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J .Yogyakatra :Engilsh Language Educaiton Study y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P . g n i d a e r g n i s s e s s

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s had no tbeenachieved yet. A tfe rbeing r evised , e t n e m e l p m i s a w t s e t e h

t di neigh tgraders .Fromt hei mplementaitonr esul,tt heI F , e r e w y c n e i c if f e r o t c a rt s i d d n a D

I iden itifed .There were fou r tiem sin each se t o w t , n o it i d d a n I .t n i o p D I e v it a g e n r o o r e z d a h y e h t e s u a c e b d e s i v e r e b o t d e d e e n rt s i d s ti e c n i s d e s i v e r e r e w s m e

ti actor swerenots uccessfult ol urethes tudent .s g n i y l p p

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s model( Bachman&Palmer ,1997 ,p.87) t her esearche r h c s h g i h r o i n u j r o f t s e t g n i d a e r e v it c e j b o n a d e n g i s e d d a

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r ,pp.124- 512 ) .

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t (Brown ,2004 ,p.4). A

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t x e t h s il g n E f o s d n i k s u o ir a v g n i z y l a n a e c it c a r p o

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r e v a h y ll a u s u y e h

t eading t est i n t he form o fmulitplechoices o rothe rkind so f s i h t e c n i s l o o h c s s i h t n i d e d e e n s i t s e t g n i d a e r f o n o it c e ll o c A . s t s e t e v it c e j b o

i v o r p h c i h w k o o b t x e t h s il g n E n a s e s u y l n o l o o h c

s de very ilmtied reading

s e s i c r e x

e .

g n i n g i s e d n i h c r a e s e r s i h t s e s u c o f r e h c r a e s e r e h t , y l s u o i v e r p d e t a t s s

A an

e c i o h c e l p it l u m f o m r o f e h t n i t s e t g n i d a e r e v it c e j b

o s. The objecitve tes tin the

e c i o h c e l p it l u m f o m r o

f s i schosensincestudent shavet obef amiila rwtiht ypeo f e h t , e r o f e r e h T . n o it a n i m a x e l a n o it a n e h t n e v e r o t s e t l a n if r i e h t n i t s o m d e s u t s e t

s e

r earche rwli lalso considert hemateiralst aughti n eigh tgrade .Bydesigning an l

o o h c s h g i h r o i n u j r o f t s e t g n i d a e r e v it c e j b

o students ,especially fo reigh tgrade l u f e s u e d i v o r p o t d e m i a s i h c r a e s e r s i h t , ir a s o n o W i r k p o B P M S f o s t n e d u t s

o f e c it c a r p g n i d a e

.

B ProblemFormula iton s

s i h

T tudywould ilket oaddresst woquesitons. .

1 Howi st heproces so fdesigni nganEngilshobjecitve- readingt estf o rjunio r highs choolstudents?

.

2 Wha tdoest heEngilshobjecitve- readingt estf orj unio rhighs chools tudent s e

k il k o o

l ?

.

C ProblemLimtia iton r e h c r a e s e r e h

T ilmtied the scope o fthi sstudy in designing an objecitve tI

. ir a s o n o W n i l o o h c S h g i H r o i n u J r o f t s e t g n i d a e

r i son t hesecond semeste ro f t

h g i

e grade.Eigh tgrades tudent sarechosensincei nt hi sitmet hestudent shavet o o

t s e v l e s m e h t e r a p e r

p bef amiila rwtihr eadingt est .Therefore,i n theninth grade , y

e h

t a rereadyf o rprepairngt henaitona lexaminaiton . e t g n i d a e r f o n o i s r e v t s ri f g n i n g i s e d r e tf

A s,tt her esearche rwli levaluate the n o s e s u c o f r e h c r a e s e r e h t , y ti d il a v e h t r o F . y ti li b a il e r d n a y ti d il a v f o s t c e p s

a the

t s n o c , y ti d il a v t n e t n o c , y ti d il a v e c a

f ruc tvaildtiy .Beside ,s ther esearche rwli lalso t

a m it s e y b t s e t e h t f o y ti li b a il e r e h t y fi t n e d

i ing them using crtieira affected y

ti li b a il e

r measuremen to facetraint est .

.

D ResearchObjecitves e

h

T re are two objecitve so fthi sstudy .The f tri s objecitve i sto descirbe w

o

o t s i d n o c e s e h T . ll i k s g n i d a e r g n i c it c a r p d n a g n i n r a e l r e tf a t n e m e v e i h c

a designan

h s il g n

E objecitve- reading tes tbased on the step sdeifned through the study o f .

t s e t d o o g a f o a ir e ti r c e h t o s l a d n a t s e t a g n i n g i s e d

.

