An Analysis On The Content Validity Of English Summative Test Items At The Even Semester Of The Second Grade Of Junior High School
i
By:
ARETA WULAN DARI
109014000082
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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ii A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training In a Partial Fulfillment of the Requirements
For the Degree of S. Pd. (Bachelor of Art) in English Language Education
By:
ARETA WULAN DARI 109014000082
Approved by the Advisor
Dr.H.M.Farkhan, M.Pd Teguh Khaerudin, M.App.Ling
NIP: 150 299 480 NIP: 19811031 201101 1 006
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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iii
Training certifies that the “Skripsi” (Scientific Paper) entitle “AN ANALYSIS
ON THE CONTENT VALIDITY OF ENGLISH SUMMATIVE TEST ITEMS AT THE EVEN SEMESTER OF THE SECOND GRADE OF JUNIOR HIGH SCHOOL”. Written by ARETA WULAN DARI, student’s registration number 109014000082 was examined by the Committee on April,
10th 2014. The “skripsi” has been accepted and declared to have fulfilled one of
the requirements for the degree of “S.Pd” (Bachelor of Art) in English Language
Education at the English Education Department.
Jakarta,April, 10th 2014
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd. ( )
NIP. 19641212 199103 1 002
SECRETARY : Zaharil Anasy, M.Hum. ( )
NIP. 19761007 200710 1 002
EXAMINERS : 1.Dr. Fahriany, M.Pd ( )
NIP. 19700611 199101 2 001
2.Atik Yuliyani, MA.TESOL ( )
Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty
Nurlena Rifa’i, MA., Ph. D. NIP. 19591020 198603 2 001
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ABSTRACT
Areta Wulan Dari (NIM: 109014000082). An Analysis on the Content Validity of English Summative Test Items, Skripsi of English Education Department at
Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif
Hidayatullah Jakarta, 2014.
The aim of this research is to find the empirical evidence of the English summative test content validity made by the professional team for the even
semester of the second grade students carried out at Junior High School of
Al-Amanah. The total number of the test items is 45 items.In this research the writer used qualitative research in which the writer collected the data by asking the English summative paper and syllabus to the school. Then the writer analyzed the test items, whether the summative test has content validity. Also, this research is categorized as descriptive analysis in which to describe the conformity and
inconformity of the Al-Amanah Junior High School’s summative test with the
syllabus and indicators. The finding of the research prove that the test items of
English summative test for the even semester of the second grade students in
Al-Amanah Junior High School have bad content validity. It is showed through the percentage. Based on the percentage, the writer found that the English summative test is 51% valid in terms of its conformity with the indicators. The items tests that represent the suggested indicators in the syllabus are 23 items and the inconformity items are 22 items.
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ABSTRAK
Areta Wulan Dari (NIM: 109014000082). An Analysis on the Content Validity of English Summative Test Items, Skripsi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi pada soal sumatif yang dibuat oleh tim professional untuk semester genap tahun kedua di SMP Al-Amanah. Jumlah butir soal sebanyak 45 butir soal.Dalam penelitian ini, peneliti menggunakan metode kualitatif. Peneliti mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan silabus pada pihak sekolah. Dan selanjutnya peneliti menganalisa butir soal, apakah soal sumatif tersebut memiliki validitas isi. Penelitian ini juga dikategorikan sebagai analisa deskripsi untuk mendeskripsikan kesesuaian dan ketidaksesuaian soal sumatif SMP Al-Amanah dengan silabus dan indikator.Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif bahasa inggris semester genap tahun kedua pada sekolah SMP Al-Amanah mempunyai validitas isi yang kurang bagus. Ini bisa dilihat melalui hasil persentase. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif bahasa inggris 51% valid dalam hal kesesuaian dengan indikator. Jumlah butir soal yang mewakili indikator yang ada di dalam silabus adalah 23 item dan jumlah butir yang tidak sesuai adalah 22 item.
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ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers, institutions, family and friends who have contributed in different ways hence this
“skripsi” is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the
requirements for the degree of S.Pd (Bachelor of Art) in English Language Education.
In this occasion, the writer would like to say her great honor and deepest gratitude to her beloved parents: Mr. Arkat Sarim and Mrs. Entin and her sisters, Neng Dia and Riri Atika. Special thanks for Berry Efendi who always accompany the writer and give his love, support, motivation, and advices in accomplishing her study.
The writer also would like to express her sincere gratitude to her advisors, Mr. Dr.M.Farkhan, M.Pd and Mr. Teguh Khaerudin, M.AppLing who have patiently given their valuable helps, guidance, suggestions, and critical remarks have enabled the writer to refine this “skripsi”.
The writer also realizes that she would never finish writing this “skripsi”
without the help of some people around her. Therefore, she would like to say a lot of thanks to:
1. Drs. Syauki, M. Pd., the Head of English Department
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3. All lecturers of English Department for all the knowledge they given to the
writer.
4. Mrs. Nurlena Rifa’i, MA., Ph.D., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5. Mr. Oman Rochmanudin, M.Pd the head master of Al-Amanah Junior
High School.
6. Mr. Shodikin Nizan S.Pd and Mrs. Deasy Maryatul S.pd as the English
Teachers of Al-Amanah Junior High School.
7. All her friends in “B class” of English Education Department 2009.
Finally, the writer does realize that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get
critiques and suggestions to make this “skripsi” better.
Jakarta, April 2014 The Writer
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TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
ENDORSEMENT SHEET ... iii
ABSTRACT... iv
ABSTRAK ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I : INTRODUCTION ... 1
A.Background of the Study... 1
B.Identification of the Problem... 4
C.Limitation of the Problem ... 4
D.Formulation of the Problem ... 5
E. Objective of the Study... 5
F. Significance of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK ... 6
A.Language Test ... 6
1. The Definition of the Test ... 6
2. The Types of the Test ... 7
a. Proficiency Test ... 7
b. Achievement Test ... 8
1) Final achievement Test ... 8
2) Progress achievement Test... 8
3) Diagnostic Test ... 9
4) Placement Test ... 9
3. The Characteristics of a Good Test... 9
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1. Content Validity ... 12
2. Face Validity... 13
3. Construct Validity ... 14
4. Criterion-Related Validity ... 15
C.Material,Syllabus and Curriculum ... 15
D. Relevant Studies... 20
CHAPTER III : RESEARCH METHODOLOGY... 23
A. Time and Place of The Study ... 23
B. The Object of the Study ... 23
C. Method of the Study ... 23
D. Instrument of the Study ... 24
E. Technique of Data Collecting ... 24
F. Technique of Data analysis ... 24
CHAPTER IV : RESEARCH FINDINGS ... 26
A.Data Description ... 26
B.Data Interpretation ... 43
CHAPTER V : CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ... 49
BIBLIOGR APHY... 51
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x
LIST OF TABLES
Table 2.1 Standard Competence and Basic Competence of Reading, Writing, Listening and Speaking Aspect ... 17 Table 3.1 The Criteria of the Conformity Level ... 28 Table 4.1 The Reading and Writing Indicators in Syllabus... 29 Table 4.2 The Conformity between the Summative Test Item and the Syllabus 30 Table 4.3 The Inconformity between the Summative test item and syllabus .. 38 Table 4.4 The Interpretation of the Data... 47 Table 4.5 The Indicators which are Represented by the Test Items ... 50 Table 4.6 The Indicators which are Not Represented by the Test Item ... 50
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LIST OF APPENDICES
Appendix 1 English syllabus of Second grade students at even semester of
Al-Amanah Junior High School ... 56
Appendix 2 English summative test for the second grade students at even semester academic year 2012-2013 ... 61
Appendix 3 Data Card ... 65
Appendix 4 The description of the conformity between the summative test item and the syllabus ... 74
Appendix 5 The description of the inconformity between the summative test item and the syllabus ... 86
Appendix 6 Surat Pengesahan Proposal Skripsi... 95
Appendix 7 Surat Bimbingan Skripsi ... 96
Appendix 8 Surat Izin Penelitian... 97
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1
In teaching and learning process, evaluation is one of the important things to be paid attention especially by a teacher. Teaching and evaluation cannot be separated because evaluation is a tool to measure the teaching and learning process has been achieved or not. Moreover, it contributes some information to teaching and learning process, especially for a teacher.
