A content analysis on a second semester teacher compiled module used in SD Teruna Bangsa for fourth graders automatic English

A CONTENT ANALYSIS ON A SECOND SEMESTER

TEACHER-COMPILED MODULE USED IN

SD TERUNA BANGSA

FOR FOURTH GRADERS:

AUTOMATIC ENGLISH

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ligolita Putri Fatoni Student Number: 071214108

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

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A CONTENT ANALYSIS ON A SECOND SEMESTER

TEACHER-COMPILED MODULE USED IN

SD TERUNA BANGSA

FOR FOURTH GRADERS:

AUTOMATIC ENGLISH

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ligolita Putri Fatoni Student Number: 071214108

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

vii

ABSTRACT

Fatoni, Ligolita Putri. 2014. A Content Analysis on a Second Semester Teacher-Compiled Module Used in SD Teruna Bangsa for Fourth Graders: Automatic English. Yogyakarta: English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Learning materials are important sources in the teaching and learning process. It helps the teacher to transform the curriculum into some interesting, useful, and practical activities in the classroom. One of the commonly found learning materials used by teachers is the module. Modules are said to be an effective tool to help teachers and students. This fact shows that a module should have certain criteria to help students understand the materials discussed at school. This research aims to examine whether or not the module used in SD Teruna Bangsa is included as an ideal module for students. There are two questions to answer in this study. The first is the criteria fulfilled by the module being analyzed, and the second is the strengths and weaknesses seen from the fulfillment of the criteria.

This research is a document analysis. There is a second-semester module for fourth graders as the subject for this research. The name of the module is

Automatic English. This module is analyzed using checklists for module evaluation. Some theories were used to support and provide the theoretical framework for this research. This research used a theory of workbook criteria, principles of language assessment, namely validity, authenticity, and reliability.

The result of the research indicated that the module, Automatic English, attained the criteria of a good module. There were different scores achieved in different criteria/aspects in the checklists. Regarding the result of the research, some suggestions were provided for the teacher to hopefully improve the module, especially to deal with the errors which are found in the module.

Keywords: content analysis, English module, module for fourth graders, module evaluation

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ABSTRAK

Fatoni, Ligolita Putri. 2014. A Content Analysis on a Second Semester Teacher-Compiled Module Used in SD Teruna Bangsa for Fourth Graders: Automatic English. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Sumber materi pembelajaran merupakan suatu hal yang penting dalam proses belajar mengajar bahasa. Sumber materi pembelajaran tersebut dapat membantu seorang guru mengubah kurikulum menjadi suatu kegiatan yang menarik, bermanfaat, dan praktis. Salah satu sumber materi pembelajaran yang sering ditemukan dan digunakan oleh para guru adalah buku latihan. Buku latihan dipercaya sebagai media yang efektif untuk membantu para guru dan murid. Hal ini menunjukkan bahwa sebuah buku latihan seharusnya mempunyai kriteria tertentu untuk membantu para murid mengerti materi pelajaran yang sedang didiskusikan. Penelitian ini bertujuan untuk mengetahui apakah buku latihan yang digunakan oleh SD Teruna Bangsa termasuk sebagai buku latihan yang ideal bagi anak-anak atau tidak. Ada dua pertanyaan yang perlu dijawab dalam penelitian ini. Pertama, kriteria yang terpenuhi oleh buku latihan yang dianalisis, dan yang kedua adalah kekurangan dan kelebihan buku latihan yang dapat dilihat dari pemenuhan kriteria dalam checklists.

Penelitian ini merupakan analisis dokumen. Subyek dari penelitian ini adalah buku latihan semester dua untuk kelas empat SD yang berjudul Automatic English. Buku latihan tersebut dianalisis dengan menggunakan checklists berdasarkan teori-teori untuk menganalisis buku latihan.

Beberapa teori digunakan oleh penelitian ini untuk mendukung serta memberikan batasan pembahasan. Teori-teori yang digunakan adalah teori kriteria buku latihan, tiga prinsip penilaian pembelajaran bahasa, yaitu validity,

authenticity, dan reliability.

Hasil penelitian ini mengindikasikan bahwa buku latihan Automatic English dapat dikategorikan sebagai buku latihan yang baik tapi tidak semua kriteria tercapai secara maksimal.

Dengan melihat hasil dari penelitian ini, beberapa saran diberikan untuk para guru dengan harapan supaya dapat menjadikan buku latihan lebih baik, terutama mengenai kesalahan-kesalahan yang ditemukan dalam buku latihan.

Kata kunci: content analysis, English module, module for fourth graders, module evaluation

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ACKNOWLEDGMENTS

It is such a wonderful time that I could finally finish this long study. I would like to express my gratitude to my Lord, Jesus Christ, who has blessed me and given me guidance, courage, and help along this study. I am also grateful for those whom I cannot mention all of the names, who have supported, guided, facilitated, and helped for all this time.

Firstly, I would like to sincerely thank Ag. Prasetyo Hardi, S.Pd., M.A., my sponsor who guided me, since without him my final paper would not have been finished by now. My next gratitude goes to my beloved parents, Ch. Heri Fatoni and

Christina Maria Sudaryati, for their patience and their endless love for me and also

to my siblings, Sari ‘Pesek’ and Ian for their help, and supports.

I thank Drs. Barli Bram, M. Ed., Ph.D., for his meaningful help as my proof reader. He helped me a lot by correcting the mistakes I have made. Then, my gratitude goes to all PBI lecturers, for their knowledge and their guidance, so that I can share my knowledge to others as well. My next gratitude goes to all the members of Sanata Dharma University staff, especially in PBI secretary and in library, who gave me a lot of help through the process of finishing this final paper. I also thank the teacher from SD Teruna Bangsa, Esfie Lukmawati, S. Pd., for her help to share her opinions about workbooks. It helped me a lot.

