an analysis on the content validity of the...

AN ANALYSIS ON THE CONTENT VALIDITY OF THE

SUMMATIVE TEST FOR THE FIRST YEAR STUDENTS OF

JUNIOR HIGH SCHOOL

(A Case Study of SMP N 87 Jakarta)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial

Fulfillment of the Requirements for the Degree of S.Pd

in English Language Eduation

By:

Nofiyanti

NIM. 205014000373

DEPARTMENT Of ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEAHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2011

i

AN ANALYSIS ON THE CONTENT VALIDITY OF THE


JUNIOR HIGH SCHOOL

(A Case Study of SMP N 87 Jakarta)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial

Fulfillment of the requirements for the degree of S.Pd (Bachelor of Arts)

in English Language Eduation

By:

Nofiyanti

NIM. 205014000373

Approved by:

Advisor

Dr. H. Atiq Susilo, M.A

NIP. 19491122 1978 03 1 001

DEPARTMENT Of ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEAHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2011

ii

ENDORSEMENT SHEET

A “skripsi” entitled: AN ANALYSIS ON THE CONTENT VALIDITY

OF THE SUMMATIVE TEST FOR THE FIRST YEAR STUDENTS OF

JUNIOR HIGH SCHOOL (A Case Study Of SMP N 87 Jakarta) written by

Nofiyanti, student‟s registration number 205014000373 was examined in the

examination session of the Faculty of Tarbiyah and Teachers‟ Training, Syarif

Hidayatullah State Islamic University Jakarta on October 4th

2011. This “skripsi”

has been accepted to have fulfilled one of the requirements for the degree of S.Pd

in English Language Education in the Department of English Education.

Jakarta, October 4th

2011

Examination Committee

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

NIP. 196412121991031022

SECRETARY : Neneng Sunengsih, S. Pd. ( )

NIP. 197306251999032001

EXAMINERS : 1. Drs. Sunardi K, Dipl. Ed ( )

NIP.1944071919651102001

2. Dr. Ratna Sari Dewi, M. Pd ( )

NIP.19720501199932013

ACKNOWLEDGE BY:

Dean of Tarbiyah and Teachers‟ Training

Nurlena Rifai, MA.Ph.D

NIP. 195910201986032001

iii

ABSTRACT

NOFIYANTI. 2011. An Analysis On The Content Validity Of The Summative

Test For The First Year Students Of Junior High School (A Case Study of

SMP N 87 Jakarta), Skripsi, English Education Departement, Faculty of

Tarbiyah and Teacher‟s Training, Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Advisor: Dr. H. Atiq Susilo, M.A

Evaluasi adalah suatu proses sistematis menentukan sejauhmana tujuan

pengajaran dicapai oleh para pelajar. Evaluasi digunakan untuk mengukur peserta

didik yang berprestasi, yang dilakukan pada periode waktu tertentu. Evaluasi data

yang dikumpulkan dengan hati-hati membantu guru memahami peserta didik,

merencanakan pengalaman belajar mereka, dan menentukan sejauhmana tujuan

pengajaran tercapai. Melalui evaluasi, para guru dapat menemukan efektivitas

atau kegagalan dari suatu metode dan juga prestasi para siswa dalam menguasai

pelajaran. Evaluasi disajikan dalam berbagai macam kegiatan. Test adalah salah

satu jenis; seperti dikutip dari Jack C. Richard di “Evaluasi berbasis dikelas 2

Bahasa, 1996” bahwa salah satu metode evaluasi metode pengujian.

Riset ini diarahkan untuk meneliti validitas terhadap tes sumatif bahasa

inggris yang digunakan SMP N 87 Jakarta kelas tujuh semester genap. Riset ini

terdiri dari (1) materi bahasa inggris yang ditampilkan didalam tes sumatif bahasa

inggris di SMP N 87 Jakarta, (2) materi bahasa inggris yang dicakup oleh tes

sumatif bahasa inggris yang sesuai dengan standar isi dari silabus yang paling

akhir, dan (3) tingkat validitas dari tes sumatif bahasa inggris yang digunakan di

SMP N 87 Jakarta.

Riset ini bertujuan untuk menguraikan validitas isi dari tes sumatif bahasa

inggris yang digunakan di SMP N 87 Jakarta. Pokok materi pada riset ini meliputi

para guru bahasa Inggris dan para siswa kelas tujuh SMP N 87 Jakarta. Riset ini

menggunakan metode kualitatif dengan menggunakan soal pada tes sumatif.

Penemuan dari riset ini menyatakan validitas isi dari tes sumatif bahasa

inggris yang digunakan SMP N 87 Jakarta untuk semester genap mencapai

validitas yang baik.

Berdasarkan penemuan diatas, dapat disarankan bahwa guru harus

menyusun tes lebih baik lagi yaitu dengan membuat kisi-kisi soal sehingga guru

dapat menyusun tes secara jelas sesuai dengan indicator dan tema yang dianjurkan

dari silabus

iv

ABSTRACT

NOFIYANTI. 2011. An Analysis On The Content Validity Of The Summative

Test For The First Year Students Of Junior High School (A Case Study of

SMP N 87 Jakarta), Skripsi, English Education Departement, Faculty of

Tarbiyah and Teacher‟s Training, Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Advisor: Dr. H. Atiq Susilo, M.A

Evaluation is a systematic process of determining the extent to which

instructional objectives are achieved by students. Evaluation is used to measure

learners‟ achievement, which is done at certain period of time. Carefully collected

evaluation data help teachers understand the learners, plan learning experience for

them, and determine the extent to which the instructional objective are being

achieved. Through evaluation, teachers are able to find out the effectiveness or the

failure of a method and also students achievement in mastering the lesson.

Evaluation is served in many kinds of activities. Test is one of its kinds; as cites

from Jack C. Richard in “Classroom based Evaluation in 2nd

Language, 1996” that

one of the evaluation methods is testing method.

This research is aimed in analyzing the English summative test validity

used by SMP N 87 Jakarta for even semester of first grade students, it consist of

(1) the English material displayed within the English summative test used at SMP

N 87 Jakarta, (2) the English material coverage by English summative test

appropriate with the content standard of the latest syllabus suggested, and (3) the

validity of English summative test at SMP N 87 Jakarta.

The purpose of this research is to describe the content validity of the

English summative test at SMP N 87 Jakarta. The subject includes the English

teacher and the students of first grade SMP N 87 Jakarta. This research is a

descriptive analysis method by using English summative test paper.

v

This findings of the research stated that the content validity of English

summative test at SMP N 87 Jakarta for even semester of second grade student

reach good validity.

Based on the finding above, it can be suggested that the English teachers

should construct a good test perfectly by writing table of specification before

designing the English summative test, so the teacher can recognize the material

clearly based on the indicators and themes recommended in the latest English

syllabus.

vi

ACKNOWLEDGMENT

In the name of Allah, the Beneficient and Merciful

All praise be to Allah SWT, lord of the worlds, for the health and the

strength that He has given to the writer in writing this skripsi. Peace and salutation

be upon the propet Muhammad, his family, his companions as well as his

followers, amin.

The writer wants to say thanks to Dr. H. Atiq Susilo, M.A as a writer‟s

advisor, who has spared his busy time for the writer to give consultations with a

lot of patient, help and care guidance as well as valuable advice during developing

this skripsi and completing her work, may Allah SWT respond his kindness much

better, amen.

Her gratitude also goes to:

1. Buyung Arkam and Sunarti S.Pd as my beloved parents

2. All lecturers of English Education for teaching precious knowledge,

sharing philosophy of life and giving wonderful study experience.

