A set of reading test for the third grade students of SMK Katolik WR. Soepratman Barong Tongkok.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF READING TEST
FOR THE THIRD GRADE STUDENTS
OF SMP KATOLIK 2 WR. SOEPRATMAN BARONG TONGKOK

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Lusia Ping
Student Number: 061214016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF READING TEST
FOR THE THIRD GRADE STUDENTS
OF SMP KATOLIK 2 WR. SOEPRATMAN BARONG TONGKOK

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Lusia Ping
Student Number: 061214016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

To win you've got to stay
in the game
(Claude M. Bristol)

God helps those who help
themselves

(Benjamin Franklin)

I dedicate this thesis to:
Jesus Christ,
My Inspiration: Mother Martina Ketan,
My Beloved Father Petrus Ngampun,
My Brother, the best man in my life Ignasius Rayung,
My Beloved Brothers, Sisters, Nephews and Nieces.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, February 2, 2012

The Writer

Lusia Ping
061214016

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Lusia Ping

Nomor Mahasiswa

: 061214016

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A Set of Reading Test for the Third Grade Students of SMP Katolik 2 WR.Soepratman
Barong Tongkok.
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam

bentuk

media

lain,

mengelolanya

dalam

bentuk

pangkalan

data,

mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 22 Februari 2012
Yang menyatakan

Lusia Ping

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Ping, Lusia. 2012. A Set of Reading Test for the Third Grade Students of SMP
Katolik 2 WR. Soepratman Barong Tongkok. Yogyakarta: English Language
Education Study Program. Sanata Dharma University.
This study was conducted to design a set of reading test for the 3rd grade
students of SMP Katolik 2 WR. Soepratman Barong Tongkok, Kutai Barat,
Kalimantan Timur province. The purpose of this design was for preparing students
for the UAN.
There were two problems in this study. First, how is a set of reading tests for
the third grade students of SMP Katolik 2 WR. Soepratman Barong Tongkok
designed? Second, what does the design of reading tests for the third grade students
of SMP Katolik 2 WR. Soepratman Barong Tongkok look like?
To answer the first problem the writer adapted three steps of ‘Harris’. The
steps were (1) Planning the Test; (2) Preparing the Test Items and Directions; and (3)
Reviewing the Items (reviewing the design of reading test). First step the writer did
need analysis by interviewing two English teachers of the 2nd and the 3rd grade and
distributing questionnaire for the 2nd and the 3rd grade students of SMP Katolik 2 WR.
Soepratman Barong Tongkok. Second step the writer made reading tests based on the
UAN blueprint of the year 2011. Third step the writer reviewed the design of reading
tests to evaluators who are expert in their field, and the writer also tried out the design
to the 3rd grade students to check the validity of the reading tests.

To solve the second problem, the writer presented the reading tests. There
were 4 reading tests. Each test consisted of 25 items of multiple choices. The problem
of each item was based on the indicator of reading test blueprint that the writer had
made. The topics of the reading texts were caution, notice, warning, greeting cards,
short message, advertisement, narrative, announcement, report, procedure and
invitation.
Based on the data of post-design survey, the reading tests were appropriate
and acceptable. The writer presented the data by percentage from each point of
agreement in the questionnaire. Most of the participants answered agreed and
strongly agreed. So, there were not many revisions on the design. The revision was
only on revising some grammatical mistakes. The writer hopes the design of reading
test can help students to pass the National Examination (UAN) successfully.

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ABSTRAK
Ping, Lusia. (2012). A Set of Reading Test for the Third Grade Students of
SMP Katolik 2 WR. Soepratman Barong Tongkok. Yogyakarta: English Language

Education Study Program, Sanata Dharma University.
Studi ini dilaksanakan untuk menyusun seperangkat soal membaca untuk
siswa-siswi kelas 3 SMP Katolik 2 WR. Soepratman Barong Tongkok, Kutai Barat,
Provinsi Kalimantan Timur. Tujuan dari penyusunan ini sebagai persiapan siswasiswi dalam menghadapi UAN.
Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah yang
pertama, bagaimana seperangkat soal-soal membaca untuk siswa-siswi kelas 3 SMP
Katolik 2 WR. Soepratman Barong Tongkok disusun? Masalah yang kedua,
bagaimana bentuk seperangkat soal-soal membaca bagi siswa-siswi kelas 3 SMP
Katolik 2 WR. Soepratman Barong Tongkok?
Untuk menjawab permasalahan yang pertama, penulis mengadaptasi tiga
langkah dari model instruksi Harris. Langkah-langkah tersebut adalah (1)
merencanakan sebuah tes; (2) mempersiapkan soal-soal dari tes; (3) memeriksa
ulang soal-soal (memeriksa ulang rancangan soal-soal membaca). Langkah pertama
penulis melakukan analisis awal melalui mewawancarai dua orang guru bahasa
inggris di kelas 2 dan 3, selanjutnya menyebarkan kuesioner untuk siswa-siswi kelas
2 dan 3 SMP Katolik 2 WR. Soepratman Barong Tongkok. langkah kedua penulis
membuat tes membaca berdasarkan kisi-kisi UAN tahun 2011. Langkah ketiga
penulis memeriksa ulang rancangan tes membaca kepada penilai yang ahli
dibidangnya, dan penulis juga mengujicobakan rancangan tes membaca kepada
siswa-siswi kelas 3 untuk memeriksa validitas dari tes membaca.

