F O E D A R G D R I H T E H T R O F T N E D U T S F O

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ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

g n i P a i s u L

6 1 0 4 1 2 1 6 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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A SARJANAPENDIDIKANTHESIS

f o t n e m ll if l u F l a it r a P s a d e t n e s e r

P theRequirements

e h t n i a t b O o

t SarjanaPendidikanDegree inEngilshLanguageEduca iton

y B

g n i P a i s u L

6 1 0 4 1 2 1 6 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D

D N A G N I N I A R T S R E H C A E T F O Y T L U C A

F EDUCATION

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

2 1 0 2

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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: o t s i s e h t s i h t e t a c i d e d I

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J C ri th s , y

M Inspriaiton :MotherMaritnaKetan, y

M BelovedFatherPertu sNgampun, y

M Brothe,rt hebes tmani nmyl fieIgnasiu sRayung, y

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Y T I L A N I G I R O S K R O W F O T N E M E T A T S

Ihones ltydeclaret hatt hist hesis ,which Ihavew irtten ,doe sno tcontaint hework o r e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

, a tr a k a y g o

Y February ,2 2012 r

e ti r W e h T

g n i P a i s u L

061214016

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ii v

T C A R T S B A

g n i

P ,Lusia. 2012.ASe to fReadingTestf ort heThirdGradeStudent so fSMP .

R W 2 k il o t a

K Soepratman Barong Tongkok. Yogyaka tra : Engilsh Language .

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 y d u t S n o it a c u d E

s a w y d u t s s i h

T conducted to design a se tof reading tes tfo rthe 3rd grade f

o s t n e d u t

s SMP Katoilk 2 WR . Soepratman Barong Tongkok , Kuta i Barat , r

u m i T n a t n a m il a

K province. The purpose of t hi sdesign wa sfo rprepa irng student s r

o

f et h UAN .

, t s ri F . y d u t s s i h t n i s m e l b o r p o w t e r e w e r e h

T howi sase to freadingt ests rfo f

o s t n e d u t s e d a r g d ri h t e h

t SMP Katoilk 2 WR . Soepratman Barong Tongkok ?

d e n g i s e

d Second, w tha does t he design of reading t est sfor t he t hrid grade student s f

o SMPKatoilk2WR .SoepratmanBarongTongkoklook ilke? r

e ti r w e h t m e l b o r p t s ri f e h t r e w s n a o

T adapted three step so f‘Har irs’ .The )

2 ( ;t s e T e h t g n i n n a l P ) 1 ( e r e w s p e t

s Prepa irngt heTes t tIem sandDriecitons ;and( 3 ) s

m e tI e h t g n i w e i v e

R (reviewing t he design o freading t es)t .Fris tstep t he wrtie rdid y

b s i s y l a n a d e e

n interviewing two Engilsh t eacher sof t he 2nd and t he 3rd grade and 2

e h t r o f e ri a n n o it s e u q g n it u b ir t s i

d ndandt he3rdgradestudent so fSMPKatoilk2WR . .

k o k g n o T g n o r a B n a m t a r p e o

S Secondstept hewrtie rmader eadingt est sbasedont he N

A

U bluep irn toft heyea r2011 .Thridstept he wrtierr eviewedt hedesign ofr eading o

h w s r o t a u l a v e o t s t s e

t a reexpe tri nt hei r ifeld ,andt hewrtie ralsot iredoutt hedesign 3

e h t o

t rdgrades tudentst ocheckt hevaildtiyoft her eadingt ests .

. s t s e t g n i d a e r e h t d e t n e s e r p r e ti r w e h t , m e l b o r p d n o c e s e h t e v l o s o

T There

e r e

w 4r eadingt ests .Eacht es tconsiste fdo 25 tiem so fmulitplechoices .Theproblem e

f

o ach tiem wa sbased on t he i ndicato ro freadingt es tbluep irnt t hat t he wrtie rhad e

r e w s t x e t g n i d a e r e h t f o s c i p o t e h T . e d a

m cauiton ,noitce ,warning ,greeitng cards , n

a , e v it a r r a n , t n e m e s it r e v d a , e g a s s e m t r o h

s nouncement , repo tr , procedure and .

n o it a ti v n

i

t s o p f o a t a d e h t n o d e s a

B -design survey, the reading test swere approp irate e

h T . e l b a t p e c c a d n

a wrtie rpresented the data by percentage from each poin to f t

n e m e e r g

a in the ques itonnarie . Mos t o f the paritcipant s answered agreed and d

e e r g a y l g n o rt

s .So, t here were no tmany revision son t he design .The revision wa s n

o y l n

o revising somegrammaitca lmistakes .Thewrtie rhopest he designof r eading (

n o it a n i m a x E l a n o it a N e h t s s a p o t s t n e d u t s p l e h n a c t s e

t UAN)s uccessfully .

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S T N E M E G D E L W O N K C A

l l a f o t s ri

F I would ilke to expres s my grattiude to my glory d

o

G Jesu sChrist .Hi sendles sguidanceonme ,ifnally Icould ifnishmyt hesis . Ialso g n i h s i n if n i n o it u b ir t n o c e v a g o h w e s o h t r o f e d u ti t a r g t s e p e e d y m w o h s o t e k il d l u o w

. e l b i s s o p n e e b r e v e n e v a h d l u o w s i s e h t s i h t , p l e h r i e h t t u o h ti w , s i s e h t s i h t

r o s n o p s s i s e h t y m o t e d u ti t a r g e r e c n i s y m t n e s e r p o t e k il d l u o w

I

, i n a y it s i r K a n it s i r h

C S.Pd .M.Pd .who helped ,guidedand encouraged met o ifnish s r e r u t c e l y m o t k n a h t o t e k il d l u o w I , e r o m r e h tr u F . s i s e h t y

m

d P . M . d P . S , i r a d n a y t u T a il i c e a

C . ,Agus itnu sHard iPrasetyo ,S.Pd .M.A,. rf o g

n it a u l a v

e the design o f reading tests .My sincere grattiude i s also fo r Dina s t

a r a B i a t u K n e t a p u b a K n a k i d i d n e

P fo rgiving me scholarship. Iwould ilke giving r

o f e d u ti t a r g e r e c n i s y

m P BI lecturers who have given me expe irence s and lr

o w s i h t n i n o s r e p e s i w d n a e r u t a m a e b o t e g d e l w o n

k d . Iwould ilket othankalsot o

d n e ir f t s e b y

m Norie Paramtia S.S. fo r he r wliilngnes s fo r correcitng my n

w o d s a w I n e h w r e n e t s il d o o g a g n i e b d n a s e k a t s i m l a c it a m m a r

