column beneath the numbers were given a tick √ which meant Yes, the items met the criteria of content
validity. If there was no tick √, the items did not represent the materials and topics in the test specifications. It meant No, the items
did not meet the criteria of content validity and an “X” was given to that items in
the third column. Next, the researcher also utilized other checklist tables in similar type to
analyze writing section items. Furthermore, the similar method was applied to gather the data of content validity in this section
. A tick √ was given if the test items in writing section matched with the test specifications.
Then, an “X” was given to the test items which did not match with the test specification. Later, the
result would be presented in form of percentage and word description.
2. Checklist to check the authenticity of the English National Examination
Topics
This checklist table was employed to check whether or not the topics of English National Examination 2015 for Junior High School met the criteria of
authenticity. Furthermore, the researcher employed the following checklist table to analyze the topics.
Table 3.2 The sample of checking authenticity of the examination topics No.
Topics Title Criteria of Authenticity
Tick √
1. Use of Natural Language
NA Contextualized Items
NA Relevant Topic
Thematic Organization Real-World Representativeness
In this part, three-column table was utilized to gather the data of authenticity of the examination topics. The first column was for the number of
each topic. Actually, the numbers in the first column did not portray the real number of the topics in the examination sheet. Each topic was given number by
the researcher from the very beginning at the first page to the end at the last page. The second column then was for the topics in the examination. Later, the topics
covered the titles would be written down in the column. There were seventeen topics in the test version A and B. The third column was for the criteria of
authenticity utilized to match the topics and each point of authenticity. Next, the focus of the research was the topics which referred to the text
characteristics. Moreover, the test topics was essential since it played important role as represented materials in the examination. In analyzing the authenticity of
the examination topics, there were three criteria of authenticity Brown, 2004 used
namely relevant
topic, thematic
organization, and
real-world representativeness. Meanwhile, the other two criteria, use of natural language and
contextualized items were not employed since they were not applicable to analyze the examination. Use of natural language was not applicable because the analysis
target was the examination for junior high school level. Besides, use of natural language was not suitable for junior high school students since it assumed as
something difficult. Next, contextualized items were not applicable since the focus of this research was the examination topics.
Relevant topic was employed as the first aspect to check the authenticity of the National Examination passages. Relevant topics referred to appropriate