Evaluation plays an important role in education activities. It is because
education has goals that need to be reached. Like Gronlund stated that “evaluation
is a systematic process of determining the extent to which instructional objectives are achieved by pupil”.1 It can be understood that by giving evaluation, teachers
can know whether the students reach the education’s goal or not. Moreover,
evaluation draws how well students achieve the materials after teaching learning process has done. The information of evaluation will be very useful to make judgments of the students, either about their progress in learning the goals or about their overall achievement.
There are many techniques for collecting information for evaluation purposes. One of them is by using a test. Test is a tool or procedure used to measure and appraise. By testing, the teachers can get information related to
students’ achievement or the effectiveness of their performance in teaching. In
other word, the teacher can get information about how well students have mastered the courses that they have just learned.
There are numerous types of test. First is a placement test. It provides information that will help to place students at the stage (or in the part) of the teaching program most appropriate to their abilities. Second is a proficiency test.
It measures people’s ability in the language. Third is a diagnostic test, to identify
learners’ strengths and weaknesses. The last is an achievement test, to establish how successful individual students, groups of students, or the courses themselves
1
Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching 6Th Edition, (New York: MacMillan Publishing Company, 1990), p. 5.
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have been in achieving objectives of language courses. The test that is usually used by teachers in order to know how far students have mastered the lessons is
the achievement test.2
According to Hughes there are two types of achievement tests, the first is final
achievement test and the last is progress achievement test.3 This statement gives
an understanding that in the achivement test there are two kinds test which can used in measuring the student ability, the first is final achievement test which is usually well known as the summative test, and the last test is progress achievement test or it is said as the formative test.
Based on the writer’s experience when she did a teaching practice at
Al-Amanah Junior High School, she corrected students’ answer sheet on the
summative test. She found that many students answered incorrectly on the same
certain numbers of summative test questions. Based on students’ confession, it
happened because the test items’ materials that existed on the summative test have
not explained yet by their teacher. Therefore, students have not got some knowledge needed. It will make student cannot be able to answer the question in the test. It showed that there was a problem in that test.
Most of the items that written by the teachers for summative test was inappropriate with the characteristic of a good test.There were some inadequacies in the summative test especially in the content of instruction; the themes, the type of texts, and the indicators, therefore there are some item contents which disagree with syllabus that provided in the indicators. In other word, the test has a poor
content validity. Consequently, the test that is designed to measure the students’
ability is not appropriate.
In order to measure the student’s ability accurately, the teachers should use a
good test. It is not an easy work to construct a good test, because there are some characteristics or requirements that must be fulfilled. The characteristics of good
2
Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity Press.,1995), p.11
3
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test include validity, reliability, and practicality.4 From the statement above, it can be understood that there are a lot of criterias of a good test, one and other are interrelated so that with fulfill that criterias the teacher will get a good result result and effective test. In this research, the writer only focuses on the validity of a test, especially a content validity.
A test made by teachers in the classroom should be in line with the syllabus, and the content of the test must measure what is intended to measure, in this case is the language skill taught by teachers. In discussing the validity, the validity of a test is the extent to which a test measures what is intended to measure. Without validity, there can be no confidence in the inferences and conclusions made from
the results.5 It can be understood that validity hold enough important roles, it is
seen from the content of its validity that is the test made by examiner must be able
measure a competence or student’s ability.
Commonly, there are three kinds of validity. There are content, criterion-related (concurent and predictive) and construct are used in the educational and
psychological exam.6 From the three kinds of validity, content validity has the
important roles in interpretating the test as a tool of evaluation, so that the teacher
can measure student’s ability effectively.
Content validity depends on careful analysis of the language being tested and of the particular course objectives. The test should be so constructed as to contain
a representative sample of the course.7 It can be understood that the content
validity needs a sharp and systematic analysis because it can represent the content of the test that will be examined. The writer will explain the content validity in the next chapter.
For the reasons above, it is important to analyze the content validity of the summative test. When a test is not valid, there are consequences. First, the
4
David P.Harris, Testing English as a Second Language, ( New York: McGraw-Hill Book Company, Ltd), p. 183.
5
William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p.183.
6
Charles D. Hopkin and Richard L. Antes, Classroom Measurement and Evaluation, (Illionis: F.E Peacocok Publishers, Inc., 1990), p. 328.
7
JB. Heaton, Writing English Language test, (London and New York:Longman, 1998), p.160.
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students cannot demonstrate skills that they posses if they are not tested. Second, irrelevant items are presented that the students will likely answer incorrectly only because the content was not taught. The effect of that are lower test scores because there is no relation between test item with material learnt to achieve instructional objective. Therefore, the writer would do an analysis on the content
validity on the research title “An analysis on Content Validity on Student’s
English Summative Test Items”. B. Identification of the Problem
Based on the background of the study, the writer identifies some problems:
1. There are problems on the test item materials existed on the summative
test that have not been taught yet.
2. There are problems on most of the question items written by the teachers
for summative test which are inappropriate with the characteristic of a good test.
3. The test is not measure what supposed to be measured.
4. A Test, which does not have content validity, complicates the students to
answer the test questions. C. Limitation of the Study
To make this writing easier to be understood, the writer limits the study as follow:
a) The research focused only on the content validity of English final test
(summative test) of the even semester at the second grade academic year of 2012/2013.
b) The research focused only on reading and writing skills because the
summative test consists of multiple choice and essay items.
c) The test to be analyzed is the English summative test for the second grade
students at Junior High School of “Al-Amanah”.
d) The syllabus to be used is the syllabus which was made by the teacher
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D. Formulation of the Study
Based on the background of the study, the writer formulated the problem whether each test items of the summative test for the second grade students of
Junior High School of “Al-Amanah” represent the indicators as suggested its syllabus as an indicator of the content validity.
