Report text of ants √
Report text of Tulips √
Report text of Bumble bee
√ Report text of an Ostrich
√ Recount text of Last
Holiday √
Aldo’s experience √
Report text of Beavers √
Report text of Jasmine √
Procedure text How to Operate a vacuum cleaner
√ Procedure text of Mung
Bean √
Arranging sentences of summer holiday
X Arranging sentences of
summer holiday X
There were some reasons why the result of authenticity was less than the content validity of the tests. The researcher presumed that the authenticity level of
English national examination topics were adjusted so that the topics were suitable for junior high school level. For example, the use of natural language was not be
employed in the topics. Besides, junior high school students would get difficulties if natural language was used. If the use of natural language was employed in this
research to check the authenticity of the topics, all topics in the examination might not be authentic at all. Because of that thing, the researcher presumed that the
language used in the topics was modified so that it was suitable for junior high school students. The other reason was the English topics were composed
according to BSNP regulation No.1442014. It meant that the topics were adjusted according to junior high school level in Indonesia. Another reason, the
researcher presumed that the topics were simplified since the topics were employed to measure junior high school students.
D. Other Findings
This part presented additional finding related to the research. The finding was found when the researcher analyzed the content validity of the test items.
According to the topical criteria of the test specification, the national examination should composed items related to the communicative purpose. After checking the
test items, it was found that there were no items matched or suitable with the learning topic of communicative purpose such as to inform, to entertain, or to tell.
The table below showed the result of the additional finding:
Table 4.6 The Relevance of the Items According to the Learning Topics LEARING TOPICS
RELATED TEST ITEMS A B
1. Menentukan gambaran
umumpikiran utama paragraph 21, 24, 27, 34, 37,
39 21, 24, 27, 34, 37,
39 2.
Menentukan informasi tertentuinformasi rinci
4, 5, 6, 8, 9, 10, 11, 13, 14, 15, 17, 18,
22, 23, 25, 26, 28, 29, 30, 31, 33, 36,
38 4, 5, 6, 8, 9, 10, 11,
13, 14, 15, 17, 18, 22, 23, 25, 26, 28,
29, 30, 31, 33, 36, 38
3. Menentukan informasi tersirat
1, 2, 29, 32 1, 2, 29, 32
4. Menentukan rujukan kata
20 20
5.
Menentukan makna katafrasa
3, 7, 12, 16, 19, 35, 40
3, 7, 12, 16, 19, 35, 40
6.
Menetukan tujuan komunikasi X
X
The result above obviously demonstrated that there was no representation of items related to communicative purpose in the English national examination.
The other learning topics showed that there were representativeness. In the part of determining main idea, there were six items in same numbers in different types.
The next was determining certain or detailed information of certain passages. The total numbers were twenty three items in the same formation. The other was
related to implicit information which represented by four items. Besides, there were only an item related to the reference word. The last was about the meaning
of a word or phrase. In fact, the items found in the tests only focused on the meaning of a word represented by seven items in the same number formation.
Another finding was about the similar topics and items. There were similar topics and items found in examination version A and B. Furthermore, it was found
that there were three similar topics and seven similar items. The results were demonstrated as follows:
Table 4.7 Similar Topics and Items Showed in the Examination Examination Version A
Examination Version B Topics
Item Numbers
Topics
Item Numbers
An invitation of Dani Moulder
13 – 14
An invitation of Dani Moulder
13 – 14
Procedural text of Crispy Hash Brown recipe
17 – 20
Procedural text of Crispy Hash Brown recipe
17 – 20
Arranging sentences of summer holiday
50
Arranging sentences of summer holiday
50
From the table above, it was found that the topics and the items were located in the same numbers in the two examination versions. The first similar
topic and items was about an invitation of Dani Moulder. This topic belonged to short functional texts and there were two items which represented that topics.
Furthermore, in the two examination versions, the items presented questions related to certain information of the event. The next was procedural text of crispy
hash brown recipe which belonged to simple essays. There were four items represented that topics which related to certaindetailed information, the meaning
of a word, and reference word. The last one was about arranging sentences of summer holiday into a good paragraph. The sentences were about summer holiday
which located in the last number in the writing section. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V CONCLUSIONS AND SUGGESTIONS
There are two parts in this chapter, namely conclusions and suggestions. The first part is the conclusions which present the answers of the research
questions. Then, the second part is about suggestions for English teachers, test- constructors of National Examination, and future researchers who are interested in
conducting research related to principles of assessment and language test evaluation.
A. Conclusions
This research is conducted to obtain detailed information related to the quality of the content validity and authenticity in English National Examination
2015 for Junior High School. There are two research problems stated in the first chapter to be answered. First, how valid are the contents of test items of English
National Examination 2015 for Junior High School related to the test specifications? Second, how authentic are the topics of English National
Examination 2015 for Junior High School related to Brown’s theory?
In this research, document analysis is applied to obtain the answers of the two research problems as stated in chapter one. In addition, checklist tables are
employed to collect relevant data. Furthermore, there are two kinds of checklist tables employed in this research to collect relevant data namely checklist tables of
content validity and checklist table of authenticity. Checklist tables of content validity are employed to check the validity of the content of test items according
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