g .My sincere

o t s e o g o s l a e d u ti t a r

g teacher sand student so fSMP Katoilk 2 WR. Soepratman k

o k g n o T g n o r a

B ,fo rgivingmeanoppo truntiyt odot hist hesisi nt heris choo .l y

m r o f s k n a h t l a i c e p s y

M beloved parents ,brothers ,sisters ,nephew sand s

e c e i

n whoalway saccompanyme wheneve r Ineedt hei rsuppo tr .Myspecial t hanks ,s

d n e ir f y m r o f o s l

a E -x Gang Surya (mba Pi lla ,Ayie ,Nia ,de Vivi ,Lulu ,Tia , a

i C , a m i R , n a i D , e i n o e L , a d n u

Y -cia ,and Yudi )t, Narada 2 boarding house

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x

(de Es it ,Nind iandMerry) ,de Eil and all P -BI 07ers, Nuswantara Girls ,Angon s ,

s d n e i r

f Paka tDayak’s friends ,andfriend sfromK - ral Ba fo rgivingmewonderfu l a

u l a v , e m

it ble expe irence sand f irendship . Ishould thank Rober tWorne who ha s I . a tr a k a y g o Y n i e m it l u f r e d n o w s r a e y f l a h d n a e v if d n a s e c n e ir e p x e , e v o l e m n e v i g

k n a h t y a s o t e k il d l u o w o s l

a rf o Valen itnaLekeS.Pd.f or i nspi irngmeon myt hesi s a

t a d g n i k a t n i e m g n i p l e h d n a c i p o

t in SMP Katoilk 2 WR .Soepratman Barong .

k o k g n o T

t o n e v a h I m o h w m e h t r o f e d u ti t a r g e r e c n i s y m e t a c i d e d d l u o w I , y ll a n i F

d e n o it n e

m bynames .LoveandGodBless .

n i P a i s u

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S T N E T N O C F O E L B A T

Page E

G A P E L T I

T ... i S

E G A P L A V O R P P

A ... ii E

G A P N O I T A C I D E

D ... vi S

’ K R O W F O T N E M E T A T

S ORIGINALITY ... v E

S R E P N A A T A Y N R E

P TUJUANPUBLIKASI ... vi T

C A R T S B

A ... iv i K

A R T S B

A ... iiv i ACKNOWLEDGEMENTS ... xi

S T N E T N O C F O E L B A

T ... xi S

E L B A T F O T S I

L ... xv .... S

E C I D N E P P A F O T S I

L ... vx i

N O I T C U D O R T N I .I R E T P A H C

.

A ResearchBackground ... 1 .

B ResearchProblem ... 4 .

C ProblemLimtiaiton ... 4 .

D ResearchObjecitves ... 4 .

E ResearchBenefti s ... 5 .

1 Teachers ... 5 .

2 Students... 5 .

3 FutureResearchers ... 5 .

F De ifniitono fTerms ... 6 .

1 ReadingTest ... 6 .... .

2 SMPKatoilk2WR .SoepratmanBarongTongkok... 6

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ii x W

E I V E R . II R E T P A H

C OFRELATEDLITERATURE

.

A Theo iritca lDesc irpiton ... 8 .

1 Consrtucitngt heTest ... 8 .

a Planningt heTest ... 8 .

b Prepa irngt heTes ttIem sandDriecitons... 9 .

c Reviewingt he tIems ... 9 .

d Pretesitngt heMate iral ... 01 .

e Analyzingt hePretes tResutl( tIemAnalysis ) ... 01 .f Assembilngt heFina lForm ... 11

.

g Reproducingt heTest ... 11 .

2 Tes t... 31 .

a Reilablitiy ... 3....1 .

b Vaildtiy ... 31 )

1 Objecitvtiy ... 41 )

2 Balance ... 4....1 )

3 Fariness ... 4....1 .

c Pracitcaltiy... 4....1 .

3 Tesitngr eading... 5..1 .

a Genera lFormoft heReadingTest ... 51 .

b Selecitonoft heTest sPassages ... 5....1 )

1 Length ... 51 )

2 Subjec tMatter ... 61 )

3 StyleandTreatmen to fSubject ... 61 )

4 Language ... 61 )

5 Adviceon tIemW iritng ... 71 )

6 Assemb ilngt heFina lForm ... 0....2 .

4 TheObjecitveo fEngilshReadingTesti nt heUAN rfo l

o o h c S h g i H r o i n u

J ... 02 .

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ii i x .

B Theo iritca lFramework ... 72 .

1 Planningt heTest... 72 .

2 Prepa irngt heTes ttIem sandDriecitons ... 82 .

3 Reviewingt he tIems ... 92

Y G O L O D O T E M H C R A E S E R . I II R E T P A H C

.

A ResearchMethod ... 1....3 .

1 Planningt heTest... 23 .

2 Prepa irngt heTes ttiem sandDriecitons ... 23 .

3 Reviewingt heTes ttIems... 23 .

B ResearchSetitng ... 2....3 .

C ResearchParitcipants ... 33 .

1 Paritcipantsf o rtheneed sanalysis ... 3....3 .

a Thes econdandt hridgrades tudent s t

a SMPKatoilk2WR .Soepratman k

o k g n o T g n o r a

B inKabupatenKuta iBarat... 33 .

b Engilsht eacher sa tSMPKatoilk2 n

a m t a r p e o S . R

W BarongTongkok n

i KabupatenKuta iBarat ... 43 .

2 Paritcipantsf ort heevaluaiton ... 34 .

a Engilsht eacher sa tSMPKatoilk2WR .Soepratman k

o k g n o T g n o r a

B inKabupatenKuta iBarat... 34 .

b Engilshl ecturer satt heEngilshEducaitonDepa trmen t f

o SanataDharmaUniverstiy ... 34 .

D Insrtument sandDataGathe irngTechnique ... 53 .

1 Interview ... 53 .

2 Quesitonnarie ... 5....3 .

E DataAnalysi sTechnique ... 73 .

1 Need sAnalysis e( -pr design) ... 73

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v i x .

2 Evaluaiton( post-design) ... 83 .

F ResearchProcedures ... 93

S G N I D N I F D N A T L U S E R H C R A E S E R . V I R E T P A H C

.

A TheStep so fDesigningReadingTes t f

o s t n e d u t S e d a r G d ri h T r o f

. R W 2 k il o t a K P M

S SoepratmanBarongTongkok ... 41 .

1 Planningt heTest... 41 .

2 Prepa irngt heTes ttIem sandDriecitons ... 47 .

3 Reviewingt heTes ttIems... 50 .

B ThePresentaitonoft heDesigno fReadingTest... 55

N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C

.

A Conclusions... 26 .

B Recommendaiton ... 3....6

S E C N E R E F E

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S E L B A T F O T S I L

e g a P .

1 .

2 CompetenceStandardf o rPassingt heUANfo rSMP/MTs2011... 12 3 .1 .ThePercentageDatao ft eh Paritcipants ’Opinion ... 93

.

4 1 .TheCompetenceStandardandI ndicators... 84 .

4 2 .TheI ndicator soft heTest ... 94 .

4 3 .TheDataoft heParitcipants ’Opinions ... 25 .

