based on the indicators in the English syllabus is 55, 5 . Based on the Arikunto’s criteria, the percentage above fell into level of 40-55 which meant that the
distribution was less good.
Table 4.4 The Unconformity between the Summative Test Items and English Syllabus
No. The indicator that are not found in the
English syllabus Reading and Writing
Item Number Total
1. Menjawab berbagai pertanyaan
tentang informasi dalam teks pendek berbentuk surat
11,12 2 item test
2. Merespon
berbagai informasi
tentang report text 17,18,19
3 item test
3. Mengidentifikasi
makna text
dalam teks berbentuk report text 20, 25,26,27
4 item test
4. Melengkapi rumpang teks tentang
expression yang berkaitan dengan meminta
pendapat dan
memberikan pendapat 1 essay
1 item test
Total 4 indicators
10 test items
From the table above, it is described that there are 4 indicators in both reading and writing that do not conform to the English syllabus at the second year of odd
semester, they are: 2 indicators covering of finding the specific information about letter, 3 indicators covering of finding specific information about report text, 4
indicators identifying meaning about report text and 1 indicators covering of complete the dialogue expression about agree and disagree.
2. The Analysis of the Data
Based on the table and descriptions before, the writer found, that some indicators are not suggested in the syllabus but they are included in the test items. For the
example answering some questions about specific information form on letter and determining meaning text form of report text. In fact, the material of letter and report
text has been taught in the last section of even semester material. Besides, some development of some syllabus requirements in the test items was
not proportional. There were some learning activities which had many item numbers. In contrast, there were some learning activities which had few item numbers develop
in the test. For example, according to the learning activities of reading, particularly for determining rhetorical steps of the texts in the form of descriptive test and recount
text, and mentioning characteristic of short functional text in the form of invitation, there were not test items represent them. It also happened to the learning activities of
writing. Based on the explanation above, the writer assumed that some possibility reason
why there were some materials of the learning activities suggested in the syllabus did not appear or did not develop in the test. It could happen because the test maker
assumed that it would be too easy for the students to answer them. Moreover, it could happen because of the limitation of time. There were so many test items which
needed so much time to answer, especially for the writing components. So, the test maker defined the limitation of the improvement or the development of the learning
activities in the test items.
3. The Interpretation of the Data
The following describe the level of the conformity of summative test items to the syllabus. We can see as follow:
F P
= ──× 100 N
10 P
= ──× 100 18
P = 55,5 P = percentage of indicators reading and writing
F = frequency of indicators Appearance in the Test Items N = Number of Indicators
In addition, the writer also compares the percentage with the criteria adopted from Arikunto’s opinion:
76 – 100 = Good
56 – 75 = Sufficient
40 – 55 = Less good
40 = Bad
1
The total numbers of reading and writing test items are 35 items which consist of 30 multiple choice items and 5 essays. The data analyzed measured only two skills.
They were reading and writing. The analyze start from number 11-40 multiple choice and 5 essays.From the interpretation of the data above, the percentage validity level
of the English summative test for the second year students of SMP PGRI 2 Ciputat, in the odd semester 20132014 academic year was 55, 5
. According Arikunto’s meant of conformity level, which percentage fell into level of 40
– 55 is less good. The percentage 55,5 adopted from indicators of reading represent by syllabus only 4
indicators, and only 6 indicators represent with syllabus. The total numbers’ of indicators of reading and writing 10 indicators, while the total indoctor on the
syllabus 18 indicators.
1
SuharsimiArikunto, ProsedurePenelitian, Jakarta: RinekaCipta. 2003. P.313
