AN ANALYSIS ON THE CONTENT VALIDITY OF...

i

AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH

SUMMATIVE TEST ITEMS AT THE EVEN SEMESTER OF

THE SECOND GRADE OF JUNIOR HIGH SCHOOL

By:

ARETA WULAN DARI

109014000082

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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“AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH

SUMMATIVE TEST ITEMS AT THE EVEN SEMESTER OF THE

SECOND GRADE OF JUNIOR HIGH SCHOOL”

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training

In a Partial Fulfillment of the Requirements

For the Degree of S. Pd. (Bachelor of Art) in English Language Education

By:

ARETA WULAN DARI

109014000082

Approved by the Advisor

Dr.H.M.Farkhan, M.Pd Teguh Khaerudin, M.App.Ling

NIP: 150 299 480 NIP: 19811031 201101 1 006

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

iii

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers’

Training certifies that the “Skripsi” (Scientific Paper) entitle “AN ANALYSIS

ON THE CONTENT VALIDITY OF ENGLISH SUMMATIVE TEST

ITEMS AT THE EVEN SEMESTER OF THE SECOND GRADE OF

JUNIOR HIGH SCHOOL”. Written by ARETA WULAN DARI, student’s

registration number 109014000082 was examined by the Committee on April,

10th 2014. The “skripsi” has been accepted and declared to have fulfilled one of

the requirements for the degree of “S.Pd” (Bachelor of Art) in English Language

Education at the English Education Department.

Jakarta,April, 10th 2014

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd. ( )

NIP. 19641212 199103 1 002

SECRETARY : Zaharil Anasy, M.Hum. ( )

NIP. 19761007 200710 1 002

EXAMINERS : 1.Dr. Fahriany, M.Pd ( )

NIP. 19700611 199101 2 001

2.Atik Yuliyani, MA.TESOL ( )

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Nurlena Rifa’i, MA., Ph. D.

NIP. 19591020 198603 2 001

iv

ABSTRACT

Areta Wulan Dari (NIM: 109014000082). An Analysis on the Content Validity

of English Summative Test Items, Skripsi of English Education Department at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif

Hidayatullah Jakarta, 2014. The aim of this research is to find the empirical evidence of the English

summative test content validity made by the professional team for the even semester of the second grade students carried out at Junior High School of Al-

Amanah. The total number of the test items is 45 items.In this research the writer used qualitative research in which the writer collected the data by asking the English summative paper and syllabus to the school. Then the writer analyzed the

test items, whether the summative test has content validity. Also, this research is categorized as descriptive analysis in which to describe the conformity and

inconformity of the Al-Amanah Junior High School’s summative test with the syllabus and indicators. The finding of the research prove that the test items of English summative test for the even semester of the second grade students in Al-

Amanah Junior High School have bad content validity. It is showed through the percentage. Based on the percentage, the writer found that the English summative

test is 51% valid in terms of its conformity with the indicators. The items tests that represent the suggested indicators in the syllabus are 23 items and the inconformity items are 22 items.

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ABSTRAK

Areta Wulan Dari (NIM: 109014000082). An Analysis on the Content Validity

of English Summative Test Items, Skripsi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2014. Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi

pada soal sumatif yang dibuat oleh tim professional untuk semester genap tahun kedua di SMP Al-Amanah. Jumlah butir soal sebanyak 45 butir soal.Dalam

penelitian ini, peneliti menggunakan metode kualitatif. Peneliti mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan silabus pada pihak sekolah. Dan selanjutnya peneliti menganalisa butir soal, apakah soal sumatif

tersebut memiliki validitas isi. Penelitian ini juga dikategorikan sebagai analisa deskripsi untuk mendeskripsikan kesesuaian dan ketidaksesuaian soal sumatif

SMP Al-Amanah dengan silabus dan indikator.Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif bahasa inggris semester genap tahun kedua pada sekolah SMP Al-Amanah mempunyai validitas isi yang kurang

bagus. Ini bisa dilihat melalui hasil persentase. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif bahasa inggris 51% valid dalam hal

kesesuaian dengan indikator. Jumlah butir soal yang mewakili indikator yang ada di dalam silabus adalah 23 item dan jumlah butir yang tidak sesuai adalah 22 item.

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ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his

adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers,

institutions, family and friends who have contributed in different ways hence this

“skripsi” is processed until it becomes a complete writing which will be presented

to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the

requirements for the degree of S.Pd (Bachelor of Art) in English Language

Education.

In this occasion, the writer would like to say her great honor and deepest

gratitude to her beloved parents: Mr. Arkat Sarim and Mrs. Entin and her sisters,

Neng Dia and Riri Atika. Special thanks for Berry Efendi who always accompany

the writer and give his love, support, motivation, and advices in accomplishing

her study.

The writer also would like to express her sincere gratitude to her advisors,

Mr. Dr.M.Farkhan, M.Pd and Mr. Teguh Khaerudin, M.AppLing who have

patiently given their valuable helps, guidance, suggestions, and critical remarks

have enabled the writer to refine this “skripsi”.

The writer also realizes that she would never finish writing this “skripsi”

without the help of some people around her. Therefore, she would like to say a lot

of thanks to:

1. Drs. Syauki, M. Pd., the Head of English Department

2. Mr. Zaharil Anasy, M.Hum, the Secretary of English Department.

vii

3. All lecturers of English Department for all the knowledge they given to the

writer.

4. Mrs. Nurlena Rifa’i, MA., Ph.D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

5. Mr. Oman Rochmanudin, M.Pd the head master of Al-Amanah Junior

High School.

6. Mr. Shodikin Nizan S.Pd and Mrs. Deasy Maryatul S.pd as the English

Teachers of Al-Amanah Junior High School.

7. All her friends in “B class” of English Education Department 2009.

Finally, the writer does realize that this “skripsi” cannot be considered perfect

without critiques and suggestions. Therefore, it is such a pleasure for her to get

critiques and suggestions to make this “skripsi” better.

Jakarta, April 2014

The Writer

viii

TABLE OF CONTENT

TITLE ................................................................................................................. i

APPROVAL ...................................................................................................... ii

ENDORSEMENT SHEET .............................................................................. iii

ABSTRACT........................................................................................................ iv

ABSTRAK .......................................................................................................... v

ACKNOWLEDGEMENT ................................................................................. vi

TABLE OF CONTENT .................................................................................... vii

LIST OF TABLES ........................................................................................... x

LIST OF APPENDICES .................................................................................. xi

CHAPTER I : INTRODUCTION ........................................................... 1

A. Background of the Study................................................ 1

B. Identification of the Problem.......................................... 4

C. Limitation of the Problem .............................................. 4

D. Formulation of the Problem ........................................... 5

E. Objective of the Study.................................................... 5

F. Significance of the Study ............................................... 5

CHAPTER II : THEORETICAL FRAMEWORK ................................ 6

A. Language Test .............................................................. 6

1. The Definition of the Test ...................................... 6

2. The Types of the Test .............................................. 7

a. Proficiency Test ................................................. 7

b. Achievement Test .............................................. 8

1) Final achievement Test ................................ 8

2) Progress achievement Test........................... 8

3) Diagnostic Test ............................................ 9

4) Placement Test ............................................. 9

3. The Characteristics of a Good Test.......................... 9

B. Validity ........................................................................ 11

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1. Content Validity .................................................... 12

2. Face Validity............................................................. 13

3. Construct Validity .................................................. 14

4. Criterion-Related Validity ........................................ 15

C. Material,Syllabus and Curriculum .................................. 15

D. Relevant Studies............................................................ 20

CHAPTER III : RESEARCH METHODOLOGY.................................... 23

A. Time and Place of The Study ...................................... 23

B. The Object of the Study ............................................... 23

C. Method of the Study ................................................... 23

D. Instrument of the Study ............................................... 24

E. Technique of Data Collecting ...................................... 24

F. Technique of Data analysis .......................................... 24

CHAPTER IV : RESEARCH FINDINGS .................................................. 26

A. Data Description ............................................................... 26

B. Data Interpretation ............................................................ 43

CHAPTER V : CONCLUSION AND SUGGESTION ........................... 49

A. Conclusion .................................................................... 49

B. Suggestion .................................................................... 49

BIBLIOGRAPHY................................................................................................ 51

APPENDICES

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LIST OF TABLES

Table 2.1 Standard Competence and Basic Competence of Reading, Writing,

Listening and Speaking Aspect ....................................................................... 17

Table 3.1 The Criteria of the Conformity Level ............................................... 28

Table 4.1 The Reading and Writing Indicators in Syllabus............................... 29

Table 4.2 The Conformity between the Summative Test Item and the Syllabus 30

Table 4.3 The Inconformity between the Summative test item and syllabus .. 38

Table 4.4 The Interpretation of the Data........................................................... 47

Table 4.5 The Indicators which are Represented by the Test Items ................. 50

Table 4.6 The Indicators which are Not Represented by the Test Item ............ 50

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LIST OF APPENDICES

Appendix 1 English syllabus of Second grade students at even semester of

Al-Amanah Junior High School ........................................... 56

Appendix 2 English summative test for the second grade students at even

semester academic year 2012-2013 ................................... 61

Appendix 3 Data Card ............................................................................. 65

Appendix 4 The description of the conformity between the summative test

item and the syllabus ............................................................................................ 74

Appendix 5 The description of the inconformity between the summative test

item and the syllabus ............................................................. 86

Appendix 6 Surat Pengesahan Proposal Skripsi..................................... 95

Appendix 7 Surat Bimbingan Skripsi ...................................................... 96

Appendix 8 Surat Izin Penelitian............................................................. 97

Appendix 9 Surat keterangan Telah Melakukan Penelitian ................... 98

1

CHAPTER I

INTRODUCTION

A. Background of the Study

In teaching and learning process, evaluation is one of the important things

to be paid attention especially by a teacher. Teaching and evaluation cannot be

separated because evaluation is a tool to measure the teaching and learning

process has been achieved or not. Moreover, it contributes some information to

teaching and learning process, especially for a teacher.

Evaluation plays an important role in education activities. It is because

education has goals that need to be reached. Like Gronlund stated that “evaluation

is a systematic process of determining the extent to which instructional objectives

are achieved by pupil”.1 It can be understood that by giving evaluation, teachers

can know whether the students reach the education’s goal or not. Moreover,

evaluation draws how well students achieve the materials after teaching learning

process has done. The information of evaluation will be very useful to make

judgments of the students, either about their progress in learning the goals or

about their overall achievement.

