sehari-hari dan untuk mengakses ilmu pengetahuan
dalam teks
berbentuk: report,
narrative, dan
analytical exposition
Menulis
6. Mengungkapkan makna dalam
teks esei berbentuk report, narrative, dan
analytical exposition
dalam konteks kehidupan sehari-hari
6.1 Mengungkap-kan makna dalam
bentuk teks
fungsional pendek
misalnya banner, poster, pamphlet, dll. resmi dan tak resmi dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari 6.2
Mengungkap-kan makna
dan langkah retorika dalam esei dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan
analytical exposition Content Standard for English Syllabus of Junior High School 2006, adapted from
“Kemendikbud”
D. Previous Studies
The research about content validity has already been done by several researchers. There are at least eight researchers who conducted their
research related to content validity. The following are the summary of the research that the writer read.
The eight researches that the writer has read had the same background of the study. They stated that their researches were based on the fact that the test
items that written by the teachers for summative test was inappropriate with the
characteristic of a good test. the same fact that the writer also found. By stating that, they meant that the test should be constructed well. That made them held the
research in order to solve those problems. All eight studies using summative test paper as their main data source and
they use working table as their instrument. They focused on the content validity of summative test item and by comparing teaching syllabus with the English
summative test. Like Nofiyanti did in her research, she used qualitative method as her
technique data analysis for content validity on English summative test. The result of her study was 90 of English summative test that hold in SMPN 87 Jakarta
was in line with English curriculum. Furthermore, English summative test item in SMPN 87 Jakarta has reached a good content validity.
Etika found the empirical evidence of the English summative test content validity made by the professional team for the odd semester of the first year
students. The finding of the research prove that the test items of English summative test for the odd semester of the first grade students in SMA Dua Mei
have bad content validity. It is showed through the percentage and the content analysis. Based on the percentage, she found that the English summative test is
72 valid in terms of its conformity with the indicator. Suminar found that SMP
Al-Zahra Indonesia at even semester 20102011 did not have a good content validity because only 40 of the test items that conformed to the English
syllabus. In other words, the test did not represent the learning objectives of the even semester because many materials were not included in the test.
The same research was found by Yahyudin in SMA Nurul Falaah. Summative test items did not have a good content validity because there are 53
indicators which are not assessed by the test. Another same research has been done by Fauzi in “MTs.Salafiyah”. The English summative test items have bad
content validity, they cover only 48. Sulaeman found the summative test items of SMPN 4 Bekasi 68 valid. It means that the validity of the summative test is
sufficient. Rosita did a research in Senior High School Ciledug. She did her research by observation and documentation. She analyzed the data by using a
formula and described the result by using descriptive analysis method. The result of her study is the validity of the test is in the level of “badness” because there are
18 which is must be revised, 18 has enough quality, 24 has low quality and 40 has lowest quality.
The last relevant study is from Hanik and Fachrurozy. They did a research in 6
th
grade of elementary school in the public elementary school in Uduwanu district. The finding is the content validity of materials being tested do not cover
all the basic competences of School-Based Curriculum, the three test format are reliable, the level of difficulty of each test format is fair, the level of
discrimination for the three formats are very good, and the distracters in the multiple-choice format is mostly effective.
The writer sum up that mostly the researchers use same method in their research. The result presentation of their research mostly same by using the
descriptive analysis technique, but the results are different. Mostly the validity of the summative test items is not good. Therefore, the writer wants to analyze the
validity of the English summative test item in Al-amanah Junior High School.
23
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study
