123 dialogue. The macroskill involved was recognizing the communicative
function of utterances according to situations, participants, and goals. The second listening passage was about a dialogue also. It was
between Cora and Antonio. While listening to the dialogue, the students were also asked to answer five questions which were in the form of multiple
choices. The student should choose a correct answer based on the dialogue heard. This dialogue gave an example of how to conduct self introduction. The
students learnt to identify the expressions which were used to conduct self introduction and the responses of the introduction. It was a multiple-choice
comprehension items which involved the same macroskill of recognizing the communicative functions of utterances, according to situations, participants,
and goals. The assessment prepared had high content validity since its intended
results were match with the formulation of the objectives and the content skill which was the listening skill. The assessment procedures made the students
learnt about the expressions which were used to conduct self introduction and introduce someone to others and also the responses of the expression of
introduction. The listening passage also gave good example of how the expression of introduction was used in daily life context.
G. The First Document of the Fourth Respondent
a. The Content
The fourth respondent taught the ten grade of 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 tense sentences related to the event they have experienced before. The fourth
respondent did not state about the skill which became the focus of the
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124 instruction. The writer might conclude that the fourth respondent wanted to
involve the four language skills integrally so that the students could be improved in those four skills during the instruction.
The objectives formulated were simple, measureable, action-oriented, reasonable, and fairly clear, yet it lacked in time specification. The objectives
were formulated very simple so that the students could accept or achieve what the teacher wanted from the instructional process. The third objective needed
to be elaborated more. It stated that the students are able to complete the incomplete past tense sentences. There should be an elaboration about of
which parts of the sentences which were incomplete. The fourth respondent should specify the incomplete parts of the sentences to support her objective to
help the students understand the simple past tense. From the statement of the material and the formulation of the
objectives, the writer could conclude that the instructional content of the fourth respondent was simple past tense and its uses in the sentences. The skill
contents would be the all four language skills, namely speaking, writing, reading, and listening. Therefore, the assessments later should cover all those
skills to be considered valid.
b. Content Validation
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. The procedure was recognized as selected-response fill-in
vocabulary and grammar task. The task provided the students an opportunity to recognize grammatical word classes, the verbs and tense. All of 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
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125 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. The procedures actually did not result that the students learnt about past tense
but they learn about the recount text. The skill involved was reading in which the students should read and understand the text to be able to answer the
questions and decide whether the statements given were true or false. The cloze-answer comprehension question task was aimed at providing the
students a task to recognize the communicative function of particular text. The truefalse sentence identification measured the students’ ability in
distinguishing the literal and implied meaning of some sentences. The last procedure was completing the sentences with correct form of
verbs. In this procedure, the students just needed to change the verbs given in the bracket 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. This selected-answer sentence completion and grammar task measured the students reading and writing skill, especially for the microskills
of recognizing the core of words and recognizing grammatical word class, in this assessment was the verbs. 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 assessments 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-
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126 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.
Although the assessment could not apparently represent the objectives stated, the assessments were used well to achieve those objectives.
Nevertheless, as the assessment was used to obtain the information about the students’ progress during a particular instructional process, the writer could
conclude that the assessments prepared by the fourth respondent possessed low content validity since the intended result of the assessment did not
appropriately match with the instructional content. The assessments were only used as the teaching media and were not used as a means to obtain the valid
information about the progress and achievement of the students.
H. The Second Document of the Fourth Respondent
