AN ANALYSIS OF THE ENGLISH TEST TYPE FOR THE FIRST YEAR STUDENTS OF SMAN 1 PAMULANG TANGERANG BANTEN
AN ANALYSIS OF THE ENGLISH TEST TYPE FOR THE
FIRST YEAR STUDENTS OF SMAN 1 PAMULANG
TANGERANG BANTEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Margarita Noviani Budi Lestari
Student Number: 011214108
ENGLISH EDUCATION STUDY PROGRAMME
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
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I Dedicate This Thesis to My Beloved Mother “Ibu Dionisia Budi Lestari” And Father “ Bapak Agustinus Harsowikarto”
My Sister “Theodora Ririk Budi Lestari” My Brother in-law “Agustinus Herimulyanto” My Niece “Joan Ragawidya” My Boyfriend “Yeremia Ary Is Sudiarto”
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ACKNOWLEDGEMENTS
I would like to send my greatest praise to The Father and Jesus Christ to whom I put all of my hope, worries, cries, and happiness and who always guides where to go, and shines my life. To Saint Mary, Saint Joseph and my guardian Angel, I am really fortunate since they always pray for me.
I also would like to express my gratitude to Yohana Veniranda, S.Pd., M.Hum, as my sponsor. I really thank her for her guidance, critical opinion, and giving so much useful suggestion in her busy time. To all PBI lecturers, I thank them for sharing the knowledge and experiences with me. To all Sanata Dharma University staff, especially PBI staff, I thank them for helping me with the administration matter.
I am here because of my family. I would like to express my grateful to my beloved mother “Monyi” and father “Babe” who always give me never ending love, passion, prayers, and financial support. I thank my one and only sister Mbak Ririk,
Mas Heri, and my niece Joan, who always support me to finish this thesis.
My appreciation also goes to Mbak Riri and the big family of Sanggar Galileo Yogyakarta, all lecturers of Industrial Engineering Study Program at Atmajaya University Yogyakarta, and the big family of SMP Panembahan Senopati Tirtomoyo Wonogiri Central Java. I thank them for inviting and allowing me to teach there, sharing the experiences and developing my talent.
I feel enjoyable in my life because of my special friend Ary “BG” who is always besides me in my cries and happiness. I also thank my truly friends who always brighten my life and gave me many special moments; Vanny, Flor, Jati, Dyah, Emil, Niken, Harin. I am really lucky to have them. I thank them for the happiness, sadness, laughter and cries that they shared to me. I thank all of my classmates in PBI, especially the 2001 academic year students for the cooperation during the study.
I am really blessed to find friends who always support me to finish this thesis,
Mbak
Anggit, Koko, Bu Bayu, Putro. I thank the big family of Mudika Sacra Familia
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Oscar “Crepo”, Seto, Wida, and the others. I will miss every moment that I once had with them.
Last, but not least, I would like to express my thanks to everyone around me that I cannot mention. I really appreciate their supports, prayers, and attentions. Every question and wonder about my study that was sent to me was the power to finish this thesis.
Margarita Noviani Budi Lestari
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TABLE OF CONTENTS Page TITLE PAGE .............................................................................................. i APPROVAL PAGES ................................................................................. ii DEDICATION PAGE ................................................................................ iv STATEMENT OF WORK’S ORIGINALITY ........................................ v ACKNOWLEDGEMENTS........................................................................ vi TABLE OF CONTENTS ............................................................................ viii LIST OF TABLES ....................................................................................... xi ABSTRACT ................................................................................................. xii
ABSTRAK .................................................................................................... xiii
CHAPTER 1: INTRODUCTION .............................................................1 1.1 Background of the Study.........................................................................
1 1.2 Research Problems ..................................................................................
2 1.3 Problem Limitation .................................................................................
2 1.4 Benefits .................................................................................................
3 1.5 Definition of Terms.................................................................................
3 CHAPTER 2: THEORETICAL REVIEW ............................................. 6
2.1
6 Theoretical Description ..........................................................................
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Page 2.1.2 Teacher-Made Tests ............................................................................