3. Nurlena Rifai, MA. Ph. D the Dean of Faculty of Tarbiya and Teachers‟

Training.

4. Drs. Syauki, M.Pd, the Head of English Education Department.

5. Mrs. Neneng Sunengsih, S.Pd. as the secretary of English Education

Department.

6. Drs. Ishak Idrus the Head Master of SMP N 87 Jakarta for giving

permission to the writer to do observation and conduct the research.

7. Miss. Ida Amalia, Miss. Hefnimar, Miss Siti Anisa and Miss Siti

Asmonah as the English teacher at SMP N 87 Jakarta, for all sincered

help, time and guidance.

8. All of her friends at State Islamic University of Syarif Hidayatullah

Jakarta especilally, year 2005 students of English Department, she

thanks for friendship

vii

The writer in this occasion, would like to say a lot of thanks for her sister

Helria susanti and her brother Armaiko, who always give prayers, supports and

motivation to finish her study. And thanks a lot for her friends at Kahfi and for all

prayer, supports and motivation that can not be mentioned one by one. Finally, the

writer admits that her writing is still far being perfect, therefore, she hopes some

suggestions and criticism to make it better.

Jakarta, October 4th

2011

The writer

viii

TABLE OF CONTENTS

ACKNOWLEDGMENT....................................................................................vii

TABLE OF CONTENTS………………………………………………………ix

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

CHAPTER I INTRODUCTION

A. Background Of Study…………………………….....1

B. Statement of the Problem............................................4

C. Scope and Limitation of the Study.............................5

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

E. Method of Study.........................................................5

F. The Organization of Writing.......................................7

CHAPTER II THEORETICAL FRAMEWORK

A. Language Test.............................................................8

1. Definition of Test...................................................8

2. The Kind of Test.....................................................9

3. The Characteristic of a Good Test.........................15

B. Validity.......................................................................15

1. Content Validity....................................................18

2. Face Validity..........................................................20

3. Construct Validity..................................................21

4. Empirical Validity..................................................22

CHAPTER III THE PROFILE OF SCHOOL

A. Teaching English Learning process at SMP N 87

Jakarta..........................................................................24

B. The profile of English Teacher....................................25

C. The Profile of the Student of SMP N 87 Jakarta 7

grade............................................................................25

D. Teaching material and AVA used..............................27

ix

CHAPTER IV RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology………………………………29

1. Purpose of the research…………………………...29

a. The Objective of the Research……………….29

b. The Object of the Research…………………..29

c. The Method of the Research…………………29

2. Place and Time……………………………………30

3. Technique of Data Collecting…………………….30

4. Technique of Data Analysis………………………30

B. Research Findings…………………………………...31

1. Description of Data………………………………31

2. Analysis of Data....................................................35

3. Interpretation of Data……………………………50

4. Discussion………………………………………..51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion..................................................................52

B. Suggestion..................................................................52

BIBLIOGRAPHY……………………………………………………………..54

APPENDICES…………………………………………………………………56

x

LIST OF TABLE

Page

Table 3.1 : Students English score……………………………… 25

Table 4.1 : The conformity between the summative test’s

items and English Syllabus......................................... 31

Table 4.2 : The unconformity between the summative

test’s items and English Syllabus................................. 32

Table 4.3 : The Items that Conform to the Curriculum.............. 33

Table 4.4 : The frequency of the conformity and

the unconformity of summative test items.................. 49

xi

1

CHAPTER I

INTRODUCTION

A. Background of Study

English is a tool of communication to get information and it can be used

in formal education as academic subject matter. In the global era, English is

increasingly needed because it is one of the International languages mostly

used in the world.

English as an International language has an important role in any sphere

of activities to be used as a means of communication both written and spoken,

so English language becomes the first foreign language that should be taught

to English students for every level of education in Indonesia. English is

taught as a compulsory subject in elementary, junior and senior high schools,

and as a complementary subject in university.

The purpose of teaching English in Indonesia is to develop the

communication skills especially in oral and written skills (listening, speaking,

reading, and writing. To reach the purpose the instructional activities, the

teacher apply evaluation to measure how far the students understand about the

material.

One of the most important aspects of teaching learning process is

evaluation. It contributes directly to the teaching and learning process used in

classroom instruction. The main focus of classroom evaluation is the students

2

and their learning process. To measure the student‟s skill in the teaching -

learning process, the teacher need to hold an evaluation. Evaluation plays an

important role in teaching learning activities. It is an integral part of the

instructional program. Through evaluation, teachers can find out the

effectiveness or the failure of a method and curriculum, and also student‟s

achievement in mastering the lesson efficiency. It is considered that between

teachings and testing cannot be separated.

Teachers are those who know the characteristics of their classes. Thus,

they are the best position to construct a test to measure their students‟

achievement and it is not an easy job. Some teachers make the test carelessly.

The test that is made accordingly can help teacher increasing the teaching -

learning process. High quality test can give the information about how well

the students have comprehended the material, which has been taught by the

teacher. By having a test, the improvement in the next lesson planning can be

upgraded. So, teaching – learning process will be more effective without any

overlapping. Evaluation can be done in the form of test. This test can be a

teacher-made test or standardized test. In the teacher-made test, the teacher,

who make the test should know and master the principles and the steps that

must be done in making the test. By this knowledge the teachers will get a

clear figure about the general systematic framework of evaluation.

One of the forms to evaluate the student‟s ability is test. There are

numerous types of test. There are placement test, achievement test,

proficiency test and aptitude test. The test which is usually used by teacher to

know how far students have mastered the lessons is the achievement test. The

achievement test is intended to establish how successful individual students

groups of students or the courses themselves have been in achieving

objectives of language courses.1

1 Arthur Hughes, Testing for Langeage Teacher, Great Britain: Cambridge University

Press., 1995, p.10

3

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

final achievement tests.2 progress achievement are those intended to measure

the progress that student are making and final achievement tests or summative

tests are intended to measure the students‟ achievement at the end of a course

of study.

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 a good test include

validity, reliability, objectivity, and practicality.3

Validity is the most important consideration in test evaluation. The

concept refers to the appropriateness, meaning, and usefulness of the specific

inferences made from the score. Test validation is the process of

accumulating evidence to support such inference. The former types of validity

(content, criterion related, and construct) are simply considered to be

convenient categories for accumulating evidence to support the validity of an

interpretation.4 Content validity is most often addressed in academic and

vocational testing, where test items need to reflect the knowledge actually

required for a given topic area.

In SMP N 87 Jakarta English summative test is settled as one of the

most important aspects that can be used as the tools of evaluation to measure

the students ability whether the students have achieved the learning target or

not. Since the English summative test will become the standing point of

student ability in English so this test will be very important to be analyzed.

Because if the test isn‟t valid we can say that the test can not used as the tools

of measurement.

The writer focus the observation on the 7th grade student in this school.

The writer focuses the observation of the English summative test in the 7th

grade because 7th garde is the beginning class of junior high school where the

2 Arthur Hughes, Testing for…p.10

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

1996, p.93 4 Gronlund Norman E. How to Make Achievement Tests and Assessment. ... p. 160

4

teacher can get the general information about the students ability as whole by

knowing the valid information about the 7th grade student‟s ability might

help the teacher to find the suitable steps in treating students in class.

From the reason above the writer conclude that this research is very

important to be done because the English summative test in SMP N 87

Jakarta is oriented to measure the students ability whether the target of

learning has been achieved or not. The teacher in this school also use the

result of the English summative test in 7th grade as the standing point of view

in treating the students for the next level. If these purpose of this test can not

give the valid information so the test is also not valid.

