The Analysis and the Description of the Data

resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari 10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari- hari dalam cx teks berbentuk: narrative, descriptive, dan news item Table 4.2 The Description of the Test Items Items number Samples Point of conformity 16, 17 16. The story mainly tells us about.... a. Twenty crocodiles b. The boss of the crocodiles c. A rabbit and twenty crocodiles d. A rabbit and the boss of crocodile e. The boss of the crocodile and all his friends 17. We know from the first paragraph that the rabbit actually wanted .... The question of number 16 asks students to identify what the text is about. And the question of number 17 asks students indicate what the rabbit wanted to do in the story. It can be understood that this item measures the student‟s ability in in responding the narrative text. Thus, these items conform to the recommended indicator namely, “merespon teks monolog sederhana berbentuk narrative ”.In addition the text used is narrative text. Thus, it a. To cross the river b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodiles are e. To know the number of crocodiles there also conforms to the suggested text. 18 “All of you are good, nice, gentle and kind ...” Paragraph 2 The underline word is synonymous with.... a. Wild b. Diligent c. Cheerful d. Easy going e. Honorable This question asks students to determine the synonymous of good, nice, gentle and kind from the sentence. It can be understood that this item measures the student‟s ability in finding the suitable words in the narrative text. Thus, this item conforms to the recommended indicator namely, “Mengidentifikasi makna dalam teks tulis narrative ”. 24, 43 24. Eka : Are you free today? Lidya : Yes, what‟s up? Eka : Would you like to come with me to see the “Peterpan” show tonight? Lidya : Thanks, I‟d be delighted to. It‟s my favorite band. What are the speakers going to do? a. To stay at home. The question of number 24 asks students to indicate what the speakers are going to do. And the question of number 43 ask student to identify the expression used in the sentence It can be understood that these items measure the student‟s ability in finding expression of invitation. Thus, these items conform to the recommended indicator n amely, “merespon dengan benar berbagai tindak tutur b. To see Peterpan show. c. To arrange their free time. d. To watch Peterpan at home. e. To come to their friend‟s house. 43. “Would you like to come over for dinner next Saturday?” What does the sentence tell about? a. Announcement b. Advertisement c. Invitation d. Gratitude e. Apologize interpersonal transaksional: menerima undangan, tawaran, dan ajakan ”. 26, 27, 28 COMPANY ACCOUNTANT Expanding wholesaler of stationery and office equipment requires, we need office staff. With good salary and good working condition for good applicant. Apply with curriculum vitae to Mrs. Barton Office Equipment Efficiency Works PO Box 36 Whistle Woods UK 26. In Which section would you likely read the advertisement? The question of number 26 asks students to determine the section which the text could be found. And the question of number 27 ask student to identify the position offered in the advertisement. It can be understood that these items measure the student‟s ability in responding advertisement text. Thus, these items conform to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berbentuk iklan ”. a. Company for sale. b. Office equipment. c. Job vacancy. d. Entertainment Guide. e. Stationery and office. 27. What position is offered in the advertisement? a. Salesman. b. Wholesaler. c. Accountant. d. Office staff. e. Director assistant 29, 30, 31, 32, 33, 34, 40, 41, 44 29. My brother ____ go to college. a. Goes b. Go c. Went d. Gone e. Going 30. He does not __ drink a coffee every day. a. Drink b. Drinks c. Drank d. Drunk e. Drinking The questions of number 29 and 30 asks students to identify the suitable verb used in the sentences. It can be understood that these items measure the student‟s ability in using tenses. Thus, these items conform to the recommended indicator namely, “menggunakan tata bahasa yang sesuai”. 35 Tania : Hay Bona, I passed UAN examination and got good score. I‟m really happy. Bona : Let me congratulate This question asks students to identify the expression used in the dialogue. It can be understood that this item measures the student‟s you. What is kind of this expression above? a. Expression of thanking b. Expression of complimenting c. Expression of congratulating d. Expression of disbelief e. Expressions of surprising ability in finding expression of congratulating. Thus, this item conforms to the recommended indicator namely, “merespon dengan benar berbagai tindak tutur mengucapkan selamat ”. 