There are many techniques for collecting information for evaluation

purposes. One of them is by using a test. Test is a tool or procedure used to

measure and appraise. By testing, the teachers can get information related to

students’ achievement or the effectiveness of their performance in teaching. In

other word, the teacher can get information about how well students have

mastered the courses that they have just learned.

There are numerous types of test. First is a placement test. It provides

information that will help to place students at the stage (or in the part) of the

teaching program most appropriate to their abilities. Second is a proficiency test.

It measures people’s ability in the language. Third is a diagnostic test, to identify

learners’ strengths and weaknesses. The last is an achievement test, to establish

how successful individual students, groups of students, or the courses themselves

1 Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching 6

Th

Edition, (New York: MacMillan Publishing Company, 1990), p. 5.

2

have been in achieving objectives of language courses. The test that is usually

used by teachers in order to know how far students have mastered the lessons is

the achievement test.2

According to Hughes there are two types of achievement tests, the first is final

achievement test and the last is progress achievement test.3 This statement gives

an understanding that in the achivement test there are two kinds test which can

used in measuring the student ability, the first is final achievement test which is

usually well known as the summative test, and the last test is progress

achievement test or it is said as the formative test.

Based on the writer’s experience when she did a teaching practice at Al-

Amanah Junior High School, she corrected students’ answer sheet on the

summative test. She found that many students answered incorrectly on the same

certain numbers of summative test questions. Based on students’ confession, it

happened because the test items’ materials that existed on the summative test have

not explained yet by their teacher. Therefore, students have not got some

knowledge needed. It will make student cannot be able to answer the question in

the test. It showed that there was a problem in that test.

Most of the items that written by the teachers for summative test was

inappropriate with the characteristic of a good test.There were some inadequacies

in the summative test especially in the content of instruction; the themes, the type

of texts, and the indicators, therefore there are some item contents which disagree

with syllabus that provided in the indicators. In other word, the test has a poor

content validity. Consequently, the test that is designed to measure the students’

ability is not appropriate.

In order to measure the student’s ability accurately, the teachers should use a

good test. It is not an easy work to construct a good test, because there are some

characteristics or requirements that must be fulfilled. The characteristics of good

2Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity

Press.,1995), p.11 3Ibid., p.13.

3

test include validity, reliability, and practicality.4 From the statement above, it can

be understood that there are a lot of criterias of a good test, one and other are

interrelated so that with fulfill that criterias the teacher will get a good result result

and effective test. In this research, the writer only focuses on the validity of a test,

especially a content validity.

A test made by teachers in the classroom should be in line with the syllabus,

and the content of the test must measure what is intended to measure, in this case

is the language skill taught by teachers. In discussing the validity, the validity of

a test is the extent to which a test measures what is intended to measure. Without

validity, there can be no confidence in the inferences and conclusions made from

the results.5 It can be understood that validity hold enough important roles, it is

seen from the content of its validity that is the test made by examiner must be able

measure a competence or student’s ability.

Commonly, there are three kinds of validity. There are content, criterion-

related (concurent and predictive) and construct are used in the educational and

psychological exam.6 From the three kinds of validity, content validity has the

important roles in interpretating the test as a tool of evaluation, so that the teacher

can measure student’s ability effectively.

Content validity depends on careful analysis of the language being tested and

of the particular course objectives. The test should be so constructed as to contain

a representative sample of the course.7 It can be understood that the content

validity needs a sharp and systematic analysis because it can represent the content

of the test that will be examined. The writer will explain the content validity in the

next chapter.

For the reasons above, it is important to analyze the content validity of the

summative test. When a test is not valid, there are consequences. First, the

4 David P.Harris, Testing English as a Second Language, ( New York: McGraw-Hill

Book Company, Ltd), p. 183. 5 William Wiersma and Stephent G Juts, Educational Measurement and Testing ,

(Boston:Allyn and Bacon, 1990), p.183. 6 Charles D. Hopkin and Richard L. Antes, Classroom Measurement and Evaluation,

(Illionis: F.E Peacocok Publishers, Inc., 1990), p. 328. 7JB. Heaton, Writing English Language test, (London and New York:Longman, 1998),

p.160.

4

students cannot demonstrate skills that they posses if they are not tested. Second,

irrelevant items are presented that the students will likely answer incorrectly only

because the content was not taught. The effect of that are lower test scores

because there is no relation between test item with material learnt to achieve

instructional objective. Therefore, the writer would do an analysis on the content

validity on the research title “An analysis on Content Validity on Student’s

English Summative Test Items”.

B. Identification of the Problem

Based on the background of the study, the writer identifies some problems:

1. There are problems on the test item materials existed on the summative

test that have not been taught yet.

2. There are problems on most of the question items written by the teachers

for summative test which are inappropriate with the characteristic of a

good test.

3. The test is not measure what supposed to be measured.

4. A Test, which does not have content validity, complicates the students to

answer the test questions.

C. Limitation of the Study

To make this writing easier to be understood, the writer limits the study as

follow:

a) The research focused only on the content validity of English final test

(summative test) of the even semester at the second grade academic year

of 2012/2013.

b) The research focused only on reading and writing skills because the

summative test consists of multiple choice and essay items.

c) The test to be analyzed is the English summative test for the second grade

students at Junior High School of “Al-Amanah”.

d) The syllabus to be used is the syllabus which was made by the teacher

referenced to the latest curriculum.

5

D. Formulation of the Study

Based on the background of the study, the writer formulated the problem

whether each test items of the summative test for the second grade students of

Junior High School of “Al-Amanah” represent the indicators as suggested its

syllabus as an indicator of the content validity.

1. Is the English final test in line with the syllabus that is constructed by Al-

Amanah school?

a. How appropriate is the English final test with the indicator of the

syllabus?

b. How is the distribution of the indicator of the syllabus in the test?

E. Objective of the Study

The objective of this study is to find out whether each test items of the

summative test for the second grade students of Junior High School of Al-

Amanah represent the indicators as suggested its syllabus as an indicator of the

content validity.

F. Significance of the Study

The result of this study is expected to give a description for the readers

about an analysis of the content validity toward the summative test. It also can be

used as an input for the readers; especially for the English teachers, the

headmaster, and all people who are involved and responsible in developing

quality of education. In other word, it is useful for all people to know the

characteristics of a good test and for the researchers as the basic for conducting

further research.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Language Test

1. The Definition of Test

In order to know how well the result of teaching learning processes is, a

teacher must evaluate it accurately. One of the evaluation instruments in teaching

learning process is a test. There are many definitions of test, Gronlund and Linn

defined a test as a device or regular procedure for meting a sample of behavior.1

While Reynolds stated that test is an instrument or steps in which a sample of an

individual action is got, and scored using the basic standard.2

While, Nitko stated in his book, Educational test and measurement an

Introduction, Test is systematic procedure for observing and describing one or

more characteristics of person with the aid of either a numerical of category

system.3 This definition gives an understanding that the test is the procedure or

manner which systematic used by teacher for describing the characteristic or

behavior of students with the aid numerical system or score.

Tinambunan stated that a test is a set of questions, each of which has a correct

answer, that examinees usually answer orally or in writing.4 It can be understood

that test is a means of measuring and scoring which carried out through oral or

written to know the progress of the student after they got some lessons in the

class. Test also conducted to know the student’s achievement in specific

materials.

1 Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching 6

Th

Edition, (New York: MacMillan Publishing Company, 1990), p. 5. 2 Cecil R. Reynolds. et al, Measurement and Assesment in Education, (New Jersey:

Pearson Education Inc., 2009), p. 3. 3 Anthony J. Nitko, Educational Test and Measurement An Introduction , (NewYork:

Harcourt Brace Jovanovic, Inc.,1983), p. 6. 4 Wilmar Tinambunan, Evaluataion of Student Achievement, (Jakarta: Depdiknas, 1988),

p. 3.

7

Based on the definitions above, the writer can conclude that test is a set of

questions in many forms ( Such as; multiple choice, true false, fill in the blank,

essay, etc). It is made by a teacher to measure student’s ability in a lot of skills

where a test that produced in line with the procedure in making a test with

consider of standarized and score.

2. The Type of Test

There are some ways that used for testing or to determine the person’s ability

in the learning process. Wilmar Tinambunan stated that there are two types of

tests used in determining a person’s ability: aptitude test and achievement test.5

Basically, both of test types give the same understanding, an aptitude test is

constructed to measure or to predict succes in some future learning activity in the

classroom or other, while the achievement test designed to know level of success

in the learning activity that have learned.

In the language learning process there are many types of the test that used to

measure student’s ability. According to Arthur Hughes in his book testing for

Language teacher, stated that there are four basic types of language tests:

proficiency tests, achievement tests, diagnostic tests, and placement tests. 6

1. Proficiency test

Proficieny tests are designed to measure people’s ability in a language,

regardless of any training they may have had in that language. While,

McNamara assumes that proficiency test is a test which is designed to see

language use in the future, it is not related to any training they may have had

in that language.7 Furthermore, according to Lado, proficiency tests measure

how much of a foreign language a person (not necessarily a student) knows.8

5 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen

Pendidikan dan Kebudayaan, 1988), p. 7. 6 Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge:

Cambridge University Press, 1989), P. 11. 7Tim McNamara, Language Testing, (Hongkong: Oxford University Press, 2000), p. 7.

8Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests ,

(Hongkong: Wing Tai Cheung Printing Co Ltd),p. 369.

8

From some opinion above, the writer conclude that proficiency test is

designed to measure individual’s general ability in a language. it usually used

English for specific purposes.

2. Achievement test

Achievement test are directly related to language course, their purpose

being to establish how succesful individual student, groups of students, or the

course themselves have been in achieving objectives. While, Cecil Reynolds

stated that achievement test are designed to assess the knowledge or skills of

an individual in a content domain in which her or she has received

instruction.9 From the statement mentioned clearly states that the achievement

test is tested after the examinee received the course.

A test that used by the teacher to measure a success level of student

in learning teaching proccess is the achievement test. Arthur Hughes divided

the achievement test in two parts, final achievement test and progress

achievement test10.

1. Final achievement test

Final achievement tests are those administered at the end of a course of

study. The content of final achievement test should be based directly on a

detiled course syllabus or on the books and other materials used, this has

been reffered to as the syllabus content approach

2. Progress achievement test

Progress achievement test as their name suggest are intended to

measure the progress that students are making.

