An Analysis on the Content Validity of Summative Test for the Tenth Year Students at SMA DUA MEI
i By:
KHAIRUL ADHA 107014000598
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test for the Tenth Year Students at SMA DUA MEI, Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : Dr. Fahriany, M.Pd
Keywords: Summative Test, Content Validity, SMA Dua Mei
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 tenth year students carried out at SMA Dua Mei. The total number of the test items is 50 items which consists of 15 items for listening section and 35 items for multiple choice 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. And the writer also did unstructured interview to the team teachers who made the test items of the summative test. And then the writer analyzed the test items, whether the summative test has content validity. Also, this research is categorized as descriptive analysis in which todescribe the conformity and inconformity of the SMA DUA MEI‟s summative test with the syllabus and indicators.
The research finding proved that the test items of English summative test for the even semester of the tenth students of SMA Dua Mei has sufficient content validity. It is showed through the percentage and the content analysis. Based on the percentage, the writer found that the English summative test is 65% valid in terms of its conformity with the indicators. The test items that represent the suggested indicators in the syllabus are 23 items and the inconformity items are 12 items. But, based on the content analysis, the writer found that the test doesn‟t represent the whole indicators from the syllabus. The represented indicators are only 38%. It means that 62% indicators are not represented the test items, i.e. construct under-represented.
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for the Tenth Year Students at SMA DUA MEI, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing : Dr. Fahriany, M.Pd
Kata Kunci: Tes Sumatif, Validitas Isi, SMA Dua Mei
Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi pada soal sumatif yang dibuat oleh tim professional untuk semester genap kelas sepuluh di SMA Dua MEI. Jumlah butir soal sebanyak 50 butir soal yang terdiri dari 15 butir soal untuk bagian mendengarkan dan 35 butir soal untuk pilihan berganda.
Dalam penelitian ini, peneliti menggunakan metode kualitatif. Peneliti mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan silabus pada pihak sekolah. Dan peneliti juga melakukan wawancara tidak terstruktur kepada tim guru yang membuat soal sumatif. 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 SMA Dua Mei dengan silabus dan indikator.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif bahasa inggris semester genap kelas sepuluh pada sekolah SMA Dua Mei mempunyai validitas isi yang cukup. Ini bias dilihat melalui hasil persentase dan analisa isi. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif bahasa inggris 65% 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 12 item. Akan tetapi, berdasarkan analisa isi, penulis menemukan bahwa soal tidak mewakili seluruh indikator yang ada di silabus. Indikator yang diwakili hanya 38%. Dengan kata lain 62% indikator tidak diwakili oleh soal.
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Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in his 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, institution, 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 his great honor and deepest gratitude to his beloved parents: Muhammad Saleh S.Pd and Fatma Ilinda, his lovely brother Muhammad Fadli and the whole family who always give their loves, supports, motivations, and advice in accomplishing his study.
The writer also would like to express his sincere gratitude to his advisor, Dr. Fahriany, M.Pd, who has patiently given her valuable helps, guidance, suggestions, and critical remarks have enabled the writer to refine this skripsi.
The writer also realizes that he would never finish writing this skripsi without the help of some people around him. Therefore, he would like to say a lot of thanks to:
1. Drs. Syauki, M. Pd., the Head of English Department
2. Nurlena Rifa‟I, M.A. Ph.D., the Dean of the Faculty of Tarbiyah and Teachers‟ Training SyarifHidayatullah State Islamic University Jakarta 3. All lecturers and staffs of English Education Department.
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7. All my friends in “A class” of English Education Departement 2007, which is very fantastic class.
Finally, the writer realizes that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for him to get critiques and suggestions to make this skripsi better.
Jakarta, August 2014
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ix
APPROVEMENT SHEET ... iii
ENDORSEMENT SHEET ... vi
ABSTRACT ... v
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Formulation of the Problem ... 4
C. Scope and Limitation of the Problem... 4
D. Purpose of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK………. 6
A. Language Test ... 6
1. Definition of the Test ... 6
2. The Type of Test ... 7
3. The Characteristic of a Good Test ... 9
B. Validity ... 11
C. Material, Syllabus and Curriculum ... 15
CHAPTER III RESEARCH METHODOLOGY ... 21
A. Time and Place of the Study ... 21
B. Method of Study ... 21
C. Research Instrument ... 22
D. Technique of Data Collecting ... 22
E. Technique of Data Analysis ... 22
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x
A. The Analysis and Description of the Data ... 40
B. The Interpretation of Data ………52
CHAPTER V CONCLUSSION AND SUGGESTION ... 57
A. Conclusion ... 57
B. Suggestion ... 57
BIBLIOGRPAHY ... 58
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Table 2.1: Standard Competence and Basic Competence of Listening, Reading
and Writing in School-Level Curriculum 17
Table 3.1: Silabus Bahasa Inggris 33
Table 4.1: The Conformity between the Summative Test Item and the Syllabus 40
Table 4.2: The Description of the Test Items 43
Table 4.3: The Inconformity between the Summative Test Item and the Syllabus 48
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 52
Table 4.5: The Indicators Represented by the Test Items 54
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xii
Appendix 1 :The description of the conformity between
the summative test item and the syllabus 60
Appendix 2 :The description of the inconformity between
the summative test item and the syllabus 72
Appendix 3 : The English syllabus of the odd semester
for the first year students of SMA Dua Mei 79
Appendix 4 : The English summative testof the odd semester
for the first year students of SMA Dua Mei 86
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1
A.
