AN ANALYSIS ON THE CONTENT VALIDITY OF SUMMATIVE TEST … · OF SUMMATIVE TEST FOR THE TENTH ......

i

AN ANALYSIS ON THE CONTENT VALIDITY

OF SUMMATIVE TEST FOR THE TENTH YEAR STUDENTS

AT SMA DUA MEI

By:

KHAIRUL ADHA

107014000598

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ABSTRACT

Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test

for the Tenth Year Students at SMA DUA MEI, Skripsi, English

Education Department, The Faculty of Tarbiyah and Teachers’

Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor : Dr. Fahriany, M.Pd

Keywords: Summative Test, Content Validity, SMA Dua Mei

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 tenth year students carried out at SMA Dua Mei. The total number

of the test items is 50 items which consists of 15 items for listening section and 35

items for multiple choice 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. And the writer also did unstructured interview to the team teachers who

made the test items of the summative test. And then the writer analyzed the test

items, whether the summative test has content validity. Also, this research is

categorized as descriptive analysis in which todescribe the conformity and

inconformity of the SMA DUA MEI’s summative test with the syllabus and

indicators.

The research finding proved that the test items of English summative test for

the even semester of the tenth students of SMA Dua Mei has sufficient content

validity. It is showed through the percentage and the content analysis. Based on

the percentage, the writer found that the English summative test is 65% valid in

terms of its conformity with the indicators. The test items that represent the

suggested indicators in the syllabus are 23 items and the inconformity items are

12 items. But, based on the content analysis, the writer found that the test doesn’t

represent the whole indicators from the syllabus. The represented indicators are

only 38%. It means that 62% indicators are not represented the test items, i.e.

construct under-represented.

ABSTRAK

Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test

for the Tenth Year Students at SMA DUA MEI, Skripsi, Jurusan

Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta

Pembimbing : Dr. Fahriany, M.Pd

Kata Kunci: Tes Sumatif, Validitas Isi, SMA Dua Mei

Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi

pada soal sumatif yang dibuat oleh tim professional untuk semester genap kelas

sepuluh di SMA Dua MEI. Jumlah butir soal sebanyak 50 butir soal yang terdiri

dari 15 butir soal untuk bagian mendengarkan dan 35 butir soal untuk pilihan

berganda.

Dalam penelitian ini, peneliti menggunakan metode kualitatif. Peneliti

mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan

silabus pada pihak sekolah. Dan peneliti juga melakukan wawancara tidak

terstruktur kepada tim guru yang membuat soal sumatif. 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 SMA Dua Mei dengan silabus dan

indikator.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif

bahasa inggris semester genap kelas sepuluh pada sekolah SMA Dua Mei

mempunyai validitas isi yang cukup. Ini bias dilihat melalui hasil persentase dan

analisa isi. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif

bahasa inggris 65% 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 12 item. Akan tetapi, berdasarkan analisa isi,

penulis menemukan bahwa soal tidak mewakili seluruh indikator yang ada di

silabus. Indikator yang diwakili hanya 38%. Dengan kata lain 62% indikator

tidak diwakili oleh soal.

ACKNOWLEDGEMENT

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

and compassion to finish the last assignment in his 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,

institution, 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 his great honor and deepest

gratitude to his beloved parents: Muhammad Saleh S.Pd and Fatma Ilinda, his

lovely brother Muhammad Fadli and the whole family who always give their

loves, supports, motivations, and advice in accomplishing his study.

The writer also would like to express his sincere gratitude to his advisor,

Dr. Fahriany, M.Pd, who has patiently given her valuable helps, guidance,

suggestions, and critical remarks have enabled the writer to refine this skripsi.

The writer also realizes that he would never finish writing this skripsi

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

of thanks to:

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

2. Nurlena Rifa’I, M.A. Ph.D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training SyarifHidayatullah State Islamic University Jakarta

3. All lecturers and staffs of English Education Department.

4. Yayat Ruhiat, S.Pd., the head master of SMA Dua Mei.

5. Murni, S.Pd., the English Teacher of SMA Dua Mei.

6. Thanks to my beloved wife, Nahariti Syaharah Diba, S.Pd, who always

prays, supports, and accompanies him in finishing the “skripsi”.

7. All my friends in “A class” of English Education Departement 2007,

which is very fantastic class.

Finally, the writer realizes that this skripsi cannot be considered perfect

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

critiques and suggestions to make this skripsi better.

Jakarta, August 2014

Khairul Adha

ix

Table of Contents

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

WRITER’S REFERENCE SHEET ............................................................... ii

APPROVEMENT SHEET .............................................................................. iii

ENDORSEMENT SHEET .............................................................................. vi

ABSTRACT ...................................................................................................... v

ACKNOWLEDGEMENT ............................................................................... vii

TABLE OF CONTENTS ................................................................................. ix

LIST OF TABLES ........................................................................................... xi

LIST OF APPENDICES ................................................................................. xii

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

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

B. Formulation of the Problem ........................................ 4

C. Scope and Limitation of the Problem.......................... 4

D. Purpose of the Study ................................................... 5

CHAPTER II THEORETICAL FRAMEWORK……………………. 6

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

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

2. The Type of Test ....................................................... 7

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

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

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

CHAPTER III RESEARCH METHODOLOGY .................................... 21

A. Time and Place of the Study .......................................... 21

B. Method of Study ............................................................ 21

C. Research Instrument ....................................................... 22

D. Technique of Data Collecting ....................................... 22

E. Technique of Data Analysis ........................................... 22

F. Test Items ...................................................................... 24

x

G. Syllabus.......................................................................... 33

CHAPTER IV RESEARCH FINDING AND DISCUSSION................. 40

A. The Analysis and Description of the Data ................... 40

B. The Interpretation of Data ……………………………52

CHAPTER V CONCLUSSION AND SUGGESTION .......................... 57

A. Conclusion .................................................................... 57

B. Suggestion .................................................................... 57

BIBLIOGRPAHY ............................................................................................ 58

APPENDICES ………………………………………………………………. 60

xi

LIST OF TABLES

Table 2.1: Standard Competence and Basic Competence of Listening, Reading

and Writing in School-Level Curriculum 17

Table 3.1: Silabus Bahasa Inggris 33

Table 4.1: The Conformity between the Summative Test Item and the Syllabus 40

Table 4.2: The Description of the Test Items 43

Table 4.3: The Inconformity between the Summative Test Item and the Syllabus 48

Table 4.4: The Analysis Result of the Conformity and the Inconformity of

English Summative Test Items at Even Semester for the Tenth

Year Students of SMA Dua Mei 52

Table 4.5: The Indicators Represented by the Test Items 54

Table 4.6: The Indicators are not Represented by the Test Items 54

xii

LIST OF APPENDICES

Appendix 1 : The description of the conformity between

the summative test item and the syllabus 60

Appendix 2 : The description of the inconformity between

the summative test item and the syllabus 72

Appendix 3 : The English syllabus of the odd semester

for the first year students of SMA Dua Mei 79

Appendix 4 : The English summative test of the odd semester

for the first year students of SMA Dua Mei 86

Appendix 5 : Surat ijin penelitian

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is a foreign language in Indonesia. It has an important role in any

sphere of activities especially in the term of education. Because of that, English

language becomes the first foreign language that should be taught to students in

every level of education in Indonesia. The government and private institution are

struggling to enhance teaching and learning process of English in Indonesia.

In education, one of the important fields, which should be paid attention to, is

an evaluation. It is considered that between teachings and evaluation is like two

sides of a coin, which cannot be separated. Obviously, it contributes some

information to the teaching and learning process, especially for a teacher.

Gronlund said that evaluation is a systematic process of determining the extent

to which instructional objectives are achieved by pupil. There are two important

aspects of this definition. The first is that evaluation implies a systematic process,

which omits casual uncontrolled observation of pupils. The second is that

evaluation assumes that instructional objectives have been previously identified.

Without previously determined objectives, it is difficult to judge clearly the nature

and extent of pupil learning.1

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

education has goals that need to be reached. 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. The information of evaluation will be very useful to make judgments of

the students either about their progress in reaching the goals or about their overall

achievement.

1Norman E. Gronlund, Measurement and Evaluation in Teaching, Fouth Edition, (New York:

Mcmillan Publishing co., 1981), p.6

2

While test is a tool or procedure used to measure and appraise. By testing,

teacher can get important 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, which they have

just learned.

There are numerous types of test. There are placement test, to provide

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

teaching program most appropriate to their abilities, proficiency test, to measure

people’s ability in the language, diagnostic test, to identify learners’ strengths and

weaknesses, and achievement test, to establish how successful individual students,

groups of students, or the courses themselves have been in achieving objectives of

language courses. The test which is usually used by teachers to know how far

students have mastered the lessons is the achievement test.2

There are two kinds of achievement test: progress achievement tests and final

achievement tests or summative tests. Progress achievement tests are those

intended to measure the progress that students are making, and final achievement

tests or summative tests are intended to measure the students’ achievement at the

end of a course of study.3

In order to measure accurately, the teachers should use a good test. It is not an

easy work for them to make it because there are some characteristics or

requirements that must be fulfilled. The characteristics of good test include

validity, reliability, comprehensiveness, and practicality.4In this research the

writer only focuses on the validity.

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

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

4 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing,

1983), p. 24

3

Wiersma said “The validity of a test is the extent to which a test measures

what it is intended to measure. Without validity, there can be no confidence in the

inferences and conclusions made from the results.”5

Mary and Sake stated, “Test validity is the most critical factor to be judge in

the total program of foreign language testing. A test is valid when it measures

effectively what it is intended to measure, whether it is achievement, aptitude, or

proficiency in the language.”6

The validity has four specifications, those are face, content, construct, and

criterion related validity. A test may be valid if it covers all of the four

specifications, but the most important and the primary concern of test used in the

classroom instruction is content validity.7Content validity is concerned with the

materials that the students have learned. The test should cover samples of the

teaching materials given. To fulfill this, the teacher should refer his consideration

to the teaching syllabus.

Heaton said “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”.8

Based on the writer and the friends’ observation in the Language Testing

subject, they found that there were some inadequacies in the summative test

especially in the content of instruction; the themes, the type of texts, and the

indicators. In other word, the test has a poor content validity. Consequently, the

test which is designed to measure the students’ proficiency is not appropriate.

Because of the importance of content validity in a test, the writer tries to know

whether the test items are in line with the syllabus or not. The English syllabus

that is used here is the latest one recommended by national education department.

The summative test which will be studied is taken from SMA DUA MEI for the

5 William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn

and Bacon, 1990), p.183 6 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 24

7Wiersma. loc.cit.

8 JB. Heaton, Writing English Language test, (London and New York:Longman, 1998), p.160

4

tenth level students, academic year 2013 – 2014. The summative test is named:

“Ulangan Umum Semester Genap Tahun Pelajaran 2013/2014 SMA DUA MEI”

The writer emphasized that he wanted to know more about the test which was

conducted by SMA DUA MEI was not relevant to the syllabus the students’

learnt. In fact, the teacher tested the students not based on the written syllabus. On

the other hand, the test or the sample which was hold was inappropriate. For

instance, news item and explanation, these two items there were not in the

syllabus, but still it was been tested.

In addition, the teacher made the too simple item test. It was proven by the

English summative test.

Also, the writer chose this school because he found that there were not team

teachers who design the test items of the summative test. So the English

summative tests of SMA DUA MEI are always made by the English subject

teacher. In the other word, there was no evaluation from the school concerning,

because of that the previous test item was repeated to be tested. From the

elaboration above, influenced to the students’ skill especially speaking and

reading and it also effected to the score that students obtained.

Therefore based on that problem, the writer tries to analyze and interpret it

under the title: “An Analysis on the Content Validity of the Summative Test

for the Tenth Year Students of SMA DUA MEI.”

