Finding An Analysis On The Content Validity Of English Summative Test Items For First Grade Of Junior High School In Even Semester 2012 / 2013 (An Analytical Study At The First Year Students Of Smp Dua Mei)

28 tersurat  Informasi tersirat  Rujukan kata atau makna kata frasa √ √ √ 31 20,28,30 21,29 1 Item 3 Items 2 Items 5. Mengidentifikasi langkah retorika dalam teks deskriptif dan prosedur dengan cermat × - - 6. Mengidentifikasi fungsi komunikatif teks deskriptif prosedur dengan cermat dan kreatif √ 19 1 Item 7. Menyebutkan ciri kebahasaan teks deskriptifprosedur dengan cermat × - - Total 4 15 Items According to the syllabus there were 12 indicators which should be developed into 45 items. It means each item should represent at least 3 items. However, there were only 2 indicators represented. Furthermore, the percentage of the representativeness level of reading skill in the test could be calculated as follow: 29 P = Percentage of Content Validity for the indicator of reading skill f = Frequency of reading skill indicator representative in the test items n = Total of reading skill indicator required in the English syllabus From the calculation above, the writer could conclude that the percentage of the representativeness level for the reading skill indicator was 28. In addition, the conformity between the English summative test and English syllabus is, P = Percentage of Content Validity for the indicator of reading skill f = Frequency of reading skill indicator appearance in the test items n = Total of reading skill indicator required in the English syllabus To sum up, the conformity level for the reading skill indicator was 31. Moreover, the writer also analyzed the representativeness and the conformity between the English summative test and English syllabus based on writing skill as follow: 30 Table 4.2 The Representativeness and the Conformity between the English Summative Test Items and the Indicator of the English Syllabus Based on Writing Skill Skill The Indicators Item Numbers Total Writing 1. Menulis teks fungsional pendek berupa instruksi, daftar barang, ucapan selamat, pengumuman √ 44 1 item 2. Menulis kalimat fungsional sederhana √ 39,40,45 3 Items 3. Melengkapi teks deskriptif dan prosedur × - - 4. Menyusun kalimat menjadi paragraf berbentuk deskriptif dan prosedur yang bermakna √ 41 1 Items 5. Menulis teks deskriptif dan prosedur × - - Total 2 5 Items Based on the table above, there were 5 indicators of writing used as a guidance of evaluation construction. However, the English summative only covered 3 indicators developed into 5 items. The percentage of the representativeness level of reading skill in the test could be calculated as follow: 31 P = Percentage of Content Validity for the indicator of writing skill F = Frequency of writing skill indicator representative in the test items n = Total of writing skill indicator required in the English syllabus From the calculation above, the writer could conclude that the percentage of the representativeness level for the writing skill indicator was 20. In addition, the conformity level could be calculated as follow, P = Percentage of Content Validity for the indicator of writing skill F = Frequency of writing skill indicator appearance in the test items n = Total of writing skill indicator required in the English syllabus It means that the conformity level of for the writing skill indicator was 11. There were also some items constructed outside indicators. They could be seen from the table below: Table 4.3 The Unconformity of the English Summative Test Items Indicator Skills Indicators of the Test Items Items Number Total Reading Mengidentifikasi berbagai informasi rinci tersurat dalam teks report 1,2,5,6,7 5 Items 32 Mengidentifikasi berbagai informasi rinci tersurat dalam teks dialog 13,14, 15,16 4 Items Mengidentifikasi berbagai informasi rinci tersurat dalam teks naratif 31,32 2 Items Mengidentifikasi berbagai informasi tersirat dalam teks naratif 33,34, 2 Items Mengidentifikasi berbagai informasi tersirat dalam teks dialog 36,37 2 Items Mengidentifikasi makna kata dalam teks report 3,4,8,9,10 5 Items Mengidentifikasi makna kata dalam teks dialog 38 1 Item Mengidentifikasi tujuan komunikasi naratif 35 1 Item Mengidentifikasi jenis teks 12,17 2 Items Writing Mengidentifikasi makna kata 42,43 2 Items Total 26 Items According to the data above, there were 26 items that did not conform to the indicator of the English syllabus. After comparing the representativeness, the conformity, and the unconformity between the indicator of the English syllabus with the test, based on reading and writing skills, the writer also analyzed the representativeness, the conformity and unconformity between the test and the discourse of the English syllabus. 