16
could not answer the questions correctly because there is no
appropriateness between the teaching material and the test given.
From those problem, it can be concluded that content validity has an
important role in teaching learning process. 2.
Face Validity
Anderso n, et. al. state, “Face validity refers to the test’s surface
credibility or public acceptability, and is frequently dismissed by testers as being unscientific and irrelevant.”
34
It means that a test has face validity if it has appearance as it should be measured.
3. Criterion-Related Validity
Criterion-related validity related to whether the result of the test could predict the future performances. In predicting future performances the test
scores in the present will be compared with any other valued measure of performance.
35
4. Construct Validity
Test can be said that it has construct validity if it can gauge a specific criterion which is regarded to the theory of language behavior
and learning. It is related to the general truth and developed issue. Also, construct validity concerns on the existences of certain learning theories
or constructs that being the element of the achievement of abilities and skills.
36
F. The English Teaching of Junior High School
There are hundreds countries in the world. Different country has different language. English as Lingua Franca is used to make a meaningful
communication between
nation. Communication
here means
full understanding of producing and comprehending material which wants to be
conveyed related to four skills.
34
Ibid.
35
Gronlund, op. cit., p. 68.
36
Heaton, op. cit., p.161.
17
The four skills are used to respond or create a topic in life.. Therefore, they are able to communicate in English at a certain level of literacy. Level of
literacy includes performative, functional, informational, and epistemic. At the performative level, people are able to read, write, listen, and talking with the
symbols used. At the functional level, they able to use the language to meet the needs of daily living suchas reading an instruction or newspaper. At the
informational level, they are able to access the knowledge with the ability to speak, while the epistemic level people are able to express knowledge into
language objectives. According to the School-based Curriculum KTSP, English subject for
junior high school is aimed to, a.
Develop competence to communicate in speaking and writing b.
Have an awareness basic function of English as a tool of communication c.
Develop the students’ comprehension about the correlation between language and culture.
37
The scopes of the subjects in English in SMP MTs include: a.
Discourse competence. It is the ability to understand and produce spoken and written text which is applied in four language skills; listening,
speaking, reading and writing integratedly to reach the level of functional literacy;
b. Competence in comprehending and creating any kinds of short functional
text, monolog, and essay in procedure, descriptive, recount, narrative, and report form. Gradation of the material appeared in vocabulary,
grammatical and rhetorical steps usage. c.
Supporting competencies. They are linguistic competence using grammar and vocabulary, phonology, sosiocultural competence using of
expression and action acceptably in a variety of communication contexts, strategic competence overcoming issues that arise in a communication
37
BadanStandarNasionalPendidikan BSNP,
Standar Isi
untukSatuanPendidikanDasardanMenengah, StandarKompetensidanKompetensiDasar SMPMTS, www.bsnp-indonesia.orgid
, 2011.
18
process in various ways in order to continue communication, and forming discourse competence using the device to form discourse.
38
The test that is analyzed in this study was given in written and only measured reading and writing skill. Therefore, the analysis of content validity
in this study is only based on the reading and writing skill and kinds of discourse. For the competence standard and the basic competence of reading
and writing for the first year students of junior high school at even semester could be showed by this following table,
Table 2.1 Competence Standard and Basic Competence of Reading and Writing
in the School-Based Curriculum Competence Standard
Basic Competence Reading
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
1. Membaca nyaring bermakna
kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan lingkungan terdekat
2. Merespon makna yang terdapat
dalam teks tulis fungsional pendek sangat sederhana secara
akurat, lancar dan berterima yang
berkaitan dengan
lingkungan terdekat
Writing Menulis
38
Ibid.