6 2.1.3 Types of Tests ......................................................................................
7
2.1.4 The Function of Test ........................................................................... 10 2.1.5 The Characteristics of a Good Test ....................................................
12 2.1.6 English Competency Based Curriculum for SMA...............................
16 2.1.7 The Objectives of the English Competency Based Curriculum...........
18 2.1.8 A Test Blueprint .................................................................................
20 2.1.8.1 The Purpose of Test Blueprint .........................................................
20 2.1.8.2 Preparing the Test Blueprint ............................................................
21 2.1.9 Language Skills and Language Elements being Tested.......................
22 2.1.9.1 Testing Language Skills ...................................................................
22 2.1.9.2 Testing the Language Elements .......................................................
22 2.2 Theoretical Framework ...........................................................................
23 CHAPTER 3: RESEARCH METHODOLGY ........................................ 26 3.1 Method .................................................................................................
26 3.2 Data Source .............................................................................................
26 3.3 Data Collection .......................................................................................
26 3.4 Data Analysis .........................................................................................
28 3.5 Research Procedure ................................................................................
28
Page
40 4.3.3 Reading items.......................................................................................
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51 Appendix A: The blueprints of teacher-made test for progress tests ............
48 BIBLIOGRAPHY ....................................................................................... 50 APPENDICES ............................................................................................
47 5.2 Suggestions .............................................................................................
43 CHAPTER 5: CONCLUSIONS AND SUGGESTIONS ........................ 47 5.1 Conclusions ...........................................................................................
42 4.4 Implication to Language Teaching .........................................................
41 4.3.4 Writing items ......................................................................................
39 4.3.2 Speaking items ...................................................................................
CHAPTER 4: ANALYSIS RESULT ........................................................ 29
4.1 The Description of the items in the teacher made test ...........................37 4.3.1 The test types: Listening items.............................................................
36 4.3 The test types ..........................................................................................
34 4.2.4 Writing items ......................................................................................
33 4.2.3 Reading items.......................................................................................
31 4.2.2 Speaking items ...................................................................................
30 4.2.1 The test blueprints: Listening items .....................................................
29 4.2 Results .....................................................................................................
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LIST OF TABLES
Page Table 4.1: Frequency Distribution of Progress test items ............................30 Table 4.2: The Test Blueprints of the listening Test of Progress tests..........
32 Table 4.3: The Test Blueprints of the speaking test of Progress test ...........
33 Table 4.4: The Test Blueprints of the reading Test of Progress tests ...........
35 Table 4.5: The Test Blueprints of the writing Test of Progress tests............
36 Table 4.1.1: Frequency Distribution of Test types in the Progress test items
38 Table 4.1.2: Frequency Distribution of Test types of the listening items in the Progress test ...................................................................
39 Table 4.1.3: Frequency Distribution of Test types of the speaking items in the Progress test ...................................................................
40 Table 4.1.4: Frequency Distribution of Test types of the reading items in the Progress test ..................................................................
41 Table 4.1.5: Frequency Distribution of Test types of the writing items in the Progress test ..................................................................
42
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ABSTRACT
Lestari, Margarita Noviani Budi. 2008. An Analysis of the English Test Type for the First Year Students of SMAN 1 Pamulang Tangerang Banten.
Yogyakarta: Faculty of Teachers Training and Education, Department of Language and Arts Education, English Language Education Study Program. Sanata Dharma University.
Testing is a very important part of the curriculum since the result of the test provides more objective information. To be accurate, a test should be evaluated based on the objectives stated in the curriculum, which is Competency based Curriculum as a guideline. The research aimed to investigate the blue prints of the progress test items for the first year students of SMAN 1 Pamulang and the English test type of the progress test items in obtaining the objectives stated in the Competency based Curriculum.
The research is a document analysis. There are five types of progress test papers for the first year students of SMAN 1 Pamulang. The results were put in tables and interpreted in words.
