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 YOGYAKARTA

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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 Paroki Keluarga Kudus Banteng. I learn so much about life there. I also thank Cristin for lending me the book. My thanks also go to the warm family of “Wisma Gibran”;

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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.

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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

2.1Theoretical Description ... 6

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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

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Page

CHAPTER 4: ANALYSIS RESULT ... 29

4.1 The Description of the items in the teacher made test ... 29

4.2 Results ... 30

4.2.1 The test blueprints: Listening items ... 31

4.2.2 Speaking items ... 33

4.2.3 Reading items... 34

4.2.4 Writing items ... 36

4.3 The test types ... 37

4.3.1 The test types: Listening items... 39

4.3.2 Speaking items ... 40

4.3.3 Reading items... 41

4.3.4 Writing items ... 42

4.4 Implication to Language Teaching ... 43

CHAPTER 5: CONCLUSIONS AND SUGGESTIONS ... 47

5.1 Conclusions ... 47

5.2 Suggestions ... 48

BIBLIOGRAPHY... 50

APPENDICES ... 51

Appendix A: The blueprints of teacher-made test for progress tests ... 52

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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 measure what is intended to measure. Sometimes, a teacher-made test does not

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.

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 subject matter content. Blue print refers to a detailed plan on the making of the test

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

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,

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 further teaching is necessary. This type of test typically includes a relatively large

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 which certain component of language is tested, item by item. Each item is

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

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. 3. to diagnose students’ strength and weaknesses.

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. It can be presented in the written or oral form.

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.

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 validity if it can be demonstrated that it measures just the ability which it is

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.

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, 1975: 152).

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 emphasizes on the development of the abilities to do (competency) duties by using

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.

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”.

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. 2. to write a text in various forms

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 objectives to the content of the test. The blueprint makes it possible to classify each

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.

In addition, teachers use the blueprints to plan a unit in the first place. The blueprints become convenient checklists to help the teacher and the students keep working toward their started objectives. It lists the activities a unit covered teachers can more easily monitoring instrument of her teaching process.

In this research, the purpose of finding the test blueprints is to know the construct of the test. The curriculum is the basis of finding the test blueprint. It is analyzed based on the language skills and language elements. Teachers have to bring students to achieve the requirements stated in the curriculum. To help teachers prepare the test, the process of finding the blueprints is done after the test is constructed. The last, this research is aimed to find out the English test type of the progress test for the first year students in SMAN 1 Pamulang. It may be seen from the blueprints that are found.

2.1.8.2 Preparing the Test Blueprint

Mehrens and Lehmans (1973: 181) states that the major areas of contents and abilities to be covered by the test are assigned to the several rows or columns. He adds that each item may the classified in one of the cells. Various numbers of items are assigned to each of the rows and columns. Knowing the proportion of items specified for a particular row and column, one can ideally determine the proportion of items appropriate for the cell formed by that row and column.

In addition, Bertrand (1979: 80) states blueprint as the setting levels of category into a table and then listing the content, subject matter, skills, or other learning activities which is designed to measure. Therefore, in this study, some categorizations are made. Each item of the test is categorized into four skills. They are listening, speaking, reading and writing. After that, the items are classified based on objectives and indicators of the study. The items are also analyzed its topic or subtopic that is applied in the test, and what material I used. To know the percentage of the result clearly, the test blueprint are in the form of column and row.

2.1.9. Language Skills and Language Elements being Tested

There are two main components of language testing, they are language skills and language elements. Heaton (1979) said that there are four major skills in communicating language : listening, reading, speaking, writing and three language elements, they are : phonology, vocabulary, and grammar.

2.1.9.1. Testing Language Skills

1) Listening Comprehension ; it is a test in which single utterances, dialogue, talks, and lecturers are given to the tester.

2) Speaking ability ; it usually uses the form of an interview, a picture description, and reading aloud.

