52 exemplification, and third, the students developed and used battery of writing
strategies. After analyzing the documents prepared by the third respondent, the writer could conclude that her assessment possessed high content validity.
b. Moderate Content Validity Assessment
The assessment possessed moderate content validity if the intended result of the assessment or the assessment content could fairly represent the intended
performance the students should be able to do after the instruction. The assessment could also be called having moderate content validity if it could
represent the main content clearly but could not really represent the content skill the students should perform after the instruction.
The example of the assessment which possessed moderate content validity came from the second assessment of the first respondent. The first
respondent wrote down in his second lesson plan that the materials were about report text, especially in reading and writing skills. He stated that the Basic
Competence the students should master was to respond the meaning and rhetoric steps in essays that use kinds of written language accurately, smoothly, and
acceptably in daily life context and to access knowledge in report text. As stated above, the teaching involved reading and writing skills, so the content of the
teaching was to enable the students to read understand and write produce report text in English language accurately, smoothly, and acceptably. At the end
of the study, the students had to be able to understand report text, both for its language features and information, and to produce report text.
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53 The first respondent stated five objectives to specify the content. The first
objective was that the students are able to find the specific information in the report text that is given by the teacher. Second, the students are able to decide
whether the statements are true or false after reading the report text. Third, the students are able to answer comprehension questions related to the reading text
that is given by the teacher. Fourth, the students are able to make a draft for their report text. Fifth, the students are able to write a report text. The respondent also
stated six indicators in the lesson plan, namely the students are able to first, identify the main idea of report text; second, identify the specific information of
report text; third, identify the social function of report text; fourth, identify the language features of report text; fifth, identify the generic structure of report text;
and sixth, write report text. There was a similar case for the learning objectives formulated by the
first respondent for his two documents in which the learning objectives did not actually stated the learning objectives or the outcomes of the instruction but they
stated the learning activities. Therefore, for this second document, the writer preferred using the indicators, which stated the learning outcomes, to the learning
objectives formulation which actually only stated about the learning activities. In the analysis, the writer used the word “objective” referring to the indicators of this
document which stated the learning outcomes of the instruction. The first respondent prepared an assessment of a report text along with
two activities. The assessment was supposed to be done in a group of some students. The first activity was about deciding whether the statements given were
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54 true or false after reading the report text. The second activity was about answering
some questions related to the text. It was about the main idea of each paragraph and about the language features of report text.
The activities mentioned above intended that the students could perform their understanding toward the text they had read. The students should be able to
find specific information and the main idea from the text. Deciding whether the statements were true or false and answering some related questions required the
students to read the text and know some specific information offered by the text. As stated in the analysis of the first assessment of the first respondent, the
truefalse sentence identification was used to enable the students to distinguish between literal and implied meaning.
The cloze-answer comprehension question task provided the students with some questions relating to report text, which became the content of the
instructional process. The questions asked about the generic structure of report text which means that if the students were able answer those questions; they were
considered to be able to identify the language features and generic structure of a report text. The task involved the macroskills of reading which enabled the
students to recognize the communicative function of written text, according to form and purpose and enabled the students to infer links and connections from the
idea of the text. Indirectly, the students were supposed to be able to write a report text based on their understanding of the language features and generic structure of
report text. It could be concluded that the intended result of the assessment
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55 prepared by the first respondent had high content validity seen from the first,
second, third, fourth, and fifth objectives. The sixth objective did not have assessment procedure. The first
respondent only stated that the students should make a draft for their own report text, while the revised result of report text might be submitted later. Actually, the
first respondent did not prepare the specific assessment to assess the students’ mastery of report text production. The students, as stated in the lesson plan, were
only asked to make a draft. It could be concluded that the second content skill in this instructional process could not be measured since there was no apparent
assessment for the writing skill. Overall, the second assessments prepared by the first respondent had moderate validity since the intended result could fairly
represent that the students would be able to understand the theory, language features, and specific information of recount text but it gave a little time for the
students to practice producing report text in which the students could perform their ability in writing the text.
The next example of moderate content validity came from the first assessment of the fourth respondent. The fourth respondent taught the ten grade
senior high school students. She mainly taught about simple past tense. Simple past tense became the content of her instruction along with four objective
formulations. The first objective was that the students are able to know the pattern of simple past tense. Second, the students are able to pronounce the verb two
verb in the second form well. Third, the students are able to complete the incomplete past tense sentences. Fourth, the students are able to produce past
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56 tense sentences related to the event they have experienced before. From the
objective formulations, the writer found that only the fourth objective stated the learning outcomes while the other three objectives stated only the learning
activities the students would be involved. The respondent stated some indicators also in her lesson plan but the indicator formulations were exactly the same as the
statement of learning objectives. Therefore, the writer used those objectives, found in the indicators part, as the base to analyze the content validity of the
assessments. The fourth respondent began her assessment by giving an incomplete
recount text. The students were asked to complete six blank parts from the text. The blank parts were specific in which the students should complete with correct
verb form. The answers or the verbs were given in the box above the text and the students needed to change the verbs into correct verb forms to complete the text.
All the verbs should be changed into verb two since recount text used past tense in which the verbs should be in verb two. In her lesson plan, she stated that after
completing the text, the students were asked to identify the generic structure of the text also. The students should identify the generic structure of recount text.
The next procedures were answering some comprehensive questions and deciding whether the statements given were true or false based on the text.
Actually, the procedures were far from the instructional content, which was the Simple Past Tense. The procedures focused on recount text understanding. The
skill involved was reading in which the students should read and understand the
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57 text to be able to answer the questions and decide whether the statements given
were true or false. The last procedure was completing the sentences with the correct form of
verbs. In this procedure, the students just needed to change the verbs given in the brackets in each sentence. The student should change the verbs into the correct
form since the sentences were all in the past tense. The assessment required the students to be able to change the verb from its infinitive into its second form.
Besides, the assessment procedure intended that the students would understand that simple past tense always uses verb two. Therefore, the students would be able
to produce sentences in the simple past tense correctly. The writer could conclude that the assessment given to the students dealt
more with recount text than the simple past tense which became the main content. Fortunately, the respondent did not finish applying her assessment in that way.
She used her assessment to learn about simple past tense appropriately. The processes were noted down in her lesson plan that the first, second, and third
assessment procedures was used to help the students learn the correlation of recount text with simple past tense. The respondent also re-explained about past
tense for her students. The last assessment procedure clearly gave the chance for the students to practice their understanding about sentence in simple past tense.
They supposed to be able to change the verb one into verb two. Afterwards, the students were given the chances to pronounce the verbs and make ten sentences in
simple past tense.
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58 Although the assessment could not apparently represent and measure the
intended outcomes stated in the objective formulation, the assessment was used well to achieve those objectives. Therefore, the writer could conclude that the
assessment prepared by the fourth respondent possessed moderate content validity since the intended result of the assessment fairly matched with the instructional
content.
c. Low Content Validity Assessment
