Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer would like to draw the conclusions of this study of how the Practice Teaching students established the content validity in their assessment and also give suggestions to parties who may be interested in dealing further with this topic of study.

A. Conclusions

This study aims at knowing the information about how the Practice Teaching students, who were called as respondents in this study, established content validity in their assessment and figuring out some problems which influenced the degree of content validity of the respondents assessments. In order to obtain the information, the writer applied document analysis technique toward the respondents’ lesson plans and assessments. Although there are some aspects in assessment validity, the writer focused this study on the content validity. The content is simply defined as what the teachers want to teach or what the students need to learn. It is about the material and the behaviors or skills. The content becomes the basic of instruction. Therefore, the assessment prepared should also appropriately assess the intended content. The writer would let other researchers to conduct research in the other aspects of assessment. The data were the respondents’ lesson plans along with each of its assessment. The writer chose five random students to be asked for the data. The data then were analyzed based on the principle of content validity of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 assessment. The process started by determining the instructional content and the objectives derived from the lesson plan. Afterwards, the writer compared the formulation of the objectives, as the basis for the assessment, with the content or intended result of the assessment. From the analysis conducted, the writer could draw some conclusion about how the respondents established content validity in their assessment and about some problems which influenced the degree of content validity of their assessment. In the process of determining the instructional content and objectives formulation of the respondents, the writer found that the respondents could derive the instructional content from the national curriculum but some of their objectives formulation needed to be improved and elaborated. The contents were in text- based, expression-based, and tense-based. Text-based content meant that the content of the respondents’ instruction was based on the English text, namely recount, narrative, and report texts. The students learned English through understanding the texts given by the teachers. Expression-based content was defined that the content of the respondents’ instruction was based on the English expressions which were used in daily life context. The expressions found in the respondents’ instruction were the expression of introduction and invitation. The objective formulations were analyzed based on the principle of S.M.A.R.T Simple, Measurable, Action-oriented, Reasonable, Time-specified and clear objective formulation. After examining the respondents’ objectives formulation, the writer found that the objective formulations were various. There were some objectives which were S.M.A.R.T and clear and there were some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 objectives which were lacked in time specification and were not really clear and ambiguous. Some of the objectives needed to be improved and elaborated more. The result of the study showed that the respondents established high, moderate, and low content validity in their assessment. The assessment had high content validity if the assessment could clearly represent the intended learning outcomes from the instructional content and the tasks or the procedures could appropriately and clearly provide the students some opportunities to perform the intended skills to be mastered after the instruction. Moderate content validity was possessed by the assessment if it fairly represented the intended learning outcomes from the instructional content and its tasks or procedures fairly provided the students to perform the intended skills to be mastered after the instruction. The assessment had low content validity if they provide very little interpretation of the intended learning outcomes from the instruction and the skills were not given sufficient tasks or procedures to be performed by the students. The writer also mentioned some problems which influenced the degree of content validity of the respondents’ assessment. The problems were 1 the objective formulations were not clear and ambiguous, 2, there were too many objectives in an instruction for a single content, 3 the assessment did not measure all the objectives stated, 4 the assessment tasks or procedures did not represent the content skills, and 5 the intended result of the assessment had little correlation with the instructional content. The writer also provided some possible recommendation to overcome the problem. The recommendations were 1 for the most general suggestion, the respondents and all of the teacher candidates should PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 plan the lesson and the assessment well, 2 the teachers and the teacher candidates should state clear and unambiguous learning objectives, 3 the teachers should not state too many objectives for a single instructional content in a meeting, 4 the assessment prepared for the instruction of English Language learning should consider the four basic skills content, and 5 the teachers and the teacher candidates should improve their knowledge about the assessment as an integral part in teaching and learning process by reading some books about the instruction and update their knowledge about the current assessment development.

B. Suggestions