B. Formulation of the Problem

To make the study easy to understand, the writer formulates the problem

whether each test items of the summative test for the tenth year students of SMA

DUA MEI represent the indicators as suggested its syllabus as an indicator of the

content validity. Based on the preliminary study, the writer breaks down into two

formulate:

1. How many items represent the indicators?

2. How many indicators represent by the test items?

5

C. Scope and Limitation of the Study

To make this writing easier to understand, the writer limit the study as follow:

a. The research focused only on the content validity of English summative of

the even semester at tenth grade academic year 2013/2014.

b. The research focused only on reading and speaking skills because the

summative test consists of multiple choice items, and there are some

dialogues represent the indicators of speaking.

c. The test to be analyzed is the English summative test forthe tenth grade

students at SMA DUA MEI.

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

referenced to curriculum 2006.

D. Purpose of the Study

The purpose of the research is to describe whether each test items of the

summative test for the tenth year students of SMA DUA MEI represent the

indicators as suggested its syllabus as an indicator of the content validity. And 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. One of the evaluation instruments is a test. There are

many definitions of test. Michel T. Nietzel, said that “Test is a systematic

procedure for observing and describing a person’s behavior in standard

situation”1.

While Grounlund said in his book, Measurement and Evaluation in Teaching,

“Test is an instrument or systematic procedure for measuring a sample of

behavior. (Answer the question “How well does the individual perform – either in

comparison with others or in comparison with a domain of performance

tasks?”).”2

According to Anthony J Nitko, “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

Wilmar Tinambunan said, “A test is a set of question, each of which has a

correct answer, that examinees usually answer orally or in writing.”4

Based on the definition above the writer can conclude that test is a group of

questions to measure some skills or knowledge that should be responded by

students. In addition, test has important role in teaching. Through testing, teachers

are able to discover the effectiveness of the instructional objective.

1 Michael T. Nietzel, Introduction to Clinical Psychology, (Englewood Cliffs: Prentice Hall,

1998), p.159 2 N.E. Groundlund, Measurement and Evaluation in Teaching, (USA : Mc. Millan Publishing

Company, 1985). p. 5 3 Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork. Harcourt

Brace Jovanovic, Inc.1983), p.6 4 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan

Kebudayaan, 1988) p. 3

7

2. The Type of Test

According to Wilmar Tinambunan there are two types of tests used in

determining a person’s ability: aptitude test and achievement test.5 An aptitude

test is primarily designed to predict success in some future learning activity,

whereas an achievement test is designed to indicate degree of success in some

past learning activity. The major purpose of testing in the classroom is to measure

student achievement as an indication of progress toward educational objectives set

for the students.

While according to Mary and Sake, there are four basic types of language

tests: achievement tests, and proficiency tests, diagnostic tests, and aptitude tests. 6

1. Achievement test

Achievement-type or attainment tests are widely employed in language

teaching just as they are in most other subjects. They are used to measure the

amount and degree of control of discrete language and cultural items and of

integrated language skills acquired by the student within a specific period of

instruction in a specific course.

2. Proficiency test

Language proficiency tests are designed to measure control of language or

cultural items and communication skills already present at the time of testing,

irrespective of formal training. Such tests are generally used for specific

purposes; for example, to determine selection of students for a specific

program, to ascertain appropriate placement levels in courses or in advanced

training programs, and to judge the examinee’s readiness to perform specific

tasks in a work activity.

5 Ibid, p. 7

6 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing,

1983), p. 15

8

3. Diagnostic test

A diagnostic language test seeks to identify the specific strengths and

weaknesses of a foreign language student. It may contain the same types of

test items which are used in the achievement or proficiency tests.

4. The aptitude test

The aptitude test is conceived as a prognostic measure that indicates

whether a student is likely to learn a second language readily. It is generally

given before the student begins language study, and may be used to select

students for a language course or to place students in section appropriate to

their ability.7

Wilmar divided achievement test into four types: placement, formative,

diagnostic and summative.8

1. Placement test

Placement test is designed to determine the pupil performance at the

beginning of instruction. Thus, it is designed to sort news students into

teaching groups, so that they can start a course at approximately the same

level as the other students in the class.9 Before starting to study of a

course, the students need to take the test in order to know how well their

language ability. The result of the test can be used to place the students at

appropriate level with their ability.

2. Formative test

Formative test is intended to monitor learning progress during the

instruction and to provide continuous feedback to both pupil and teacher

concerning learning success and failures.10

Feedback to pupil provides

reinforcement of successful learning and identifies the specific learning

errors that are in need of correction. Feedback to the teacher provides

7 Ibid., p.p. 15-23

8Wilmar Tinambunan, Evaluation of Student Achievement, p.7

9 Ibid

10 Ibid. p. 8

9

information for modifying instruction and for prescribing group and

individual remedial work.11

3. Diagnostic Test

Diagnostic test is intended to diagnose learning difficulties during

instruction. Thus, it is concerned with the persistent or recurring learning

difficulties that are left unresolved by the standard corrective prescription

of formative evaluation.12

Diagnostic test is used to identify learners’

strengths and weaknesses. It is intended primarily ascertain what learning

still needs to take place.13

4. Summative test

Summative test typically comes at the end of a course (or unit) of

instruction. It is designed to determine the extent to which the instructional

objectives have been achieved and is used primarily for assigning course

grades or certifying pupil mastery of the intended learning outcomes.14

3. The Characteristic of a Good Test

A test can be regarded as a good one, if it has three characteristic; those are

validity, reliability, comprehensiveness, and practicality.15

William said “Validity

is the extent to which a test measure what is intended to measure”.16

Tests and

other evaluation instruments serve a variety of uses in the school, but before

teachers use test information, they should be confident that the test actually

measure something and what it measures is relevant to the use they intend to make

of the information. To be relevant, a test must first consistently measure

something. Therefore, teachers must examine both the consistency and relevancy

11

N.E. Groundlund, Measurement and Evaluation in Teaching, p.18 12

Tinambunan. loc.cit. 13

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

Press.,1995), p. 15 14

N.E. Groundlund, Measurement and Evaluation in Teaching, p. 7 15

Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 15 16

William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn

and Bacon, 1990), p.183

10

of an instrument before they use the resulting information. A classroom test

should be both consistent and relevant.17

Validity refers to the extent to which the results of an evaluation procedure

serve the particular uses for which they are intended. If the results are to be used

to describe pupil achievement, teachers should like them to represent the specific

achievement they wish to describe or to represent all aspects of the achievement

they wish to describe. If the results are to be used to predict pupil success in some

future activity, they should like them to provide as truthful an indication of future

success as possible.18

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 to measure aural

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

such as reading comprehension.

There are some different ways, in which validity can be established. Most

writers differ from each other in approaching and classifying validity. For the

more detailed explanation of validity, the writer will discuss in the next

subchapter.

The second characteristic of a good test is reliability. Reliability or stability of

a language test is concerned with the degree to which it can be trusted to produce

the same result upon repeated administration to the same individual or to give

consistent information about the value of a learning variable being measured.19

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. Practicality means that

test should be practical in administrating it. The criteria for practicality normally

17

Wilmar Tinambunan, Evaluation of Student Achievement, p. 11 18

Ibid. 19

Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 28

11

will be based upon such factors as economy, scorability, and administrability.

Economy means that the test should be as economical as possible in cost.

Scorability means that scoring of the test can be done easily effectively, without

giving a confusing matter and spending more time. Administrability means that

the test should be easy to administer. First, there should be a training session for

test administration, because it will facilitate the operation and save time an effort

later on. Second, test instructions should be clear and concise, and yet totally

comprehensible and complete.20

B. Validity

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

validity. Test validity is the most critical factor to be judged 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. Hughes

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

criterion-related validity.21

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

processes.22

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.

20

Ibid., p.p. 30-31 21

Athur Hughes, Testing for Language Teacher, p. 22 22

William Wiersma, Educational Measurement and Testing , p.184

12

Wiersma divided content validity onto two parts, content validity of

teacher-constructed tests and content validity of published tests.23

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.

Many school system use standardized achievement tests prepared by

commercial publisher; for the most part, these are norm-referenced tests. The

content of such tests is fixed and is designed to have broad coverage.

Therefore, although such tests are usually very well constructed technically,

they may lack adequate content validity when used in a specific situation.

When curriculum committees or test selection committees in a school system

23

Ibid., p.p. 185-186

13

are attempting to select a standardized achievement test, they are usually

grappling with the problem of content validity.24

Other statement comes from Groundlund “Content validity is a matter of

determining whether the sample is representative of the larger domain it is

supposed to represent”.25

In other words, content validity is concerned with

what goes into the test. Thus, the degree of content validity in a classroom test

relates to how well the test measure the subject matter content studied and the

behaviors which the test tasks require. A test will have high content validity if

the items are representative of the population of possible task. The focus of

content validity then is on the adequacy of the sample and not simply on the

appearance of the test. The test is examined to determine the subject-matter

content covered and responses pupil are intended to make to the content, and

this is compared with the domain of achievement to be measure. Thus, 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.26

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.27

24

Ibid., p.187 25

N.E. Groundlund, Constructing Achievement Test, (London : Prentice-Hall of International, inc.,

1982) p. 127 26

Wilmar tinambunan, Evaluation of Student Achievement, p. 12 27

Athur Hughes, Testing for Language Teacher, p.p. 22-23

14

2. Face Validity

Face validity is a surface or appearance of test. As Alderson said “Face

validity refers to the test’s surface credibility or public acceptability”.28

While

Arthur said “Face Validity refers to the appropriateness of test items”.29

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

William said “Construct validity is concerned with the psychological

constructs that are reflected in the scores of a measure or test”.30

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.31

4. Criterion-Related Validity

Criterion validity of a test involves the relationship or correlation between

the test score and the scores on the some measure representing an identified

criterion.32

For instance, the criterion measure may be another test. The

correlation coefficient can be computed between the scores on the test being

validated and the scores on the criterion. A correlation coefficient so used is

called a validity coefficient.33

There are two slightly different types of criterion validity; concurrent

validity and predictive validity.34

Concurrent validity applies if data on the

28

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

University,1995), p. 172 29

Hughes, op.cit., p.27 30

William Wiersma and Stephent G Juts, Educational Measurement and Testing, p.193 31

JB. Heaton, Writing English Language test, (London and New York, Longman1998), p. 161 32

Wiersma, op.cit., p.189 33

Ibid 34

Ibid

15

two measures-test and criterion are collected at or about the same time.

Predictive validity applies if there is an intervening period between the time of

testing and the collection of data on the criterion.

C. Material, Syllabus and Curriculum

Instructional materials are partially related to syllabus and curriculum. This

close relation is the reason why the two are sometimes used synonymously by

some expert. In the present context, materials are an important component within

the curriculum. They are used to achieve the instructional objectives which have

been formulated. Therefore, instructional materials used for teaching learning

process must be selected carefully. They must be in consonant with the

curriculum so that the instructional objectives can be achieved.

According to Richards and Rodgers35

, the roles of instructional material

within functional or communicative methodology might be specified as follow:

1. Materials will focus on the communicative abilities of interpretation,

expression and negotiation.

2. Materials will focus on understandable, relevant and interesting exchange

of information rather than on the presentation of grammatical form.

3. Materials will involve different kinds of texts and different media, which

the learners can use to develop their competence through a variety of

different activities and tasks.

The world curriculum is used interchangeable with syllabus. A syllabus is a

reference of the courses a teacher teaches or intends to teach. Penny Ur stated that

“syllabus is a list of all the things that are to be taught in the courses”.36

35

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

(Cambridge: Cambridge University Press, 1986), p.30 36

Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge

University Press, 1996), p. 176

16

Syllabus is a specification of what is to be taught in a language program and

the order which it is to be taught. A syllabus may contain all or any of the

following phonology, grammar, functions, notions, topics, themes, tasks.37

From the statements above, the writer can conclude that syllabus is a specific

plan of what is to be taught and a teacher translates into activities in the

classroom.