E ResearchBeneftis

Thi sstudy offersbeneftisf ort eacher sand students .Fort het eachers ,they n

g i s e d e b d l u o h s t s e t a w o h f o e r a w a e b l li

w ed .Besides ,the teachers wli lalso g n i d a e r a n g i s e d o t e r a p e r p d n a t s e t g n i d a e r d o o g a f o s t n e m e ri u q e r e h t d n a t s r e d n u

, e c n e H . ll e w t s e

t a well- designed reading tes twli lshow the resul to fstudents ’ .

t n e m e v e i h c

a The resul to fthe test provide sinformaiton o fwha tthe teachers ,

t s e t e h t r e tf a o d d l u o h

s inordert or eachbetterr esutli nt henextt eachingl earning .

s s e c o r p

Fo rthe students ,thi sstudy provide sfeedbacks rf o thei rperformance o r y

B . tl u s e

r havingavaildandr eilablet es,tt herir eadings kli lachievemen tcan rtuly .

d e r u s a e m e

b Therefore ,student sare given chance to improve thei rqualtiy o f .

ll i k s g n i d a e r

.

F Deifni itono fTerms e

r e h

T ares omet erm swhicht hei rdeifniiton sneedtobeexplainedi norde r u

s r e d a e r e h t p l e h o

t nderstandt hiss tudy.Eacht ermi sexplainedasf ollows . .

1 Tes tDevelopment

Tes tdevelopmen ta sstated by Bachman and Palmer( 1997 )i sunderstood e e r h t o t n i d e z i n a g r o s i s s e c o r p e h T . t s e t a g n i s u d n a g n it a e r c f o s s e c o r p e h t s a

y l e m a n , s e g a t

s design ,operaitonailzaiton and adminisrtaiton (p .93) .Moreove,r e

t a t s r e m l a P d n a n a m h c a

B tt ha thedesigni nclude ssevera lcomponent ssuch a sa e

d scirp itonoft hepurposeoft het es,t a descirpitonoft argetl anguageuseandt ask ,

s e p y

t adescirpiton oft estt akers ,adescirpitonoft heconsrtuctt obemeasured ,a n

a l

p o fconsrtuc tto be measured and an inventory o frequried and avaliable s

e c r u o s e

r andaplanf ort he itmeallocaitonandmanagement( p .88) . .

2 ObjecitveReadingT est o

t g n i d r o c c

A Brown’ s(2004) , a tes ti sa method ro an insrtument fo g

n ir u s a e

m aperson’ sablitiy ,knowledgeor performancei nagivendomain(p .3). ,

s u h

T ar eadingt es ti sthet estwhich isi ntended t omeasureperson’ spro ifciency y

ti li b a g n i d a e r f o e c n a m r o fr e p r

o .

An objecitve tes t i s a kind o f tes t which the answer s are objecitve. o

t g n i d r o c c

A Hughes( 1989) , anobjecitvet esti sat es twhosesco irngsystems od t

o

n requrieanything(p.19). I tmeanst ha tanobjecitvet es tha sanaccurateanswe r .

m e t s y s g n ir o c s e v it c e j b o d n a y e

k Thesubjecitvtiy oft hescore rshould no texis t .

t s e t e v it c e j b o n i

e s u r e h c r a e s e r e h t , g n i d a e r g n it s e t r o f t s e t e v it c e j b o n a e k a m o

T s the macro

t o n o d h c i h w s ll i k s e h t s e s o o h c r e h c r a e s e r e h T . g n i d a e r f o s ll i k s o r c i m d n a

i y l e m a n , y ti v it c e j b u s s r e r o c s e h t o s l a d n a s r e k a t t s e t e h t e v l o v n

i dentfiying

,s n u o n o r p f o t n e r e f e

r using contex tto gues s meaning s o funfamiila rwords , scanning t extto l ocatespeciifci nformaiton and skimming t ext t o obtain t hegist

) 9 8 9 1 , s e h g u H (

.

3 Reilablitiy

. t c e p s a t n a tr o p m i n a s i y ti li b a il e r , y d u t s s i h t n

I Reilablitiy i s one

. t s e t d o o g a f o t n e m e ri u q e

r A t es thas t o bereilablemeans t ha ta t es thas t o be d

l u o h s t s e t e h t , y a w e l p m i s a n I . e l b a d n e p e d d n a t n e t s i s n o

c have simlia rresutls

s n o i s a c c o t n e r e f fi d n i d e t c u d n o c s i t i n e h w n e v

e (Brown , 2004 , p.21) .

s r e f e r y ti li b a il e r t a h t s e t a t s r e ll i M , e r o m r e h tr u

F tot heconsistencyo fmeasuremen t .

) 7 0 1 . p , 9 0 0 2

( To an itcipate o resitmate how reilable a cetrain test si ,a tes t r

e f e r y a m r e n g i s e

d to the numbe ro ftasks ,the spread o fscore and also the t

s e t e h t f o y ti v it c e j b

o .

.

4 Vaildtiy r e h t o n

A requriemen to fa good t esti s t hevaildtiy of t he t est .Gronlund a s t

n e t x e e h t “ s i y ti d il a v t a h t s e t a t s ) 4 0 0 2 ( n w o r B y b d e ti

c to whichi nference smade

tl u s e r t n e m s s e s s a m o r

f sare approp irate ,meaningfu land usefu lin term so fthe n

e m s s e s s a e h t f o s e s o p r u

p t”(p.22) .I tmeanst hatt he tiem so facetraint es thave to r

u s a e m n i e v it c e f f e e

b i ng a ce train i ndicator .Beside ,s t he t est i svaild when t he . y l s u o i v e r p d e t a t s s r o t a c i d n i e h t e r u s a e m o t e l b a ti u s r o e t a ir p o r p p a e r a s m e ti

.