4 4. Topico fReadingText sandI ndicato ro fReadingTest ... 6....5

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S E C I D N E P P A F O T S I L

e g a P n

o i s s i m r e P f o r e tt e L : A x i d n e p p

A ... 76 s

e n il e d i u G w e i v r e t n I : B x i d n e p p

A ... 86 r

o f e ri a n n o it s e u Q : C x i d n e p p

A Students ... 0..7 r

e h c a e T d n a s r e r u t c e L r o f e ri a n n o it s e u Q : D x i d n e p p

A ... 27 :

E x i d n e p p

A TheDatao fQuesitonnarie ... 5..7 f

o a t a D e h T : F x i d n e p p

A Interview ... 97 G

x i d n e p p

A :TheDesign( Teacher’ sbook) ... 48 H

x i d n e p p

A : TheDesign( Studen’t sbook)………...118 s

u b a ll y S e h T : I x i d n e p p

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e v a h s r e h c a e t h c i h w s e i g e t a rt s d n a s d o h t e m w e n e h t h g u o r h t e r o f e b n a h t e r o m n r a e l

. t n e m s s e s s a e h t r e tf a d e p o l e v e d

, a i s e n o d n I n

I the Naitona lExaminaiton ,called t he UAN, si h eld annuallyfo r n

i s t n e d u t

s elementary schoo lup to senio rhigh schoo la tthe end o fschoo lyea r

(2011 ,http://uijannasiona.lorg/tentang-kam)i .The UAN tisel fi sa tes ttha tcan be

l a n o it c u rt s n i e h t f o d n e e h t t a d l e h s i h c i h w t n e m s s e s s a e v it a m m u s a s a d e if i s s a l c

. ) 6 . p , 4 0 0 2 , n w o r B ( s s e c o r

p Thi sexaminaitoni s needed t oevaluatet he insrtucitona l

y ll a n o it a n s t n e d u t s e h t f o s s e c o r

p andt henatt heendo fstudy,t heyareawardedt hei r

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n a 1 1 , 4 1 e l c it r

a 2 verse tha tstudent swho have passe d the UAN w li lge tthei r .

y ll a c it a m o t u a a m o l p i d

To avoid confusion ove rthe term assessment ,tes tand measurement ,the

n o it i n if e d e h t s w o h s r e ti r

w abou tthose terms .Frist ,in 2009 ,Miller ,Linn ,and

n o n o it a m r o f n i n i a t b o o t d e s u s e r u d e c o r p s u o ir a v s a t n e m s s e s s a d e n if e d d n u l d n u o r G

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

s t ,whichi s

l a c ir e m u n n i a t b o o t s s e c o r p e h t s a t n e m e r u s a e m d n a ; s n o it s e u q f o m r o f e h t n i

ir c s e

d piton o fstudents ’performance .This i nformaiton i sshowed usually in numbe r

. ) 8 2 . p (

a t s ) 4 0 0 2 ( n w o r B , d n o c e

S ted t hat t hrough assessment ,students ’performance

y ti li b a r i e h t o t d e t a l e

r can be s nee .Assessmen tcan t ake t he form o fa response t o a

d r o w w e n e t a e r c o t t p m e tt a n a r o y r a t n e m m o c , n o it s e u

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3

. s t n e d u t s r e h t o y b y l b i s s o p d n a , s r e h c a e t ,t n e d u t s e h t y b d e s s e s s a e b n a c s e c n a m r o f r e p

t s e t

A i sa methodwhichi spar to fassessmen t tisel fbu t tii sconducted and prepared

r e t s e m e s e h t g n ir u d e m it c if i c e p s a t a s e r u d e c o r p e v it a rt s i n i m d a y

b (p .3-4) .At t hi s

ti t n i o

p can be s n ee there i sa dfiference between assessmen,t t es tand measuremen t

t t u

b hose t erms i nvolve i n a single process .I tmeans t hat t hose t erm sare in untied

. s s e c o r p

o h c S y r a t n e m e l E m o r f , s t n e d u t s l l a s

A o lup t o Senio rHigh School ,face the

N A

U ,t heUAN isi mpo trant f o ral lschoo lstudent .sHoweve ,ri nt hi sstudyt he wrtie r n

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

o Naitona l Examinaiton

g n i d a e r , t n ir p e u l

b is t he one o fthe skill so fEngilsh l anguage which i s t ested i n the

N A

U .Thewrtie raim sa tstudents ’preparaiton rf eo t h UAN bygivingt hemaddiitona l g

n i d a e

r tests .tI i sdfiferentf romreadingt est swhicht het eacher semployi nt heclass .

l li w y e h t e r o m e h t ,t s e t g n i d a e r e h t e c it c a r p s t n e d u t s e r o m e h t t a h t s e p o h r e ti r w e h T

e h T . ti f o g n i d n a t s r e d n u r i e h t e v o r p m

i wrtie rha scollected data from r espondent so f

t a s t n e d u t s l o o h c S h g i H r o i n u

J SMP Katoilk 2 WR .Soepratman Barong Tongkok ,

r u m i T n a t n a m il a K , t a r a B i a t u

K province.Basedont hes urveydatat hatt hewrtie rha s s

l o o h c s t a d e t c e ll o

c ,i t i sconcluded tha tthe mos tstudent s and teacher s need

l a n o it i d d

a reading test sbecause i ti sdfi ifcul tto ifnd anothe rsource so faddiitona l

e h t h ti w e t a ir p o r p p a d n a e l b a ti u s s i t a h t t s e t g n i d a e

r UANbluep irnt .

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(21)

.

B ResearchProblem

r e ti r w e h t , e v o b a n o it a n a l p x e e h t n o d e s a

B formulate sand narrow sthe

.s w o ll o f s a n o it a l u m r o f m e l b o r p

.

1 How i sa se to freading t est for t he t hrid grade student so fSMP Katoilk 2 WR . n

a m t a r p e o

S BarongTongkokdesigned? .

2 Wha tdoe sthedesignofr eadingt ests fort het hridgradestudent so fSMPKatoilk k

o k g n o T g n o r a B n a m t a r p e o S . R W

2 kloo ilke?

.

C ProblemLimtia iton

n o s u c o f l li w r e ti r w e h t , y lt s ri F . y d u t s s i h t n o s n o it a ti m il e m o s e r a e r e h T

o t e d a m e r e w h c i h w s t s e t g n i d a e

r help students ,before t he U AN i sheld .Secondly , n

i d e s s u c s i d s l a ir e t a m d e n g i s e d e h

t thi sstudy arer eading t ests fo r3rd grade student s

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

o s here are used a san addiitona lreading t es t

r o

f UAN preparaiton .Thridly ,thi sstudy i sconducted by taking the thrid grade o f

n a m t a r p e o S . R W 2 k il o t a K P M

S Kuta iBarat ,KailmantanTimu rprovince .

.