Background of the Study
English is a foreign language in Indonesia. It has an important role in any sphere of activities especially in the term of education. Because of that, English language becomes the first foreign language that should be taught to students in every level of education in Indonesia. The government and private institution are struggling to enhance teaching and learning process of English in Indonesia.
In education, one of the important fields, which should be paid attention to, is an evaluation. It is considered that between teachings and evaluation is like two sides of a coin, which cannot be separated. Obviously, it contributes some information to the teaching and learning process, especially for a teacher.
Gronlund said that evaluation is a systematic process of determining the extent to which instructional objectives are achieved by pupil. There are two important aspects of this definition. The first is that evaluation implies a systematic process, which omits casual uncontrolled observation of pupils. The second is that evaluation assumes that instructional objectives have been previously identified. Without previously determined objectives, it is difficult to judge clearly the nature and extent of pupil learning.1
Evaluation plays an important role in education activities. It is because education has goals that need to be reached. 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. The information of evaluation will be very useful to make judgments of the students either about their progress in reaching the goals or about their overall achievement.
1
Norman E. Gronlund, Measurement and Evaluation in Teaching, Fouth Edition, (New York: Mcmillan Publishing co., 1981), p.6
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While test is a tool or procedure used to measure and appraise. By testing,
teacher can get important 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, which they have just learned.
There are numerous types of test. There are placement test, to provide information that will help to place students at the stage (or in the part) of the teaching program most appropriate to their abilities, proficiency test, to measure
people‟s ability in the language, diagnostic test, to identify learners‟ strengths and
weaknesses, and achievement test, to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives of language courses. The test which is usually used by teachers to know how far students have mastered the lessons is the achievement test.2
There are two kinds of achievement test: progress achievement tests and final achievement tests or summative tests. Progress achievement tests are those intended to measure the progress that students are making, and final achievement
tests or summative tests are intended to measure the students‟ achievement at the
end of a course of study.3
In order to measure accurately, the teachers should use a good test. It is not an easy work for them to make it because there are some characteristics or requirements that must be fulfilled. The characteristics of good test include validity, reliability, comprehensiveness, and practicality.4In this research the writer only focuses on the validity.
2
Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity Press.,1995), p.11
3
Ibid., p.13.
4
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing, 1983), p. 24
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Wiersma said “The validity of a test is the extent to which a test measures what it is intended to measure. Without validity, there can be no confidence in the inferences and conclusions made from the results.”5
Mary and Sake stated, “Test validity is the most critical factor to be judge in
the total program of foreign language testing. A test is valid when it measures effectively what it is intended to measure, whether it is achievement, aptitude, or proficiency in the language.”6
The validity has four specifications, those are face, content, construct, and criterion related validity. A test may be valid if it covers all of the four specifications, but the most important and the primary concern of test used in the classroom instruction is content validity.7Content validity is concerned with the materials that the students have learned. The test should cover samples of the teaching materials given. To fulfill this, the teacher should refer his consideration to the teaching syllabus.
Heaton said “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”.8
Based on the writer and the friends‟ observation in the Language Testing subject, they found that there were some inadequacies in the summative test especially in the content of instruction; the themes, the type of texts, and the indicators. In other word, the test has a poor content validity. Consequently, the test which is designed to measure the students‟ proficiency is not appropriate.
Because of the importance of content validity in a test, the writer tries to know whether the test items are in line with the syllabus or not. The English syllabus that is used here is the latest one recommended by national education department. The summative test which will be studied is taken from SMA DUA MEI for the
5
William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p.183
6
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 24
7
Wiersma. loc.cit.
8
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tenth level students, academic year 2013 – 2014. The summative test is named: “Ulangan Umum Semester Genap Tahun Pelajaran 2013/2014 SMA DUA MEI” The writer emphasized that he wanted to know more about the test which was conducted by SMA DUA MEI was not relevant to the syllabus the students‟ learnt. In fact, the teacher tested the students not based on the written syllabus. On the other hand, the test or the sample which was hold was inappropriate. For instance, news item and explanation, these two items there were not in the syllabus, but still it was been tested.
