period between the time of testing and the collection of data on the criteria and if the test scores can predict a specified future performance.
40
Thus, criterion validity is a validity which compares a measurement with some objective standard and it has also two types, such as: concurrent validity
and predictive validity which has own meaning.
3. Face Validity
Face validity is closely related to a surface or appearance of test. As Alderson et al., says that face validity refers to the credibility or public
acceptability of the test surface.
41
Moreover, Heaton defines “If a test item looks right to other testers, teachers, moderators, and testers, it can be
described as having at least face validit y”.
42
From the definition above, the writers assumes that face validity means the test appearance which is readable, acceptable, and appropriate with what
supposed to test.
4. Construct Validity
Hopkins and Antes says “Construct validity is an indication of the relationship between what a theory predicts and what test scores how”.
43
As Heaton also states, “If the test has construct validity it is capable of measuring
certain specific characteristics in accordance with a theory of language and behavior and lea
rning”.
44
This type of validity assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills.
40
Ibid.,
41
J. Charles Alderson, Caroline Clapham, and Diane Wall, Language Test Construction and Evaluation, New York: Cambridge University Press, 1995, p. 172.
42
J. B Heaton, Writing English Language Tests, New York: Longman Group UK Limited, 1988, New Edition
,
p. 159.
43
Charles D. Hopkins and Richard L. Antes, Classroom Measurement and Evaluation, Illinois: F.E. Peacock Publishers, Inc, 1990, 3
rd
Edition, p.331.
44
Heaton, op.cit., p. 161.
In the other hand, the writer concludes that construct validity refers to validity which measures the behavior or psychological and certain characters of
the students.
D. Curriculum and Syllabus
1.
The Definition of Curriculum
Curriculum means the basic standard or the objective which is used for guiding a success of teaching-learning process. As stated by Ornstein and
Hupkins that curriculum is as a written document or a plan which contains strategies in achieving desired goals.
45
Besides, curriculum also contains scopes, sequences, and methods for conducting teaching-learning process.
Moreover, “a curriculum is the content, standards, or objectives from which
schools hold students accountable. Others claim that a curriculum is the set of instructional strategies teachers plan to use
”.
46
Curriculum has four aims based on Richards; they are “to provide a clear definition of the purposes of a program, to provide guidelines for teachers,
learners, and materials writers, to help provide a focus for instruction, to describe important and realizable changes in teaching”.
47
In addition, every curriculum has a content based standard which will lead teaching-learning process in every institution or schools. Here the following of
content based standard are: 1 The basic framework and the structure of curriculum which are as
guidance in arranging a set of curriculum.
45
Allan C. Ornstein and Francis P. Hupkins, Curriculum: Foundations, Principles, and Issues, Boston: Allyn and Bacon, 1993, 2
nd
Edition, p. 10.
46
George J. Posner, Analyzing the Curriculum. New York: McGraw-Hill Companies, Incc, 2004, 3
rd
Edition, p. 5.
47
Jack C. Richards, Curriculum Development in Language Teaching, New York: Cambridge University Press, 2001, p. 120.
2 The quantity of subject or materials for the elementary students up to middle students.
3 A set of curriculum which will be developed by institution or schools based on an arranging guidance curriculum which does not separate from
the based standard. 4 The educational calendar is arranged for showing the teaching-learning
events at schools or other institutions.
48
The writer concludes that curriculum is a written document which describes objectives, goals, scope and sequences, and systems as a guideline for
implementing the teaching-learning process.
2. Curriculum for Vocational School SMK
Vocational school is a school which is focused on the rationales of the learning and theory.
49
It means that vocational school students do not only concern in acquiring the materials or getting the knowledge, but also they
concern in getting the experience or applying the theories and skills that they have gotten in a classroom. Furthermore, the materials or the theory that have
been learnt by the students should correlate to their major. It supposes to the students’ knowledge can be applied in the workplace as the major that they
have been taken. Vocational education refers to vocational school and workplace that the
students have to build their professional competence by building meaningful relations between knowledge, skills, and attitudes. In other words, the aims of
vocational education are integrating knowledge, skills, and attitudes while they are simultaneously need to develop a professional identity.
There are the reasons why vocational school is chosen by students rather than general school, they are: First, vocational school offers many subjects that
48
Putu Sudira MP, Kurikulum Tingkat Satuan Pendidikan SMK, Jakarta: Departemen Pendidikan Nasional Direktoral Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan
Sekolah Menengah Kejuruan Subdit Pembelajaran, 2006, p. 18.
49
Harmen Schaap, Liesbeth Baartman, and Elly de Bruijn, Students’ Learning Processes
during School-Based Learning and Workplace Learning in Vocational Education: A Review, Journal of Vocations and Learning,5, 2012, p. 99.