Final achievement and progressachievement test basically have a same

understanding that is to measure student’s ability about the materials that

learned, but the diference between final and progress are the final

9 Cecil R. Reynolds. et al, Measurement and Assesment in Education , (New Jersey:

Pearson Education Inc., 2009), p. 5. 10

Arthur Hughes, Testing for Language Teachers Second Edition , ( Cambridge:

Cambridge University Press, 1989), P. 13

9

achievement examined in the end of the course but the progress

achievement examined in the part of the course.

3. Diagnostic test

A diagnostic test is used to identify learners’ strengths and weakness.

According to Wilmar Tinambunan a diagnostic test is intended to diagnose

learning difficulties during instruction.11 This definition gives an

understanding that the diagnostic test is constructed to know the learning

difficulties of the student during the instruction, usually this test used in the

first sections before the course is began.

4. The placement test

Placement tests intended to provide information that will help to place

student at the stage ( or in the part )of the teaching programme most

appropriate to their abilities. While, JB. Heaton said that a placement test

enables us to sort students into groups according to their language ability at

the begining of the course.12 It can be understood that this test describes

someone to entered in the group based their ability or competence in the

begining of the course.

3. The Characteristic of a Good Test

A test can be regarded as a good one, if it fulfills some of characteristic of a

good test. Harris in his book Testing english as a second language stated all good

test possess three qualities; validity, reliability, practicality.13 Therefore, the test

will be good if the test contains three elements, they are validity, reliability, and

practicality, if in the test lack of them means the test need observed again.

11

Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen

Pendidikan dan Kebudayaan, 1988), p. 8. 12

JB. Heaton, Classroom Testing, ( New York: Longman Inc., 1990), p. 15 13

David P. Harris, Testing English as a second Language, ( New York: McGraw-Hill

Book Company) P. 13.

10

The first characteristic of a good test is validity. Validity is the extent to

which a test measure what is intended to measure.14 It means that a test which

made by teacher is valid if the content of test representing an images on the

indicator and syllabus as a basis reference in learning activity.

From the definition above, the writer concludes that validity of the test

means that the test really measure what actually wished to measure. For example

if the test is conducted to measure student’s grammar, the test really measure

student’s grammar without concern in another aspect.

Test validity is the most critical factor to be judged in the total program of

foreign language testing. A test is valid when it measures effectively what is

intended to measure. For example, if a test is designed by teacher to measure aural

comprehension, it must do exactly this and not attempt to measure another skill

such as reading comprehension.

The second characteristic of a good test is reliability. According to Douglas

statement a reliable test consistent dependable.15 It means the test that given to

the student when it examined more two times its score must consistent. For

example if the same group of students took the same test twice within two days-

without reflecting on the first test before they sat it again-they should get the same

results on each occasion. If they took another similar test, the results should be

consistent. Therefore, to be considered reliable, a language test must obtain

consistent result and give consistent information.

The third characteristic of a good test is practicality. The test practicality

means that test should be practical in administrating it. Douglas stated that a

good test is practical. It is within the means of financial limitations, time

constraints, ease of administration, and scoring and interpretation.16 The case can

be understood that when the teacher design a test, there are a lot of considerations

14

William Wiersma and Stephent G Juts, Educational Measurement and Testing ,

(Boston:Allyn and Bacon, 1990), p. 183. 15

H.Douglas Brown, Teaching by Principle an Interactive Approach to Language

Pedagogy, (New York: Addison Wesley Longman, Inc., 2001), p. 86. 16

Ibid

11

that need to thought, like financial, time, scoring administration so the teacher will

be ease in testing. David P. Harris said about characteristic of practicality,a test

may be highly reliable and valid instrument but still be beyond our means or

facilities.17 It indicates that there are a lot of important consideration that must be

thought the teachers when they want to design a test. Economy, ease of

administration and scoring, ease of interpretation be a consideration poits to make

a test be practical, so that the test that designed be a valid, consist, and practical

tests.

B. Validity

From the previous explanation that one of characteristics of a good test is

validity. David P. Haris in relating with the validity stated that There are two

questione must always be considered : (1) What precisely does the test measure?

And (2) How well does the test measure?. If the test is found to be based upon a

sound analysis of the skill or skills we wish to measure, and if there is sufficient

evidence that test score correlate fairly highly with actual ability in the skills area

being tested resionably safe in assuming that the test is valid for our purposes.18

Test validity is the most critical factor to be judged and considered in the total

of a foreign language testing. A test is valid when it measures effectively what it

is intended to measure.

Validity really is not a simple concept; however, the concept of validity

reveals a number or aspect, each of which deserves our attention. Arthur Hughes

classifies validity into four: content validity, face validity, construct validity, and

criterion-related validity.19

1. Content Validity

Content validity is concerned with the extent to which the test is

representative of a defined body of content consisting of topics and

17

David P. Harris, Testing English as a second Language, ( New York: McGraw-Hill

Book Company), p. 21. 18

Ibid., p.19 19

Arthur Hughes, Testing for Language Teachers 2nd

Edition, ( Cambridge: Cambridge

University Press, 1989), p. 22

12

processes.20 Moreover, the test should reflect instructional objectives or

subject matters. But it is not expected that every knowledge or skill will

always appear in the test; there may simply be too many things for all of them

to appear in a single test.

Wiersma divided content validity into two parts, content validity of

teacher-constructed tests and content validity of published tests.21 Content

validity of teacher-constructed test essentially depends on the sampling of

items. If the test items adequately represent the domain of possible items, the

test has adequate content validity. When a test is not content valid, there are

two consequences. First, the students cannot demonstrate skills that they

possess if they are not tested. Second, irrelevant items are presented that the

students will likely answer incorrectly only because the content was not

taught. Both of these consequences tend to lower the test scores; as a result,

the test score is not an adequate measure of student performance relative to the

content covered by instruction.

Most teachers are quite familiar with the content they cover during

instruction, and, to a large extent, teacher-constructed tests have an inherent

content validity. However, in planning a test, teachers can use a

straightforward procedure that tends to improve content validity.

The second part is content validity of published tests. Teachers may, at

least on occasion, use published tests, some of which accompany curriculum

materials. The tests constructed for a specified textbook or set of materials

usually have high content validity if the materials are used as intended for

instruction. Sometimes materials are used as supplementary and are only

partially covered, in which case any accompanying tests would at least need to

be reviewed for content validity.

20

William Wiersma and Stephent G Juts, Educational Measurement and Testing,

(Boston: Allyn & Bacon, 1990), p.184 21

Ibid p.p. 185-186

13

According to Wilmar, content validity may be defined as the extent to

which a test measures a representative sample of the subject matter content

and the behavioral changes under consideration.22 It can be understood, that in

this case the content of the test which interpretated through the test is the

important thing and must be able measure what it is intended to measured.

There are two importance of content validity. First, the greater test’s

content validity, the more likely it is to be an accurate measure of what it is

supposed to measure. Secondly, such a test is likely to have a harmful

backwash effect. Areas which are not tested are likely become areas ignored in

teaching and learning. The best a safeguard against this is to construct full test

specification and to ensure that the test content is a fair reflection of these.23

2. Face Validity

Face validity is a surface or appearance of test. As Alderson stated, face

validity refers to the test’s surface credibility or public acceptability.24 It is

mean the test’s surface that will be examined to the students must describe or

show the good construct test and it can be acceptability by the examinee.

While Arthur stated, Face Validity refers to the appropriateness of test items.25

It is mean the form of test that given to the examinee should be appropriate

and complete instructions.

Substantially, there is no different view among definition above. They

would like to elaborate that a test is regarded as having face validity, if its

appearance is acceptable, it is clearly readable, and it has a clear instruction in

answering the test.

3. Construct Validity

22

Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen

Pendidikan dan Kebudayaan, 1988), p. 12. 23

Arthur Hughes, Testing for Language Teachers 2nd

Edition, ( Cambridge: Cambridge

University Press, 1989), pp. 22-23. 24

J. Charles Alderson, et. al. Language Test Construction & Evaluation , (Cambridge:

Cambridge University,1995), p. 172. 25

Arthur Hughes, Testing for Language Teachers Second Edition, ( United Kingdom:

Cambridge University Press, 1989), p. 27.

14

William said that construct validity is concerned with the psychological

constructs that are reflected in the scores of a measure or test.26 It means, the

result of testing which has done will be desribed in the form of scores.

Construct validity deals with construct and underlying theory of the

language learning and testing. J.B. Heaton states that if the test has construct

validity it is capable of measuring certain specific characteristics in

accordance with a theory of language and behavior and learning.27 The

statment mentioned gives a describing that the test made by teacher where it

has construct validity otomaticaly it can measure certain specific characteristic

accordence theory language.

While, Kenneth said that construct validity is the systematic analysis of

tests score designed to assess whether there is a basis for validity.28 This

statment explain that it should be basis, in this case the theory of language and

behavior that sistematic in designing the construct validity

4. Criterion-Related Validity

William and Stephen stated that criterion validity is based on the

correlation between scores on the test and scores on a criterion. The corelation

coeficient is the criterion validity coefficient.29 It can be understood, in the

criterion validity there is a relation between scores on the test which resulted

by the students and the scores that standarized and both can be influence one

to another.

According to Arthur there are two kinds of criterion related validity:

concurent validity and last is predictive validity. Concurent validity is

constanted when the test and standarisation are arranged at about same time,

26


(Boston: Allyn & Bacon, 1990), p.193 27

JB. Heaton, Writing English Language test, (London and New York, Longman1998),

p. 161. 28

Kenneth D. Hopkuns, Educational and Psychological Measurement and Evaluaton,

(Boston: Allyn & Bacon, 1998), p. 99. 29


(Boston: Allyn & Bacon, 1990), p.189

15

while the predictive validity is focuss the level when a test can guess

examinee’s future action.30

C. Material, Syllabus and Curriculum

The materials are the important parts of the teaching learning process that

should be mastered by the teacher and should be passed to the students. The

materials that given by the teacher must agree with the syllabus and it will be

better if suit with the context learning. James D. Brown said that materials is

defined as any systematics description of the technique and exercises to be used

in clasroom teaching.31 It is mean that a description of teaching and learning

technique that used by a teacher and a lot of exercises that given to the student as

a tool of test must arranged systematicaly, so that materials that taught in the

classroom can be achieved effectively.

Richard and Rodgers stated that materials designed on the assumptions that

learning is initiated and monitored by the teacher must meet quite different

requairements from those designed for student self-instruction.32 It can be

understood that materials that constructed for student must effective and

systematic,because the teacher still a task to extend the material clearly to control

learning process when the student do the task from the materials.