The result revealed that the progress tests did not cover all objectives stated in the Competency based Curriculum. They covered three out of six listening objectives; to complete the form, chart, and map based on the gathered information
of the spoken text, to find out particular information in the simple spoken text
, and to
find out the general information of the short spoken text
. They covered two out of nine reading objectives; to find out particular information, and to interpret the
meaning of words, phrases, and statement based on context
. They covered two out of four speaking objectives; to express the thought, opinion, feeling, and attitude in
simple way, and to answer simple question in various thing.
They also covered one out of three writing objectives; to demonstrate the basic competence. The result revealed that the progress tests did not used all of the test types. The progress test only used matching, multiple choice, short answer and essay types.
The results of the research are expected to contribute to construct the progress test in the future. It is suggested to construct a progress test that covered the objectives stated in the Competency based Curriculum. As there is no objective that is more important than the others, the objectives should be measured properly.
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ABSTRAK
Lestari, Margarita Noviani Budi. 2008. An Analysis of the English Test Type for the First Year Students of SMAN 1 Pamulang Tangerang Banten.
Yogyakarta: Fakultas Keguruan dan Imu Pendidikan, Jurusan Pendidikan Bahasa dan Seni, Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tes merupakan bagian yang sangat penting dalam kurikulum karena hasil dari tes tersebut menyediakan informasi yang lebih obyektif. Untuk hasil yang lebih akurat, tes harus diukur berdasarkan tujuan yang terdapat dalam kurikulum yaitu kurikulum bahasa Inggris berbasis kompetensi sebagai pedoman. Penelitian ini bertujuan untuk mengetahui kisi-kisi dari soal tes kemajuan untuk siswa kelas satu SMAN 1 Pamulang dan tipe tes bahasa Inggris dari soal tes dengan Kurikulum berbasis Kompetensi.
Penelitian ini adalah analisa dokumen. Ada lima macam soal tes kemajuan untuk siswa kelas satu SMAN 1 Pamulang. Hasil dari analisa disajikan dalam bentuk table dan kemudian diinterpretasikan dalam kata-kata.
Dari hasil penelitian terungkap bahwa tes kemajuan tidak mencakup semua tujuan yang terdapat di dalam kurikulum berbasis kompetensi. Mereka hanya mencakup tiga dari enam tujuan mendengarkan; melengkapi bentuk, diagram, dann peta sesuai dengan kumpulan informasi dari teks berbicara, menemukan informasi khusus dari teks berbicara sederhana, dan menemukan informasi umum dari teks berbicara pendek. Mereka mencakup dua dari sembilan tujuan membaca; menemukan informasi khusus dan menginterpretasikan arti kata, frasa dan ungkapan sesuai konteks. Mereka mencakup dua dari empat tujuan berbicara; mengekspresikan pikiran, opini, perasaan dan sikap dengan cara sederhana dan menjawab pertanyaan sederhana yang beraneka macam. Mereka juga mencakup satu tujuan dari tiga tujuan menulis; mendemonstrasikan kompetensi dasar.
Dari hasil penelitian terungkap bahwa dalam tes kemajuan siswa tidak menggunakan semua tipe test yang ada. Tes kemajuan hanya menggunakan tipe menjodohkan, pilihan ganda, isian pendek dan esai.
Hasil dari penelitian diharapkan dapat berkontribusi untuk membuat tes kemajuan di masa yang akan datang. Dalam hal ini disarankan untuk membuat tes kemajuan yang mengukur tujuan yang terdapat di kurikulum berbasis kompetensi. Dikarenakan tidak ada satu tujuan yang lebih penting dari yang lainnya, semua tujuan seharusnya diukur secara merata.
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CHAPTER 1 INTRODUCTION This research was intended to investigate the English test type of the teacher- made tests for the first year students of SMAN 1 Pamulang. For the purpose of the research, this chapter presents background, research problem, problem limitation, benefits of the study and definition of terms.
1.1. Background of the Study
Language, according to the English Competency based curriculum of SMA, is a means to transfer ideas, thought, opinions, and feeling. English is the first foreign language in Indonesia which is taught as a compulsory subject in secondary (junior and senior) school.
