119 The second procedure resulted that the students were able to complete
the dialogue with some words which, intentionally, were related to the expression of invitation. Nevertheless, the words were not clearly related to
the expression of invitation. Actually, the dialogue was a really good example of the expression of invitation in which there were some examples of the
expression of invitation and its responses for a daily life context. Yet, the second respondent did not use this dialogue optimally. She could ask the
students to pay attention on the expression of invitation by mentioning the example of the sentences which consisted of the expression of invitation or by
underlining the sentences which were the expression of invitation. The second respondent only evaluated the students’ answers and gave the correct answers.
If the dialogue was used optimally, the intended outcomes, which the students were able to understand and respond the expression of invitation, could be
achieved. It was good that the second respondent asked her students to practice the dialogue with their friends. The process helped the students to be
familiar with the expression of invitation. Finally, the writer concluded that the assessment content from the second procedure had high content validity
seen from the objectives formulation but they had low content validity seen from the main instructional content.
E. The First Document of the Third Respondent
a. The Content
The third respondent stated only one learning objective for her instruction. She stated that at the end of the instruction, the students are able to
produce recount text in the form of biography correctly and well using past tense. She also stated two indicators for the main objective, namely 1 the
students are able to use past tense in presenting an event, and 2 the students are able to produce recount text, in the form of biography. Unfortunately, there
was no statement of skills to be mastered but the writer concluded, after examining the lesson plan, that the third respondent involved writing skill in
her instruction.
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120 Although there was only a single objective, the objective formulation
of the third respondent was better than the objective formulations analyzed from previous respondents. The objective clearly stated the outcome the
students should possess after the instruction. At the end of instruction, the students should be able to produce a recount text using past tense correctly and
well, especially in a form of biography. This objective formulation applied S.M.A.R.T and clear concept of objective formulation. The objective was
simple, measureable, action-oriented, reasonable, and time-specific. It was simple since there were not too many skills or material to be mastered by the
students. It could easily be measured since the limitations were clearly stated, the text should be correct, good, and use past tense. The time specification was
clearly stated also. It made this objective formulation different with the previous objectives examined before. It could be concluded that the third
respondent instructional content was the recount text production using past tense.
b. Content Validation
There was only one assessment procedure prepared by the third respondent, namely the recount text production in the form of biography. The
students were asked to make a biography from the data about a famous person given by the teacher. The biography should use past tense and write correctly.
After explaining about the theory of biography, the third respondent wanted to make sure that the students were understand the material and were able to
produce a biography about a famous person using past tense correctly and well. The third respondent stated that she had a scoring rubric in order to
evaluate the students’ text production although she did not attach it in the lesson plan.
The assessment intended that at the end of the course the students could write a biography using past tense correctly and well. The content of the
assessment was appropriately matched with the formulation of instructional objective prepared by the third respondent. The assessment intended result
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121 represented what it should be measured, which was the recount text in the
form of biography production using past tense correctly and well. The best way to assess writing skill was by giving the chance to write and learn from
the mistakes of the writing. The assessment task clearly involved the micro- and macroskills of writing, too. The microskill was that the students use
acceptable grammatical system of past tense. The macroskills were first, the students appropriately accomplished the communicative functions of recount
text according to form and purpose, second, the students conveyed links and connections between events, and communicated such relations as main idea,
supporting idea, new information, given information, generalization, and exemplification, and third, the students developed and used battery of writing
strategies. The writer could conclude that the third respondent had prepared high content validity assessment for her instruction.
F. The Second Document of the Third Respondent