Based on the reason explaned above the writer is curlous whether “is

there any content validity in English summative test for 7th grade students of

SMP N 87 Jakarta?” From the problem above, the writer is interested in carry

out the research related to how evaluate the content validity of the test items

and the agreement between the summative tests with the curriculum. She will

carry out the research for her “skripsi” in SMP N 87 Jakarta. Entitle: “AN

ANALYSIS ON THE CONTENT VALIDITY OF THE ENGLISH


JUNIOR HIGH SCHOOL (A CASE STUDY OF SMP N 87

JAKARTA)”.

B. Statement of the Problem

Based on the background described above, the writer is interested in

analyzing the content validity of English summative test for the first year

students of junior high school (a case study of SMPN 87 Jakarta) the general

question of this research is “Does the English Summative test used at first

year of the 7th grade students at SMPN 87 Jakarta have content validity or

not?”

5

C. Scope and Limitation of the Study

The discussion of the study will be focused on the validity of the

English summative test for the first year students of SMP N 87 Jakarta, and

the validity that will be studied is content validity. As Marien H. Henerson‟

opinion in his book “ How To Measure Altitudes” he said content validity refers

to representative ness of the sample of questions included in the instrument

contains a set of items that sample the construct‟s various areas that give each

its proportionate emphasis”.5 Basically, then, content validity is concerned

with whether or not the content of the test is sufficiently representative and

comprehensive for the test to be a valid measure of what it is supposed to

measure.

D. The Purpose of the Study

The purpose of this study is to describe whether or not the summative

test for the first year students of SMPN 87 Jakarta has content validity. And

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

an analysis of content validity toward the summative test. it also can be used

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

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

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

characteristics of a good test and for the researchers as the basis for

conducting further research.

E. Method of Study

There are two method applied namely quantitative and qualitative

method. Quantitative methods are those which focus on numbers and

frequencies rather than on meaning and experience. Quantitative methods

(e.g. experiments, questionnaires and psychometric tests) provide information

5 Marien H. Henerson, How To Measure Altitudes (USA: Regent of University of

California, 1981), p.59

6

which is easy to analyse statistically and fairly reliable. Qualitative methods

are ways of collecting data which are concerned with describing meaning,

rather than with drawing statistical inferences. What qualitative methods

(e.g. case studies and interviews) lose on reliability they gain in terms of

validity. They provide a more in depth and rich description.6

Based on the data and the type of information needed of this research,

the writer is focusing on collecting the data about the statistical inferences in

this research so the writer will use the qualitative method. To analyze the

qualitative data of this research the formula that is going to be used to analyze

the content validity of English summative test for the first year students of

SMP N 87 Jakarta is:

P = F × 100%

N

P = Percentage

F = Frequcency of unconformity

N = Number of sample

It is used to see how many precent the test covers the instructions of the

curriculum. The test items are studied in terms of their conformity to

curriculum. Therefore, the writer also compares the percentage with the

criteria adopted from Arikunto‟s opinion:

76 100 % = Good

56 75 % = Sufficient

40 5 5% = Less good

40 % = Bad7

6 http://www.holah.karoo.net/quantitativequalitative.htm

7 Suharsimi Arikunto, Prosedure Penelitian, Jakarta: Rineka Cipta, 1992, p.313

7

F. The Organization of Writing

This “skripsi” is divided into five chapters. In chapter one, the writer

will discuss about introduction which includes the background of the study,

statement of the problem, scope and limitation of the study, the purpose of the

study, method of study and the organization of writing.

In chapter two, the writer will discuss about the theoretical framework.

This chapter is divided into two subchapters. The first of sub chapter is

talking about language test, which describes about definition of test, the kind

of the test and the characteristic of a good test. The second of sub chapter is

talking about validity, which includes content validity, face validity, construct

validity, and empirical validity.

In chapter three, the writer will discus about the profile of SMP N 87

Jakarta.

In chapter four, the writer will talk about research methodology and

findings. The first is research methodology that is including in chapter three.

The second is a research finding includes description of data, analysis of data

and interpretation of data.

In chapter five, the writer tries to give conclusion and suggestion related

to the problem.

8

CHAPTER II

THEORETICAL FRAMEWORK

A. Language Test

1. Definition of Test

In order to know how well the result of teaching and learning process, a

teacher should evaluate it. By evaluating, the teacher can collect information

or have concept whether the teaching and learning activity has successed or

not.

Actually, there are many ways that use to evaluate the teaching learning

process. One of the ways is test. Generally, the test serves to motivate the

learner and to give the unity to the portions of the material being studied at

different times. It can be device to prove the skills and abilities inlearning.

There are some definitions about test. Penny Ur (1996) said that “Tests

are used as a means to motivate students to learn or review specific

material”.1 It means test is one motivation of students to learn or review

material in their school.

1 Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), P.34

9

Furthemore Fernandes (1984) states that a test as a systematic

procedure for surveying a person‟s behavior and explaining it with the aid of

a numerical scale or a category system.”2

While Airisian and Russel sais that “test is a formal, systematic

procedure used to gather information about students‟ achievement or other

cognitive skill.”3

In addition, according to Linn & Gronlund (1995), “a test is a particular

type of assessment that typically consists of a set of questions administered

during a fixed period of time under reasonably comparable conditions for all

students”.4

Based on the definitions above, the writer conclude that the test is the

particular types of assessment to reinforce learning and to motivate students

by giving a task or a set of tasks. Through the test, the teacher do not only

measure and motivate the students‟ ability but also improve the lesson in

teaching learning process. In order to make a proper decision, the teacher

needs accurate data and to gain data, so a good instrument is needed.

2. The Kind of Test

There are many types of test used to measure student‟s achievement.

According to Tinambunan, there are four types of achievement test which are

commonly used by teachers in the classroom:

1) Placement test

A placement test is designed to determine the pupils. Performance at the

beginning of instruction.

2 H, J, X, Fernandes, Testing and Measurement, (Jakarta: Nasional Education

Planning, 1984), p.1 3 Peter W. Airisian, and Michael K. Russel, Classroom Assessment, (New York: Beth

Mejia, 2008), p. 9 4 Robert L. Linn & Norman E. Gronlund, Measurement and Assessment in Teaching,

Seven edition, (London.: Merrill, 1995), p.5

10

2) Formative test

It is used at the end of a unit in the course book or after a lesson

designed. The result of this test will also give the students immediate feed

back.

3) Diagnostic test

Diagnostic test is intended to diagnose learning difficulties during

instruction. Thus, the main aim of diagnostic test is to determine the causes of

learning difficulties and then to formulate a plan for a remedial action.

4) Summative test

The summative test is intended to show the standard that the students

have now reached in relation to other students at the same stage. Therefore it

typically comes at the end of a course or unit of instruction.5

Other linguists divided the tests into four categories. There are

achievement tests, aptitude test, proficiency tests, and placement test. Here,

the writer like to explain more about kind of tests.

a. Achievement Test

An achievement test is usually a formal examination given at the end of

the school year or at the end of the course.6 The achievement test may be

written and administered by ministries of education, officially examining

boards, or by members of teaching institution.

5 Drs. Wilmar Tinambunan, Evaluation of students achievement, (Jakarta:

Depdikbud.,1998), p.7-9

6 Heaton J. B, Classroom Testing, (New York: Longman, 1990), p14

11

While, Valette in his book Modern Language Testing, the achievement

test is similar to the progress test in that it measures how much the student has

learned in the course of second-language instruction.7

According to Hughes, achievement test are directly related to language

course, their purpose being to establish how successful individual students,

group of students, or the courses themselves have been in achieving

objectives. They are two kind of tests: final achievement tests and progress

achievement tests.