Then, I will never forget the power of friendship. I thank my great friends in PBI 2007: Iyeks, Luche, Vita, Mei, Debby ‘Oma’, Uccie, Atta, and those that I

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cannot mention one by one for teaching me about life, friendship, and boy-related stuff. I will never forget the friendship, the tears and laughter we have shared. Million of thanks for the priceless moments, adventures, and pictures we have been through. Equally important, the Strong, Smart, and Sexy ladies in AZ dancers: Bubos

MbMae, Endah, Deli, Shela, Aning, Christin, Bibin, Melisonk, and still the others

I cannot mention all. I thank God for having them as my wonderful sisters. Thank you, girls, for the sweats, tears, laughter, and the power. Last but not least, I would like to thank my beloved sweetheart for the prayers, support, guidance, love and experiences to share.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

APPROVAL PAGE ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

1. Content Analysis ... 7

2. A Teacher-Compiled Module ... 8

3. The fourth graders of SD Teruna Bangsa ... 9

4. Authenticity ... 9

5. Reliability ... 9

6. Validity ... 10

xii

CHAPTER II. DISCUSSION ... 18

A. Review of Related Literature ... 18

1. Principles of Language Assessment ... 18

a. Reliability ... 20

b. Validity ... 21

c. Authenticity ... 22

2. Approaches to Materials Evaluation ... 26

3. Evaluation Scheme ... 28

4. Description of an Automatic English Module ... 29

5. Learning Context ... 31

B. Findings and Discussion ... 32

CHAPTER III. CONCLUSIONS ... 39

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LIST OF TABLES

II A.1. The Differences between Traditional and Authentic Assessment ... 23

II B.1. The Criteria of the Content Validity of the Module ... 32

II B.2. The Criteria of the Face Validity of the Module ... 33

II B.3. The Criteria of the Reliability of the Module ... 34

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LIST OF APPENDICES

Appendix A. Checklists of Language Assessment Principles ... 43 Appendix B. Target of English Subject for Fourth Graders Semester 2 ... 56

1

CHAPTER I

INTRODUCTION

This chapter is allocated for discussing the background of the research and the research method employed. Two questions are proposed in this study. In order to make it more specific, this study is limited to three principles of language assessment, namely authenticity, reliability and validity. The subject of this research is a module for fourth graders in 2nd semester compiled by the English teacher of SD Teruna Bangsa.

A.

Research Background

English language is spoken by millions of people, and the amount of people using English as a means of communication are increasing time after time. One of the reasons is that English is an international language. The development of information, technology, education and other fields can be accessed through English. People will be able to access what is happening in the world if they know English. Working world nowadays is also demanding the employee candidates to be able to speak English.

Knowing that fact, the Minister of Culture and Education in Indonesia began to make a policy to include English as one of the local-content subjects to teach at schools in order to prepare the students to the working world and globalization era. The policy regarding English Language teaching and learning is

mentioned in Ministerial Decree of the Department Education and Culture No.22/U/2006. It is hoped that since the school years, students will be accustomed to English words and sounds and be able to speak it out and apply it to the real life situation. As a foreign language, the careful preparation and examination of the teaching and learning process should be taken into account. The things which will support the process of language teaching and learning should be provided as the media to transfer the knowledge and to reach the goals/ objectives which have been set before, such as materials, media, and other supporting tools. Teachers’ readiness is one of the factors that will greatly contribute in the process of English language teaching and learning.

A teacher, as the key in the process of teaching and learning, needs to realize how important his/ her role in the class is. He/ she should be able to transform the curriculum, which is objectives, methodology, materials, and assessment, to be the practical activities in the classroom. Therefore, the teacher must have good background knowledge of the subject he/she is teaching. Skills and abilities in the process of helping the students to get the knowledge and assisting the students in classroom activities are also demanded for a teacher. In other words, the English teacher should possess a good command of English and sufficient knowledge about language teaching and learning in order to be able to evaluate whether or not he/she is applying an appropriate teaching method and approach and using meaningful materials.

Learning materials are important sources for the teacher to help him/her teach English to the students. The materials used in classroom can be textbooks,

modules, storybooks, recordings, brochures, flashcards, posters, video clips, and others. Materials may serve the basis for the language input the learners receive and the language practice in the classroom. Materials also provide the basis for the content of the lessons, the skills taught, and the language practice that students take part in. Since the learning materials have an important role in the process of language teaching and learning, a teacher should be aware of selecting the materials and putting it into practice.

This paper focuses on one of the learning materials used in English class of SD Teruna Bangsa, namely Automatic English Grade 4 Semester 2 as the subject of the research. Automatic English Grade 4 Semester 2 is a teacher-compiled module and used as one of the assessment tools for the students. The English teacher of SD Teruna Bangsa decided to use her own-compiled module as to fulfill her students’ needs and to support the achievement of the purpose and objectives of learning English set by the schools.

Talking about language teaching and learning, the term assessment should not be ignored for it is the integral part of the process of language teaching and learning itself. It often happens that test and assessment are thought to be synonymous. But, in fact, they are not the same. Assessment is different from test. Brown (2003, p.4) explained that test is a part of assessment. “…Test is not the only form of assessment that can be made. All tests are formal assessment, but not all formal assessments are tests. A teacher can assess students’ progress by getting them make portfolios, researches, presentations, etc. Assessment covers a much wider domain and is an ongoing process…”

Furthermore, Brown (2003, p.4) argues that tests, which are a subset of assessment which can provide authenticity, motivation, and feedback to the learners, are essential components of a successful curriculum and one of several partners in the learning process.