D ResearchObjec itves

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

s t s e t g n i d a e r f o n g i s e d e h t p u t e s o t s m i a y d u t s s i h t , y lt s ri F . n o it a l u m r o f m e l b o r p n o

u J f o s t n e d u t s e d a r g d ri h t e h t r o

f nio rHigh School SMP Katoilk 2 WR .Soepratman k

o k g n o T g n o r a

B .Secondly,t hewrtie raims t opresent t hedesign of r eadingt ests f o r l

o o h c S h g i H r o i n u J f o s t n e d u t s e d a r g d ri h t e h

t SMP Katoilk 2 WR .Soepratman

k o k g n o T g n o r a

(22)

5

.

E ResearchBeneftis

r e ti r w e h

T hopest hatt hiss tudyoffer sbene if tandi nformaitonf ort eachers ,

.s r e h c r a e s e r e r u t u f d n a , s t n e d u t

s

.

1 Teacher s

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

S s fo rthrid grade Junio r

s l a ir e t a m e s e h t e s u y a m s r e h c a e t ,s t n e d u t s l o o h c S h g i

H ast hemainsourceto suppor t

e v i g n a c s r e h c a e T . s s a l c e h t n i e s u y ll a u s u y e h t t a h t e s i c r e x e s t s e t g n i d a e r g n it s i x e e h t

e r o

m exercise sto mee tthe need so fthei rstudents .The exercise shelp student sto

y ll a n i F . s t x e t g n i d a e r f o e p y t e h t f o g n i d n a t s r e d n u r i e h t e v o r p m

i ,t heyarer eadyt osi t

l a n o it a n e h

t examinaiton .

.

2 Student s

e s e h t h g u o r h

T addiitonalreadingt ests ,student sarehelpedbecauset heset est s

.t a m r o f n o it a n i m a x e l a n o it a n e h t o t d e m o t s u c c a m e h t e k a

m The design of reading

s t s e

t wli lhelpt hestudent salsot ohavebette rcomprehensiono fthekindr eadingt ex t

.s t s e t g n i d a e r n

i Theycanuse ti sa thebasicexercise sbeforet heyf acetheUAN.

.

3 FutureResearchers

e r u t u f r o f n o it a m r o f n i e m o s s e v i g d n a s e ri p s n i y d u t s s i h t s e p o h r e ti r w e h T

. d l e if s i h t n i h ti w d e n r e c n o c s r e h c r a e s e

r I ti sexpected tha tthey can make bette r

. e m it r e t a l a t a l a ir e t a m t s e t g n i d a e r f o y ti l a u q e h t h c ir n e d n a n g i s e d f o t n e m e v o r p m i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(23)

i r e tt a m o

N ti sf ort hestudent sofj unio rhighschool ,senio rhighschoo lo runivers tiy

. l e v e l

.

F De ifni itono fTerms

,t r a p s i h t n

I the wrtie rwli lshow the deifni iton o freading test and SMP k

o k g n o T g n o r a B n a m t a r p e o S . R W 2 k il o t a

K toavoidmisunderstanding .

.

1 ReadingT te s

t s e t a s i t s e t g n i d a e

R o freading skill .The examinee sdo the reading ste t s

. y lt n e li s h g u o r h

t They read and comprehend some sentence so rpassages i n order t o

n o d e s a b s r e w s n a t h g ir e h t e v i

g those sentence sand passage s(Daniel s& D kiac ,

6 7 9

1 , .p 9- 01 .) In thi sstudy the wrtie rdesigned reading comprehension tests tha t

o t d e r r e f e

r SKL fo the UAN bluep irn tthe yea ro f2011 to help student sfacing the

N A U .

.

2 SMPKatoilk2WR .SoepratmanBarongTongkok

a i s e n o d n I n

I Schoo l abbreviaiton i s used widely in many educaiton

s n o it u ti t s n

i .I ndonesia hast hei rabbreviaitonfor t heril eve lo feducaiton,f or i nstance

l o o h c S h g i H r o i n u

J (SMP )a re Sekolah Menengah Pertama ,whlie SLTP i sothe r f

o n o it a i v e r b b

a Sekolah Lanjutan Tingka t Pertama. The SMP Katoilk 2 WR . k

o k g n o T g n o r a B n a m t a r p e o

S i slocated in Kuta iBara tdist irct ,Ka ilmantan Timur

. e c n i v o r

P Thi sschoo lwa sopened in January ,30th 1968. Archdiocese Sama irnda a s

r e n w o e h

(24)

7

a m t a r p e o S . R

W n Barong Tongkok h as qualtiy ,become sfavortie ,and i sbased on d

n a m s i c il o h t a

C disitnc t loca lcutlure , to create professiona,l independent , and

a r e n o it a z il a b o l g n i s e c r u o s e r n a m u h t n e t e p m o

c .

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(25)

8 I I R E T P A H C

F O W E I V E

R RELATEDLITERATURE

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

t n a v e l e

r addiitonal reading tests . I t i sdivided into two pa trs .The fris ti s the

d n a n o it p ir c s e d l a c it e r o e h

t second is t he t heoreitcal framework which i sused as t he

. y d u t s s i h t f o s m e l b o r p e h t r e w s n a o t s e n il e d i u g

.

A Theore itca lDescrip iton

r e ti r w e h t t a h t s e ir o e h t e m o s e r a e r e h t tr a p s i h t n

I intend stodiscuss .Theyare

) 1

( Consrtucitng t he Test (Har irs ,1969),( 2 )Test (Har irs ,1969) ,(Brown ,2004 )and

) 2 7 9 1 , s e l a H d n a l l a h s r a M

( , (3 )TestingReading(Har irs ,1969), 4( )TheObjecitveo f

n i t s e T g n i d a e R h s il g n

E et h UANforJ unio rHighSchool(kisi-kis.iuijannasiona.lorg) , n

i a m o D g n i n r a e L ) 5

( (AndersonandKrathwohl ,2001).

.

1 Construc itngt heTest

. w o ll o f d l u o h s r e ti r w e h t t a h t s p e t s e m o s e r a e r e h

T Int hi spar,tt hewrtie ruse s

e h t t c u rt s n o c o t s p e t s e m o

s designoft he r eadingt ests .Thewrtie ruse sHarirs’ sstep s

s e c n e r e f e r e h t s

a (Har irs ,1969 ,p .94-110).

.

a Planningt heTe s t

y b d e r a p e r p s i g n it s e t e v it c e f f e e h

T a carefu lplanning .Fris tstep t oprepare a

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

e r a s e v it c e j b o t s e t e h

(26)

9

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

t students’ i mprovemen tand thei runderstanding i n paritcula r

m it e h t r e d i s n o c d l u o h s r e ti r w t s e t e h t , p e t s d n o c e S . t o n r o l li k

s e given fo rthe

d n a s t s e t e h t t i s s e e n i m a x

e i tmus tbe approp irate wtih the leve lablitiy o fthe

e n i m a x

e es .Since ,there i sdfiference the leve lo fablitiy among the examinee sto

, y l k c i u q l a ir e t a m t s e t e h t d n a t s r e d n u n a c y e h t s e m it e m o S . l a ir e t a m t s e t e h t d n a t s r e d n u

n I .l a ir e t a m t s e t e h t d n a t s r e d n u o t e m it e r o m d e e n y e h t e ti s o p p o e h t r

o theothe rhand

a r i e h

t blitiytounderstandt het es tmate irali ss low .