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

that, the content of the syllabus must be suitable with students’ condition and

relevant to early situation.

To make sure that learning process will run effectively, it’s needed for a

syllabus compiler to include the kind of student learning experiences, and the

brief of material in the syllabus. Characteristic of a syllabus:

1. Consist of comprehensive of list of:

a. Is ordered (easier, more essential items first)

b. Has explicit objectives (usually expressed in the introduction)

2. Is a public document

3. May indicate a time schedule

4. May indicate a preferred methodology or approach

5. May recommend materials38

Syllabus is part of curriculum excluding the element of curriculum evaluation.

Furthermore, curriculum is one of terms that are used in broad sense and narrower

sense. In its broad sense it is used to refer to all learning experiences that a person

encounters at school, including those aspects which influences them only

37

David Nunan, Teaching English as a Second Foreign Language: Syllabus Design,

(Massachusetts: Heinle Thomson Learning, 2001), p. 159 38

Penny Ur, A Discourse in Language Teaching: Practice and Theory, p. 178

17

subconsciously. In its narrower sense it refers to a person’s experiences in one

specific subject on the school timetable.39

David Nunan states that “curriculum is a large messy concept which can be

looked at in a number of ways. A very broad definition is that it includes all of the

planned learning experiences of an educational system.”40

Richards describes a curriculum as follow:

An educational program which states:

1. the educational purposes of the program (the ends);

2. the content, teaching procedures and learning experiences which will be

necessary to achieve this purpose (the means);

3. some means for assessing whether or not the educational ends have been

achieved.41

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.

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 Senior High School are states as follow:

Table 2.1

Standard competence and Basic Competence of Listening, Reading and

Writing in School-Level Curriculum

Standard Competency Basic Competence

Mendengarkan

7. Memahami makna dalam percakapan

7.1 Merespon makna dalam percakapan

transaksional (to get things done) dan

39

Roger Bowers and Christopher Brumfit, (Eds), Applied Linguistics and English Language

Teaching, (London and Basingstoke: Macmillan Publishers Limited, 1991), p. 11 40

Nunan, Teaching English as a Second Foreign Language: Syllabus Design, p. 55 41

Richards J. Platt and H. Weber, Longman Dictionary of Applied Linguistics (Longman: Harlow,

1985)

18

transaksional dan interpersonal dalam

konteks kehidupan sehari-hari

interpersonal (bersosialisasi) resmi dan

tak resmi secara akurat, lancar dan

berterima yang menggunakan ragam

bahasa lisan sederhana dalam berbagai

konteks kehidupan sehari-hari dan

melibatkan tindak tutur: berterima

kasih, memuji, dan mengucapkan

selamat


transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan

tak resmi secara akurat, lancar dan

berterima yang menggunakan ragam


konteks kehidupan sehari-hari dan

melibatkan tindak tutur: menyatakan

rasa terkejut, menyatakan rasa tak

percaya, serta menerima undangan,

tawaran, dan ajakan

8. Memahami makna dalam teks

fungsional pendek dan monolog yang

berbentuk narrative, descriptive, dan

news item sederhana dalam konteks

kehidupan sehari-hari

8.1 Merespon makna yang terdapat

dalam teks lisan fungsional pendek

sederhana (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak

resmi secara akurat, lancar dan

berterima dalam berbagai konteks


8.2 Merespon makna dalam teks

monolog sederhana yang menggunakan

ragam bahasa lisan secara akurat,

lancar dan berterima dalam konteks

kehidupan sehari-hari dalam teks

19

berbentuk; narrative, descriptive, dan

news item

Berbicara

9. Mengungkapkan makna dalam

percakapan transaksional dan interpersonal

dalam konteks kehidupan sehari-hari

9.1 Mengungkapkan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

resmi dan tak resmi secara akurat, lancar

dan berterima dengan menggunakan ragam

bahasa lisan sederhana dalam konteks

kehidupan sehari-hari dan melibatkan

tindak tutur: berterima kasih, memuji, dan

mengucapkan selamat

9.2 Mengungkapkan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

resmi dan tak resmi secara akurat, lancar

dan berterima dengan menggunakan ragam

bahasa lisan sederhana dalam konteks

kehidupan sehari-hari dan melibatkan

tindak tutur: menyatakan rasa terkejut,

menyatakan rasa tak percaya, serta

menerima undangan, tawaran, dan ajakan

10. Mengungkapkan makna dalam teks

fungsional pendek dan monolog sederhana

berbentuk narrative, descriptive dan news

item dalam konteks kehidupan sehari-hari

10.1 Mengungkapkan makna dalam bentuk

teks lisan fungsional pendek (misalnya

pengumuman, iklan, undangan dll.) resmi

dan tak resmi dengan menggunakan ragam



10.2 Mengungkapkan makna dalam teks

monolog sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar

dan berterima dalam konteks kehidupan

sehari- hari dalam teks berbentuk:

narrative, descriptive, dan news item

20

Membaca

11. Memahami makna teks fungsional

pendek dan esei sederhana berbentuk

narrative, descriptive dan news item

dalam konteks kehidupan sehari-hari dan

untuk mengakses ilmu pengetahuan

11.1 Merespon makna dalam teks

fungsional pendek (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak resmi

secara akurat, lancar dan berterima yang

menggunakan ragam bahasa tulis dalam


11.2 Merespon makna dan langkah-langkah

retorika dalam esei sederhana secara

akurat, lancar dan berterima dalam konteks

kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan dalam teks

berbentuk narrative, descriptive, dan news

item

Menulis

12. Mengungkapkan makna dalam teks

tulis fungsional pendek dan esei sederhana

berbentuk narrative, descriptive dan news

item dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dalam bentuk

teks tulis fungsional pendek (misalnya

pengumuman, iklan, undangan dll.) resmi

dan tak resmi secara akurat, lancar dan

news item dalam konteks kehidupan

sehari-hari berterima yang menggunakan

ragam bahasa tulis dalam konteks


12.2 Mengungkapkan makna dan langkah

retorika dalam esei sederhana secara

akurat, lancar dan berterima dalam konteks

kehidupan sehari-hari dalam teks berbentuk


Adapted from content Standard of SMA DUA MEI English Syllabus 2006

21

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of the Study

The place of this study is taken at SMA DUA MEI. This is located at Jl. Haji

Abdul Gani No. 135 Cempaka Putih Timur. This research was begun by asking

for the English summative test sheet to the headmaster and English teacher. The

research started on June up to August 2014. It was conducted at the tenth year

students of SMA DUA MEI academic year 2013/2014.

B. Method of Study

One of the most important aspects in research is the using of methodology

determination. Generally, in social science scopes, there are quantitative and

qualitative. Quantitative research is research involving the use of structured

questions where the response options have been predetermined and a large

number of respondents are involved. While, qualitative research is collecting,

analyzing, and interpreting data by observing what people do or say.1

In this research the writer collected the data by doing unstructured interview to

the team teachers who made the test items on the summative test. And then the

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

tenth year students of SMA DUA MEI represent the indicators as suggested its

syllabus as an indicator of the content validity.The test is measured with the

syllabus and indicators especially from reading and speaking 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 SMA DUA MEI‟s

summative test with the syllabus and indicators.

1 H:\ipsrmehrigiulqualitativequantitativeresearch.html

22

C. Research Instrument

The research instruments are used by the writer in collecting the data were:

1. Paper/ test booklet

The writer asked the English summative test paper from the school.

2. English syllabus and indicators for the tenth year students of SMA 2 MEI

The writer analyzed the test items on the summative test and then conform

it to the English syllabus and the indicators.

3. Interview

Before analyzing the test, the writer interviewed the team teachers who

made the summative test, how they made the question of test items.

D. Technique of Data Collecting

There are two instruments used to get the data representing two variables,

they are English summative test and English syllabus of the even semester for the

tenth year students of SMA DUA MEI. The English summative test was held on

Wednesday, June 4th

, 2014.

E. Technique of Data Analysis

In analyzing the data, the writer used descriptive analysis of the test items per

number. The descriptive analysis described the information about the kind of the

test item which is conformed to the syllabus and indicators.

After analyzing the test items logically, then the writer makes comparison

between the English summative test and the syllabus. The collected data are

quantitatively and qualitatively analyzed. Quantitatively, the data are collected

using simple percentage formula. It is the formula:

F

P = ──× 100%

N

23

P : Percentage

F : Frequency of unconformity

N : Number of sample

It is used to find how many percent the test items represent the indicators

from the syllabus, and how many indicators represented by the test items.

In addition, the writer also compares the percentage with the criteria adopted

from Arikunto‟s opinion:

76 – 100 % = Good

56 – 75 % = Sufficient

40 – 55 % = Less good

< 40 % = Bad2

Beside, the writer compared the result of the analysis, whether it has

content validity or not, to the result of the interview from the team teachers

who made the summative test, if there is relation to the result found.

2 Suharsimi Arikunto, Prosedure Penelitian, (Jakarta: Rineka Cipta. 1992). P.313

24

F. The Test Item

This text is for questions 16 to 18.

Once upon a time rabbit wanted to cross a river but he could not swim. He

had an idea He saw a boss of crocodile swimming in the river. The rabbit asked

the boss of crocodile. “How many crocodile are there in the river?” “Where are

they? The rabbit asked for the second time.

“All of you are good, nice, gentle and kind. so I want to make a line in

order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the

crocodile called all his friends and asked them to make a line in order from one

side to the other side of the river. Just then, the rabbit started to count while

jumping from one crocodile to another one. one......two.......there.....four.....until

twenty, and finally, he thanked all crocodile because he had crossed the river.

16. The story mainly tells us about....

a. Twenty crocodiles

b. The boss of the crocodiles

c. A rabbit and twenty crocodiles

d. A rabbit and the boss of crocodile

e. The boss of the crocodile and all his friends

17. We know from the first paragraph that the rabbit actually wanted ....

a. To cross the river

b. To swim across the river

c. To meet the boss of crocodile

d. To know where the crocodiles are

e. To know the number of crocodiles there

18. “All of you are good, nice, gentle and kind ...” (Paragraph 2)

The underline word is synonymous with....

a. Wild

b. Diligent

c. Cheerful

25

d. Easy going

e. Honorable


TANAH LOT

Tanah Lot is a well-known tourist resort in Bali. It really has very lovely

scenery with its natural beach. The rocks on the beach make it more beautiful. On

one of the rocky there is a Pura called „Pura Tanah Lot‟. It is the place where the

Hinduism followers do their prayer.

19. Tanah Lot is a well-known ... resorts in Bali.

a. Tour b. Tourist c. Tourism d. Touring e. Touristy

20. Based on the text, which statement is correct?

a. Tanah Lot is a popular tourist resort in Bali.

b. Tanah Lot is not a popular tourist resort in Bali.

c. Bali is a well-known tourist resort in Tanah Lot.

d. Bali is not well-known because of Tanah Lot.

e. Bali is small island

21. Tanah lot has a very lovely view. 'View' has a similar meaning with?

a. Scenery b. Beach c. Pura d. Rock e.Phenomenon

22. Where is the Pura Tanah Lot?

a. Beside a rocky hill

b. Behind a rocky hill

c. Under a rocky hill

d. On a rocky hill

e. In front of a rocky hill

23. The identification of Tanah Lot does not true based on the text is?

a. Tanah Lot is an unknown tourist resort in Bali.

b. It really has very lovely scenery with its natural beach.

26

c. The rocks on the beach make it more beautiful.

d. On one of the rocky hills there is a Pura called Pura Tanah Lot.

e. The place where the Hinduism followers do their prayer.

24. Eka : Are you free today?

Lidya : Yes, what‟s up?

Eka : Would you like to come with me to see the “Peterpan” show

tonight?

Lidya : Thanks, I‟d be delighted to. It‟s my favorite band.

