48 vocabularies should relate to science andor they could be taken from real sources.
The questions should be implicit instead of explicit. Further, the options should be made seemingly similar. Based on the information gathered from the interview
with the English teacher of RSBI seventh grade class, the researcher designed a combination of Reading and Writing test using authentic texts as the reading
passages and designed Writing tasks that looked similar to real-life tasks. The authenticity was meant to create challenges and difficulties besides scientific
vocabularies. Further, the results of the need analysis can be seen in Appendix C.
b. The References to Design the Test
The references to design the test were taken from students’ books, internet and newspapers articles. The books used were Winner students’ book 1,
The Bridge English Competence, Modul VII Bahasa Inggris, and English in Focus for Grade VII and the articles were taken from The Sunday Post newspaper
published on May 10, 2010. Those books provided the syllabus and the representatives of subject matter that the students have been learning during
semester II. The details of the references can be seen in Appendix L.
2. Planning the Test
After conducting a need-analysis and gathering references to design the test, the next major step that the researcher did was deciding the objectives and
the specification of the test that included designing the format of the test, considering the time allotted for the test, and making the scoring rubric for
Writing. The test was scored objectively based on the scoring procedure set by the school. In part I multiple choice every correct item got the score 1. There are
49 50 items in part I. Thus, the total score for part I is 50. On the other hand, to score
part II essay, the researcher used the scoring rubric. The total score of part II is 50. Therefore, the sum of both score is 100. The scoring rubric for essay, the
objectives and specification of the test can be seen in Appendix D.
B. Finding and Discussion on the combination of Reading and Writing Test
After the planning that included deciding the objectives and the specification of the test, considering the time allotted for the test, and making the
scoring rubric for Writing were well done, the researcher started to design the test. Further, after the combination of Reading and Writing test for RSBI seventh grade
students of SMP Pangudi Luhur I Yogyakarta that consisted 42 multiple choices for Reading and 8 multiple choices for Writing, and 5 essay questions was
designed see Appendix E, the researcher conducted an interview to three experts to judge the validity and authenticity of the test.
1. Experts’ Comments and Suggestions on the Test
From the interview the researcher gained some feedbacks, comments and suggestions that were useful to revise the first-designed of combination of
Reading and Writing test. From the whole results of the interviews, the researcher could conclude that there were 7 points of comments and suggestions as follows.
a. The researcher should change text 2 in Part I multiple choices because the text contained ambiguous information and there were several strange fruits
and vegetables names. This was considered as a bad item because it did not meet the criteria of face validity.