.

b Preparingt heTestI tem sandDirec itons

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

T -answe ro r

e l p it l u

m -choice tiems t est .Make sure t here i sno mistake at t he itme o fw iritng t he

e l p it l u m d n a s m e ti t s e

t -choice .Thet es tdriecitonalsos houldbeclear ,b irefs implet o

d n a t s r e d n

u ,and free from ambiguiites .The tes twrtie ralso should provide an

t s e t e h t g n i o d r o f n o it a n a l p x e r o e l p m a x

e ,so the beginner and skilled examinee s

r e ti r w t s e t e h t , e n o t s a l e h T . t s e t e h t n i s e it l u c if fi d f o e p y t e h t d n a t s r e d n

u should

e m it r e d i s n o

c allocaitonofthet est .

.

c Reviewingt heI tems

t s e t e h T . w e i v e r o t y d a e r s i t i , n w o d n e tt ir w n e e b e v a h s m e ti e h t l l a n e h W

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

c e s a s a h s il g n E f o r e h c a e t a s i r o l li k s r a l u c it r a

p ondl anguage .Heo rshei spermitted

e l p it l u m d n a s m e ti t s e t e h t n o s t n e m m o c e v i g o

t -choice.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(27)

.

d Pretes itngt heMaterial n

I pretesitng ,the tes twrtie rha san oppo truntiy to rty whethe rthe drieciton

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

a One o fthe funciton so f

g n it s e t e r

P i sto ifnd ou tthe tes tto which the tes twa smade .The tes t tiem sare

d e if il a u

q i fthey fuflli ltwo requriement sfo rpretesitng the mate iral .Frist the tes t

if fi d s i t i r e h t e h w y tl u c if fi d f o l e v e l e h t w o n k o t s a h r e ti r

w cul to rno tfo rthe

s e e n i m a x

e .Second t he t es twrtie rhas to know whether t he examinee shave arleady

t a m e h t n w o n

k e ira lo rno.t Insomecases, pretesitngi somi ttedi ni nforma lclassroom .s

t s e t

.

e Analyzingt hePretes tResutl( ItemAnalysis) e

h t g n i z y l a n a n

I pretesti ng resutls, the tes twrtie rmus tfris tdetermine the

n e h w ’ y s a e ‘ d e r e d i s n o c s i s e c i o h c e l p it l u m f o m e ti e h T . m e ti h c a e f o l e v e l y tl u c if fi d

e h t , y r a rt n o c e h t n O . n o it s e u q e h t r e w s n a y lt c e r r o c s e e n i m a x e f o t n e c r e p 2 9 t s a e l t a

s i m e

ti considered ‘dfificutl ’when there are les sthan 30 percen to fexaminee s

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

e r o m r e h tr u

F , the t es twrtie rshould conside rhow well t he t es t tiem swork t o

w o l r o h g i h n o it a n i m ir c s i d m e ti e h t g n i n i m r e t e d n I . s e e n i m a x e d e ll i k s d n a w o l s e h t

o f l e v e

l rexamineesf o rexamplet herei s100s ampleo fcompleteds hee tanswersf rom

t e e h s s r e p a p 5 2 m e h t h c a e , t s e w o l e h t d n a t s e h g i h e h t e t a r a p e s n e h t d n a , s t n e d u t s 0 0 1

t s e h g i h e h t m o r f 2 2 y b y lt c e r r o c d e r e w s n a s a w m e ti t s ri f e h t , e l p m a x e r o F . r e w s n a

s e w o l 0 1 d n

(28)

1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(29)

t s e t e h t f o s e i p o c e k a m d l u o h s r e ti r w t s e t e h t ,t s e t e h t e r o f e b o S . y ti r a l c f o k c a l

s e e n i m a x e e h t r o f h g u o n e r a e l

c .

)

2 Tes tmateiral sshould be spaced .I ti sto provide maximum readablitiy fo rthe

g u o r h T . s e e n i m a x

e h mos tmulitple-choice tiem t ype ,st wo column sperpage wli l

. d a e r o t r e i s a e s e e n i m a x e e h t e k a m

)

3 Mulitple-choice tiemshouldno tbebegunononepageandconitnuedont henex t

b r u t s i d l li w t i e s u a c e b , e g a

p therif ocu sont heproblem soft het es ttiem .s

)

4 Provide t he i nsrtuciton on which t he examinee smay wrtie t hei ranswers ,so t he

i m a x

e nee swtihl argehandw iritngdono thavet ocrowdt hei ranswer .s

)

5 tI i ssuggested t oi ndicate att hebottom o feach pagewhether t heexaminee sare

e g a p t x e n e h t o t n o e u n it n o c o

t o r stop thei r work . Fo rexample ,simple

e b d l u o h s s n o it c u rt s n i e s o h T . P O T S “ r o ” e g a p t x e n e h t n o e u n it n o c “ s n o it c u rt s n i

e h t y b n o it c u rt s n i s i e r e h t li t n u t s e t e h t f o t r a p t x e n e h t o t n o o g t o n o D . n e v i g

. o s o d o t r e n i m a x e

)

6 I feachpa troft het esti ss eparatedbyt he itme,t hedriecitonsf o reachpar tshould

t h g ir e h t n i e

b -handpageoft hebooks ot heexaminee scannots eet henex tpar to f

. e g a p e h t n r u t o t n o it c u rt s n i s e v i g r e n i m a x e e h t li t n u s m e ti

)

7 Theuseo faseparatecove rshee twli lpreven texaminee sfroml ookingatt het es t

e v i g o t e c a l p t s e b e h t o s l a s i t e e h s r e v o c e h T . n u g e b s i t s e t e h t e r o f e b l a ir e t a m

f o d o h t e m , t s e t e h t f o e s o p r u p s a h c u s , t s e t e h t t u o b a n o it c u rt s n i d n a n o it a m r o f n i

, r e w s n a g n i g n a h c , s e s n o p s e r g n i d r o c e

r and othe rrule ssuch a sguessing o r

(30)

3 1

)

8 Thepage soft het es tbooks houldbes tapledt ogethe rwtihgrea tcare.

.

