was said to have face validity if it looked like it measured what it was supposed to be measured. Consequently, to attain face validity, the direct
testing was used in this research because it required the students to directly perform the writing skill writing narrative text that the researcher intended to
be tested. It is stated that direct testing is easier to do when it is planned to measure speaking and writing skill the productive skill because the precise
performance of speaking and writing can give the information about students’ ability.
8
Based on the explanation above, the researcher used an open-ended essay test because it was suitable for testing
students’ ability in writing narrative text.
Furthermore, to achieve the face and content validity of the instrument pretest and posttest, the researcher asked
for the skripsi advisor’s help to check the appropriateness of the instrument whether it was proper to give to
the students or not. More importantly, the researcher made sure that the instrument was valid by making the relevance of the objective of the test, the
instruction of the test, and the indicator with the KI and KD Kompetensi Inti dan Kompetensi Dasar which is based on curriculum 2013.
2. Reliability
Reliability refers to the stability or consistency of assessment information, i.e., whether it is typical of a pupil’s behaviour.
9
It is about the consistency of score from an assessment when it is done with the same
instrument at another time. To achieve reliability of instrument, the researcher used scoring rubric
analytic scoring to score the students ’ writing pretest and posttest. It is said
that in analytic scoring, each criteria item or trait such as idea, organization,
8
Arthur Hughes, Testing for Language Teachers Second Edition, Cambridge: Cambridge University Press, 2003, p. 17
9
Peter W. Airasian, Classroom Assessment-Concept and Application, New York: McGraw-Hill, 2002, p. 17
word choice, sentence fluency, and grammatical convention is weighted separately and the student is given a breakdown on specific features of the
writing sample.
10
It meant that t o score students’ writing using this analytic
scoring, it must be decided on the several aspects of writing which had the number of points in each aspect to be added together to be a total score.
Moreover, this analytic scoring could gain reliability. Weigle adds that analytic scoring can be more reliable than holistic scoring because reliability
will increase when additional items are added to a separate-point test, so a scoring scheme which has multiple
scores are given to each students’ a piece of writing tends to improve reliability.
11
To assess the eighth grade students’ narrative writing, the writer used
the analytic fictionnarrative writing content rubric from
Vicki L. Kohen and John Edwin Cowen’s rubric which was modified by the researcher to suit her own
purposes. The writing rubric was provided in the appendix. Furthermore, the writing rubric was suited to the level of the students and the purpose of the test.
G. Technique of Data Collecting
After creating the instrument, the researcher collected the data. The data was obtained from the result of both control and experimental class which was
given writing narrative test pretest and posttest based on the material that was arranged appropriately to the syllabus. A test technique was used in this research
because it is a technique of data collecting in quantitative research which uses instrument.
12
10
Vicki L. Kohen and John Edwin Cowen, Literacy for Children in an Information Age:Teaching Reading, Writing, and Thinking, New York: Wadsworth Cengage Learning, 2009, p. 358
11
Sara Cushing Weigle, op-cit, p. 121
12
Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi, Jakarta: FITK, 2013, p. 65.