What are the speakers going to do?

a. To stay at home.

b. To see Peterpan show.

c. To arrange their free time.

d. To watch Peterpan at home.

e. To come to their friend‟s house.

25. Mira : Hi Dad. I will be late because the committee will hold a meeting

after class.

Father : its okay but you must go straight after the meeting.

Mira : Don‟t worry. Dad

Mother : What did Mira say?

Father : She said that she would be late home today.

What is the most possible place where Mira is talking to her father?

a. Hall

b. Her home

c. The office

d. Her school

e. A meeting room

27


COMPANY ACCOUNTANT

Expanding wholesaler of stationery and office equipment requires, we need office

staff.

With good salary and good working condition for good applicant.

Apply with curriculum vitae to

Mrs. Barton

Office Equipment & Efficiency Works

PO Box 36 Whistle Woods UK

26. In Which section would you likely read the advertisement?

a. Company for sale.

b. Office equipment.

c. Job vacancy.

d. Entertainment Guide.

e. Stationery and office.

27. What position is offered in the advertisement?

a. Salesman.

b. Wholesaler.

c. Accountant.

d. Office staff.

e. Director assistant

28. Apply with curriculum vitae to Mrs. Barton. What information should the

applicant include in it?

a. Experience in managing a company.

b. A statement of salary wanted.

c. A prove of knowing about stationery.

d. A statement of responsibility

e. A statement of education and work experience.

29. My brother ___________________ (go) to college.

28

a. Goes b. Go c. Went d. Gone e. Going

30. He does not _________________ (drink) a coffee every day.

a. Drink b. Drinks c. Drank d. Drunk f. Drinking

31. The cookies are ________________ (bake) by me for writing a letter.

a. Bake b. Baking c. Baked d. Bakes e.Baken

32. They ___________ dance at the party tonight.

a. Will b. Are c. Is d. Was e.Were

33. Tono and Tini will ____________ (discuss) their task next day.

a. Discussing b. Discuses c. Discuss d. Discussed e. Discussion

34. Change into passive! I buy a ticket for watching the jazz festival.

a. A ticket is buy for watching the jazz festival.

b. A ticket are buy for watching the jazz festival.

c. A ticket is bought for watching the jazz festival.

d. A ticket was bought for watching the jazz festival.

e. A ticket were bought for watching the jazz festival.

35. Tania : Hay Bona, I passed UAN examination and got good score. I‟m

really happy.

Bona : Let me congratulate you.

What is kind of this expression above?

a. Expression of thanking

b. Expression of complimenting

c. Expression of congratulating

d. Expression of disbelief

e. Expressions of surprising

29

This is text for number 36-39

36. What is kind of the text above?

a. Procedure text

b. Narrative text

c. Announcement text

d. Advertisement text

e. Descriptive text

37. When will the English Speech Contest held?

a. 22 March 2013

b. 22 March 2012

c. 21 March 2012

d. 21 March 2013

e. 23 March 2013

38. Where is the place of English Speech Contest?

a. Yard of SMAN 208

b. Auditorium of SMAN 208

c. Hall of SMAN 208

d. Canteen of SMAN 208

e. Office room of SMAN 208

30

39. Who are the participants of English Speech Contest?

a. All students and teachers of SMAN 208

b. All students of SMAN and officers of SMAN 208

c. Teachers and officers of SMAN 208

d. All students of SMAN 208

e. The other students of SMAN 208

40. Thank you so much for helping me. I really.... it

a. Accept b. Agree c. Appreciate d. Deserve e. Love

41. I‟ll see you ... next week.

a. On b. In c. At d. With e. Or

42. This is an expression of disbelief ...

a. Thank you so much

b. Really!

c. Don‟t forget

d. I‟d love too

e. Ok, see you there

43. “Would you like to come over for dinner next Saturday?”

What does the sentence tell about?

a. Announcement

b. Advertisement

c. Invitation

d. Gratitude

e. Apologize

44. The weather is so cloudy. It ... rain this morning

a. Will be b. Is going to c. Will go d. Will have e. Going

31

45. A text tells about something to be remembered or short report is?

a. Invitation

b. Announcement

c. Advertisement

d. Apologized

e. Memo

46. The purpose of reported speech is to?

a. Describe

b. Retell what happen

c. Report something

d. Entertain

e. Persuade the reader that something is fun

The text is for number 47-50

How Earthquakes Happen

Earthquake is one of the most destroying natural disasters. Unluckily it

often happens in several regions. Recently a horrible earthquake has shaken West

Sumatra. It has brought great damages. Why did it occur? Do you know how an

earthquake happens?

Earthquakes are usually caused when rock underground suddenly breaks

along a fault. This sudden release of energy causes the seismic waves. It makes

the ground shake. When two blocks of rock or two plates are rubbing against each

other, they stick a little. They don't just slide smoothly. The rocks are still pushing

against each other, but not moving. After a while, the rocks break because of all

the pressure that's built up. When the rocks break, the earthquake occurs.

During the earthquake and afterward, the plates or blocks of rock start

moving, and they continue to move until they get stuck again. The spot

underground where the rock breaks is called the focus of the earthquake. The

place right above the focus is called the epicenter of the earthquake.

Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

32


a. Procedure text

b. Reported speech

c. Explanation text

d. Descriptive text

e. Narrative text

48. What are the tenses usually used in the text above?

a. Past tense future

b. Present tense

c. Future tense

d. Continuous tense

e. Perfect tense

49. Give one example of passive voice that used in the text above?

a. It has brought great damages

b. Earthquake is one of the most destroying natural disasters

c. It often happens in several regions

d. Why did it occur?

e. It made the ground shake

50. Give one example of present tense that used in the text above?

a. Earthquake is one of the most destroying natural disasters

b. It has brought great damages

c. The place right above the focus is called the epicenter of the earthquake.

d. A horrible earthquake has shaken West Sumatra

e. Did you know how an earthquake happens?

33

G. Syllabus

Table 3.1

Standar Kompetensi Kompetensi Dasar Indikator

Mendengarkan

7. Memahami makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

7.1 Merespon makna

dalam percakapan

transaksional (to get

things done) dan

interpersonal

(bersosialisasi) resmi

dan tak resmi secara

akurat, lancar dan

berterima yang

menggunakan ragam

bahasa lisan sederhana

dalam berbagai konteks


dan melibatkan tindak

tutur: berterima kasih,

memuji, dan

mengucapkan selamat

7.2 Merespon makna

dalam percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima yang

menggunakan ragam

1. Mengidentifikasi makna

tindak tutur berterimakasih

2. Merespon tindak tutur

mengungkapkan

berterimakasih


tindak tutur memuji


memuji


tindak tutur mengucapkan

selamat


menunjukkan

mengucapkan selamat


tindak tutur menyatakan

rasa terkejut


menyatakan rasa terkejut


tindak tutur menyatakan

rasa tak percaya

10. Merespon makna tindak

34





tutur: menyatakan rasa

terkejut, menyatakan

rasa tak percaya, serta

menerima undangan,

tawaran, dan ajakan

tutur menyatakan rasa tak

percaya


tindak tutur menerima

undangan, tawaran, dan

ajakan

12. Merespon makna tindak

tutur menerima undangan,

tawaran, dan ajakan


yang terdapat dalam teks

lisan fungsional pendek

sederhana (misalnya

pengumuman, iklan,

undangan dll.)

14. Merespon makna yang

terdapat dalam teks lisan

fungsional pendek

sederhana (misalnya

pengumuman, iklan,

undangan dll.)

15. Merespon makna dalam

teks monolog sederhana

berbentuk: narrative,

descriptive, dan news item

8. Memahami makna

dalam teks fungsional

pendek dan monolog

yang berbentuk

narrative, descriptive,

dan news item

sederhana dalam

konteks kehidupan

sehari-hari

8.1 Merespon makna

yang terdapat dalam

teks lisan fungsional

pendek sederhana

(misalnya

pengumuman, iklan,

undangan dll.) resmi


akurat, lancar dan

berterima dalam

berbagai konteks


8.2 Merespon makna

dalam teks monolog

sederhana yang

menggunakan ragam

bahasa lisan secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari dalam teks

35

berbentuk; narrative,

descriptive, dan news

item

Berbicara

9. Mengungkapkan

makna dalam

percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

9.1 Mengungkapkan

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

berterima dengan

menggunakan ragam


dalam konteks



tutur: berterima kasih,

memuji, dan

mengucapkan selamat

9.2 Mengungkapkan

makna dalam

percakapan


things done) dan

interpersonal



akurat, lancar dan

1. Menggunakan tindak tutur

berterimakasih


memuji


mengucapkan selamat




menyatakan rasa tak

percaya


menerima undangan,

tawaran, dan ajakan

36

berterima dengan

menggunakan ragam


dalam konteks



tutur: menyatakan rasa

terkejut, menyatakan

rasa tak percaya, serta

menerima undangan,

tawaran, dan ajakan

10. Mengungkapkan

makna dalam teks

fungsional pendek dan

monolog sederhana

berbentuk narrative,

descriptive dan news

item dalam konteks


10.1 Mengungkapkan

makna dalam bentuk

teks lisan fungsional

pendek (misalnya

pengumuman, iklan,


dan tak resmi dengan

menggunakan ragam




10.2 Mengungkapkan

makna dalam teks

monolog sederhana

dengan menggunakan

ragam bahasa lisan

secara akurat, lancar

dan berterima dalam

konteks kehidupan

sehari- hari dalam teks

37

berbentuk: narrative,


item

Membaca

11. Memahami makna

teks fungsional

pendek dan esei

sederhana berbentuk

narrative, descriptive

dan news item dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

pengetahuan

11.1 Merespon makna

dalam teks fungsional

pendek (misalnya

pengumuman, iklan,



akurat, lancar dan

berterima yang

menggunakan ragam

bahasa tulis dalam

konteks kehidupan

sehari-hari

11.2 Merespon makna

dan langkah-langkah

retorika dalam esei

sederhana secara

akurat, lancar dan

berterima dalam

konteks kehidupan


mengakses ilmu

pengetahuan dalam teks



item

1. Merespon teks fungsional

pendek berupa

pengumuman


pendek berupa iklan


pendek berupa undangan

4. Merespon teks monolog

sederhana berbentuk

narrative


sederhana berbentuk

descriptive


sederhana berbentuk news

item

7. Membaca nyaring

bermakna wancana ragam

tulis yang dibahas dengan

ucapan dan intonasi yang

benar

8. Mengindentifikasikan

topik dari teks yang di

baca

9. Menggunakan tata bahasa,

38

kosa kata, tanda

baca,ejaan, dan tata tulis

dengan akurat


dalam teks tulis narrative


dalam teks tulis descriptive


dalam teks tulis news item

13. Mengidentifikasi langkah-

langkah retorika dalam

teks tulis narrative



teks tulis descriptive



teks tulis news item

Menulis

12. Mengungkapkan

makna dalam teks

tulis fungsional

pendek dan esei

sederhana berbentuk

narrative, descriptive

dan news item dalam

konteks kehidupan

sehari-hari

12.1 Mengungkapkan

makna dalam bentuk

teks tulis fungsional

pendek (misalnya

pengumuman, iklan,



akurat, lancar dan news

item dalam konteks


1. Menulis gagasan utama

2. Mengelaborasi gagasan

utama

1. Membuat draft,

merevisi,menyunting

2. Menghasilkan teks

fungsional pendek seperti

pengumuman, iklan,

undangan

3. Menulis teks berbentuk

39

berterima yang

menggunakan ragam

bahasa tulis dalam

konteks kehidupan

sehari-hari

12.2 Mengungkapkan

makna dan langkah

retorika dalam esei

sederhana secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari dalam teks



item

narrative, descriptive, dan

news item

4. Menggunakan kalimat past

tense dalam

menyampaikan sebuah

peristiwa

5. Menggunakan kalimat

langsung dan tak langsung

dalam menulis narasi


berbentuk descriptive


berbentuk narrative


berbentuk news item

40

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. The Analysis and the Description of the Data