36, 37, 38, 39 36. What is kind of the text above? a. Procedure text b. Narrative text c. Announcement text d. Advertisement text e. Descriptive text 37. When will the English Speech Contest held? a. 22 March 2013 b. 22 March 2012 c. 21 March 2012 d. 21 March 2013 e. 23 March 2012 The question of number 36 asks students to determine the type of the text used in the story. And the question of number 37 ask student to indicate when the English Speech Contest will be held. It can be understood that these items measure the student‟s ability in responding announcement text. Thus, these items conform to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berbentuk pengumuman ”. 42 This is an expression of disbelief ... a. Thank you so much b. Really c. Don‟t forget This question asks students to identify the expression of disbelief. It can be understood that this item measures the student‟s ability in finding expression of disbelief. d. I‟d love too e. Ok, see you there Thus, this item conforms to the recommended indicator namely, “merespon dengan benar berbagai tindak tutur menunjukkan rasa tidak percaya ”. Table 4.3 The inconformity between the summative test item and the syllabus Items number Samples Point of inconformity 19, 20, 21, 22, 23, 46 TANAH LOT Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky there is a Pura called „Pura Tanah Lot‟. It is the place where the Hinduism followers do their prayer. 19.Tanah Lot is a well-known ... resorts in Bali. a. Tour b. Tourist c. Tourism d. Touring e. Touristy 46. The purpose of reported speech is to? The question of number 19 asks students to determine the word used in the sentence. And the question of number 46 ask student to determine the purpose of reported speech. It can be understood that these items measure the student‟s ability in responding the report text. Thus, it can be concluded that these questions do not conform to the syllabus because the indicator aren‟t included into suggested indicator. a. Describe b. Retell what happen c. Report something d. Entertain e. Persuade the reader that something is fun 25 Mira : Hi Dad. I will be late because the committee will hold a meeting after class. Father : its okay but you must go straight after the meeting. Mira : Don‟t worry. Dad Mother : What did Mira say? Father : She said that she would be late home today. What is the most possible place where Mira is talking to her father? a. Hall b. Her home c. The office d. Her school e. A meeting room This question asks students to indicate the place where the speaker is talking. It can be understood that this item measures the student‟s ability in finding expression of instruction. Thus, it can be concluded that the question doesn‟t conform to the syllabus because the indicator is not included into suggested indicator. 45 A text tells about something to be remembered or short report is? a. Invitation b. Announcement c. Advertisement d. Apologized This question asks students to identify a text that tells about something to be remembered or short report. It can be understood that this item measures the student‟s ability in responding the memo text. Thus, e. Memo it can be concluded that the question doesn‟t conform to the syllabus because the text is not included into suggested text. 47, 48, 49, 50 How Earthquakes Happen Earthquake is one of the most destroying natural disasters. Unluckily it often happens in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought great damages. Why did it occur? Do you know how an earthquake happens? Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They dont just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure thats built up. When the rocks break, the earthquake occurs. During the earthquake and The question of number 47 asks students to determine the type of the text used in the story. And the question of number 48 ask student students to determine the tense used in the explanation text. It can be understood that these items measure the student‟s ability in identifying the tenses in the explanation text.. Thus, it can be concluded that these questions do not conform to the syllabus because the indicator aren‟t included into suggested indicator. afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. Mainly taken from: www.geo.mtu.eduUPSeiswhy.html 47. What is kind of the text above? a. Procedure text b. Reported speech c. Explanation text d. Descriptive text e. Narrative text 48. What are the tenses usually used in the text above? a. Past tense future b. Present tense c. Future tense d. Continuous tense e. Perfect tense