In addition, the teacher made the too simple item test. It was proven by the English summative test.
Also, the writer chose this school because he found that there were not team teachers who design the test items of the summative test. So the English summative tests of SMA DUA MEI are always made by the English subject teacher. In the other word, there was no evaluation from the school concerning, because of that the previous test item was repeated to be tested. From the elaboration above, influenced to the students‟ skill especially speaking and reading and it also effected to the score that students obtained.
Therefore based on that problem, the writer tries to analyze and interpret it under the title: “An Analysis on the Content Validity of the Summative Test for the Tenth Year Students of SMA DUA MEI.”
B.
Formulation of the Problem
To make the study easy to understand, the writer formulates the problem
whether each test items of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity. Based on the preliminary study, the writer breaks down into two formulate:
1. How many items represent the indicators?
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C.
Scope and Limitation of the Study
To make this writing easier to understand, the writer limit the study as follow:
a. The research focused only on the content validity of English summative of the even semester at tenth grade academic year 2013/2014.
b. The research focused only on reading and speaking skills because the summative test consists of multiple choice items, and there are some dialogues represent the indicators of speaking.
c. The test to be analyzed is the English summative test forthe tenth grade students at SMA DUA MEI.
d. The syllabus to be used is the syllabus which was made by the teacher referenced to curriculum 2006.
D.
Purpose of the Study
The purpose of the research is to describe whether each test items of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity. And 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
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. One of the evaluation instruments is a test. There are many definitions of test. Michel T. Nietzel, said that “Test is a systematic procedure for observing and describing a person‟s behavior in standard situation”1.
While Grounlund said in his book, Measurement and Evaluation in Teaching,
“Test is an instrument or systematic procedure for measuring a sample of
behavior. (Answer the question “How well does the individual perform – either in
comparison with others or in comparison with a domain of performance tasks?”).”2
According to Anthony J Nitko, “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
Wilmar Tinambunan said, “A test is a set of question, each of which has a correct answer, that examinees usually answer orally or in writing.”4
Based on the definition above the writer can conclude that test is agroup of questions to measure some skills or knowledge that should be responded by students. In addition, test has important role in teaching. Through testing, teachers are able to discover the effectiveness of the instructional objective.
1
Michael T. Nietzel, Introduction to Clinical Psychology, (Englewood Cliffs: Prentice Hall, 1998), p.159
2
N.E. Groundlund, Measurement and Evaluation in Teaching, (USA : Mc. Millan Publishing Company, 1985). p. 5
3
Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork. Harcourt Brace Jovanovic, Inc.1983), p.6
4
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1988) p. 3
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2. The Type of Test
According to Wilmar Tinambunan there are two types of tests used in determining a person‟s ability: aptitude test and achievement test.5
An aptitude test is primarily designed to predict success in some future learning activity, whereas an achievement test is designed to indicate degree of success in some past learning activity. The major purpose of testing in the classroom is to measure student achievement as an indication of progress toward educational objectives set for the students.
While according to Mary and Sake, there are four basic types of language tests: achievement tests, and proficiency tests, diagnostic tests, and aptitude tests. 6
1. Achievement test
Achievement-type or attainment tests are widely employed in language teaching just as they are in most other subjects. They are used to measure the amount and degree of control of discrete language and cultural items and of integrated language skills acquired by the student within a specific period of instruction in a specific course.
2. Proficiency test
Language proficiency tests are designed to measure control of language or cultural items and communication skills already present at the time of testing, irrespective of formal training. Such tests are generally used for specific purposes; for example, to determine selection of students for a specific program, to ascertain appropriate placement levels in courses or in advanced training programs, and to judge the examinee‟s readiness to perform specific tasks in a work activity.
5
Ibid, p. 7
6
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing, 1983), p. 15
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3. Diagnostic test
A diagnostic language test seeks to identify the specific strengths and weaknesses of a foreign language student. It may contain the same types of test items which are used in the achievement or proficiency tests.
4. The aptitude test
The aptitude test is conceived as a prognostic measure that indicates whether a student is likely to learn a second language readily. It is generally given before the student begins language study, and may be used to select students for a language course or to place students in section appropriate to their ability.7
Wilmar divided achievement test into four types: placement, formative, diagnostic and summative.8
1. Placement test
Placement test is designed to determine the pupil performance at the beginning of instruction. Thus, it is designed to sort news students into teaching groups, so that they can start a course at approximately the same level as the other students in the class.9 Before starting to study of a course, the students need to take the test in order to know how well their language ability. The result of the test can be used to place the students at appropriate level with their ability.