1. Is the English final test in line with the syllabus that is constructed by Al-Amanah school?
a. How appropriate is the English final test with the indicator of the
syllabus?
b. How is the distribution of the indicator of the syllabus in the test?
E. Objective of the Study
The objective of this study is to find out whether each test items of the summative test for the second grade students of Junior High School of Al-Amanah represent the indicators as suggested its syllabus as an indicator of the content validity.
F. Significance of the Study
The result of this study is expected to give a description for the readers about an analysis of the content validity toward the summative test. It also can be used as an input for the readers; especially for the English teachers, the headmaster, and all people who are involved and responsible in developing quality of education. In other word, it is useful for all people to know the characteristics of a good test and for the researchers as the basic for conducting further research.
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6
THEORETICAL FRAMEWORK
A. Language Test
1. The Definition of Test
In order to know how well the result of teaching learning processes is, a
teacher must evaluate it accurately. One of the evaluation instruments in teaching learning process is a test. There are many definitions of test, Gronlund and Linn defined a test as a device or regular procedure for meting a sample of behavior.1 While Reynolds stated that test is an instrument or steps in which a sample of an
individual action is got, and scored using the basic standard.2
While, Nitko stated in his book, Educational test and measurement an
Introduction, Test is systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical of category
system.3 This definition gives an understanding that the test is the procedure or
manner which systematic used by teacher for describing the characteristic or behavior of students with the aid numerical system or score.
Tinambunan stated that a test is a set of questions, each of which has a correct
answer, that examinees usually answer orally or in writing.4 It can be understood
that test is a means of measuring and scoring which carried out through oral or written to know the progress of the student after they got some lessons in the
class. Test also conducted to know the student’s achievement in specific
materials.
1
Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching 6Th Edition, (New York: MacMillan Publishing Company, 1990), p. 5.
2
Cecil R. Reynolds. et al, Measurement and Assesment in Education, (New Jersey: Pearson Education Inc., 2009), p. 3.
3
Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork: Harcourt Brace Jovanovic, Inc.,1983), p. 6.
4
Wilmar Tinambunan, Evaluataion of Student Achievement, (Jakarta: Depdiknas, 1988), p. 3.
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Based on the definitions above, the writer can conclude that test is a set of questions in many forms ( Such as; multiple choice, true false, fill in the blank, essay, etc). It is made by a teacher to measure student’s ability in a lot of skills where a test that produced in line with the procedure in making a test with consider of standarized and score.
2. The Type of Test
There are some ways that used for testing or to determine the person’s ability
in the learning process. Wilmar Tinambunan stated that there are two types of
tests used in determining a person’s ability: aptitude test and achievement test.5 Basically, both of test types give the same understanding, an aptitude test is constructed to measure or to predict succes in some future learning activity in the classroom or other, while the achievement test designed to know level of success in the learning activity that have learned.
In the language learning process there are many types of the test that used to
measure student’s ability. According to Arthur Hughes in his book testing for
Language teacher, stated that there are four basic types of language tests:
proficiency tests, achievement tests, diagnostic tests, and placement tests. 6
1. Proficiency test
Proficieny tests are designed to measure people’s ability in a language,
regardless of any training they may have had in that language. While, McNamara assumes that proficiency test is a test which is designed to see language use in the future, it is not related to any training they may have had
in that language.7 Furthermore, according to Lado, proficiency tests measure
how much of a foreign language a person (not necessarily a student) knows.8
5
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1988), p. 7.
6
Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge: Cambridge University Press, 1989), P. 11.
7
Tim McNamara, Language Testing, (Hongkong: Oxford University Press, 2000), p. 7. 8
Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests, (Hongkong: Wing Tai Cheung Printing Co Ltd),p. 369.
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From some opinion above, the writer conclude that proficiency test is
designed to measure individual’s general ability in a language. it usually used English for specific purposes.
2. Achievement test
Achievement test are directly related to language course, their purpose being to establish how succesful individual student, groups of students, or the course themselves have been in achieving objectives. While, Cecil Reynolds stated that achievement test are designed to assess the knowledge or skills of an individual in a content domain in which her or she has received
instruction.9 From the statement mentioned clearly states that the achievement
test is tested after the examinee received the course.
A test that used by the teacher to measure a success level of student in learning teaching proccess is the achievement test. Arthur Hughes divided the achievement test in two parts, final achievement test and progress
achievement test10.
1. Final achievement test
Final achievement tests are those administered at the end of a course of study. The content of final achievement test should be based directly on a detiled course syllabus or on the books and other materials used, this has been reffered to as the syllabus content approach
2. Progress achievement test
Progress achievement test as their name suggest are intended to measure the progress that students are making.
Final achievement and progressachievement test basically have a same
understanding that is to measure student’s ability about the materials that
learned, but the diference between final and progress are the final
9
Cecil R. Reynolds. et al, Measurement and Assesment in Education, (New Jersey: Pearson Education Inc., 2009), p. 5.
10
Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge: Cambridge University Press, 1989), P. 13
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achievement examined in the end of the course but the progress achievement examined in the part of the course.
3. Diagnostic test
A diagnostic test is used to identify learners’ strengths and weakness.
According to Wilmar Tinambunan a diagnostic test is intended to diagnose
learning difficulties during instruction.11 This definition gives an
understanding that the diagnostic test is constructed to know the learning difficulties of the student during the instruction, usually this test used in the first sections before the course is began.
4. The placement test
Placement tests intended to provide information that will help to place student at the stage ( or in the part )of the teaching programme most appropriate to their abilities. While, JB. Heaton said that a placement test enables us to sort students into groups according to their language ability at
the begining of the course.12 It can be understood that this test describes
someone to entered in the group based their ability or competence in the begining of the course.
3. The Characteristic of a Good Test
A test can be regarded as a good one, if it fulfills some of characteristic of a good test. Harris in his book Testing english as a second language stated all good test possess three qualities; validity, reliability, practicality.13 Therefore, the test will be good if the test contains three elements, they are validity, reliability, and practicality, if in the test lack of them means the test need observed again.
11
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1988), p. 8.
12
JB. Heaton, Classroom Testing, ( New York: Longman Inc., 1990), p. 15 13
David P. Harris, Testing English as a second Language, ( New York: McGraw-Hill Book Company) P. 13.
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The first characteristic of a good test is validity. Validity is the extent to
which a test measure what is intended to measure.14 It means that a test which
made by teacher is valid if the content of test representing an images on the indicator and syllabus as a basis reference in learning activity.
From the definition above, the writer concludes that validity of the test means that the test really measure what actually wished to measure. For example
if the test is conducted to measure student’s grammar, the test really measure student’s grammar without concern in another aspect.
