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.
19
Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana untuk
berinteraksi dengan lingkungan terdekat
1. Mengungkapkan
makna gagasan
dalam teks
tulis fungsional
pendek sangat
sederhana dengan menggunakan ragam
bahasa tulis
secara akurat, lancar dan berterima
untuk berinteraksi
dengan lingkungan terdekat
2. Mengungkapkan
langkah retorika
dalam teks
tulis fungsional
pendek sangat
sederhana dengan menggunakan ragam
bahasa tulis
secara akurat, lancar dan berterima
untuk berinteraksi
dengan lingkungan terdekat
The competence standard and basic competence mentioned above have to be developed by school to be teaching materials, teaching
activities, and the indicators. Here are the indicators of reading and writing skill which have to be reached by the first year students at even semester.
Table 2.2 Indicators of Reading and Writing Skills
Skill The Indicators
Reading 1.
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman
dengan jelas: Gambaran umum pikiran utama paragraf
Informasi rinci tersurat
20
Informasi tersirat Rujukan kata atau makna kata frasa
2. Mengidentifikasi tujuan komunikatif teks fungsional pendek berupa
instruksi, daftar barang, ucapan selamat, pengumuman 3.
Mengidentifikasi ciri kebahasaan teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman
4. Mengidentifikasi berbagai informasi dalam teks deskriptif dan
prosedur: Gambaran umumpikiran utama paragraf
Informasi rinci tersurat Informasi tersirat
Rujukan kata atau makna kata frasa
5. Mengidentifikasi langkah retorika dalam teks deskriptif dan
prosedur dengan cermat 6.
Mengidentifikasi fungsi komunikatif teks deskriptif prosedur dengan cermat dan kreatif
7. Menyebutkan ciri kebahasaan teks deskriptif prosedur dengan
cermat
Writing 1.
Menulis teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman
2. Menulis kalimat fungsional sederhana
3. Melengkapi teks deskriptif dan prosedur
4. Menyusun teks
5. Menulis teks deskriptif dan prosedur
According to the English syllabus, there are many kinds of discourse which are used in the classroom. They are instruction, list of things,
congratulation, announcement, descriptive text and procedure text.
21
G. The Previous Studies
The first previous study was conducted by Istyasmi Suminar 2012. She has analyzed the content validity of English summative test at SMP Al-Zahra
Indonesia. In her study, she analyzed the test items and compared those items to the syllabus used by the school. She limited the study on the second grade
students of SMP Al-Zahra at even semester academic year 20102011. She used descriptive comparative and also quantitative because she used some
numerical data which are analyzed statistically. Her research found that it was only 40 of the test which conformed to the English syllabus. In other
words, it had poor content validity.
39
The second previous study was conducted by Marinta Yuana Handari 2012. She has also analyzed the content validity of English summative test
at SMPN 13 Tangerang Selatan. In her study, she analyzed the test items and compared those items to the syllabus used by the school. She limited the
study at the first year students of SMPN 13 Tangerang Selatan at odd semester academic year 20102011. She used descriptive comparative and
also quantitative because she used some numerical data which are analyzed statistically. Her research found that it was only 55 of the test which
conformed to the English syllabus. It other words, The English Summative Test does not have a good content validity.
40
The last previous study was conducted by Aprilliani Isti Silvani 2012. Like the writers above, she has analyzed the content validity of English
summative test at second year students of Junior High School. In her study, she analyzed the test items and compared those items to the curriculum and
syllabus used by the school to know the students’ achievements. She limited
the study at the first year students of SMP Muhammadiyah 37 Parung in the even semester academic year 20102011. Her research found that the
percentage of the content validity level of the English summative test items
39
Istyasmi Suminar, “Analysis on Content Validity of the English Summative Test at the
Second Grade Students at SMP Al- Zahra Indonesia”,Skripsi in Sayrif Hidayatullah State Islamic
University Jakarta, Jakarta, 2012, unpublished.
40
Marinta Yuana Handari, “Analysis on Content Validity of the English Summative Test
for First Grade of Junior High Schoo l in Odd Semester at SMPN 13 Tangerang Selatan”, skripsi
in SyarifHidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.
22
for the second year students of SMP Muhammadiyah 37 Parung, west Java, in the even semester of the 20102011 academic year was 84,44 . In other
words, The English Summative Test has a very good content validity.
41
41
Aprilliani IstiSilvani, “An Analysis of Content Validity of English Summative Test of
Second Year Students of Jun ior High School at SMP Muhammadiyah 37 Parung ”, skripsi in
Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.
23
CHAPTER III RESEARCH METHODOLOGY
This chapter is divided into the place and the time of the research, the objective of the research, the object of the research, the method of the research,
the instrument, the technique of the data collecting, and the technique of the data analysis.
A. The Place and the time of the Research
The research is held in Dua Mei Junior High School which is located at Jl. H. Abdul Gani No. 135, Cempaka Putih - South Tangerang. The research is
conducted on September, 18
th
2013 - October, 2
nd
2013.
B. The objective of the Research
The objective of the research is to find whether the English summative test items for the first grade students at Dua Mei Junior High School at even semester
20122013 academic year has content validity. It is also done to know the content
validity level of the test itself.
C. The object of the Research
The object of the research is the items of English summative test for the first grade students at Dua Mei Junior High School at even semester 20122013
academic year. The test consists of 40 multiple choices and 5 essays.
D. The Method of the Research
The method of the research is descriptive comparative. First, the writer analyzes the content of each item related to the specific objectives. Furthermore,
he also compares it with the syllabus to find out whether the English summative test items for the first grade students of Dua Mei Junior High School at even
semester 20122013 academic year have good content validity.
