sederhana baik dalam interaksi langsung maupun
melalui alat telpon dicatat dengan benar.
7. Pesan message yang diterima secara
langsug dicatat dengan benar. 2.3 Merinci tugas pekerjaan
dan latar belakang pendidikan yang dimilikinya
secara lisan dan tulisan 8.
Bentuk kata kerja digunakan dalam Simple Present dengan tepat untuk
menerangkan tugas dan pekerjaan berbagai macam profesi.
9. Bentuk kata kerja digunakan dalam
Simple Past dengan tepat untuk menerangkan latar belakang pendidikan
berbagai macam profesi 10.
Curriculum Vitae yang sederhana ditulis dengan benar.
11. Berbagai ungkapan digunakan dengan
tepat untuk menjelaskan fakta dan angka facts and figures pada suatu
sajian data. 2.4 Menceritakan kegiatan
di masa lalu an rencana kerja yang akan datang.
12. Ungkapan tentang kegiatan masa
lampau dikemukakan dengan benar. 13.
Ungkapan untuk mengemukakan kegiatan dimasa datang digunakan
dalam Tense yang benar. 14.
Surat pribadi yang menceritakan kehidupan masa lalu dan rencana masa
depan ditulis dengan benar.
b. The Use of Syllabus
Concerning to the definition of syllabus which is as guidance in teaching-learning process has four uses, they are:
1 As guidance or a reference in developing the next syllabus, such as: arranging of a lesson plan, managing the activities in a classroom,
supplying the materials, and developing of scoring. 2 As a plan that covers main programs to be achieved in the teaching-
learning process. 3 As a scoring of the success program.
4 As a written document of the program accountability.
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In other words, the use of syllabus is intended to cover seven components for getting the success of teaching-learning program.
E. Relevant Study
There are the relevant studies which have been done by the previous researcher in analyzing content validity of English summative test. The writer takes two
relevant studies from Etika and Suminar. The first relevant study is conducted by Etika under the title An Analysis on
the Content Validity of the Summative Test for the First Year Students at SMA DUA MEI. The aim of this research was to find the empirical evidence of the
English summative test content validity made by the professional team for the odd semester of the first year students carried out at SMA DUA MEI. The writer used
qualitative research. This research was categorized as descriptive analysis in which to describe the conformity and inconformity of the SMA DUA MEI’s
summative test with the syllabus and indicators. The result of this study showed the English summative test fell into 72 valid in terms of its conformity with the
indicators. However, the writer found that the test doesn’t represent the whole
indicators from the syllabus. There were only 61 covered. It means that 40 indicators were not represented the test items.
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Pengembangan Silabus dan Rencana Pelaksanaan Pembelajaran dalam KTSP, loc.cit.
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Surya Etika, “An Analysis on the Content Validity of the Summative Test for the First Year Students at SMA DUA MEI”, Skripsi of UIN Syarif Hidayatullah, Jakarta: UIN Syarif
Hidayatullah, 2012, p. v, unpublished.