3) Reading ; it is a test in which questions are set to the students’ understanding of a written text, and

2.1.9.2. Testing the Language Elements

1) Phonology ; a test of phonology concerns pronunciation, stress, and intonation. 2) Vocabulary ; a test of vocabulary concerns word meaning and

arrangements. Vocabulary tests measure students’ knowledge of the meaning of certain words and word groups.

3) Grammar ; a grammar test measure students’ ability to manipulate structures and to distinguish appropriate grammatical forms from inappropriate ones.

On the other hand, Lado (1961) said that there are two variables in language testing, they are: language skills and language components. Language skills can be divided into four namely: listening, speaking, reading, and writing. Besides, there is another skill, that is ability to translate. Language elements can be divided into four, namely: pronunciation, grammatical structure, the lexicon, and cultural meaning.

Similar to Heaton, Harris (1969) describes that language included four language skills and complexes of skills: listening, speaking, reading, writing, and four language elements, namely: phonology, grammatical structure, vocabulary rate and general fluency. Briefly, he classifies the language into the four skills and four elements. He clarifies his idea to the following table.

Table 1

Chart of the language skills and their components Language Skills

Components

Listening Speaking Reading Writing Phonology √

Structure √

Vocabulary √ √

2.2. Theoretical Framework

From the theories of language testing, the teachers need some requirements to construct a good test. A test is said to be good if it is valid, reliable, and has practicality. The test maker is faced with the matter of how to make a test with good characteristics. They also should think deeply how to construct the test with appropriate requirements of detailed course syllabus or on the books and other materials used.

This study is aimed to find out the framework of the progress test. In order to know the framework of the progress achievement test, the test blueprint is needed. It shows how a test is constructed and how far it reflects the curriculum as the evaluation. It will indicate in which area of skills and language elements that the test works. From that value, the test blueprints help the teacher in guiding the students to prepare the next exam since it will inform the students what they may expect to find on the examination.

Two questions are formulated as research problems. The first problem was: what are the blueprints of the progress test for the first year students of SMAN 1 Pamulang. The second research problem was: 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. In order to answer the first research problem, the progress achievement test will be analyzed based on the Competency Based Curriculum. Each item of the progress test will be categorized based on the four skills; they are listening, speaking, reading, and writing. Next, each item was analyzed to find its construct. To investigate the construct of the progress

test, each item will be classified based on the objectives or indicators of the material of each skill that are stated in the curriculum. The result of the classification will be put into tables which contain of some criteria. They are objectives of the study, topic or subtopic, material, and indicators. The results are counted into percentage. The percentage is described in words. The test blueprints will show the construct of the test. In order to answer the second research problem, the each item of the progress test will be analyzed based on the English test type.

26

CHAPTER 3

RESEARCH METHODOLOGY

3.1. Method

To conduct this study, the researcher employed a descriptive research. This kind of research according to Gay (1992: 217), involves collecting data in order to test hypotheses or to answer question concerning the current status of the subject of the study. This research is meant to describe the English test types that used in the progress test for the first year students of SMAN 1 Pamulang. Considering the above problems, this research was a document analysis. Document analysis known as content analysis, deals with the systematic examination of current records or documents as sources of data (Best, 1970: 133).This research was carried out without disturbing or influencing the subjects.

3.2. Data Source

The subject of this research was teacher-made test papers for the first year students of SMAN 1 Pamulang. The teacher-made test papers were designed for progress test in the first semester. There were four sets of progress tests used in this study. The topics were friendship, school life, domestic tourism and favorite sport.

3.3. Data Collection

In order to answer the first problem, the data collected were evaluated based on the objectives stated in the Competency Based Curriculum for the first year

students of SMA. The data were divided into categories and listed in tables based on the objectives that were measured. The table used is as follows:

Table 1 : The blue prints of the progress test items based on the objectives measured.

Total No Objectives

∑ %

Total

The first column was used to write the numbers of the objectives. The second column was filled with the objectives statements. The third column was used to write the numbers of the items measuring one of the objectives stated. The last column was used to write the total frequencies of the items and their percentage.