Untuk mejawab permasalahan yang kedua, penulis menyajikan soal-soal
membaca. Ada 4 bagian tes membaca. Setiap tes terdiri dari 25 soal pilihan ganda.
Setiap permasalahan didalam soal berdasarkan tujuan dari kisi-kisi tes membaca
yang telah dibuat oleh penulis. Topik-topik dari teks membaca adalah caution, notice,
warning, greeting cards, short message, advertisement, narrative, announcement,
report, procedure and invitation.
Berdasarkan hasil studi paska perancangan materi, soal-soal membaca dapat
diterima dan sesuai. Penulis menyajikan data melalui persentase dari setiap
pernyataan didalam kuesioner. Hampir seluruh peserta menjawab setuju dan sangat
setuju. Jadi, perbaikan untuk rancangan soal-soal membaca tidak begitu banyak.
Perbaikan rancangan hanya pada kesalahan stuktur penulisan. Penulis berharap
rancangan soal-soal membaca dapat membantu siswa-siswi sukses melewati ujian
Nasional.
Kata kunci: Reading Test, SMP Katolik 2 WR. Soepratman Barong Tongkok

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ACKNOWLEDGEMENTS

First of all I would like to express my gratitude to my glory
God Jesus Christ. His endless guidance on me, finally I could finish my thesis. I also
would like to show my deepest gratitude for those who gave contribution in finishing
this thesis, without their help, this thesis would have never been possible.
I would like to present my sincere gratitude to my thesis sponsor
Christina Kristiyani, S.Pd. M.Pd. who helped, guided and encouraged me to finish
my

thesis.

Furthermore,

I

would

like

to

thank

to

my

lecturers

Caecilia Tutyandari, S.Pd. M.Pd., Agustinus Hardi Prasetyo, S.Pd. M.A., for
evaluating the design of reading tests. My sincere gratitude is also for Dinas
Pendidikan Kabupaten Kutai Barat for giving me scholarship. I would like giving
my sincere gratitude for PBI lecturers who have given me experiences and
knowledge to be a mature and wise person in this world. I would like to thank also to
my best friend Norie Paramita S.S. for her willingness for correcting my
grammatical mistakes and being a good listener when I was down. My sincere
gratitude also goes to teachers and students of SMP Katolik 2 WR. Soepratman
Barong Tongkok, for giving me an opportunity to do this thesis in their school.
My special thanks for my beloved parents, brothers, sisters, nephews and
nieces who always accompany me whenever I need their support. My special thanks
also for my friends, Ex-Gang Surya (mba Pilla, Ayie, Nia, de Vivi, Lulu, Tia,
Yunda, Leonie, Dian, Rima, Cia-cia, and Yudit), Narada 2 boarding house

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(de Esti, Nindi and Merry), de Eli and all PBI-07ers, Nuswantara Girls, Angon’s
friends, Pakat Dayak’s friends, and friends from Kal-Bar for giving me wonderful
time, valuable experiences and friendship. I should thank Robert Worne who has
given me love, experiences and five and half years wonderful time in Yogyakarta. I
also would like to say thank for Valentina Leke S.Pd. for inspiring me on my thesis
topic and helping me in taking data in SMP Katolik 2 WR. Soepratman Barong
Tongkok.
Finally, I would dedicate my sincere gratitude for them whom I have not
mentioned by names. Love and God Bless.

Lusia Ping

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................................

i

APPROVAL PAGES ................................................................................................. ii
DEDICATION PAGE................................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY .......................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................... vi
ABSTRACT ............................................................................................................... vii
ABSTRAK ...................................................................................................................viii
ACKNOWLEDGEMENTS ....................................................................................... ix
TABLE OF CONTENTS ........................................................................................... xi
LIST OF TABLES ..................................................................................................... xv
LIST OF APPENDICES ............................................................................................xvi
CHAPTER I. INTRODUCTION
A. Research Background ............................................................. 1
B. Research Problem .................................................................. 4
C. Problem Limitation ................................................................. 4
D. Research Objectives ................................................................ 4
E. Research Benefits .................................................................. 5
1. Teachers ............................................................................ 5
2. Students ............................................................................. 5
3. Future Researchers ............................................................ 5
F. Definition of Terms ................................................................ 6
1. Reading Test ..................................................................... 6
2. SMP Katolik 2 WR. Soepratman Barong Tongkok ........... 6

