An analysis on the content validity of English summative test items at even semester of the second grade students at Madrasah Tsanawiyah Pembangunan UIN Jakarta

AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH SUMMATIVE TEST ITEMS AT EVEN SEMESTER OF THE SECOND GRADE STUDENTS AT MADRASAH TSANAWIYAH PEMBANGUNAN

UIN JAKARTA

A “Skripsi”

Submitted to the Faculty of Tarbiya and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (SI)

By:

IKA TRI YUNIANIKA NIM: 105014000302

DEPARTEMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

ABSTRAK

TRI YUNIANIKA, IKA, 2009, An Analysis on the Content Validity of English Summative Test Items at Even Semester of the Second Grade Students at Madrasah Tsanawiyah Pembangunan UIN Jakarta, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.

Pembimbing: Dra. Hidayati, MPd. Key words: Validitas isi, MTs. Pembangunan

Penelitian ini ditujukan untuk menganalisa validitas isi dari tes summative Bahasa Inggris pada semester genap tingkat dua di MTs. Pembangunan UIN Jakarta. Penelitian ini mencakup validitas isi butir-butir soal dan pencakupan materi berdasarkan kurikulum yang direkomendasikan.

Adapun tujuan dari penelitian ini adalah untuk mendapatkan informasi mengenai butir-butir tes summative Bahasa Ingggris pada semester genap tingkat dua di MTs. Pembangunan UIN Jakarta. Tes summative Bahasa Inggris ini terdiri dari 50 soal (45 butir soal pilihan ganda dan 5 soal esai). Penelitian ini menggunakan deskripsi dan evaluasi analisis. Teknik yang digunakan dalam mengumpulkan data adalah tabulasi.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa butir-butir tes summative Bahasa Inggris pada semester genap tingkat dua di MTs. Pembangunan memiliki validitas isi yang baik. Hal ini menunjukan bahwa materi tes summative ini berdasarkan kurikulum yang telah direkomedasikan .

Berdasarkan hasil penelitian ini, dapat disarankan bahwa (1) pembuat soal harus memiliki persiapan yang baik dalam menyusun tes, dengan memperhatikan prinsip-prinsip penyusunan tes yang baik, (2) pembuat soal harus menyadari bahwa butir-butir tes harus sejalan dengan kurikulum yang telah direkomedasikan; butir-butir tes yang tidak berdasarkan kurikulum harus di buang, (3) butir-butir tes yang tidak berdasarkan silabus harus direvisi sehingga tes tersebut bisa digunakan untuk evalusi selanjutnya.

ACKNOWLEDGMENT

All praise be to Allah, the Beneficent and the Merciful who blessed us with many amazement so the writer could complete her “skripsi” well. Peace and salutation for our prophet Muhammad SAW., and to his family, relatives as well as his companion.

This “skripsi” is presented to the English Education Department, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, as a partial fulfillment of the requirements for the degree of Strata I. The writer tries to analyze the content validity of English summative test items at even semester of the second grade students at Madrasah Tsanawiyah Pembangunan UIN Jakarta, 2008/2009 academic year.

In the process of finishing this “skripsi”, the writer got many guidance and motivation from people around her. Therefore, the writer would like to express her deepest gratitude to her parents and her sibling who give support for doing her “skripsi”. The writer would like to express her special gratitude to her adviser, Dra. Hidayati, M. Pd for her patience, valuable guidance, encouragement, comment and suggestion for completing her “skripsi”.

The writer would like to express her gratitude to:

1. All the lecturers in English Education Department who had transferred their knowledge and also for their valuable guidance and encouragement to the writer.

2. The head of English Department, Drs. Syauki M. Pd.

3. The Dean of Tarbiya and Teachers Training Faculty, Prof. Dr. Dede Rosyada, M.A.

4. The head master of MTs. Pembangunan UIN Jakarta, Drs. Djamaludin.

5. The English teacher of MTs. Pembangunan UIN Jakarta, Wiwin Wiwitri S.Pd who help her in doing her “skripsi”.

6. All her best friends, Ocha, Maida, Mila, Ika Rosika, Rio, Aris, Eel, Fitri, Muni and Leli who helped and supported her in this “skripsi”.

8. Beloved brothers, Agus Rahmanto, Deni Prasetio and Tanenji who supported her in finishing the “skripsi”.

9. Abah, thank you for the the inspiring moment we spent together.

10. Kahfi’s family, especially Om Bagus. Thank you for knowledge sharing and best friendship.

Finally, the writer expects this “skripsi” will give valuable information for the development of scientific education and become the inspiration for people who read it.

Jakarta, August 3rd 2009

TABLE OF CONTENT

ABSTRACT ……….i

ACKNOWLEDGMENT ………ii

TABLE OF CONTENT ……….iv

LIST OF TABLES ……….vii

LIST OF APPENDICES ………..viii

CHAPTER 1 INTRODUCTION A. Background of the Study………..1

B. Statement of the Problem ………...3

C. The Scope and Limitation of the Study………….. 4

D. The objective of Study ……….4

E. Significance of the Study ...4

F. The Definition of Key Term ………....5

CHAPTER II THEORETICAL FRAMEWORK A. Material, Curriculum and Syllabus...…………...6

B. School Based Curriculum ………..16

C. Evaluation ………...18

D. Test ………..19

1. The Concept of Test ………...19

2. Types of Test ………...20

3. Types of Item………21

E. The Criteria of a Good Test ………...22

2. Reliability ………...27

3. Practicality ………27

F. Item Analysis ………28

CHAPTER III PROFIL OF SCHOOL A. Brief History of MTs. Pembangunan……….30

B. Founding Fathers……….………31

C. Visions ………..32

D. Missions……….32

E. Purposes ………...33

F. Teaching Learning Process at MTs. Pembangunan ………33

G. Foundation Board, Teachers, And Administration Staff ………...37

CHAPTER IV RESEARCH METHODOLOGY AND RESEARCH FINDINGS A. Research Design...39

B. Place and Time of Study………..39

C. Object of Study……….40

D. Research Instrument ………...40

E. Data and Source Data ……….40

F. Technique of Collecting Data...40

G. Technique of Data Analysis……….41

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions ………...46

B. Suggestions ………46

LIST OF TABLES

Table 2. 1 The Competency Standard, Basic Competence and Core Materials in the Second Grade of MTs.

Pembangunan………...11 Table 3.1 Curriculum structure of MTs. Pembangunan UIN Jakarta…………..35 Table 4. 1 Criteria of Test Result Percentage………..41 Table 4. 2 The Appropriate of English Summative Test Items with the Latest

Syllabus at Even Semester of the Second Grade Students

At MTs. Pembangunan ………..42 Table 4. 3 The Inappropriate of English Summative Test Items with the Latest

Syllabus at Even Semester of the Second Grade Students

At MTs. Pembangunan ………..43 Table 4. 4 The Appropriate and Inappropriate of English Summative Test Items

with the Latest

Syllabus at Even Semester of the Second Grade Students

LIST OF APPENDICES

Appendix 1 The Question Sheet………....50

Appendix 2 The Answer Sheet………..54

Appendix 3 The Syllabus at Even Semester of the Second Grade…………....56

Appendix 4 Surat Pengajuan Judul Skripsi………...67

Appendix 5 Surat Bimbingan Skripsi………....68

Appendix 6 Surat Permohonan Izin Penelitian………..69

CHAPTER I INTRODUCTION

This chapter presents and discusses the background of study, statement of the problem, the scope and limitation of the study, the objective of study, significance of the study, and definition of key term.

G. The Background of Study

In the globalization era, English is increasingly needed because it is one of the International languages mostly used in the world. By utilizing English, people have created closer relationship with the whole world population. English has significant role in various fields such as in International trade, science and technology, education and so on.