From the statements above, the writer can conclude that materials is the

descriptions of learning object that given to the students in the classroom by

considering the approach, syllabus, technique, and exercises so that the learning

purpose can be achieved effectively.

A syllabus is designed based on school program and students degrees. Besides

that, when a teacher constructs the syllabus, it must be suitable with students’

30

Arthur Hughes, Testing for Language Teachers Second Edition, ( Cambridge:

Cambridge University Press, 1989), pp. 27-29. 31

James D Brown, The Elemen of Language Curriculum: A Systematic Approach to

Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.139. 32

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 1986), p. .30.

16

ability and relevant to early situation. It is hoped in other to the indicators that

depeloved in the syllabus can be achieved.

According to Richards, a syllabus is a specification of the content of a course

of instruction and list what will be taught and tested.33 from the definition

mentioned, syllabus is a tool of instruction or reference and a lot of materials that

will be taught to the student and finaly will be tested also to measure student’s

understanding about the material that has learned based syllabus reference. In the

content of syllabus indicator plays an important part, because indicator describing

competence that has to mastered by the students.

While, Brown said that syllabus are predominantly concerned with the choices

necessary to organize the language content of a course or program.34 It can be

understood that when the teachers will teach the materials in the classroom, they

can choice a lot of courses and organize the materials that needed. Whole must

concerned to the syllabus so the materials or course not lateral.

Syllabus is not separated with the curriculum, because the instructions or the

content in the curriculum will be developed into syllabus based on the

competency standard and basic competence. Posner said that curriculum is the set

of instructional startegies teacher plan to use.35 It means that curriculum hold the

important role, that is the instructional strategies for the teacher where curriculum

be basic reference in teaching and learning process.

From the statements, the writer concludes that curriculum is the planned

learning experiences of an educational system with attention to the elements of

program of studies, program of activities and program of guidance.

33

Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:

Cambridge University Press, 2001), p. 2. 34

James D Brown, The Elemen of Language Curriculum: A Systematic Approach to

Program Development, (New Jersey:Heinle & Heinle Publisher.,1995), p.141. 35

George J. Posner, Analyzing the Curriculum, (New York: McGraw-Hill Companies,

Inc., 2004), p. 5.

17

The government decided competency standard and basic competence in the

curriculum. The competency standard and basic competence based on the latest

English syllabus for the second grade of Junior High School are states as follow:

Table 2.1

Standard competence and Basic Competence of Listening, Speaking, Reading and

Writing in School-Level Curriculum

Standard Competency Basic Competence

Mendengarkan

1. Memahami makna dalam

percakapan transaksional dan

interpersonal resmi dan berlanjut

(sustained) dalam konteks

kehidupan sehari-hari

1.1 Merespon makna dalam percakapan

transaksional (to get things done)

dan interpersonal (bersosialisasi)

resmi dan berlanjut (sustained)

secara akurat, lancar, dan berterima

yang menggunakan ragam bahasa

lisan dalam konteks kehidupan

sehari-hari dan melibatkan tindak

tutur: menyampaikan pendapat,

meminta pendapat, menyatakan

puas, dan menyatakan tidak puas

1.2 Merespon makna dalam percakapan

transaksional (to get things done)

dan interpersonal (bersosialisasi)

resmi dan berlanjut (sustained)

secara akurat, lancar, dan berterima

yang menggunakan ragam bahasa

lisan dalam konteks kehidupan

sehari-hari dan melibatkan tindak

tutur: menasehati, memperingatkan,

meluluskan permintaan, serta

menyatakan perasaan relief, pain,

18

dan pleasure

2. Memahami makna teks fungsional

pendek dan monolog berbentuk

reports, narrative, dan analytical

exposition dalam konteks kehidupan

sehari-hari

2.1 Merespon makna yang

terdapat dalam teks lisan

fungsional pendek resmi dan tak

resmi secara akurat, lancar dan

berterima dalam berbagai konteks


2.2 Merespon makna dalam teks

monolog yang menggunakan ragam

bahasa lisan secara akurat, lancar dan

berterima dalam konteks kehidupan

sehari-hari dalam teks berbentuk:

report, narrative, dan analytical

exposition

Berbicara

3. Mengungkapkan makna dalam

teks percakapan transaksional dan

interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan

sehari-hari

3.1 Mengungkap-kan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

resmi dan berlanjut (sustained) dengan

menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari

dan melibatkan tindak tutur:

menyampaikan pendapat, meminta

pendapat, menyatakan puas, dan

menyatakan tidak puas


percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

resmi dan berlanjut (sustained) dengan

19

menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima


dan melibatkan tindak tutur:

menasehati, memperingatkan,

meluluskan permintaan, serta

menyatakan perasaan relief, pain, dan

pleasure

4. Mengungkapkan makna dalam teks

fungsional pendek dan monolog yang

berbentuk report, narrative dan

analytical exposition dalam konteks



teks lisan fungsional pendek resmi dan

tak resmi secara akurat, lancar dan

berterima dalam berbagai konteks



teks monolog dengan menggunakan

ragam bahasa lisan secara akurat, lancar

dan berterima dalam konteks kehidupan

sehari-hari dalam teks berbentuk:


exposition

Membaca

5. Memahami makna teks fungsional

pendek dan esei berbentuk report,

narrative dan analytical exposition


dan untuk mengakses ilmu

pengetahuan

5.1 Merespon makna dalam teks

fungsional pendek (misalnya banner,

poster, pamphlet, dll.) resmi dan tak

resmi yang menggunakan ragam bahasa

tulis secara akurat, lancar dan berterima


5.2 Merespon makna dan langkah

retorika dalam esei yang menggunakan

ragam bahasa tulis secara akurat, lancar

dan berterima dalam konteks kehidupan

20

sehari-hari dan untuk mengakses ilmu

pengetahuan dalam teks berbentuk:


exposition

Menulis

6. Mengungkapkan makna dalam

teks esei berbentuk report, narrative,

dan analytical exposition dalam

konteks kehidupan sehari-hari


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

21

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 2010/2011 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

22

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 6th 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

To carry out this study, the writer decided to choose Junior High

School of Al-Amanah. It is because there has not been a similar study

here. Al-Amanah is located at Jl. AMD Babakan Setu-Tangerang Selatan.

The research is conducted on May up to June 2013. It was conducted at

the second grade students of Junior High School of Al-Amanah academic

year 2012/2013.

B. The Object of the Study

The object of the study is the test items of English summative test

for the second grade students of SMP Al-Amanah Serpong academic year

2012/2013.

C. Method of Study

In this study, the writer collected the data and then the writer

analyzed the test items, whether each test items of the summative test for

the second grade students of SMP Al-Amanah represent the indicators as

suggested in its syllabus. The test is measured adaptable with the syllabus

and indicators especially from reading and writing skills.

So based on the data and types of information needed of this

research, the writer used qualitative research. Also, this study is

categorized as descriptive analysis. It described the conformity and

inconformity of the Junior High School’s summative test with the syllabus

and indicators.

24

D. Research Instrument

The research instruments which was used by the writer in

collecting the data is documentation. The documents are:

1. Paper/ test booklet

The writer asked the English summative test paper from the

school. The test which is analyzed is the English summative test for

the second grade student at the even semester. The total items are 45

items English summative test. It is 40 items of multiple choice and 5

items of essay.

2. English syllabus and indicators for the second grade students of Junior

High School

The writer analyzed the English summative test items, and then

conform it to the English syllabus and the indicators. The English

syllabus which is made by the teacher should be based on the Standard

competency and basic competence.

E. Technique of Data Collection

The writer collected the data from an English teacher in SMP Al-

Amanah Tangerang Selatan. Then, the writer asked for the syllabus and

the summative test of the English subject on the even semester 2012/2013

academic year in the second grade of Al-Amanah Junior High School.

F. Technique of Data Analysis

To examine the item test, the writer identifyed each of the item in

the summative test and made a data card by identifying the components of

the test. The writer categorized the components of the test. Next, the writer

compared the components of the test with the materials which are

represented in syllabus and counted the percentages of each component.

To make the percentage, the writer uses the formula:

F

P = ── × 100%

N

25

P =

x 100%1

P = Percentage of Content Validity

f = Frequency of item appearance

n = Number of sample

Moreover, to measure the conformity level of the English summative

test items, the writer adopts the conformity level criteria by Arikunto:

Table 3.1

The Criteria of the Conformity Level2

81% - 100% Very good

61% - 80% Good

41% - 60% Fair

21% - 40% Poor

0 – 39% Very poor

1Anas Sudiyono, Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 43. 2Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: PT. Rineka Cipta, 2005), p. 44.

26

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

The writer analyzed the test materials whether they conform to the English

syllabus of SMP Al-Amanah. To get the data, she took the questions sheet and the

English syllabus document to be analyzed. The data that the writer used in this

study is the English summative test for even semester, which is called Ulangan

Akhir Semester Sekolah Menengah Pertama ( SMP ) Tahun Pelajaran 2012/2013

for the second grade students of SMP Al-Amanah. The total numbers of test items

are 45 tests which consist of 40 multiple choice items and 5 essay items. The test

was held on Wednesday, 5th June 2013 with the given time 120 minutes.

Having investigated the summative test items, the writer is able to describe the

data as follows:

Table 4.1

The conformity between the English final test items (Summative test)

and the syllabus

Basic Competence Based on the indicators of

reading

Items number

11.1. Membaca nyaring

bermakna teks fungsional

dan essai pendek

sederhana berbentuk

recount dan narrative

dengan ucaapan, tekanan

dan intonasi yang

berterima yang berkaitan

dengan lingkungan

sekitar

1. Membaca nyaring dan

bermakna teks essai

berbentuk

narrative/recount

-

2. Mengidentifikasi

berbagai makna teks

narrative /recount

14, 25, 31

3. Mengidentifikasi tujuan

komunikatif teks

narrative /recount

5,12

4. Menidentifikasi 3,6,8,11,16,45

27

langkah retorika dan

ciri kebahasaan teks

narrative/recount

11.2. Merespon makna

dan langkah retorika

dalam esei pendek

sederhana secara akurat,

lancar dan berterima yang

berkaitan dengan

lingkungan sekitar dalam

teks berbentuk recount

dan narrative

1. Mengidentifikasi berbagai

informasi dalam teks

fungsional

1,2,4,13,27,28,29,30

11.3. Merespon makna

dalam teks tulis

fungsional pendek

sederhana secara akurat,

lancar dan berterima yang

berkaittan dengan

lingkungan sekitar

1. Mengidentifikasi tujuan

komunikatif teks fungsional

32,34

2. Mengidentifikasi ciri

kebahasaan teks fungsional

-

Basic Competence Based on The Iindicators of

Writing Items Number

12.1.Mengungkap-kan

makna dalam bentuk teks

tulis fungsional pendek

sederhana dengan

menggunakan ragam

bahasa tulis secara akurat,

lancar dan berterima

untuk berinteraksi dengan

lingkungan sekitar

1. Mengidentifikasi teks

fungsional

20, 41

12.2.Mengungkap-kan -

28

makna dan langkah

retorika dalam esei

pendek sederhana dengan

menggunakan ragam

bahasa tulis secara akurat,

lancar dan berterima

untuk berinteraksi dengan

lingkungan sekitar

berbentuk recount dan

narrative

Table 4.2

The Description of the Test Items

Items

number Samples Points of conformity

14,25,31 Once upon a time the jungle,

there lived a fox. His name was

Rox. No one didn’t know him.