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CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoritical Description ............................................................ 8
1. Constructing the Test ......................................................... 8
a. Planning the Test ........................................................... 8
b. Preparing the Test Items and Directions ....................... 9
c. Reviewing the Items ...................................................... 9
d. Pretesting the Material ..................................................10
e. Analyzing the Pretest Result (Item Analysis) ..............10
f. Assembling the Final Form ...........................................11
g. Reproducing the Test ....................................................11
2. Test ....................................................................................13
a. Reliability ......................................................................13
b. Validity ..........................................................................13
1) Objectivity ................................................................14
2) Balance .....................................................................14
3) Fairness .....................................................................14
c. Practicality.....................................................................14
3. Testing reading...................................................................15
a. General Form of the Reading Test ................................15
b. Selection of the Tests Passages .....................................15
1) Length .......................................................................15
2) Subject Matter ..........................................................16
3) Style and Treatment of Subject ................................16
4) Language ..................................................................16
5) Advice on Item Writing ............................................17
6) Assembling the Final Form ......................................20
4. The Objective of English Reading Test in the UAN for
Junior High School ............................................................20
5. Learning Domains ..............................................................23
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Theoritical Framework ............................................................27
1. Planning the Test................................................................27
2. Preparing the Test Items and Directions ............................28
3. Reviewing the Items ..........................................................29
CHAPTER III. RESEARCH METODOLOGY
A. Research Method .....................................................................31
1. Planning the Test................................................................32
2. Preparing the Test items and Directions ............................32
3. Reviewing the Test Items...................................................32
B. Research Setting ......................................................................32
C. Research Participants ...............................................................33
1. Participants for the needs analysis .....................................33
a. The second and third grade students
at SMP Katolik 2 WR. Soepratman
Barong Tongkok in Kabupaten Kutai Barat .................33
b. English teachers at SMP Katolik 2
WR. Soepratman Barong Tongkok
in Kabupaten Kutai Barat .............................................34
2. Participants for the evaluation ...........................................34
a. English teachers at SMP Katolik 2 WR. Soepratman
Barong Tongkok in Kabupaten Kutai Barat .................34
b. English lecturers at the English Education Department
of Sanata Dharma University .......................................34
D. Instruments and Data Gathering Technique ............................35
1. Interview ............................................................................35
2. Questionnaire .....................................................................35
E. Data Analysis Technique .........................................................37
1. Needs Analysis (pre-design) ..............................................37
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2. Evaluation (post-design) ....................................................38
F. Research Procedures ................................................................39
CHAPTER IV. RESEARCH RESULT AND FINDINGS
A. The Steps of Designing Reading Test
for Third Grade Students of
SMP Katolik 2 WR. Soepratman Barong Tongkok ..................41
1. Planning the Test................................................................41
2. Preparing the Test Items and Directions ............................47
3. Reviewing the Test Items...................................................50
B. The Presentation of the Design of Reading Test .....................55
CHAPTER V. CONCLUSIONS AND RECOMMENDATION
A. Conclusions..............................................................................62
B. Recommendation .....................................................................63
REFERENCES...........................................................................................................65

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LIST OF TABLES
Page
2. 1. Competence Standard for Passing the UAN for SMP/MTs 2011 .......................21
3. 1. The Percentage Data of the Participants’ Opinion .............................................39
4. 1. The Competence Standard and Indicators..........................................................48
4. 2. The Indicators of the Test ..................................................................................49
4. 3. The Data of the Participants’ Opinions ..............................................................52
4. 4. Topic of Reading Texts and Indicator of Reading Test .....................................56

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LIST OF APPENDICES
Page
Appendix A: Letter of Permission ............................................................................67
Appendix B: Interview Guidelines.............................................................................68
Appendix C: Questionnaire for Students ...................................................................70
Appendix D: Questionnaire for Lecturers and Teacher .............................................72
Appendix E: The Data of Questionnaire ....................................................................75
Appendix F: The Data of Interview ...........................................................................79
Appendix G: The Design (Teacher’s book) ...............................................................84
Appendix H: The Design (Student’s book)………………………………………...118
Appendix I : The Syllabus………………………………………………………….146