5 JuniorHighSchools tudents r

e h

T esearche rfocuse s he rstudy on junio rhigh schoo lstudents .SMP o t d e d e e n s i t s e t e h t n e h w s r e k a t t s e t e h t s a n e s o h c e r a s t n e d u t s i r a s o n o W i r k p o B

w e n a t o n s i ti d n a i r a s o n o W n i s l o o h c s h g i h r o i n u j f o e n o s i l o o h c s s i h T . d e t s e t e b

c x i s e r a e r e h T . l o o h c

s lassesi nt hi sschool ,seventh ,eighth andfou trhgradewtih .

e d a r g h c a e r o f s e s s a l c o w t

j e h

T unio rhighschoo lhasr equried Engilsh asoneoft hesubjectst estedi n naitona lexaminaiton .Hence ,sincet heseventh grade,j unio rhigh schoo lstudent s

a t o n s i h s il g n E t a h t s n a e m t I . y ti v it c a g n i n r a e l g n i h c a e t ri e h t n i h s il g n E d a h e v a h

. m e h t r o f n o s s e l w e n

9 I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

r e t p a h c s i h

T provide stheo ire srelated to the subjec tmatte ro fthi sstudy . n o it p ir c s e d l a c it e r o e h t , y l e m a n r e t p a h c s i h t f o s tr a p r o j a m o w t e r a e r e h T

d u t s ’ s r e h t o f o g n i n i a t n o

c i esandr esearchandt heoreitcalframeworkcontainingo f .

n o it p ir c s e d l a c it e r o e h t e h t o t d e t a l e r s i r e tt a m t c e j b u s e h t w o h

.

A Theoreitca lDescrip iton .

1 Tesitngi nLanguageTeaching , g n i h c a e t e g a u g n a l n

I at est ha san i mpo tran trole. tI srole a sasubse to f t

i s e k a m s s e c o r p t n e m s s e s s

a signi ifcan.tAccordingt oBrown( 2004) ,atesti sone a

s i tI . t n e m e v e i h c a ’ s t n e d u t s s s e s s a o t y a

w method or na insrtumen to fmeasu irng e l p m i s a n I .) 3 . p ( n i a m o d n e v i g a n i e c n a m r o f r e p r o e g d e l w o n k , y ti li b a s ’ n o s r e p a

s r e h c a e t e h t y b d e s u s i t s e t a , d r o

w tocheckandmeasuret heris tudents ’ablitiy . ,

r e v o e r o

M Carrolla sctiedbyBachmanandPalmer( 1997)s tatest ha tat es t s

i “a psychologica lo reducaitona ltes ti sa procedure designed to eilci tce train e

c t u o b a s e c n e r e f n i e k a m n a c e n o h c i h w m o r f r o i v a h e

b train characteirsitc so fan

) 2 2 . p ( l a u d i v i d n

i ” .Here ,a tes ti san acitvtiy which i sdesigned to be used fo r n e e b e v a h h c i h w s t n e d u t s e h t f o s c it s ir e t c a r a h c n i a tr e c g n i y fi t n e d i d n a g n i w o n k

. y l s u o i v e r p d e n if e d

o t g n i d r o c c

A Bachman and Palme r(1997) ,a test si needed f or severa l .s

e c n a tr o p m

. s s e c o r p g n i n r a e l ’ s t n e d u t s f

o A tes tno tonly gives the students feedback sand n

o it a m r o f n

i ,a test also gives the teacher sfeedbacks on the proces so fteaching f

o e c n a tr o p m i r e h t O . g n i n r a e

l at estin l anguaget eaching i st ha tatesti n lfuences e h t s w o ll a t s e t e h t f o t l u s e r e h T . s t n e d u t s r i e h t t u o b a s n o i s i c e d g n i k a m n i s r e h c a e t

r e h c a e

t s to know the performance o f theri students , whethe r a studen t has t

o n r o l l e w d e m r o f r e

p (p.8).

.

2 Crtieriono fAGoodTest

e m o s l li fl u f d l u o h s s m e ti t s e t f o t e s a , t s e t d o o g a e b o t r e d r o n I

s t n e m e ri u q e

r ,namely, .

a Prac itcaltiy n w o r

B (2004 )statest ha ta pracitcalt es ti sthet estwhichi sno texcessively e

v i s n e p x

e and i tstay swtihin approp irate itme consrtaints .Besides ,the test si d

e r e t s i n i m d a e b o t y s a e y l e v it a l e

r .I tmeanst hatt het es tha sspeciifcand accurate e

r u d e c o r p n o it a u l a v e r o m e t s y s g n ir o c

s (p.19) .