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

study.

2) Progress achievement tests, as their name suggests, are intended to

measure the progress that students are making.8

Brown, he said that an achievement test is related directly to classroom

lessons, units, or even a total curriculum. Achievements tests are limited to

particular material covered in a curriculum within a particular time frame, and

are offered after a course has covered the objectives in question.9

In addition, another expert, Tinambunan says that an achievement test is

designed to indicate degree of student‟s success in some past learning

activities.10

This purpose of achievement test is obviously different from the

purpose of aptitude test, where the aptitude test is designed to predict success

in some future learning activities.

7 Valette Rebecca M, Modern Language Testing, (New York: Harcourt Brace

Jovanovich, Inc), p5

8 Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University

Press, 2003), second edition. p.13

9 Brown, H. Douglas, Teaching by Principles An Interactive Approach to Language

Pedagogy, (San Francisco: Addison Wesley Longman, Inc, 2001) second edition, p.391

10

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

Pendidikan dan Kebudayaan, 1998),p. 9

12

In order to have a good achievement test form, a test maker should

consider that achievement test mush be constructed well by paying attention

to some following basic principles: 11

a. Achievement tests should measure clearly defined learning

outcomes that are in harmony with the instructional objectives.

b. Achievement tests should measure an adequate sample of the

learning outcomes and subjects matter content included in

instruction.

c. Achievement test should include the types of tests items, which are

most appropriate for measuring the desired learning outcomes

d. Achievement tests should be designed to fit the particular uses to

be made of the results.

e. Achievement test should be made as reliable as possible and should

then be interpreted with caution.

f. Achievement tests should be used to improve student learning.

The content of tests based on the course objectives gives a number of

advantages. The first, it compels course designers to be explicit about

objectives. The second, it makes possible for performance on the test to show

just how far students have achieved the instuctional objectives. Consequently,

the course designer or teacher should construct a syllabus based on the

instructional objectives and should select books and materials which are

consistent with the course objectives.

b. Aptitude Test

The second type of test is the aptitude tests. Aptitude tests – sometime

termed prognostic or predictive tests – are designed to predict, before

beginning language study, a subject‟s probable capability of acquiring the

language.12

By looking at, “predict” term, it can be recognized that these tests

give some clue as to whether, how well and how quickly a person is likely to

success in learning.

11

Norman E, Gronlund, Constructing Achievement Tests, London: Prentice Hall, Inc.,

1968, p.4 12

Merry Finnachiaro and Sydney Salo, Foreign Language Testing, (New York:

Regents Publishing Co. 1993), p.7

13

Fundamentally, aptitude tests have different features in nature from

achievement test, which has been discussed previously. Aptitude tests are

primarily designed to predict success in some future learning activity,

whereas achievement test are designed to indicate degree of success in some

past learning activity.13

From a comparison above, it can be comprehended

that a distinction founded between these two tests is made in term of the use

of the results rather than of the qualities of the tests themselves.

According to Valete, The aptitude test is conceived a prognostic

measure that indicated whether a student is likely to learn a second language

readily.14

Beside that Brown states, a language aptitude test is designed to

measure a person‟s capacity or general ability to learn a foreign language and

to be successful in that undertaking. Aptitude tests are considered to be

independent of a particular language.15

c. Proficiency Test

The third type of test is proficiency tests. This test is used to know the

proficiency of test-takers. It is hoped, after giving this test, the test-taker will

know their ability in language especially in English language.

According to Arthur Proficiency tests are designed to measure people‟s

ability in a language, regardless of any training they may have in that

language. The content of proficiency test is based on a specification of what

candidates have to be able to do in the language in order to be considered

proficienct.16

13

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

Pendidikan dan Kebudayaan, 1998), p7

14

Valette Rebecca M, , Modern Language Testing, (New York: Harcourt Brace

Jovanovich, Inc), p5

15

Brown, H. Douglas, Teaching by Principles An Interactive Approach to Language

Pedagogy, (San Francisco: Addison Wesley Longman, Inc, 2001) second edition, p.391

16

Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University

Press, 2003), second edition. p.11

14

While Harrison sates “the aim of a proficiency test is to assess the

student‟s ability to apply in actual situations what he has learnt. It seeks

to answer the question: „having learnt this much, what can the student

do with it?‟ this type of test is not usually related to any particular

course because it is concerned with the student‟s current standing in

relation to his future needs. In view of this future orientation, a

proficiency test is the most suitable vehicle for assessing English for

Specific Purposes (ESP), such as language for business, for engineers,

or for postgraduate study. ”17

This test usually consists of the standardized multiple choice items on

structure, reading comprehension, listening comprehension, and sometimes

on writing.

d. Placement Test

Placement test are intended to provide information which will help to

short or place students into groups according to their language ability at the

beginning of a course.18

Thus, they can start a course at approximately the

same level as the other students in the class.

Such a test should be as general as possible and should concentrate on

testing a wide and representative range of ability in English.19

It should thus

avoid concentrating on narrow areas of language and specific skills.

Consequently, questions measuring general language ability can form a useful

part of a placement test.

Such question, however, should make up only on part of a placement

test. The most important part of the test should consist of questions directly

concerned with the specific language skills which students will require on

their course. Consequently, It is important to write questions which

concentrate on those skills and areas of language on which the early part of

the future course concentrates.

17

Andrew Harrison, A Language Testing Handbook, (London: Macmillan Press,

1983),p. 7-8 18

J.B. Heaton, Classroom Testing, (New York: Longman Inc., 1990),p.15 19

J.B. Heaton, Classroom Testing, …..

15

For example, it scarcely matter how well a student performs on a test of

reading stories in English if the course concentrates solely on the listening

and speaking skills.

3. The Characteristic of a Good Test

While a teacher considers making a test, she or he needs to recognize

the various test of each case that related to the purpose, time and subject. But,

the most important consideration to characterize a test being a good test needs

some qualifications, they are: validity, reliability and practicality.

Yet, in this case the writer would like to explain more about validity.

B. Validity

Based on the previous explanation, the writer mentions that one of

characteristics a good test is validity. Test validity is the most critical factor to

be judged in the total of foreign language testing. Validity is the extent to

which a test measures what it is intended to measure.20

It means validity

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

particular uses for which they are intended. For example, if a test is designed

to measure oral comprehension, it should not attend to measure another skill

such as reading comprehension. If a test is intended to measure a person‟s

ability to speak the language, it is valid only if speaking skills and not writing

ability are the specific measurable skill emphasize.

