. There were two kinds of reading tasks of the test, which the writer had designed. There were cloze tasks and impromptu reading plus comprehension
questions. Both tasks were chosen because they could explore the students’ ability in understanding texts.
In designing the test, the writer used the guideline of Bachman and Palmer 1996: 86-91 as stated previously. There were three stages done by the writer to
answer the research problems:
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1. Design In this stage the writer described, identified, selected, defined, developed,
allocated, and managed the test. This stage was a preparation before writing the test. In this step, the writer produced a design statement. A design
statement was needed to limit the scope of the test and to give a guideline to produce the test. A design statement contained the purpose of the test,
description of the TLU Target Language Use domain and task types, characteristics of the test takers, definition of the construct s, definition for
evaluating the qualities of usefulness, inventory of available resources and plan for their allocation and management. To do this stage, the writer would
interview the English teacher and do the library study to get the syllabus and resources.
2. Operationalization Operationalization was a stage when the writer was writing the test. This
stage covered selecting, specifying, and writing the test. The product of this stage was a blueprint and the test. A blueprint contained a test structure and test
task specifications. A test structure contained number of partstasks, salience of parts, sequence of parts, relative importance of partstasks, and number of tasks
per part. Test task specifications contained purpose of the test, definition of construct s, setting, time allotment, instructions, characteristics of input and
expected response, and scoring method. Since the designed test was a multiple- choice test, the writer also designed the choices items. The writer applied
some Brown’s practical steps to design test items Brown, 2004: 55: design
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each item to measure a specific objective, state both stem and options as simply and directly as possible, make certain that the intended answer is clearly and
the only correct one, use item indices to accept, discard, or revise items. After finishing this stage, the test was ready to be tested.
3. Administration The last stage of test development was administration, which covered
administering, collecting feedback, analyzing, archiving. This stage, as stated above, involved giving the test to the test takers, collecting information, and
analyzing the information. The writer would give the test to the tenth grade students of Pangudi Luhur St. Yosef Senior High School. After giving the test, the
writer would collect information related to the test. The writer would get the information related to the tests from both the students and the English teacher.
From the students, the writer would get the information in a form of answer sheets and from the English teacher, the writer would get the answer of the
questionnaire. Then the writer would analyze the information. The research did not only involve the test development, but it would apply
a specific research methodology so-called Research and Development R D. Therefore, the writer would combine the test development and R D Cycle in
Chapter III.
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22
CHAPTER III METHODOLOGY
In this research, the writer elaborates the methodology used for designing a set of multiple-choice item reading test for the tenth grade of Pangudi Luhur St.
Yosef Surakarta Senior High School in 20092010 academic year. The methodology covers research method, research participants, research instruments,
data gathering techniques, data analysis technique and research procedure.
A. Research Method
The method used in this research was Research and Development R D because the writer designed multiple-choice reading test. Educational R D is a
process used to develop and validate educational products Borg Gall, 1983: 772. According to Borg, there are ten major steps in R D: research and
information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, operational
product revision, operational field testing, final product revision, dissemination and implementation.
In doing this research, the writer only used five steps of R D process because by doing those five steps the research problems had been answered. The
five steps which were used by the writer are research and information collecting, planning, developing preliminary form of product, preliminary field testing, and
main product revising.
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