.

b Vaildtiy

t o n r o r e h t e h w o t s r e f e r y ti d il a v m r e t e h

T a tes tmeasure swhati tclaimst o e

r u s a e

m (Brown ,2004 ,p .19 .) In addiiton ,Gronlund a sctied by Brown (2004 ) t n e m s s e s s a m o r f e d a m s e c n e r e f n i h c i h w o t t n e t x e e h t “ s i y ti d il a v t a h t s n i a l p x e

e h t f o e s o p r u p e h t f o s m r e t n i l u f e s u d n a l u f g n i n a e m , e t a ir p o r p p a e r a t l u s e r

, s d r o w e l p m i s n I ” .) 2 2 . p ( t n e m s s e s s

a thevaildtiydeal swtihwhethert het es tmeet s .

d e r u s a e m e b o t d e d n e t n i t c e p s a e h t h ti w s ti u s d n a

l a n o s r e p y b d e t a m it s e y ll a u s u e r a h c i h w y ti d il a v f o s d n i k e v if e r a e r e h T e h t e r a e s e h T . s tr e p x e l a n o it a c u d e r e h t o d n a s r e h c a e t m o r f t n e m g d u j r o s n o i n i p o y ti d il a v f o s d n i k e v

if elaboratedbyBrown(2004 .) )

1 Conten tVaildtiy

s m e ti e h t r e h t e h w , fl e s ti t s e t e h t f o t n e t n o c e h t h ti w s l a e d y ti d il a v t n e t n o C . s r e k a t t s e t e h t f o r o i v a h e b e h t h ti w t i u s t s e t e h t f

o A t est i ssaid t o be vaild i n

u t s t a h t r e tt a m t c e j b u s e h t t n e s e r p e r s m e ti e h t fi t n e t n o c f o s m r e

t dent shavel earn t

4 0 0 2 , n w o r B

( , Mousavi ,2002, Hughes ,2003) .Brown( 2004 )clealryexplainst ha t r e h c a e t a n e h w , e l p m a x e r o F . e r u s a e m o t d e d n e t n i ll i k s e h t h ti w t i u s d l u o h s t s e t a e t a s e v i g e h s / e h n e h t , ll i k s g n i k a e p s n i e c n a m r o f r e p ’ s t n e d u t s s s e s s a l li

w s t

m r e t n i d il a v n i d e r e d i s n o c s i t s e t e h t , r a m m a r g n e tt ir w n i g n i s u c o

f s o fconten t

.) 2 2 . p ( )

2 CrtierionRelatedVaildtiy

s a h h c i h w t s e t e h t f o n o ir e ti r c e h t o t s r e f e r y ti d il a v d e t a l e r n o ir e ti r C g n ir a p m o c y b d e t a rt s n o m e d t s e b s i t I . d e h c a e r n e e b y ll a u t c

a resu tl s o f an

tl u s e r h ti w t n e m s s e s s

a s o fothe rmeasuresi n somecrtie iron ( Brown ,2003 ,p.24.) e v a h t h g i m n o ir e ti r c a t a h t n o it a n a l p x e r e h tr u f s e v i g n w o r B , n o it i d d a n I . a ir e ti r c r e h t o e m o s h ti w s p i h s n o it a l e r )

3 Consequen ita lVaildtiy 2 . p , 3 0 0 2 ( o t g n i d r o c c

A 6) ,consequenita lvaildtiy refer sto how the tes t t c a p m i s ti s e v i

g s to t he t est t akers .Besides ,consequenita lvaildtiy of t he t es ti s a f o s e c n e u q e s n o c l a i c o s e h t d n a s r e n r a e l n o t c e f f e s ’t s e t e h t o t d e t a l e r y l e s o l c o s l a . e s u d n a n o it a t e r p r e t n i s ’t s e

n o it a v it o m ’ s t n e d u t s n o t n e m s s e s s a n i a tr e c a f o s t c e f f e e h t r e d i s n o c o t t n a tr o p m i

.) 6 2 . p (

)

4 FaceVa ildtiy

e h t o t s r e f e r y ti d il a v e c a

F presentaiton o rappearance o fthe tes t tiems . ,r

e v o e r o

M Mousavia sctiedbyBrown( 2003 )explainst hatf acevaild tiyi sclosely h

ti w d e t a l e r

e h t

“ degreet o whichat estl ook s irght ,appearst omeasuret heknowledge e h t f o t n e m g d u j e v it c e j b u s n o d e s a b , e r u s a e m o t s m i a l c t i s e it il i b a r o

e s u s ti n o e d i c e d o h w l e n n o s r e p e v it a rt s i n i m d a e h t ,t i e k a t o h w s e e n i m a x e

d e t a c it s i h p o s y ll a c ir t e m o h c y s p r e h t o d n

a observers(p.26). ”

i , n o it a n a l p x e e h t n o d e s a

B t mean stha tface vaildtiy i susually checked o r .

s tr e p x e r e h t o d n a s r e k a t t s e t h t o b , t n e m g d u j s ’ e l p o e p h g u o r h t d e t a u l a v e

d e r e d i s n o c e b o t s m e ti t s e t r o f s r o t a c i d n i l a r e v e s s e t a t s n w o r B , r e h tr u F

m r e t n i d il a

v s off acevaildtiy .Thesearet he ilst sofi ndicator so fat es twtih high .

y ti d il a v e c a f

)

a a w - ell consrtuctedexpectedf orma twtihf amiilart ask ,s )

b a testt hati sclea lrydoablewtihint heallotted itme ilmi,t )

c itemst ha tareclea randuncomp ilcated, )

d driecitonst ha tarecrysta lclea,r )

e taskst ha tarer elatet ot hei rcoursework( conten tvaildtiy) ,and )

f a dfiifcutlyl evelt ha tpresent sar easonablechallenge.

