comparing them with statement of what the content should be.
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They add that the statement may be organized as syllabus or curriculum, or a domain
specification. Therefore, the writer used curriculum and syllabus KTSP of VII grade junior high school as content validity to justify that the test is valid.
3. Observation
Observation was the activity that was done by the writer to get the data. The observation focused on teacher and students activity in classroom. In this part,
the researcher used checklist as instrument to take information related to the activity in the class room. The following is the observation checklist used by
the writer:
Observation Checklist No Activities
Description 1
Teacher’s clarity in explaining material Very Good
Good Average
Poor Very poor
2 Classroom management
Very Good Good
Average Poor
Very poor 3
Teacher’s interaction with students Very Good
Good
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Alderson J.C., et al., Language Test Construction and Evaluation, Cambridge: Cambridge University Press, 1995, p.173
Average Poor
Very poor 4
Students’ attention towards teacher’s presentation
Very Good Good
Average Poor
Very poor 5
Students’ response of teacher’ questions Very Good
Good Average
Poor Very poor
6 Students’ understanding of material
Very Good Good
Average Poor
Very poor 7
Students’ enthusiasm to join the class Very Good
Good Average
Poor Very poor
4. Documentation
Document is a piece of written or printed material that provides an information. It refers to the archival data that help the writer to collect the
required data. It can help the writer to get accurate data concerning to the study. It can be defined as looking for the data concerning matters or variable
that are taken in form of notes of meeting, book, agenda etc.
E. Scoring Rubric
The writer used analytic scales as a scoring technique. In analytic scoring, texts are rated on several aspects of writing or criteria rather than given a single
score.
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The criteria rated as follow:
Scoring Rubric
Content 30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc
26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc
21 – 17 FAIR TO POOR : inadequate development topic - etc
16 – 13 VERY POOR : not enough to evaluate – etc
Organization 20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc
17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc
13 -10 FAIR TO POOR : lacks logical sequencing and development – etc
9-7 VERY POOR : no organization, not enough to evaluate – etc
Vocabulary 20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register
words use for particular situation – etc
17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but meaning not obscured
13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning
confused or obscured – etc
9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not
enough to evaluate Language use
25 – 22 EXCELLENT TO VERY GOOD : few errors of word orderfunction,
articles, preposition - etc 21-19 GOOD TO AVERAGE : several errors of word orderfunction, articles,
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S.C. Weigle, Assessing Writing, Cambridge: Cambridge University Press, 2009, p.114