Traditionally, validity has been defined as “the degree to which a test

measures what it claims, or purports, to be measuring” According to

Gronlund, the meaning of validity has typically been defined for the testing

profession by a set of standards (1985) prepared by Joint committee made up

of members selected from three leading professional organizations concerned

with testing (American Educational Research Association, American

20

William Wiersma & Stephen G. Jurs, Educational Measurement and Testing,

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

16

Psychological Association, and National Council on Measurement in

Education). In the most recent edition of the standards, validity has been

described as follows:

Validity is the most important consideration in test evaluation. The

concept refers to the appropriateness, meaningfulness, and usefulness of

the specific inferences made from the scores. Test validation is the

process of accumulating evidence to support such inferences. A variety

of inferences may be made from scores produced by a given test, and

there are many ways of accumulating evidence to support any particular

inference. Validity, however, is a unitary concept. Although evidence

may be accumulated in many ways, validity always refers to the degree

to which that evidence supports the inferences that are made from the

scores. The inferences regarding specific uses of a test are validated, not

the test itself.21

The other hand Adams said: the term “validity” is used to apply to a

test‟s value as a basis for making judgments about examinees.22

Palmer and Groot said that validity is a frequently misunderstood

concept. It is often erroneously believed that a test is valid or not valid, as if

validity were a property of the test itself.23

According to Upshur, validity is the extent to which the information

you collect actually reflects the characteristic or attribute you want to know

about.24

In everyday language, we say that something is valid if it is sound,

meaningful, or well grounded on principles or evidence. For example, we

speak of a valid theory, a valid argument, or valid reason. In legal

terminology, lawyers say that something is valid if it is “executed with the

21

Nor,man E. Gronlund, How To Make Achievement Tests and Assessment, (London:

A Division of Simon & Schuster, 1993), Fifth Edition, p.159

22

Georgia Sacbs Adams, Measurement and Evaluation in Education, Psychology, and

Guidance, (Los Angeles: Hold, Rinehart and Windston, Inc, 1964), p.103

23

Adrian S. Palmer and Peter J. M. Groot, The Construct Validation of Tests of

Communicative Competence, (Washington: TESOL 202 D. C. Transit Building Georgetown

University, 1981), p. 1

24

Fred Genesee and John A. Upshur, Classroom-based Evaluation in Second

Language Education, (New York: Cambridge University Press, 1996), p. 62

17

proper formalities” (Black, 1979), such as a valid contract and a valid will. In

each of these instances, people make judgments based on evidence of the

meaningfulness or the veracity of something. Similarly, in the language of

psychological assessment, validity is a term used in conjunction with the

meaningfulness of a test score- what the test score truly means.

Validity is the process of gathering and evaluating validity evidence.

Both the test developer and the test user may play a role in the validation of a

test for a specific purpose.25

Woolfolk said that, the most important single characteristic of any test

is validity. (Lyman, 1978). Validity has to do with interpretations based on

test results. A test has validity if it measures what it is supposed to measure or

predicts. To be a valid test of intelligence, the question must measure

intelligent and not reading speed or lucky guessing.26

Henning 1987 defines validity as follows: 27

Validity in general refers to the appropriateness of a given test or any of

its component parts as a measure of what it is purported to measure. A

test is said to be valid to the extent that it measures what it is supposed

to measure. It follows that the term valid when used to describe a test

should usually be a companied by the preposition for. Any test then

may be valid for some purposes, but not for other.

In other opinion came to Fernandes, an important characteristic of a test

is its validity. The validity can be viewed as the accuracy of specified in

references made from the scores.28

From the definition above, the writer can conclude that these are no

differences in the essence of validity, there are only different in the

25

Ronald Jay Cohen and Mark E. Swerdlik, Psychological Testing and Assessment An

Introduction to Tests and Measurement, (London: Mountain View, California, 1988), Fourth

Edition, p. 175

26

Anita E. Woolfolk and Lorraine McCune-Nicolich, Educational Psychology for

Teachers, (London: Prentice-Hall, Inc, 1984), p. 520

27

J. Charles Alderson, Caroline Clapham and Dianne Wall, Language Test

Construction and Evaluation, (New York: Cambridge University Press, 1995), p. 170

28

H, J, X, Fernandes, Testing and Measurement, (Jakarta: Nasional Education

Planning, 1984), p. 6

18

terminology, such as extent and degree and worth while all of them intend to

measure the purpose to measure.

There are four types of validity namely content validity, face validity,

construct validity and empirical validity.

1. Content Validity

The principal validity for achievement tests is content validity,

sometimes called content relevance. Content validity talks about content of

test. Wiersma said, “Content validity is concerned with the extent to which

the test is representative of a defined body of content consisting of topics and

processes.”29

Therefore, the test should reflect instructional objectives or

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

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

to appear in a single test.

According to Hughes a test is said to have content validity if its content

constitudes a representative sample of the language skills, structure, etc.30

Other statement came from Palmer “content validity is the process of

investigating whether the selection of tasks one observes in a test-taking

situation is representative of the large set (universe) of tasks of which the test

is assumed to be a sample.31

Harrison said that content validity is concerned with what goes into the

test. The content of a test should be decided by considering the purposes of

the assessment, and then draw up a list known as a content specification. The

content specification is important because it ensure as far as possible that the

29

William Wiersma & Stephen G. Jurs, Educational Measurement and Testing........,

p. 184 30

Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University

Press, 2003), second edition. p.11 31

Adrian S. Palmer, Peter J. M. & George A. Trosper, The Construct Validation of

Test of Communicative Competence (Washington, D.C, 1981), P.2

19

test reflects all the areas to be assessed in suitable proportions and also

because it represents a balanced sample, without bias towards the kinds of

items which are easiest to write or towards the test material which happens to

be available.32

Basically, then, Content validity is considered with how well the sample

of test tasks represent the domain of task to be measured. Content validity is

also called curricular validity, because materials that will be tasted are based

on curriculum. So, the way to know the content validity is by looking the

objective of curriculum and the material of the test. To measurement of

content validity is important in employment setting, where tests used to hire

and promote people are carefully scrutinized for their relevance to the job.33

So the test makers must be carefully in make a test to be good test based on

the syllabus.

The content validity is concerned with how the test measures the

subject matter and behaviour under consideration. The definition of content

validity states that the test items mush be a representative sample of the

domain of possible content or behaviour. Content validity is the most

appropriate method for evaluating the validity of achievement tests.34

The

explanation above is the requirements of content validity that should be

included in making the test in order to get a high quality test.

Thus the content validity that I‟d like to take in this research in the

Henerson‟s opinion that content validity refers to representative ness of the

sample of questions included in the instrument contains a set of items that

sample the construct‟s various areas that give each its proportionate

emphasis”.35

Basically, then, content validity is concerned with whether or

32

Andrew Harrison, A Language Testing Handbook, (London: Macmillan Press,

1983),p. 11 33

Cohen Ronald Jay, Psychological Testing and Assement, (California: Mountain

View, 1988), p. 178 34


Planning, 1984), p. 43-44 35

Marlene E. Henerson, How To Measure Attitudes (New York: Regent of University

of California, 1981), p.59

20

not the content of the test is sufficiently representative and comprehensive for

the test to be a valid measure of what it is supposed to measure.

2. Face Validity

A test is said to have face validity if it looks as if it measures what it is

supposed to measure. Face validity is a surface or appearance of test.

Anderson, Clapham and Dianne said that face validity refers to the tests

„surface credibility or public acceptability, and is frequently dismissed by

testers as being unscientific and irrelevant.36

John states that face validity refers to how the tested view the test in

relation to what it aims to measure; it is purely judgment.37

According to

Fernandes a test has face validity when the items look like they measure what

the test is supposed to measure. Face validity may influence motivation

otherwise it is not an important characteristic of a test.38

If a test looks and acts like to measure the behavior, attitudes, skills or

knowledge it is supposed to assess, then we say the test has face validity or a

test is said to have face validity if it looks as if measures what it is suppose to

measure. For example a test pretended to measure pronunciation ability but

which did not require the candidate to speak (and there have been some) it

can be thought that is lack of face validity.

In other hand, the writer is in the opinion that face validity is the

construction or the feature of the tests, they are: spelling is how the word is

printed. Correctly; marker punctuation mark is the symbol used in

punctuation sentences; letters is a mark expressing speech sound; printing,

36

J. Charles Anderson, Caroline Clapham and Dianne Wall, Language Test

Construction & Evaluation (New York: Cambridge University, 1995), p.172

37

John A.S. Read, Paper on Language Testing, (Singapore: Seameo Regional

Langage Centre, 1983),p. 1

38



21

how the printing of the test, clear or no; and composition is the arrangement

of the test.