Everybody in the jungle was

afraid of him because of his face

and style looked very vicious.

One day, in beautiful summer

morning, when Rox was

drinking at the side of the river,

he saw a little rabbit in danger.

The snake was going to eat it.

Rox jumped over the snake as

soon as possible and scared it

away.

The little rabbit then

The question number 14 ask

students to identifiying the

meaning from the text that read. It

can be understood that this item

measures the student’s ability in

identify the meaning from the

text. Thus, this item conforms to

the recommended indicator

namely, “mengidentifikasi

berbagai makna teks

narrative/recount”

29

felt relieved that Rox just saved

his life from the threat of he

dangerous snake. After that, it

told the whole jungle that Rox

was a kind fox. He just saved its

life. There was no need to be

afraid of him anymore.

14. The story tells about …

a. A fox and his friend

b. A snake and the rabbit

c. A rabbit and his enemy

d. A fox and the rabbit

5,12 Zoo

Yesterday my family and I

went to the zoo to see the animals.

When we got to the zoo, we went to

the shop to buy some food to give to

the animals. After getting the food,

we go to the nocturnal house where

we saw some birds and reptiles

which only come out at night.

Before lunch we went for a

ride on the elephant. It was a thrill to

ride on it. Dad nearly fell off when

he let go of the rope. During lunch

we fed some birds being fed. When

The question number 5 and

number 12 asks students to

identify the communicative

purpose of the text. It can be

understood that these items

measure the student’s ability in

identifying the communicative

purpose of the text. Thus, these

items conform to the

recommended indicator namely,

“mengidentifikasi tujuan

komunikatif teks

narrative/recount” In addition,

the text used narative text. thus, it

30

we returned home. We were very

tired but happy because we had so

much fun.

5. What is the purpose of the text

above?

a. to entertain the readers

b. to retell the past event

c. to describe the animals

d. to describe the zoo in general

12. The purpose of the text above is

…

a. To describe something in general

b. To tell the particular thing

c. To tell the activities in the past

d. To entertain and educate

also conforms to the suggested

text.

3,6,8,11,

16,45

6. How many events are there in the

text above?

`a. 4 b.5 c.6 d.7

8. Reorientation in a recount text tell

about…

a. summary and the closure of

events

b. information about what,

who,where, or what written

in a letter

c. what happened in the past

d. the problem arises in the

The question number 6 asks

student to identify the events of

the recount text, and the question

number 8 asks student to identify

the reorientation in narrative text,

then the question number 16 asks

student to identify part of

narrative text. It can be

understood that these items

measure the rhetoric steps or

language features in

narrative/recount text. Thus, these

31

story

16. After reaching his home.

Beauty’s father told her the truth.

Beauty loved her father very much,

so she didn’t refuse what her father

asked. She went to the Beast’s castle

and lived there only with the beast.

Her gloomy life began since then.

She often tried to run away but the

Beast always successfully stopped

her.

This part of the text is called …

a. Orientation

b. Complication

c. Resolution

d. Reorientation

items conforms to the


“mengindentifikasikan langkah

retorika dan ciri kebahasan teks

narrative/recount”

1,2 The holiday had come. At first, I

had no idea to spend my free time. I

had no plan because I knew my

parents were very busy. My father

was finishing his project. While my

mother had to take care of my little

sister. She was just five months.

Luckily, one of my friends

Zacky didn’t have any plan either.

So, he came to my house nearly

every during the holiday. We did a

lot of things.

The question number 1 and 2 asks

students to identify the

information that written in a text.

It can be understood that these

items measure the student’s

ability in identifying the

information in a text that read.

Thus, these items conform to the


“mengidentifikasi berbagai

inforrmasi dalam teks

fungsional”

32

The next day I taught Zacky

how to play volleyball. It took three

days for him to be able to do the

service well.

We spent the last two days by

visiting museums in our city.

Ronggowarsito nd Mandala Bakti

Museums. We learned a lot from the

things displayed in the museum.

1. The writer felt … when he knew

Zacky didn’t have any plan either.

a. Sad c. Haappy

b.Sorry d. Guilty

2. The true statement according to

the text above is …

a. The writer went around the

city by bicycle

b. Zacky learned how to play

volleyball from the writer.

c. The writer and Zacky visited

three museums during the

holiday.

d. The things displayed at the

museums were boring.

32,34 Elegant architecture, finest

material

EXECUTIF

This questions ask students to

identify the purpose of the text. It

can be understood that these

33

KALIURANG VILLAS

3,4,5 bedroom available

Open 7 days a week, free pick

up for viewing

Call us for site viewing, 0274

888 777

http://www.kaliurang.co.id

32. What is the purpose of the text?

a. to explain about the villas

b. to describe about Kaliurang

Villas

c. To persuade people to use the

Villas

d. to sell the Villas

Mr and Mrs.Albert Evans requet the

pleasure of you company.

At the marriage of their daughter

ELIZABETH ANNE

To

Mr. MICHAEL RYAN BARNET

Saturday, the seventh of June

At seven O’clock in the evening

The Hampton’s Country Club

Richfield VA

34. What is the purpose of the text?

a. to invite the readers to come

a wedding party

items measure the student’s


communicative purpose in a

functional text. Thus, these items

conform to the recommended

indicator namely,

“mengidentifikasi tujuan

komunikatif teks fungsional”

34

b. to explain the readers the

details of a wedding party

c. to describe the bride and the

groom

d. to inform the readers

20,41 20. A : Would you lend me your pen,

please?

B : Sure, here you are

The underlined statement is the

expression to …

a. Give opinion

b. ask for something

c. Offer something

d. refusing things

NINDA MAIL

Grand Opening Special offer

50% off All items

Start from 13th January until 20th

March 2011

41. a. What advertisement is it?

b. what is the name of the

mall?

The question number 20 asks

students to identify the expression

of the underlined statement, and

the question number 41 asks


information from that functional

text. It can be understood that

these items measure students’

ability in identifying functional

text. Thus, these items conform to

the recommended indicator

namely “mengidentifikasi teks

fungsional”

35

c. what is offered in the text

above?

d. when will the discount be

ended?

Table 4.3

The inconformity between the English final test item (Summative test)

and the syllabus

Items

number

Samples Points of inconformity

7

7. Which of the following animals

are the nocturnal animals?

a. frog, bat, snake, and rabbit

b. elephant, giraffe, camel and

rhinoceros

c. goat, cow, buffalo and sheep

d. frog, owl, snake and bat

This question asks

students to identify

factual information from

the text. It can be

understood that this item

measures the student’s


factual information.

Thus, it can be concluded

that these question

unconformity to the

syllabus because the

indicator is not

concluded into suggested

indicator.

9,10 9. Reza : Bondan became the first The question number 9

36

winner in science competition. Do

you know that?

Adi : are you sure? As far as I know

he becomes the second winner.

Adi’s response shows the expression

to … information.

a. give c. I’m sorry

b. deny d. agree

10. A: Excuse me, may I borrow this

magazine?

B: … I’m still reading it now

A: Never mind

a. yes, you may

c.I’m sorry

b. Take this d.No,

thank you

asks students to

determine the appropriate

word to the response of

expression. It can be



ability in determining the

expression. The question

number 10 asks students

to determine the

appropriate word to the

responding of expression.

It can be understood that

this item measures the

student’s ability in

responding of asking

expression. Thus, it can

be concluded that these

questions don’t conform

to the syllabus because

the indicator is not


indicator.

15

15. Paragraph two tells us about …

a. Little rabbit was relieved

b. Rox saved a little rabbit’s life

c. A snake was afraid of the

little rabbit

d. d. Rox looked very vicious to

everyone

This question

asks students to identify

the main idea, that is

looking for the main idea

in paragraph 2. It can be



37


main idea from the

text.Thus, it can be

concluded that these

question doesn’t conform




indicator.

17,18,19

Dialogue for number 17-19

Farah : In my opinion, teacher should

not give their students too much

homework

Tiara : (17) … We need time to have

fun.

Farah : What about you, Tiara? (18)

…

Tiara : Well, (19) … I think a student

needs to do lots of practice at home

because practice makes perfect. So, I

don’t mind having homework

17. a. you are not right

b. I agree with you c. You are wrong d.I don’t think so

18. a. do you know about it?

b. Don’t you want to go? c. do you agree with me? d. Do you make it easy?

19. a. You are one hundred percent

right b. you make me happy to know

These questions

ask students to determine

the appropriate

expression to fill in the

blank based on the

dialogue. It can be




appropriate expression.


that these question

doesn’t conform to the


indicator is not


indicator.

38

it

c. that’s what you want d. that’s not true

21,22,23,24

21. A: my mother gave me a

birthday cake when I woke up this

morning

B: …

a. I see

b. what a coincidence

c. It’s surprising

d. Does she?

22. Yeni : Coky, can you do me a

favor, please?

Coky : Of course, … ?

Yeni : Could you buy some medicine

for me, please?

Coky : Sure

a. Can you help me, please

b. Do you want to help me,

please

c. I need your help please

d. What can I do for you

23. Cindy : … you are sitting on my

seat

Nadia : oh, I am sorry I don’t realize

it

Cindy : it’s all right

This question

asks students to


response to the

expression to fill in the

blank based on the

dialogue. It can be






that these question



indicator is not


indicator.

39

a. Excuse me

b. this is my seat

c. What’s wrong

d. Wow

24. Tommy : what about my recount

text about “Having Dinner at The

Restaurant?”