Table 4 : The list of test types used on each objectives.

Total

No Test types

∑ %

Total

The first column was used to write the numbers of the test types. The second column was filled with the test type statements. The last column was used to write the total frequencies of the items and their percentage.

To answer the second problem, this research applied the use of words to interpret the results of the data which have been found in the table in words or

sentences. The words interpretations are used as the basis in answering the second problem.

3.4. Data Analysis

In order to find out the English test type which is used of the progress test items for the first year students in SMAN 1 Pamulang, the data collected were analyzed by classifying the data into qualitative data. Qualitative data included the written description of the subjects. In other words, the data were described using words or sentences.

The data were analyzed based on the measured objectives. The results were put into tables. The total frequencies of each category were calculated and changed into percentage. The figures written in table were described and interpreted in words.

The progress test items were analyzed based on the objectives in the Competency Based Curriculum. Moreover, the progress test items were analyzed based on the English test types which were used conducted to a library study.

3.5. Research Procedure

There were some steps in conducting the research. First, the writer gathered the progress test papers for the first year students of SMAN 1 Pamulang especially on the first semester. Then, the writer evaluated each of the progress test items based on the Competency Based Curriculum. Next, the writer conducted a library study to analyze the English test types which were used of each progress test items. The last step included the description of the written tables and interpreted in words.

29

CHAPTER 4

ANALYSIS RESULT

This chapter presents the results which answer the questions previously formulated in the research problem. The first question concerns what the blue prints are. The second question concern what is the English test type of progress test items for the first year students of SMAN 1 Pamulang related to the objectives stated in Competency based Curriculum.

4.1. The Description of the items in the teacher-made test.

This reseacrh analyzed the teacher-made test. The data was taken from the English progress test for the first-year students of SMAN 1 Pamulang, academic year 2006-2007, and first semester. The total items of the four paper tests are 104 items. Based on the test content, the test consisted of language skills tests and language elements tests. The progress test covered listening, reading, speaking, and writing objectives for English language skills, and vocabulary and grammar for English language elements. Each paper test contains 26 test items. They are divided into two types; multiple-choice and non multiple choice test type. The non multiple choice test type also divided into many types, there are matching items, short answer items, and essay. Each types of test consist of five until fifteen numbers from all. The progress test for the first year students of SMAN 1 Pamulang also consists of listening question item. It is the short-answer items. It consists of five until ten question in each.

Table 4.1: The Frequency Distribution of Progress test items

4. 2. Results

This research deals with what the blue prints are and what the English test type of the progress test items related to the objectives stated in the Competency based Curriculum. To answer those two problems, this research employed a document analysis on the progress test items. The two problems are analyzed below in detail. The Competency based Curriculum; language is a vehicle of communication. The curriculum is meant to help students using language in the process of interaction in the society. Students do not learn the language merely, but they use the language as a means of learning something (Depdikbud, 2003). In the process of learning activities, it includes then four skills.

After a period of time of learning activities, there are some tests that are

given to the students. One of the tests discusses in this research is progress test. It is

viewed that progress test is a kind of test which is used to evaluate the performance

of the students after a certain period of time in learning English. By conducting these

tests, the teachers may evaluate the teaching-learning process that happens in the

Distribution of the Progress test items

Test 1 Test 2 Test 3 Test 4

N o

Language Skill

Number of item(s)

% Number of item(s)

% Number of item(s)

% Number of item(s)

%

1 Listening 5 19.2 10 38.5 - - 10 38.5

2 Speaking 1 3.8 1 3.8 8 30.8 1 3.8

3 Reading 5 19.2 5 19.2 13 50 10 38.5

class, the curriculum designers may get input for such an improvement in the

curriculum, the government can also achieve the result to get a description of its

human resources for sake the country’s development (Pakpahan, 2004).

The test blueprint of test is very important since it is the framework of the

test. It may contribute the test makers a wider view of test blueprint. Considering the

test blueprint, next, they may construct a text with appropriate requirement so that

they may produce a test with good characteristics.

