121 represented what it should be measured, which was the recount text in the
form of biography production using past tense correctly and well. The best way to assess writing skill was by giving the chance to write and learn from
the mistakes of the writing. The assessment task clearly involved the micro- and macroskills of writing, too. The microskill was that the students use
acceptable grammatical system of past tense. The macroskills were first, the students appropriately accomplished the communicative functions of recount
text according to form and purpose, second, the students conveyed links and connections between events, and communicated such relations as main idea,
supporting idea, new information, given information, generalization, and exemplification, and third, the students developed and used battery of writing
strategies. The writer could conclude that the third respondent had prepared high content validity assessment for her instruction.
F. The Second Document of the Third Respondent
a. The Content
The third respondent stated in her second lesson plan that the material was about the expression of introduction. There were two learning objectives
stated, namely 1 at the end of the instruction the students are able to identify the expression of introduction from the text heard, and 2 at the end of the
instruction the students are able to give response to the expression of introduction. Again, the third respondent did not state about the skill focused
in her instruction but the assessments were in the form of listening. The objective formulations were S.M.A.R.T and clear that after the
instructional process the students required to perform their ability in identifying and responding the expression of introduction. The instructional
process intended that the students were able to listen well the dialogues or articles where the expression of introduction was involved. Afterwards, the
students were expected to be able to give appropriate responses for the expression of introduction. The writer concluded that the third respondent
instructional content was the expression of introduction. Seen from the form
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122 of the assessments prepared for this instruction, the skill involved was
listening skill. The assessment’ result should represent that the students were able to identify and respond the expression of introduction if it would be
considered having high content validity.
b. Content Validations
The third respondent prepared two listening passage with different procedure for each passage. The students were given a worksheet which
consisted of an incomplete dialogue for the first listening passage and some questions for the second listening passage. All the listening passages were
about the dialogue between some people in which the expression of introduction was used.
For the first listening passage, the students should complete the dialogue since some words were blanked. The listening cloze task required the
students to listen to dialogue and simultaneously read the written text in which selected words or phrases have been deleted. The task also involved the
macroskill in which the students develop and use a battery of listening strategy, such as detecting and guessing the meaning of words from context.
The assessment task required the students to listen carefully to the listening passage and wrote down the words they heard from the listening. The blank
parts were random and not specified whether they were noun, verb, or adverb of the sentences.
While the students were listening to the dialogue, they had to answer five comprehensive questions related to the dialogue heard. The students were
also intended to be able to understand the dialogue to answer the questions. The first dialogue gave an example for the students about how to introduce
someone to others. By the listening practice using this assessment, the students learnt about the expression used in how to introduce someone to
others. The task, which called cloze-answer comprehension question task, provided the students to answer some questions which answers were in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