2. Formative test
Formative test is intended to monitor learning progress during the instruction and to provide continuous feedback to both pupil and teacher concerning learning success and failures.10 Feedback to pupil provides reinforcement of successful learning and identifies the specific learning errors that are in need of correction. Feedback to the teacher provides
7
Ibid., p.p. 15-23
8
Wilmar Tinambunan, Evaluation of Student Achievement, p.7
9
Ibid
10
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information for modifying instruction and for prescribing group and individual remedial work.11
3. Diagnostic Test
Diagnostic test is intended to diagnose learning difficulties during instruction. Thus, it is concerned with the persistent or recurring learning difficulties that are left unresolved by the standard corrective prescription of formative evaluation.12 Diagnostic test is used to identify learners‟ strengths and weaknesses. It is intended primarily ascertain what learning still needs to take place.13
4. Summative test
Summative test typically comes at the end of a course (or unit) of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes.14
3. The Characteristic of a Good Test
A test can be regarded as a good one, if it has three characteristic; those are validity, reliability, comprehensiveness, and practicality.15 William said “Validity
is the extent to which a test measure what is intended to measure”.16
Tests and other evaluation instruments serve a variety of uses in the school, but before teachers use test information, they should be confident that the test actually measure something and what it measures is relevant to the use they intend to make of the information. To be relevant, a test must first consistently measure something. Therefore, teachers must examine both the consistency and relevancy
11
N.E. Groundlund, Measurement and Evaluation in Teaching, p.18
12
Tinambunan. loc.cit.
13
Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity Press.,1995), p. 15
14
N.E. Groundlund, Measurement and Evaluation in Teaching, p. 7
15
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 15
16
William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p.183
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of an instrument before they use the resulting information. A classroom test should be both consistent and relevant.17
Validity refers to the extent to which the results of an evaluation procedure serve the particular uses for which they are intended. If the results are to be used to describe pupil achievement, teachers should like them to represent the specific achievement they wish to describe or to represent all aspects of the achievement they wish to describe. If the results are to be used to predict pupil success in some future activity, they should like them to provide as truthful an indication of future success as possible.18
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 to measure aural comprehension, it must do exactly this and not attempt to measure another skill such as reading comprehension.
There are some different ways, in which validity can be established. Most writers differ from each other in approaching and classifying validity. For the more detailed explanation of validity, the writer will discuss in the next subchapter.
The second characteristic of a good test is reliability. Reliability or stability of a language test is concerned with the degree to which it can be trusted to produce the same result upon repeated administration to the same individual or to give consistent information about the value of a learning variable being measured.19 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. Practicality means that test should be practical in administrating it. The criteria for practicality normally
17
Wilmar Tinambunan, Evaluation of Student Achievement, p. 11
18
Ibid.
19
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will be based upon such factors as economy, scorability, and administrability. Economy means that the test should be as economical as possible in cost. Scorability means that scoring of the test can be done easily effectively, without giving a confusing matter and spending more time. Administrability means that the test should be easy to administer. First, there should be a training session for test administration, because it will facilitate the operation and save time an effort later on. Second, test instructions should be clear and concise, and yet totally comprehensible and complete.20
B. Validity
From the previous explanation that one of characteristics of a good test is validity. Test validity is the most critical factor to be judged 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. Hughes classifies validity into four: content validity, face validity, construct validity, and criterion-related validity.21
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 processes.22 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.
20
Ibid., p.p. 30-31
21
Athur Hughes, Testing for Language Teacher, p. 22
22
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Wiersma divided content validity onto two parts, content validity of teacher-constructed tests and content validity of published tests.23 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.