Grace : It is excellent

Tommy : Return back my text

Grace : … I still check it up because

your text is too long

Tommy : all right

a. I’m sorry, wait a minute

b. Don’t mention it. Get it

c. It’s very excellent. Here you

are

d. It is very good. thanks

26

26. Where do usually read this

notice?

a. in the Bank

c. in the canteen

b. in the bus station

d. in the class

This question asks


place of the notice where

it is usually put. It can be



ability in finding the

factual relation about the

text. Thus, it can be

40






indicator.

33

What is the nearest meaning of the

word “available”?

a. excited

b. provided

c. decorate

d. proceeded

This question asks

students to determine the

appropriate word or

synonym. It can be



ability in finding word

synonym. Thus, it can be






indicator.

35

“ … at the marriage of the their

daughter”. The word underline refers to

…

a. Elizabeth and Mr. Michael

b. the bride and Mr. Michael

c. Mr. and Mrs. Albert Evans

d. Elizabeth and her parents

This question asks

students to determine the

appropriate word

reference. It can be



ability in finding word

reference. Thus, it can be

41






indicator.

36,37

36. Andre : Hello …

Eric : this is Eric. Who is calling? …

Andre : this is Andre. I just want to tell

you that I can’t go to the bookstore with

you today.

a. is that you?

b. where are you?

c. May I speak to Eric

d. is it your phone

37. Andy : Good evening, Andy

speaking

Isaac : Andy, let me speak to your

brother

Andy : He isn’t at home. He is having

dinner in the restaurant. Any message?

Isaac : No, thanks. I’ll contact his hand

phone. Nice talking to you

Andy : …

a. Glad to know you

b. Nice talking to you

c. Happy to see you

d. Pleased to meet you

This question number 36

asks students to


expression to start

conversation in a phone,

while the question

number 37 asks students

to determine the

appropriate expression to

end conversation in a

phone. It can be






that these question



indicator is not


indicator.

42

38,39,40

38. I was walking a long the main street

about 10.a.m. when I saw this blue car

stop outside the Bank. Next thing I saw

was a man with a mask on. He … (38)

out of the car and ran into the bank.

a. Sat

b. drove

c. jumped

d. yelled

39. I …(39) walked up to the door of the

bank and looked in. by this time, the

robber had everyone in the bank lying on

the floor. At this point, hurried to the

telephone box in the Park Road and …

(40) the police.

a. because

b. then

c. unless

d. Even

40. At this point, hurried to the

telephone box in the Park Road and …

(40) the police.

a. said b. told c. spoke d. called

The questions number

38, 39, and 40 ask


appropriate word usage

in a sentence. It can be


measures the students’

ability in determining a

word usage in a text.


that these question



indicator is not


indicator.

42

Read and complete Putri’s letter with the

correct conjunction

This question asks


43

January 13th

2013

Dear Siska,

I gt your invitation tody. I’m really sorry

I can’t come to your party, … (a) my

parents are going to be out of town.

There’s no one to take care of my sisters

… (b) I have to stay at home with them.

It’s too bad … (c) you and I haven’t seen

each other.

Sincerely yours,

Hanna

appropriate conjunction

usage in a sentence. It

can be understood that

this item measures the

students’ ability in

determining a

conjunction usage in a

text. Thus, it can be






indicator.

43

Make the sentences from these sign !

a.

b.

This question asks

students to write a

sentence based on the

picture given. It can be


measures the students’

ability in writing a


picture given.. Thus, it

can be concluded that

these question doesn’t

conform to the syllabus

because the indicator is

not concluded into

suggested indicator.

44

44

Change into correct simple past tense

Saya tidak membuat layang-layang

kemarin

(-)………………………………………

(+)……………………………………….

This question

asks students to make a


translation given. It can

be understood that this

item measures the

students’ ability in

making a sentence using

the translation given.


that these question



indicator is not


indicator.

B. Data Interpretation

The following table describes the total frequency of the conformity and the

inconformity of English final test items to the syllabus based on the data of item

analysis result above. Based on the data of item analysis result, we can see the

table as follow:

45

Table 4.4

The Analysis Result of the Conformity and the Inconformity of English Final

Test Items at Even Semester for the Second Grade Students of

Junior High School of “Al-Amanah”

No Summative Test Items

Area Items Number Total Frequency

1.

The conformity test items

based on the indicators of

English syllabus

1, 2, 3, 4, 5, 6, 8, 11, 12,

13, 14, 16, 20, 25, 27, 28,

29, 30, 31,32, 34, 41, 45

23 items = 51 %

2.

The inconformity test items

based on the indicators of

English syllabus

7, 9, 10, 15, 17, 18, 19,

21, 22, 23, 24, 26, 33, 35,

36, 37, 38, 39, 40, 42, 43,

44

22 items = 49 %

a. Percentage

Table 4.4 shows that the conformity of English final test with the English

syllabus is 51.11 % consist of 23 items. The percentage obviously falls into

the level of 41-60 %, based on Arikunto’s opinion, it means fair, then, the

inconformity between test items and English syllabus is 49.89% consist of 22

items. The calculations are explained bellow.

Based on the data of the conformity items number, the writer analyses:

P : Percentage

P : Percentage

F

P = ── × 100%

N

46

F : Frequency of conformity

N : Number of sample

F

P = ── × 100%

N

23

P = ── × 100%

45

P = 51.11 %

So, based on the calculation above the English final test which is

administrated in the second grade students of junior high school of “Al-

Amanah” is 51.11% valid in terms of its conformity with the indicators.

While, based on the data of the inconformity items number, the writer

analyses:

P : Percentage

F : Frequency of inconformity

N : Number of sample

F

P = ── × 100%

N

22

P = ── × 100%

F

P = ── × 100%

N

47

45

P = 48.89%

Table 4.5

The indicators represented by the test items

1. Mengidentifikasi berbagai makna teks narrative/recount

2. Mengidentifikasi tujuan komunikatif teks narrative/recount

3. Mengidentifikasi langkah retorika dan ciri kebahasaan teks

narrative/recount

4. Mengidentifikasi berbagai informasi dalam teks fungsional

5. Mengidentifikasi tujuan komunikatif teks fungsional

6. Mengidentifikasi teks fungsional

Table 4.6

The indicators aren’t represented by the test items

1. Membaca nyaring dan bermakna teks essai berbentuk narrative/recount

2. Mengidentifikasi ciri kebahasaan teks fungsional

b. Content Analysis

Based on the tables and the explanation of the data above, we know that

some indicators are not suggested in the syllabus but they are included in the

test items whereas the indicators are still suggested in the standard

competence and basic competence. On the contrary, there are some indicators

that are not included in the test, but they are suggested in the syllabus.

48

While, there are indicators which dominate the test items. We can see that

the indicator “mengidentifikasi berbagai informasi dalam teks fungsional”

represented 8 items number, and the indicator “Mengidentifikasi berbagai

makna teks narrative/recount” represented 3 items number. On the other

hand, there are some indicators which only have few items number. Instead

they just have two items number.

Ideally, it will be proportional if every indicator represented equally.

There are 8 indicators suggested in the syllabus, and they have to be

represented by 45 items number. So, every indicator should represent 5 or 6

items number.

According to the item analysis above, the writer concludes that the

English summative test which is administrated in the second grade students

of the junior high school of ”Al-Amanah” represent almost the whole

indicators from the syllabus of the even semester.

Therefore, it can be understood that the test designer has not understood

enough to construct the test item. It is shown through the 51% of indicators

suggested in the test items are not suggested in the syllabus. She recognized

that the english final test must be in line with the recommended curriculum

and the English syllabus. But in the application, the writer still found some

inadequacies in the English final test (summative test) especially in the

content of instruction.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this research the writer analyzed the conformity of the test item with

syllabus, the writer found that the English summative test item which was

administered in the second grade students of Junior High School of Al-Amanah

are 51.11% valid in terms of its conformity with the indicators. The items tests

that represent the suggested indicators in the syllabus are 23 items and the

inconformity items are 22 items. So, based on Arikunto’s opinion, it means fair,

because the percentage falls into the level of 41% - 60%.

Therefore, the writer concluded that the English summative test of the even

semester on the second grade students of Al-Amanah Junior High School for the

first point of view is 51.11% valid in terms of the conformity of the test items

with the syllabus. On the other words, the English summative test of the even

semester on the second grade students of Junior High School of Al-Amanah has

bad content validity. It means that almost 49% indicators in the test items are not

suggested in the syllabus, besides that the indicator of reading dominate almost all

the items and the indicator of writing only one item in essay form.

B. Suggestion

Based on what the writer found, it can be understood that there is still found

the teacher or the test designer who cannot reconstruct the good test items. So,

before making a test, the test designer has to understand how to write a good test

in term of validity. Therefore, it will be better if the test designer/teachers make

the test items by considering a conformity between the test items and the

indicators which is provided in the syllabus because syllabus is the important

guide for teachers about the materials that have to be taught in the classroom.

In constructing the test items, teachers also have to consider about the

content. They have to distribute all the indicators in syllabus into the test item

50

fairly. It is better if there are not indicators which are dominate each other because

a good test is the test which covers all the indicators in syllabus. So, teachers can

measure students’ competences.

51

BIBLIOGRAPHY

Arikunto, Suharsimi, Dasar-dasar Evaluasi Pendidikan, Jakarta: Bumi Akasara.

Arikunto, Suharsimi, Manajemen Penelitian. Jakarta: PT. Rineka Cipta, 2005.

Brown, Douglas. Principles of Language Learning and Teaching. Third Edition. Boston: Prentice Hall Regents, 1994.

Brown, James Dean. Testing in Language Programs. Upper Saddle River: Prentice Hall Regents, 1996.

Creswell, John W. Educational Research. Boston: Pearson Education, 2012.

Gay, L.R. Educational Evaluation and Measurement: Competencies for Analysis and Application, 2nd Ed. Singapore: Macmillan Publishing Company,

1991. Gronlund, Norman E. and Robert L. Linn. Measurement and Evaluation in

Teaching, 6th Ed. Singapore: McMillan Publishing Co., 1990.

Gronlund, Norman E., Measurement and Evaluation in Teaching, 4th Ed, Singapore: McMillan Publishing Co., 1990.

Harris, David P. Testing English as a Second language. New Delhi: Tat Mc Graw-Hill Publishing Company, Ltd.

Heaton, J.B. Writing English Language Test. New Edition. New York: Longman

Inc. New York, 1990.