2 T est

, y ti d il a v e r a e s o h T . s e it il a u q e e r h t s a h t s e t d o o g a f o c it s ir e t c a r a h c e h T

. y ti l a c it c a r p d n a , y ti li b a il e

r Fu trhermore t he t es tmus tmeasure t he objecitve sof t he

. l a n o it c u rt s n

i A sHar ir ssaid ( 1969)t he t es tmus tmatch wtih insrtucitonal objecitves

. t s e t e h t f o s e it il a u q e e r h t f o n o i s s u c s i d e h t s i g n i w o ll o f e h T . ) 3 1 . p (

.

a Reilablitiy

s e h t o t s r e f e r y ti li b a il e

R tablitiy of t he tes tscores .Fo rexample, i fthe same

e r e w s t n e d u t s f o s p u o r

g tested twice wtih the same test ,and the resul ti ssame, ti

. p , 9 6 9 1 , s ir r a H ( s d r a d n a t s y ti li b a il e r s a h t s e t e h t s n a e

m 15) .I tcan be seen tha t

n e m e t a t s ’ s ir r a H h ti w s e e r g a n w o r

B t .Also ,anothe rresearcher, Brown (2004 )stated

t a h

t a r eilablet est i sconsisten tand dependable .(p 2 0 .)They agreet hat t he r esul to f

.s e r o c s n i e l b a t s e b d l u o h s s t s e t e h t

.

b Vaildtiy

e h t g n i d i c e d n e h

W tt , es therearetwot hingst hatt het es twrtiermus tconsider .

s i l l e w w o h , y l d n o c e S ? t n e m e r u s a e m n i e d a m t s e t e h t s i y h w , y lt s ri

F i tmeasured?

e r a e s o h t n e h

W completed, t here i sa correlaiton between t he t es tand t he ablitiy i n

h

t eskli lareat hati stested.I tcanbeassumed that t het esti svaildorrelevant( Har irs ,

. ) 9 1 : 9 6 9

1 Meanwhlie ,Marshal land Hale s(1972 )stated t he t est i srelevan t fi t here

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(31)

.t s e t f o s s e n ri a f e h t d n a e c n a l a b , e v it c e j b o e r

a Those factors affect t he relevancy of

. p ( s e r o c s t s e t e h

t 4- )5 . Thef actor scanbes eenasf ollows.

)

1 .Objec itvtiy

e h t f o g n ir o c s f o e m it e h

T tes tand t he examiners ’mood are factors t ha tcan

.s m e l b o r p e s o h t e z i m i n i m o t d e d e e n e r a s e r u d e c o r p g n ir o c s l u f e r a C . g n ir o c s t c e f f a

. e r o c s ri a f e v i g d l u o h s s r e n i m a x e e h T

.)

2 Balance

r w t s e t e h t t a h t s m e ti t s e t e h

T tie rhave made, mus tmeasure t he conten tand

l a n o it c u rt s n i e h t f o s e v it c e j b

o design .I tmeans t he t es twrtie rmadet heobjecitve so f

.l li k s r a l u c it r a p a f o l a n o it c u rt s n i e h t f o s e v it c e j b o e h t n o d e s a b t s e t e h t

.)

3 Fairness

b t s u m t s e t e h

T e fai r fo r al l students . I t cannot include verba l t ircks , c

if i c e p s n u d n a , s m e ti s u o u g i b m

a expectaito . ns

.

c Prac itcaltiy

e ri u q e r t s e t a g n i n g i s e

D s itme .Fo rexample,i tneeds itme t oprepare t het est ,

ti e r o c s d n a r e t s i n i m d

a (Har irs ,1969 ,p .21) .Since t ime i svaluable ,the tes twrtier

e m it f o t n u o m a e h t r e d i s n o c t s u

m which he o r she needs , such a s itme fo r

g n it c u rt s n o

(32)

5 1

.

3 Tes itngReading .

a Genera lFormoft heReadingTest

r f o s e s o p r u p e h

T eading tes tare t o examinestudents’r eading skillo rablitiy .

e h

T generalt ypeof r eadingt estf o rnaitvespeaker so fEngilshist he samea swheni t

y ti li b a g n i d a e r e h t e r u s a e m o t d e s u s

i fo foreign l earner sof t he l anguage .I twork s

i d a e r e h T . m e h t f o h t o b r o f y l e v it c e f f

e ng t es tconsists o fa numbe ro fshor tpassage s

e l p it l u m f o s e ir e s y b d e w o ll o f h c a e , t n e t n o c d n a s e l y t s s u o ir a v f

o -choice

. p , 9 6 9 1 , s ir r a H ( s m e ti n o i s n e h e r p m o

c 6 0 .)

t s e t n o i s n e h e r p m o c g n i d a e r , y ll a u t c

A s are paralle lto the advanced-leve l

n e h e r p m o c g n i n e t s

il sion .Student sare given l ong srtetche so foral l anguage ,may i n

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

.) 0 6 . p , 9 6 9 1 , s ir r a H ( y l s u o e n a tl u m i s r u c c o t a h t s l a n g i s l a c i x e l d n a , l a c it a m m a r g

.

b Selec itonoft heTest sPassages n o it c e l e s e h t s i g n i w o ll o f e h

T crtie ira for tes tpassages t ha tHar ir s(1969 ,p .

0

6 -64)s uggest .s

)

1 Length

. 0 5 2 d n a 0 0 1 t u o b a n e e w t e b e b o t d e t s e g g u s s i s e g a s s a p f o h t g n e l r e p o r p e h T

e r e h T . f e ir b d n a r a e l c e b d l u o h s s e g a s s a p e h

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y r o t c a f s it a s s i tI . ti t u o b a d e k s a n o it s e u q f o r e b m u n e h t d n a e g a s s a p e h t f o h t g n e l e h t

s i e g a s s a p d r o w 0 5 2 o t 0 0 1 A . s m e t s / s m e ti r u o f e v a h l li w e g a s s a p d r o w 0 0 1 a t a h t

. s m e ti 7 o t 4 y b d e w o ll o f y ll a u s u

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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)

2 Subjec tMa tter

. d e t c e l e s c i p o t t c e j b u s e h t f o n o it c e lf e r e h t s i t s e t e h t f o e s o p r u p c if i c e p s e h T

s n e h

W elecitng the passage ,tes twrtier sshould make sure the tex tare clea rand

s t n e d u t s t a h t s c i p o t l a s r e v i n u e h t h ti w l a e d s e g a s s a p e h t fi t a h t s n a e m t I . l u f g n i n a e m

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h nown,t heywli lno tpayattenitont oi tanymorebecauset heycaneasliyanswe r

. ti

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3 StyleandTreatmen to fSubject t

s e t g n i d a e

R s should generally include mate iral so fva irous t ype sand styles .

f o d n i k e h T . t n i o p e h t o t t h g i a rt s d n a r a e l c e b d l u o h s s m e ti d n a s h p a r g a r a p e h T

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

n e v e r o s t c e j b o , e l p o e p e r o m r o o w t f o t s a rt n o

c ts ,and i llusrtatean author’ sopinion s

.t c e j b u s r a il i m a f a n o

)

4 Language

, y lt s ri F . s e e n i m a x e e h t r o f t s e t c it s il a e r e h t r e d i s n o c d l u o h s r e ti r w t s e t e h T