Test validity is the most critical factor to be judged in the total program of foreign language testing. A test is valid when it measures effectively what is intended to measure. For example, if a test is designed by teacher to measure aural comprehension, it must do exactly this and not attempt to measure another skill such as reading comprehension.
The second characteristic of a good test is reliability. According to Douglas
statement a reliable test consistent dependable.15 It means the test that given to
the student when it examined more two times its score must consistent. For example if the same group of students took the same test twice within two days- without reflecting on the first test before they sat it again-they should get the same results on each occasion. If they took another similar test, the results should be consistent. Therefore, to be considered reliable, a language test must obtain consistent result and give consistent information.
The third characteristic of a good test is practicality. The test practicality means that test should be practical in administrating it. Douglas stated that a good test is practical. It is within the means of financial limitations, time
constraints, ease of administration, and scoring and interpretation.16 The case can
be understood that when the teacher design a test, there are a lot of considerations
14
William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p. 183.
15
H.Douglas Brown, Teaching by Principle an Interactive Approach to Language Pedagogy, (New York: Addison Wesley Longman, Inc., 2001), p. 86.
16 Ibid
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that need to thought, like financial, time, scoring administration so the teacher will be ease in testing. David P. Harris said about characteristic of practicality,a test may be highly reliable and valid instrument but still be beyond our means or facilities.17 It indicates that there are a lot of important consideration that must be thought the teachers when they want to design a test. Economy, ease of administration and scoring, ease of interpretation be a consideration poits to make a test be practical, so that the test that designed be a valid, consist, and practical tests.
B. Validity
From the previous explanation that one of characteristics of a good test is validity. David P. Haris in relating with the validity stated that There are two questione must always be considered : (1) What precisely does the test measure? And (2) How well does the test measure?. If the test is found to be based upon a sound analysis of the skill or skills we wish to measure, and if there is sufficient evidence that test score correlate fairly highly with actual ability in the skills area
being tested resionably safe in assuming that the test is valid for our purposes.18
Test validity is the most critical factor to be judged and considered in the total of a foreign language testing. A test is valid when it measures effectively what it is intended to measure.
Validity really is not a simple concept; however, the concept of validity reveals a number or aspect, each of which deserves our attention. Arthur Hughes classifies validity into four: content validity, face validity, construct validity, and
criterion-related validity.19
1. Content Validity
Content validity is concerned with the extent to which the test is representative of a defined body of content consisting of topics and
17
David P. Harris, Testing English as a second Language, ( New York: McGraw-Hill Book Company), p. 21.
18
Ibid., p.19 19
Arthur Hughes, Testing for Language Teachers 2nd Edition, ( Cambridge: Cambridge University Press, 1989), p. 22
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processes.20 Moreover, the test should reflect instructional objectives or subject matters. But it is not expected that every knowledge or skill will always appear in the test; there may simply be too many things for all of them to appear in a single test.
Wiersma divided content validity into two parts, content validity of
teacher-constructed tests and content validity of published tests.21 Content
validity of teacher-constructed test essentially depends on the sampling of items. If the test items adequately represent the domain of possible items, the test has adequate content validity. When a test is not content valid, there are two consequences. First, the students cannot demonstrate skills that they possess if they are not tested. Second, irrelevant items are presented that the students will likely answer incorrectly only because the content was not taught. Both of these consequences tend to lower the test scores; as a result, the test score is not an adequate measure of student performance relative to the content covered by instruction.
Most teachers are quite familiar with the content they cover during instruction, and, to a large extent, teacher-constructed tests have an inherent content validity. However, in planning a test, teachers can use a straightforward procedure that tends to improve content validity.
The second part is content validity of published tests. Teachers may, at least on occasion, use published tests, some of which accompany curriculum materials. The tests constructed for a specified textbook or set of materials usually have high content validity if the materials are used as intended for instruction. Sometimes materials are used as supplementary and are only partially covered, in which case any accompanying tests would at least need to be reviewed for content validity.
20
William Wiersma and Stephent G Juts, Educational Measurement and Testing, (Boston: Allyn & Bacon, 1990), p.184
21
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According to Wilmar, content validity may be defined as the extent to which a test measures a representative sample of the subject matter content
and the behavioral changes under consideration.22 It can be understood, that in
this case the content of the test which interpretated through the test is the important thing and must be able measure what it is intended to measured.
There are two importance of content validity. First, the greater test’s
content validity, the more likely it is to be an accurate measure of what it is supposed to measure. Secondly, such a test is likely to have a harmful backwash effect. Areas which are not tested are likely become areas ignored in teaching and learning. The best a safeguard against this is to construct full test specification and to ensure that the test content is a fair reflection of these.23
2. Face Validity
Face validity is a surface or appearance of test. As Alderson stated, face validity refers to the test’s surface credibility or public acceptability.24 It is
mean the test’s surface that will be examined to the students must describe or
show the good construct test and it can be acceptability by the examinee.
While Arthur stated, Face Validity refers to the appropriateness of test items.25
It is mean the form of test that given to the examinee should be appropriate and complete instructions.
Substantially, there is no different view among definition above. They would like to elaborate that a test is regarded as having face validity, if its appearance is acceptable, it is clearly readable, and it has a clear instruction in answering the test.
3. Construct Validity
22
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1988), p. 12.
23
Arthur Hughes, Testing for Language Teachers 2nd Edition, ( Cambridge: Cambridge University Press, 1989), pp. 22-23.
24
J. Charles Alderson, et. al. Language Test Construction & Evaluation, (Cambridge: Cambridge University,1995), p. 172.
25
Arthur Hughes, Testing for Language Teachers Second Edition, ( United Kingdom: Cambridge University Press, 1989), p. 27.
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William said that construct validity is concerned with the psychological constructs that are reflected in the scores of a measure or test.26 It means, the result of testing which has done will be desribed in the form of scores.
Construct validity deals with construct and underlying theory of the language learning and testing. J.B. Heaton states that if the test has construct validity it is capable of measuring certain specific characteristics in
accordance with a theory of language and behavior and learning.27 The
statment mentioned gives a describing that the test made by teacher where it has construct validity otomaticaly it can measure certain specific characteristic accordence theory language.
While, Kenneth said that construct validity is the systematic analysis of
tests score designed to assess whether there is a basis for validity.28 This
statment explain that it should be basis, in this case the theory of language and behavior that sistematic in designing the construct validity
4. Criterion-Related Validity
William and Stephen stated that criterion validity is based on the correlation between scores on the test and scores on a criterion. The corelation
coeficient is the criterion validity coefficient.29 It can be understood, in the
criterion validity there is a relation between scores on the test which resulted by the students and the scores that standarized and both can be influence one to another.