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CHAPTER I
INTRODUCTION
This chapter provides a description which is related to the subject and the
reason of the study. It provides background information related to the subject matter,
the purpose why the writer chose studying this area, and the general aims of doing
this study. The writer would like to present the research background, research
problem, problem limitation, research objectives, research benefits, and the definition
of terms.
A. Research Background
English, known as an international language, is studied worldwide, including
Indonesia. It has become a part of education institution and is taught from
kindergarten to university level.
Since English has been taking an important role in education, learners have to
study four basic skills to understand the language well. The four basic skills in
English language teaching are listening, speaking, reading, and writing. In the process
of learning those skills, an assessment is required during the process or at the end of
the class.
According to Brown (2004, p. 4-5) assessment is an essential part of the
language teaching learning process. Teachers need to assess students in order to
gather feedback on their teaching style in support of teaching development (SCOTL
York University, 2002, p. 1). Students also get benefit from assessment. They can
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2

learn more than before through the new methods and strategies which teachers have
developed after the assessment.
In Indonesia, the National Examination, called the UAN, is held annually for
students in elementary school up to senior high school at the end of school year
(2011, http://ujiannasional.org/tentang-kami). The UAN itself is a test that can be
classified as a summative assessment which is held at the end of the instructional
process (Brown, 2004, p. 6). This examination is needed to evaluate the instructional
process of the students nationally and then at the end of study, they are awarded their
diploma. It is same as the decree of Mendikbud number 261/U/1999 clarifies again by
article 14, 11 and 2 verse that students who have passed the UAN will get their
diploma automatically.
To avoid confusion over the term assessment, test and measurement, the
writer shows the definition about those terms. First, in 2009, Miller, Linn, and
Groundlund defined assessment as various procedures used to obtain information on
students’ performance; a test as the part of various procedures in assessment, which is
in the form of questions; and measurement as the process to obtain numerical
description of students’ performance. This information is showed usually in number
(p. 28).
Second, Brown (2004) stated that through assessment, students’ performance
related to their ability can be seen. Assessment can take the form of a response to a
question, commentary or an attempt to create new words or structures. Those

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3

performances can be assessed by the student, teachers, and possibly by other students.
A test is a method which is part of assessment itself but it is conducted and prepared
by administrative procedures at a specific time during the semester (p. 3-4). At this
point it can be seen there is a difference between assessment, test and measurement
but those terms involve in a single process. It means that those terms are in united
process.
As all students, from Elementary School up to Senior High School, face the
UAN, the UAN is important for all school students. However, in this study the writer
only focuses on Junior High School students. Based on National Examination
blueprint, reading is the one of the skills of English language which is tested in the
UAN. The writer aims at students’ preparation for the UAN by giving them additional
reading tests. It is different from reading tests which the teachers employ in the class.
The writer hopes that the more students practice the reading test, the more they will
improve their understanding of it. The writer has collected data from respondents of
Junior High School students at SMP Katolik 2 WR. Soepratman Barong Tongkok,
Kutai Barat, Kalimantan Timur province. Based on the survey data that the writer has
collected at schools, it is concluded that the most students and teachers need
additional reading tests because it is difficult to find another sources of additional
reading test that is suitable and appropriate with the UAN blueprint.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4

B. Research Problem
Based on the explanation above, the writer formulates and narrows the
problem formulation as follows.
1.

How is a set of reading test for the third grade students of SMP Katolik 2 WR.
Soepratman Barong Tongkok designed?

2.

What does the design of reading tests for the third grade students of SMP Katolik
2 WR. Soepratman Barong Tongkok look like?

C. Problem Limitation
There are some limitations on this study. Firstly, the writer will focus on
reading tests which were made to help students, before the UAN is held. Secondly,
the designed materials discussed in this study are reading tests for 3rd grade students
of Junior High School. The reading tests here are used as an additional reading test
for UAN preparation. Thirdly, this study is conducted by taking the third grade of
SMP Katolik 2 WR. Soepratman Kutai Barat, Kalimantan Timur province.
D. Research Objectives
The objective of this study is to answer the problems that the writer has stated
on problem formulation. Firstly, this study aims to set up the design of reading tests
for the third grade students of Junior High School SMP Katolik 2 WR. Soepratman
Barong Tongkok. Secondly, the writer aims to present the design of reading tests for
the third grade students of Junior High School SMP Katolik 2 WR. Soepratman
Barong Tongkok.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

5

E. Research Benefits
The writer hopes that this study offers benefit and information for teachers,
students, and future researchers.
1.

Teachers
Since this study provides the design of reading tests for third grade Junior

High School students, teachers may use these materials as the main source to support
the existing reading tests exercise that they usually use in the class. Teachers can give
more exercises to meet the needs of their students. The exercises help students to
improve their understanding of the type of reading texts. Finally, they are ready to sit
the national examination.
2.

Students
Through these additional reading tests, students are helped because these tests

make them accustomed to the national examination format. The design of reading
tests will help the students also to have better comprehension of the kind reading text
in reading tests. They can use it as the basic exercises before they face the UAN.
3.