In the Competency Based Curriculum, it is stated that this curriculum is aimed to create the language competence of students. The competence that is intended to be developed is discourse competence that is supported by linguistics competence, socio cultural competence, and action competence.
In order to get the goal, the students’ progress should be monitored by doing a test. The teacher –made test is one of the important test which is made to know the students’ progress and the evaluation process.
There are many problem arise in the test making. A Teacher faces difficulties in order to make a good test. Designing a good test is not easy. Hughes (1976) states that a great deal of language testing is of very poor quality, they fail to
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reflect an actual achievement of the teacher’s goals and objectives. The test will not measure the objectives of the curriculum and it cannot be used for determining the students’ achievement.
1.2. Research Problems
The research was intended to know the test type of SMAN 1 Pamulang. The study can be focused on the question:
1. What are the blue prints of the progress test items for the first year students of
SMAN 1 Pamulang? 2. What are the English test types of progress test items for the first year students of SMAN 1 Pamulang related to the objectives stated in Competency based Curriculum?
1.3. Problem Limitation
This study is limited to the following areas of focus: 1. The objectives used as the basis analysis are the objectives listed in the English Competency based Curriculum for SMA.
2. The research is limited to the English progress tests for the first year students of SMAN 1 Pamulang. There are four sets of test used in this study. The topics are friendship, school life, domestic tourism and favorite sport. The tests are made by the teachers themselves to measure the students’ ability in the first semester.
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1.4. Benefits
The result can be useful for: 1.
The English progress test makers The English progress test makers can develop better test in the future with a new curriculum.
2. The students The next English progress test can be expected to take better tests which contain the characteristics of good tests for students.
3. The future researchers The future researchers are expected to carry out further study along this topic.
1.5. Definition of Terms
1. Test Types In this study, the test types are classified into three: supply type (short answer) and select type (true-false, matching, and multiple choice), and essay type.
Ebel (1979: 56) states that the most commonly used types of tests are the essay (or discussion) type, the objective (or short-answer) type, the mathematical problem type, and the oral examination type. Mehrens and Lehmann (1973: 245) states that all objective item formats may be divided into two classes: supply type (short answer) and select type (true-false, matching, and multiple choice).
2. Blue print Mehrens (1969: 197) states that a blueprint relates the course objectives to the
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items. The blue print lists the major topics that will be included in the test (Bertrand, 1980: 80)
In this study, blue print is a detailed plan on making of the test items. Blue print is used to answer the first research problem.
3. SMAN 1 Pamulang Tangerang Banten SMAN 1 Pamulang Tangerang Banten is located inside the Pamulang Permai 2 housing complex. The address is Jl. Benda Timur XI Pamulang Permai 2 housing complex Pamulang Tangerang Banten. There are only two private school at Pamulang, and SMAN 1 Pamulang is the best of all. SMAN 1 Pamulang has 24 classes, they are 8 classes for the first-year students, 8 classes for the second-year and 8 classes for the third-year. Each class consists of 40 students on average. For 24 classes there are 4 teachers who teach English subject. It means that one teacher teaches about six classes. In the first-year, English subject is taught twice a week and 45 minutes in one meeting. SMAN 1 Pamulang has enough facilities to support the English language teaching and learning process. There are language laboratory, computer laboratory and library which contribute much for students in learning English. All of the facilities are in a good condition.
4. The first-year students In Senior High School there are three grades of students. The first-year student is one of the three grades. The age range of the first year students is fifteen until sixteen years old. The first year student is the students who are graduates from the Junior High School and continue their study in Senior High School. They
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had learned English about nine years on average. So that they are expected skillful and mastering English in the intermediate level.
5. Construct Hughes (1989: 26) states that construct is any underlying ability that is hypothesized in a theory of language ability. In other words, it is the sub abilities that were implied in an ability.
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CHAPTER 2 THEORETICAL REVIEW This chapter consists of two sections. The first one is Theoretical Description and the last part is Theoretical Framework.