4.2.1. The test blueprints: Listening items

In order to find out the test blueprints, the progress tests were analyzed based

on Competency based Curriculum as the basis of test construction. There are six

listening objectives in the Competency based Curriculum. They are (1) to find out the general information of the short spoken text, (2) to interpret the meaning of a statement, (3) to find out the communicative purpose of the short spoken text, (4) to complete the form, chart, and map based on the gathered information of the spoken text, (5) to give response to the expression of the spoken question or statement, (6) to predict the further story of the spoken text. The listening test of the Progress test was analyzed based on those objectives, and the results are presented in Table 4.2.on the

Table 4.2: The Test Blueprints of the listening Test of Progress Tests

Distribution of the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test Construct Number of item(s) % Number of item(s) % Number of item(s) % Number of item(s) %

1 To complete the form, chart, and map based on the gathered information of the spoken

text

5 100 - 0 - 0 - 0

2 To find out particular information in the simple spoken text.

- 0 9 90 - 0 10 100

3 To find out the general information of the short spoken text.

- 0 1 10 - 0 - 0

The table shows that Progress tests are intended to measure the ability of listening. There are 100% of the total listening items in progress test 1 that are intended to complete the form, chart, and map based on the gathered information of the spoken text. There are 10% of the total listening items in progress test 2 that are intended to find out the general information of the short spoken text while there are 90% of the total listening items in progress test 2 that are intended to find out particular information in the simple spoken text. There are 100% of the total listening items in progress test 3 that are intended to find out particular information in the simple spoken text.

In the listening test of Progress tests three objectives were not tested. They are to interpret the meaning of a statement, to give response to the expression of the

spoken question or statement, and to predict the further story of the spoken text.

According to Hughes (1989: 23), the more likely it is to be inaccurate measure of what is supposed to be measured. Therefore in the future, the test writer should concern about the absence of those objectives to build with good content validity.

4.2.2. Speaking items

The speaking indicators stated in English Competency Based Curriculum pages 16-29 can be formulated into four objectives of speaking. 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.

The speaking test on the Progress test was analyzed based on the formulation objectives states above. The results are presented in the Table 4.4 :

Table 4.4: The Test Blueprints of the speaking test of Progress Tests

Distribution of the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test Construct Number of item(s) % Number of item(s) % Number of item(s) % Number of item(s) %

1 To express the thought, opinion, feeling and attitude in simple way.

1 100 1 100 1 12.5 1 100

2 To answer simple question in various thing.

The table shows that Progress tests are intended to measure the ability of speaking. There are 100% of the total speaking items in progress test 1 that are intended to express the thought, opinion, feeling, and attitude in simple way. There are 100% of the total speaking items in progress test 2 that are intended to express the thought, opinion, feeling, and attitude in simple way. There are 12.5% of the total speaking items in progress test 3 that are intended to express the thought, opinion, feeling, and attitude in simple way while there are 87.5% of the total speaking items in progress test 3 that are intended to answer simple question in various thing. There are 100% of the total speaking items in progress test 4 that are intended to express the thought, opinion, feeling, and attitude in simple way.

In the speaking test of Progress Tests two objectives were not tested. They are to do short dialogue fluently and to convey the description of things, people or place, a set of moment in simple way. According to Hughes (1989: 23), the more likely it is to be inaccurate measure of what is supposed to be measured. Therefore in the future, the test writer should concern about the absence of those objectives to build with good content validity.

4.2.3. Reading items

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 reading test on the Progress test was analyzed based on the formulation objectives states above. The results are presented in the Table 4.3.

Table 4.3: The Test Blueprints of the reading test of Progress Tests

Distribution of the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test Construct Number of item(s) % Number of item(s) % Number of item(s) % Number of item(s) %

1 To find out particular information.

4 80 5 100 4 30.8 - 0

2 To interpret the meaning of words, phrases, and statement based on context.

1 20 - 0 9 69.2 10 100

The table shows that Progress tests are intended to measure the ability of reading. There are 80% of the total reading items in progress test 1 that are intended to find out particular information while there are 20% of the total reading items in progress test 1 that are intended to interpret the meaning of words, phrases, and sentences..