The fierce competition in International trade markets has seen an increase in foreign language programs designed specifically for business people. Some Indonesian firms which deal with speaking countries now employ their own instructors of English as a foreign language. Indonesian entrepreneurs must not only understand the language of the market place, they must be familiar with the culture, and they must understand which strategies will win or lose business in the foreign market. Various careers are now opening up for people trained in business and speaking more than one language: technical translators of business letters and manuals; interpreters; overseas salesmen; bilingual secretaries and receptionist; consultant; advertising; copy writers; and tour guides. Therefore, mastering English become a substantial role for International trade and International communication among their trading partners.

Understanding English is needed to absorb science and technology coming from abroad. The improvement of technology can be seen in internet, mobile phone, television. We need English to get the information in this modern era. For instance, teleconference can transmit voice and image to facilitate long distance face-to-face communication. English is useful to get the main idea in communication by using teleconference among nations.

More over, English has also the important role for the improvement in educational aspect. English is the window of knowledge because people who mastering English can access the universal knowledge from English written texts. It happens because most of textbooks and other information sources are written in English. For example in medicine field, most of the text book written in English, so that English is needed to understand the content of the book. Besides, knowledge of new discoveries and inventions in one country is transmitted to other countries through English for the benefit of the world. In this way, English helps to spread knowledge and progress.

Realizing how important English for the progress of our country, the government, by the issuance of the decree of Minister of Education and Culture No. 096/1967, has stipulated that English becomes the first foreign language and compulsory subject that should be taught formally to all Indonesia students starting from Junior High School up to University level.1

English becomes the first foreign language in Indonesia that is considered very important and must be learnt in schools. 1994 GBPP of MTs: English is the first foreign language in Indonesia which is considered very crucial for the purpose of science development and absorption of technology, culture, and construction of relation with other nations.2

Teaching-learning process consists of three parts. They are planning, process and evaluation. The well prepared planning will influence the successful of teaching learning process. Therefore planning and process are not enough in teaching learning process, so that evaluation is needed to find out the effectiveness or the failure of a method, and also student’s achievement in mastering the lesson. It is also important for students to know how far they have understood the material that the teachers have already taught. The three parts can not be separated each others. Every part has correlation to reach the goal of education.

1

Departement Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/1967,

“Bahasa Inggris sebagai bahasa asing pertama di Indonesia dan mata pelajaran wajib untuk SLTP sampai perguruan tinggi”.

2

Depag RI, GBPP Bahasa Inggris (MTs), (Jakarta: Depag RI, 1993), p.2.

In educational side, one of the most important aspects of teaching learning process is evaluation. To measure their student’s skills in the teaching-learning process, the teachers need to hold an evaluation. It is intended to know about the successful and effectiveness (strength and weakness) of teaching activities. It is integral part of the instructional program. It should be arranged systematically and related to the curriculum so that we can get obvious and comprehensive analysis of the student’s achievements. By having an evaluation, the improvement in the next lesson planning can be upgrade. So, the teaching-learning process will run effectively without any overlapping.

Actually, one form of evaluation is a test. Making a good test needs careful arrangements. Test as an instrument should have a good quality, because the quality of the test will influence the result of the test. If the test is good, the result will provide the right information to be used by the teacher in making accurate decision to the student’s achievement. That is to say, the test must be appropriate in terms of the objectives, dependable in the evidence it provides and applicable to out particular situation.

In the reality, when the teachers do an evaluation, they find some problems. And one of them is some of their students get low scores. We can assume that it is happened because the test items didn’t contain one of the characteristic of a good test or the test items didn’t in line with the curriculum or maybe the teachers didn’t delivery the material to the students completely.

Based on the description given above, the writer is interested in analyzing the Content Validity of English Summative Test Items at Even Semester of the Second Grade Students at MTs. Pembangunan, UIN Jakarta.

H. Statement of the Problem

Based on the background described above, the writer interested in analyzing the content validity of English summative test items at even semester of the second grade students at MTs. Pembangunan. The general question of this research is “Do the English summative test items used at even semester of the second grade students at MTs. Pembangunan have good content validity?”

I. The Scope and Limitation of the Study

The scope of this study focuses on analyzing the content validity of English summative test items at even semester of the second grade students at MTs. Pembangunan.

J. The Objective of Study

According to statement of the problem above, the purpose of this study is to analyze the content validity of English summative test items at even semester of the second grade students at MTs. Pembangunan.

K. Significance of the Study

The results of the study are expected can contribute to all people in developing quality of English evaluation such as test designers, teachers, headmaster and further researchers.

1. For the test designer, it can be reference to measure the content validity of English summative tests. This research can give contribution or a useful input and feedback as bases for improving English summative test to the English teacher who join the test designer group. The teachers can take an advantage from it as information about the effectiveness or the failure of a method, and also student’s achievement in mastering the lesson.

2. The results of this study are useful for the English teachers at MTs. Pembangunan to know how far their students have understood the material that the teachers have already taught. It is also important to provide better insight oh how to make the better English Summative test to be used in evaluation activity. It is hoped to enrich the teachers’ knowledge of English Summative test analysis.

3. For the headmasters, it is useful to check how well the English summative test which is designed by the teachers who join the test designers group. It is also important to monitor their students’ progress in learning English.

4. Finally, the result of this study can be used as a reference for the further researchers who are interested in analyzing similar study.

F. The Definition of Key Term

The following definitions are given to make readers have the same understanding or perception for some terms is used in this study. They are also intended to avoid ambiguity or misinterpretation. They are as follows:

1. Content validity is concerned with the materials that the students have learned. The test should cover samples of the teaching materials given. To fulfill this teacher should refer his consideration to the teaching syllabus. It depends on careful analysis of the language being test and of the particular course objectives; the test should be so constructed as to contain a representative sample of the course.

2. MTs. Pembangunan is the acronym of State Islamic Junior High School Pembangunan UIN Jakarta, under the supervision of Religion Department.

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer tries to give clear description of theoretical frame work which is material, syllabus and curriculum, School Based Curriculum, evaluation, test (the concept of test, types of test, types of item, the criteria of a good test) and item analysis.

A. Material, Syllabus and Curriculum

Instructional materials are partially related to syllabus and curriculums. This close relation is the reason why the two are sometimes used synonymously by some experts. In the present context, materials are an important component within the curriculum. They are used to achieve the instructional objectives which have been formulated. Therefore, instructional materials used for teaching learning process must be selected carefully. They must be in consonant with the curriculum so that the instructional objectives can be achieved.

According to Richards and Rodgers (1986)3, the roles of instructional material within functional or communicative methodology might be specified as follows:

1. Materials will focus on the communicative abilities of interpretation, expression and negotiation.

2. Materials will focus on understandable, relevant and interesting exchange of information rather than on the presentation of grammatical form.

3. Materials will involve different kinds of texts and different media, which the learners can use to develop their competence through a variety of different activities and tasks.

3

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1986), p. 30

The world curriculum is used interchangeable with syllabus. A syllabus is a reference of the courses a teacher teaches or intends to teach. Penny Ur stated that “syllabus is a list of all the things that are to be taught in the courses”.4

Syllabus is a specification of what is to be taught in a language program and the order which it is to be taught. A syllabus may contain all or any of the following phonology, grammar, functions, notions, topics, themes, tasks. 5 The syllabus identifies what will be worked upon by the teacher and students in terms of content selected to be appropriate to overall aims.6

From the statement above, the writer can conclude that syllabus is a specific plan of what is to be taught and a teacher translates into activities in the classroom.