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

syllabus of SMA Dua Mei. To get the data, he 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

Umum Semester Genap Tahun Pelajaran 2013/2014 for the tenth year students of

SMA Dua Mei. The total numbers of test items are 50 tests which consist of 15

items for listening section and 35 items for multiple choice items. The test was

held on Wednesday, June 4th

, 2014 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 summative test item and the syllabus

Basic Competence Based on the indicators of

reading

Items

number

11.1 Merespon makna dalam

teks fungsional pendek

(misalnya pengumuman,

iklan, undangan dll.) resmi

dan tak resmi secara akurat,

lancar dan berterima yang

menggunakan ragam bahasa

tulis dalam konteks


11.2 Merespon makna dan

langkah-langkah retorika

dalam esei sederhana secara

akurat, lancar dan berterima


pendek berupa pengumuman

36, 37, 38, 39


pendek berupa iklan

26, 27, 28


pendek berupa undangan


sederhana berbentuk

narrative

16, 17


sederhana berbentuk

descriptive

41

dalam konteks kehidupan


mengakses ilmu pengetahuan

dalam teks berbentuk

narrative, descriptive, dan

news item


sederhana berbentuk news

item

7. Membaca nyaring bermakna

wancana ragam tulis yang

dibahas dengan ucapan dan

intonasi yang benar

8. Mengindentifikasikan topik

dari teks yang di baca

9. Menggunakan tata bahasa,

kosa kata, tanda baca,ejaan,

dan tata tulis dengan akurat

29, 30, 31,

32, 33, 34,

35, 40, 41, 44



18






langkah retorika dalam teks

teks tulis narrative



teks tulis descriptive



teks tulis news item

Basic Competence Based on the indicators of

speaking

Items

number

9.1 Mengungkapkan makna 1. Menggunakan tindak tutur

42

dalam percakapan

transaksional (to get things

done) dan interpersonal

(bersosialisasi) resmi dan tak

resmi secara akurat, lancar

dan berterima dengan


lisan sederhana dalam


dan melibatkan tindak tutur:

berterima kasih, memuji, dan

mengucapkan selamat

9.2 Mengungkapkan makna

dalam percakapan

transaksional (to get things

done) dan interpersonal

(bersosialisasi) resmi dan tak

resmi secara akurat, lancar

dan berterima dengan


lisan sederhana dalam


dan melibatkan tindak tutur:

menyatakan rasa terkejut,

menyatakan rasa tak percaya,

serta menerima undangan,

tawaran, dan ajakan


dalam bentuk teks lisan

fungsional pendek (misalnya

pengumuman, iklan,

undangan dll.) resmi dan tak

berterimakasih


memuji


mengucapkan selamat 35




menyatakan rasa tak percaya 42


menerima undangan, tawaran,

dan ajakan

24, 43

43

resmi dengan menggunakan

ragam bahasa lisan sederhana




dalam teks monolog

sederhana dengan


lisan secara akurat, lancar

dan berterima dalam konteks

kehidupan sehari- hari dalam

cx teks berbentuk: narrative,

descriptive, dan news item

Table 4.2

The Description of the Test Items

Items

number Samples Point of conformity

16, 17 16. The story mainly tells us

about....



c. A rabbit and twenty

crocodiles

d. A rabbit and the boss of

crocodile

e. The boss of the crocodile

and all his friends

17. We know from the first

paragraph that the rabbit

actually wanted ....

The question of number 16 asks

students to identify what the text is

about. And the question of number

17 asks students indicate what the

rabbit wanted to do in the story. It

can be understood that this item

measures the student‟s ability in in

responding the narrative text. Thus,

these items conform to the

recommended indicator namely,

“merespon teks monolog sederhana

berbentuk narrative”.In addition the

text used is narrative text. Thus, it

44



c. To meet the boss of

crocodile

d. To know where the

crocodiles are

e. To know the number of

crocodiles there

also conforms to the suggested text.

18 “All of you are good, nice,

gentle and kind ...” (Paragraph

2)

The underline word is

synonymous with....

a. Wild

b. Diligent

c. Cheerful

d. Easy going

e. Honorable

This question asks students to

determine the synonymous of good,

nice, gentle and kind from the

sentence. It can be understood that

this item measures the student‟s

ability in finding the suitable words

in the narrative text. Thus, this item

conforms to the recommended

indicator namely, “Mengidentifikasi

makna dalam teks tulis narrative”.

24, 43 24. Eka : Are you free

today?


Eka : Would you like to

come with me to see the

“Peterpan” show tonight?

Lidya : Thanks, I‟d be

delighted to. It‟s my favorite

band.

What are the speakers going to

do?

a. To stay at home.


students to indicate what the

speakers are going to do. And the

question of number 43 ask student

to identify the expression used in

the sentence It can be understood

that these items measure the

student‟s ability in finding

expression of invitation. Thus, these

items conform to the recommended

indicator namely, “merespon

dengan benar berbagai tindak tutur

45


c. To arrange their free

time.

d. To watch Peterpan at

home.

e. To come to their

friend‟s house.

43. “Would you like to come

over for dinner next Saturday?”

What does the sentence tell

about?

a. Announcement

b. Advertisement

c. Invitation

d. Gratitude

e. Apologize

interpersonal/ transaksional:

menerima undangan, tawaran, dan

ajakan”.

26, 27, 28 COMPANY ACCOUNTANT

Expanding wholesaler of

stationery and office equipment

requires, we need office staff.

With good salary and good

working condition for good

applicant.


Mrs. Barton

Office Equipment & Efficiency

Works


26. In Which section would you

likely read the advertisement?


students to determine the section

which the text could be found. And

the question of number 27 ask

student to identify the position

offered in the advertisement. It can

be understood that these items

measure the student‟s ability in

responding advertisement text.

Thus, these items conform to the


“merespon makna dalam teks

fungsional pendek berbentuk iklan”.

46



c. Job vacancy.



27. What position is offered in

the advertisement?

a. Salesman.

b. Wholesaler.

c. Accountant.

d. Office staff.


29, 30, 31,

32, 33, 34,

40, 41, 44

29. My brother ____ (go) to

college.

a. Goes

b. Go

c. Went

d. Gone

e. Going

30. He does not __ (drink) a

coffee every day.

a. Drink

b. Drinks

c. Drank

d. Drunk

e. Drinking

The questions of number 29 and 30

asks students to identify the suitable

verb used in the sentences. It can be

understood that these items measure

the student‟s ability in using tenses.

Thus, these items conform to the


“menggunakan tata bahasa yang

sesuai”.

35 Tania : Hay Bona, I passed

UAN examination and got good

score. I‟m really happy.

Bona : Let me congratulate


identify the expression used in the

dialogue. It can be understood that

this item measures the student‟s

47

you.

What is kind of this expression

above?


b. Expression of

complimenting

c. Expression of

congratulating



ability in finding expression of

congratulating. Thus, this item

conforms to the recommended

indicator namely, “merespon

dengan benar berbagai tindak tutur

mengucapkan selamat”.

36, 37, 38,

39

36. What is kind of the text

above?

a. Procedure text

b. Narrative text



e. Descriptive text

37. When will the English

Speech Contest held?

a. 22 March 2013

b. 22 March 2012

c. 21 March 2012

d. 21 March 2013

e. 23 March 2012


students to determine the type of the

text used in the story. And the

question of number 37 ask student

to indicate when the English Speech

Contest will be held. It can be

understood that these items measure

the student‟s ability in responding

announcement text. Thus, these

items conform to the recommended

indicator namely, “merespon makna

dalam teks fungsional pendek

berbentuk pengumuman”.

42 This is an expression of

disbelief ...


b. Really!

c. Don‟t forget


identify the expression of disbelief.

It can be understood that this item

measures the student‟s ability in

finding expression of disbelief.

48

d. I‟d love too


Thus, this item conforms to the


“merespon dengan benar berbagai

tindak tutur menunjukkan rasa tidak

percaya”.

Table 4.3

The inconformity between the summative test item and the syllabus

Items

number

Samples Point of inconformity

19, 20, 21,

22, 23, 46

TANAH LOT

Tanah Lot is a well-known

tourist resort in Bali. It really has

very lovely scenery with its

natural beach. The rocks on the

beach make it more beautiful. On

one of the rocky there is a Pura

called „Pura Tanah Lot‟. It is the

place where the Hinduism

followers do their prayer.

19.Tanah Lot is a well-known ...

resorts in Bali.

a. Tour

b. Tourist

c. Tourism

d. Touring

e. Touristy

46. The purpose of reported

speech is to?


students to determine the word

used in the sentence. And the

question of number 46 ask

student to determine the

purpose of reported speech. It

can be understood that these

items measure the student‟s

ability in responding the report

text. Thus, it can be concluded

that these questions do not

conform to the syllabus because

the indicator aren‟t included

into suggested indicator.

49

a. Describe


c. Report something

d. Entertain

e. Persuade the reader that

something is fun

25 Mira : Hi Dad. I will be late

because the committee will hold

a meeting after class.

Father : its okay but you must

go straight after the meeting.



Father : She said that she would

be late home today.

What is the most possible place

where Mira is talking to her

father?

a. Hall

b. Her home

c. The office

d. Her school

e. A meeting room


indicate the place where the

speaker is talking. It can be

understood that this item


finding expression of

instruction. Thus, it can be

concluded that the question

doesn‟t conform to the syllabus

because the indicator is not

included into suggested

indicator.

45 A text tells about something to be

remembered or short report is?

a. Invitation

b. Announcement

c. Advertisement

d. Apologized


identify a text that tells about

something to be remembered or

short report. It can be

understood that this item


responding the memo text. Thus,

50

e. Memo it can be concluded that the

question doesn‟t conform to the

syllabus because the text is not

included into suggested text.

47, 48, 49,

50


Earthquake is one of the most

destroying natural disasters.

Unluckily it often happens in

several regions. Recently a

horrible earthquake has shaken

West Sumatra. It has brought

great damages. Why did it occur?

Do you know how an earthquake

happens?

Earthquakes are usually caused

when rock underground suddenly

breaks along a fault. This sudden

release of energy causes the

seismic waves. It makes the

ground shake. When two blocks

of rock or two plates are rubbing

against each other, they stick a

little. They don't just slide

smoothly. The rocks are still

pushing against each other, but

not moving. After a while, the

rocks break because of all the

pressure that's built up. When the

rocks break, the earthquake

occurs.

During the earthquake and


students to determine the type of

the text used in the story. And

the question of number 48 ask

student students to determine

the tense used in the explanation

text. It can be understood that

these items measure the

student‟s ability in identifying

the tenses in the explanation

text.. Thus, it can be concluded

that these questions do not

conform to the syllabus because

the indicator aren‟t included

into suggested indicator.

51

afterward, the plates or blocks of

rock start moving, and they

continue to move until they get

stuck again. The spot

underground where the rock

breaks is called the focus of the

earthquake. The place right above

the focus is called the epicenter

of the earthquake.

Mainly taken from:

www.geo.mtu.edu/UPSeis/why.html

47. What is kind of the text

above?

a. Procedure text

b. Reported speech

c. Explanation text

d. Descriptive text

e. Narrative text

48. What are the tenses usually

used in the text above?


b. Present tense

c. Future tense

d. Continuous tense

e. Perfect tense

52

B. The Interpretation of the Data

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

unconformity of English summative 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:

Table 4.4

The Analysis Result of the Conformity and the Inconformity of English

Summative Test Items at Even Semester for the Tenth Year Students of

SMA Dua Mei

No Summative Test Items

Area Items Number Total Frequency

1.

The conformity test items

based on the indicators of

English syllabus

16, 17, 18, 24, 26, 27, 28,

29, 30, 31, 32, 33, 34, 35,

36, 37, 38, 39, 40, 41, 42,

43, 44

23 items = 65 %

2.