33 The representativeness and the conformity between the English summative test items and the discourse of the English syllabus could be seen in the table below: Table 4.4 The Representativeness and the Conformity between the English Summative Test Items and the Discourse of the English Syllabus No. The Discourse Required in the English Syllabus Items Number Total 1 Kalimat fungsional sederhana √ 45 1 Items 2 Instruksi √ 22,23 2 Items 3 Daftar barang √ 24,25,26,27 4 Items 4 Ucapan selamat √ 17,18 2 Items 5 Pengumuman √ 11,12,44 3 Items 6 Deskriptif √ 28,29,30 3 Items 7 Prosedur √ 19,20,21,41 4 Items Total 7 19 Items Based on the data in the previous table, there were 7 discourses in the English syllabus which must be fulfilled in developing the test. The test covered all discourses which developed into 19 items. They were kalimat fungsional sederhana developed into 1 items, instruksi developed into 2 items, daftar barang into 4 items, ucapan selamat developed into 2 items, pengumuman developed into 3 items, deskriptif developed into 3 items, and prosedur developed into 4 items. Furthermore, the percentage of representativeness level of the English summative test based on the discourse required in the English syllabus could be calculated as follow, 34 P = Percentage of content validity for the discourse f = Frequency of discourse representative in the test items n = Total of the discourse required in the English syllabus From the calculation above, it could be seen that the percentage of the representativeness level of the English summative test items based on the discourse required in the English syllabus was 57. The percentage of conformity level of the English summative test based on the discourse required in the English syllabus could be calculated as follow P = Percentage of content validity for the discourse f = Frequency of discourse appearance in the test items n = Total of the discourse required in the English syllabus From the calculation above, it could be seen that the percentage of the conformity level of the English summative test items based on the discourse required in the English syllabus was 40. In other words, all discourses in the English summative test developed based on the discourses in the syllabus. In addition, the unconformity of the English summative test items discourse is: Table 4.5 The Unconformity between the English Summative Test Items and the Discourse of the English Syllabus No. The Discourse of the Test Items Items Number Total 1 Dialogue 13,14,15,16,36,37,38,39,40 9 Items 2 Narative 31,32,33,34,35,43 6 Items 3 Report 1,2,3,4,5,6,7,8,9,10 10 Items 4 Word 42 1 Item Total 26 Items 35 According to the data above, there were 8 items that did not conform to the discourse required in the English syllabus. They were dialogue developed into 8 items.

2. Data Analysis

Text no 1 - 5. Traditional market is type of market where people can bargain the prices. The items sold in a traditional market are basically the same. They are fruits, vegetables meat and fish, spices, and house utensils. Surrounding the market, there are many small-scale traders. They usually sell fruits. These traders usually cannot afford the cost of stall rent inside the market. On the first floor of the market, there are permanent kiosks and selling textiles, stationary, clothing, electronic goods, house hold appliances, gold shops, etc. bank branches, travel agents and other services may be on the first floor as well. On the second floor, people can buy meat and fish, fruits and vegetables and some dry spices. The fruit and vegetables sellers are in the middle area. Meanwhile, they sell dry spices at the edge area of the second floor. 1. What is the special characteristic of a traditional market? a. People can buy many kinds of goods. b. People can buy goods in big amount. c. People can have discount. d. People can bargain the prices. 2. Are the goods in a certain traditional market absolutely different from the others? a. Yes, they are. b. Yes, it is. c. No they aren’t. d. d. No, it is not. 36 3. In which stall can we buy a gas stove? a. Textiles. c. Stationary. b. Electronic goods. d. house appliances. 4. “……………..there are many small scale traders.” The underlined word has the similar mean ing with………….. a. Buyers. c. merchants. b. Customers. d. butchers. 5. What can we buy on the first floor? a. Dry spices. c. meat. b. Clothes. d. spinach. Text no 6 - 10. Sixty five percent of our body is water. To keep that amount of water in our body we must drink an average of eight to ten glasses of water each day. How much water does a person need every day? It depends on the volume of urine and sweat. An athlete who does a lot of physical certainly needs to drink more water then manager who spends most of his time in the office. Besides drinking, many kinds of food are also a good source of water. fruit and vegetable, for instance, are eighty to ninety five percent water. 6. How much water do we need each to fulfill our body need? a. 6 - 8 glasses. c. 8 – 9 glasses. b. 7 – 8 glasses. d. 8 – 10 glasses. 7. Is one’s need of water different with others? a. Yes, he is. c. No, he isn’t. b. Yes, it is. d. No, it isn’t. 8. The other good sources of water besides drinking are as follows, except………. a. Melon. c. Cassava. b. Pineapple. d. Spinish. 9. Urine and sweat are……………..substances. a. Solid. c. gas. b. Liquid. d. soil. 37 10. A bricklayer will need ……………..water. a. Fewer. c. more. b. Less. d. much. The discourse of the items number 1-10 is report text. Meanwhile, there is no report report text in dialogue form in the English syllabus which is used at school. It means these three items do not have one of the criteria of a good test. Text no 11 – 12. Attention This bakery will be closed from 29 th September 5 th October 2008. It will be opened again on 6 th October 2008. Last reservation will be accepted on 27 th September 2008. Thanks for the attention. 