21 Journal of English Language and Language Teaching (JELLT)│Vol.1, No.2, 2017 DESIGNING ALTERNATIVE TEST THROUGH QUIZEGG FOR THE STUDENTS OF VOCATIONAL SCHOOL Rozanah Katrina Herda; Imam Ghozali Sarjanawiyata Tamansiswa University; Sarjanawiyata Tamansiswa University katrina_herda@yahoo.com; imamghozali@ustjogja.ac.id Abstract The study aims to describe (1) the quality of the existing test administration conducted to the first grade students of SMK Muhammadiyah 1 Moyudan, (2) the development of alternative test using QuizEgg, (3) the effectiveness of the developed alternative test through QuizEgg, and (4) the strengths and limitations of the developed alternative test through QuizEgg. This research belongs to an educational Research and Development (R&D). The ten steps of R&D were modified based on Sukmadinata’s three main phases (2010), namely: (1) exploration phase, which was conducted to describe the quality of the existing test administration administered to the first grade students of SMK Muhammadiyah 1 Moyudan and to reveal the need of constructing alternative test, (2) development phase, where the prototype model was constructed and evaluated, (3) Field Testing phase, in which the try-out was administered. The data analysis was descriptive qualitative. The writers used classroom observation, interview, and document analysis as the instruments of collecting the data. The alternative test through QuizEgg was designed based on students’ needs. The use of QuizEgg as a test maker was very effective to design test for students. The result of the developed alternative test administered to the students clearly indicated that the students were enthusiastic and motivated to do the test. Besides, it fulfilled the students’ needs and changed the way they did the test. In addition, the students’ achievement also improved and it could be seen by their mean score. Key words: designing, alternative test, QuizEgg Introduction Language assessment is one of important thing that has important role in education. Hughes (1989:2) says that the proper relationship between teaching and assessment is partnership. Sometimes, there is an occasion when the teaching is potentially good and appropriate but the testing or assessment is not. In measuring the students’ language competencies in teaching and learning process, good assessment is much needed. Assessment should also be flexible, giving students the opportunity not only to choose the pace at which they learn, but also the level at which they are assessed. Students should, through the assessment process, be given the opportunity to manage and monitor their own learning. Meanwhile, in giving or designing assessment, teachers should be sensitive and knowledgeable to meet the needs of students. In line with the statement above, the teachers also should have some abilities to modify assessment become interesting, sufficient, creative, and innovative. This effort can create a positive atmosphere of teaching and learning process. In fact, based on the preliminary study conducted at SMK Muhammadiyah 1 Moyudan, the teachers still gave tests through traditional ways which always use paper and pencil. The students had to do the tests by writing, circling, or crossing the answer manually. It made them feel bored and sometimes they got stuck in doing the test. In addition, the existing test administered by the teacher was poor in the requirement of a good test. It did not fulfill validity, practicality, and authenticity.