68 task or the procedure then did not have clear and strong relation to measure about
the students’ intended performance in mastering the content validity of the expression of invitation.
2. Possible Recommendations to Overcome the Problems
The first and the general suggestion is that the respondents and all of the teacher candidates should plan the lesson and the assessment well. The
processes will not be easy since they have to consider many aspects. In planning the instruction, they have to be sure of the content they want to teach. They have
to state the clear and achievable outcomes so that the teachers and the students could know what they want to learn and achieve at the end of the instruction.
Stating clear and achievable learning outcomes will lead to the appropriate assessment, too. The assessment should be prepared well and should be directly
related to the instructional content. Well and appropriately assessment planning will give the teachers better information about the students’ progress and
achievements. It would be better for the teachers to state clear and unambiguous
learning objectives. Objectives state the outcomes of the instruction not the process of the instruction. Clearly stating the objectives or the learning outcomes
helps the teachers and the students monitor the progress and the achievement they make during and after the instruction. As the objectives become the basis for the
assessment, clear objectives formulation will lead to the clearer and better assessment production.
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69 The writer could also suggest that the teachers should not state too
many objectives for a single instructional content in a meeting. Stating three or four objectives in a meeting for an instructional content is considered enough and
reaches the maximum number. Stating three objectives means that the teachers should at least try to achieve three outcomes and prepared at least three
assessment tasks or procedures to measure that the students can achieve those outcomes. Since a meeting for an instruction is limited by the time, the teachers
should consider the limitation of time in their instruction. While the teachers have sufficient number of clear and achievable objectives, then the teachers are
supposed to be able to manage the time they have for a meeting. Therefore, stating too many objectives in a meeting for an instructional content is not a good
decision. It is better for the teachers to state no more than three objectives to make the teachers and the students focus on the outcomes they want to reach.
Teaching English involves teaching the four basic skills. Although the teachers do not state clearly about the skills taught, their teaching is involving the
basic skills, namely reading, speaking, listening, and writing skills. Therefore, the assessment prepared in English instruction should also consider the skills content.
The assessment should provide appropriate tasks or procedures for specific skills. If the instruction involves reading skill, the assessment should provide sufficient
opportunity for the students to practice reading and understanding the meaning from the text given. When it is about speaking skill, the assessment should also
provide the students some opportunities to perform their ability in speaking.
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70 The last and the more general suggestions is that the teachers and the
teacher candidates should improve their knowledge about the assessment as an integral part in teaching and learning process. Reading some books about the
assessment can help them obtain deeper understanding about every aspect of assessment. They have to be certain about their understanding about the function
of the assessment not as the end of the instruction or in the shake of giving the score, but the educational function of the assessment which is purposed to
improve the instruction, the teachers, the students, and the people who will use the information from the assessment. Being critical in producing assessment could
lead to the better assessment production. The assessment produced will not only measure the surface knowledge of the students but also will attract the students to
think deeper about the knowledge they are learning. In a matter of practice, teachers and teacher candidates will obtain so much time to practice making
sound assessment as they develop their career as teacher.
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71
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
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