There are 100% of the total reading items in progress test 2 that are intended to find out the particular information. There are 30.8% of the total reading items in progress test 3 that are intended to find out particular information while there are 69.2% of the total reading items in progress test 3 that are intended to interpret the meaning of

words, phrases, and sentences. There are 100% of the total reading items in progress test 4 that are intended to interpret the meaning of words, phrases, and sentences.

In the reading test of Progress Tests six objectives were not tested. They are

to find general information of the text, to find out the explicitly main idea, to find out the implicit main idea, to find out all the explicitly detailed information, to find out the implicitly stated information, to find out the communicative purpose of the text,

and to find out the organizational of the text. According to Hughes (1989: 23), the more likely it is to be inaccurate measure of what is supposed to be measured. Therefore in the future, the test writer should concern about the absence of those objectives to build with good content validity.

4.2.4. Writing items

The writing indicators stated in English Competency Based Curriculum pages 16-29 can be formulated into three objectives of writing. They are (1) to write daily communication text. (2) to write a text in various forms (3) to demonstrate the basic competence of grammar and the rule of writing.

The writing test on the Progress test was analyzed based on the formulation objectives states above. The results are presented in the Table 4.5 on the next page:

Table 4.5: The Test Blueprints of the writing test of Progress Tests

Distribution of the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test Construct

Number of item(s)

% Number of item(s)

% Number of item(s)

% Number of item(s)

1 To demonstrate the basic competence.

15 100 10 100 5 100 5 100

The table shows that Progress tests are intended to measure the ability of writing.

There are 100% of the total writing items in progress test 1 that are intended to demonstrate the basic competence of grammar and the rule of writing. There are 100% of the total writing items in progress test 2 that are intended to demonstrate the basic competence of grammar and the rule of writing. There are 100% of the total writing items in progress test 3 that are intended to demonstrate the basic competence of grammar and the rule of writing. There are 100% of the total writing items in progress test 4 that are intended to demonstrate the basic competence of grammar and the rule of writing.

In the writing test of Progress Tests two objectives were not tested. They are

to write daily communication text and to write a text in various forms. According to Hughes (1989: 23), the more likely it is to be inaccurate measure of what is supposed

to be measured. Therefore in the future, the test writer should concern about the

absence of those objectives to build with good content validity.

4.3. The test types

the English test types; supply type (short answer), select type (true-false, matching, and multiple choice) and essay (or discussion) type.

Table 4.1.1: The Frequency Distribution of Test types in the Progress test items

The table shows that Progress test 1 use short answer type 19.2% and essay type

80.8% of the total items. There are matching type 38.5%, multiple choice type

19.2%, short answer type 19.2%, and essay type 23.1% of the total items in progress

test 2.There are multiple choice type 76.9% and essay type 23.1% of the total items

in progress test 3. There are matching type 38.5%, short answer type 38.5%, and

essay type 23% of the total items in progress test 4.

In the progress test 1 there are true-false type, matching type, and multiple

choice type were not used. In the progress test 2 only true-false type which was not

used. In the progress test 3 there are true-false type, matching type, and short answer

Distribution of the Test types in the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test types

Number of

% Number of

% Number of

% Number of

%

1 True-false - - - - -

2 Matching - - 10 38.5 - - 10 38.5

3 Multiple - - 5 19.2 20 76.9 - -

4 Short answer 5 19.2 5 19.2 - - 10 38.5

type were not used. In progress test 4 there are true-false type and multiple choice

type which were not used.