11. How long will the bakery be closed? a. For a day. b. For a week. c. For a month. d. For couple days 12. What kind of the text is that? a. Invitation b. Advertisment c. Memo d. Announcement. To answer questions number 11, the students must comprehend the text because the answers were not written clearly in the text. The question number 11 asked students to identify the object of the text which was made in announcement form whereas the writer of the text did not write the object in the text. 38 The question number 12 asks students to identify the topic of the text. It conforms to “mengidentifikasi gambaran umum pikiran utama paragraf dalam teks deskriptif. Dialogue no 13 – 16. Mother is at the fruit stall now. She is buying some fruits. The seller : Can I help you, Mam? Mother : Yes, I need some oranges and mangoes, please. The seller : We have oranges but I am sorry, we don’t have the mangoes. Mother : It doesn’t matter. Does the oranges taste sweet? The seller : Certainly, You may taste it first before buying it. Mother : How much is the orange. The seller : It costs ten thousand rupiah per kilogram. Mother : Can I have eight thousand? The seller : Sorry, Madam, it is a fixed price. Mother : All right, give me two kilograms. The seller : Ok. What else do you want, Mam? Mother : Do you have star fruits? The seller : Sorry, we don’t have it. But we have grapes and mangosteen. Mother : Well, give me a kilogram of mangosteen, please. The seller : All right. 13. Where is mother? a. At the greengrocers. b. At the fruit seller. c. At the butchers. d. At the canteen 14. What fruits are not available at the stall? a. Orange and mango b. Orange and star fruit c. Mango and star fruit. d. At the canteen. 39 15. What is the Indonesia for mangosteen? It is…………. a. Mangga b. Manggis c. Mangga muda d. Belimbing 16. What fruit does mother buy? a. Star fruit and orange. b. Oranges and mango. c. Mangosteen and orange. d. Mango and starfruit. Form of the text for items number 13-16 is dialogue. As the explanation for number 13-16, there is no dialogue form in the English syllabus which is used at the first grade students at Dua Mei high school. It means items number 4-6 are not developed based on syllabus. Text no 17 – 18. To my beloved niece Putri Congratulation on your success in getting the best result in your final examination. Wish you would be able to continue your study. With love Aunt Fatimah. 17. What kind of text it above? a. Announcement. b. Advertisement. c. Obituary d. Congratulation 40 18. Who said congratulate? a. Aunt Fatimah b. Putri c. Her friend d. Mother The question number 17 asks students to identify the purpose of the text. It conforms to “Mengidentifikasi tujuan komunikatof teks fungsional pendek berupa ucapan selamat” The question number 18 asks students to identify information which is implied in the text. It can be showed from the sentence “With love, aunt Fatimah” and it could be answered by reading the text. It means this number conforms to “Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupa ucapan selamat”. Text no 19 – 21. MAKING RUJAK Materials: Kinds of fruits Cucumber, pineapple, raw mango, star fruit, „bangkuang’, melon, etc For sauce :  Chilies  Salt  Red-sugarpalm sugar  Tamarind  “ Terasi “ preference Making instruction:  Peel the fruits  Grate cut all fruits in to small pieces. Keep 41 them in a platebowl  For sauce : Grind all materials.  Mix the sauce with the grated fruits. Add some pieces of ice if you like it. 19. What is the goal of the text? a. To entertain the readers. b. To tell to make rujak. c. To describe about rujak. d. To know what rujak is. 20. How many steps of making rujak are there in the text? a. Four b. Five c. Six d. Seven 21. Which ingredient from the text above taste sour? a. Chilies. b. Tamarind. c. Cucumber. d. Salt. In items number 19 the students were asked to identify about what is the aim of the text. In addition, item number 20 asked the students to count the steps of making rujak. Finally, it can be concluded that they represent indicator “mengidentifikasi informasi rinci tersurat dalam teks prosedur”. Item number 29 asked students to identify which ingredient have sour taste. It represents the indicator “mengidentifikasi fungsi komunikaif teks prosedur dengan cermat dan kreatif”. 