The English Teaching of Junior High School

18 process in various ways in order to continue communication, and forming discourse competence using the device to form discourse. 38 The test that is analyzed in this study was given in written and only measured reading and writing skill. Therefore, the analysis of content validity in this study is only based on the reading and writing skill and kinds of discourse. For the competence standard and the basic competence of reading and writing for the first year students of junior high school at even semester could be showed by this following table, Table 2.1 Competence Standard and Basic Competence of Reading and Writing in the School-Based Curriculum Competence Standard Basic Competence Reading Membaca Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat 1. Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat 2. Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat Writing Menulis 38 Ibid. 19 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat 1. Mengungkapkan makna gagasan dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat 2. Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat The competence standard and basic competence mentioned above have to be developed by school to be teaching materials, teaching activities, and the indicators. Here are the indicators of reading and writing skill which have to be reached by the first year students at even semester. Table 2.2 Indicators of Reading and Writing Skills Skill The Indicators Reading 1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman dengan jelas:  Gambaran umum pikiran utama paragraf  Informasi rinci tersurat 20  Informasi tersirat  Rujukan kata atau makna kata frasa 2. Mengidentifikasi tujuan komunikatif teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman 3. Mengidentifikasi ciri kebahasaan teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman 4. Mengidentifikasi berbagai informasi dalam teks deskriptif dan prosedur:  Gambaran umumpikiran utama paragraf  Informasi rinci tersurat  Informasi tersirat  Rujukan kata atau makna kata frasa 5. Mengidentifikasi langkah retorika dalam teks deskriptif dan prosedur dengan cermat 6. Mengidentifikasi fungsi komunikatif teks deskriptif prosedur dengan cermat dan kreatif 7. Menyebutkan ciri kebahasaan teks deskriptif prosedur dengan cermat Writing 1. Menulis teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman 2. Menulis kalimat fungsional sederhana 3. Melengkapi teks deskriptif dan prosedur 4. Menyusun teks 5. Menulis teks deskriptif dan prosedur According to the English syllabus, there are many kinds of discourse which are used in the classroom. They are instruction, list of things, congratulation, announcement, descriptive text and procedure text. 21

G. The Previous Studies

The first previous study was conducted by Istyasmi Suminar 2012. She has analyzed the content validity of English summative test at SMP Al-Zahra Indonesia. In her study, she analyzed the test items and compared those items to the syllabus used by the school. She limited the study on the second grade students of SMP Al-Zahra at even semester academic year 20102011. She used descriptive comparative and also quantitative because she used some numerical data which are analyzed statistically. Her research found that it was only 40 of the test which conformed to the English syllabus. In other words, it had poor content validity. 39 The second previous study was conducted by Marinta Yuana Handari 2012. She has also analyzed the content validity of English summative test at SMPN 13 Tangerang Selatan. In her study, she analyzed the test items and compared those items to the syllabus used by the school. She limited the study at the first year students of SMPN 13 Tangerang Selatan at odd semester academic year 20102011. She used descriptive comparative and also quantitative because she used some numerical data which are analyzed statistically. Her research found that it was only 55 of the test which conformed to the English syllabus. It other words, The English Summative Test does not have a good content validity. 40 The last previous study was conducted by Aprilliani Isti Silvani 2012. Like the writers above, she has analyzed the content validity of English summative test at second year students of Junior High School. In her study, she analyzed the test items and compared those items to the curriculum and syllabus used by the school to know the students’ achievements. She limited the study at the first year students of SMP Muhammadiyah 37 Parung in the even semester academic year 20102011. Her research found that the percentage of the content validity level of the English summative test items 39 Istyasmi Suminar, “Analysis on Content Validity of the English Summative Test at the Second Grade Students at SMP Al- Zahra Indonesia”,Skripsi in Sayrif Hidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished. 40 Marinta Yuana Handari, “Analysis on Content Validity of the English Summative Test for First Grade of Junior High Schoo l in Odd Semester at SMPN 13 Tangerang Selatan”, skripsi in SyarifHidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished. 22 for the second year students of SMP Muhammadiyah 37 Parung, west Java, in the even semester of the 20102011 academic year was 84,44 . In other words, The English Summative Test has a very good content validity. 41 41 Aprilliani IstiSilvani, “An Analysis of Content Validity of English Summative Test of Second Year Students of Jun ior High School at SMP Muhammadiyah 37 Parung ”, skripsi in Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished. 23 CHAPTER III RESEARCH METHODOLOGY This chapter is divided into the place and the time of the research, the objective of the research, the object of the research, the method of the research, the instrument, the technique of the data collecting, and the technique of the data analysis.

A. The Place and the time of the Research

The research is held in Dua Mei Junior High School which is located at Jl. H. Abdul Gani No. 135, Cempaka Putih - South Tangerang. The research is conducted on September, 18 th 2013 - October, 2 nd 2013.

B. The objective of the Research

The objective of the research is to find whether the English summative test items for the first grade students at Dua Mei Junior High School at even semester 20122013 academic year has content validity. It is also done to know the content validity level of the test itself.

C. The object of the Research

The object of the research is the items of English summative test for the first grade students at Dua Mei Junior High School at even semester 20122013 academic year. The test consists of 40 multiple choices and 5 essays.

D. The Method of the Research

The method of the research is descriptive comparative. First, the writer analyzes the content of each item related to the specific objectives. Furthermore, he also compares it with the syllabus to find out whether the English summative test items for the first grade students of Dua Mei Junior High School at even semester 20122013 academic year have good content validity.

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