4.3.1. The test types: Listening items

Table 4.1.2: The Frequency Distribution of Test types of the listening items in the Progress tests

The table shows that 19.2% of the total listening items in progress test 1 uses short answer type.There are 19.2% of the total listening items in progress test 2 that uses short answer type whilethere are 19.2% of the total listening items in progress test 2

that uses essay type. There are 19.2% of the total listening items in progress test 4 that uses short answer type.

In the listening test of Progress Test 1, there are four test types (true-false type, matching type, multiple choice type, and essay type) were not used. In the

listening test of Progress Test 2, three test types (true-false type, matching type, and multiple choice type) were not used. In the listening test of Progress Test 3, all of the

Distribution of the Test types in the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test types

Number of

% Number of

% Number of

% Number of

%

1 True-false _{- - - - -}

2 Matching _{- - - - -}

3 Multiple choice _{- - - - -} 4 Short answer 5 19.2 5 19.2 - - 10 38.5

test types (true-false type, matching type, multiple choice type, short answer type,

and essay type) were not used. In the listening test of Progress Test 4, four test types (true-false type, matching type, multiple choice type, and essay type) were not used.

4.3.2. Speaking items

Table 4.1.3: The Frequency Distribution of Test types of the speaking items in the Progress tests

The table shows that 3.8 % of the total speaking items in progress test 1 uses essay type. There are 3.8% of the total speaking items in progress test 2 that uses essay

type. There are 26.9% of the total speaking items in progress test 3 that uses multiple choice type while there are 3.8% of the total speaking items in progress test 3 that

uses essay type. There are 3.8% of the total speaking items in progress test 4 that uses essay type.

In the speaking test of Progress Test 1, four test types (true-false type, matching type, multiple choice type, and short answer type) were not used. In the

speaking test of Progress Test 2, four test types (true-false type, matching type,

Distribution of the Test types in the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test types

Number of item(s)

% Number of item(s)

% Number of item(s)

% Number of item(s)

%

1 True-false - - - - -

2 Matching _{- - - - -}

3 Multiple choice _{- - - - 7 26.9 - -} 4 Short answer _{- - - - -} 5 Essay type _{1 3.8 1 3.8 1 3.8 1 3.8}

multiple choice type, and short answer type) were not used. In the speaking test of

Progress Test 3, three test types (true-false type, matching type, and short answer type) were not used. In the speaking test of Progress Test 4, four test types were not

used.

4.3.3. Reading items

Table 4.1.4: The Frequency Distribution of Test types of the reading items in the Progress tests

The table shows that there are 19.2% of the total reading items in progress test 1 uses

essay type. There are 19.2% of the total reading items in progress test 2 that uses

multiple choice type. There are 50% of the total reading items in progress test 3 that

uses multiple choice type while there are 38.5% of the total reading items in progress

test 4 that uses matching type.

In the reading test of Progress Test 1, four test types (true-false type,

matching type, multiple choice type, and short answer type) were not used. In the

speaking test of Progress Test 2, four test types (true-false type, matching type, short

Distribution of the Test types in the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test types

Number of item(s)

% Number of item(s)

% Number of item(s)

% Number of item(s)

%

1 True-false _{- - - - - - - -} 2 Matching _{- - - - - - 10 38.5} 3 Multiple choice _{- - 5 19.2 13 50 - -} 4 Short answer _{- - - - - - - -} 5 Essay type 5 19.2 - - - -

answer type, and essay type) were not used. In the speaking test of Progress Test 3,

four test types were not used. In the speaking test of Progress Test 4, four test types

(true-false type, multiple choice type, short answer type, and essay type) were not

used.

4.3.4. Writing items

Table 4.1.5: The Frequency Distribution of Test types of the writing items in the Progress tests

The table shows that there are 57.7% of the total writing items in progress test 1 uses

essay type. There are 38.5% of the total writing items in progress test 2 that uses

matching type. There are 19.2% of the total writing items in progress test 3 that uses

multiple choice type. There are 19,2% of the total writing items in progress test 4

that uses essay type.