)

a e r u s a e m o t d e s u e b n a c t s e t n i a tr e c a w o h o t d e t a l e r s i y ti d il a v t c u rt s n o C

. t c u rt s n o c l a c it e h t o p y

h The consrtuc t tisel fcover sany hypothesi so rmode ltha t f

o a n e m o n e h p d e v r e s b o g n i n i a l p x e n i s t p m e tt

a a ce train percep iton( Borg&Gall , 0

8 2 . p , 3 8 9

1 , Brown ,2003 ,p .25 .)

a , t s e t a f o y ti d il a v t c u rt s n o c e h t y fi t n e d i o t , y ti d il a v f o t c e p s a r e h t o e k il n U

d e t n u o c s t c e p s a o w t e r a e r e h T . n o it a l u c l a c s e s u y ll a u s u r e h c a e t a r o r e n g i s e d t s e t

ti d il a v t c u rt s n o c e h t y fi t n e d i o

t y . They are item faclitiy ( IF) and item i

dscirminaiton (ID) . Moreover ,in mulitple choice test ,identfiying disrtacto r l li w t c e p s a h c a E . s m r o fr e p e c i o h c h c a e l l e w w o h e t a u l a v e o t d e d e e n s i y c n e i c if f e

h t h g u o r h t d e n i a l p x e e

b e followingexplanaiton. )

a ItemFaclitiy( IF)

o r B ( s tr e p x e e m o s o t g n i d r o c c

A wn ,2004 , pp . 85 -59 ,2005, p .66) ,item y

ti li c a

f analysi sgivesi nformaiton abou thoweasy o rd fiifcul tat es t tiemi s . tI i s .

s s e n i s a e m e ti r o y tl u c if fi d m e ti s a n w o n k y l n o m m o c o s l

a I tdeal swtih t he raito

lt c e r r o c n o it s e u q e h t r e w s n a o h w s t n e d u t s n e e w t e

b yandt otalr esponses .Byusing r o t l u c if fi d o o t r o y s a e o o t s i m e ti t s e t a r e h t e h w w o n k y li s a e n a c e l p o e p , o it a r s i h t

. d e t s e t e b o t e t a ir p o r p p a s i ti n e v e

. ) 5 1 . 0 < ( 5 1 . 0 n a h t s s e l s i F I e h t fi t l u c if fi d o o t d e r e d i s n o c s i m e ti t s e t A

h t e r o m s i F I e h t n e h

W an 0.85 (<0.85) ,a tes t tiem i sconsidered too easy .A 5

8 . 0 d n a 5 1 . 0 n e e w t e b s i F I s ti n e h w e t a ir p o r p p a s i m e ti t s e t n i a tr e

c (0.15<0.85) .

)

) 5 0 0 2 ( n w o r B y b d e t a t s s

A item discirminaiton (ID )“i sstaitsitc tha t l l e w d e m r o fr e p o h w s t n e d u t s e h t s e t a r a p e s m e ti n a h c i h w o t e e r g e d e h t s e t a c i d n i e l o h w s a t s e t e h t n o y lr o o p d i d o h w e s o h t m o r

f ” (p.68) .By calculaitng the ID ,

u t s d e t a n i m ir c s i d y ll u f s s e c c u s s a h m e ti t s e t a r e h t e h w w o n k l li w r e h c a e

t dent swho

. t o n d i d o h w d n a l l e w m e ti e h t d i d t o n n a c m e ti e h t t a h t s n a e m t i , 0 s i m e ti t s e t n i a tr e c a r o f D I e h t f I o t s a h D I s i h t h ti w m e ti t s e t A . s t n e d u t s y ti li b a w o l d n a y ti li b a h g i h e t a n i m ir c s i d d e v o m e r n e v e r o d e s i v e r e

b ,whliea t es t tiem wtih 1 a stheID ha smeaning t ha t e t a n i m ir c s i d y ll u f s s e c c u s t s e t e h

t s high and low ablitiy students . Someitmes , s a h c u s , D I e v it a g e n h ti w m e ti t s e t a o s l a s i e r e h

t -0.26 ,thi s tiem canno tbe

u ft b u o d s i m e ti t s e t e h t t a h t n o it a m r o f n i s e v i g D I e v it a g e n e c n i s d e t p e c c

a lto

9 5 . p p , 4 0 0 2 , n w o r B ( e c n a m r o f r e p s t n e d u t s e r u s a e

m -6 0 .)