Assessment is needed in the process of language teaching and learning to see how far the progress the students have made along the certain period of time and also to evaluate the process of language teaching and learning itself. Regarding to those issues, the writer uses some principles of language assessment proposed by Brown (2003, p.19) in analyzing the “Automatic English” workbook

which is used as one of the materials in the process of English language teaching and learning in SD Teruna Bangsa.

The principles of language assessment used in this paper are Reliability, Validity, and Authenticity. Brown (2003, p.20) says that a reliable test is the one which is consistent and dependable. A number of factors which contribute to the unreliability of a test, as adapted from Mousavi (2002, p.804), are the possibilities fluctuations in the students, in scoring, in test administration, and in the test itself. A reliable test should yield similar results if it is given to the students in two different occasions.

A test is said to be valid when the test measures what it is intended to measure. A test cannot be valid unless it is reliable. The validity aspect covers face and content validity. A valid test, as what has been explained by Brown (2003, p.22), is the one which has reasonable difficulty levels, related tasks to the

course work, clear and uncomplicated directions and items, and the appropriate time allotment.

The last language principle being discussed in this paper is called authenticity. Bachman and Palmer (1996, p.23) define authenticity as “the degree of correspondence of the characteristics of a given language test task to the

features of a target language task.” In other words, a claim for authentic test is the

one that is likely to be enacted to the “real world”.

Those three principles proposed by Brown (2003, p.20) will be used to analyze whether or not the Automatic English workbook is reliable, valid, and authentic to use as the teaching and learning material and to analyze its strengths and weaknesses.

The process of language teaching and learning will not run as what have been expected if the components supporting the process are not well-prepared and well-organized. Those components might be the media, environment, condition of the students and teacher, and the learning materials as well. Learning materials used are various depending on the objectives or goals of the lesson and the creativity of the teacher herself. The sources of learning materials are for example CD, cassette, recording, textbook, workbook, flashcard, handout, paragraph written on the board, etc.

Nunan (1988, p.98) states that materials are, in fact, essential elements within the curriculum, and they do more than simply lubricate the wheels of learning. Furthermore, he adds that materials, at their best, provide concrete

models for desirable classroom practice. They act as curriculum models and at their very best they fulfill a teacher development role.

In other words, teaching materials have direct influence on the process of teaching and learning. The module, as one of the materials that is being used, of course gives direct influence toward the way how the language is learned. Knowing the fact that teaching and learning materials have an important effect toward the progress/ result of the language learning, the significance of this study is aimed to help the teacher to carefully examine the supporting materials’ appropriateness toward the needs and characteristics of the students.

The study addresses two problems. The first problem is to know whether or not the second semester teacher-compiled module: Automatic English Grade 4

has fulfilled the three criteria of principles of language assessment: reliability, validity and authenticity. The second problem addressed is to know what the strengths and weaknesses of the teacher-compiled module: Automatic English Grade 4 Semester 2 as one of the means for assessing students are.

The objective of the study is to answer the questions proposed in the problem formulation. The teacher-compiled module, Automatic English, is used by SD Teruna Bangsa for certain considerations. The first reason is that the English teacher feels that the school needs material sources that could accommodate the needs of the students and the school. The English subject is taught five days each week in this school and each meeting has time allotment 35 minutes. The English teacher often finds it is not efficient if she has to find additional materials to cover the needs of the students. For that reason and being

supported by the school committee, the English teacher decided to compile a module to be used in the process of language teaching and learning.

Secondly, the teacher wants to accommodate what becomes students’ need more. She realizes how important the sources and kinds of materials are in the process of language teaching and learning. Looking at these needs, the English teacher of SD Teruna Bangsa compiled a module to be used for supporting the process of language teaching and learning.

The study is concerned with the analyzing and evaluating the fourth grade semester two elementary school module used in SD Teruna Bangsa, Automatic English. The discussion is limited to the principles of English language assessment. It attempts to find out whether or not the module used by SD Teruna Bangsa, Automatic English, has fulfilled the principles of language assessment, namely Reliability, Validity, and Authenticity.

The generalization of the research findings cannot be made to other schools since they are not using the same module as what SD Teruna Bangsa is doing.

To avoid different perceptions from what is being discussed, the researcher has defined the specific terms used in the paper.

1. Content Analysis

Content analysis, which is often referred to as document analysis is one of the approaches under the descriptive research. The aim of descriptive research as stated by Ary, Jacobs, & Razavieh (2007, p.447) is to gain information about the nature and degree of existing condition. Ary et al (2002, p.443) listed some

purposes of document analysis, some of which are to identify bias prejudice, or propaganda in textbooks; to describe existing practice; to discover the level of difficulty of material in textbooks or other publications; to discover the relative importance of, or interest in, certain topics. Those purposes are proper to the objectives of the research, which are aimed at discovering whether or not the

Automatic English module being analyzed has the criteria of book evaluation and language assessment and to find out how those criteria are fulfilled or not, and to see the module’s strengths and weaknesses.

What is meant by content analysis in this paper is a process of analyzing an Automatic English module used for fourth graders in SD Teruna Bangsa as one of the assessment tools used by the English teacher. The analysis is done to see the fulfillment of the criteria of book evaluation and language assessment and to find out the strengths and weaknesses of the module. In other words, content analysis is a procedure that involves examining learning materials to establish their value (Tomlinson, 2003, p.146).