A syllabus is designed based on school program and students degrees. Besides that, the content of the syllabus must be suitable with students’ condition and relevant to early situation.

To make sure that learning process will run effectively, it’s needed for a syllabus compiler to include the kind of student learning experiences, and the brief of material in the syllabus. Characteristic of a syllabus:

1. Consist of a comprehensive of list of:

a) Is ordered (easier, more essential items first)

b) Has explicit objectives (usually expressed in the introduction) 2) Is a public document

3) May indicate a time schedule

4) May indicate a preferred methodology or approach 5) May recommend materials

A number of different kinds of syllabuses are used in foreign language teaching. A list of these is provided below:

4 _{Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge:}

Cambridge University Press, 1996), p.176

5

David Nunan, Teaching English as a Second Foreign Language: Syllabus Design,

(Massachusetts: Heinle Thomson Learning, 2001), p. 159

6

Michael P. Breen, The Cambridge Guide to Teaching English to Speakers of Other Languages: Syllabus Design, (2004), p.151

1. Grammatical

A list of grammatical structures, such as the present tense, comparison of adjectives, relative clauses, usually divided into sections graded according to difficulty and/or importance.

2. Lexical

A list of lexical items (girl, boy, go away…) with associated collocations and idioms, usually divided into graded sections. One such syllabus, based on a corpus (a computerized collocation of samples of authentic language).

3. Grammatical-lexical

A very common kind of syllabus: both structures and lexis are specified: either together, in sections that correspond to the units of a course, or in two separate lists.

4. Situational

These syllabuses take the real-life contexts of language uses as their basis: sections would be headed by names of situations or locations such as ‘Eating a meal’ or ‘In the street’.

5. Topic-based

This is rather like the situational syllabus, except that the headings are broadly topic-based, including thins like ‘food’ or ‘The family’; these usually indicate a fairly clear set of vocabulary items, which may be specified.

6. Notional

Notions are concepts that language can express. General notion may include number, for example: ‘time’, ‘place’, ‘color’; specific notions look more like vocabulary items: ‘man’, ‘woman’, ‘afternoon’.

7. Functional-notional

Functions are things can do with language, as distinct from notions can express: examples are ‘identifying’, ‘denying’, ‘promising’. Purely functional syllabuses are rare: usually both functions and notions are combined.

8. Mixed or multi-strand

Increasingly, modern syllabuses are combining different aspects in order to be maximally comprehensive and helpful to teachers and learners; in these you may find specification of topics, tasks, functions and notions, as well as grammar and vocabulary.

9. Procedural

These syllabuses specify the learning tasks to be done rather than the language itself or even its meanings. Examples of tasks might be: map reading, doing scientific experiments, story-writing.

10.Process

This is the only syllabus which is not pre-set. The content of the course is negotiated with the learners at the beginning of the course and during it, and actually listed only retrospectively.7

Syllabus is part of curriculum excluding the element of curriculum evaluation. Furthermore, curriculum is one of terms that are used in broad sense and narrower sense. In its broad sense it is used to refer to all learning experiences that a person encounters at school, including those aspects which influences them only subconsciously. In its narrower sense it refers to a person’s experiences in one specific subject on the school timetable.8

Albert I. Oliver states that “curriculum is the education program of a school with attention to the elements of program of studies, program of activities and program of guidance”.9

William B. Ragan explains:

Curriculum traditionally has meant the subject taught in school, or the course of study. The tendency in recent decades has been to use the term in a broader sense to refer to the whole life and program of the school. The

7

Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.178

8

Roger Bowers and Christopher Brumfit, (Eds), Applied Linguistics and English Language Teaching, (London and Basingstoke: Macmillan Publishers Limited, 1991), p. 11

9

Albert I.Oliver, Curriculum Improvement: A Guide to Problems, Principles, and Procedures, (New York: Dodd Mead and Company, 1965), p.15

term is used to include all the experiences of children for which the school accept responsibility.10

David Nunan states that “curriculum is a large messy concept which can be looked at in a number of ways. A very broad definition is that it includes all of the planned learning experiences of an educational system”.11

Richards describes a curriculum as follows: An educational program which states:

1. the educational purposes of the program (the ends);

2. the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means);

3. some means for assessing whether or not the educational ends have been achieved.12

Stoop and Rafferty provide the definition:

The curriculum represents the sum total of school-related activities through which a child learns. Today, the aim of curriculum makers is to plan the learning situations so as to give direction and meaning to all learning experiences continuity, sequence, and integration are considered the tree essentials necessary for a well organized curriculum.13

Yalden defines that “curriculum includes the goals, objectives, contents, processes, resources and means of evaluation of all the learning experiences planned for pupils both in and out of school”.14

From the statements, the writer concludes that curriculum is the planned learning experiences of an educational system with attention to the elements of program of studies, program of activities and program of guidance”.15

10

William B. Ragan, Modern Elementary Curriculum, (United State of America: Holt, Rineart and Winston, Inc, 1960), p. 13

11

David Nunan, Teaching English as a Second Foreign Language: Syllabus Design,

(Massachusetts: Heinle Thomson Learning, 2001), p. 55

12

Richards, J., J. Platt and H. Weber, Longman Dictionary of Applied Linguistics

(Longman: Harlow, 1985)

13

Hicks, William Vernon and Blackington III, Frank H., Introduction to Education: An Orientation to Teaching, (Ohio: Charles E. Merril Books Inc., 1965, p. 115)

14

Janice Yalde, The Communicative Syllabus Evolution, Design and Implementation,

(UK: Prentice-Hall Internatioanl, 1987), p. 18

15

Albert I.Oliver, Curriculum Improvement: A Guide to Problems, Principles, and Procedures, (New York: Dodd Mead and Company, 1965), p.15

The government decided competency standard and basic competence in the curriculum. The competency standard, basic competence and core materials based on the latest English syllabus for the second grade of Junior High School are stated as follows:

Table 2. 1

The Competency Standard, Basic Competence and Core Materials in the Second Grade of MTs. Pembangunan

Standar Kompetensi Kompetensi Dasar Materi Pembelajaran

Mendengarkan

7. Memahami makna dalam percakakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

7.1. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat; lancar, dan berterima untuk berinterkasi dengan lingkungan terdekat yang melibatkan tindak tutor meminta, memberi, menolak jasa, meminta,

memberi,menolak barang dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan/menerima/men olak sesuatu

7.2. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinterkasi dengan lingkungan terdekat yang melibatkan tindak tutur meminta, memberi persetujuan, merespon pernyataan,memberi perhatian terhadap

Percakapan yang memuat ungkapan-ungkapan berikut: A: Do you mind accompany

me to go there? B: No, problem / I want to,

but …..

A: Can I have some? B: Sure, here you are A: Here’s some handicraft for

you.

B: I can’t take this, sorry A: Do you like it? B: Yes, I do

A: Have you done it? B: Sorry, I haven’t. A: Do you think it’s good? B: I think so / Sorry, I can’t

say anything

Percakapan yang memuat ungkapan-ungkapan berikut:

A: What if I do it again? B: Fine, with me A: I have to go now B: Do you have to? A: ………. B: Right / I see / Hm…m -Hello, excuses me ……….. -Did you? / Were you? -Thanks / Bye…../ see you -Could I speak to …., please? -Well, I’m calling to……

pembicara, mengawali, memperpanjang dan menutup percakapan, dan mengawali, memperpanjang dan menutup percakapan telepon.

-Nice talking to you

8. Memahami makna dalam percakakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

8.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinterkasi dengan lingkungan sekitar

8.2.Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative dan recount

Teks fungsional pendek: - undangan

- pengumuman - pesan singkat

Teks monolog berbentuk: - narrative

- recount

Berbicara

9.Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk

berinterkasi dengan lingkungan sekitar

9.1 Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutor: meminta, memberi, menolak jasa, meminta,

memberi,menolak barang dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan/menerima/men olak sesuatu

Percakapan singkat memuat ungkapan-ungkapan: A: Do you mind

accompanying me to go there?