According to Arthur there are two kinds of criterion related validity: concurent validity and last is predictive validity. Concurent validity is constanted when the test and standarisation are arranged at about same time,
26
William Wiersma and Stephent G Juts, Educational Measurement and Testing, (Boston: Allyn & Bacon, 1990), p.193
27
JB. Heaton, Writing English Language test, (London and New York, Longman1998), p. 161.
28
Kenneth D. Hopkuns, Educational and Psychological Measurement and Evaluaton, (Boston: Allyn & Bacon, 1998), p. 99.
29
William Wiersma and Stephent G Juts, Educational Measurement and Testing, (Boston: Allyn & Bacon, 1990), p.189
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while the predictive validity is focuss the level when a test can guess examinee’s future action.30
C. Material, Syllabus and Curriculum
The materials are the important parts of the teaching learning process that should be mastered by the teacher and should be passed to the students. The materials that given by the teacher must agree with the syllabus and it will be better if suit with the context learning. James D. Brown said that materials is defined as any systematics description of the technique and exercises to be used
in clasroom teaching.31 It is mean that a description of teaching and learning
technique that used by a teacher and a lot of exercises that given to the student as a tool of test must arranged systematicaly, so that materials that taught in the classroom can be achieved effectively.
Richard and Rodgers stated that materials designed on the assumptions that learning is initiated and monitored by the teacher must meet quite different
requairements from those designed for student self-instruction.32 It can be
understood that materials that constructed for student must effective and systematic,because the teacher still a task to extend the material clearly to control learning process when the student do the task from the materials.
From the statements above, the writer can conclude that materials is the descriptions of learning object that given to the students in the classroom by considering the approach, syllabus, technique, and exercises so that the learning purpose can be achieved effectively.
A syllabus is designed based on school program and students degrees. Besides
that, when a teacher constructs the syllabus, it must be suitable with students’
30
Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge: Cambridge University Press, 1989), pp. 27-29.
31
James D Brown, The Elemen of Language Curriculum: A Systematic Approach to Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.139.
32
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1986), p. .30.
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ability and relevant to early situation. It is hoped in other to the indicators that depeloved in the syllabus can be achieved.
According to Richards, a syllabus is a specification of the content of a course
of instruction and list what will be taught and tested.33 from the definition
mentioned, syllabus is a tool of instruction or reference and a lot of materials that
will be taught to the student and finaly will be tested also to measure student’s
understanding about the material that has learned based syllabus reference. In the content of syllabus indicator plays an important part, because indicator describing competence that has to mastered by the students.
While, Brown said that syllabus are predominantly concerned with the choices
necessary to organize the language content of a course or program.34 It can be
understood that when the teachers will teach the materials in the classroom, they can choice a lot of courses and organize the materials that needed. Whole must concerned to the syllabus so the materials or course not lateral.
Syllabus is not separated with the curriculum, because the instructions or the content in the curriculum will be developed into syllabus based on the competency standard and basic competence. Posner said that curriculum is the set
of instructional startegies teacher plan to use.35 It means that curriculum hold the
important role, that is the instructional strategies for the teacher where curriculum be basic reference in teaching and learning process.
From the statements, the writer concludes that curriculum is the planned learning experiences of an educational system with attention to the elements of program of studies, program of activities and program of guidance.
33
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 2.
34
James D Brown, The Elemen of Language Curriculum: A Systematic Approach to Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.141.
35
George J. Posner, Analyzing the Curriculum, (New York: McGraw-Hill Companies, Inc., 2004), p. 5.
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The government decided competency standard and basic competence in the curriculum. The competency standard and basic competence based on the latest English syllabus for the second grade of Junior High School are states as follow:
Table 2.1
Standard competence and Basic Competence of Listening, Speaking, Reading and Writing in School-Level Curriculum
Standard Competency Basic Competence
Mendengarkan
1. Memahami makna dalam
percakapan transaksional dan
interpersonal resmi dan berlanjut
(sustained) dalam konteks
kehidupan sehari-hari
1.1 Merespon makna dalam percakapan
transaksional (to get things done)
dan interpersonal (bersosialisasi)
resmi dan berlanjut (sustained)
secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menyampaikan pendapat,
meminta pendapat, menyatakan
puas, dan menyatakan tidak puas 1.2 Merespon makna dalam percakapan
transaksional (to get things done)
dan interpersonal (bersosialisasi)
resmi dan berlanjut (sustained)
secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan,
meluluskan permintaan, serta
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dan pleasure 2. Memahami makna teks fungsional
pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari
2.1 Merespon makna yang
terdapat dalam teks lisan
fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
2.2 Merespon makna dalam teks
monolog yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk:
report, narrative, dan analytical
exposition
Berbicara
3. Mengungkapkan makna dalam
teks percakapan transaksional dan
interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan
sehari-hari
3.1 Mengungkap-kan makna dalam
percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan melibatkan tindak tutur:
menyampaikan pendapat, meminta
pendapat, menyatakan puas, dan
menyatakan tidak puas
3.2 Mengungkap-kan makna dalam
percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
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menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan melibatkan tindak tutur:
menasehati, memperingatkan,
meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan
pleasure 4. Mengungkapkan makna dalam teks
fungsional pendek dan monolog yang
berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari
4.1 Mengungkap-kan makna dalam
teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan
berterima dalam berbagai konteks
kehidupan sehari-hari
4.2 Mengungkap-kan makna dalam
teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk:
report, narrative, dan analytical
exposition Membaca
5. Memahami makna teks fungsional
pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
5.1 Merespon makna dalam teks
fungsional pendek (misalnya banner,
poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
5.2 Merespon makna dan langkah
retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
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sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk:
report, narrative, dan analytical
exposition
Menulis
6. Mengungkapkan makna dalam
teks esei berbentuk report, narrative,
dan analytical exposition dalam
konteks kehidupan sehari-hari
6.1 Mengungkap-kan makna dalam
bentuk teks fungsional pendek
(misalnya banner, poster, pamphlet,
dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
6.2 Mengungkap-kan makna dan
langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk: report, narrative, dan
analytical exposition
Content Standard for English Syllabus of Junior High School 2006, adapted from
“Kemendikbud”
D. Previous Studies
The research about content validity has already been done by several researchers. There are at least eight researchers who conducted their research related to content validity. The following are the summary of the research that the writer read.
The eight researches that the writer has read had the same background of the study. They stated that their researches were based on the fact that the test items that written by the teachers for summative test was inappropriate with the
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characteristic of a good test. the same fact that the writer also found. By stating that, they meant that the test should be constructed well. That made them held the research in order to solve those problems.
All eight studies using summative test paper as their main data source and they use working table as their instrument. They focused on the content validity of summative test item and by comparing teaching syllabus with the English summative test.
Like Nofiyanti did in her research, she used qualitative method as her technique data analysis for content validity on English summative test. The result of her study was 90% of English summative test that hold in SMPN 87 Jakarta was in line with English curriculum. Furthermore, English summative test item in SMPN 87 Jakarta has reached a good content validity.