Future Researchers
The writer hopes this study inspires and gives some information for future

researchers concerned with in this field. It is expected that they can make better
improvement of design and enrich the quality of reading test material at a later time.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

6

No matter it is for the students of junior high school, senior high school or university
level.
F. Definition of Terms
In this part, the writer will show the definition of reading test and SMP
Katolik 2 WR. Soepratman Barong Tongkok to avoid misunderstanding.
1.

Reading Test
Reading test is a test of reading skill. The examinees do the reading tests

through silently. They read and comprehend some sentences or passages in order to
give the right answers based on those sentences and passages (Daniels & Diack,
1976, p. 9-10). In this study the writer designed reading comprehension tests that
referred to SKL of the UAN blueprint the year of 2011 to help students facing the
UAN.
2.

SMP Katolik 2 WR. Soepratman Barong Tongkok
In Indonesia School abbreviation is used widely in many education

institutions. Indonesia has their abbreviation for their level of education, for instance
Junior High School (SMP) are Sekolah Menengah Pertama, while SLTP is other
abbreviation of Sekolah Lanjutan Tingkat Pertama. The SMP Katolik 2 WR.
Soepratman Barong Tongkok is located in Kutai Barat district, Kalimantan Timur
Province. This school was opened in January, 30th 1968. Archdiocese Samarinda as
the owner but catholic laity operates this school. The vision of The SMP Katolik 2

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7

WR. Soepratman Barong Tongkok has quality, becomes favorite, and is based on
Catholicism and distinct local culture, to create professional, independent, and
competent human resources in globalization era.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer gives a general review of the literature to design
relevant additional reading tests. It is divided into two parts. The first is the
theoretical description and second is the theoretical framework which is used as the
guidelines to answer the problems of this study.
A. Theoretical Description
In this part there are some theories that the writer intends to discuss. They are
(1) Constructing the Test (Harris, 1969), (2) Test (Harris, 1969), (Brown, 2004) and
(Marshall and Hales, 1972), (3) Testing Reading (Harris, 1969), (4) The Objective of
English Reading Test in the UAN for Junior High School (kisi-kisi.ujiannasional.org),
(5) Learning Domain (Anderson and Krathwohl, 2001).
1.

Constructing the Test
There are some steps that the writer should follow. In this part, the writer uses

some steps to construct the design of the reading tests. The writer uses Harris’s steps
as the references (Harris, 1969, p. 94-110).
a. Planning the Test
The effective testing is prepared by a careful planning. First step to prepare a
test is determining the general course objectives. In an achievement test preparation,
the test objectives are almost similar to the objectives of the course. The objectives of

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9

the test are to measure students’ improvement and their understanding in particular
skill or not. Second step, the test writer should consider the time given for the
examinees sit the tests and it must be appropriate with the level ability of the
examinees. Since, there is difference the level of ability among the examinees to
understand the test material. Sometimes they can understand the test material quickly,
or the opposite they need more time to understand the test material. In the other hand
their ability to understand the test material is slow.
b. Preparing the Test Items and Directions
The test writer must be careful to complete and prepare short-answer or
multiple-choice items test. Make sure there is no mistake at the time of writing the
test items and multiple-choice. The test direction also should be clear, brief simple to
understand, and free from ambiguities. The test writer also should provide an
example or explanation for doing the test, so the beginner and skilled examinees
understand the type of difficulties in the test. The last one, the test writer should
consider time allocation of the test.
c.

Reviewing the Items
When all the items have been written down, it is ready to review. The test

writer must still submit the test to at least one person who has experienced in the
particular skill or is a teacher of English as a second language. He or she is permitted
to give comments on the test items and multiple-choice.

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10

d. Pretesting the Material
In pretesting, the test writer has an opportunity to try whether the direction
and time allocation for the test item is appropriate or not. One of the functions of
Pretesting is to find out the test to which the test was made. The test items are
qualified if they fulfill two requirements for pretesting the material. First the test
writer has to know the level of difficulty whether it is difficult or not for the
examinees. Second the test writer has to know whether the examinees have already
known the material or not. In some cases, pretesting is omitted in informal classroom
tests.
e.

Analyzing the Pretest Result (Item Analysis)
In analyzing the pretesting results, the test writer must first determine the

difficulty level of each item. The item of multiple choices is considered ‘easy’ when
at least 92 percent of examinees correctly answer the question. On the contrary, the
item is considered ‘difficult’ when there are less than 30 percent of examinees
correctly answer the question.
Furthermore, the test writer should consider how well the test items work to
the slow and skilled examinees. In determining the item discrimination high or low
level for examinees for example there is 100 sample of completed sheet answers from
100 students, and then separate the highest and the lowest, each them 25 papers sheet
answer. For example, the first item was answered correctly by 22 from the highest
and 10 lowest. Subtracting 10 from 22, the result is +12, the result +12 is divided by

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11

25 (the size of each group of papers), the result of item discrimination is +.48, it
shows satisfactory discriminating power or positive. Meanwhile items show negative
discrimination if the number of discrimination below .30, it means that should be
revised. Actually the analysis of multiple-choice items is to check the way the
distracters of the multiple-choice items are functioned or not.
f.