In the writing test of Progress Tests 1, four test types (true-false type,

matching type, multiple choice type, and short answer type) were not used. In the

Distribution of the Test types in the Progress test items

Test 1 Test 2 Test 3 Test 4

No Test types

Numbe r of item(s)

% Number of item(s) %

Number

of item(s) %

Number of item(s)

%

1 True-false - - - - - -

2 Matching - - 10 38.5 - - - -

3 Multiple choice - - - - - -

4 Short answer - - - - - -

writing test of Progress Test 2, four test types (true-false type, multiple choice type,

short answer type, and essay type) were not used. In the writing of Progress Test 3,

four test types (true-false type, matching type, multiple choice type, and short answer

type) were not used. In the writing of Progress Test 4, four test types (true-false type,

matching type, multiple choice type, and short answer type) were not used.

4.4. Implication to Language Teaching

A teacher create progress test In order to know the student’s progress and diagnose the student’s difficulties in learning English. A teacher-made test is important for the development of teaching learning process. Actually, a progress test is not the main test which is taken as a result of the study. There are many other important tests to know the student’s achievement. There are also many kinds of portfolio, assignment, oral test and also final test to know the student’s achievement.

In Competency Based Curriculum, the teacher has to develop his/her own acknowledgement to make all of the English competences appear in their test. Related to this research, the progress test should contain four of the English competence. Therefore, a test is said to be valid if it is measured what it is supposed to measure. The progress test is supposed to measure the student’s progress related to the four competences (listening, speaking, reading, and writing). The result of the progress test helps the teacher to know the student’s progress and helps the teacher to create and to think another method to increase the student’s progress and finally the student will get the best in the final result.

In Competency Based Curriculum there is a benchmarking. Benchmarking is the evaluation process and result for satisfying results. The most important thing of evaluation is the student’s learning results that related to their effort and tenacity. The result of the research is one of the important parts of the benchmarking. The blue prints of the progress test for the first year students in SMAN 1 Pamulang in the first research answer is the important data or information of student’s learning process. Next, the information will give more advantages for teachers to increase their knowledge and give the best progress in the teaching learning process.

Moreover, to evaluate the student’s progress in Competency Based Curriculum use Class-Based Evaluation Approach. Class-Based Evaluation Approach is an evaluation approach which is based on the evaluation as the learning tool not learning goal. The evaluation process brings back to the starting concept that is evaluated what is suppose to evaluate. In this research, the progress test is supposed to evaluated the student’s progress. According to Nurhadi (2004: 164)

Class-Based Evaluation Approach is based on eight principles. They are: 1. Valid

A test is said to be valid if it measures accurately what it is intended to measure (Hughes, 1989: 22) It means that the progress test should measure the student’s progress in learning. In this research, progress test is one kinds of evaluation in teaching learning process. Progress test made to measure the student’s progress and to know the student’s result for their study after a period of time that is one or two chapter of all lessons.

2. Positive backwash

Positive backwash means that evaluation should give positive contribution to the student’s learning achievement. The student’s achievement should be given as an appreciation for their success or as a learning spirit trigger for those who do not succeed. In this research, progress test represent the results of the student’s progress. It gives much contribution for student’s learning achievement. In one semester, there will be many progress tests. So, it is the best opportunity for student to achieve what is suppose to be. If the student fails in the first progress test, they can work hard and try again in the second progress tests, third tests, and so on. Whether the student who passes the first progress test, they will learn much so that in another test they will not get many difficulties. When student has a good mark in the first progress test, it will be easy for them in the next progress test.

3. Competency oriented

Competency oriented means that the evaluation should evaluate the competency achievement in the curriculum. The English progress test for the first year students of SMAN 1 Pamulang is evaluating the competency achievement in the curriculum. It appears in the first research answer that is the blue prints of the English progress test for the first year students of SMAN 1 Pamulang.