Etika found the empirical evidence of the English summative test content validity made by the professional team for the odd semester of the first year students. The finding of the research prove that the test items of English summative test for the odd semester of the first grade students in SMA Dua Mei have bad content validity. It is showed through the percentage and the content analysis. Based on the percentage, she found that the English summative test is
72% valid in terms of its conformity with the indicator. Suminar found that SMP
Al-Zahra Indonesia at even semester 2010/2011 did not have a good content validity because only 40% of the test items that conformed to the English syllabus. In other words, the test did not represent the learning objectives of the even semester because many materials were not included in the test.
The same research was found by Yahyudin in SMA Nurul Falaah. Summative test items did not have a good content validity because there are 53% indicators which are not assessed by the test. Another same research has been
done by Fauzi in “MTs.Salafiyah”. The English summative test items have bad
content validity, they cover only 48%. Sulaeman found the summative test items of SMPN 4 Bekasi 68% valid. It means that the validity of the summative test is
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sufficient. Rosita did a research in Senior High School Ciledug. She did her research by observation and documentation. She analyzed the data by using a formula and described the result by using descriptive analysis method. The result
of her study is the validity of the test is in the level of “badness” because there are
18% which is must be revised, 18% has enough quality, 24% has low quality and 40% has lowest quality.
The last relevant study is from Hanik and Fachrurozy. They did a research
in 6th grade of elementary school in the public elementary school in Uduwanu
district. The finding is the content validity of materials being tested do not cover all the basic competences of School-Based Curriculum, the three test format are reliable, the level of difficulty of each test format is fair, the level of discrimination for the three formats are very good, and the distracters in the multiple-choice format is mostly effective.
The writer sum up that mostly the researchers use same method in their research. The result presentation of their research mostly same by using the descriptive analysis technique, but the results are different. Mostly the validity of the summative test items is not good. Therefore, the writer wants to analyze the validity of the English summative test item in Al-amanah Junior High School.
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23
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Study
To carry out this study, the writer decided to choose Junior High School of Al-Amanah. It is because there has not been a similar study here. Al-Amanah is located at Jl. AMD Babakan Setu-Tangerang Selatan. The research is conducted on May up to June 2013. It was conducted at the second grade students of Junior High School of Al-Amanah academic year 2012/2013.
B. The Object of the Study
The object of the study is the test items of English summative test for the second grade students of SMP Al-Amanah Serpong academic year 2012/2013.
C. Method of Study
In this study, the writer collected the data and then the writer analyzed the test items, whether each test items of the summative test for the second grade students of SMP Al-Amanah represent the indicators as suggested in its syllabus. The test is measured adaptable with the syllabus and indicators especially from reading and writing skills.
So based on the data and types of information needed of this research, the writer used qualitative research. Also, this study is categorized as descriptive analysis. It described the conformity and
inconformity of the Junior High School’s summative test with the syllabus
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D. Research Instrument
The research instruments which was used by the writer in collecting the data is documentation. The documents are:
1. Paper/ test booklet
The writer asked the English summative test paper from the school. The test which is analyzed is the English summative test for the second grade student at the even semester. The total items are 45 items English summative test. It is 40 items of multiple choice and 5 items of essay.
2. English syllabus and indicators for the second grade students of Junior High School
The writer analyzed the English summative test items, and then conform it to the English syllabus and the indicators. The English syllabus which is made by the teacher should be based on the Standard competency and basic competence.
E. Technique of Data Collection
The writer collected the data from an English teacher in SMP Al-Amanah Tangerang Selatan. Then, the writer asked for the syllabus and the summative test of the English subject on the even semester 2012/2013 academic year in the second grade of Al-Amanah Junior High School.
F. Technique of Data Analysis
To examine the item test, the writer identifyed each of the item in the summative test and made a data card by identifying the components of the test. The writer categorized the components of the test. Next, the writer compared the components of the test with the materials which are represented in syllabus and counted the percentages of each component. To make the percentage, the writer uses the formula:
F
P = ── × 100% N
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P = x 100%1
P = Percentage of Content Validity
f = Frequency of item appearance
n = Number of sample
Moreover, to measure the conformity level of the English summative test items, the writer adopts the conformity level criteria by Arikunto:
Table 3.1
The Criteria of the Conformity Level2
81% - 100% Very good
61% - 80% Good
41% - 60% Fair
21% - 40% Poor
0 – 39% Very poor
1
Anas Sudiyono, Statistik Pendidik an, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 43. 2
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26
A. Data Description
The writer analyzed the test materials whether they conform to the English syllabus of SMP Al-Amanah. To get the data, she took the questions sheet and the English syllabus document to be analyzed. The data that the writer used in this
study is the English summative test for even semester, which is called Ulangan
Akhir Semester Sekolah Menengah Pertama ( SMP ) Tahun Pelajaran 2012/2013 for the second grade students of SMP Al-Amanah. The total numbers of test items are 45 tests which consist of 40 multiple choice items and 5 essay items. The test
was held on Wednesday, 5th June 2013 with the given time 120 minutes.
Having investigated the summative test items, the writer is able to describe the data as follows:
Table 4.1
The conformity between the English final test items (Summative test) and the syllabus
Basic Competence Based on the indicators of reading
Items number
11.1. Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk recount dan narrative dengan ucaapan, tekanan dan intonasi yang
berterima yang berkaitan dengan lingkungan sekitar
1. Membaca nyaring dan
bermakna teks essai berbentuk
narrative/recount
-
2. Mengidentifikasi
berbagai makna teks narrative /recount
14, 25, 31
3. Mengidentifikasi tujuan
komunikatif teks narrative /recount
5,12
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langkah retorika dan ciri kebahasaan teks narrative/recount 11.2. Merespon makna
dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam
teks berbentuk recount
dan narrative
1. Mengidentifikasi berbagai informasi dalam teks
fungsional
1,2,4,13,27,28,29,30
11.3. Merespon makna dalam teks tulis
fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaittan dengan
lingkungan sekitar
1. Mengidentifikasi tujuan komunikatif teks fungsional
32,34
2. Mengidentifikasi ciri kebahasaan teks fungsional
-
Basic Competence Based on The Iindicators of Writing
Items Number
12.1.Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
1. Mengidentifikasi teks fungsional
20, 41
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makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recount dan
narrative
Table 4.2
The Description of the Test Items Items
number Samples Points of conformity
14,25,31 Once upon a time the jungle,
there lived a fox. His name was
Rox. No one didn’t know him.
Everybody in the jungle was afraid of him because of his face and style looked very vicious. One day, in beautiful summer
morning, when Rox was
drinking at the side of the river, he saw a little rabbit in danger. The snake was going to eat it. Rox jumped over the snake as soon as possible and scared it away.