B: No, problem / I want to, but …..

A: Can I have some? B: Sure, here you are A: Here’s some handicraft for

you.

B: I can’t take this. Sorry A: Do you like it? B: Yes, I do

A: Have you done it? B: I’m sorry, I haven’t A: Do you think it’s good? B: I think so/sorry, I can’t say

Continue to the next page 9.2 Mengungkapkan makna yang

terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinterkasi dengan lingkungan terdekat yang melibatkan tindak tutor: meminta, memberi persetujuan, merespon pernyataan,memberi perhatian terhadap pembicara, mengawali, smemperpanjang dan menutup percakapan, dan mengawali, memperpanjang dan menutup percakapan telepon.

Percakapan pendek yang memuat ungkapan-ungkapan berikut:

A: What if I do it again? B: Fine, with me A: I must go now B: Do you have to? A: ………. B: Right / I see / Hm…m -Hello, excuses me ……….. -Did you? / Were you? -Thanks / Bye…../ see you -Could I speak to …..please? -Well, I’m calling to…… -Nice talking to you

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinterkasi dengan lingkungan sekitar 10.2 Mengungkapkan makna

dalam monolog pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative

- Teks fungsional pendek: * Undangan

* Pengumuman * Pesan singkat

Teks monolog berbentuk narrative/recount

Membaca

11. Memahami makan dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinterkasi dengan lingkungan sekitar

11.1. Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.

Teks essai berbentuk narrative / recount

* Ciri kebahasaan teks essai berbentuk narrative / recount * Tujuan komunikatif recount

Adapted from Content Standard of SMP/MTs. English Syllabus 2006

The competency standard in the second grade is comprehends and expresses the meaning of short transactional and interpersonal conversation in order to interact with the surrounding. Comprehend and express the meaning of functional oral text and short monologue in term of narrative and recount in order to interact with the surrounding. Comprehend and express the meaning of short essay in form of recount and narrative in order to interact with the surrounding.

11.2. Merespon makna dalam teks fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative

* Langkah retorika teks narrative/recount

- Teks fungsional * Undangan * Pengumuman * Pesan singkat - Tujuan komunikatif - Ciri kebahasaan

Menulis

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara

akurat,lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan

lingkungan sekitar berbentuk recount dan narrative.

- Teks Fungsional: * Undangan * Pengumuman * Pesan singkat

- Teks essai narrative / recount - Ciri kebahasaan teks narrative

/ recount

- Langkah retorika teks narrative / recount

The basic competence of listening skills are response and express the meaning of short transactional and interpersonal conversation accurately, fluently, and effectively in term of (1) Asking, giving, and refusing for serve, (2) Asking, giving, and refusing for things, (3) Asking, giving, and deny for information, (4) Asking, giving, and refusing for opinion, (5) Offering, recieving, and refusing for things, (5) Asking and giving for agreement, (6) Responding the statement, giving an attention for the speaker, (7) Begining, extending, and closing the conversation, (8) Begining, extending, and closing the phone conversation. Response and express the meaning of functional in both oral and written text accurately, fluently, and effectively in order to interact with the surrounding. Response and express the meaning of short monologue accurately, fluently, and effectively in order to interact with the surrounding in term of: narrative and recount. Read clearly and express the meaning of short functional written text and essay in form of recount and narrative with the utterance, pressure, and intonation effectively related to the surrounding. Response and express the meaning and rhetoric step of short essay by using kinds of written text accurately, fluently, and effectively related to the surrounding in term of recount and narrative.

The core materials consist of the conversations comprise of the following functional expression. Short functional text consists of invitation, short message, and announcement. Short monologue consist of narrative and recount. Essay text consist of essay text feature in form of narrative or recount, the objective of essay text communicative of recount or narrative and rhetoric step of narrative or recount text. It is also consist of communicate objective and language features.

The example of narrative text:

Why Does Rooster Have No Horns?

Once there was a rooster that lived near a jungle. His name was Chike. He was so handsome with his horns. Every morning Chike tool a walk to meet his friends.

One day he visited his uncle that was sick. On the way he met Gonga, a goat. Gonga admired his horns. He looked at Chike’s horns continuously. Then he thought of clear plan to have the horns. “Chike, I want to go to the party. Can you borrow me your horns?” Gonga pleaded. “Please Chike, just one ready!” ”All right! But just one day” Chike answered.

How poor Chike was, because the goat never returned the horns back. Although Chike looked for him everywhere he could not find Gonga.

Since then a goat has horns and rooster has so.

The example of recount text:

Riding a New Bicycle

Three years ago I got a new bike from my grand parents. It was the best gift for my tenth birthday. Unfortunately I could not ride on it yet. Then I tried to learn riding it.

On Sunday morning I pulled the bike by my hands to the football field near my house. Then I held the rudder tightly, sat on the bike seat an pedaled slowly. Next I added the speed, the bike ran faster and faster. Suddenly the bike was shaking and the movement was uncontrolled. Finally it hit a plant tree on the side of the field. I fell and when I felt my knee, it was bleeding.

Although all my body was in pain, I was satisfied.

B. School Based Curriculum

The curriculum is very vital to lead teaching-learning process and to organize all components involved in educational program systematically. Following the curriculum in important in order to gain the instructional objectives in the teaching-learning activities.

In line with the change of time, the progress of science and technology also increases. Consequently, the society’s needs toward the progress of science and technology increase so that the student’s need also change. To meet such a change, the curriculum must also be changed because curriculum is reflection of

situation in a certain period of time. Therefore, a perfect is a reflection of situation in certain period of time. Therefore, a perfect curriculum has never been found.

Realizing the need for such a change, the government always tries to improve the curriculum. The latest version of curriculum is well-known as School Based Curriculum.

School Based Curriculum is also called “Kurikulum Tingkat Satuan Pendidikan (KTSP)”. It is developed based on unit education, potencies, and characteristics of school and region, social and culture of community and characteristic of student.16 “KTSP” is an effort for the better curriculum in order to be more familiar for the teachers. The involvement of them is as a mean to emerge responsibility.

It is an idea about the development of curriculum that is given to the close position of learning process that is a school and education unit. Some reason for the implementation of “KTSP”, those are:

1. School knows better in strange, weakness and opportunity and threat for itself so it can optimize the benefit of available source in order to upgrade its quality.

2. School knows better the need of itself, especially education input that will be developed and used in educational process based on the development level and need of students.

3. The decision making by the school is suitable to fulfill the school need because school knows better the best for itself.

4. The involvement of each school and its community in curriculum development create democracy and transparency. It is also more efficient and effective to be controlled by the community.

5. School is responsible for its own quality to the government, students’ parents and community, so it works as maximal as possible to attain the goal of “KTSP”.

16

E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan: Suatu Panduan Praktis, (Bandung: PT. Remaja Rosdakarya, 2006), p.8

6. There is a healthy competition among school to upgrade educational quality through innovative efforts with the support of students’ parents’, community and local government.

7. School responses directly the aspiration of community and surrounds that change fast, and accommodate them into KTSP. 17

C. Evaluation

Norman E. Gronlund explains “evaluation is a systematic process of determining the extent to which pupils achieve learning objectives”.18

In addition, Bachman defines evaluation as follows:

Evaluation can be defined as the systematic gathering of information for the purpose of making decisions. The probability of making the correct decision in any given situation is a function not only of the ability of decision maker, but also the quality of the information upon which the decision is based. 19

In line with definition above, Brian K. Lynch explains “Evaluation is systematic attempt to gather information can be both qualitative and quantitative in form, and can be both gathered through different methods such as observation or administration of pencil-and-paper test”.20

Based on the statement above, the writer conclude that evaluation is systematic attempt to gather information for the purpose of making decision and it should be arranged systematically and related to the curriculum so we can get an obvious and comprehensive analysis of the students’ achievement.