. e l b a d n a t s r e d n u d n a e l p m i s e b d l u o h s s m e ti e h t f o e r u t c u rt s e c n e t n e s d n a y r a l u b a c o v

c u rt s n i e h t , y l d n o c e

S iton should be clea rand b iref .The t es twrtie rshould customize

e h

t leve lo fd fiifcutly ni the r eading t est based on the ablitiy leve lof t heexaminees.

h

(34)

7 1

)

5 AdviceonI temWri itng

e l p it l u m f o c it s ir e t c a r a h c e h

T -choice tiems i shaving a driec tquesiton o ran

, s e s n o p s e r r o s e c i o h c e r o m r o o w t g n it s i s n o c , t n e m e t a t s e t e l p m o c n

i wtih only one

t e li h w n a e m r e w s n a t s e

b he other sare disrtacter s(1969 ,p .4-8) .According to

9 1 ( l l a h s r a

M 72 ,p .4 9 ,) the composiiton o fmulitple-choice tiem i sa stem ,foli so r

o t c a rt s i

d rs ,andakeyedr esponse .Thecomposiitoncanbes eenasf ollows.

M E T S ] ? n o tt o c f o e c r u o s e h t s i t a h W

.

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.

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.

C Thelea fo fa rtee (DISTRACTORS )

.

D Thebloomo faplan t ]KEYEDRESPONSE

r e tf

A understanding t he composiiton o fmulitple-choice i tem previously ,the

e r a s t n e m e t a t s g n i w o ll o

f some consideraitons t o wrtie t he tiem saccording t o Har ir s

. p , 9 6 9 1

( 6 -2 6 4 .)

)

a Thevocabularyands rtuctureo ftiemss houldbeass implea spossible,s ot her ea l

.t i t u o b a d e k s a t a h t n o it s e u q e h t t o n , e g a s s a p e h t t u o b a n o it a t e r p r e t n i s i m e l b o r p

)

b Thestem oft he tiemshould createtheproblem ,sogive clear i nformaitonof t he

n o it s e u

q beingaskedf or .Thef ollowingexampleisi ncorrec ttiemwhichdoe sno t

. m e l b o r p a m r o f

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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m e ti d a

B John… … .

A Obviously ilkedwha theheard .

B Becameangryuponhea irngMary’ swords .

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D RidiculedMary’si deas

e l p m a x e e h

T abovedoe sno tgive anyclue about t he quesiton t ot hereaders ,

.s w o ll o f s a n e tt ir w e r e b y a m t I . m e t s e h t s i n h o J e c n i s

… … … … e h t a h t h c e e p s s ’ y r a M o t s n o it c a e r s ’ n h o J m o r f r a e l c s a w t I

.

A Agreedcompletelywtihwhats hehads aid .

B Foundherr emark shighlyi nsutli ng .

C Reallydidn’ tunderstandwhats hehads aid .

D Consideredheri deast obequtief ooilsh

)

c Studen’t scorrec tanswe rshouldi nvolve t hei nterpretaitonoft hepassage andt he

o

c rrec tanswe rshould no tuse exactl y the same word sa s used i n t he paragraph .

a x e e h

T mplecanbes eenbelow.

e g a s s a P

g n i m r o f n i ,r e g o R m o r f r e tt e l r e h t o n a t e y d e v i e c e r I g n i n r o m t x e n e h t y lr a E

s s e n ll i s u o ir e t s y m e m a s e h t h ti w d e b s i h o t d e n if n o c l li t s s a w e h t a h t e m

, h t u o m s tr o P r o f e c n o t a h tr o f t e s I . d i a s i h o t e m o c o t e m g n i g r u d n a

t n e w I . k s u d e r o f e b y lt r o h s g n i v ir r

a wtih al lpossible haste t o High Srtee t

d e r e tl a y a w o n n i d e r a e p p a h c i h w , e s u o h d l o r a il i m a f e h t o t e c n e h t d n a

I , g n ir e t n e n o p u t e Y . ti s i v s u o i v e r p y m f o s y a d e h t e c n i

s wa samazed to

! d e tr e s e d y l e t e l p m o c s m o o r s u o n r e v a c , k r a d s ti d n if Bad tiem

e h t n e h

W wrtierf oundRoger’ shousedese tred ,hef etl……….. .

A Angry

.

B Reileved .

C Amazed

.

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9 1

d e s u s a w ) ’ d e z a m a ‘ ( e v o b a m e ti e h t o t r e w s n a e h

T int hepassage . fIt he tiem

s e e n i m a x e e h t , m e ti n o i s n e h e r p m o c a t o n s

i could easliy answe r wtihou t

s ri f e g a s s a p e h t g n i d n e h e r p m o

c t .So, t he answe rshould be the i nterpreta iton of t he

. e g a s s a

p Abette rcomprehensiont es twouldbeasf ollow .s

.. … … … … … t a e s ir p r u s s i h s n o it n e m r e ti r w e h T

.

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B Learningo fRoger’si llness .

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)

d Thebes twayofr eadingt est i stol et t heexaminee shaveacarefulr eading i n the

e g a s s a

p a nd answer et h tiems correclty .I tshould no tbe possible to answe r

n o d e s a b y lt c e r r o

c thei rgeneralknowledgeort hrought heeilminaitonofsomeo f

.r e h t o n a e n o h ti w t c il f n o c r o l a c i g o ll i y lr a e l c e r a e r e h t e s u a c e b s e c i o h c e h t

m e ti d a B

. … … … … … e l p o e p t a h t h p a r g a r a p s i h t m o r f r e f n i y a m e W

.

A Al lneedt hes amekindofr est .

B Dono tusuallyneedr est .

C Res tmuchmoret hant heys hould .

D Dono tal lresti nt hes ameway

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

C ,andwtihout r eference t othe passage i tcan be

d e v o m e

r .Choice A and Dare clea lry oppostie ,sthe t es texaminees can gues swhich

c n a h t e u rt e r o m s i D e c i o h c e s u a c e b , r e w s n a t h g ir e h t e b o t y l e k il e r o m s

i hoice C .

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

m e ti s i h T . e g a s s a p e h t g n i d a e

r mayber ew irtten:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(37)

… … e l p o e p t a h t s i h p a r g a r a p e h t f o a e d i l a rt n e c e h T

.

A Canno tmaintaingoodheatlhwtihou tproperr est .

B Dono tal lresti npreciselyt hes ameway .

C Tendt oge tmorer estt hant heyactuallyneed .

D Canr es tbette ra tfert heyhavehadexercise

s m e ti r u o f e s o h

T seem to be logical .The examinee smus tunderstand the

m e h t f o e n o h c i h w d n a t s r e d n u o t h p a r g a r a

p si themainidea .