42 Text no 22. NO ENTRANCE 22. The sign means? a. We can enter the are. b. We must enter the area. c. We must not enter the area. d. We are may enter the area. Text no 23. PLEASE SWITCH OFF THE LIGHT WHEN YOU NOT USE IT 23. Where can you find this notice? a. On the bus. b. On the car c. In the room d. In the sky The item number 22-23 contained a text in instruction form. The question which asked the students to identify information from the text or mengidentifikasi informasi tersirat dalam teks fungsional pendek berupa instruksi, makes this question has good content validity. But, there is a mistake on the sentence, it define as face validity. Text no 24 - 25 Day : Sunday Date : November 2 nd , 2008 Carrot : 2 kilos Bean : 1 kilo Cucumber : 1 kilo Orange : 3 kilos 43 24. The text above is………………… a. A price list. b. An announcement. c. shopping list. d. A birthday card. 25. The purpose of the text is to………….. a. Bring a trolley to the supermarket. b. Remind the customer of what to buy. c. Entertain the readers. d. Recycle food. 26. How many kilos will the customer buy totally? a. 7 b. 5 c. 6 d. 7 27. To buy the items, the customer will probably go to the……………. a. Swimming pool b. Library c. Traditional market d. school The question number 24-25 asks students to identify the topic and the purpose of the text. It conforms to “Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupadaftar barang. The question number 26 asks students to identify information which is implied in the text. It needs to construe the text because there is no clear word explained . It means, it conforms to “Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupadaftar barang ”. 44 The questions number 27 ask students to find the specific information about kind of items that the customer will buy and where they will probably get it. They represent the indicator “Mengidentifikasi informasi rinci tersurat dalam teks fungsional pendek beru pa daftar barang”. Text no 28 – 30. Bob is a fisherman. He catches fish every day. Late in the afternoon he rows his boat out to sea. he uses a net to catch fish. Early in the morning he comes ashore with a lot of fish. Then he sells them at the market. 28. Which the sentences is wrong according to the text above? a. Bob sell his catch in the market. b. Bob sleeps in the evening. c. Bob goes out to the sea in the evening. d. Bob set out rowing in the morning. 29. What does the word „them’ refer to? a. Fishermen b. Boats c. Sleeps d. Shops 30. What does Bob do everyday? a. Fishing b. Boating c. Sleeping d. Shopping There are four kinds of discourse in the syllabus. They are instruksi or instruction, daftar barang or list of goods, ucapan selamat or greetings, and pengumuman or announcement. The discourse of the text for number 28-30 makes them lose a criterion of a good test. It is caused by the discourse of the text which 45 is in dialogue form is not including to the discourse mentioned in the preceding explanation. Text no 31 – 35. The lion was having a nap when a little mouse woke him up. The lion was annoyed, so he picked up the little mouse and threatened to eat him up. “please spare me, oh king of the jungle. If you do, I will do something for you one day” begged the mouse. “what? A little thing like you? Ha This is really very funny,” laughed the lion. Then he got the little mouse free because he thought that little creature did not even taste good. Several days later when the lion was walking in the jungle, he got into a trap. He struggled hard, but he still could not free himself. When he was about to give up, the little mouse came. He gnawed at the ropes of the net and then said, “didn’t you once laugh at me for being little? Look how I have saved your life today. ” 31. Where did the story happen? a. In the kingdom b. In the village c. In the jungle d. In the field 32. How could the lion be free from the problem? a. The lion walked into the trap. b. The lion killed the little mouse. c. The mouse gnawed at the net and set the lion free. d. The mouse woke up the lion 33. What can we learn from the story? a. Help your friend only if you get reward. b. Don’t underestimate those who are smaller. c. Strength is always useful when we are trouble. d. Don’t put your self into trouble. 46 34. What is the type of the text? a. Report. b. Procedure. c. Narrative. d. Recount. 35. The communicative purpose is to………….. a. Tell the news. b. Entertain the readers. c. Tell the past event. d. Describe the mouse. Question number 31 asks students to identify the general information of the text and question number 32 asked students how the lion could be free from the problem . It means each of them conform to “mengidentifikasi gambaran umum pikiran utama paragraf dalam tek s deskriptif” and ”mengidentifikasi informasi rinci tersurat dalam teks deskriptif”. In addition, question number 33 asked students to identify the conclusion an the purpose of the text. It represents the indicator “mengidentifikasi informasi tersirat dal am teks deskriptif”. Dialogue no 36 – 38. Ardi : Can you help me, please? I have a new cell phone, now I want to create an sms but I don’t know how to do that. Lawra : Ok, I’ll tell you. First you have to find the message menu, then choose the option „create new message’. After you write your message you must choose the option „send’ and you’ll be asked to fill in the destination number. You can write it or find it from the phone book if you have saved it. Finally press the option „send’. Ardi : Okay, thanks a lot. 47 36. What does Ardi ask Lawra? He asks for Lawra’s help. a. To make a call. b. To turn the cell phone on. c. To send message. d. To send a picture. 37. How many steps does Lawra explain? a. Six steps. b. Seven steps c. Eight steps d. Nine steps 38. can find any numbers in the phone book if we have……….them. a. keep b. delete c. write d. send Form of the text for items number 36-38 is dialogue. there is no dialogue form in the English syllabus which is used at the first grade students at Dua Mei Junior High School. It means items number 36-38 are not developed based on syllabus. 