Language evaluation is also primarily about decision-making. More over, Jack C. Richards explain, “The overall purpose of second language

17

E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan: Suatu Panduan Praktis, (Bandung: PT. Remaja Rosdakarya, 2006), p.23

18

Norman E. Gronland, Measurement and Evaluation in Teaching, (New York: McMillan Publishing Company, 1985), 5th Edition, p.5

19

Lyle F. Bachman, Fundamental Consideration in Teaching, (Oxford: Oxford University Press, 1990), p. 22

20

Brian K. Lynch, Language Program Evaluation,(Cambridge: Cambridge University Press, 1997), p.2

evaluation is to make sound choices that will improve second language teaching and enhance second language learning”.21

By having an evaluation, the improvement in the next lesson planning can be upgraded by focusing to what student really need to acquire so that the teaching-learning process will run effectively without any overlapping.

D. Test

There are many methods for collecting information on evaluation purposes. One of the evaluation instruments is a test. Testing-along with questionnaires, interviews, observation, examination of documents and portfolios- is just one of those methods.

1. The Concept of Test

According to Anthony J. Nitko, “Test is systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical of category system.22 Furthermore, Michael T. Nietzel gives an idea that “A test is a systematic procedure for observing and describing a person’s behavior in a standard situation”. 23 In line with this, Mochtar Buchari said that “Test is a trial which is held to know some results from a certain subject is taken from a student or a group of students”.24

Based on the above opinion, the writer can conclude that a test is a procedure designed to elicit score from which one can make inference about certain characteristics of individual.

21

Jack C. Richard, Class room-Based Evaluation in Second Language Education, (New York: Cambridge University Press, 1996), p. 4

22

Anthony J. Nitko, Educational Test and Measurement An Introduction, (New York: Harcourt Brace Jovanovic, Inc, 1983), p.6

23

Michael T. Nietzel, Introduction to Clinical Psychology, (New Jersey: Prentice Hall, 1998), p. 159

24

2. Types of Test

There are many types used to measure students’ achievement. They are four basic types of language test:

a. Placement test

A placement test is designed to sort new students into teaching groups, so that they can start a course at approximately the same level as the other students in the class. It is concerned with the student’s present standing, and so relates to general ability rather than specific points of learning. As a rule the results are needed quickly so that teaching may begin. This puts a severe constraint upon the types of test that can be used. At the same time a variety of tests is necessary because a range of different activities is more likely to give an accurate overall picture of a student’s level than a single assessment.

b. Diagnostic test

A diagnostic test (sometimes called a formative or progress test) checks on students’ progress in learning particular elements of the course. It is used for example at the end of a unit in the course book or after a lesson designed to teach one particular point. These tests can take the form of an extension of the lesson from a practice phase into an assessment phase. Carefully organized, may be used systematically for remedial work. c. Achievement test

An achievement test (also called an attainment or summative test) looks back over a longer period of learning than the diagnostic test, for example a year’s work, or a whole course, or even a variety of different courses. It is intended to show the standard which the students have now reached in relation to other students at the same stage.

d. Proficiency test

The aim of a proficiency test is to assess the student’s ability to apply in actual situations what he has learnt. This type of test is not usually

related to any particular course because it is concerned with the student’s current standing in relation to his future needs.25

Based on statement above the writer could summarize that generally test is a systematic and objective procedure to find out the knowledge and the ability of what have been learned from someone.

While there are a number of tests that teachers usually carry out in the classroom, however for practical purpose. The writer presents only two of them. Both which directly related to the analysis written in this research; they are formative and summative test. Norman E. Grounland states that “Formative test is used to monitor the learning process during the instructional program usually teachers make the test by themselves”26.

Furthermore, with the summative test given for the students, teachers are not only having a final report about the programs achievement, but also the comparison among their individual students’ ability and achievement in the instructional objectives of teaching learning activities.

3. Types of Item

The question, exercises and tasks appearing on the test are called items the kinds of items on the test are:

a. The letter type of items called choice items, which includes true false item, multiple choice items, and matching exercise.

b. Completion items, present and incomplete sentence and examine is required to supply a word short phrase that best complete the sentence. c. Short answer items, in this type of item, the students usually are not

free ton give expression to creative and imaginative thoughts.

d. Essay items, permit the testing of a student’s ability to organize ideas and thoughts and allow for creative verbal expressions.

25

Harrison, Andrew, A language Testing Handbook, (London: 1993), pp. 4-8

26

Norman E. Ground lund, Measurement and Evaluation in Teaching, (New York: Macmillian Publishing Co., Inc., 1981), 4th, p.6

E. The Criteria of a Good Test

Making a good test needs a careful arrangement. Test as an instrument of obtaining information should have a good quality, because the quality of the test will influence the result of the test. If the test is good, the result will provide the right information to be used by the teacher in making accurate decision to the students’ achievement.

According to Harris, “all good tests possess three qualities: validity, reliability, and practicality.” 27 Meanwhile, Lado consider the characteristic of a good test into five, they are validity, reliability, scorability, economy, and adminisrability.28

a) Validity

Henning defines validity as follows:

Validity in general refers to the appropriateness of a given test or nay of its component parts as a measure of what it is purported to measure. A test is said to be valid to the extent that it measures what it is supposed to measure. It follows that the term valid when used to describe a test should usually be accompanied by the preposition for. Any test then may be valid for some purposes, but not for others.29

JB. Heaton said, “The validity of a test is the extent to which it measures what it is supposed to measure and nothing else”. 30 The validity of a test must be considered in measurement in this case there must be seen whether the test used really measures what are supposed to measure, briefly.

The terms internal and external validity are used with the distinction being that internal validity relates to studies of the perceived content of the test and its perceived effect, and external validity relates to studies comparing student’s test scores with measures of their ability

27

David P Harris, Testing English as a Second Language (New York: Goergetown Univeristy, 1996) p.13

28

Robert Lado, Language Testing. The Construction and Use of Foreign Language Tests

(New York: Goergetown University Press, 1997), p.30

29

G. Henning, A guide to Language Testing, (Cambridge, Mass: Newburry House, 1987), p. 89.

30

gleaned from outside the test. External validity is also called ‘criterion validity’ because the students’ scores are being compared to other criterion measures of their ability.31

1). Internal validity a. Face validity

Face validity refers to the test’s surface credibility or public acceptability’32, and is frequently dismissed by testers as being unscientific and irrelevant33. Essentially face validity involves an intuitive judgment about the test’s content by people whose judgment is not necessary ‘expert’. The judgment is usually holistic, referring to the test as a whole, although attention may also be focused upon particular poor items, unclear instructions or unrealistic time limits, as a way of justifying a global judgment about the test.

b. Content validity

Content validity refers to the representative of the sample of items or behaviors included in relation to what the test aims to measure. In other words, from a sample of behaviors, the test user wishes to determine how an individual would perform at present in a universe of situation that the test is claimed to represent. In a language test, the useful way of looking at this universe of items is to consider it to comprise a definition of the achievement (knowledge, aptitudes and skills) to be measured by the test. 34

JB. Heaton says “Content validity depends on careful analysis of the language being test and of the particular course objectives; the test should be so constructed as to contain a representative sample of the course”.