3. Construct Validity

In construct validity, we have to measure the difficulties of the students

and also the test has to be qualified. Gearheart states that construct validity

indicated the extent to which a test may be said to measure a particular

theoretical construct and trait. Intelligence, anxiety, logical reasoning, and the

like represent theoretical constructs.39

Contruct vlidity is probably the most difficult to understand and the

least usefu for classroom-based evaluation although it can play an important

role in judging the quality of standardized tets.40

Woolfolk said that conctruct validity is more difficult to establish. A

test has construct validity if it measures the attribute or “construct” it is

intended to measure.41

According to Bachman and Palmer construct validity is the on-going

process of demonstrating that a particular interpretation of test scores is

justified, and involves, essentially, building a logical case in support of a

particular interpretation and providing evidence justifying interpretation.42

Beside that Hughes and Porter in his book Current Developments in

Language Testing, construct validity has focused attention on the desirability

of basing test construction on an explicitly recogniced theorical foundation ...

39

Bill R. Gearheart and Ernest P. Willenberg, Aplicationof Pupil Assessment

Information: for the Special Education Teacher, (Colorado: Love PublishingCompany,

1974),p. 19

40

Genesee Fred and Upshur John A, Classroom-based Evaluation in Second

Language Education, (New York: Cambridge University Press, 1996), p. 66-67

41

Anita E. Woolfolk and Lorraine McCune-Nicolich, Educational Psychology for

Teachers, (London: Prentice-Hall, Inc, 1984), p. 520

42

Lyle F. Bachman and Adrian S. Palmer, Language Testing in Practice, (New York:

Oxford University Press, 1996), p. 22

22

a posible danger in the application of construct validity is that it may open the

way for subjective, univerified assertions about test validity.43

Construct validity deals with construct and underlying theory of the

language learning and testing. Heaton sates, “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.”44

Fernandes in his book Testing and Measurement construct validity is

usually established by examining the pattern of relationships of the test in

question with tests measuring other constructs. Construct validity can be

tested in the following different ways:

a. The correlation between different tests which are assumed to

measure the same variable.

b. The correlation between single items or different parts of the test.

The parts of the test mush have a high intercorrelation if the test is to

be regarded as measuring a unitary variable.

c. The study of how the test results are influenced by changes in

individuals or environment which, according to the theory, should

respectively influence or fail to influence the individuals‟ postions

on the continuum.

d. The study of different between groups which should differ according

to the theory for the variable.45

43

Arthut Hughes and Don Porter, Current Developments in Language Testing, (New

York: London, 1983), p. 143 44

J.B. Heaton, Classroom Testing, (New York: Longman Inc., 1990),p.15

45



23

4. Empirical Validity

Empirical validity depends on empirical and statistical evidence as to

whether student‟s marks on the test are similar to their marks on other

appropriate measures of their ability, such as their scores on other tests, their

self assessments or their teacher‟s rating of their ability.46

In order to know whether a test has empirical validity or not, it can be

traced from ways, first is concurrent validity and second is predictive validity.

Concurrent validity applies if data on the two measures – test and criterion –

are collected at or about the same time. Predictive validity applies if there is

an intervening period (e.g., three or six months) between the time of testing

and the collection of data on criterion. Operationally, this time of criterion

data collection is the distinction between the two types of criterion validity.

Specifically, the question of concurrent validity is whether or not the test

scores estimate a specified present performance; that of predictive validity is

whether or not the test scores predict a specified future performance.

In the writer‟s opinion validity of a test is important to know whether a

test has a good quality in testing someone‟s capability or not.

46

J. Charles Anderson, Caroline Clapham, and Dianne Wall, Language Test

Construction and Evaluation, (New York: Cambridge University Press, 1995), p.171

24

CHAPTER III

THE PROFILE OF SCHOOL

This chapter consist of teaching English learning process at SMP N

87 Jakarta, the profile of English teachers of SMP N 87 Jakarta, the profile

of the student of SMP N 87 Jakarta 7 grade, teaching material and AVA

used.

A. Teaching English learning process at SMP N 87 Jakarta

a. Structure of the Program

The development and changes in living society and nation to be

follow up and consider in form of arranging new curriculum in every level

and unit of education. There for the English teachers in SMP N 87 Jakarta

try to develop their on curriculum based on their need. In this school the

teacher use the standard of curriculum from the goverment but they

develop it into KTSP for the details of their learning target.

b. English program in one year

(in appendix)

25

c. English program in one semester (even semester)

(in appendix)

B. The profile of English teacher

In SMP N 87 Jakarta there are four English teachers. First is Dra Siti

Anisah who is teaching English in grade 7 and 8. She was graduated from

IKIP Muhammadiyah Jakarta in 1993. She was majoring in English

Department. She has been teaching English for 29 years 10 months. Then,

Siti Asmonah who is teaching English in grade 7. She graduated from

PGSLP Jakarta for D1 of English Department in 1974. And graduated

from UT Jakarta for D3 of English Department in 2000. She has been

teaching English for 33 years 7 months. Next, Ida Amalia who is teaching

in grade 7 and 9. She has been teaching English for 9 years 1 month. she

was graduated from IKIP Muhammad Jakarta in 1994. Her background

study is in English Department. The last, Hefnimar M, S Pd who is

teaching English in grade 8 and 9. She has been teaching English for 30

years 10 months. She was graduate from UNJ Jakarta for S1 is in 2007.

Her background study is English literature.

From the data of the teachers‟ profile above we can conclude that

English teachers in SMPN 87 Jakarta is having the real background of the

subjects they taught because they were majoring in English education. So,

the writer can say that they were competence enough in teaching English.

C. The profile of the student of SMP N 87 Jakarta 7 grade

There are 233 students in seven grade in SMP N 87 Jakarta at

2009/2010. Consist of 107 man students and 126 woman students. Many

of them come from usual family and some of them come from medium

family and there are some of them come from high family.

During the English summative test in SMPN 87 Jakarta, the students

are divided into six rooms. But the writer take not all of the students, just

26

some class take as an example to analyz. These are the data of the students

whose English scores are used as the source of the research based on their

rooms

No. Name Soal Score_PG

100,00 True False

1 7605001 40 10 80,00

2 7605002 46 4 92,00

3 7605003 40 10 80,00

4 7605004 39 11 78,00

5 7605005 36 14 72,00

6 7605006 32 18 64,00

7 7605007 40 10 80,00

8 7605008 35 15 70,00

9 7605009 31 19 62,00

10 7605010 40 10 80,00

11 7605011 37 13 74,00

12 7605012 31 19 62,00

13 7605013 20 30 40,00

14 7605014 36 14 72,00

15 7605015 34 16 68,00

16 7605016 41 9 82,00

17 7605017 41 9 82,00

18 7605018 36 14 72,00

19 7605019 36 14 72,00

20 7605020 44 6 88,00

21 7605021 26 24 52,00

22 7605022 45 5 90,00

23 7605023 41 9 82,00

24 7605024 33 17 66,00

25 7605025 35 15 70,00

26 7605026 31 19 62,00

27 7605027 33 17 66,00

28 7605028 27 23 54,00

29 7605029 36 14 72,00

30 7605030 36 13 72,00

31 7605031 36 14 72,00

32 7605032 46 4 92,00

33 7605033 41 9 82,00

34 7605034 29 21 58,00

35 7605035 41 9 82,00

36 7605036 29 21 58,00

37 7605037 40 10 80,00

38 7605038 36 14 72,00

39 7605039 42 8 84,00

40 7605040 38 12 76,00

27

41 7605041 41 9 82,00

42 7605042 40 10 80,00

43 7605043 28 22 56,00

44 7605044 34 16 68,00

45 7605045 39 11 78,00

46 7605046 37 13 74,00

47 7605047 34 16 68,00

48 7605048 35 15 70,00

49 7605049 34 16 68,00

50 7605050 26 24 52,00

51 7605051 35 15 70,00

52 7605052 33 17 66,00

53 7605053 42 7 84,00

54 7605054 41 9 82,00

55 7605055 42 8 84,00

56 7605056 26 24 52,00

57 7605057 31 19 62,00

58 7605058 30 20 60,00

59 7605059 37 13 74,00

60 7605060 38 12 76,00

The table above is the example from students score from the tests.