Many school system use standardized achievement tests prepared by commercial publisher; for the most part, these are norm-referenced tests. The content of such tests is fixed and is designed to have broad coverage. Therefore, although such tests are usually very well constructed technically, they may lack adequate content validity when used in a specific situation. When curriculum committees or test selection committees in a school system
23
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are attempting to select a standardized achievement test, they are usually grappling with the problem of content validity.24
Other statement comes from Groundlund “Content validity is a matter of
determining whether the sample is representative of the larger domain it is supposed to represent”.25 In other words, content validity is concerned with what goes into the test. Thus, the degree of content validity in a classroom test relates to how well the test measure the subject matter content studied and the behaviors which the test tasks require. A test will have high content validity if the items are representative of the population of possible task. The focus of content validity then is on the adequacy of the sample and not simply on the appearance of the test. The test is examined to determine the subject-matter content covered and responses pupil are intended to make to the content, and this is compared with the domain of achievement to be measure. Thus, 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.26
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.27
24
Ibid., p.187
25
N.E. Groundlund, Constructing Achievement Test, (London : Prentice-Hall of International, inc., 1982) p. 127
26
Wilmar tinambunan, Evaluation of Student Achievement, p. 12
27
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2. Face Validity
Face validity is a surface or appearance of test. As Alderson said “Face validity refers to the test‟s surface credibility or public acceptability”.28
While
Arthur said “Face Validity refers to the appropriateness of test items”.29
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
William said “Construct validity is concerned with the psychological
constructs that are reflected in the scores of a measure or test”.30
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.31
4. Criterion-Related Validity
Criterion validity of a test involves the relationship or correlation between the test score and the scores on the some measure representing an identified criterion.32 For instance, the criterion measure may be another test. The correlation coefficient can be computed between the scores on the test being validated and the scores on the criterion. A correlation coefficient so used is called a validity coefficient.33
There are two slightly different types of criterion validity; concurrent validity and predictive validity.34 Concurrent validity applies if data on the
28
J. Charles Alderson, et. all. Language Test Construction & Evaluation, (Cambridge: Cambridge University,1995), p. 172
29
Hughes, op.cit., p.27
30
William Wiersma and Stephent G Juts, Educational Measurement and Testing, p.193
31
JB. Heaton, Writing English Language test, (London and New York, Longman1998), p. 161
32
Wiersma, op.cit., p.189
33
Ibid
34
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two measures-test and criterion are collected at or about the same time. Predictive validity applies if there is an intervening period between the time of testing and the collection of data on the criterion.
C. Material, Syllabus and Curriculum
Instructional materials are partially related to syllabus and curriculum. This close relation is the reason why the two are sometimes used synonymously by some expert. 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 Rodgers35, the roles of instructional material within functional or communicative methodology might be specified as follow:
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.
The world curriculum is used interchangeable with syllabus. A syllabus is a reference of the courses a teacher teaches or intends to teach. Penny Ur stated that “syllabus is a list of all the things that are to be taught in the courses”.36
35
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
(Cambridge: Cambridge University Press, 1986), p.30
36
Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 176
(28)
Syllabus is a specification of what is to be taught in a language program and the order which it is to be taught. A syllabus may contain all or any of the following phonology, grammar, functions, notions, topics, themes, tasks.37
From the statements above, the writer can conclude that syllabus is a specific plan of what is to be taught and a teacher translates into activities in the classroom.
A syllabus is designed based on school program and students degrees. Besides that, the content of the syllabus must be suitable with students‟ condition and relevant to early situation.
To make sure that learning process will run effectively, it‟s needed for a syllabus compiler to include the kind of student learning experiences, and the brief of material in the syllabus. Characteristic of a syllabus:
1. Consist of comprehensive of list of:
a. Is ordered (easier, more essential items first)
b. Has explicit objectives (usually expressed in the introduction) 2. Is a public document
3. May indicate a time schedule
4. May indicate a preferred methodology or approach 5. May recommend materials38
Syllabus is part of curriculum excluding the element of curriculum evaluation. Furthermore, curriculum is one of terms that are used in broad sense and narrower sense. In its broad sense it is used to refer to all learning experiences that a person encounters at school, including those aspects which influences them only
37
David Nunan, Teaching English as a Second Foreign Language: Syllabus Design,
(Massachusetts: Heinle Thomson Learning, 2001), p. 159
38
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subconsciously. In its narrower sense it refers to a person‟s experiences in one specific subject on the school timetable.39
David Nunan states that “curriculum is a large messy concept which can be
looked at in a number of ways. A very broad definition is that it includes all of the
planned learning experiences of an educational system.”40
Richards describes a curriculum as follow: An educational program which states:
1. the educational purposes of the program (the ends);
2. the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means);
3. some means for assessing whether or not the educational ends have been achieved.41
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.
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 Senior High School are states as follow:
Table 2.1
Standard competence and Basic Competence of Listening, Reading and Writing in School-Level Curriculum
Standard Competency Basic Competence
Mendengarkan
7. Memahami makna dalam percakapan
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan
39
Roger Bowers and Christopher Brumfit, (Eds), Applied Linguistics and English Language Teaching, (London and Basingstoke: Macmillan Publishers Limited, 1991), p. 11
40
Nunan, Teaching English as a Second Foreign Language: Syllabus Design, p. 55
41
Richards J. Platt and H. Weber, Longman Dictionary of Applied Linguistics (Longman: Harlow, 1985)
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transaksional dan interpersonal dalam konteks kehidupan sehari-hari
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari
8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
8.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
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berbentuk; narrative, descriptive, dan
news item Berbicara
9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 10. Mengungkapkan makna dalam teks
fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak 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 teks berbentuk: narrative, descriptive, dan news item
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Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan news item dalam konteks kehidupan sehari-hari berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
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21
A. Time and Place of the Study
The place of this study is taken at SMA DUA MEI. This is located at Jl. Haji Abdul Gani No. 135 Cempaka Putih Timur. This research was begun by asking for the English summative test sheet to the headmaster and English teacher. The research started on June up to August 2014. It was conducted at the tenth year students of SMA DUA MEI academic year 2013/2014.
