111
Indicators of language competence
1. Decode letters and words match sounds with
letters, with phonic blends
Test items coverage Students’ response
Experts’ judgment
No. 1 Successful
Need to be revised No. 2
Successful Acceptable
From the above table, it can be seen that item no 2 is acceptable from both side and the response of the student respondents has confirmed that this item is
better than the previous one. Meanwhile, inconformity happens to item no 1. Although according to the expert respondent the item need to be revised, the
response of the student respondents is fine. Therefore, the decision of revising the item will be formulated after observing the improvement feedback given by the
expert respondents which will be elaborated in the discussion of the preliminary product revision.
2 Indicator 2: read and understand a growing range of vocabulary:
This indicator is manifested into 5 items, no. 3 up to 7. The researcher designs the item format in the form of matching items. It contains two columns of
words or phrases. One column contains words or phrases for which the students seek a match. Traditionally, this column is placed on the left and the phrases are
referred to as premises. The second column contains words which are available for selection. The items in this column are referred to as responses. The premises
are numbered and the responses are framed by squares. The students are required to draw a line from the premises to the matching responses. And below is the
result of the trial test:
Table. 4.2. Conformity between students’ response and experts’ judgment for manifestation of indicator 1, item 1-2
112 From the above table, it can be observed that the five items mostly have got
correct responses from the student respondents. This can be seen from the trend line performances below:
Indicator Reading , Part 2
Test items Students
1 2
3 4
5 6
7 8
9 10
11 12
Qualification high high high high Middle Middle Middle Middle Low low low low
No. 3 1
1 1
1 1
1 1
1 1
1 1
11 No. 4
1 1
1 1
1 1
1 1
1 1
10 No. 5
1 1
1 1
1 1
1 1
1 1
1 11
No. 6 1
1 1
1 1
1 1
1 1
1 1
11 No. 7
1 1
1 1
1 1
1 1
1 1
1 11
TEXT UNDERSTANDING 2. Ability to read and understand a growing range of vocabulary
Table. 4.3. Students’ response on Text Understanding Part 2, indicator 2, item no 3up to 7
Middle
e
Figure 4.3. Trend line of students’ response for Reading, Part 2, item no. 3
Reading Part 2, Item No. 3
Figure 4.4. Trend line of students’ response for Reading Part 2, item no. 4
Figure 4.5. Trend line of students’ response for Reading Part 2, item no. 5
Figure 4.6. Trend line of students’ response for Reading Part 2, item no. 6
113 It can be seen from the figures that the achievements of item no 3 up to 7 are
almost similar. The items of all high and middle students have 4 correct responses, and of the low students got 3 or 2 correct responses. Although the
middle and high students’ performance are equal, the trend lines of those items show a rising slope from left low to right high. Therefore items no 3 up to 7
can be concluded fulfilling the expected results. The conformity of the results with the experts’ judgments can be examined below:
The feedbacks gathered from the expert judgment show that two respondents agree with the design of all five test items, but other two respondents
only agree with one test item, namely item no 3 and suggest for revision for other four test items, namely item no 4, 5, 6, and 7. Therefore, the
Indicators of language competence
2. ability to read and understand a growing range
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