Hopkins, Kenneth D., Educational and Psychological Measurement and

Evaluation, 8th ed, Boston: Allyn and Bacon, 1998. Hughes, Arthur. Testing for Language Teachers. Great Britain: Cambridge, 1989.

Kubiszyn, Tom and Gary Borich, Educational Testing and Measurement:

Classroom Application and Practice, Ninth Edition. River Street: John Wiley and Sons, Inc, 2010.

Nasution, S. Asas-asas Kurikulum. Jakarta: Bumi Aksara, 1995.

Nitko, Anthony. J. Educational Test and Measurement an: Introduction. New York: Hancourt Brace Jovanivich, Inc., 1983.

Posner, J. George, Analyzing the Curriculum, New York: McGraw-Hill Companies,

Inc., 2004

52

Reynolds, Cecil R. et al. Measurement and Assessment in Education. 2nd

Ed.Upper Saddle River: Pearson Education, Inc., 2009.

Richards, C. Jack & Rodgers, S. Theodore, Approaches and Methods in Language

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Richards, C. Jack, Curriculum Development in Language Teaching, (UK: Cambridge

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Sudijono, Anas. Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo

Persada, 2005.

Sudiyono, Anas, Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2006. Sukardi, H.M., Evaluasi Pendidikan: Prinsip & Operasionalnya, Jakarta: PT.

Bumi Aksara, 2011.

Thoha, M. Chabib, Teknik Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo Persada, 1991.

Tinambunan, Wilmar. Evaluataion of Student Achievement. Jakarta: Depdiknas, 1988.

Appendix 4

The Items that Conform to the Syllabus

Based on the item analysis, there are 23 items that represent the

suggested indicators by the syllabus

No item The question

1

Text 1

The following text is for question 1 to 3

The holiday had come. At first, I had no idea to spend my free

time. I had no plan because I knew my parents were very busy. My

father was finishing his project. While my mother had to take care of

my little sister. She was just five months.

Luckily, one of my friends Zacky didn’t have any plan either.

So, he came to my house nearly every during the holiday. We did a lot

of things.

The next day I taught Zacky how to play volleyball. It took

three days for him to be able to do the service well.

We spent the last two days by visiting museums in our city.

Ronggowarsito nd Mandala Bakti Museums. We learned a lot from the

things displayed in the museum.

The writer felt … when he knew Zacky didn’t have any plan either.

a. Sad c. Happy

b. Sorry d. Guilty

This question asks students to identify the specific information from the

recount text. It can be understood that this item measures the student’s ability in

identifying specific information in the text. Thus, this item conforms to the

recommended indicator namely, “mengidentifikasi informasi tertentu dari teks

fungsional pendek”.


2

The true statement according to the text above is …

a. The writer went around the city by bicycle

b. Zacky learned how to play volleyball from the writer.

c. The writer and Zacky visited three museums during the

holiday.

d. The things displayed at the museums were boring.

Appendix 4


narative text. It can be understood that this item measures the student’s ability in



fungsional pendek”.


3

The text above is a … text.

a. Report c. Recount

b. Descriptive d. Procedural

This question asks students to identify the name of the text. It can be

understood that this item measures the student’s ability in identifying the kind of

the text. Thus, this item conforms to the recommended indicator namely,

“mengidentifikasi langkah retorika dan ciri kebahasaan teks”.


4

Text II

This following text is for question 4-7

Zoo

Yesterday my family and I went to the zoo to see the

animals. When we got to the zoo, we went to the shop to buy some

food to give to the animals. After getting the food, we go to the

nocturnal house where we saw some birds and reptiles which only

come out at night.

Before lunch we went for a ride on the elephant. It was

a thrill to ride on it. Dad nearly fell off when he let go of the rope.

During lunch we fed some birds being fed. When we returned home.

We were very tired but happy because we had so much fun.

What does the text tell us about?

a.the zoo c. the animals

b. the writer’s expensive d. the writer’s family




Appendix 4


fungsional”.


5

What is the purpose of the text above?

a. to entertain the readers

b. to retell the past event

c. to describe the animals

d. to describe the zoo in general

This question asks students to identify the communication purpose

from the text. It can be understood that these items measure the student’s ability

in identifying communication purpose from the text. Thus, this item conforms to

the recommended indicator namely, “mengidentifikasi tujuan komunikasi dari

teks yang dibaca”.


6

How many events are there in the text above?

`a. 4 b.5 c.6 d.7

This question asks students to identify the events of the recount text in the

whole paragraph. It can be understood that this item measures the student’s ability

in identifying the rhetoric steps in the text. Thus, this item conforms to the

recommended indicator namely, “mengidentifikasikan langkah-langkah retorika

dari teks”.


8

Reorientation in a recount text tell about…

a. summary and the closure of events

b. information about what, who,where, or what written in a letter

c. what happened in the past

d. the problem arises in the story

Appendix 4

This question asks students to identify the purpose of reorientation in a


identifying the purpose of rhetoric step in a text. Thus, this item conforms to the

recommended indicator namely, “mengidentifikasi langkah retorika dan ciri

kebahasaan teks”.

There is a mistake in a paper test. There is no text for question number 11

until 13 but based on indicator on the questions, there are conform with syllabus.

No item

The question

11

The genre of the text above is …

a. Narrative c. Report

b. Recount d. Descriptive

This question asks students to identify the genre of text in a recount text.

It can be understood that this item measures the student’s ability in identifying the

genre of a text. Thus, this item conforms to the recommended indicator namely,

“mengidentifikasi langkah retorika dan ciri kebahasaan teks”.

No item

The question

12

The purpose of the text above is …

a. To describe something in general

b. To tell the particular thing

c. To tell the activities in the past

d. To entertain and educate

This question asks students to identify the communication purpose from

the text. It can be understood that these items measure the student’s ability in

Appendix 4

identifying communication purpose from the text. Thus, this item conforms to the

recommended indicator namely, “mengidentifikasi tujuan komuniaksi dari teks

yang dibaca”.

No item

The question

13

The tiger agreed to go with the fox, when all the animals saw coming,

they ran away as fast as they could.

The word “they” refers to …

a. The tiger and the fox

b. The tiger and the animals

c. The fox and the animals

d. All animals in the forest





fungsional”.


14

Teks 3

Text for number 14-15

Once upon a time the jungle, there lived a fox. His name

was Rox. No one didn’t know him. Everybody in the jungle was afraid

of him because of his face and style looked very vicious. One day, in

beautiful summer morning, when Rox was drinking at the side of the

river, he saw a little rabbit in danger. The snake was going to eat it.

Rox jumped over the snake as soon as possible and scared it away.

the little rabbit then felt relieved that Rox just saved his

life from the threat of he dangerous snake. After that, it told the whole

jungle that Rox was a kind fox. He just saved its life. There was no

need to be afraid of him anymore.

The story tells about …

a. A fox and his friend

b. A snake and the rabbit

c. A rabbit and his enemy

d. A fox and the rabbit

Appendix 4

This question asks students to identify the meaning of the text in general.

Thus, this item conforms to the recommended indicator namely,

“mengindentifikasikan berbagai makna teks”.


16

After reaching his home. Beauty’s father told her the truth. Beauty

loved her father very much, so she didn’t refuse what her father asked.

She went to the Beast’s castle and lived there only with the beast. Her

gloomy life began since then. She often tried to run away but the Beast

always successfully stopped her.

This part of the text is called …

a. Orientation c. Complication

b. Resolution d. Reorientation

This question asks students to identifying the generic structure of the

cutoff text. It can be understood that this item measures the student’s ability in

identifying the generic structure of a text. Thus, this item conforms to the

recommended indicator namely, “mengidentifikasi langkah retorika dan ciri

kebahasaan teks”.


20

A : Would you lend me your pen, please?

B : Sure, here you are

The underlined statement is the expression to …

a.Give opinion c. ask for something

b. Offer something d. refusing things

This question asks students to identify the expression of the underlined

statement. It can be understood that his question measures the student’s ability in

identifying the text. This item conforms to the recommended indicator namely

“mengidentifikasi teks fungsional”.


Appendix 4

25

KEEP ROOM CLEAN

What does the notice mean?

a. we must keep the room clean

b. we must not keep the room clean

c. we must clean our selves

d. we must not clean our selves

This question asks students to identify the meaning of the notice. It can be

understood that these items measure the student’s ability in identiftying the

meaning from the notice that read . Thus, this item conforms to the recommended

indicator namely, “mengidentifikasi berbagai makna teks ”.

No

item

The question

27

Text 4

This following question is for number 27-29

Day and Date Note

Wednesday, March 17 2013 My English teacher was angry with

me because I forgot to bring my

homework. Mr.Robert, my teacher

punished me by standing in front of

the class for ten minutes. I felt

embarrassed very much.

Saturday, March 20 2013 It was a nice day. I went swimming

with my friend and I got a new

friend.

Sunday, April 4 2013 I was upset very much. My friend,

Sandy broke his promise to come to

my house. I had been waiting for

more than 3 hours. It was very

terrible.

Saturday, April 24 2013 My aunt Belen bought me a nice

bag. Because it was my 14th

birthday. Andrew, Susan and Rio

gave me interesting present, too.

When did Salma feel disappointed because her friend didn’t keep his

promise?

a. Wednesday, March 17 2013

b. Saturday, March 20 2013

c. Sunday, April 4 2013

d. Saturday, April 24 2013

Appendix 4





fungsional”.


28

When was Salma born?

a. in 1995 c. in 1998

b. in 1997 d. in 1999





fungsional”.


29

Why did she feel shy on Wednesday, March 17 2013? Because …

a. His teacher was angry with her

b. She didn’t do her homework

c. Her teacher gave to bring her homework

This question asks students to identify the specific information

from the recount text. It can be understood that this item measures the student’s

ability in identifying specific information in the text. Thus, this item conforms to

the recommended indicator namely, “mengidentifikasi informasi tertentu dari teks

fungsional”.


Appendix 4

30

Text 5

This following question is for number 30-31

Announcement

A singing contest will held on 16th.

Participant must

sing two songs: One Indonesian folk song and one Indonesian pop

song. The winner will get some cash and trophy. Any one interested,

please register* to Mrs.Mufidati. The registration will be closed in May

12th

.

*Free registration

Principal

Based on announcement above, what will the winner get?

a. a trophy c. some new cassettes

b. some free d. some cheque





fungsional”.


31

“ … one Indonesian folk song…”

The word underlined means …

a. modern c. beautiful

b. traditional d. melancholic

This question asks students to identify the word meaning “folk” which

given underline. It can be understood that this item measures the student’s ability

in identifying the meaning word in the text which read. Thus, this item conforms

to the recommended indicator namely, “mengidentifikasi berbagai makan makna

kata dalam teks yang dibaca”.

