Here, the validity and reliability of the test were presented first before presenting the results of the pretest and posttest.
1.1. Validity
Hughes 1989:22 says that a test is said to be valid if it measures accurately what is intended to measure. In his book, Heaton 1975:153 also says
that a test is said to be valid if it measures what is supposed to measure and nothing else. The researcher emphasizes on the content validity. Hughes
1989:22 says that a test is said to have content validity if its contents constitutes a representative sample of the language skills, structures, etc. with which it is
meant to be concerned. Therefore, the distribution of the test items was made in order to ensure the validity of the test. The test was divided into two sections,
written test and the spoken test. The following is the content validity of the written test items:
No. Topics Test items number Total
1. Auxiliaries
2, 14, 16, 17 4
2. Adverbial of Time
3, 7, 11, 13, 15 5
3. Negative and Interrogative Form
16, 17, 18, 19, 20 5
4. Regular and Irregular Verb
1, 4, 5, 6, 8, 9 6
Table 10. The distribution of the test items From the above table, we can infer that all the topics taught in class have
been covered in the test items. Therefore, the test has its content validity. The total number of the test items was 20 items. There were 40 of items represent
the topic of auxiliaries, 50 of items represent the topic of adverbial of time, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50 of items represent the topic of negative and interrogative form, and 60 of items represent the topic of regular and irregular verb.
For the spoken test items, Hughes 1989: 110 says that scoring will be valid if clearly recognizable and appropriate descriptions of criterial levels are
written and scorers are trained to use them. The following is the weighting table which includes the criterial levels:
The maximum score for the spoken test is 60, since the portion of spoken test is 60 and the portion of written test is 40. This was because one of the
basic principles in teaching grammar is focusing on the development of procedural knowledge rather than declarative knowledge. It was important that
the students were able to use the knowledge for communication. Therefore, the portion for spoken test was higher than the written test.
1.2. Reliability
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