The inconformity test items

based on the indicators of

English syllabus

19, 20, 21, 22, 23, 25, 45,

46, 47, 48, 49, 50 12 items = 35 %

1. Percentage

Table 3.3 shows that the conformity of summative test with the English

syllabus is 65 % consist of 23 items. The percentage obviously falls into the

level of 56 – 75 %, based on Arikunto‟s opinion, it means sufficient. Then, the

inconformity between test items and English syllabus is 35% consist of 12

items. The calculations are explained bellow.

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

53

P : Percentage

F : Frequency of conformity


F

P = ── × 100%

N

23

P = ── × 100%

35

P = 65 %

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

administrated in the tenth year students of Dua Mei is 65% 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


F

P = ── × 100%

N

12

P = ── × 100%

35

P = 35 %

F

P = ── × 100%

N

F

P = ── × 100%

N

54

Table 4.5

The indicators represented by the test items

1. Merespon teks fungsional pendek berupa pengumuman

2. Merespon teks fungsional pendek berupa iklan

3. Merespon teks monolog sederhana berbentuk narrative

4. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis

dengan akurat

5. Mengidentifikasi makna dalam teks tulis narrative

6. Menggunakan tindak tutur mengucapkan selamat

7. Menggunakan tindak tutur menyatakan rasa tak percaya

8. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan

Table 4.6

The indicators aren’t represented by the test items

1. Merespon teks fungsional pendek berupa undangan

2. Merespon teks monolog sederhana berbentuk descriptive

3. Merespon teks monolog sederhana berbentuk news item

4. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan

ucapan dan intonasi yang benar

5. Mengindentifikasikan topik dari teks yang di baca

6. Mengidentifikasi makna dalam teks tulis descriptive

7. Mengidentifikasi makna dalam teks tulis news item

8. Mengidentifikasi langkah-langkah retorika dalam teks tulis narrative

9. Mengidentifikasi langkah-langkah retorika dalam teks tulis descriptive

10. Mengidentifikasi langkah-langkah retorika dalam teks tulis news item

11. Menggunakan tindak tutur berterimakasih

12. Menggunakan tindak tutur memuji

13. Menggunakan tindak tutur menyatakan rasa terkejut

55

2. 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.

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

that the indicator “Menggunakan tata bahasa, kosa kata, tanda baca, ejaan,

dan tata tulis dengan akurat” represented 9 items number, and the indicator

“Merespon teks fungsional pendek berupa pengumuman” represented 4 items

number. On the other hand, there are some indicators which only have few

items number. Instead they just have one item number.

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

There are 21 indicators suggested in the syllabus, and they have to be

represented by 35 items number. So, every indicator should represent 1 or 2

items number. And we can see from table 4.6 that there are 13 indicators

which are not represented in the test item. So, based on the distribution of the

indicators shown by the table, the writer found that only 38% or 2/5 of the

indicators represent the test items, means 62% or 3/5 indicators are not

represented. The calculations are explained bellow:

P : Percentage

F : Frequency of indicators which cover the test items

N : Number of indicator

F

P = ── × 100%

N

F

P = ── × 100%

N

56

8

P = ── × 100%

21

P = 38 %

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

English summative test which is administrated in the tenth year students of

Dua Mei doesn‟t represent the whole indicators from the syllabus of the

even semester. On the other word, it doesn‟t test all what it is supposed to

test because there are 62% indicators which aren‟t assessed by the test, i.e.

construct under-represented.

3. The interview

Based on the unstructured interview with the English teacher of SMA Dua

Mei, as the test designer, she said that, she had constructed the test items

based on the English syllabus of the even semester adopted from the standard

competence and basic competence. On the contrary, the writer found that there

are some indicators aren‟t included in the syllabus whereas they are suggested

in the standard competence and basic competence. And also the test designer

said that, she made the test item individually because there isn‟t any special

team for constructing the test in that school.

57

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this research the writer analyzes based on two points of view. First, related

to the percentage, the writer found that the English summative test which is

administrated in the tenth year students of Dua Mei is 65% 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 12 items.

So, based on Arikunto’s opinion, it means sufficient, because the percentage falls

into the level of 56-75%. And then, based on the content analysis, the writer found

that the test doesn’t represent the whole indicators from the syllabus of the even

semester. On the other word, it doesn’t test all what it is supposed to test because

there are 62% indicators which aren’t assessed by the test, i.e. construct under-

represented.

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

semester on the tenth grade students of SMA Dua Mei hassufficient content

validity.

B. Suggestion

Before making a test, the test designer has tounderstand how to write a good

test in term of validity. And the indicators must be appropriate with the syllabus.

And the writer would like to suggest the test designer to:

1. Take the curriculum or syllabus into consideration in planning the test.

2. Take the proper sample of the materials as suggested by the syllabus.

3. Construct the item based on the indicators represented equally.

4. Examine the items to get more valid and reliable test by trying the items.

58

REFERENCES

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

Cambridge: Cambridge University, 1995.

Arikunto, Suharsimi.Prosedure Penelitian.Jakarta: Rineka Cipta, 1992.

Bowers, Roger., and Brumfit, Christopher, (Eds).Applied Linguistics and English

Language Teaching. London and Basingstoke: Macmillan Publishers

Limited, 1991.

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

Language Teaching. Cambridge: Cambridge University Press, 1986.

Finocchiaro, Mary., and Sake, Sydney. Foreign Language Testing. New York:

Regents Publishing, 1983.

Gronlund, Norman E.Constructing Achievement Test. London : Prentice-Hall of

International, inc, 1982.

Gronlund, Norman E. Measurement and Evaluation in Teaching. Fourth Edition,

New York: McMillan Publishing, 1985.

H:\ipsrmehrigiulqualitativequantitativeresearch.html

Heaton, JB.Writing English Language test. London and New York:Longman,

1998.

Hughes, Athur. Testing for Language Teacher. Great Britain: Cambridge

Univercity Press,1995.

J. Nitko, Anthony.Educational Test and Measurement An Introduction. NewYork:

Harcourt Brace Jovanovic,1983.

J. Platt, Richards.,and Weber, H.Longman Dictionary of Applied Linguistics.

Longman: Harlow, 1985.

Nunan, David. Teaching English as a Second Foreign Language: Syllabus

Design. Massachusetts: Heinle Thomson Learning, 2001.

T. Nietzel,Michael. Introduction to Clinical Psychology. Englewood Cliffs:

Prentice Hall, 1998.

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

Pendidikan dan Kebudayaan, 1988.

Ur, Penny.A Discourse in Language Teaching: Practice and Theory. Cambridge:

Cambridge University Press, 1996.

59

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

Testing.Boston:Allyn and Bacon, 1990.

60

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

16

Once upon a time rabbit wanted to cross a river but he could not

swim. He had an idea He saw a boss of crocodile swimming in the

river. The rabbit asked the boss of crocodile. “How many crocodile are

there in the river?” “Where are they? The rabbit asked for the second

time.

“All of you are good, nice, gentle and kind. so I want to make a

line in order. Later I will know how kinds are you,” said the rabbit.

Then, the boss of the crocodile called all his friends and asked them to

make a line in order from one side to the other side of the river. Just

then, the rabbit started to count while jumping from one crocodile to

another one. one......two.......there.....four.....until twenty, and finally, he

thanked all crocodile because he had crossed the river.

The story mainly tells us about....






This question asks students to identify what the text is about. It can be

understood that this item measures the student’s ability in responding the

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

“merespon teks monolog sederhana berbentuk narrative”. In addition the text

used is narrative text. Thus, it also conforms to the suggested text.

61


17

We know from the first paragraph that the rabbit actually wanted ....






This question asks students to indicate what the rabbit wanted to do in the

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

factual information from the narrative text. Thus, this item conforms to the

recommended indicator namely, “merespon teks monolog sederhana berbentuk

narrative”. In addition the text used is narrative text. Thus, it also conforms to the

suggested text.


18

“All of you are good, nice, gentle and kind ...” (Paragraph 2)


a. Wild

b. Diligent

c. Cheerful

d. Easy going

e. Honorable

This question asks students to determine the synonymous of good, nice,

gentle and kind from the sentence. It can be understood that this item measures

the student’s ability in finding the suitable words in the narrative text. Thus, this

item conforms to the recommended indicator namely, “mengidentifikasi makna

dalam teks tulis narrative”.


62

24

Eka : Are you free today?

Lidya : Yes, what’s up?

Eka : Would you like to come with me to see the “Peterpan” show

tonight?

Lidya : Thanks, I’d be delighted to. It’s my favorite band.


a. To stay at home.




e. To come to their friend’s house.

This question asks students to indicate what the speakers are going to do. It

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

expression of invitation. Thus, this item conforms to the recommended indicator

namely, “merespon dengan benar berbagai tindak tutur interpersonal/

transaksional: menerima undangan, tawaran, dan ajakan”.


26

COMPANY ACCOUNTANT

Expanding wholesaler of stationery and office equipment requires, we

need office staff.



Mrs. Barton



In Which section would you likely read the advertisement?



c. Job vacancy.

63



This question asks students to determine the section which the text could be

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

responding advertisement text. Thus, this item conforms to the recommended

indicator namely, “merespon makna dalam teks fungsional pendek berbentuk

iklan”.


27

What position is offered in the advertisement?

a. Salesman.

b. Wholesaler.

c. Accountant.

d. Office staff.


This question asks students to identify the position offered in the

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

responding advertisement text. Thus, this item conforms to the recommended

indicator namely, “merespon makna dalam teks fungsional pendek berbentuk

iklan”.


28

Apply with curriculum vitae to Mrs. Barton. What information should

the applicant include in it?






64

This question asks students to identify the information should the applicant

include in the curriculum vitae. It can be understood that this item measures the

student’s ability in responding advertisement text. Thus, this item conforms to the

recommended indicator namely, “merespon makna dalam teks fungsional pendek

berbentuk iklan”.


29

My brother ___________________ (go) to college.

a. Goes

b. Go

c. Went

d. Gone

e. Going

This question asks students to identify the suitable verb used in the sentence.

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

Thus, this item conforms to the recommended indicator namely, “menggunakan

tata bahasa yang sesuai”


30

He does not _________________ (drink) a coffee every day.

a. Drink

b. Drinks

c. Drank

d. Drunk

e. Drinking





65


31

The cookies are ________________ (bake) by me for writing a letter.

a. Bake

b. Baking

c. Baked

d. Bakes

e. Baken






32

They ___________ dance at the party tonight.

a. Will

b. Are

c. Is

d. Was

e. Were






33 Tono and Tini will ____________ (discuss) their task next day.

a. Discussing

66

b. Discuses

c. Discuss

d. Discussed

e. Discussion






34

Change into passive! I buy a ticket for watching the jazz festival.






This question asks students to change the sentence into passive. It can be

understood that this item measures the student’s ability in using tenses. Thus, this

item conforms to the recommended indicator namely, “menggunakan tata bahasa

yang sesuai”


35

Tania : Hay Bona, I passed UAN examination and got good score.

I’m really happy.





67




This question asks students to identify the expression used in the dialogue. It


expression of congratulating. Thus, this item conforms to the recommended

indicator namely, “merespon dengan benar berbagai tindak tutur mengucapkan

selamat”.

No

item

The question

36

What is kind of the text above?

a. Procedure text

b. Narrative text



e. Descriptive text

This question asks students to determine the type of the text used in the story.

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

68

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

namely, “merespon makna dalam teks fungsional pendek berberntuk

pengumuman”.


37

. When will the English Speech Contest held?

a. 22 March 2013

b. 22 March 2012

c. 21 March 2012

d. 21 March 2013

e. 23 March 2012

This question asks students to indicate when the English Speech Contest will

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

responding announcement text. Thus, this item conforms to the recommended

indicator namely, “merespon makna dalam teks fungsional pendek berberntuk

pengumuman”.


