I. The Scope and Limitation of the Study
The scope of this study focuses on analyzing the content validity of English summative test items at even semester of the second grade students at
MTs. Pembangunan.
J. The Objective of Study
According to statement of the problem above, the purpose of this study is to analyze the content validity of English summative test items at even semester of
the second grade students at MTs. Pembangunan.
K. Significance of the Study
The results of the study are expected can contribute to all people in developing quality of English evaluation such as test designers, teachers,
headmaster and further researchers. 1. For the test designer, it can be reference to measure the content validity
of English summative tests. This research can give contribution or a useful input and feedback as bases for improving English summative
test to the English teacher who join the test designer group. The teachers can take an advantage from it as information about the
effectiveness or the failure of a method, and also student’s achievement in mastering the lesson.
2. The results of this study are useful for the English teachers at MTs. Pembangunan to know how far their students have understood the
material that the teachers have already taught. It is also important to provide better insight oh how to make the better English Summative
test to be used in evaluation activity. It is hoped to enrich the teachers’ knowledge of English Summative test analysis.
3. For the headmasters, it is useful to check how well the English summative test which is designed by the teachers who join the test
designers group. It is also important to monitor their students’ progress in learning English.
4. Finally, the result of this study can be used as a reference for the further researchers who are interested in analyzing similar study.
F. The Definition of Key Term
The following definitions are given to make readers have the same understanding or perception for some terms is used in this study. They are also
intended to avoid ambiguity or misinterpretation. They are as follows: 1.
Content validity is concerned with the materials that the students have learned. The test should cover samples of the teaching materials given.
To fulfill this teacher should refer his consideration to the teaching syllabus. It depends on careful analysis of the language being test and
of the particular course objectives; the test should be so constructed as to contain a representative sample of the course.
2. MTs. Pembangunan is the acronym of State Islamic Junior High
School Pembangunan UIN Jakarta, under the supervision of Religion Department.
CHAPTER II THEORETICAL FRAMEWORK
In this chapter, the writer tries to give clear description of theoretical frame work which is material, syllabus and curriculum, School Based Curriculum,
evaluation, test the concept of test, types of test, types of item, the criteria of a good test and item analysis.
A. Material, Syllabus and Curriculum
Instructional materials are partially related to syllabus and curriculums. This close relation is the reason why the two are sometimes used synonymously
by some experts. In the present context, materials are an important component within the curriculum. They are used to achieve the instructional objectives which
have been formulated. Therefore, instructional materials used for teaching learning process must be selected carefully. They must be in consonant with the
curriculum so that the instructional objectives can be achieved. According to Richards and Rodgers 1986
3
, the roles of instructional material within functional or communicative methodology might be specified as
follows: 1.
Materials will focus on the communicative abilities of interpretation, expression and negotiation.
2. Materials will focus on understandable, relevant and interesting
exchange of information rather than on the presentation of grammatical form.
3. Materials will involve different kinds of texts and different media,
which the learners can use to develop their competence through a variety of different activities and tasks.
3
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
Cambridge: Cambridge University Press, 1986, p. 30
Kategori