This question asks students to identifying the specific information about

one of the benefit of the produc. It can be understood that this item measures the

Appendix 4

student’s ability in identifying the specific information from te text. Thus, this

item conforms to the recommended indicator namely, “mengidentifikasi informasi

tertentu dari teks fungsional pendek”


32

Elegant architecture, finest material

EXECUTIF

KALIURANG VILLAS

3,4,5 bedroom available

Open 7 days a week, free pick up for viewing

Call us for site viewing, 0274 888 777

http://www.kaliurang.co.id

What is the purpose of the text?

a. to explain about the villas

b. to describe about Kaliurang Villas

c. To persuade people to use the Villas

d. to sell the Villas


the text. It can be understood that this item measures the student’s ability in



yang dibaca”.


34

Text 6

The following text is for quastions 34-35

Mr and Mrs.Albert Evans requet the pleasure of you company.

At the marriage of their daughter

ELIZABETH ANNE

To

Mr. MICHAEL RYAN BARNET

Saturday, the seventh of June

At seven O’clock in the evening

The Hampton’s Country Club

Richfield VA

What is the purpose of the text?

Appendix 4

a. to invite the readers to come a wedding party

b. to explain the readers the details of a wedding party

c. to describe the bride and the groom

d. to inform the readers


the text. It can be understood that this item measures the student’s ability in



yang dibaca”.


1.

Text 7

This following text is for number 1a-d

NINDA MAIL

Grand Opening Special offer

50% off All items

Start from 13th

January until 20th

March 2011

a. What advertisement is it?

b. What is the name of the mall?

c. What is offered in the text about?

d. When will the discount be ended?

Those questions ask students to identify the text and find the specific

information about the text. This items conform with the indicator namely

“mengidentifikasi teks fungsional”.


5

Mention the generic statement of :

a. Recount text:

b. Narrative text:

Appendix 4

This question asks students to identify the generic structure of the text. It

can be understood that this item measures the student’s ability in identifying the

text. Thus, this item conforms to the recommended indicator namely,

“mengidentifikasi teks fungsional”

Appendix 5

The Items that do not conform to the Syllabus

Based on the item analysis, there are 22 items that don’t represent the

suggested indicators by the syllabus.


7

Which of the following animals are the nocturnal animals?

a. frog, bat, snake, and rabbit

b. elephant, giraffe, camel and rhinoceros

c. goat, cow, buffalo and sheep

d. frog, owl, snake and bat

This question asks students to identify factual information from the text. It can be

understood that this item measures the student’s ability in identifying the factual

information. Thus, it can be concluded that these question unconformity to the

syllabus because the indicator is not concluded into suggested indicator.


9

Reza : Bondan became the first winner in science competition. Do you

know that?

Adi : are you sure? As far as I know he becomes the second winner.

Adi’s response shows the expression to … information.

a. give c. I’m sorry

b. deny d. agree

This question asks students to determine the appropriate word to the response of

expression. It can be understood that this item measures the student’s ability in

determining the expression. Thus, it can be concluded that this question doesn’t

conform to the syllabus because the indicator is not concluded into suggested

indicator


10 A: Excuse me, may I borrow this magazine?

Appendix 5

B: … I’m still reading it now

A: Never mind

a. yes, you may c. I’m sorry

b. Take this d. No, thank you

This question asks students to determine the appropriate word to the

responding of expression. It can be understood that this item measures the

student’s ability in responding of asking expression. Thus, it can be concluded

that this question doesn’t conform to the syllabus because the indicator is not

concluded into suggested indicator


15

Paragraph two tells us about …

a. Little rabbit was relieved

b. Rox saved a little rabbit’s life

c. A snake was afraid of the little rabbit

d. Rox looked very vicious to everyone

This question asks students to identify the main idea, that is looking for

the main idea in paragraph 2. It can be understood that this item measures the

student’s ability in identifying the main idea from the text.Thus, it can be

concluded that these question doesn’t conform to the syllabus because the

indicator is not concluded into suggested indicator.


17

Dialogue for number 17-19

Farah : In my opinion, teacher should not give their students too much

homework

Tiara : (17) … We need time to have fun.

Farah : What about you, Tiara? (18) …

Tiara : Well, (19) … I think a student needs to do lots of practice at

home because practice makes perfect. So, I don’t mind having

homework

Appendix 5

17. a. you are not right c. you are wrong

b. I agree with you d. I don’t think so

This question asks students to determine the appropriate expression to fill in

the blank based on the dialogue. It can be understood that this item measures the

student’s ability in determining the appropriate expression. Thus, it can be




18

a. do you know about it?

b. Don’t you want to go?

c. do you agree with me?

d. Do you make it easy?

This question asks students to determine the appropriate expression to fill

in the blank based on the dialogue. It can be understood that this item measures

the student’s ability in determining the appropriate expression. Thus, it can be




19

. a. You are one hundred percent right

b. you make me happy to know it

c. that’s what you want

d. that’s not true

This question asks students to determine the appropriate expression to fill

in the blank based on the dialogue. It can be understood that this item measures

the student’s ability in determining the appropriate expression. Thus, it can be

Appendix 5




21

A: my mother gave me a birthday cake when I woke up this morning

B: …

a. I see c. what a coincidence

b. It’s surprising d. Does she?

This question asks students to determine the appropriate response to the

expression to fill in the blank based on the dialogue. It can be understood that this

item measures the student’s ability in determining the appropriate expression.

Thus, it can be concluded that these question doesn’t conform to the syllabus

because the indicator is not concluded into suggested indicator.


22

Yeni : Coky, can you do me a favor, please?

Coky : Of course, … ?

Yeni : Could you buy some medicine for me, please?

Coky : Sure

a. Can you help me, please

b. Do you want to help me, please

c. I need your help please

d. What can I do for you







23

Cindy : … you are sitting on my seat

Nadia : oh, I am sorry I don’t realize it

Cindy : it’s all right

Appendix 5

a. Excuse me c. this is my seat

b. What’s wrong d. wow







24

Tommy : what about my recount text about “Having Dinner at The

Restaurant?”

Grace : It is excellent

Tommy : Return back my text

Grace : … I still check it up because your text is too long

Tommy : all right

a. I’m sorry, wait a minute c. Don’t mention it. Get it

b. It’s very excellent. Here you are d. It is very good. thanks







26

Where do usually read this notice?

a. in the Bank c. in the canteen

b. in the bus station d. in the class

This question asks students to identify the place of the notice where it is

usually put. It can be understood that this item measures the student’s ability in

Appendix 5

finding the factual relation about the text. Thus, it can be concluded that these

question doesn’t conform to the syllabus because the text is not concluded into

suggested text.


33

What is the nearest meaning of the word “available”?

a. excited c. provided

b. decorate d. proceeded

This question asks students to determine the appropriate word or synonym.

It can be understood that this item measures the student’s ability in finding word

synonym. Thus, it can be concluded that these question doesn’t conform to the



35

“ … at the marriage of the their daughter”. The word underline refers to …

a. Elizabeth and Mr. Michael

b. the bride and Mr. Michael

c. Mr. and Mrs. Albert Evans

d. Elizabeth and her parents

This question asks students to determine the appropriate word reference. It

can be understood that this item measures the student’s ability in finding word

reference. Thus, it can be concluded that these question doesn’t conform to the



36

Andre : Hello …

Eric : this is Eric. Who is calling? …

Andre : this is Andre. I just want to tell you that I can’t go to the bookstore

with you today.

a. is that you? c. where are you?

b. May I speak to Eric d. is it your phone

Appendix 5

This question asks students to determine the appropriate expression to start

conversation in a phone. It can be understood that this item measures the student’s

ability in determining the appropriate expression. Thus, it can be concluded that

these question doesn’t conform to the syllabus because the indicator is not

concluded into suggested indicator.


37

Andy : Good evening, Andy speaking

Isaac : Andy, let me speak to your brother

Andy : He isn’t at home. He is having dinner in the restaurant. Any message?

Isaac : No, thanks. I’ll contact his hand phone. Nice talking to you

Andy : …

a. Glad to know you

b. Nice talking to you

c. Happy to see you

d. d. Pleased to meet you

This question asks students to determine the appropriate expression

to end conversation in a phone. It can be understood that this item measures the

student’s ability in determining the appropriate expression. Thus, it can be




38

I was walking a long the main street about 10.a.m. when I saw this blue car

stop outside the Bank. Next thing I saw was a man with a mask on. He …

(38) out of the car and ran into the bank.

a. sat c. drove

b. jumped d. yelled

This question asks students to identify the appropriate word usage in a

sentence. It can be understood that this item measures the students’ ability in

determining a word usage in a text. Thus, it can be concluded that these question

Appendix 5

doesn’t conform to the syllabus because the indicator is not concluded into



39

I …(39) walked up to the door of the bank and looked in. by this time, the

robber had everyone in the bank lying on the floor. At this point, hurried to

the telephone box in the Park Road and … (40) the police.

a. because c. then

b. unless d. even







40

At this point, hurried to the telephone box in the Park Road and … (40) the

police.

a. said c. told

b. spoke d. called






Appendix 5


2

Read and complete Putri’s letter with the correct conjunction

January 13th 2013

Dear Siska,

I gt your invitation tody. I’m really sorry I can’t come to your party, … (a)

my parents are going to be out of town. There’s no one to take care of my

sisters … (b) I have to stay at home with them. It’s too bad … (c) you and I

haven’t seen each other.

Sincerely yours,

Hanna

This question asks students to identify the appropriate conjunction usage

in a sentence. It can be understood that this item measures the students’ ability in

determining a conjunction usage in a text. Thus, it can be concluded that these

question doesn’t conform to the syllabus because the indicator is not concluded

into suggested indicator.


3

Make the sentences from these sign !

a. b.

.

This question asks students to write a sentence based on the picture given.

It can be understood that this item measures the students’ ability in writing a

sentence based on the picture given.. Thus, it can be concluded that these question

Appendix 5




4

Change into correct simple past tense

Saya tidak membuat layang-layang kemarin

(-)…………………………………………

(+)……………………………………….

This question asks students to make a sentence based on the translation

given. It can be understood that this item measures the students’ ability in making

a sentence using the translation given. Thus, it can be concluded that these

question doesn’t conform to the syllabus because the indicator is not concluded

into suggested indicator.

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