B. The Interpretation of the Data

The following table describes the total frequency of the conformity and the unconformity of English summative test items to the syllabus based on the data of item analysis result above. Based on the data of item analysis result, we can see the table as follow: Table 4.4 The Analysis Result of the Conformity and the Inconformity of English Summative Test Items at Even Semester for the Tenth Year Students of SMA Dua Mei No Summative Test Items Area Items Number Total Frequency 1. The conformity test items based on the indicators of English syllabus 16, 17, 18, 24, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44 23 items = 65 2. The inconformity test items based on the indicators of English syllabus 19, 20, 21, 22, 23, 25, 45, 46, 47, 48, 49, 50 12 items = 35 1. Percentage Table 3.3 shows that the conformity of summative test with the English syllabus is 65 consist of 23 items. The percentage obviously falls into the level of 56 – 75 , based on Arikunto‟s opinion, it means sufficient. Then, the inconformity between test items and English syllabus is 35 consist of 12 items. The calculations are explained bellow. Based on the data of the conformity items number, the writer analyses: P : Percentage F : Frequency of conformity N : Number of sample F P = ── × 100 N 23 P = ── × 100 35 P = 65 So, based on the calculation above the English summative test which is administrated in the tenth year students of Dua Mei is 65 valid in terms of its conformity with the indicators. While, based on the data of the inconformity items number, the writer analyses: P : Percentage F : Frequency of inconformity N : Number of sample F P = ── × 100 N 12 P = ── × 100 35 P = 35 F P = ── × 100 N F P = ── × 100 N Table 4.5 The indicators represented by the test items 1. Merespon teks fungsional pendek berupa pengumuman 2. Merespon teks fungsional pendek berupa iklan 3. Merespon teks monolog sederhana berbentuk narrative 4. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis dengan akurat 5. Mengidentifikasi makna dalam teks tulis narrative 6. Menggunakan tindak tutur mengucapkan selamat 7. Menggunakan tindak tutur menyatakan rasa tak percaya 8. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan Table 4.6 The indicators aren’t represented by the test items 1. Merespon teks fungsional pendek berupa undangan 2. Merespon teks monolog sederhana berbentuk descriptive

3. Merespon teks monolog sederhana berbentuk news item

4. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar 5. Mengindentifikasikan topik dari teks yang di baca 6. Mengidentifikasi makna dalam teks tulis descriptive 7. Mengidentifikasi makna dalam teks tulis news item 8. Mengidentifikasi langkah-langkah retorika dalam teks tulis narrative 9. Mengidentifikasi langkah-langkah retorika dalam teks tulis descriptive 10. Mengidentifikasi langkah-langkah retorika dalam teks tulis news item 11. Menggunakan tindak tutur berterimakasih

12. Menggunakan tindak tutur memuji 13. Menggunakan tindak tutur menyatakan rasa terkejut

2. Content Analysis Based on the tables and the explanation of the data above, we know that some indicators are not suggested in the syllabus but they are included in the test items whereas the indicators are still suggested in the standard competence and basic competence. On the contrary, there are some indicators that are not included in the test, but they are suggested in the syllabus. Besides, there are indicators which dominate the test items. We can see that the indicator “Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat ” represented 9 items number, and the indicator “Merespon teks fungsional pendek berupa pengumuman” represented 4 items number. On the other hand, there are some indicators which only have few items number. Instead they just have one item number. Ideally, it will be proportional if every indicator represented equally. There are 21 indicators suggested in the syllabus, and they have to be represented by 35 items number. So, every indicator should represent 1 or 2 items number. And we can see from table 4.6 that there are 13 indicators which are not represented in the test item. So, based on the distribution of the indicators shown by the table, the writer found that only 38 or 25 of the indicators represent the test items, means 62 or 35 indicators are not represented. The calculations are explained bellow: P : Percentage F : Frequency of indicators which cover the test items N : Number of indicator F P = ── × 100 N F P = ── × 100 N