The little rabbit then
The question number 14 ask
students to identifiying the
meaning from the text that read. It can be understood that this item
measures the student’s ability in
identify the meaning from the text. Thus, this item conforms to
the recommended indicator
namely, “mengidentifikasi
berbagai makna teks
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felt relieved that Rox just saved his life from the threat of he dangerous snake. After that, it told the whole jungle that Rox was a kind fox. He just saved its life. There was no need to be afraid of him anymore.
14. The story tells about … a. A fox and his friend b. A snake and the rabbit c. A rabbit and his enemy d. A fox and the rabbit
5,12 Zoo
Yesterday my family and I went to the zoo to see the animals. When we got to the zoo, we went to the shop to buy some food to give to the animals. After getting the food, we go to the nocturnal house where we saw some birds and reptiles which only come out at night.
Before lunch we went for a ride on the elephant. It was a thrill to ride on it. Dad nearly fell off when he let go of the rope. During lunch we fed some birds being fed. When
The question number 5 and number 12 asks students to
identify the communicative
purpose of the text. It can be
understood that these items
measure the student’s ability in
identifying the communicative
purpose of the text. Thus, these
items conform to the
recommended indicator namely,
“mengidentifikasi tujuan
komunikatif teks
narrative/recount” In addition, the text used narative text. thus, it
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we returned home. We were very tired but happy because we had so much fun.
5. What is the purpose of the text above?
a. to entertain the readers
b. to retell the past event
c. to describe the animals
d. to describe the zoo in general
12. The purpose of the text above is
…
a. To describe something in general b. To tell the particular thing c. To tell the activities in the past d. To entertain and educate
also conforms to the suggested text.
3,6,8,11, 16,45
6. How many events are there in the text above?
`a. 4 b.5 c.6 d.7
8. Reorientation in a recount text tell
about…
a. summary and the closure of
events
b. information about what,
who,where, or what written in a letter
c. what happened in the past
d. the problem arises in the
The question number 6 asks student to identify the events of the recount text, and the question number 8 asks student to identify the reorientation in narrative text, then the question number 16 asks
student to identify part of
narrative text. It can be
understood that these items
measure the rhetoric steps or
language features in
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story
16. After reaching his home.
Beauty’s father told her the truth.
Beauty loved her father very much,
so she didn’t refuse what her father asked. She went to the Beast’s castle
and lived there only with the beast. Her gloomy life began since then. She often tried to run away but the Beast always successfully stopped her.
This part of the text is called …
a. Orientation
b. Complication
c. Resolution
d. Reorientation
items conforms to the
recommended indicator namely,
“mengindentifikasikan langkah
retorika dan ciri kebahasan teks narrative/recount”
1,2 The holiday had come. At first, I
had no idea to spend my free time. I had no plan because I knew my parents were very busy. My father was finishing his project. While my mother had to take care of my little sister. She was just five months.
Luckily, one of my friends
Zacky didn’t have any plan either.
So, he came to my house nearly every during the holiday. We did a lot of things.
The question number 1 and 2 asks
students to identify the
information that written in a text. It can be understood that these
items measure the student’s
ability in identifying the
information in a text that read. Thus, these items conform to the recommended indicator namely,
“mengidentifikasi berbagai
inforrmasi dalam teks
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The next day I taught Zacky how to play volleyball. It took three days for him to be able to do the service well.
We spent the last two days by visiting museums in our city.
Ronggowarsito nd Mandala Bakti Museums. We learned a lot from the things displayed in the museum. 1. The writer felt … when he knew
Zacky didn’t have any plan either.
a. Sad c. Haappy
b.Sorry d. Guilty
2. The true statement according to
the text above is …
a. The writer went around the
city by bicycle
b. Zacky learned how to play
volleyball from the writer.
c. The writer and Zacky visited
three museums during the holiday.
d. The things displayed at the
museums were boring.
32,34 Elegant architecture, finest
material EXECUTIF
This questions ask students to identify the purpose of the text. It can be understood that these
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KALIURANG VILLAS 3,4,5 bedroom available Open 7 days a week, free pick
up for viewing
Call us for site viewing, 0274 888 777
http://www.kaliurang.co.id
32. What is the purpose of the text?
a. to explain about the villas
b. to describe about Kaliurang
Villas
c. To persuade people to use the
Villas
d. to sell the Villas
Mr and Mrs.Albert Evans requet the pleasure of you company. At the marriage of their daughter
ELIZABETH ANNE To
Mr. MICHAEL RYAN BARNET Saturday, the seventh of June
At seven O’clock in the evening The Hampton’s Country Club
Richfield VA
34. What is the purpose of the text?
a. to invite the readers to come
a wedding party
items measure the student’s
ability in identifying the
communicative purpose in a
functional text. Thus, these items conform to the recommended
indicator namely,
“mengidentifikasi tujuan
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b. to explain the readers the details of a wedding party
c. to describe the bride and the
groom
d. to inform the readers
20,41 20. A : Would you lend me your pen,
please?
B : Sure, here you are
The underlined statement is the
expression to …
a. Give opinion
b. ask for something
c. Offer something
d. refusing things
NINDA MAIL
Grand Opening Special offer 50% off All items
Start from 13th January until 20th March 2011
41. a. What advertisement is it? b. what is the name of the mall?
The question number 20 asks students to identify the expression of the underlined statement, and the question number 41 asks
students to identify the
information from that functional text. It can be understood that
these items measure students’
ability in identifying functional
text. Thus, these items conform to
the recommended indicator
namely “mengidentifikasi teks
(47)
c. what is offered in the text above?
d. when will the discount be ended?
Table 4.3
The inconformity between the English final test item (Summative test) and the syllabus
Items number
Samples Points of inconformity
7
7. Which of the following animals are the nocturnal animals?
a. frog, bat, snake, and rabbit
b. elephant, giraffe, camel and
rhinoceros
c. goat, cow, buffalo and sheep
d. frog, owl, snake and bat
This question asks
students to identify
factual information from
the text. It can be
understood that this item
measures the student’s
ability in identifying the
factual information.
Thus, it can be concluded
that these question
unconformity to the
syllabus because the
indicator is not
concluded into suggested indicator.
(48)
winner in science competition. Do you know that?
Adi : are you sure? As far as I know he becomes the second winner.
Adi’s response shows the expression to … information.
a. give c. I’m sorry
b. deny d. agree
10. A: Excuse me, may I borrow this magazine?
B: … I’m still reading it now
A: Never mind a. yes, you may
c.I’m sorry
b. Take this d.No,
thank you
asks students to
determine the appropriate word to the response of expression. It can be understood that this item
measures the student’s
ability in determining the expression. The question number 10 asks students
to determine the
appropriate word to the responding of expression. It can be understood that this item measures the
student’s ability in
responding of asking
expression. Thus, it can be concluded that these
questions don’t conform
to the syllabus because
the indicator is not
concluded into suggested indicator.
