31 those reasons, the English teacher of
SD Teruna Bangsa
decided to compile a module to be used in the process of language teaching and learning.
The module is printed in an A4-size paper with 81-page width. The module is not that thick. Therefore it is easy for students to bring. The fonts
of the letters are clearly printed with an appropriate size. To avoid boredom, the activitiestasks available in the module are various, ranging from
matching, filling in the blanks, dialogue practicing, and drawing. The pictures and illustrations presented in the module are in black and white ink. The
references of the module are taken from the internet.
5. Learning Context
The learning context is a private school in Yogyakarta. The students have a five-day English subject in a week with time allotment 35 minutes in
each meeting. The focus of this paper is fourth grade learners aged between eight and ten. The learners of this school have been introduced to English
subject since the first grade. All learners are familiar with the
Automatic English
module series for they have used it throughout their studies at the school.
One of the measuring tools for learners’ progress is by doing the exercises of the module. Besides this, the teacher gives regular tests to
measure learners’ progress. The learners are given certain time allotment to
complete the tasksexercises on each topic of the module. This will be used for an ongoing assessment.
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B. Findings and Discussion
There are three principles of language assessment discussed in this study, namely validity, reliability, and authenticity. The checklists used to analyze and
evaluate the module consist of 47 itemscriteriaaspects with the distribution as follows:
1. Validity : There are 20 items for analyzing the validity of the module, with
10 items each on content validity and face validity. Those 20 items are divided into two parts.
The first part is to see the content validity of the module. It consists of 10 items. The items deal with objectives, teachability, and practice and testing.
The table is shown in table B.1:
Table B.1. The criteria of the content validity of the module No.
Principles of Language Assessment Covered
CriteriaAspects 1.
Validity content-valid Generally, the module fulfills the general objectives of
teaching English language in Indonesia objectives 2.
Validity content-valid Generally, the module fulfills the general objectives of
teaching english for elementary level objectives 3.
Validity content-valid The objectives specified explicitly in the module are
based on some theoretical background objectives 4.
Validity content-valid The objectives define the desired degree of mastery
objectives 5.
Validity content-valid The objectives meet the needs and wants of fourth
graders objectives 6.
Validity content-valid The objectives are clear and precise objectives
7. Validity content-valid
The objectives are measurable objectives 8.
Validity content-valid The module helps teachers exploit the activities to meet
students expectation teachability 9.
Validity content-valid The module provides periodical revisions for diagnostic
purposes practice and testing 10.
Validity content-valid The module provides models for final achievement tests
practice and testing