2. A Teacher-Compiled Module

A module is a book which is used in the process of teaching and learning containing a lot of exercises and it plays an important role for the students to practice. Poejosoedarmo (1978, p.317) defines a workbook as supplementary for textbook besides teacher’s manual book, and extensive reading book.

What it means by a teacher-compiled module in this paper is a book compiled by the English teacher of SD Teruna Bangsa containing a list of exercises covering four language skills (listening, speaking, reading, and writing)

to be done by the students and arranged based on the certain topic/ theme/ unit. The module is used as an ongoing assessment made by the teacher concerning whether or not students have achieved the goals/ objectives of the lesson being discussed.

3. The fourth graders of SD Teruna Bangsa

Fourth graders of SD Teruna Bangsa in this paper refer to the students whose ages are ranging from eight until ten years old. The fourth graders consist of thirty students from different social backgrounds. Teruna Bangsa is one of the private schools in Yogyakarta located in Villa Seturan Indah D10 Caturtunggal, Depok, Sleman, Yogyakarta.

4. Authenticity

It is one of the language assessment principles. Bachman and Palmer (1996, p.23) define authenticity as “the degree of correspondence of the characteristics of a given language test task to the features of a target language

task,” and then suggest an agenda for identifying those target language tasks and

for transforming them into valid test items.

Basically, an assessment is said to be authentic when the tasks/ exercises given have the as-natural-as-possible language, based on real-world task, contextualized items, and meaningful topics organization (Brown, 2003, p.28).

5. Reliability

Reliability is one of the language assessment principles which concerns about the consistency and dependability. This principle is affected by several factors. They are student-related reliability, rater (teacher) reliability, test

administration reliability, and test reliability. This paper is focused on test reliability and it deals with the nature of the test itself. The sources of test unreliability may from the inappropriate time allotment (the amount of time provided is not suitable with the test items) and the poorly written test items (that are ambiguous or that have more than one correct answer) (Brown, 2003, p.28).

6. Validity

An assessment is said to be valid if it measures what is intended to measure. Validity is the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment (Gronlund, 1998, p.226). There is no final, absolute measure of validity, but several different kinds of evidence may be used to examine the validity of the test items. There are five types of evidences proposed by Brown (2003, p.22): Content validity (content-related evidence), criterion-related evidence, construct-related evidence, consequential validity, and face validity. From those evidences, there are two aspects which will be discussed in terms of validity in this paper, i.e. content validity and face validity.

Brown (2003, p.22) defines content validity as a situation in which a test requires the test-taker to perform the behavior that is being measured. The content validity can be identified observationally if the achievement being measured can be clearly defined. In other words, content validity deals with the requirements to perform the previously-learned lessons and represent the objectives of the unit on which the assessment is based.

The extent to which “students view the assessment as fair, relevant,

and useful for improving learning” (Gronlund, 1998, p.210) is popularly

known as face validity. Mousavi (2002, p.244) explains that face validity refers to the degree to which a test looks right, and appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of the examinees who take it, the administrative personnel who decide on its use, and other psychometrically unsophisticated observers. Face validity is

seen from students’ points of view. The test is said to be face-valid if it has a

clear direction, a logically-organized structure of the test, an appropriate difficulty level, has no ‘surprises’, and an appropriate timing (Brown, 2003, p.27).

B. Research Method

Document analysis is one of the approaches in descriptive research. There are some approaches under descriptive research. Seven approaches are mentioned by Ary et al. (2007, p.447): case studies, surveys, developmental studies, follow-up studies, document analysis, trend analysis, and co relational studies. Moreover, Ary, Jacobs, and Razavieh (2007, p.304) state that “documentary analysis, often referred to as content analysis, is not confined to simple counts but can also be

used to study sociological and psychological variables.” There are some purposes

of document analysis in educational research listed by Ary et al. (2002, p.443), namely: identifying bias prejudice, or propaganda in textbooks; analyzing types of

level of difficulty of material in textbooks or other publications; discovering the relative importance of, or interest in, certain topics.

The fact that this research is aimed at discovering whether or not the

Automatic English module being analyzed has the criteria of book evaluation and language assessment and to find out how those criteria are fulfilled or not, and to see the module’s strengths and weaknesses, it can be concluded that identifying bias prejudice or propaganda in textbooks, describing the prevailing practice, discovering the level of difficulty of material in textbooks or other publications, and discovering the relative importance of or interest in certain topics are proper to the objectives of the research.

Automatic English Grade 4 Semester 2 module is the document which is analyzed to discuss how the principles of language assessment are met. The use of modules to support the process of language teaching and learning is commonly found at schools. The widely published books demand teachers to carefully select what become the most appropriate material sources to support the process of language teaching and learning.

In this study, the researcher attempts to analyze the module used in SD Teruna Bangsa entitled Automatic English. This module is used from the first until the sixth grade. The students are already familiar with the module since they already use it in the early time they study in that school. This study focuses on the module used for fourth graders in the second semester. The module Automatic English is compiled by the English teacher of SD Teruna Bangsa. She realizes that she needs a material source which can accommodate and fulfill the needs of

the students and the teacher herself. Because the time allotment for English subject in SD Teruna Bangsa is 5 days a week with each meeting’s time allotment 35 minutes, the teacher feels that she needs some extra more materials to cover the extra time allotment.

The researcher is the primary instrument for this research. Merriam (2009) argues that a human instrument will be the ideal means of collecting and analyzing data because human instrument is able to be responsive and adaptive to the process of gathering the data.