39. Franda : Excuse me, can you lend me your dictionary? Faisal :………….I’m using it. a. Sure. b. How come. c. I’m sorry d. Here it is 40. Wenny : What is Mr. Amin? Yuniar : He’s a………….he has many customers who want to get fresh 48 meat a. Barber b. Bucher c. Grocery d. Florist Question number 39-40 asked the students to identify the most suitable word to complete the text. They conform to “Mengidentifikasi makna kata dalam d ialog”. 41. Arrange these sentence into a good paragraph 1. Bring the things home. 2. Give the thing to the cashier and the cashier checks the money to pay. 3. Don’t forget to take your jacket or bag. 4. Take a basket or trolley and choose the things. 5. Keep the jacket and the bag to the bag keeper. 6. Give the money to the cashier. Question number 30 asks students to arrange the sentences into a paragraf. It means each of them conform to “Menyusun kalimat menjadi paragraph bermakna”. 42. Find the Antonym of the wordsphrases below with the words from the text above. 1. Ugly. 4. Dislike. 2. Old. 5. Little. 3. Far. 49 Form of the text for item number 42 students asked find the antonym from the text, but there is no text following this question. It means item number 42 are not valid. 43. Mention the generic structure of a narrative text. Question number 30 asks students to Mention the generic structure of a narrative text, but there is no text following this question. It means item number 42 are conform any indicators from the syllabus. 44. Make an announcement from the English teacher to the students who must have remedial test to prepare themselves on Monday, 16 th of June 2012 at the classroom. Question number 33 asked students to make an announcement. It represents the indicator “menulis teks fungsional pendek berupa pengumuman”. 45. Rewrite the jumbled words into meaningful sentences. 1. Has – rice – breakfast – she – for – a - friend – of – plate. 2. To – likes – father – soup – have – a bowl – of. In item number 45 the students were asked to rewrite the jumbled words into sentences. Finally, it can be concluded that they represent indicator “menyusun kata menjadi kalimat bermaknas”

B. Data Interpretation

The percentage of the representativeness based on the reading skill indicator arrived at 28. It came from the data which showed that there were 2 indicators were represented from 7 indicators required. This percentage fell into the level of 21 to 40 which meant “poor”. It means that there was a wrong measurement or an inaccurate result between the syllabus and the English Summative Test. As the results, the teachers are unable to improve the instruction of making a test. The 50 students will not progress well in learning activity and will not be motivated because they did not do the test based on what they have learned. Moreover, there was only 1 indicator from 5 indicators which was represented from the writing skill in the syllabus. In other word, it reached 20. This percentage fell into the level of 0 to 20 which meant “very poor”. To know the percentage of representativeness based on the indicators of writing and reading skills, the writer calculated as follow: P = Percentage of representativeness based on indicators f = Frequency of indicators representative in the test items n = Total of indicators required in the English syllabus From the calculation above, it could be seen that the representativeness level of the reading and writing skill indicators was 25. It fell into the level 21-40 which meant “poor”. Beside, the percentage of the conformity based on the reading skill indicator arrived at 33. It came from the data which showed that there were 15 items which developed from indicator required. This percentage fell into the level of 41 to 60 which meant “fair”. In addition, there were 4 items from 45 items which developed from the writing skill indicator in the syllabus. In other word, it reached 8. This conformity percentage fell into the level of 0 to 20 which meant “very poor”. To know the percentage of conformity based on the indicators of writing and reading skills, the writer calculated as follow: 51 P = Percentage of conformity based on indicators f = Frequency of test items developed from indicators required n = Total of test items From the calculation above, it could be seen that the conformity level of the reading and writing skill indicators was 42. It fell into the level 41-60 which meant “fair”. From the data above, the percentage of the content validity of the English Summative test items in terms of representativeness and conformity has different level. Therefore, the writer can conclude that the English summative test for the first grade students of Dua Mei Junior High School at even semester academic year 20122013 has poor content validity in terms of representativeness although it has fair conformity. As the writer wrote in the chapter 1, the teacher is the most responsible of the mistakes or errors of the validation in the test evaluation.

B. Data Interpretation

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