31

J. Charles Alderson, Caroline Clapham, and Dianne Wall, Language Test Construction and Evaluation, (Cambridge: University Press, 1995), p. 171.

32

E. Ingram, Basic Concept in Testing, (Oxord: Oxford Univeristy Press, 1977), p. 18

33

D.K. Stevenson, 1985, Authenticity, Validity and a Tea Party. Language Testing 2(1), pp.41-7

34

Milagros D. Ibe, 1983, Papers on Language Testing. Language Test Analysis: Beyond the Validity and Reliability Criteria, 2(1) : 1

Content validity is concerned with what goes into the test. Thus, the degree of content validity in a classroom test relates to how well the test measure the subject matter content studied and the behaviors which the test tasks require. A test will have high content validity if the items are representative of the population of possible task.

The step that should be followed in order to be able to obtain greater assurance of content validity is as follows:

1. List up all the major topics of subject matter content and the major types of behavioral changes to be measured by the test separately. 2. The subject-matter topics and the types of behavioral changes are

weighted in terms of their relative important. The amount of time devoted during the instruction or the philosophy of the school can be used as criteria to determine relative weight for the topics and behaviors.

3. Build up a table of specification that can show the weighted lists of subject-matter topics and expected behavioral changes.

4. The construction of achievement test then is based on this table of specifications. The closer the test corresponds to the specifications indicated in the table, the greater the likelihood that the pupils’ responses to the test will have a high degree on the content validity.

Content validation typically takes place during test development. It is primarily a matter of preparing detailed test specifications and then constructing a test that meets these specifications. It will help teachers in determining how ell test scores represent the achievement of certain learning outcomes.

In the construction of the achievement test, the teachers should be aware of some factors that tend to influence the validity of results: 1. Unclear direction

3. Inappropriate level of difficulty of the test items 4. Avoid test items which are poorly constructed 5. Ambiguity

6. Improper arrangement of the items

7. Pattern of answer which is easily identified

8. Some factors in administering and scoring a test, such as : unfair aid to individual pupils who ask for help, cheating during the examination, unreliable scoring of essay answers, insufficient time to complete the test, etc. 35

c. Response Validity

An increasingly common aspect of test validation is to gather information on how individuals respond to test items. The process they go through, the reasoning they engage in when responding, are important indications of what the test is testing, at least for those individuals. Hence there is considerable current interest in gathering accounts from learner/rest takers on their test-taking behavior and thoughts.

2) External validity

a. Concurrent validity

Concurrent validation involves the comparison of the test scores with some other measure for the same candidates taken at roughly the same time as the rest. This other measure may be scores from a parallel version of the same test or from some other test; the candidates’ self-assessments of their language abilities; or ratings of the candidate on relevant dimensions by teachers, subject specialist or other information.

b. Predictive Validity

Predictive validation is most common with proficiency test: tests: tests which are intended to predict how well some body will perform in the future. The simplest form of predictive validation is to

35

give students a test, and then at some appropriate point in the future give them another test of the ability the initial test was intended to predict.

If we can use a test of English as a second language to screen university applicants and then correlate test scores with grades made at the end of the first semester, we are attempting to determine predictive validity of the test. If, on the other hand, we follow up the test immediately by having an English teacher rate each student’s English proficiency on the basis of the two measures, we are seeking to establish the concurrent validity of the test”.36

3. Construct validity

Eibel and Fribie give the following explanation of construct validity:

The term construct refers to a psychological construct, a theoretical conceptualization about an aspect of human behavior that cannot be measured or observed directly. Examples of constructs are intelligence, achievement motivation, anxiety, achievement, attitude, dominance, and reading comprehension. Construct validation is the process of gathering evidence to support the contention that a given test indeed measures the psychological construct the makers intend it to measure. The goal is to determine the meaning of scores from the test, to assure that the scores mean what we expect them to mean.37

A shorter explanation is provided by Gronlund, who describes construct validation as measuring “How well test performance can be interpreted as a meaningful measure of some characteristic or quality”.38

Construct validity deals with construct and underlying theory of the language learning and testing. JB. Heaton 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 learning”.

36

JB. Heaton, Writing Language Test, (Longman: 1998), p.154-155

37

R.L. Ebel and Frisbie D.A, Essentials of Educational Measurement, (Englewood Cliffs, NJ: Prentice-Hall, 1991), p. 108.

38

N.E Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillan, 1985), p.58.

b) Reliability

Reliability refers to the consistency of measurement—that is, to how consistent test scores or other evaluation results are from one measurement to another.39 The test which is administrated to the same students on the different occasion and there is no difference to the results. It can be said that the test is reliable.

In general, the consistent the test result are from one measurement to another, the less error present and, consequently, the greater the reliability.

c) Practicality

The third characteristic of a good test is practicality or usability in the preparation of a new test. The practical criterion considers three aspects; they are economy, scorability, and administrability.

1). Economy

The test must consider time and cost. If the time is reasonable to the situation of testing and so is the cost, therefore the test is economical.

a) Scorability

It is about how to score the test. The forms of the test influence scoring. The subjective test is more difficult than objective test, it often makes the examiner hesitates in scoring. The objectives seems having scorability because it is easy in scoring. b) Administrability

If we provide the clear directions, perform the task quickly and efficiently, and mechanical devices are available at the moment when we do evaluation, so it can be said administrable well.

39

Norman E. Ground lund, Measurement and Evaluation in Teaching, (New York: Macmillian Publishing Co., Inc., 1981), 4th, p.93

Besides having a good criteria, the other characteristics of the test that’s more important and specific is the quality of the test items. To know the quality of the test items, teachers should use a method called item analysis.

F. Item Analysis

According to Anthony J. Nitko stated that: “Item analysis refers to the process of collecting, summarizing, and using information about individual test items especially information about pupils’ response to items”40

An item analysis is needed to confirm that the items on the test are functioning in the desired manner. It is not uncommon for an item to appear satisfactory to the instructor, yet be found by the item analysis to be intrinsically ambiguous and to elicit an undesired response pattern from students. The chief purposes of an item analysis, therefore, are to determine the difficulty and discrimination of each item.

When a test is subjected to item analysis, important insights into the students’ thinking and understanding of the content being assessed are found. The empirical feedback from item analysis almost certainly will improve an instructor’s skills in the test construction to a degree that is not otherwise possible.

An item analysis can reveal unsuspected defects of specific items, and the class’s performance on the individual items is useful formative evaluation feedback to the instructor. The feedback on individual items can help the instructor to identify points or concepts that are in need of review and further instruction. The response of one student to a constructed-response item can help identify misunderstanding, and the aggregated responses of a group of students can be useful in the subsequent design.

The item analysis can identify items that need to be eliminated because of intrinsic ambiguity. An item analysis also produces an estimate of the measurement precision of the test—reliability and standard error of measurement.

40

Anthony J. Nitko, Educational Test and Measurement an Introduction, (New York: Harbour Brace Jovanich Inch., 1983), p.284

For the teacher made test, the following are important uses of item analysis: determining whether an item functions as teacher intended, feedback to students about their performance and as a basis for class discussion, feedback about pupil difficulties, area for curriculum improvement, revising the items and improving item writing skill.

Item analysis usually provides two kinds of information on items.41

1. Item facility, which helps us decide if the test items are at he right level for the target group, and

2. Item discrimination, which allows us to see if the individual items are providing information on candidates’ abilities consistent with that provided by the other items on the test.

Analysis of items discriminating addresses a different target: consistency of performance by candidates across items. The usual method for calculating item discriminating involves comparing performance on each item by different groups of test takers; those who have relatively poorly. For example, as items get harder, we would expect those who do best on the vest overall to be ones who in the main get they right. Poor item discriminating indices are signal that an item deserves revision.