15
15. Paragraph two tells us about …
a. Little rabbit was relieved
b. Rox saved a little rabbit’s life
c. A snake was afraid of the
little rabbit
d. d. Rox looked very vicious to
everyone
This question
asks students to identify the main idea, that is looking for the main idea in paragraph 2. It can be understood that this item
(49)
ability in identifying the
main idea from the
text.Thus, it can be
concluded that these
question doesn’t conform
to the syllabus because
the indicator is not
concluded into suggested indicator.
17,18,19
Dialogue for number 17-19
Farah : In my opinion, teacher should not give their students too much homework
Tiara : (17) … We need time to have fun.
Farah : What about you, Tiara? (18)
…
Tiara : Well, (19) … I think a student
needs to do lots of practice at home because practice makes perfect. So, I
don’t mind having homework 17. a. you are not right b. I agree with you c. You are wrong d.I don’t think so 18.
a. do you know about it? b. Don’t you want to go? c. do you agree with me? d. Do you make it easy? 19.
a. You are one hundred percent
right
b. you make me happy to know
These questions
ask students to determine
the appropriate
expression to fill in the
blank based on the
dialogue. It can be
understood that this item
measures the student’s
ability in determining the
appropriate expression.
Thus, it can be concluded
that these question
doesn’t conform to the
syllabus because the
indicator is not
concluded into suggested indicator.
(50)
it
c. that’s what you want d. that’s not true
21,22,23,24
21. A: my mother gave me a birthday cake when I woke up this morning
B: …
a. I see
b. what a coincidence
c. It’s surprising
d. Does she?
22. Yeni : Coky, can you do me a favor, please?
Coky : Of course, … ?
Yeni : Could you buy some medicine for me, please?
Coky : Sure
a. Can you help me, please
b. Do you want to help me,
please
c. I need your help please
d. What can I do for you
23. Cindy : … you are sitting on my seat
Nadia : oh, I am sorry I don’t realize
it
Cindy : it’s all right
This question
asks students to
determine the appropriate
response to the
expression to fill in the
blank based on the
dialogue. It can be
understood that this item
measures the student’s
ability in determining the
appropriate expression.
Thus, it can be concluded
that these question
doesn’t conform to the
syllabus because the
indicator is not
concluded into suggested indicator.
(51)
a. Excuse me
b. this is my seat
c. What’s wrong
d. Wow
24. Tommy : what about my recount
text about “Having Dinner at The Restaurant?”
Grace : It is excellent
Tommy : Return back my text
Grace : … I still check it up because
your text is too long Tommy : all right
a. I’m sorry, wait a minute b. Don’t mention it. Get it c. It’s very excellent. Here you
are
d. It is very good. thanks
26
26. Where do usually read this notice?
a. in the Bank c. in the canteen b. in the bus station d. in the class
This question asks
students to identify the place of the notice where it is usually put. It can be understood that this item
measures the student’s
ability in finding the
factual relation about the text. Thus, it can be
(52)
concluded that these
question doesn’t conform
to the syllabus because
the indicator is not
concluded into suggested indicator.
33
What is the nearest meaning of the
word “available”?
a. excited
b. provided
c. decorate
d. proceeded
This question asks
students to determine the
appropriate word or
synonym. It can be
understood that this item
measures the student’s
ability in finding word synonym. Thus, it can be
concluded that these
question doesn’t conform
to the syllabus because
the indicator is not
concluded into suggested indicator.
35
“ … at the marriage of the their
daughter”. The word underline refers to …
a. Elizabeth and Mr. Michael b. the bride and Mr. Michael c. Mr. and Mrs. Albert Evans d. Elizabeth and her parents
This question asks
students to determine the
appropriate word
reference. It can be
understood that this item
measures the student’s
ability in finding word reference. Thus, it can be
(53)
concluded that these
question doesn’t conform
to the syllabus because
the indicator is not
concluded into suggested indicator.
36,37
36. Andre : Hello …
Eric : this is Eric. Who is calling? …
Andre : this is Andre. I just want to tell
you that I can’t go to the bookstore with
you today.
a. is that you? b. where are you?
c. May I speak to Eric d. is it your phone
37. Andy : Good evening, Andy speaking
Isaac : Andy, let me speak to your brother
Andy : He isn’t at home. He is having
dinner in the restaurant. Any message?
Isaac : No, thanks. I’ll contact his hand
phone. Nice talking to you
Andy : …
a. Glad to know you b. Nice talking to you c. Happy to see you d. Pleased to meet you
This question number 36
asks students to
determine the appropriate
expression to start
conversation in a phone,
while the question
number 37 asks students
to determine the
appropriate expression to end conversation in a
phone. It can be
understood that this item
measures the student’s
ability in determining the
appropriate expression.
Thus, it can be concluded
that these question
doesn’t conform to the
syllabus because the
indicator is not
concluded into suggested indicator.
(54)
38,39,40
38. I was walking a long the main street about 10.a.m. when I saw this blue car stop outside the Bank. Next thing I saw
was a man with a mask on. He … (38)
out of the car and ran into the bank. a. Sat
b. drove
c. jumped
d. yelled
39. I …(39) walked up to the door of the
bank and looked in. by this time, the robber had everyone in the bank lying on the floor. At this point, hurried to the
telephone box in the Park Road and …
(40) the police.
a. because
b. then c. unless d. Even
40. At this point, hurried to the
telephone box in the Park Road and …
(40) the police.
a. said
b. told c. spoke d. called
The questions number
38, 39, and 40 ask students to identify the appropriate word usage in a sentence. It can be understood that this item
measures the students’
ability in determining a word usage in a text. Thus, it can be concluded
that these question
doesn’t conform to the
syllabus because the
indicator is not
concluded into suggested indicator.
42
Read and complete Putri’s letter with the
correct conjunction
This question asks
(1)
Appendix 5
No item The question
2
Read and complete Putri’s letter with the correct conjunction January 13th 2013
Dear Siska,
I gt your invitation tody. I’m really sorry I can’t come to your party, … (a) my parents are going to be out of town. There’s no one to take care of my sisters … (b) I have to stay at home with them. It’s too bad … (c) you and I haven’t seen each other.
Sincerely yours, Hanna
This question asks students to identify the appropriate conjunction usage
in a sentence. It can be understood that this item measures the students’ ability in
determining a conjunction usage in a text. Thus, it can be concluded that these question doesn’t conform to the syllabus because the indicator is not concluded into suggested indicator.
No item The question
3
Make the sentences from these sign !
a. b. .
This question asks students to write a sentence based on the picture given.
It can be understood that this item measures the students’ ability in writing a
(2)
Appendix 5
doesn’t conform to the syllabus because the indicator is not concluded into
suggested indicator.
No item The question
4
Change into correct simple past tense Saya tidak membuat layang-layang kemarin
(-)………
(+)……….
This question asks students to make a sentence based on the translation
given. It can be understood that this item measures the students’ ability in making
a sentence using the translation given. Thus, it can be concluded that these
question doesn’t conform to the syllabus because the indicator is not concluded
(3)
(4)
(5)
(6)