Assembling the Final Form
In arranging the final form; there must be the changes of the directions and the

selection of the items. The choice of items depends on the overall level of difficulty.
In most testing situation it is better to begin with easy items and then leads to more
difficult ones. The test writer must consider not only to provide the items according
to level of difficulty but also to make sure that each answer appears in same portion
and the answer positions do not form by visible pattern. For example, if we have a
test consisting of one hundred with 4 choice items, each answer position of A, B, C,
and D, should occur about twenty-five times, the appearance of the answers
completely in random sequence, for example (BDACDBAACBDCADA, etc).
g.

Reproducing the Test
This is the final stage in designing the test which is based on the analysis of

the previous pretesting. There are some considerations to reproduce the test.
1) It is essential that test materials are reproduced as clear as possible because it
certainly affects students’ performance. For example, the copies of the test are

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12

lack of clarity. So before the test, the test writer should make copies of the test
clear enough for the examinees.
2) Test materials should be spaced. It is to provide maximum readability for the
examinees. Through most multiple-choice item types, two columns perpage will
make the examinees easier to read.
3) Multiple-choice item should not be begun on one page and continued on the next
page, because it will disturb their focus on the problems of the test items.
4) Provide the instruction on which the examinees may write their answers, so the
examinees with large handwriting do not have to crowd their answers.
5) It is suggested to indicate at the bottom of each page whether the examinees are
to continue on to the next page or stop their work. For example, simple
instructions “continue on the next page” or “STOP. Those instructions should be
given. Do not go on to the next part of the test until there is instruction by the
examiner to do so.
6) If each part of the test is separated by the time, the directions for each part should
be in the right-hand page of the book so the examinees cannot see the next part of
items until the examiner gives instruction to turn the page.
7) The use of a separate cover sheet will prevent examinees from looking at the test
material before the test is begun. The cover sheet is also the best place to give
information and instruction about the test, such as purpose of the test, method of
recording responses, changing answer, and other rules such as guessing or
writing on the test book.

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13

8) The pages of the test book should be stapled together with great care.
2.

Test
The characteristic of a good test has three qualities. Those are validity,

reliability, and practicality. Furthermore the test must measure the objectives of the
instructional. As Harris said (1969) the test must match with instructional objectives
(p. 13). The following is the discussion of three qualities of the test.
a.

Reliability
Reliability refers to the stability of the test scores. For example, if the same

groups of students were tested twice with the same test, and the result is same, it
means the test has reliability standards (Harris, 1969, p. 15). It can be seen that
Brown agrees with Harris’ statement. Also, another researcher, Brown (2004) stated
that a reliable test is consistent and dependable (p. 20). They agree that the result of
the tests should be stable in scores.
b. Validity
When deciding the test, there are two things that the test writer must consider.
Firstly, why is the test made in measurement? Secondly, how well is it measured?
When those are completed, there is a correlation between the test and the ability in
the skill area that is tested. It can be assumed that the test is valid or relevant (Harris,
1969: 19). Meanwhile, Marshall and Hales (1972) stated the test is relevant if there

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14

are objective, balance and the fairness of test. Those factors affect the relevancy of
the test scores (p. 4-5). The factors can be seen as follows.
1). Objectivity
The time of scoring of the test and the examiners’ mood are factors that can
affect scoring. Careful scoring procedures are needed to minimize those problems.
The examiners should give fair score.
2). Balance
The test items that the test writer have made, must measure the content and
objectives of the instructional design. It means the test writer made the objectives of
the test based on the objectives of the instructional of a particular skill.
3). Fairness
The test must be fair for all students. It cannot include verbal tricks,
ambiguous items, and unspecific expectations.
c.

Practicality
Designing a test requires time. For example, it needs time to prepare the test,

administer and score it (Harris, 1969, p. 21). Since time is valuable, the test writer
must consider the amount of time which he or she needs, such as time for
constructing and preferring, administering, and scoring the test.

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3.

Testing Reading

a.