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CHAPTER III

PROFIL OF MTS. PEMBANGUNAN UIN JAKARTA

A. Brief History of MTs. Pembangunan UIN Jakarta

The project committee of Islamic school’s building was formed by Rector of UIN Syarif Hidayatullah Jakarta, Prof. H.M. Toha Yahya Omar at the beginning 1972.

The construction of Islamic school’s building was started on June 1972, coincided with Lustrum III UIN Syarif Hidayatullah which was dedicated by Minister of Religious Affairs, Prof. H. A. Mukti Ali and Rector of UIN Syarif Hidayatullah Jakarta.

Islamic school’s building was handed over from Director of Project Construction Aid’s Division for private Islamic school, DKI Jakarta’s local government to UIN Syarif Hidayatullah on November 17th 1973.

For the first time, Madrasah Pembangunan UIN Syarif Hidayatullah (MP UIN) Jakarta opened Ibtidaiyah level. The total number was 58 students, consist of class 1: 43 students, class II: 8 students, and class III: 7 students. The beginning off teaching learning process is on January 7th 1974. So that, January 7th become “The Dies Natalis” of MP UIN Jakarta.

MP UIN Jakarta opened Tsanawiyah level at the beginning of 1977. The first generations were 19 students. Ibtidaiyah level also opened in Pamulang on June 1991.

Based on the Rector UIN Syarif Hidayatullah’s Decree, the founding MP UIN Jakarta was done by founding team which was lead by Dean of Tarbiya Faculty since September 1975. One of the tasks was preparing MP Jakarta as Islamic School’s Laboratory for Faculty of Tarbiya UIN Syarif Hidayatullah.

According to the decree of Dirjen Bimas Islam Depag RI: Kep/D/03/1978, MP UIN Jakarta was stated as a pilot project of Islamic school’s model. So that, writing of module’s training and try out of teaching learning process with module system was organized.

The four modules have been tried out until 1985; they are al-Qur’an Hadist, Arabic, Indonesia, and Mathematics.

Based on the Rector UIN Syarif Hidayatullah’s decree number 06, 1988, the authority of founding and organizing MP UIN Jakarta was hand over to Syarif Hidayatullah’s Foundation. Meanwhile the development of Islamic School as a laboratory for university students was done by Faculty of Tarbiya and Teachers Training.

In its age, 33 years old, students of MP UIN Jakarta consist of 2.559 students; 1.806 students of ibtidaiyah, 753 students of Tsanawiyah, and 47 students of Aliyah.

Achievements have been achieved both in academic and non academic and big trust from society to send their children to MP UIN Jakarta. It shows that MP UIN Jakarta has good quality.

B. Founding Fathers

The founding fathers of MP UIN Jakarta have significant roles from some figures that care about the Education of Islamic generation:

• Drs. H. Kafrawi Ridwan, M.A (Former Director of University, Religious Affairs Department of Republic Indonesia and Former Vice Rector III UIN Syarif Hidayatullah)

• Prof. Dr. H.A Rahman Partosentoro (Former Vice Rector I UIN Syarif Hidayatullah and Chairman Board MP UIN Jakarta)

• Drs. H. Husen Segaf, M.A (Former Vice Rector II UIN Syarif Hidayatullah and Chairman Building of MP UIN Jakarta)

• Drs. H. Bakran Yakob (Former Chairman of Bahasa Indonesia Department, Faculty of Tarbiyah, UIN Syarif Hidayatullah)

• Dr. H. Agustiar, M. A (Former Chairman of Pedagodik Department, Faculty of Tarbiya, UIN Syarif Hidayatullah)

• Drs. H. A Muzakir (Former Chairman of Sub-Divison II Education Directory, Religious Affairs Department of Republic Indonesia)

• Drs. H.M Ali Hasan (Former Chairman Founder Division of Teacher and Monitoring Subdit V Religious Education Directory, Religious Department of Republic Indonesia)

C. Visions

To make Madrasah Pembangunan UIN Syarif Hidayatullah Jakarta as Basic and Intermediate Education Institution which is leading in Islamic construction, knowledge and nationality with appreciate of potencies students in globalization era.

D. Missions

1). Organizing the education which will create faithful and piety graduation with competitive ability and comparative superiority

2). Constructing physical health so there is balancing between knowledge strength with student’s physical development, and creates a smart, strong and health graduate

3). Doing curriculum innovation with accentuate to Islamic construction, sciences and technology and appreciative to globalization era with stand on to Indonesian identity

4) Constructing to the teacher both in knowledge, teaching skills and ability in global communication

5) Completing source media for study that can give chance to students to study as wide as they can, so that school becomes Centre for Learning

6) Constructing autonomy and teamwork through some learning activities in both intra and extracurricular

E. Purposes

Madrasah Pembangunan UIN Syarif Hidayatullah Jakarta has some purposes: 1). Creating education which is delivering faithful and piety graduate with

2). Creating curriculum that have strength in Islamic construction, science and technology and appreciative to globalization era with stand on to Indonesian identity.

3) Providing the teachers who has ideal qualification both in knowledge aspect, teaching skills and ability in global communication

4) Providing source media for study that can give chance to students to study as wide as they can, so that school becomes Centre for Learning

5) Constructing students who have balancing in physical, spiritual and tolerant to the society.

6) Constructing students who have autonomy and teamwork through some learning activities both in intra and extracurricular

F. Teaching Learning Process at MTs. Pembangunan a. Structure of the Program

The development and changes in living society and nation need to be follow up and consider in form of arranging new curriculum in every level and unit of education.

Madrasah Pembangunan UIN Jakarta has already decided the characteristic (trade mark) as a standard of teaching learning process. MP UIN Jakarta’s trademark focuses on basic sciences, language, and morals. It brings logic consequence to curriculum changes which are administrated in academic year. This case will facilitate development of achievement and reputation of this foundation to create qualified graduate students.

Curriculum structure of Madrasah Pembangunan consist of 4 group lesson, they are:

1) Group of Islamic religion lesson: Aqidah akhlak, Fiqh, Al-quran Hadist, History of Islamic Culture

2) Group of general lesson: Physical exercise, Economics, Geography, History, Civic Education, Counseling, TIK and skills

4) Group of exact lesson: Mathematics, Science ( Physics, Biology, Chemistry)

Every teacher who joined the team teaching for every lesson discuss about group of lesson, arrange, and do the program of team work, coordinate by leader and consortium secretary.

Grouping of lesson is done with some judgment, such as nearness characteristic and essence of lesson, affectivity of teamwork and total number of teachers in one group.

b. Content of the Curriculum

Program structure of teaching learning process in Madrasah Pembanguan according to Permendiknas No: 22, 23, and 24. Guidelines for Arranging School Based Curriculum (KTSP) Corporate of National Education Standardization (BSNP) and a circular letter Directory General of Islamic Religion, Religious Affairs Department Republic Indonesia with some adaptation become local curriculum of Madrasah Pembanguan UIN Jakarta. These cases make some moving and changing of total hour’s number in every meeting.

1) Basic Science Material

Material of basic science is given many hours for studying than the decision in curriculum in order to reach better result of studying.

2) Language Material

Arabic and English is given many hours for studying to improve students’ ability in global communication

3) Morals Material

Morals is integrate to every lesson in KBM and habitual curriculum (HC) 4) Studying Hour

Total hours of studying in a week reach 38 hours outer part activities of self development and hidden curriculum

Curriculum content in MTs Pembangunan UIN Jakarta consists of amount lessons which is studying in one level about three years start from

class VII till class IX. Content local material and self development activity is a part of curriculum content.