38


a. Yard of SMAN 208


c. Hall of SMAN 208



This question asks students to indicate the place for English Speech Contest.

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

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

namely, “merespon makna dalam teks fungsional pendek berberntuk

pengumuman”.

69


39

Who are the participants of English Speech Contest?






This question asks students to indicate the participants of English Speech

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

responding announcement text. Thus, this item conforms to the recommended

indicator namely, “merespon makna dalam teks fungsional pendek berberntuk

pengumuman”.


40

Thank you so much for helping me. I really.... it

a. Accept

b. Agree

c. Appreciate

d. Deserve

e. Love

This question asks students to determine the suitable words of the text. It can

be understood that these items measure the student’s ability in finding the suitable

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

“menggunakan kosa kata yang sesuai”.


41 I’ll see you ... next week.

a. On

70

b. In

c. At

d. With

e. Or

This question asks students to determine the suitable words of the text. It can

be understood that these items measure the student’s ability in finding the suitable

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

“menggunakan kosa kata yang sesuai”.


42

This is an expression of disbelief ...


b. Really!

c. Don’t forget

d. I’d love too


This question asks students to identify the expression of disbelief. It can be

understood that this item measures the student’s ability in finding expression of

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

“merespon dengan benar berbagai tindak tutur menunjukkan rasa tidak percaya”.


43

“Would you like to come over for dinner next Saturday?”


a. Announcement

b. Advertisement

c. Invitation

d. Gratitude

71

e. Apologize

This question asks students to identify the expression used in the sentence. It


expression of invitation. Thus, this item conforms to the recommended indicator

namely, “menggunakan dengan benar berbagai tindak tutur interpersonal/

transaksional: menerima undangan, tawaran, dan ajakan”.


44

The weather is so cloudy. It ... rain this morning

a. Will be

b. Is going to

c. Will go

d. Will have

e. Going





72

The Items that do not conform to the Syllabus

Based on the item analysis, there are 12 items that don’t represent the

suggested indicators by the syllabus.


19

TANAH LOT

Tanah Lot is a well-known tourist resort in Bali. It really has very lovely

scenery with its natural beach. The rocks on the beach make it more

beautiful. On one of the rocky there is a Pura called ‘Pura Tanah Lot’. It is

the place where the Hinduism followers do their prayer.

Tanah Lot is a well-known ... resorts in Bali.

a. Tour

b. Tourist

c. Tourism

d. Touring

e. Touristy

This question asks students to determine the word used in the sentence. It can be

understood that this item measures the student’s ability in responding the report text.

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

the text is not included into suggested text.


20

Based on the text, which statement is correct?




73



This question asks students to determine the correct statement. It can be

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

from the repot text. Thus, it can be concluded that the question doesn’t conform to

the syllabus because the text is not included into suggested text.


21

Tanah lot has a very lovely view. 'View' has a similar meaning with?

a. Scenery

b. Beach

c. Pura

d. Rock

e. Phenomenon

These questions ask students to determine the synonym and the antonym of

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

ability in identifying the meaning from the report text.Thus, it can be concluded that

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

suggested indicator.


22

Where is the Pura Tanah Lot?




d. On a rocky hill


74

These questions ask students to indicate the place of Pura Tanah Lot. It can be

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

from the repot text. Thus, it can be concluded that the question doesn’t conform to

the syllabus because the indicator is not included into suggested indicator.


23

The identification of Tanah Lot does not true based on the text is?






This question asks students to identify the wrong fact about Tanah Lot based on

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

factual information from the repot text. Thus, it can be concluded that the question

doesn’t conform to the syllabus because the text is not included into suggested text.


25

Mira : Hi Dad. I will be late because the committee will hold a meeting

after class.


Mira : Don’t worry. Dad




a. Hall

b. Her home

75

c. The office

d. Her school

e. A meeting room

This question asks students to indicate the place where the speaker is talking. It

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

of instruction. Thus, it can be concluded that the question doesn’t conform to the

syllabus because the indicator is not included into suggested indicator.


45

A text tells about something to be remembered or short report is?

a. Invitation

b. Announcement

c. Advertisement

d. Apologized

e. Memo

This question asks students to identify a text that tells about something to be

remembered or short report. It can be understood that this item measures the student’s

ability in responding the memo text. Thus, it can be concluded that the question

doesn’t conform to the syllabus because the text is not included into suggested text.


46

The purpose of reported speech is to?

a. Describe


c. Report something

76

d. Entertain


This question asks students to determine the purpose of reported speech. It can be

understood that this item measures the student’s ability in responding the repot text.

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

the text is not included into suggested text.


47


Earthquake is one of the most destroying natural disasters.

Unluckily it often happens in several regions. Recently a horrible

earthquake has shaken West Sumatra. It has brought great damages. Why

did it occur? Do you know how an earthquake happens?

Earthquakes are usually caused when rock underground suddenly

breaks along a fault. This sudden release of energy causes the seismic

waves. It makes the ground shake. When two blocks of rock or two plates

are rubbing against each other, they stick a little. They don't just slide

smoothly. The rocks are still pushing against each other, but not moving.

After a while, the rocks break because of all the pressure that's built up.

When the rocks break, the earthquake occurs.

During the earthquake and afterward, the plates or blocks of rock

start moving, and they continue to move until they get stuck again. The

spot underground where the rock breaks is called the focus of the

earthquake. The place right above the focus is called the epicenter of the

earthquake.

Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

77

What is kind of the text above?

a. Procedure text

b. Reported speech

c. Explanation text

d. Descriptive text

e. Narrative text

This question asks students to determine the type of the text used in the story. It

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

explanation text. Thus, it can be concluded that the question doesn’t conform to the

syllabus because the text is not included into suggested text.


48

What are the tenses usually used in the text above?


b. Present tense

c. Future tense

d. Continuous tense

e. Perfect tense

This question asks students to determine the tense used in the explanation text. It

can be understood that these items measure the student’s ability in identifying the

tenses in the explanation text. Thus, it can be concluded that the question doesn’t

conform to the syllabus because the text is not included into suggested text.


49 Give one example of passive voice that used in the text above?


78





This question asks students to indicate the example of passive voice used in the

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

the tenses in the explanation text. Thus, it can be concluded that the question doesn’t



50

Give one example of present tense that used in the text above?



c. The place right above the focus is called the epicenter of the

earthquake.



This question asks students to indicate the example of present tense used in the

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

the tenses in the explanation text. Thus, it can be concluded that the question doesn’t


79

YAYASAN PENDIDIKAN DUA MEI

SEKOLAH MENENGAH ATAS (SMA) DUA MEI

(STATUS TERAKRIDITASI A)

Jl. H. Abdul Gani No.135 CempakaPutihCiputatTangerangTelp. (021) 7490034

SILABUS BAHASA INGGRIS

KURIKULUM SATUAN TINGKAT PENDIDIKAN (KTSP)

KELAS/SEMESTER : X/2

Standar Kompetensi Kompetensi Dasar Indikator

Mendengarkan

7. Memahami makna dalam

percakapan transaksional dan

interpersonal dalam konteks



transaksional (to get things done) dan interpersonal

(bersosialisasi) resmi dan tak resmi secara akurat,

lancar dan berterima yang menggunakan ragam

bahasa lisan sederhana dalam berbagai konteks

kehidupan sehari-hari dan melibatkan tindak tutur:

berterima kasih, memuji, dan mengucapkan

selamat


1. Mengidentifikasi makna tindak tutur

berterimakasih

2. Merespon tindak tutur mengungkapkan

berterimakasih

3. Mengidentifikasi makna tindak tutur memuji

4. Merespon tindak tutur memuji


80



lancar dan berterima yang menggunakan ragam

bahasa lisan sederhana dalam berbagai konteks

kehidupan sehari-hari dan melibatkan tindak tutur:

menyatakan rasa terkejut, menyatakan rasa tak

percaya, serta menerima undangan, tawaran, dan

ajakan

mengucapkan selamat

6. Merespon tindak tutur menunjukkan

mengucapkan selamat



8. Merespon tindak tutur menyatakan rasa terkejut


menyatakan rasa tak percaya

10. Merespon makna tindak tutur menyatakan rasa

tak percaya

11. Mengidentifikasi makna tindak tutur menerima

undangan, tawaran, dan ajakan

12. Merespon makna tindak tutur menerima


13. Mengidentifikasi makna yang terdapat dalam

teks lisan fungsional pendek sederhana

8. Memahami makna dalam

teks fungsional pendek dan

monolog yang berbentuk

narrative, descriptive, dan news

item sederhana dalam konteks


8.1 Merespon makna yang terdapat dalam teks

lisan fungsional pendek sederhana (misalnya

pengumuman, iklan, undangan dll.) resmi dan tak

resmi secara akurat, lancar dan berterima dalam

berbagai konteks kehidupan sehari-hari

8.2 Merespon makna dalam teks monolog

sederhana yang menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima dalam konteks

kehidupan sehari-hari dalam teks berbentuk;


81

(misalnya pengumuman, iklan, undangan dll.)

14. Merespon makna yang terdapat dalam teks

lisan fungsional pendek sederhana (misalnya

pengumuman, iklan, undangan dll.)

15. Merespon makna dalam teks monolog

sederhana berbentuk: narrative, descriptive,

dan news item

Berbicara

9. Mengungkapkan makna

dalam percakapan transaksional

dan interpersonal dalam


9.1 Mengungkapkan makna dalam percakapan



lancar dan berterima dengan menggunakan ragam

bahasa lisan sederhana dalam konteks kehidupan

sehari-hari dan melibatkan tindak tutur: berterima

kasih, memuji, dan mengucapkan selamat

9.2 Mengungkapkan makna dalam percakapan



lancar dan berterima dengan menggunakan ragam

1. Menggunakan tindak tutur berterimakasih

2. Menggunakan tindak tutur memuji

3. Menggunakan tindak tutur mengucapkan

selamat

4. Menggunakan tindak tutur menyatakan rasa

terkejut

5. Menggunakan tindak tutur menyatakan rasa tak

percaya

6. Menggunakan tindak tutur menerima

82

bahasa lisan sederhana dalam konteks kehidupan

sehari-hari dan melibatkan tindak tutur:

menyatakan rasa terkejut, menyatakan rasa tak

percaya, serta menerima undangan, tawaran, dan

ajakan



dalam teks fungsional pendek

dan monolog sederhana


descriptive dan news item


sehari-hari

10.1 Mengungkapkan makna dalam bentuk teks

lisan fungsional pendek (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak resmi dengan

menggunakan ragam bahasa lisan sederhana dalam

berbagai konteks kehidupan sehari-hari

10.2 Mengungkapkan makna dalam teks monolog

sederhana dengan menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari- hari dalam teks