The module as the document to analyze is the second instrument. Ary et al. (2010, p.442) state, “Qualitative researchers may use written documents or

other artifacts to gain an understanding of the phenomenon under study.” Since

the researcher analyzes the module directly, the document used in this research is considered as a primary source. For the module evaluation, the researcher provides checklists.

The checklists used contain the following criteria: firstly, it is general appearance. This criterion is related to cover, the font size and type of the letter used in the module, the informative pages and table of contents, title chosen for every unit/ lesson, the glossary, and references. Secondly, it deals with design and illustration. Design includes the consistency in the use of headings, icons, labels, italics, et cetera, whereas the illustration is related to images, charts, and tables used in the module. Accompanying materials are the third criterion used in the checklists. It is related to the recording, posters, flash cards, games used to complete and support the module. The fourth criterion deals with the objectives.

The objectives concern to the materials presented in the module. It should be arranged based on the standard competence and basic competence appropriate for fourth graders, so that the needs and wants of the students and teacher can be accommodated. The fifth criterion is topic contents. It concerns about the ability of the topics to interest students and the variety to accommodate and attract the different types of learners.

Language skills which contain the criteria of whether or not the four elements of language skills: listening, speaking, reading, and writing are adequately given and allotted or not are the sixth criterion used in the checklists. Teachability is going to be the seventh criterion in the checklists. This aspect is related to the ability of the module to help the teacher in supporting the process of language teaching and learning. The eighth criterion is flexibility. It measures the ability of the module to be adapted in such a way to fulfill different style of learning needs.

Practice and testing which deal with the numbers and kinds of exercises provided in the module, the clarity of direction of the tasks/ exercises, and the existence of the model of achievement test are used for the ninth criterion. The tenth criterion is language content. This is related to the vocabulary, pronunciation, and grammar used in the module. The last criterion available in the checklists is social and cultural contexts. This aspect concerns about how the module gives a positive impact toward students regarding to the social and cultural contexts which includes the positive views toward ethnic origins, occupations, age groups, and disability. It also deals with ability of the module to

be socially and culturally comprehensible to the students’ cultural background to be applied in daily life.

The data was gathered from the Automatic English module for fourth graders in the second semester. The researcher analyzed the module based on the criteria for book evaluation presented to get the data. The material evaluation checklistss consist of seven columns. The first column is for number followed by the principles of language assessment covered (reliability, validity, and authenticity), then the third is for criteria/aspects which are measured, and the fourth, fifth, and sixth column are provided for knowing the quality of each criteria/aspects stated (ranging from 3 to 1), and the last column is for the score of each criteria/aspects stated in each number. To measure the quality of the criteria stated, the researcher uses numbers to indicate, those are 3 (three) to indicate that the criteria/aspects are fully met in the module, 2 (two) to show that the module has the criteria/aspects stated in the checklistss but not as perfect/appropriate/good as the point 3 (three), and 1 (one) to indicate that the module does not have the criteria/aspects mentioned in the checklists. The researcher bolds the column to know the score of each criterion in the checklistss, and then writes the score in the last column.

The calculation of the data gained is using this formulation:

Percentage= ∑X X 100%

N

∑X = the total criteria points which are met in the module for each aspect

Each principle of language assessment is also measured using the formula presented above. Therefore, for the validity aspect, the calculation will be:

Percentage= ∑X X 100%

N

∑X = the total points of validity which are met in the module

N = the maximum score of the validity aspect (60 points)

Since there are two different aspects for measuring the validity of the module (content validity and face validity), then the calculation is also applied for each of the aspect. It will be as follows:

Percentage= ∑X X 100%

N

∑X = the total points of content/ face validity which are met in the module

N = the maximum score of the content/ face validity aspect (30 points each)

Whereas the calculation for reliability aspect will be in this way:

Percentage= ∑X X 100%

N

∑X = the total points of reliability which are met in a module

The calculation for authenticity aspect will be:

Percentage= ∑X X 100%

N

∑X = the total points of authenticity which are met in a module

N = the maximum score of the authenticity aspect (39 points)

The researcher uses these conditions to decide the result of the data analysis: 79 % - 100 % good

57 % - 78 % fair

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CHAPTER II

DISCUSSION

Chapter II covers the theories supporting to the study. It deals with the approaches used to evaluate the material, which is Automatic English module, and the scheme of evaluation. The information about Automatic English module is explained in chapter II along with the learning context of the module. The research result is discussed in this chapter.

A.

Review of Related Literature

This chapter is allocated to review the literature related to the main topic, evaluation of a module. It deals with a number of theoretical studies that contribute to the field of module evaluation.

1.

Principles of Language Assessment

Assessment is a popular term in educational practice but it is sometimes misunderstood. Assessment and test are not synonymous; they are different. As what has been stated by Brown (2003, p.4), tests are prepared administrative procedures that occur at identifiable times in a curriculum when learners muster all their faculties to offer peak performance, knowing that their responses are being measured and evaluated. Therefore, a test, in simple terms, is a procedure

for measuring a learner’s ability, knowledge, or performance in a given domain.

Assessment, on the other hand, is an ongoing process that encompasses a much wider domain (Brown, 2003, p.4). Whenever a student responds in a

question, offers a comment, or tries out a new word or structure, the teacher

subconsciously makes an assessment of the student’s performance. Based on what

has been explained by Brown (2003, p.4), tests, then, are a subset of assessment; they are not the only form of assessment that a teacher can make. All tests are formal assessment, but not all formal assessment is testing. Teacher can use

students’ journal, portfolios as a formal assessment instead of testing. Assessment

is an integral part of the teaching-learning cycle. In an interactive, communicative curriculum, assessment is almost constant. Tests, which are a subset of assessment, can provide authenticity, motivation, and feedback to the learner. Tests are essential components of a successful curriculum and one of several partners in the learning process.