General Form of the Reading Test

15

The purposes of reading test are to examine students’ reading skill or ability.
The general type of reading test for native speakers of English is the same as when it
is used to measure the reading ability of foreign learners of the language. It works
effectively for both of them. The reading test consists of a number of short passages
of various styles and content, each followed by series of multiple-choice
comprehension items (Harris, 1969, p. 60).
Actually, reading comprehension tests are parallel to the advanced-level
listening comprehension. Students are given long stretches of oral language, may in
the form of dialogues, in which they must separate out and interpret of phonological,
grammatical, and lexical signals that occur simultaneously (Harris, 1969, p. 60).
b. Selection of the Tests Passages
The following is the selection criteria for test passages that Harris (1969, p.
60-64) suggests.
1) Length
The proper length of passages is suggested to be between about 100 and 250.
The passages should be clear and brief. There must be reasonable relation between
the length of the passage and the number of question asked about it. It is satisfactory
that a 100 word passage will have four items/stems. A 100 to 250 word passage is
usually followed by 4 to 7 items.

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16

2) Subject Matter
The specific purpose of the test is the reflection of the subject topic selected.
When selecting the passage, test writers should make sure the text are clear and
meaningful. It means that if the passages deal with the universal topics that students
have known, they will not pay attention to it anymore because they can easily answer
it.
3) Style and Treatment of Subject
Reading tests should generally include materials of various types and styles.
The paragraphs and items should be clear and straight to the point. The kind of
paragraphs of the test must deal with chronological series of events, compare or
contrast of two or more people, objects or events, and illustrate an author’s opinions
on a familiar subject.
4) Language
The test writer should consider the realistic test for the examinees. Firstly,
vocabulary and sentence structure of the items should be simple and understandable.
Secondly, the instruction should be clear and brief. The test writer should customize
the level of difficulty in the reading test based on the ability level of the examinees.
The customization will lead the examinees to have a better skill improvement.

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17

5) Advice on Item Writing
The characteristic of multiple-choice items is having a direct question or an
incomplete statement, consisting two or more choices or responses, with only one
best answer meanwhile the others are distracters (1969, p. 4-8). According to
Marshall (1972, p. 49), the composition of multiple-choice item is a stem, foils or
distractors, and a keyed response. The composition can be seen as follows.
What is the source of cotton? ] STEM
A. Coat of an animal
B. The cocoon of a worm

FOILS OR

C. The leaf of a tree

(DISTRACTORS)

ALTERNATIVES

D. The bloom of a plant ] KEYED RESPONSE
After understanding the composition of multiple-choice item previously, the
following statements are some considerations to write the items according to Harris
(1969, p. 62-64).
a)

The vocabulary and structure of items should be as simple as possible, so the real
problem is interpretation about the passage, not the question that asked about it.

b) The stem of the item should create the problem, so give clear information of the
question being asked for. The following example is incorrect item which does not
form a problem.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Bad item

18

John……
A.
B.
C.
D.

Obviously liked what he heard
Became angry upon hearing Mary’s words
Didn’t understand what he was told
Ridiculed Mary’s ideas

The example above does not give any clue about the question to the readers,
since John is the stem. It may be rewritten as follows.
It was clear from John’s reactions to Mary’s speech that he…………
A.
B.
C.
D.
c)

Agreed completely with what she had said
Found her remarks highly insulting
Really didn’t understand what she had said
Considered her ideas to be quite foolish

Student’s correct answer should involve the interpretation of the passage and the
correct answer should not use exactly the same words as used in the paragraph.
The example can be seen below.
Passage
Early the next morning I received yet another letter from Roger, informing
me that he was still confined to his bed with the same mysterious illness
and urging me to come to his aid. I set forth at once for Portsmouth,
arriving shortly before dusk. I went with all possible haste to High Street
and thence to the familiar old house, which appeared in no way altered
since the days of my previous visit. Yet upon entering, I was amazed to
find its dark, cavernous rooms completely deserted!
Bad item
When the writer found Roger’s house deserted, he felt………..
A. Angry
B. Relieved
C. Amazed
D. Happy

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19

The answer to the item above (‘amazed’) was used in the passage. If the item
is not a comprehension item, the examinees could easily answer without
comprehending the passage first. So, the answer should be the interpretation of the
passage. A better comprehension test would be as follows.
The writer mentions his surprise at……………..
A.
B.
C.
D.

Receiving a letter from Roger
Learning of Roger’s illness
Seeing the appearance of Roger’s house
Finding that Roger was not at home

d) The best way of reading test is to let the examinees have a careful reading in the
passage and answer the items correctly. It should not be possible to answer
correctly based on their general knowledge or through the elimination of some of
the choices because there are clearly illogical or conflict with one another.
Bad item
We may infer from this paragraph that people…………….
A.
B.
C.
D.

All need the same kind of rest
Do not usually need rest
Rest much more than they should
Do not all rest in the same way

Choice B is absolutely absurd, and without reference to the passage it can be
removed. Choice A and D are clearly opposites, the test examinees can guess which
is more likely to be the right answer, because choice D is more true than choice C.
The item above is a poor item for foreign students because it can be answered without
reading the passage. This item may be rewritten:

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20

The central idea of the paragraph is that people……
A.
B.
C.
D.

