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Concept : Learners written English competence is their ability to understand and produce written English texts organizationally and
pragmatically
Purpose
: To measure the written English competence of Elementary school students of Indonesia
Task Type
: Matching words MW, True and False TF, Multiple Choice MC, Gap filling GF and Text Writing TW
Time Allotment
: 45 minutes
CATEGORIES CRITERIA
INDICATORS NUMBER
OF ITEM SCORING
Task types
Aspects of language Competence Learners are able to
2. TEXT UNDERSTAND
ING READING
Learners know
and comprehend the
English written
texts Organizationally
and pragmatically Organization
al knowledge Grammatical
knowledge a. decode letters and words match
sounds with letters, with phonic blends
10 10
MW b. read and understand a growing
range of vocabulary relating to daily life, such as: at home, at
school, and in public places. 5
10 MW
c. understand a growing range of structure of sentences and short
passages to form meanings 5
10 TF
Textual knowledge d. predict meaning from a range of
cues title, illustration of short passages
10 20
MC Pragmatic
knowledge Functional and
sociolinguistic e. use their personal experience and
their knowledge of the context
Table 4.19. The revised Blue Print
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knowledge when they meet an unknown
word in the text f.
identify the main ideas in the text and locate specific information
from the text
2. TEXT PRODUCTION
WRITING
Learners create written English
texts Organizationally
and pragmatically Organization
al knowledge Grammatical
knowledge g. write vocabulary words in the
right spelling 5
10 GF
Textual knowledge h. build cohesion across sentences
and parts of sentences with appropriate structure eg:
appropriate punctuations, relationships of time simple
tenses, quantity, connective etc 5
10 TW
1 15
TW Pragmatic
knowledge Functional and
sociolinguistic knowledge
i. write their idea into sentences
with appropriate meanings 5
15 TW
175 The above blue-print, then, will be developed and manifested into test items. The
manifestation could be varied in the topics, yet to give a slight picture of how the concept and design of the testing model are operated; the researcher developed a
prototype as an example. In general, the blue print and the prototype of this testing model are divided
into two parts that are reading comprehension section and writing section which is administered in 45 minutes.
The reading comprehension section is divided into four parts. Part 1 consists of two tasks of matching sounds with letters and with phonic blends. Each
task consists of 5 test items with every correct response weights 1 point. Part 2 consists of a task of matching a vocabulary with its description which is composed
in growing range vocabularies. Every correct response weights 2 points. Part 3 consists of a task of true or false to measure the test takers’ ability to understand a
growing range of structure of sentences and short passages. Every correct response weights 2 points, with no penalty for incorrect response. And the last part of the
reading section is Part 4 which consists of two passages of different topics. The test items are formatted in multiple choices which requires the test takers to predict
meaning from cues title, illustration, to use their personal experience and their knowledge of the context when they meet an unknown word in the passages and to
identify the main ideas and locate specific information from the passages. Every correct response for the task is weighted 2 points. Meanwhile the writing section
contains four parts. Part 1 consists of task of filling the gaps in the text to measure the ability of the test takers to write vocabularies in the right spelling. Every correct
response for the task weights 2 points. Part 2 consists of task of arranging and
176 writing words into a good sentence in order to measure the test takers’ ability to
build cohesion across parts of sentences. Every correct response weights 2 points. Part 3 consists of task of arranging and writing sentences into a good passage in
order to measure the test takers’ ability to build cohesion across sentences. The task is weighted 15 points provided with a rubric for the scoring system. And the last
part of the writing section, Part 4 consists of a task of writing answers to the questions given to measure the test takers’ ability to write their idea into sentences.
Every correct answer weights 3 points provided with a rubric for the scoring system. The prototype is presented in the attachment.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This is the last chapter of this thesis which consists of two parts, namely conclusions and suggestions. The conclusion is intended to reaffirm the answers
to the research questions in brief which are 1 what is the written English communicative competence of the Indonesian elementary school English learners
like? And 2 what is the measurement instrument of the written English competence of Indonesian Elementary school English learners is like? In
answering these questions, the researcher found some weaknesses of the study. Therefore, some suggestions for the future research are provided.
A. CONCLUSIONS
The research was conducted based on literature review and construct validation by collecting evaluation feedback from four expert respondents who
are professionals of Teaching English for Young Learners TEYL of Yogyakarta and conducting trial test of the testing instrument prototype to twelve student
respondents as the affirmation of the experts’ judgement or feedback. Based on the literary review, the communicative written English
competence of Indonesian elementary school English learners is formulated within three main aspects. The first aspect is Post-modernism philoshopy which
put emphasize on helping learners to be more productive and self-fulfilled as the basis philosophy. The second aspect is the Characteristics of Elementary School
English Learners which have generally explored in 5 aspects: cognitive, physical, emotional and social, literacy, and self-esteem or vulnerability. The concluded