B. Method of Study
One of the most important aspects in research is the using of methodology determination. Generally, in social science scopes, there are quantitative and qualitative. Quantitative research is research involving the use of structured questions where the response options have been predetermined and a large number of respondents are involved. While, qualitative research is collecting, analyzing, and interpreting data by observing what people do or say.1
In this research the writer collected the data by doing unstructured interview to the team teachers who made the test items on the summative test. And then the writer analyzed the test items, whether each test item of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity.The test is measured with the syllabus and indicators especially from reading and speaking 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 SMA DUA MEI‟s summative test with the syllabus and indicators.
1
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C. Research Instrument
The research instruments are used by the writer in collecting the data were:
1. Paper/ test booklet
The writer asked the English summative test paper from the school.
2. English syllabus and indicators for the tenth year students of SMA 2 MEI The writer analyzed the test items on the summative test and then conform it to the English syllabus and the indicators.
3. Interview
Before analyzing the test, the writer interviewed the team teachers who made the summative test, how they made the question of test items.
D. Technique of Data Collecting
There are two instruments used to get the data representing two variables, they are English summative test and English syllabus of the even semester for the tenth year students of SMA DUA MEI. The English summative test was held on Wednesday, June 4th, 2014.
E. Technique of Data Analysis
In analyzing the data, the writer used descriptive analysis of the test items per number. The descriptive analysis described the information about the kind of the test item which is conformed to the syllabus and indicators.
After analyzing the test items logically, then the writer makes comparison between the English summative test and the syllabus. The collected data are quantitatively and qualitatively analyzed. Quantitatively, the data are collected using simple percentage formula. It is the formula:
F
P = ──× 100% N
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P : Percentage
F : Frequency of unconformity
N : Number of sample
It is used to find how many percent the test items represent the indicators from the syllabus, and how many indicators represented by the test items.
In addition, the writer also compares the percentage with the criteria adopted from Arikunto‟s opinion:
76 – 100 % = Good 56 – 75 % = Sufficient 40 – 55 % = Less good < 40 % = Bad2
Beside, the writer compared the result of the analysis, whether it has content validity or not, to the result of the interview from the team teachers who made the summative test, if there is relation to the result found.
2
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F. The Test Item
This text is for questions 16 to 18.
Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodile are there in the river?” “Where are they? The rabbit asked for the second time.
“All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then, the rabbit started to count while jumping from one crocodile to another one. one...two...there...four...until twenty, and finally, he thanked all crocodile because he had crossed the river.
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 .... 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
18. “All of you are good, nice, gentle and kind ...” (Paragraph 2)
The underline word is synonymous with.... a. Wild
b. Diligent c. Cheerful
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d. Easy going e. Honorable
This text is for questions 19 to 24.
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
20. Based on the text, which statement is correct? a. Tanah Lot is a popular tourist resort in Bali. b. Tanah Lot is not a popular tourist resort in Bali. c. Bali is a well-known tourist resort in Tanah Lot. d. Bali is not well-known because of Tanah Lot. e. Bali is small island
21. Tanah lot has a very lovely view. 'View' has a similar meaning with?
a. Scenery b. Beach c. Pura d. Rock e.Phenomenon
22. Where is the Pura Tanah Lot? a. Beside a rocky hill
b. Behind a rocky hill c. Under a rocky hill d. On a rocky hill
e. In front of a rocky hill
23. The identification of Tanah Lot does not true based on the text is? a. Tanah Lot is an unknown tourist resort in Bali.
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c. The rocks on the beach make it more beautiful.
d. On one of the rocky hills there is a Pura called Pura Tanah Lot. e. The place where the Hinduism followers do their prayer.
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. 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.
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
(39)
This text is for questions 26 to 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? 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
28. Apply with curriculum vitae to Mrs. Barton. What information should the applicant include in it?
a. Experience in managing a company. b. A statement of salary wanted.
c. A prove of knowing about stationery. d. A statement of responsibility
e. A statement of education and work experience.
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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 f. Drinking
31. The cookies are ________________ (bake) by me for writing a letter. a. Bake b. Baking c. Baked d. Bakes e.Baken
32. They ___________ dance at the party tonight.
a. Will b. Are c. Is d. Was e.Were
33. Tono and Tini will ____________ (discuss) their task next day.
a. Discussing b. Discuses c. Discuss d. Discussed e. Discussion
34. Change into passive! I buy a ticket for watching the jazz festival.
a. A ticket is buy for watching the jazz festival. b. A ticket are buy for watching the jazz festival. c. A ticket is bought for watching the jazz festival. d. A ticket was bought for watching the jazz festival. e. A ticket were bought for watching the jazz festival.