Basic principles about assessment as proposed by Brown (2003, p.16) are assessment can increase motivation by serving as important events of student progress; appropriate assessments aid to the reinforcement and retention of information; assessments can confirm areas of strength and pinpoint areas needing further work; assessments can provide a sense of periodic closure to modules within a curriculum; assessments can promote student autonomy by encouraging

students’ self-evaluation of their progress; assessments can encourage learners to

set goals for themselves; and assessments can aid to evaluating teaching effectiveness.

One of the ways to see the learners’ progress is by giving them one form of assessments, i. e. a test. There are some principles which need to ponder and apply to tests and also to assessments of all kinds. These principles will help a test

(and also any kind of assessment) to be effective and appropriate. As proposed by Brown (2003, p.19), there are five principles of language assessment which can be used to see whether the test/ assessment being used are effective or not.

This paper focuses on the three principles proposed by Brown (2003), and they are reliability, validity, and authenticity. Those three principles will be used

to see the fulfillment of language assessment’s principles of the Automatic

English module for fourth graders in second semester and to see its strength and weaknesses, as what has been mentioned in the purpose of this study.

a. Reliability

A reliable test is consistent and dependable. What it means by consistent and dependable is that if a teacher gives the same test to the same students or matched students on two different occasions, the test should yield similar results (Brown, 2003, p. 21).

Establishing reliability is a prerequisite for establishing validity. Although a valid assessment is by necessity reliable, the contrary is not true. A reliable assessment is not necessarily valid. The issue of reliability of a test may best be addressed by considering a number of factors that may contribute to the unreliability of a test (adapted from Mousavi, 2002, p.804). The first factor is from students (student-related reliability), and the second factor which may

contribute to the unreliability of a test is from rater’s scoring system (rater

-reliability). Test administration (test administration reliability) also contributes to unreliability of a test. The last factor which contributes to unreliability of a test is the test itself (test reliability).

The study focuses on one of the factors which may contribute to the unreliability of a test, i.e. test reliability. Test reliability deals with the nature of the test itself. Sometimes the nature of the test can cause measurement errors. Inappropriate time allotment may affect the performance of students who do not perform well on a test with a time limit. Another factor contributing to unreliability of a test is the poorly written test items (which are ambiguous or have more than one correct answer).

b.Validity

Everitt (2002, p.388) defines validity as the extent to which a measuring instrument is measuring what was intended. In other words, it can be said that a valid test is a test which measures what it is intended to measure. It requires students to perform tasks that were included in the previous classroom lessons.

Brown (2003, p.22) explains that there is no final, absolute measure of validity, but several different kinds of evidences may be invoked in support. Some evidences which may support a test to be valid are content validity, criterion-related validity, construct validity, consequential validity, and face validity. From those evidences, there are two evidences which is used and discussed to help the researcher analyzing the Automatic English module. Those are content validity and face validity. A test is said to be content-valid if it requires the students to perform the behavior that is being measured. For example, if a teacher is trying to

assess a student’s ability to speak, then, a test which requires the learner to speak

within some sort of authentic context is a content-valid test. Face validity is the extent to which students view the assessment as fair, relevant, and useful for

improving learning (Gronlund, 1998, p.210). Face validity refers to the degree to which a test looks right, and appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of the examinees who take it (Mousavi, 2002, p.244). In other words, face validity means that the students perceive the test to be valid. Brown (2003, p.27) states that face validity will likely be high if learners encounter a well-constructed with familiar tasks in an expected format, a clearly doable test within the allotted time limit, items that are clear and uncomplicated, directions that are crystal clear, tasks that relate to their course book (content validity), and a difficulty level that presents a reasonable challenge. Content validity is a very important ingredient in achieving face validity. If a test samples the actual content of what the learner has achieved or expects to achieve, then face validity will be more likely to be perceived.

c. Authenticity

Bachman and Palmer (1996, p.23) define authenticity as “the degree of correspondence of the characteristics of a given language test task to the features of a target language task. Its aim is to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. For example, authentic assessments ask students to read real texts, to write for authentic purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books, keeping journals, writing letters, and revising a piece of writing until it works for the reader. Both the material and the assessment tasks look as natural as possible. In other words, a test is said to be

natural language, contextualizing the test item, giving meaningful (relevant,

interesting) topics for the learners, providing thematic organization to the item

(e.g. through story line or episode), giving test which represent or closely approximate real world task.

An example of authentic assessment that can be made is after completing a first-grade theme on families in which students learned about being part of a family and about the structure and sequence of stories, students might illustrate and write their own stories with several parts, telling a story about how a family member or friend helped them when they were feeling sad.

The formats for performance/authentic assessments range from relatively short answers to long-term projects that require students to present or demonstrate their work. These performances often require students to engage in higher-order thinking and to integrate many language arts skills. Consequently, some performance assessments are longer and more complex than what it is in traditional assessments.

Traditional --- Authentic

Selecting a Response --- Performing a Task Contrived --- Real-life Recall/Recognition --- Construction/Application Teacher-structured --- Student-structured Indirect Evidence --- Direct Evidence

There are some characteristics which differentiate an authentic assessment from traditional assessment. Firstly, it is selecting a response to performing a task. On traditional assessments, students are typically given several choices (e.g., a,b,c or d; true or false) and asked to select the right answer. In contrast, authentic assessments ask students to demonstrate understanding by performing a more complex task which is usually representative of more meaningful application.