2.1. Theoretical Description
2.1.1. Test
Grondlund (1968: 1) says that a test is a systematic procedure to determine the amount a student has learned. He adds that the test includes quantitative and qualitative descriptions of students’ behavior plus value judgments concerning the desirability of the behavior. (Mehrens and Lehmans, 1973: 6) says that a test is the presentations of a standard set of questions to be answered and the result of it is in the form of numerical value. Funk and Wagnalls (1951) says that a test is subjection to conditions that disclose the true character of a person or thing in relation to some particular quality. Guralnik (1976) says that a test is a set of questions, problems, or exercises to determine a person knowledge, abilities, aptitude, and qualification. From the definition above, it can be concluded that a test is a systematic procedure which is a set of questions, problems, or exercises to determine a student knowledge, abilities, aptitude, and qualification.
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2.1.2. Teacher – Made Tests
A test designed by the teacher can provide the most important data which consists of the students’ general achievement of the progress test and final test. In order to get the data to determine the students’ progress, the teacher arranged a test by looked at the specific goals and objectives of the units he teaches. Teacher also had to look for the curriculum which is used.
The English progress test in SMAN 1 Pamulang is designed by the teacher herself. A teacher –made test is arranged by the teacher who will use the test according to her needs. The test is meant to measure how far students have mastered the lesson materials that have been taught.
2.1.3. Types of Tests
There are several types of tests. Hughes (1976) categorized tests into four groups. The first is “the proficiency tests” (p. 9). They are used to measure people’s ability in language regardless of any training they may have had in that language.
The second is “the achievement test” (p. 10). They are made to establish how successful individual students, group of students or the course themselves have been in achieving objectives. The final achievement tests are those administered at the end of a course of study. Whereas, the progress achievement tests are intended to measure the progress that students are making.
The third category is “the diagnostic tests” (p. 10). They are made to identify students’ strength and weaknesses. They are intended primarily to ascertain what
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number of test items in each specific area, with slight variations from one item to the next so that the course of specific learning errors can be identified. The diagnostic test focuses on the common sources of error encountered by students, so that the learning difficulties can be pinpointed and remedied. This test is designed to probe deeper into the course of learning deficiencies that are left unresolved. The fourth is “placement tests” (p. 11). They are used to provide information which will help to place the students at the stage (or in the part) of the teaching program most appropriate to their abilities. Placement testing is not always necessary. Teachers who have worked with students for some time may know their past achievement, well enough so that pre-test may not needed. Placement testing is most useful when the teacher is unfamiliar with the students’ skills and abilities. The placement test provides an invaluable aid for placing each student at the most beneficial position in the instructional sequence.
Considering that categorization, English progress test falls into the progress achievement test because the test emphasizes on measuring the students’ progress on mastering the language materials given in the classroom within a period of time. One way of measuring progress would be repeatedly to administer final achievement tests, but this is not really feasible, particularly in the early stages of a course. The low scores obtained would be discouraging for both students and teacher. The alternative is to establish a series of well-defined short-term objectives.
Based on the tests administered, Lado (1964) explained that there are “discrete tests” (p. 14) and “integrative tests” (p. 15). The discrete point test is one in
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independent of each other, but it is usually related in its form to the next item. The integrative one is testing combination of many language elements in the completion of a task. It measures students’ ability to use the target language. The items are dependent on one another, and are related in meaning.
Therefore, English progress test is included in the integrative test for it consists of reading, vocabulary structure, and speaking component, and each of them is related to one another. Without understanding the meaning of an item, an individual may not do it correctly as far as he recognizes its form.
Arthur (1989) adds the categorization. Based on the method of scoring, if no judgment is required on the past of scorer, then the scoring is objective. A multiple- choice with the correct responses unambiguously identified, would be a case in point. If judgment is called for, the scoring is said to be subjective. There are degrees of subjectivity in testing. The impressionist scoring of a composition may be considered more subjective than the scoring of short answers in response to questions. Then, English progress test for the first year student of SMAN 1 Pamulang is an objective test.