Cannot maintain good health without proper rest
Do not all rest in precisely the same way
Tend to get more rest than they actually need
Can rest better after they have had exercise

Those four items seem to be logical. The examinees must understand the
paragraph to understand which one of them is the main idea.
6) Assembling the Final Form
When the reading items have been pretested, some test items possibly will be
eliminated. If there are few items left for a passage, it will be better to eliminate the
entire set. Actually there is no certain rule on how many comprehension items should
accompany a passage, but there must be reasonable relation between the length of the
passage and the number of questions. As recommended generally a passage from 100
to 250 words followed by four to seven items, and more if possible. Furthermore, one
minute of testing time per item is allowed. Our reading test should include at least 30
items, or about five passages.
4.

The Objective of English Reading Test in the UAN for Junior High School
According to the National Examination blueprint of SMP/MTs for the year

2011 (kisi-kisi.ujiannasional.org, accessed on May 2, 2011), the standard competence
that students must pass in the UAN, especially for reading skill are.

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21

Table 2. 1. Competence Standard for Passing the UAN for SMP/MTs 2011

NO.

COMPETENCE STANDARD

INDICATOR

PASSING UAN
1.

Membaca
Memahami

Menentukan gambaran umum /informasi
makna

dalam tertentu/informasi

tersirat/makna

kata/

wacana tertulis pendek baik teks frasa dalam teks berbentuk caution/ notice/
fungsional

maupun

esai warning.

sederhana berbentuk deskriptif Menentukan

gambaran

umum/

pikiran

(descriptive, procedure, maupun umum/ informasi rinci tersurat/ informasi
report) dan naratif (narrative tersirat/ informasi tertentu/ rujukan kata
dan recount) dalam konteks makna kata/ frasa dalam teks berbentuk
kehidupan sehari-hari.

kartu ucapan (greeting card).
Menentukan

gambaran

umum/

pikiran

utama/ informasi rinci tersurat/ informasi
tersirat/ informasi tertentu/ rujukan kata/
makna kata/ frasa/ kalimat teks berbentuk
pesan pendek (short message).
Menentukan

gambaran

umum/

pikiran

utama/ informasi rinci tersurat/ informasi
tersirat/ informasi tertentu/ rujukan kata/
makna kata/ frasa/ kalimat dalam teks iklan
(advertisement).
Menentukan

gambaran

umum/

pikiran

utama/ informasi rinci tersurat/ informasi
tersirat/ informasi tertentu/ rujukan kata/
makna kata/ frasa/ kalimat dalam teks

22

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

NO.

COMPETENCE STANDARD

INDICATOR

PASSING UAN
1.

Membaca
Memahami

berbentuk naratif (narrative).
makna

dalam Menentukan

gambaran

umum/

pikiran

wacana tertulis pendek baik teks utama/ informasi rinci tersurat/ informasi
fungsional

maupun

esai tersirat/ informasi tertentu/ rujukan kata/

sederhana berbentuk deskriptif makna kata/ frasa/ kalimat dalam teks
(descriptive, procedure, maupun berbentuk pengumuman (announcement)
report) dan naratif (narrative Menentukan

gambaran

umum/

pikiran

dan recount) dalam konteks utama/ informasi rinci tersurat/ informasi
kehidupan sehari-hari.

tersirat/ informasi tertentu/ rujukan kata/
tujuan komunikatif/ makna kata/ frasa/
kalimat dalam teks berbentuk laporan
(report).
Menentukan

gambaran

umum/

pikiran

utama/ informasi rinci tersurat/ informasi
tersirat/ informasi tertentu/ rujukan kata/
makna kata/ frasa/ kalimat dalam teks
berbentuk prosedur (procedure).
Menentukan

gambaran

umum/

pikiran

utama/ informasi rinci tersurat/ informasi
tersirat/ informasi tertentu/ rujukan kata/
makna kata/ frasa/ kalimat dalam teks
berbentuk undangan (invitation).

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23

The objectives of the UAN blueprint (see table 2. 2) is almost the same as the
objectives of the syllabus that SMP Katolik 2 WR. Soepratman Barong Tongkok uses
(see appendix 4). The syllabus of that school is taken from the education department
in Kabupaten Kutai Barat, which is based on the national curriculum. Kubiszyn
(1990) said that the goals and objectives of education come from those who decide it.
They can be society, government, school boards, school administration, teachers,
students, and parents (p. 36). In this study the writer adopts the objectives of the UAN
blueprint, which was made by the government in order to design reading tests. The
objectives of the UAN are made by the government based on the national curriculum.
5.

Learning Domains
According to Kubiszyn and Borich (1990) the objectives for learning can be

grouped into three domains. They are cognitive, affective, and psychomotor. The first
domain, the higher level of learning and behavior is cognitive domain, because the
obj