berbentuk: narrative, descriptive, dan news item

Membaca

11. Memahami makna teks

fungsional pendek dan esei

11.1 Merespon makna dalam teks fungsional

pendek (misalnya pengumuman, iklan, undangan

dll.) resmi dan tak resmi secara akurat, lancar dan

berterima yang menggunakan ragam bahasa tulis

1. Merespon teks fungsional pendek berupa

pengumuman

2. Merespon teks fungsional pendek berupa iklan

83

sederhana berbentuk narrative,

descriptive dan news item



mengakses ilmu pengetahuan

dalam konteks kehidupan sehari-hari

11.2 Merespon makna dan langkah-langkah

retorika dalam esei sederhana secara akurat, lancar

dan berterima dalam konteks kehidupan sehari-hari

dan untuk mengakses ilmu pengetahuan dalam teks

berbentuk narrative, descriptive, dan news item

3. Merespon teks fungsional pendek berupa

undangan

4. Merespon teks monolog sederhana berbentuk

narrative


descriptive


news item

7. Membaca nyaring bermakna wancana ragam

tulis yang dibahas dengan ucapan dan intonasi

yang benar

8. Mengindentifikasikan topik dari teks yang di

baca

9. Menggunakan tata bahasa, kosa kata, tanda

baca,ejaan, dan tata tulis dengan akurat

10. Mengidentifikasi makna dalam teks tulis

84

narrative

11. Mengidentifikasi makna dalam teks tulis

descriptive

12. Mengidentifikasi makna dalam teks tulis news

item

13. Mengidentifikasi langkah-langkah retorika






Menulis


dalam teks tulis fungsional

pendek dan esei sederhana

berbentuk narrative, descriptive

dan news item dalam konteks

12.1 Mengungkapkan makna dalam bentuk teks

tulis fungsional pendek (misalnya pengumuman,

iklan, undangan dll.) resmi dan tak resmi secara

akurat, lancar dan news item dalam konteks

kehidupan sehari-hari berterima yang

menggunakan ragam bahasa tulis dalam konteks

1. Menulis gagasan utama

2. Mengelaborasi gagasan utama

1. Membuat draft, merevisi,menyunting

2. Menghasilkan teks fungsional pendek seperti

pengumuman, iklan, undangan

85

kehidupan sehari-hari kehidupan sehari-hari

12.2 Mengungkapkan makna dan langkah retorika

dalam esei sederhana secara akurat, lancar dan

berterima dalam konteks kehidupan sehari-hari

dalam teks berbentuk narrative, descriptive, dan

news item

3. Menulis teks berbentuk narrative, descriptive,

dan news item

4. Menggunakan kalimat past tense dalam

menyampaikan sebuah peristiwa

5. Menggunakan kalimat langsung dan tak

langsung dalam menulis narasi

6. Menghasilkan teks berbentuk descriptive

7. Menghasilkan teks berbentuk narrative

8. Menghasilkan teks berbentuk news item

86

YAYASAN PENDIDIKAN DUA MEI SEKOLAH MENENGAH ATAS (SMA) DUA

MEI

(STATUS TERAKRIDITASI A) Jl. H. Abdul Gani No.135 Cempaka Putih Ciputat Tangerang Telp. (021)

7490034

ULANGAN UMUM SEMESTER GENAP

TAHUN PELAJARAN 2014/2015

LEMBAR SOAL

Mata Pelajaran : BAHASA INGGRIS

Kelas : X

Hari, tanggal : Rabu, 4 Juni 2014

W a k t u : 120 menit

PETUNJUK UMUM :

1. Tulislah terlebih dahulu Nama dan Nomor Peserta Semester Anda pada lembar jawaban yang telah disediakan dengan menggunakan pensil 2 B

2. Periksa dan bacalah petunjuknya sebelum Anda menjawab 3. Laporkan kepada pengawas jika terdapat tulisan yang kurang

jelas, rusak atau jumlah soal kurang 4. Dahulukan menjawab soal-soal yang Anda anggap mudah 5. Periksa kembali pekerjaan anda sebelum diserahkan kepada

pengawas

87

I. PILIHLAH JAWABAN YANG PALING TEPAT DI

ANTARA a, b, c, d DAN e DENGAN CARA

MENGHITAMKAN PADA JAWABAN YANG TELAH

DISEDIAKAN !

Listening section

In this section of the test, you will have the chance to show how well you understand spoken

English. There are four parts to this section with special direction for each part.

Part I

Questions 1 to 4

Directions:

ln this part of the test, you will hear some dialogues and questions spoken in English. The

questions and the dialogues will be spoken twice. They will not be printed in your test book,

so you must listen carefully to understand what the speakers are saying. After you listen to

the dialogue and the question about it, read the five possible answers, and decide which one

would be the best answer to the question you have heard. Now listen to a sample question.

You will hear:

Man : We are almost out of cereal.

Woman : I know. I will go to the grocery store to buy some more. I will also get some

milk, bread and fruit.

Man : Would you get me some instan noodles?

Woman : Sure.

Narrator : What does the man want the woman to buy?

A. Fruit.

B. Milk.

C. Bread.

D. Noodles.

E. Cereal.

The best answer to this question is "Noodles". Therefore you should choose answer (D).

1. a. Shopping at a grocery store

b. Going to a grocery store.

c. Following directions.

d. Giving directions to the man.

e. Walking down Maple street.

2. a. In the morning.

b. In the afternoon.

c. In the evening.

d. At noon.

e. At midnight.

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3. a. Expressing hope.

b. Expressing pride.

c. Expressing satisfaction

d. Showing happiness.

e. Asking for an apology.

4. a. Buying a book.

b. Celebrating a birthday.

c. Getting a beautiful book.

d. Giving a birthday present.

e. Thanking the man for his gift.

Part II

Questions 5 to 7

Directions:

ln this part of the test, you will hear some incomplete dialogues spoken in English, followed

by four responses, also spoken in English. The dialogues and the responses will be spoken

twice. They will not be printed in your test book, so you must listen carefully to understand

what the speakers are saying. You have to choose the best response to each question.

Now listen to a sample question.

Man : May I taste the caramel pudding you just made?

Woman : Of course you may. How does it taste?

Man : ....

Narrator : What is the most appropriate response for the man to reply?

A. It is very expensive, I think.

B. It‟s very delicious. I really enjoy the taste.

C. I think I will cook it myself.

D. I don‟t think I‟ll come with you.

Narrator : The best answer to the question "lt provides excellent service." is choice B.

Therefore, you should choose answer B.

5. Mark your answer on your answer sheet.



Part III

Questions 8 to 11

Directions:

In this part of the test, you will hear some dialogues or monologues spoken in

English. The dialogues or monologues will be spoken twice. They will not be printed in your

test book, so you must listen carefully to understand what the speakers are saying. After you

listen to the dialogue or monologue, look at the five pictures provided in your test book, and

decide which one would be the most suitable with the dialogue or monologue you have heard.

8. a. b. c.

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d. e.

9. a. b. c.

d. e.

10. a. b. c.

d. e.

11. a. b. c.

d. e.

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Part IV

Questions 12 to 15

Directions:

In this part of the test, you will hear some monologues. Each monologue will be spoken

twice. They will not be printed in your test book, so you must listen carefully to understand

what the speakers are saying. After you hear the monologue and the question about it, read

the five possible answers and decide which one would be the best answer to the question you

have heard.

12. a. Rail services.

b. Christmas holiday.

c. Airports.

d. Snowfalls.

e. Snowstroms.

13. a. Two.

b. Three.

c. Four.

d. Five.

e. Six.

14. a. Snakes.

b. Anacondas.

c. Kinds of snakes.

d. What an anaconda looks like.

e. Another name for an anaconda.

15. a. 10 – 20.

b. 10 – 30.

c. 20 – 30.

d. 20 – 40.

e. 30 – 40.

This is the end of the listening section.


Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea

He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile.

“How many crocodile are there in the river?” “Where are they? The rabbit asked for the

second time.

“All of you are good, nice, gentle and kind. so I want to make a line in order. Later I

will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his

friends and asked them to make a line in order from one side to the other side of the river.

Just then, the rabbit started to count while jumping from one crocodile to another one.

one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he

had crossed the river.

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16. The story mainly tells us about....






17. We know from the first paragraph that the rabbit actually wanted ....






18. “All of you are good, nice, gentle and kind ...” (Paragraph 2)


a. Wild

b. Diligent

c. Cheerful

d. Easy going

e. Honorable


TANAH LOT

Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery

with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky

there is a Pura called „Pura Tanah Lot‟. It is the place where the Hinduism followers do their

prayer.

19. Tanah Lot is a well-known ... resorts in Bali.

a. Tour b. Tourist c. Tourism d. Touring e. Touristy

20. Based on the text, which statement is correct?






21. Tanah lot has a very lovely view. 'View' has a similar meaning with?

a. Scenery b. Beach c. Pura d. Rock e. Phenomenon

22. Where is the Pura Tanah Lot?




d. On a rocky hill


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23. The identification of Tanah Lot does not true based on the text is?






24. Eka : Are you free today?


Eka : Would you like to come with me to see the “Peterpan” show tonight?

Lidya : Thanks, I‟d be delighted to. It‟s my favorite band.


a. To stay at home.




e. To come to their friend‟s house.

25. Mira : Hi Dad. I will be late because the committee will hold a meeting after class.






a. Hall

b. Her home

c. The office

d. Her school

e. A meeting room


COMPANY ACCOUNTANT

Expanding wholesaler of stationery and office equipment requires, we need office staff.



Mrs. Barton



26. In Which section would you likely read the advertisement?



c. Job vacancy.



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27. What position is offered in the advertisement?

a. Salesman.

b. Wholesaler.

c. Accountant.

d. Office staff.


28. Apply with curriculum vitae to Mrs. Barton. What information should the applicant

include in it?






29. My brother ___________________ (go) to college.

a. Goes b. Go c. Went d. Gone e. Going

30. He does not _________________ (drink) a coffee every day.

a. Drink b. Drinks c. Drank d. Drunk f. Drinking

31. The cookies are ________________ (bake) by me for writing a letter.

a. Bake b. Baking c. Baked d. Bakes e. Baken

32. They ___________ dance at the party tonight.

a. Will b. Are c. Is d. Was e.Were

33. Tono and Tini will ____________ (discuss) their task next day.

a. Discussing b. Discuses c. Discuss d. Discussed e. Discussion

34. Change into passive! I buy a ticket for watching the jazz festival.






35. Tania : Hay Bona, I passed UAN examination and got good score. I‟m really happy.







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This is text for number 36-39


a. Procedure text

b. Narrative text



e. Descriptive text

37. When will the English Speech Contest held?

a. 22 March 2013

b. 22 March 2012

c. 21 March 2012

d. 21 March 2013

e. 23 March 2012


a. Yard of SMAN 208


c. Hall of SMAN 208



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39. Who are the participants of English Speech Contest?






40. Thank you so much for helping me. I really.... it

a. Accept b. Agree c. Appreciate d. Deserve e. Love

41. I‟ll see you ... next week.

a. On b. In c. At d. With e. Or

42. This is an expression of disbelief ...


b. Really!

c. Don‟t forget

d. I‟d love too


43. “Would you like to come over for dinner next Saturday?”


a. Announcement

b. Advertisement

c. Invitation

d. Gratitude

e. Apologize

44. The weather is so cloudy. It ... rain this morning

a. Will be b. Is going to c. Will go d. Will have e. Going

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45. A text tells about something to be remembered or short report is?

a. Invitation

b. Announcement

c. Advertisement

d. Apologized

e. Memo

46. The purpose of reported speech is to?

a. Describe


c. Report something

d. Entertain


The text is for number 47-50


Earthquake is one of the most destroying natural disasters. Unluckily it often happens

in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought

great damages. Why did it occur? Do you know how an earthquake happens?

Earthquakes are usually caused when rock underground suddenly breaks along a fault.

This sudden release of energy causes the seismic waves. It makes the ground shake. When

two blocks of rock or two plates are rubbing against each other, they stick a little. They don't

just slide smoothly. The rocks are still pushing against each other, but not moving. After a

while, the rocks break because of all the pressure that's built up. When the rocks break, the

earthquake occurs.

During the earthquake and afterward, the plates or blocks of rock start moving, and

they continue to move until they get stuck again. The spot underground where the rock breaks

is called the focus of the earthquake. The place right above the focus is called the epicenter of

the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html


a. Procedure text

b. Reported speech

c. Explanation text

d. Descriptive text

e. Narrative text

48. What are the tenses usually used in the text above?


b. Present tense

c. Future tense

d. Continuous tense

e. Perfect tense

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49. Give one example of passive voice that used in the text above?






50. Give one example of present tense that used in the text above?



c. The place right above the focus is called the epicenter of the earthquake.



AN ANALYSIS ON THE CONTENT VALIDITY OF SUMMATIVE TEST … · OF SUMMATIVE TEST FOR THE TENTH ......

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