35. Tania : Hay Bona, I passed UAN examination and got good score. I‟m really happy.
Bona : Let mecongratulate 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
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This is text for number 36-39
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 2013
38.Where is the place of English Speech Contest? a. Yard of SMAN 208
b. Auditorium of SMAN 208 c. Hall of SMAN 208
d. Canteen of SMAN 208 e. Office room of SMAN 208
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39.Who are the participants of English Speech Contest? a. All students and teachers of SMAN 208
b. All students of SMAN and officers of SMAN 208 c. Teachers and officers of SMAN 208
d. All students of SMAN 208 e. The other students of SMAN 208
40.Thank you so much for helping me. I really.... it
a. Accept b. Agree c. Appreciate d. Deserve e. Love
41.I‟ll see you ... next week.
a. On b. In c. At d. With e. Or
42.This is an expression of disbelief ... a. Thank you so much
b. Really!
c. Don‟t forget
d. I‟d love too
e. Ok, see you there
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
44. The weather is so cloudy. It ... rain this morning
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45. A text tells about something to be remembered or short report is? a. Invitation
b. Announcement c. Advertisement d. Apologized e. Memo
46.The purpose of reported speech is to? a. Describe
b. Retell what happen c. Report something d. Entertain
e. Persuade the reader that something is fun
The text is for number 47-50
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 don't 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 that's built up. When the rocks break, the earthquake occurs.
During the earthquake and 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.
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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
49. Give one example of passive voice that used in the text above? a. It has brought great damages
b. Earthquake is one of the most destroying natural disasters c. It often happens in several regions
d. Why did it occur?
e. It made the ground shake
50.Give one example of present tense that used in the text above? a. Earthquake is one of the most destroying natural disasters b. It has brought great damages
c. The place right above the focus is called the epicenter of the earthquake. d. A horrible earthquake has shaken West Sumatra
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G. Syllabus
Table 3.1
Standar Kompetensi Kompetensi Dasar Indikator
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji, dan
mengucapkan selamat
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam
1. Mengidentifikasi makna tindak tutur berterimakasih
2. Merespon tindak tutur mengungkapkan
berterimakasih
3. Mengidentifikasi makna tindak tutur memuji
4. Merespon tindak tutur memuji
5. Mengidentifikasi makna tindak tutur mengucapkan selamat
6. Merespon tindak tutur menunjukkan
mengucapkan selamat
7. Mengidentifikasi makna tindak tutur menyatakan rasa terkejut
8. Merespon tindak tutur menyatakan rasa terkejut
9. Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya
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bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
tutur menyatakan rasa tak percaya
11.Mengidentifikasi makna tindak tutur menerima undangan, tawaran, dan ajakan
12.Merespon makna tindak tutur menerima undangan, tawaran, dan ajakan
13.Mengidentifikasi makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.)
14.Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.)
15.Merespon makna dalam teks monolog sederhana berbentuk: narrative, descriptive, dan news item 8. Memahami makna
dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari
8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
8.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
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berbentuk; narrative, descriptive, dan news item
Berbicara
9. Mengungkapkan
makna dalam
percakapan
transaksional dan interpersonal dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan
makna dalam
percakapan
transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji, dan
mengucapkan selamat 9.2 Mengungkapkan
makna dalam
percakapan
transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan
1. Menggunakan tindak tutur berterimakasih
2. Menggunakan tindak tutur memuji
3. Menggunakan tindak tutur mengucapkan selamat
4. Menggunakan tindak tutur menyatakan rasa terkejut
5. Menggunakan tindak tutur menyatakan rasa tak percaya
6. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan
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berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 10. Mengungkapkan
makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak 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 teks
(49)
berbentuk: narrative, descriptive, dan news item
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive
dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item
1. Merespon teks fungsional
pendek berupa
pengumuman
2. Merespon teks fungsional pendek berupa iklan
3. Merespon teks fungsional pendek berupa undangan
4. Merespon teks monolog sederhana berbentuk
narrative
5. Merespon teks monolog sederhana berbentuk
descriptive
6. Merespon teks monolog sederhana berbentuk news item
7. Membaca nyaring
bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
8. Mengindentifikasikan topik dari teks yang di baca
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kosa kata, tanda
baca,ejaan, dan tata tulis dengan akurat
10.Mengidentifikasi makna dalam tekstulis narrative
11.Mengidentifikasi makna dalam tekstulis descriptive
12.Mengidentifikasi makna dalam tekstulis news item
13.Mengidentifikasi langkah-langkah retorika dalam tekstulis narrative
14.Mengidentifikasi langkah-langkah retorika dalam tekstulis descriptive
15.Mengidentifikasi langkah-langkah retorika dalam tekstulis news item
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan news item dalam konteks kehidupan sehari-hari
1. Menulis gagasan utama 2. Mengelaborasi gagasan
utama
1. Membuat draft, merevisi,menyunting
2. Menghasilkan teks fungsional pendek seperti pengumuman, iklan, undangan