Ebel (1979: 56) states that the most commonly used types of tests are the essay (or discussion) type, the objective (or short-answer) type, the mathematical problem type, and the oral examination type. Mehrens and Lehmann (1973: 245) states that all objective item formats may be divided into two classes: supply type (short answer) and select type (true-false, matching, and multiple choice). The supply and select types of objective item formats are sometimes called recall and
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free answer-type and the structured answer type of item. Lien (1971: 63) and Grondlund (1971: 131) used essay and objective or supply type and selection type.
Carroll and Sapon (1958: 43) states that there are two types; language aptitude test and language proficiency test. And three types: placement tetsts, diagnostic tests, and achievement tests. Finnocharo (1969 : 337) puts forward the definition of test types as a series of varied tests which measure receptive and productive abilities. Further she adds that these types are also called as devices that permit the teacher to measure the attainment of a particular skill.
In this study, test types are a series of varied tests which measure the student’s progress in receptive abilities (listening and reading) and productive abilities (speaking and writing). The English progress test for the first year students of SMAN 1 Pamulang used supply type (short answer) and select type (true-false, matching, and multiple choice) and essay type.
2.1.4. The Function of Test
The result of the tests determine the success of a course. Therefore, tests are needed to give information about “what individuals have achieved in a second or foreign language” (Hudges, 1990 : 4)
Moreover, Lado (1969) states that there are six categories which indicate different emphasis in measuring students’ ability and potential.
1. to determine the readiness of an instructional program. 2. to classify or place individual in appropriate language classes.
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4. to measure aptitude for learning. 5. to measure the extent of students’ achievement of the instructional goals. 6. to evaluate the effectiveness of the instruction.
Arifin (1985) has his own opinion. The evaluation activities have the objectives as follows: 1. to know how far the students master the materials that have been given. 2. to know how far the capability of the students in learning the lesson materials. 3. to know whether the students’ development level has been appropriate to the development level of the work program.
4. to know the efficiency and affectivity degree of the teaching strategy that has been used, both about the methods and techniques of teaching and learning.
Howard (1963) clarifies the need of the test. On his opinion tests are used as tools in reaching decisions. It could be the decisions which are institutional; that is, the decision are made on the behalf of an institution (school, college, corporation, etc) and such decisions are made frequently. The test can be extremely effective in such situation because it help the institution to reach a higher percentage of good decisions which will affect himself or, perhaps, a son or daughter.
All the opinion stated above explains the function of the test. Norman (1976) lists some more important supplementary uses of the test as follows:
1. Use in reporting pupil progress to parents. The systematic use of evaluation procedures in the classroom provides the Teacher with an objective and comprehensive of each pupil’s learning progress.
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2. Use in guidance and counseling The result is especially useful for guidance and counseling. It includes the process of assisting a pupil with educational and vocational decisions, guiding him in the selection of curricular and extracurricular activities, and helping him to solve personal and social adjustment problems. All require an objective knowledge of the pupil’s abilities, interests, attitudes, and other personal characteristics.
3. Use in school administration In this role, the administrator is able to judge the extent to which the objectives of the school are being achieved, to identify strength and weaknesses in the curriculum, and to appraise special programs in the school.
4. Use in school research Carefully controlled studies of such things as the comparative effectiveness of different curricular, different teaching method and different organizational plans require objectives measure of pupil performance.
There are many opinions about the role of evaluation in education. We can divide it into two functions: evaluation provide feedback to improve the educational system and process and evaluation help determining the result of a program in a period of time. For example, students’ achievement of mastering the learning materials.
Related to the function of tests explained above, the teacher-made test are used to determine students’ achievement and the effectiveness of instruction of learning English in SMAN 1 Pamulang after a period of time.
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2.1.5. The Characteristics of a Good Test
Lado, Harris (1969) states that all good test has three qualities: validity, reliability, and practicality. Hatch and Farhady (1969) also says that a good test should have three basic requirements, two of which are absolutely crucial. Those two characteristics are validity and reliability, and the practicality as the third criteria is not so important.
2.1.5.1. Reliability Reliability is the degree of consistency among test scores. Hughes (1989: 36) suggests how to make test more reliable. There are two components of test reliability, that is the performance of candidates from occasion to occasion and the reliability of scoring.