The second characteristic which differentiates an authentic assessment from a traditional assessment is that it is contrived to real-life. It is not very often in life outside of school that students are asked to select from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the number of times students can be asked to demonstrate proficiency in a short period of time. More commonly in life, as in authentic assessments, students are asked to demonstrate proficiency by doing something.

Thirdly, it is recognition of knowledge to construction/application of knowledge. Well-designed traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Authentic assessments often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well.

The fourth factor is teacher-structured to student-structured. When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person(s) who developed the test. A student's

attention will understandably be focused on and limited to what is on the test. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment.

The last factor which differentiates between an authentic assessment and traditional one is the indirect evidence and direct evidence. Even if a multiple-choice question asks a student to analyze or apply facts to a new situation rather than just recall the facts, and the student selects the correct answer, what do you now know about that student? Did that student get lucky and pick the right answer? What thinking led the student to pick that answer? We really do not know. At best, we can make some inferences about what that student might know and might be able to do with that knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real-world situations. Authentic assessments, on the other hand, offer more direct evidence of application and construction of knowledge. As in the golf example above, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test.

2.

Approaches to Materials Evaluation

Tomlinson (2003, p.15) defines materials evaluation as ‘a procedure that involves measuring a value (or potential value) of a set of learning materials’. An evaluation focuses largely on the needs of the users of the materials and makes subjective judgment about their effects. An evaluation might include a question, for instance, ‘Do the reading texts sufficiently engage learners?’, which elicit responses containing a necessarily subjective value judgment.

Evaluation can be carried out pre-use, in-use, or post-use. The main aim of evaluating materials pre-use, according to Rubdy (2003, p.42), is to measure the potential of what a teacher and learners can do with them in the classroom. In-use and post-use evaluations are important in establishing how successful learning materials are (McDonough & Shaw, 2003, p.71).

With the widespread of commercially produced textbooks supporting the teaching and learning process, teachers need to be careful selecting the materials used in the process of language teaching and learning. Some modification, adaptation, and development are needed in order to meet the needs and demands of the learners.

A number of theoretical evaluative frameworks regarding materials evaluation have been published (e.g. in Williams, 1983; Breen & Candlin, 1987; Sheldon, 1988; McDonough & Shaw, 2003; Cunningsworth, 1995; and McGrath, 2002). These have mostly been checklist-based, usually in the form of questions to be answered to determine the extent to which the materials fulfill a set of criteria.

The advantages and disadvantages of checklists have been pointed out by several writers. Not only can checklists be systematic and comprehensive, they are also time and cost effective, and the results are easy to understand, replicate and compare (McGrath, 2002, pp.26-27). Sheldon (1988, p.242) suggests that considerable modification of any set of culturally restricted criteria needs to be done to make checklists applicable to most cultural contexts.

Tomlinson (2003, p.16) argues that materials evaluation is a procedure that involves measuring some or all of the following: the appeal of the materials, the credibility of the materials to learners, teachers, and administrators, the validity of the materials, the reliability of the materials, the ability of the materials to interest the learners and the teachers, the ability of the materials to motivate the learners, the value of the materials in terms of short-term and long-term learning, the

learners’ and teacher’s perceptions of the value of the materials, the assistance

given to the teacher (in terms of preparation, delivery, and assessment), the flexibility of the materials, the contribution made by the materials to teacher development, and the match with administrative requirements.

In this study, a checklist-based system is employed, with some modification required to make the evaluation more suitable for the researcher’s aim and context. A questionnaire given to the teacher is also used to gain more information concerning about the focus of the study. The questionnaire consists of the following categories: the introduction of the subject/ course, course’s subject

matter, aids, exercises, and activities, the teacher’s manual, the course book layout

3.

Evaluation Scheme

Hutchinson and Walters (1987, pp.37-38) suggests an interactive view of material evaluation. They emphasize the deeper level of materials evaluation by asking the question why materials are the way they are. They claim that materials evaluation plays such an important role in language teaching that its potential for influencing the way teachers operate is considerable. Materials evaluation can and should be a two-way process which enables teachers not just to select a textbook, but also to develop their awareness of their own teaching/learning situation.

Hutchinson and Walters (1987, p.96) give this definition, ‘Evaluation is a matter of judging the fitness of something for a particular purpose.’ Cunningsworth (1984, p.64) puts forwards the idea ‘…that the process of evaluation could not be a purely mechanical one and that professional judgment was involved at every stage.’He goes on to say, ‘Professional judgment, founded on understanding of the rationale of language teaching and learning and be backed up by practical experience, lies at the base of evaluation procedure’. In other words, materials evaluation helps us to make decisions in selecting materials, form professional judgment as well as raise awareness of or reflect on our teaching and learning experience.

Having seen the significance of evaluating materials for language teaching and learning process, let us move to the things concerned with the ways of evaluating materials and the criteria followed in the process of evaluation.

Sheldon (1988, p.237) maintains that since no one’s set of criteria is applicable to all different situations, researchers can only commit themselves to

checklists or scoring system. The process of evaluation is inevitably a subjective activity. To avoid the danger of allowing subjective factors to influence judgment in the analysis, Hutchinson and Waters (1987, p.97) emphasize the importance of

objectivity in evaluation. ‘Evaluation is basically a matching process: matching

needs to available solutions. If this matching is to be done as objectively as possible, it is best to look at the needs and solutions separately.’ Thus, the evaluation process is divided into four major steps, i.e. 1.defining criteria, 2.subjective analysis, 3.objective analysis, and 4.matching.