And from the table above can see that many item test can answer by the

students.

D. Teaching material and AVA used.

The material used by the English teacher in SMP N 87 Jakarta based

on KTSP. Sutardi in his book Curriculum and Materials Development said

that School-Based Curriculum/ KTSP “in practice, School-Based

Curriculum Development can range from individual teachers interpreting

and adapting existing curricula to whole staff working together to create

curricula, sometimes with input from students, or people from outside the

school” (Rachel Bolstad, 2004).1 The materials used like: shopping list,

announcement, instruction, greeting cards, descriptive and procedure.

1 Drs. Ambari Sutardi, Dipl. ELT., MA, Curriculum and Materials Development, (Jakarta:

Indraprasasta University, 2010), p.9

28

The AVA used by the English teacher in SMP N 87 Jakarta like a

proyector, on vocus, VCD, DVD, tipe recorder, casset.

29

CHAPTER IV

RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

1. Purpose of the Research

a. The Objective of the Research

The objective of the research is to information about the level of content validity

of the English summative test of the first year students in SMP N 87 Jakarta.

b. The Object of the Research

The object of the research is the test items of English summative test first year

students of SMP N 87 Jakarta, which consist of 50 items of multiple choices.

c. The Method of the Research

The writer employs comparative analytic method, in the sense, the writer compare

the contents of the test to the syllabus in use to find out whether or not English

summative test in the first grade of even semester SMP N 87 Jakarta has good

content validity.

30

2. Place and Time

The research was held at SMP N 87 Jakarta which is located at Jl. Ciputat Raya

Pondok Pinang East Jakarta. The research was started on Monday, June 21,2010 –

Tuesday, June 22, 2010 . it was conducted at the first year students of SMP N 87

Jakarta academic year 2009/2010.

3. Technique of Data Collecting

To collect data the writer needed, she used the steps below:

1). Observation

In implementation of her observation, the writer had done some activities, namely,

by visiting the school to ask for the test result (Summative test) of English Subject

from the school in order to know the students summative test and asking for the

question sheet of English Subject to be analyzed. The writer did interview with

the English teacher of the first class of SMP N 87 Jakarta.

2). Documentation

Documentation means collecting the files or data of related information including

the result of first grade student‟s examination of even semester. There are two

instruments used in this research, they are English Summative test and English

syllabus. English summative test was held on Tuesday, 21-22 June 2010. The

writer come to school to ask for English summative test at the first year students

of SMP N 87 Jakarta. The writer also collect the data about English sylabus,

teachers and students data profile and student‟s English score.

4. Technique of Data Analysis

There are two method applied namely quantitative and qualitative. Quantitative

methods are those which focus on numbers and frequencies rather than on

meaning and experience. Quantitative methods (e.g. experiments, questionnaires

and psychometric tests) provide information which is easy to analyse statistically

and fairly reliable. Qualitative methods are ways of collecting data which are

concerned with describing meaning, rather than with drawing statistical

31

inferences. What qualitative methods (e.g. case studies and interviews) lose on

reliability they gain in terms of validity. They provide a more in depth and rich

description.1

Based on the data and the type of information needed of this research,

the writer is focusing on collecting the data about the statistical inferences in this

research so the writer will use the qualitative method. To analyze the qualitative

data of this research the formula that is going to be used to analyze the content

validity of English summative test for the first year students of SMP N 87 Jakarta

is:

P = F × 100%

N

P = Percentage

F = Frequency of unconformity


It is used to see how many percent the test covers the instructions of the

curriculum. The test items are studied in terms of their conformity to curriculum.

Therefore, the writer also compares the percentage with the criteria adopted from

Arikunto‟s opinion:

76 100 % = Good

56 75 % = Sufficient

40 5 5% = Less good

40 % = Bad2

B. Research Findings

1. Description of Data

The writer analyzes the test materials whether they conform to the curriculum

used, based on the KTSP (Kurikulum TingkatSatuan Pendidikan) of SMPN 87

Jakarta. To get the data, she took the questions sheet, KTSP (Kurikulum

1 http://www.holah.karoo.net/quantitativequalitative.htm

2 Suharsimi Arikunto, Prosedure Penelitian, Jakarta: Rineka Cipta, 1992, p.313

32

TingkatSatuan Pendidikan) book to be analyzed and the English syllabus of even

semester for the first year students of SMPN 87 Jakarta (see appendix).

The data that writer used in this study is the English Summative Test for even

semester, which is called as Ulangan Akhir Semester Genap Sekolah Menengah

Pertama (SMP)Tahun Ajaran 2009/2010 for the first grade of SMPN 87 Jakarta.

The total number of the test items is 50 items which consist of 50 multiple choices

test items (see appendix). . The test was held on Friday, 18th June 2010 with the

given time 120 minutes.

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

data as follows:

TABEL 4.1

a. The conformity between the summative test’s items and English

Syllabus

No KTSP Items Number Total

Based on Indicators of Reading

1

Mengidentifikasi berbagai

informasi dalam teks fungsional

pendek berupa:

- Instruksi

- Daftar barang

- Ucapan selamat

- Pengumuman

1, 2

3, 4, 5, 6

7, 8

9, 10, 11, 12

12 items

Merespon berbagai informasi

dalam teks fungsional pendek

-

Membaca nyaring teks fungsional

pendek

-

Mengidentifikasi berbagai

informasi dalam teks deskriptive

dan procedure

- Mengidentifikasi langkah

13, 14, 15, 16, 17, 18,

20, 21, 22, 23, 25, 26,

27, 28, 29, 30, 31, 32,

33, 35, 36, 37, 38

26 items

33

retorika

- Mengidentifikasi fungsi

komunikatif

- Menyebutkan ciri kebahasaan

19, 24, 34

2

Based on the indicators of writing

Menulis teks fungsional pendek

berbentuk:

- Instruksi

- Daftar barang

- Ucapan selamat

- Pengumuman

Menulis kalimat sederhana

Melengkapi teks Desriptif atau

procedure.

46, 47, 48, 49, 50

5 items

Menyusun teks 44, 45 2 items

Menulis teks berbentuk Desriptif

atau procedure.

Total 45 items

Based on the table above, the writer found that there are 45 item tests from the

indicator, so the percentage of it as follow:

P = F × 100%

N

P = Percentage



P = F × 100%

N

P = 45 × 100%

50

P = 90%

34

TABLE 4.2

b. The unconformity between the summative test’s items and English

Syllabus

No Indicator that are not found in English

Syllabus (Reading and Writing)

Items

Number

Total

1. Mengidentifikasi jenis ekspresi menawarkan

jasa.