2.1.5.2. Validity A test is said to be valid if it measures accurately what it is intended to measure (Hughes, 1989: 22). The general concept of validity was traditionally defined as "the degree to which a test measures what it claims, or purports, to be measuring" (Brown, 1996, p. 231). There are three types of validity as follows. 1). Construct validity
Heaton (1975: 154) states that “if tests construct validity, it is capable of measuring certain specific characteristics in accordance with a theory of language behaviour and learning”. This assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills. Hughes (1989: 26) adds that “a test, part of a test, or a testing technique is said to have construct
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supposed to measure”. The word ‘construct’ refers to any underlying ability (or trait) which is hypothesized in a theory of language ability. One might hypothesis, for example, that the ability to read involves a number of sub- abilities, such as the ability to guess the meaning of unknown words from the context in which they are met. It would be a matter of empirical research to establish whether or not such a distinct ability existed and could be measured. If we attempted to measure that ability in a particular test, then that part of the test would have construct validity only if we were able to demonstrate that we were indeed measuring just that ability. Brown (1996) adds that a construct, or psychological construct as it is also called, is an attribute, proficiency, ability, or skill that happens in the human brain and is defined by established theories. Construct validity has traditionally been defined as the experimental demonstration that a test is measuring the construct it claims to be measuring.
Such an experiment could take the form of a differential-groups study, wherein the performances on the test are compared for two groups: one that has the construct and one that does not have the construct. If the group with the construct performs better than the group without the construct, that result is said to provide evidence of the construct validity of the test. This idea is also supported by McNamara (2004), he said that construct mean the underlying ability or trait being measured by the test. Campbell and Stanley (1966) states that construct validity can be considered as labels that assign meanings to the test we are measuring.
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2). Content validity A test is said to have content validity if its content constitutes a representative sample with which it is meant to be concerned (Hughes, 1989: 22). A test is designed to measure mastery of a specific skill or the content of a particular course of study, and we can expect the test to be based upon a careful analysis of the skill or an outline of the course. Content validity includes any validity strategies that focus on the content of the test. To demonstrate content validity, testers investigate the degree to which a test is a representative sample of the content of whatever objectives or specifications the test was originally designed to measure. To investigate the degree of match, test developers often enlist well- trained colleagues to make judgments about the degree to which the test items matched the test objectives or specifications (Brown 1996: 231-249). Heaton (1975: 154) adds another aspect to consider about content validity. He says “the test should be so constructed as to contain a representative sample of the course, the relationship between the test items and the course objectives always being apparent”. In other words, content validity also measures how the test item meets the course objectives. 3). Face validity
Hughes (1989: 27) states that a test is described as having face validity if it looks right or as if it measures what it is supposed to measure. Face validity is hardly a scientific concept, yet it is important. It is often useful to show the test to other people so that possible absurdities and ambiguities can be discovered (Heaton,
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Instead of validity and reliability as the essential characteristics of a good test, usability also important. The usability of a test includes the ease and time administration, the scoring, the interpretation and application, and the cost. Valette (1967) says that the essential requirements of a good test are reliability and validity.
Since those two criteria are the most important.
2.1.6. English Competency based Curriculum for SMA Nunan (1988) states that ‘curriculum’ is more widely than ‘syllabus’.
Curriculum refers to all aspects of planning, implementing, evaluating and managing an educational programme. Whereas, ‘syllabus’ refers to the selecting and grading of content. Then, we can conclude that syllabus is a smaller part of the curriculum.
Romberg says that ‘curriculum’ is a structural series of learning experiences complete with goals, methods, and activities. Giant (1982) describes curriculum as the planed and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experience, under the auspices of the school, for the learner’s continuous and willful growth in personal-social competence.