The materials evaluation scheme used in this study is a checklist-based using the quality of the certain criteria in each aspect ranging from 1 to 3. The evaluation assesses the materials in relation to the following areas: general appearance, design and illustration, accompanying materials, objectives, topic contents, language contents, social and cultural contexts, language skills, teachability, flexibility, practice and testing. The evaluation scheme is designed with the aim of evaluating the ability of the materials to fulfill the principles of language assessment which are shown in the areas of materials evaluation above in order to promote the teaching and learning process and to see the strengths and weaknesses of the material being used.

4.

Description of an

Automatic English

Module

The module Automatic English which is compiled by the English teacher of SD Teruna Bangsa is used for the students of SD Teruna Bangsa in the first until the sixth grades. The study is going to focus on the module used by the fourth graders of SD Teruna Bangsa in the second semester.

The module consists of five units of the lesson to cover in the second semester. There is an extra material accompanying each unit. This extra material is given for the students who are fast-pace type of learners so that they still have activities to do and to avoid disturbing the other students. A list of vocabulary is given in the end section of the module with Indonesian translation. The topics arrangement of the second semester module of Automatic English is as follows:

Unit 6 Clothes and Extra

Unit 7 Health Problems and Extra Unit 8 In the Mall and Extra Unit 9 On the Street and Extra Unit 10 On the Phone and Extra Vocabulary

References

Each topic of the lesson in this module includes four skills activities namely listening, speaking, reading, and writing. Song is also given in the end of each topic with the picture of illustration. There is a bible quote in the beginning of each topic which is related to the topic presented. English lesson in Teruna Bangsa is taught five days a week with the time allotment each meeting 35 minutes. The teacher feels that it is not efficient if she has to find additional materials to cover the lesson and she realizes how important the materials which can fulfill students’ needs are in the process of language teaching and learning. Moreover, the decision for making and using the teacher-produced module is also supported by the school committee. For

those reasons, the English teacher of SD Teruna Bangsa decided to compile a module to be used in the process of language teaching and learning.

The module is printed in an A4-size paper with 81-page width. The module is not that thick. Therefore it is easy for students to bring. The fonts of the letters are clearly printed with an appropriate size. To avoid boredom, the activities/tasks available in the module are various, ranging from matching, filling in the blanks, dialogue practicing, and drawing. The pictures and illustrations presented in the module are in black and white ink. The references of the module are taken from the internet.

5.

Learning Context

The learning context is a private school in Yogyakarta. The students have a five-day English subject in a week with time allotment 35 minutes in each meeting. The focus of this paper is fourth grade learners aged between eight and ten. The learners of this school have been introduced to English subject since the first grade. All learners are familiar with the Automatic English module series for they have used it throughout their studies at the school.

One of the measuring tools for learners’ progress is by doing the

exercises of the module. Besides this, the teacher gives regular tests to measure learners’ progress. The learners are given certain time allotment to complete the tasks/exercises on each topic of the module. This will be used for an ongoing assessment.

B.

Findings and Discussion

There are three principles of language assessment discussed in this study, namely validity, reliability, and authenticity. The checklists used to analyze and evaluate the module consist of 47 items/criteria/aspects with the distribution as follows:

1. Validity : There are 20 items for analyzing the validity of the module, with 10 items each on content validity and face validity. Those 20 items are divided into two parts.

The first part is to see the content validity of the module. It consists of 10 items. The items deal with objectives, teachability, and practice and testing. The table is shown in table B.1:

Table B.1. The criteria of the content validity of the module

No. Principles of Language

Assessment Covered Criteria/Aspects

1. Validity (content-valid) Generally, the module fulfills the general objectives of

teaching English language in Indonesia (objectives)

2. Validity (content-valid) Generally, the module fulfills the general objectives of

teaching english for elementary level (objectives)

3. Validity (content-valid) The objectives specified explicitly in the module are

based on some theoretical background (objectives)

4. Validity (content-valid) The objectives define the desired degree of mastery

(objectives)

5. Validity (content-valid) The objectives meet the needs and wants of fourth

graders (objectives)

6. Validity (content-valid) The objectives are clear and precise (objectives)

7. Validity (content-valid) The objectives are measurable (objectives)

8. Validity (content-valid) The module helps teachers exploit the activities to meet

students' expectation (teachability)

9. Validity (content-valid) The module provides periodical revisions for diagnostic

purposes (practice and testing)

10. Validity (content-valid) The module provides models for final achievement tests

55

No

Principles of

Language

Assessment

Covered

Criteria/ Aspects

Quality

Score

3

2

1

45

Authenticity

The content of the

module is free from

stereotypical images

and information

(social & cultural

contexts)

Yes, the content

of the module is

free from

stereotypical

images and

information

Yes, some of the

contents of the

module are free from

stereotypical images

and information and

the others contain

stereotypical images

and information

Most of the

contents of the

module have

stereotypical

images and

information

3

46

Authenticity

The module

expresses positive

views of ethnic

origins, occupations,

age groups, social

groups, and disability

(social & cultural

contexts)

Yes, the module

expresses positive

views of ethnic

origins,

occupations, age

groups, social

groups, and

disability

Yes, the module

expresses positive

views of ethnic

origins, occupations,

age groups, social

groups, and

disability but only in

some parts

No, the module

does not

expresses

positive views of

ethnic origins,

occupations, age

groups, social

groups, and

disability

3

47

Authenticity

The topics encourage

students to express

their own views

(topic contents)

Yes, the topics

encourage

students to

express their own

views

Yes, the topics are

interesting but are

not encouranging

students to express

their own views

No, the topics

are not

encouraging

students to

express their

own views

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