1. Subject

Curriculum structure of MTs. Pembangunan UIN Jakarta is presented above: Time of Meeting

No Component

Class VII Class VIII Class IX

A Material Depag MP

UIN

Depag MP UIN

Depag MP UIN 1 Islamic Religion 4

a. Qur’an Hadist 2 2 2

b. Aqidah Akhlak 1 1 1

c. Fiqh 2 2 2

d. History of Islamic Culture

1 1 1

2 Civic Education 2 1 1 1

3 Indonesian Language 4 4 4 4

4 Arabic Language 2 2+1* 2+1* 2+1*

5 English 4 4+1* 4+1* 4+1*

5 Mathematics 4 6 6 6

6 Science 4 4+1* 4+1* 4+1*

7 Social Studies 4 3 3 3

8 Art and Culture 2 1* 1* 1*

9 Sport 2 2 2 2

10 Computer 2 2 2 2

B Local Studies

C Self Development 2** 2** 2**

38 38 38 38

*) Practice *) Equivalent to 2 hours of studying Time for studying in MTs. Pembangunan is started at 6.30 am until 3 pm every 3 days, start from Monday till Wednesday, Thursday and Friday until 1 pm.

2. Habitual Curriculum

There is intra curricular program in MTs. Pembangunan UIN Jakarta such as presented on the table above and also extracurricular that is developed by habitual program. Besides, there are some special programs named Habitual Curriculum. Some of the activities are done before teaching learning process, they are moral training and habitual devout. Whereas reading culture’s activity is done before the second rest or in the mid of teaching learning process. In addition, there is reciting al-Quran (Bina Baca Alquran) that is done at the end of teaching learning process.

a. Moral constructing and habitual devout is done for about thirty minutes before teaching learning process every Monday, Tuesday and Wednesday. The materials consist of:

1). Alquran- Hadist

Alquran and Hadist materials are compiled by standards and curricular purposes as written in Curriculum based on the grade, with pressure to: a) Reciting Alquran correctly and accurately

b) Memorize some verse in Alquran based on the material decided. 2) Aqidah Akhlak

Material of Aqidah Akhlak based on standard and curricular purposes as written in curriculum based on the grade, focus on:

a) Ability to show good attitude in relationship among human beings b) Ability to show good attitude to parents and teacher

3) Fiqh

Fiqh materials are compiled by standards and curricular purposes as written in curriculum based on the grade, focus on:

a) Ability to pray Dhuha correctly and accurately b) Understanding the important of praying 4) Civic Education

Civic education materials are arranged by standards and curricular purposes as written in curriculum based on the grade, focus on:

b) Ability to talk and express opinion in public area b. Reading culture

Reading is window of the world, realizing it, MTs. Pembangunan try to improve students’ interest in reading by giving special time about 15 minutes to read books that have been decided between teacher and students.

This activity is done in relax time, every students have to read a books that have been decided by teacher. In some case, teacher can ask students to retell and make synopsis from the books.

c. Reciting Al-Quran

MTs. Pembangunan as a junior high school with Islamic material, giving serious measurement to the ability to recite Al-quran, so that every student must be have ability to recite Al-quran correctly.

For students whom don’t have ability to recite Al-quran correctly, they must follow Bina Baca Al-quran activity. This activity is done at the end of teaching learning process which is coordinated by team teaching.

d. Shalat Dhuha

Praying Dhuha is done in each class every Monday, Tuesday, and Wednesday.

G. Foundation Board, Teachers, and Administration Staff

1. Foundation a. Founder

Chairman : Rector UIN Syarif Hidayatullah Jakarta Members : - Prof. Dr. H. Suwito, MA

- Prof. Dr. Salman Harun b. Board

Chairman : Prof. Dr. Abuddin Nata, MA Vice : Drs. H. Abd. Somad

Secretary : Prof. Dr. H. Armai Arief, MA Education Department : - Prof. Dr. H. Dede Rosyada, MA

- Drs. H. Masan AF., M.Pd - Drs. H. Hamid Sholihin

2. Leaders Madrasah Pembangunan

Director : Drs. Ahmad Sofyan, M.Pd Vice Director : Drs. Agus Salim, M.Pd Principal of Ibtidaiyah : Drs. Mulyadi

Vice of Curriculum : Wahyudi, M.Pd Vice Class I-III : Drs. Sugiono Vice Class IV-VI : Drs. Dami Wahyudi Vice Pamulang : Drs. Haerudin Principal of Tsanawiyah : Djamaludin, S.Pd Vice of Curriculum Division : Ir. Hj. Eha Soleha

Vice of Students Affairs : Momon Mujiburrahman, S.Ag Principal of Aliyah : H. Darul Janin, S.Ag

Vice Principal : Drs. Samingan Head of Administration : Drs. Ibrahim Misbah Head of Library : Drs. Rusli Ishaq

Head of Laboratory : H.Tb. Ade Jamhari, BA Extracurricular Coordinator : Iqbal Muhammad Head of Human Relationship : Drs. Hamdani Head of Dikjar : Sartana AS, SD Head of Finances and Employee : Sidik Raharja, SE

The following table describes the total frequency of the appropriate and the inappropriate of English Summative test items to the latest syllabus based on the data of item analysis result above. Based on the data of items analysis result, we can see the table as follow:

Table 4. 4

The Appropriate and Inappropriate of English Summative Test Items at Even Semester of the Second Grade Students of MTs. Pembangunan

No Summative test items area Items Number Total Frequency

1 The Appropriate 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 16, 17, 18, 19, 20, 21, 23, 25, 26, 28, 29, 30, 31, 32, 33, 34, 35,

39, 40, 44, 45, 48, 49, 50

42 (84 %)

2 The Inappropriate 1, 10, 15, 22, 41, 42, 43, 46, 46 8 (16%) Based on the data of the appropriate items number, the writer analyzes: P:

n f

x 100% P: Percentage f: Frequency n: Number/amount

P: 50 42

x 100 % P: 84 %

Table above shows that the appropriate based on the syllabus are about 84 %. This percentage obviously falls into the level of 76-100 % which means good.

Based on the data of the inappropriate items number, the writer analyzes: P:

n f

x 100% P: Percentage f: Frequency n: Number/amount

P: 50

8

x 100 % P: 16 %

The inappropriate items based on syllabus are only 16 % which is consisting of 8 items.

According to the item analysis result above, the writer concludes that the English summative test which is administrated in the second grade students of MTs. Pembangunan reach a good validity. Therefore, it can be understood that a test makers have already understood how to make a good test. They recognized that the summative test must be in line with the curriculum recommended.

BAB V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

This summative test consists of 50 items (45 items of multiply choice and 5 items of essay). The item test that measures the suggested indicators in the syllabus is 42 items and the inappropriate is 8 items. It means that the appropriate items cover 84 % from the indicator and the inappropriate items is 16%. The appropriate percentage obviously falls in to the level of 76-100% which means good. The test contain a representative sample of material and the learning objectives of even semester, it can be saw from the table that many learning objectives, and functional expression are included in the test. Therefore, it can be understood that the English summative test items at even semester on the second grade students of MTs. Pembangunan has good content validity.

B. Suggestions

The writer would like to give some suggestions addressed to the test maker as feed aback of the research results:

1. The test makers should have a good preparation before making a test, by considering the principles of constructing good test items.

2. The test makers should consider that the test items should be conformity to the syllabus category used; the items that do not fulfill to the curriculum should be discarded.

3. While the items that do not fulfill to the syllabus should be revised so that they can be used for the next evaluation.

She also would like to give some suggestions addressed to the school as follow:

1. The school should give chances to the teachers to follow trainings of constructing a good test

2. The school should supervise the teachers’ work in constructing the test. Whether the test constructed have fulfilled characteristic of good test or not.

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