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berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
narrative, descriptive, dan
news item
4. Menggunakan kalimat past tense dalam
menyampaikan sebuah peristiwa
5. Menggunakan kalimat langsung dan tak langsung dalam menulis narasi
6. Menghasilkan teks berbentuk descriptive
7. Menghasilkan teks berbentuk narrative
8. Menghasilkan teks berbentuk news item
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40
A. The Analysis and the Description of the Data
The writer analyzed the test materials whether they conform to the English syllabus of SMA Dua Mei. To get the data, he 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 Umum Semester Genap Tahun Pelajaran 2013/2014 for the tenth year students of SMA Dua Mei. The total numbers of test items are 50 tests which consist of 15 items for listening section and 35 items for multiple choice items. The test was held on Wednesday, June 4th, 2014 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 summative test item and the syllabus Basic Competence Based on the indicators of
reading
Items number
11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima
1. Merespon teks fungsional pendek berupa pengumuman
36, 37, 38, 39
2. Merespon teks fungsional pendek berupa iklan
26, 27, 28
3. Merespon teks fungsional pendek berupa undangan
4. Merespon teks monolog sederhana berbentuk
narrative
16, 17
5. Merespon teks monolog sederhana berbentuk
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sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk
narrative, descriptive, dan
news item
sederhana berbentuk news item
7. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
8. Mengindentifikasikan topik dari teks yang di baca
9. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis dengan akurat
29, 30, 31, 32, 33, 34, 35, 40, 41, 44
10.Mengidentifikasi makna dalam tekstulis narrative
18
11.Mengidentifikasi makna dalam tekstulis descriptive
12.Mengidentifikasi makna dalam tekstulis news item
13.Mengidentifikasi langkah-langkah retorika dalam teks tekstulis narrative
14.Mengidentifikasi langkah-langkah retorika dalam teks tekstulis descriptive
15.Mengidentifikasi langkah-langkah retorika dalam teks tekstulis news item
Basic Competence Based on the indicators of speaking
Items number
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transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat 9.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak
2. Menggunakan tindak tutur memuji
3. Menggunakan tindak tutur
mengucapkan selamat 35
4. Menggunakan tindak tutur menyatakan rasa terkejut
5. Menggunakan tindak tutur
menyatakan rasa tak percaya 42
6. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan
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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
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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
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 tekstulis 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 namely, “merespon dengan benar berbagai tindak tutur
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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
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”.
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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
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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
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
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e. Ok, see you there 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.
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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,
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e. Expressions of surprising This is text for number 36-39
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
38. Where is the place of English Speech Contest? a. Yard of SMAN 208
b. Auditorium of SMAN 208 c. Hall of SMAN 208
d. Canteen of SMAN 208 e. Office room of SMAN 208
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95
39. Who are the participants of English Speech Contest? a. All students and teachers of SMAN 208
b. All students of SMAN and officers of SMAN 208 c. Teachers and officers of SMAN 208
d. All students of SMAN 208 e. The other students of SMAN 208
40. Thank you so much for helping me. I really.... it
a. Accept b. Agree c. Appreciate d. Deserve e. Love
41. I‟ll see you ... next week.
a. On b. In c. At d. With e. Or
42. This is an expression of disbelief ... a. Thank you so much
b. Really! c. Don‟t forget d. I‟d love too e. Ok, see you there
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
44. The weather is so cloudy. It ... rain this morning
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45. A text tells about something to be remembered or short report is? a. Invitation
b. Announcement c. Advertisement d. Apologized e. Memo
46. The purpose of reported speech is to? a. Describe
b. Retell what happen c. Report something d. Entertain
e. Persuade the reader that something is fun
The text is for number 47-50
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 don't 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 that's built up. When the rocks break, the earthquake occurs.
During the earthquake and 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.edu/UPSeis/why.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
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97
49. Give one example of passive voice that used in the text above? a. It has brought great damages
b. Earthquake is one of the most destroying natural disasters c. It often happens in several regions
d. Why did it occur?
e. It made the ground shake
50. Give one example of present tense that used in the text above? a. Earthquake is one of the most destroying natural disasters b. It has brought great damages
c. The place right above the focus is called the epicenter of the earthquake. d. A horrible earthquake has shaken West Sumatra
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