4. Fair

Fair means all of students’ evaluation must be fair and it is not differentiate the socio-economic, culture, language, and gender background. In this research,

c. attracts

11.John F. Kennedy was a popular President …….. was assassinated in 1964.

a. who d. whom

b. which e. what

c. whose

12.In the democracy system, it is not President ……… but the Proletariat. a. who the real power d. whom has the real power

b. who has the real power e. which has the real power c. whom the real power

13.She knows the fact ………

a. Rudy was not guilty d. whether Rudy was not guilty b. that Rudy was not guilty e. while Rudy was not guilty c. why Rudy was not guilty

14.A : “Would you like to help me finish my homework?” B : “ ……. “

“I’m busy now.”

a. I’d rather not d. all right

b. Not at all e. It would be a pleasure c. By all means

15.Clerk : “Could I try on those pants?”

Customer : “ ………… the fitting room is straight back.” a. You don’t mind d. Certainly

b. Actually, I’d rather not e. Not at all c. If you don’t mind

B. Fill in the blanks with a suitable word!

1. Linda is a really interesting ………….. I like spending time with her. 2. Do you know how to ……….. this machine? I can’t make it work. 3. I don’t understand what this sentence …………. Can you explain it? 4. ………… you like going picnic?

5. I don’t understand this assignment at all. I’m ……….. about it. C. Translate the following sentences into English!

1. Paman akan memperbaiki sepeda motor yang remnya rusak.

Answer: ________________________________________________________ 2. Perempuan yang duduk di dekat jendela itu ibuku.

Answer : ________________________________________________________ 3. Laki-laki yang kamu cari tadi malam belanja ke took itu setiap hari.

4. Perempuan yang memakai baju merah itu kakakku.

Answer : ________________________________________________________ 5. Gedung yang catnya coklat itu akan diperbaiki.

Answer : ________________________________________________________ D. Make a sentence!

Your friend is a new student in your school, he/she asks you the way to go to the toilet. Give the direction.

A : ……….

B : ……….

A : ……….

Name : Class : Score :

ENGLISH TEST 4 SMAN 1 Pamulang – 2006

A. Listen to a narrative text twice. While listening for the second time, fill in the blanks according to what you have heard!

It seems that to ….. (1) the 2006 World Cup, Fabian Barthez, the goalkeeper of French national team will be …. (2) by Gregory Coupet, the player of Lyon Olympique Club. Though he is only one year ….. (3) than Barthez (34 years old), Coupet is much more supported by his ….. (4) supporters. A survey done by France football magazine shows that Coupet gets 69 percent of the whole ….. (5) while Barthez gets only 28 percent.

Raymond Domenech, the French national coach, has not ….. (6) the French football survey. He has his own choice and definitive …… (7) will be publicized on February 23rd_{, before French ….. (8) lovacks in the Stade de france}

stadium.

Now, Barthez is the goalkeeper of Marseille Olympique Club. This bald ….. (9) has been the main goalkeeper of Les Bleus team since the 1998 World Cup. Besides his good …… (10) of being goalkeeper in that year when French won the match, he was also player for the national team when French won the 2000 European cup.

B. Match the words in column A with their meaning in column B!

A B 1. linesman

2. spectators 3. team 4. umpire

5. return

a. number of players forming a group in one game

b. to deliver a ball or a shuttlecock c. person who leads a game

6. beat 7. center 8. captain 9. serve 10.court

to watch where the ball or shuttlecock falls.

e. persons watching a game f. leader of a team

g. send back h. middle part i. defeat

j. a place for a certain games

C. Turn the following sentences into the Passive Voice! 1. A loud noise has frightened the cat.

Answer :______________________________________________________ 2. The young man has stolen Cindy’s money.

Answer: ______________________________________________________ 3. A loud noise has frightened the cat.

Answer : _____________________________________________________ 4. The young man has stolen Cindy’s money.

Answer : ______________________________________________________ 5. A loud noise has frightened the cat.

Answer : _____________________________________________________

D. Write a short dialogue based on the situation given!

Ask your friend for his/her permission to play basketball with your friends basketball group. Your friend refuses your permission. A : ……….

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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.

xiii

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.