)

c DistractorEfifciency

f o e c n a m r o f r e p e h t o t s r e f e r y c n e i c if f e r o t c a rt s i d , s t s e t e c i o h c e l p it l u m n I r o t c a rt s i d y r e v

e in an tiem .A disrtactor i sconsidered efifcien t fi i tsuccessfully o t a l u m r o f l a c it a m e h t a m o n s i e r e h T . s t n e d u t s s t c a rt t

a identfiy the degree o f

h c a e e s o o h c o h w s r e k a t t s e t f o n o it u b ir t s i d e h t t u o b a s i t I . y c n e i c if f e r o t c a rt s i d . ) 0 6 . p , 4 0 0 2 , n w o r B ( r o t c a rt s i d l a n w o r B , r e v o e r o

M so state s tha ta disrtacto rwhich i schosen by tes t . s t n e d u t s y ti li b a w o l r o f y ll a i c e p s e , y ll u f s s e c c u s s t n e d u t s d e t c a rt t a s a h s r e k a

t On

, d n a h r e h t o e h

t a disrtacto rwhich i sno tchosen shows t hat t he disrtacto rha sno ) 0 6 . p , 4 0 0 2 ( y ti li t

s s e n e v it c a rt t a e z i m i x a m o t y a w e n o s i y ti n e g o m o H . s u o e n e g o m o h s e c i o h c

.) 0 1 2 . p (

.

c Reilablitiy

t n e t s i s n o c w o h , s i t a h t ,t n e m e r u s a e m f o y c n e t s i s n o c a “ o t s r e f e r y ti li b a il e R

t l u s e r t n e m s s e s s a r e h t o r o e r o c s t s e

t are from one measuremen tto another” t

e , r e ll i M

( a.l ,2008 ,p .107 .) In addiiton ,Borg and Gal l(1983 )also explain t hat e

h

t reilablitiy o fa test i si mpo tran tsince ti i srelated t o t hei nterna lconsistency .

) 1 8 2 . p ( fl e s ti t s e t e h t f o y ti li b a t s d n a

o

T esitmatet her eilablitiyo fat est ,correlaiton method sareo tfenused. I n s y a w l a r e v e s e s o o h c y a m r e n g i s e d t s e t a s d o h t e m n o it a l e r r o c h g u o r h t , n o it i d d a

n o it a l e r r o c g n i s u y ti li b a il e r e t a m it s e o t s y a w l a r e v e S . s g n it t e s r i e h t n o d e s a b

h t d e n i a l p x e e r a d o h t e

m rought hef ollowingt able. f

o s d o h t e M 1 . 2 e l b a

T Es itma itngReilablitiy(Millere ta.l ,2009 ,p.110) s

d o h t e

M Typeo fReilablitiy e r u s a e

M Procedure

t s e

T - retest Measureofs tablitiy Give the same tes ttwice to the same l a r e v e s m o r f l a v r e t n i h ti w p u o r g

.s t s e t n e e w t e b s r a e y l a r e v e s o t s e t u n i m t

n e l a v i u q

E -

s m r o

f Measureo fequivalence Ggriovuept wi nocf loosrems u socfcet hsseiot ens.tt o t hesame t

s e

T - retes t h

ti w

t n e l a v i u q

e

s m r o f

d n a y ti li b a t s f o e r u s a e M

e c n e l a v i u q

e Ggriovuept wwotihf oramn i snocfrt ehaeset destitmt oethinetsearvmae l s

m r o f n e e w t e b ti

l p

S - flh a Measure o f interna l y

c n e t s i s n o

c Ghaivlveet seso t fontceest , ;sccoorreretcw to ceoqrurievlaaliteonn t g n i s u t s e t e l o h w t if o t s e v l a h n e e w t e b

n a m r a e p

S - Brownf ormula. t

n e i c if e o C

alpha cMoenassisutreency o f interna l Gapivpleyf teosrm tounlac.e ;score tes t tiem sand r

e t a r r e t n

I Measure o fconsistency o f s

g n it a

r Greiqvueiirnagj sued tgmoe fntsatu lsdceontirn sgrt eospt wonoseo s r m e h t e v a h d n a s r e t a r e r o m

t e r o c s y lt n e d n e p e d n

t x e

T 1 3isforquestionnumber28 ,29and30

a s i e r o p a g n i

S country w 4 tih mliilon people. n e p o d n a s k r a p f o s t o l h ti w y ti c l u fi t u a e b a s ’t I o s l a s ’t I . s e c a p

s acleanctiy. e p e h t f o t s o

M ople ilvei ndfiferentpartsof the s e n i s u b e h T . d n a l s

i s distirctis very modern. There e

r

a lotsoftal lbulidingsinSingapore. s g n i d li u b d l o e c i n e m o s s a h y r t n u o c s i h

T .In tis

t , y ti c l a ti p a

c herearea l otof governmentbulidings a r e l a i n o l o c n i tl i u b e r e w h c i h

w . They are very

fi t u a e

b u . l Besidesthat,i nChinatowntherearerows s p o h s d l o f

o . The old shops provide va irous . s t f a r c i d n a h d n a s ri n e v u o s s i e r o p a g n i

S a lso famous for tis shops and h s d o o g y n a m e r a e r e h T . s t n a r u a t s e

r opping

s r e t n e

c . Singapore’s restaurants sel l Chinese, s e c ir p e h t d n a , d o o f n a e p o r u E d n a y a l a M , n a i d n I . e l b a n o s a e r e ti u q e r a

(Adaptedfrom:B -SE BahasaInggrisSMP)

. 8

2 Whatmightpeople ifndi nChinatown? .

a Souvenrishops .

b Indianfoodrestaurants .

c Businesscenters .

d Colonia lbulidings .

