Background of Study An Analysis On The Content Validity Of English Summative Test Items For First Grade Of Junior High School In Even Semester 2012 / 2013 (An Analytical Study At The First Year Students Of Smp Dua Mei)
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Meanwhile, summative test is made by a team which is given to the students at the end of semester. It is intended to show the standard which the student
have reached. Besides, it is used to determine the extent to which the instructional objectives have been achieved and it is used primarily to judge
the success of the learning progress. To get a good result, the test must fulfill the criterion of a good test:
validity, reliability, and usability that must be arranged well.
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In this time, the writer just focuses on the content validity because the writer wants to compare
the test with the syllabus. Validity is the most important consideration in test evaluation. The
concept reverse to the appropriateness, meaning, and usefulness of the specific inferences made from the score. Test validation is the process of accumulating
evidence to support such inference. The former types of validity content, criterion related, and construct are simply considered to be convenient
categories for accumulating evidence to support the validity of an interpretation.
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In this study, the writer only focuses on the content validity. Content validity reverse to whether or not the test’s content is representative to
the subject matters that have been designed to be measured.
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According to Gronlund “We can build a test that has high content
validity by 1 identifying the subject-matter topics and the learning outcomes to be measured, 2 preparing a set of specification, which defines the sample
of items to be use, and 3 constructing a test that closely fits the set of classification
”.
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These are the procedure that the teacher should be use, if there is mistake or errors in the content validity itself, it could be come from the
teacher who not adhere these steps.
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Wilmar Tinambunan, Evaluation of Student Achievement, Jakarta : Depdikbud, 1988 p. 11.
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Norman E Gronlund, Measurement and Evaluation in Teaching, fifth edition, New York: McMillan Publishing Company, 1981, p. 5.
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James Dean Brown and Thom Hudson, Criterion-Referenced Language Testing, Cambridge: Cambridge University Press, 2002, p. 213.
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Norman, Op, cit.
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Teachers are the one who know the characteristics of their students. Therefore, they are the most responsible for designing the test items.
Nevertheless, it is not an easy job for the teachers to make a good test. Sometimes the teachers make the test carelessly. The test is not representative
of the content instruction. It means that the test has a poor content validity. Therefore, the test which is designed to measure students’ ability after the
conducted learning process does not conform to curriculum. In fact, a good test should be in lin
e with the curriculum to measure students’ achievement accurately at the end of learning process.
Due to the writer’s experience during his integrated teaching
profession practice at SMAN 9 Tangerang Selatan, he thought that sometimes the test items are not coherence with the materials and the curriculum. So, the
test cannot be representative of the instruction content. In other words, the test has a poor content validity.
Based on the reality above, the writer would like to analyze the content validity of summative test. It is conducted to know the relevance of the test
items with the syllabus. He gives the title of this study;
“An Analysis on the Content Validity of English Summative Test for First Grade of Junior
High School in Even Semester 2012 2013 A Case Study at First Grade of
SMP Dua Mei ”.