The English Competency based Curriculum for SMA belongs to this kind of curriculum. The objectives stated in the curriculum are general objectives, that is, to develop four language skills, while educational evaluation is based on specific objectives made by each teacher herself. Mulyasa (2002: 39) states that the Competency-Based Curriculum (CBC) means “a curriculum concept which
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certain standards, so that the results can give beneficial things for student’s mastery of certain competency”. The main competence that will be achieved is discourse competence. In this competence, students are able to involve themselves in a text when they are communicating. A text means a communication that is effected by the topic being discusses interpersonal relationship among the speakers, and communication way in the culture context. The achievement of this competence is supported by Linguistic competence, Socio cultural competence and Strategic competence. In addition, in the process of teaching learning, the Competency Based Curriculum emphasizes three domains. They are cognitive, psychomotor, and affective. There are some ponds of the CBC English Syllabuses as stated in the 2004 curriculum (2002: 6 -7):
1. Definition of the Competency Based Curriculum English is a means of oral and written communication. In this term, communication aims to understand and express the information, thought, feeling, and developing science, technology, and culture using the language.
2. Functions and Aims In the contexts of education, English is functioned as a communication tools to access information. In the daily context, it is functioned as a means to build interpersonal contact, change information and enjoy the esthetic of English language culture.
The aims of English subject:
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2.1.Improve communication skill in the target language in the form oral and written. The communication skill consists of listening, speaking, reading, and writing.
2.2.Raise the awareness of the essential and the importance of English language as one of the foreign language as the main tool of learning process.
2.3.Develop the understanding of the relationship between language and culture and enlarge the knowledge of the culture. Therefore, the students will have the knowledge across to culture and involve in the culture diversity.
3. Scope The scopes of English subject are: 3.1.Language skills that consist of listening, speaking, reading, and writing.
3.2.Sub-competency that consists of language competence, linguistic competence, strategy competence.
3.3.Development of positive attitude through English language as a means of communication.
4. Approach The process of learning language is directed to the achievement of competence that can be seen in the students skill to do the steps of communication. They are called speech act, speech function or language function. The approach is not “let’s talk about something” but rather than “let’s to do something with language”.
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2.1.7. The objectives of the English Competency based Curriculum
The curriculum states that the aim of teaching English is to enable the students’ posses the skills in reading, writing, speaking, and listening. Those four language skills should be presented integrative through themes, which have been selected based on the students’ interest and students’ vocabulary mastery. In addition, the emphasis of this curriculum in the language skills, the language elements such as structure, vocabulary, and pronunciation are taught to support the mastery of the four language skills.
The reading indicators stated in English Competency Based Curriculum pages 16-29 can be formulated into nine objectives of reading. They are 1. to find out particular information. 2. to find general information of the text. 3. to find out the explicitly main idea. 4. to find out the implicit main idea. 5. to find out all the explicitly detailed information. 6. to find out the implicitly stated information. 7. to interpret the meaning of words, phrases, and statement based on context. 8. to find out the communicative purpose of the text. 9. to find out the organizational of the text.
The writing indicators stated in Competency Based Curriculum pages 16-29 can be formulated into three objectives. They are 1. to write daily communication text.
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3. to demonstrate the basic competence of grammar and the rule of writing.
The speaking indicators stated in Competency Based Curriculum pages 16 - 29 can be formulated into four objectives. They are 1. to ask and answer simple question in various thing. 2. to do short dialogue fluently. 3. to convey the description of things, people or place, a set of moment in simple way.
4. to express the thought, opinion, feeling, and attitude in simple way.
In this study, all items in the progress test should relate to the objectives of skills indicator in the Competency Based Curriculum for the first year students of Senior High School.
2.1.8. A Test Blueprint
Ebel (1979: 69) states a test blueprint is one of the strategies that have been used to outline the coverage of test, as part of specification. It is useful in guiding the construction of a test and informing the students what they may expect to find on the examination and how they can best prepare to do well on it. It means that test blueprint is the framework of the test.
2.1.8.1 The Purpose of Test Blueprint
Mehrens and Lehmans (1973: 181) state that the purpose of test blueprint is to define as clearly as possible the scope and emphasis of the test and relate the
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test items in terms of both objectives and content. A completed blueprint describes the number of test items needed to obtain a balanced measure of the instructional objectives and the course content emphasized in the instruction.