9

2 “ s...i oa ls famousfor tisshopsand . s t n a r u a t s e r ” ) 3 h p a r g a r a p ( d r o w e h

T famousmeans. .. .

a Famiilar .

b Popular .

c Beautfiul .

d Reasonable .

0

3 Whatdoesthetexttel lusabout? .

a Iti saboutthingsthatpeoplemay ifnd e r o p a g n i S n i . .

b Iti saboutthecharacte irsitcsof e l p o e p e r o p a g n i S . .

c Iti saboutfamousshoppingcentersi n e r o p a g n i S . .

d Iti saboutSingaporecuilnary.

t x e

T 14i sforquestionnumber31and32

e n it n e l a V t n i a

S was a pirest who ilved at the s u i d u a l C . I I s u i d u a l C , r o r e p m E n a m o R e h t f o e m it s r e i d l o s t e l t o n d l u o

w to get marired. However , e g a ir r a m d e m r o f r e p y lt e r c e s e n it n e l a

V services for

d n a d e t s e r r a s a w e h , t a h t f o e s u a c e B . m e h

t thrown

n

i tothepirson.

e h t h ti w e v o l n i l l e f e n it n e l a

V p irsone’rs

s a w e h e li h w r e t h g u a

d in pirson. On the day he s

a

w executed to death, he sent her a ltilte note , d e n g i s e h h c i h

w “Your Valenitne”. Nowadays, n it n e l a V t n i a S t a h t k n i h t e l p o e p y n a

m e’s Day has

h ti w o d o t g n i h t e m o

s thatstory.

(Adaptedfrom:Scaffolding2008)

. 1

3 WhywasValenitnethrowni ntothepirson? .

a Becausehewasapirest. .

b Because he performed mar irage for . s r e i d l o s .

c Becausehefelli nl ovewtihpirsoner. .

d Becausehewasathief. .

2

3 Howdoesthestoryend? .

a Valenitnepassedaway. .

b Valenitnegotmar ired. .

c Valenitnesharedal otofl ovel etters. .

d Valenitnecamebacktohistown.

r e b m u n r o

F 33 ,rearrangethesentencesi nto . y r o t s d o o g a . 3

3 Arrangethissentencesi ntoagoodrecount . t x e t .

1 Iti sabout50kmtogotothezoofrom . e s u o h y m .

2 Last week, my parents, sister, brother . o o z e h t o t t n e w I d n a .

3 Wel eftat8a.mandarirvedat9a.m .

4 There were a lot of people watching a . e r e h t e k a n s t n a i g .

5 I thought ti was the biggest snake I . n e e s r e v e d a h .

6 Iti s60metersl ong. .

7 After going around and watching s

u o ir a

v animalswewenthome.

(Adaptedfrom:UNASSMP ) 9 0 0 2 / 8 0 0 2 .. . s i t n e m e g n a r r a t s e b e h T . a 2-1-4-5-7-6-3 . b 2-1-3-4-6-5-7 . c 3-2-4-5-1-7-6 . d 3-2-4-1-5-7-6

4 3 r e b m u n n o i t s e u

Q - 40:Filli ntheblanks ! d r o w e t a i r p o r p p a t s o m e h t h t i w 5 1 t x e

T isforquestionnumber34 ,35 ,36and 7 3 y a d n u S t s a

L was my grandpa’s brithday. For , t n e s e r p s i

h my sister and I bought a nice shrit at y a d ir F n o l l a m e h

t . Then, we wrapped ti in a blue . r o l o c e ti r o v a f s ’ a p d n a r g y m s i e u l B . r e p a p a S n

O turdaymorning,MybrotherandI (34).. . t I . n e h c ti k e h t n i e k a c y a d h t ri b a g n i k a m r e t s i s y m y p p a H ‘ e t o r w I . e k a c l u fi t u a e b d n a g i b a s a w e t a l o c o h c e m o s t u p e w , t a h t r e t f A . ti n o ’ y a d h t ri B s e l d n a c a d n

a (35). ..thetopofthecake.

t n u a y m d n a e l c n u y m , g n i n e v e y a d n u S n O y e h T . e s u o h y m o t e m a

c broughtsevera lbotltesof t

f o

s -dirnks, and lfowers for grandpa .Then, we sat . m o o r g n i v il e h t n i r e h t e g o

t Grandpa blew the l

d n a

c e andcutthe cake whlie we (36)... singing a . m i h r o f g n o s ’ y a d h t ri B y p p a H

‘ (37)..., after giving , e k a c f o e c e i p a s u f o h c a

e heopenedthe present. s a w e h d n a , t n e s e r p e h t d e k il e h t a h t s u d l o t e H . y p p a h y r e v

(Adaptedfrom:B -SE BahasaInggrisSMP)

. 4 3 . ..

.

a cooked .

b picked . c smlied

. d helped

.

5

3

...

. a I n

. b O n

. c O f

. d A t .

5 3 . ..