)

6 Assembilngt heFina lFo rm

e b l li w y l b i s s o p s m e ti t s e t e m o s , d e t s e t e r p n e e b e v a h s m e ti g n i d a e r e h t n e h W

e h t e t a n i m il e o t r e tt e b e b l li w t i , e g a s s a p a r o f tf e l s m e ti w e f e r a e r e h t fI . d e t a n i m il e

h e r p m o c y n a m w o h n o e l u r n i a tr e c o n s i e r e h t y ll a u t c A . t e s e ri t n

e ension tiem sshould

e h t f o h t g n e l e h t n e e w t e b n o it a l e r e l b a n o s a e r e b t s u m e r e h t t u b , e g a s s a p a y n a p m o c c a

0 0 1 m o r f e g a s s a p a y ll a r e n e g d e d n e m m o c e r s A . s n o it s e u q f o r e b m u n e h t d n a e g a s s a p

u F . e l b i s s o p f i e r o m d n a , s m e ti n e v e s o t r u o f y b d e w o ll o f s d r o w 0 5 2 o

t trhermore ,one

d l u o h s t s e t g n i d a e r r u O . d e w o ll a s i m e ti r e p e m it g n it s e t f o e t u n i

m includeatl eas t30

, s m e

ti o rabou tifvepassage .s

.

4 TheObjec itveo fEngilshReadingTesti nt heUANforJuniorHighSchool e

h t o t g n i d r o c c

A Naitona lExaminaiton bluep irn to fSMP/MTs fo rthe yea r 1

1 0

2 ( ik -is kis.iuijannasiona.lorg ,accessedonMay2 ,2011 ,)t hestandardcompetence

n i s s a p t s u m s t n e d u t s t a h

(38)

1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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3 2

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

T UAN bluep irnt( seet able2 .2)i salmostt hesameas t he t

a h t s u b a ll y s e h t f o s e v it c e j b

o SMP Katoilk2WR .SoepratmanBarongTongkok use s

. ) 4 x i d n e p p a e e s

( Thesyllabu soft ha tschooli s t akenf rom t heeducation depa trmen t

n

i Kabupaten Kuta iBarat ,which i sbased on the naitona lcur irculum .Kubiszyn 0

9 9 1

( )saidt hatt hegoal sandobjecitve so feducaitoncomef romt hosewhodecide ti .

y e h

T can be society ,government ,schoo lboards ,schoo ladminisrtaiton ,teachers ,

p d n a , s t n e d u t

s arents( p .3 ). 6 Int hiss tudyt hewrtie radoptst heobjecitve soft heUAN t

n ir p e u l

b , which wa smade by t he government i n order t o design reading t ests. T he

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

o UANaremadebyt hegovernmen tbasedont henaitona lcur irculum .

.

5 LearningDomains

0 9 9 1 ( h c ir o B d n a n y z s i b u K o t g n i d r o c c

A ) t he objecitve sfor l earningcan be

r h t o t n i d e p u o r

g eedomains .Theyarecogniitve,affecitve ,andpsychomoto .rThef ris t

g i h e h t , n i a m o

d her l eve lof l earning and behavior i scogniitve domain ,because t he

d o h t e m e h T . ) 4 5 . p ( t h g u o h t x e l p m o c e h t r o , l a t n e m , e v it i n g o c e h t o t r e f e r s e v it c e j b o

s i h d n a m o o l B . S n i m a j n e B y b d e p o l e v e d s i s e v it c e j b o e h t s e z ir o g e t a c h c i h w

t a r K & n o s r e d n A ( s e t a i c o s s

a hwohl ,2001 ,p .66-88) .Thes econddomaino fobjecitve s

t I . e v it c e f f a s

i concern swtih emoitons ,feeilng so rvalue s( as ctied in Krathwohl ,

7 5 . p , 0 9 9 1 , a i s a M & m o o l

B -5 9 .) The t hrid domain o fobjecitve i spsychomotor .I t

s a h c u s s r o i v a h e b l a u tr i v s e d u l c n

i speaking ,w iritng ,eaitng ,jumping ,throwing ,

n a g n i y lf , g n i c n a d , r o o d e h t g n i n e p o , r a c a g n i v ir d , g n i k l a w , g n i n n u r , g n i h c t a c

d n a e v it i n g o c n a h t n i a m o d t s e l p m i s s a d e if i s s a l c e b n a c n i a m o d s i h T . c t e , e n a l p ri a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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5

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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7 2

s d e e n t a h t m e l b o r p a e v l o s o t n a l p a t u o y r r a c s t n e d u t s h c i h w n i g n i c u d o r p

e h t o e h T . s n o it a c if i c e p

s rwordo fproducingi sconsrtucitng .

.

B Theore itca lFramework e h t g n i n g i s e d n

I reading test ,the wrtie ru ses some theory a sguidance .I ti s

e ri a n n o it s e u q n o it a u l a v e f o e s a b e h t d n a y d u t s s i h t n i k r o w e m a r f l a c it e r o e h t s a e d a m

t s o p ( t c u d o r p e h t f

o -design) .The wrtie rattempts to consrtuc tsutiable reading t ests .

e c n i s , s t n e d u t s e h t f o s d e e n e h t o t d e t a l e r s i ti e s u a c e b e l b a ti u s e b d l u o h s t s e t e h

T the

n e d u t

s t sneedt hereadingt ests topasst heUAN. s

t p a d a r e ti r w e h

T Har irs ’steps whendesigningr eading t est sfo rSMP Katoilk n

a m t a r p e o S . R W

2 in Kabupaten Kuta iBarat .I twa schosen because the step sare c

it a m e t s y

s and t he wrtie rdoe snot i mplement t he designt ot hestudents .To make i t

e c o r p e h t s e d i v i d r e ti r w e h t d n a t s r e d n u o t y s a

e s sasf ollow .s

.

1 Planningt heTe s t

g n i d a e r e h t s e k a m r e ti r w e h t y h w n o s a e r e h t ,t s ri f s e d u l c n i t s e t e h t g n i n n a l P

s t s e

t .The reasonwas based on t he need sanalysi sof t he students t hat t he wrtie rgo t

. w e i v r e t n i g n it c u d n o c d n a e ri a n n o it s e u q g n it u b ir t s i d m o r

f Second, since students ’

d e e

n i sreading t es ta spreparaiton before facing the UAN. In consrtucitng reading ,

t n ir p e u l b s t s e t g n i d a e r e d a m r e ti r w e h t g n i n n i g e b e h t n i , s t s e

t which adopted the

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

y ll a u t c A . s e s u r e ti r w e h t t a h t n i a m o d g n i n r a e

l , there are three domain so flearning

r e v e w o H . r o t o m o h c y s p d n a , e v it c e f f a , e v it i n g o c s a h c u s , s e v it c e j b

o , the wrtie ronly

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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9

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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t e t a u l a v e o t s i t u o g n i y

rt he tiems ,the drieciton sand insrtucitons ,and the itme

r e ti r w e h t , y ll a n i F . s t n e d u t s f o y tl u c if fi d f o l e v e l e h t n o d e s a b t s e t e h t r o f n o it a c o ll a

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