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measures what is intended to measure.
39
Therefore
,
a test is said to be valid if it measures accurately what it is intended to measure.
40
There are three basic aspects of validity:
1. Content validity
Content validity is the extent the items on a test are representative of the domain or universe that they are supposed to represent.
2. Criterion - related validity
Criterion - related validity is the extent scores on a test can be used to infer an individuals likely standing on some other test or variable called
a criterion.
3. Construct validity
Construct validity is the extent a test measure the trait, attribute, or mental process it should measure, and whether description of persons in
terms of such constructs can follow using the scores from that test.
41
C. Content Validity
In order to investigate content validity, testers must decide whether the test is a representative sample of the content the test as designed to measure.
42
While the sample of materials or the subject-matter content that used in the test are based on the curriculum. So, the way to know the content validity is
by looking the objective of the curriculum and the material of the test. As Drs. Suharsini Arikanto said that: Sebuah test dikatakan memiliki validitas isi
apabila mengukur tujuan khusus tertentu yang sejajar dengan materi isi pelajaran yang diberikan, dan materi itu tertera dalam kurikulum a test can
be said has content validity if it is measures the objective instructional accordance to the materials given and that is contained in curriculum.
43
In
39
Wilmar Tinambunan, Evaluation of…, p. 11.
40
Arthur Hughes, Testing for…, p. 21.
41
Anthony J. Nitko, Educational Tests and Measurement, an Introduction, Harcourt brace Jovanovich, Inc., 1983, p. 413.
42
James Dean Brown, Testing in language Programs: A comprehensive Guide to English Language Assessment, Mc Graw Hill, 2005, p. 221.
43
Drs. Suharsini Arikunto, Dasar-dasar Evaluasi..., p. 64.
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the term of test, content validity is very important to be learned by everybody especially by the teacher. There are some reasons toward the importance of
content validity: First, the greater a tests content validity, the more likely it is to be an
accurate measure of hat it is supposed to measure. A test in which major areas identified in the specification are under-represented-or not represented at all-
is unlikely to be accurate. Second, such a test is likely to have a harmful backwash effect. Areas
which are not tested are likely to become areas ignored in teaching and learning. Too often the content of tests is determined by what is easy to test
rather than what is important to test.
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If the test given to the student does not have content validity, there will be consequences. The first consequence is that the students can not
demonstrate skills that they possess if they are not tested. The second
consequence is that irrelevant items are presented that students will likely answer incorrectly only because the content was not taught.
45
So these two consequences tent to lower the test scores. As a result, the test score is not an
adequate measure of student performance relative to the content covered by instruction.
To see whether the test have content validity, the writer identifies the test items with Indicators and the themes of odd semester that suggested in
curriculum. The indicators that used in identifying the test items are indicators of reading, because the question of the test designed for writing test and it
commonly measure reading skill. Based on KTSP Kurikulum Tingkat Satuan Pendidikan, the
indicators of reading and the themes for odd semester are as follow:
44
Arthur Hughes, Testing for …, p. 21- 22.
45
William Wiersma Stephen G. Jurs., Educational Measurement and Testing, second edition, Boston: Allyn and Bacon, 1990, p.184.
25
TABLE I Indicators of Reading
No Indicators of Reading
1 Mengidentifikasi gagasan utama
2 Mengidentifikasi gagasan pendukung
3 Mengidentifikasi informasi rinci
4 Mengidentifikasi informasi factual
5 Mengidentifikasi makna kata, frasa dan kalimat.
Mengidentifikasi langkah-langkah retorika interpersonal di dalam wacana berikut ini:
6 Naratif orientasi, evaluasi, komplikasi, resolusi, reorientasi
7 Deskriptif Identifikasi, deskripsi
8 Recount Orientasi kejadian nyata, reorientasi
9 Anekdot Abstrak, Orientasi, Krisis, Coda
TABLE II Themes of Odd Semester
No Themes of Odd Semester
1 Flora Fauna
2 Friendship
3 Travel
4 Health
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CHAPTER III RESEARCH METHODOLOGY AND FINDING
C. Research Methodology 1. Place and Time
The research was held at SMPN 86 Cilandak which is located at jl. Ir. H. Juanda Ciputat, Tanggerang. The research was started on 23th up to
30th April 2008. It was conducted at the Second year students of SMPN 86 Cilandak Jakarta Academic Year 20072008.
2. Technique of Data Collecting
In collecting the data, the writer uses a working table as her main research instrument. It consists of the points of Junior High School
curriculum that used as the basis to identify the items assumed to conform with it summative test items.
There are to instruments used in this research, they are English summative test and English syllabus. English summative test was held on
Wednesday, 12
th
Desember 2007. The writer came to school to ask for English summative test at the second year students of SMPN 86 Cilandak
to be analyzed.
3. Technique of Data analysis
The collected data are quantitatively analyzed. Quantitatively, the data are calculated using simple percentage formulae. It is the formula:
P = Percentage F = Frequency of conformity inconformity
N = Number of sample P = F x 100
N