. a were

. b w as

. c a r e

. d i s

.. . . 7 3 , t a h t r e t f A . a , y l s u o i v e r P . b , t u B . c . d Finally,

6 1 t x e

T isforquestionnumber38- 04 S D N A L S I N A I I A W A H E H T e h t n i d e t a c o l .. . ) 8 3 ( s d n a l s I n a ii a w a H e h T c if i c a P e h t f o e l d d i

m Ocean, far away from other s

i lands. There are eight islands in dfiferent sizes. , r e v e w o

H they share many features. They al lhave a c i p o r

t lcilmate, wtih temperatures about 25.600_C

0 4 . 9 2 d n a r e t n i w e h t n

i 0_{Ci nthesummer.}

.. . ) 9 3 ( a e r a h s o s l a s d n a l s i e h

T beauty, wtih

, s n i a t n u o

m waterfalls, rainforests, and long e r a e r e h T . s e h c a e

b (40) ... ifsh, dolphins, and giant s e lt r u t a e

s inHawaiianseas.

(Adaptedfrom:BahasaInggrisSMPVIII)

. 8 3 . ..

. a is

. b a er

. c w as

. d were .

9 3 …

.

a strange .

b natural .

c common .

d ordinary .

0 4 . ..

.

a colourful .

b colour .

c colou irng .

ANSWER KEY TEST 2

1

C

21

A

2

C

22

B

3

C

23

A

4

B

24

D

5

B

25

C

6

A

26

B

7

D

27

C

8

B

28

A

9

C

29

B

10

A

30

A

11

C

31

B

12

C

32

C

13

D

33

B

14

A

34

A

15

D

35

B

16

C

36

B

17

A

37

D

18

C

38

A

19

C

39

B

ANSWER SHEET

NAME:

ST. NUMBER:

Subject

Class

Date

Time Allocation

: English

: VIII

: 23

rd

June 2012

: 60 minutes

SCORE:

Choose the best answer by crossing a, b, c or d!

1

A

B

C

D

2

A

B

C

D

3

A

B

C

D

4

A

B

C

D

5

A

B

C

D

6

A

B

C

D

7

A

B

C

D

8

A

B

C

D

9

A

B

C

D

10

A

B

C

D

11

A

B

C

D

12

A

B

C

D

13

A

B

C

D

14

A

B

C

D

15

A

B

C

D

16

A

B

C

D

17

A

B

C

D

18

A

B

C

D

19

A

B

C

D

20

A

B

C

D

21

A

B

C

D

22

A

B

C

D

23

A

B

C

D

24

A

B

C

D

25

A

B

C

D

26

A

B

C

D

27

A

B

C

D

28

A

B

C

D

29

A

B

C

D

30

A

B

C

D

31

A

B

C

D

32

A

B

C

D

33

A

B

C

D

34

A

B

C

D

35

A

B

C

D

36

A

B

C

D

37

A

B

C

D

38

A

B

C

D

39

A

B

C

D

APPENDIX 8: ITEM ANALYSIS

Answer Distribution for Each Test Item in Test 1

Item

Number

Number of students answer

distractor

A

B

C

D

1

1

1

2

7

2

5

4

1

1

3

2

2

2

5

4

5

1

1

4

5

1

1

2

6

6

4

2

1

4

7

2

1

7

1

8

1

1

1

8

9

8

1

1

1

10

5

4

1

1

11

6

2

2

1

12

1

8

1

1

13

8

1

1

1

14

1

2

6

2

15

2

1

3

5

16

4

1

5

1

17

7

1

2

1

18

1

8

1

1

19

2

1

7

1

20

2

2

1

6

21

1

2

8

1

22

1

1

1

8

23

7

2

1

1

24

3

2

1

5

25

1

6

3

1

26

8

1

1

1

27

2

3

3

3

28

1

2

7

1

29

1

2

2

6

30

1

1

1

8

31

8

1

1

1

32

1

6

1

3

33

2

6

2

1

34

4

4

2

1

35

3

3

1

4

36

1

4

3

3

37

4

4

2

1

38

2

4

4

1

39

4

5

1

1

Answer Distribution for Each Test Item in Test 2

Item

Number

Number of students answer

distractor

A

B

C

D

1

1

1

8

1

2

3

2

5

1

3

3

1

5

2

4

3

4

1

3

5

2

7

1

1

6

4

1

3

3

7

2

1

2

6

8

1

8

1

1

9

1

2

7

1

10

3

6

1

1

11

2

1

7

1

12

1

1

8

1

13

1

2

1

7

14

4

3

2

2

15

2

5

1

3

16

2

5

2

2

17

6

1

3

1

18

1

1

6

3

19

1

1

6

3

20

2

1

5

3

21

7

1

1

2

22

2

6

2

1

23

8

1

1

1

24

3

2

3

3

25

4

2

32

26

1

5

4

1

27

1

2

7

1

28

5

3

1

2

29

1

7

2

1

30

7

1

2

1

31

1

3

6

1

32

4

2

4

1

33

1

8

1

1

34

4

0

3

4

35

4

5

1

1

36

2

3

5

1

37

2

1

2

6

38

7

2

2

0

39

1

7

2

1