39 1item

2 Mengidentifikasi jenis ekspresi suka dan tidak

suka

40 1 item

3 Menyusun kata menjadi kalimat yang bermakna 41, 42, 43 2 items

Total 5 items

Based on the table above, the writer found that there are 5 item tests

unconformity with the indicator, so the percentage of it as follow:

P = F × 100%

N

P = Percentage



P = F × 100%

N

P = 5 × 100%

50

P = 10%

35

2. Analysis of Data

In this section, the writer tries to identify the collected data. First, she discusses

the items that conform to curriculum viewed from indicator. Second, she discusses

the items that do not conform to the curriculum seen from types of the text.

TABLE 4.3

The items that conform to the curriculum

Based on previous table, there are 45 items that in line with the indicators of the

suggested syllabus. Most of the items measure the reading skill. The following

tables will give clearly description of the content validity of the test.

This is a kind of instruction text which tests the ability of identification skills from

the students. And according to the syllabus, this kind of question is

No Item The Question

1

We can find such kind of instruction in the following places,

EXCEPT....

a. At the restaurant c. At the cafeteria

b. At the canteen d. At school

included in the term of identifying the factual information in the reading skill area.

Therefore, this item is valid item to be tested.


2

What does the notice mean?

a. We are not allowed to come in.

b. No body is asked to enter

c. Every body is not inside

a. The door is locked

The question number 2 is a kind of notification text which tests the ability of

identification skills from the students. And according to the suggested syllabus,

CLOSED FOR LUNCH

CAME BACK TOMORROW

NO ENTRY

36

this kind of question is included in the term of identifyng the factual information

in the reading skill area. Therefore, this item is valid item to be tested.


3

What kind of hats does Benedictus want to buy?

a. Fabric hats c. Plastic hats

b. Paper hats d. Rattan hats

4 What is the purpose of the text?

a. To exchange with the things to buy

b. To drive the things bought

c. To remind what to buy

d. To pay to the cashier

5 To buy the things, Benedictus will visit the following stores, EXCEPT.....

a. The butcher c. grocery

b. Stationery d. Bakery

6 The word “big” in the text nearly means.....

a. Small c. great

b. Little d. Narrow

The item number 3, 4, 5 and 6 are based on the text. This text is shopping list.

And it included in the suggested syllabus; therefore these questions are valid form

the term of the materials. But item number 6 must be revision in option answer

because not appropriate with the question.

Item number 3and 4 measure the students comprehension on reading skill in

identifying supporting details, while the question number 6 tests the language

vocabulary of the students.

Benedictus, please buy the following things:

20 ballons

A big tart

3 bottles of syrup

2 packs of biscuits

5 m of ribbon

40 paper trumpets

40 paper hats

37


7

How old is Mereto?

a. 14 years old c. 40 years old

b. 15 years old d. 50 years old

8 Yosia is sending the special card to...

a. Invite someone to come to her birthday party

b. Congratulate the Christmas day

c. Share problems with her friend

d. Congratulate Mereto‟s birthday

The item number 7 & 8 are based on the text. This text is greeting card. And it

included in the suggested syllabus; therefore these two questions area valid form

the term of the materials.

Item number 7 and 8 measure the students comprehension on the reading skill in

identifying supporting details.


9

Who gives the announcement?

a. The chief of the student organization

b. Art teacher

c. Mr. Kristian

To: Mareto

Hopefully this special day gives you spirit to face your life. Wish

you all best on your fifteenth birthday.

Love,

Yosia

ANNOUNCEMENT

A singing contest will be held on May 15th, 2010. Participants must

sing two songs: one Indonesian folksong and one Indonesian pop song.

The winners will get some cash and trophy. Anyone interested, please

register to Mr. Kristian. The registration will be closed on April 17th,

2010.

*free registration

Contact person

The chief of the student organization

38

d. The principle

10 Which of the statements is TRUE according to the text?

a. The winner will get some money

b. The participants will get some cheques

c. The participants mush register after April 17th, 2010

d. The participants mush pay for the registration fee

11 The purpose of the text above is to....

a. Describe the contest

b. Inform the contest

c. Entertain the students

d. Get the trophy

12 The word “participants” in the text nearly means...

a. Students c. consultants

b. Players d. Contestants

The item number 9, 10, 11 and 12 are based on the text. This text is

Announcement. And it included in the suggested syllabus; therefore these

questions are valid form the term of the materials.

Item number 9 measures the students comprehension on reading skill in

identifying the main idea of given text, but in this item the answer there is not

appropriate with the question, so this item must be revision. While the question

number 10 and 11 measure in identifying of the supporting details. And question

number 12 tests the language vocabulary of the students.

39

My Digital Camera

Yesterday Miranda got a very special present from uncle Tomy for

her birthday. Uncle Tomy is her mother‟s older brother. It is a

digital camera.

It looks very moderns. It is small and thin and the colour is

metallic black. Miranda‟s camera has a very unique shape.

Actually, the shape is rectangle but it has an oval shape on the

right corner. She uses this camera to take pictures and to record

video. Miranda really likes her digital camera. It is her most

favourite thing.


13

Who got a digital camera?

a. Miranda c. Miranda‟s mother

b. Uncle Tomy d. Miranda‟s older brother

14 Which of the statements is NOT CORRECT based on the text?

a. Miranda is Tomy‟s niece

b. The digital camera is modern and unique

c. Miranda dislikes the digital camera

d. Miranda‟s mother is younger than uncle Tomy

15 The word “unique” in paragraph two nearly means....

a. Old c. moderate

b. Ancient d. Unusual

16 The word “she ” in the text refers to....

a. Tomy c. mother

b. Miranda d. Brother

Question number 13, 14, 15, and 16 are based in the descriptive text given ahead

the questions. Descriptive text is one of the genres of English text that should be

learnt by students. And therefore, these four questions represent the materials in

the suggested syllabus.

However, the question number 13 and 14 measure the ability of identifying

supporting detail from the test. and the question number 15 test the language

vocabulary of the students. And number 16 covers the grammar aspect of pronoun

reference.

40


17

What do we do first with the cooking oil?

a. Heat it c. Break it

b. Pour it d. Sprinkle it

18 How many ingredients are needed in the text?

a. Four c. Six

b. Five d. Seven


a. Informing about cheesy Fried Egg

b. Sharing experience about cheesy Fried Egg

c. Telling the ways of making cheesy Fried Egg

d. Describing what is cheesy Fried Egg

20 The word “sprinkle” in the text means....

a. Put c. chop

b. Cut d. Spread

Cheesy Fried Egg

Ingredients:

An egg

Five spoonfuls of cooking oil

A pinch of salt

Some grated cheese

Steps:

1. Pour the oil into the pan

2. Heat teh oil

3. Break the egg into the pan

4. Cook the egg into the pan

5. Put some salt on the egg

6. Take out the egg and put on a plate

7. Sprinkle the fried egg with some grated cheese

41

Identifying the factual information from the given text is measured in the question

number 17 and 18. While number 19 is measures the students ability in

identifying supporting details. And the last question in this sequence measures the

vocabulary of the word in the text.

The text given for the question 17 to 20 is a procedure text. This text explains

some steps to make a cheesy fried egg. According to the suggested syllabus, steps

in making or using something in procedure text are a part of material to be learnt.


21

What does the text tell you about?

a. New art teacher c. Art lesson

b. An engineer d. Good mark

22 Where Did Mrs. Margaretha Teach Before Moving To Jakarta?

a. In West Java C. In Central Java

b. In East Java D. In Yogyakarta

23 “he works for private company.” (part. 1)

The word underlined nearly means....

a. Public c. general

b. Individual d. Local

24 The writer writes the text to....

a. Identify a new art teacher

Mrs. Elfira is my new art teacher. She moved to Jakarta last month.

Before moving to my school, she taught at SMP 3 Cilacap. Her husband

is an engineer. He works for private company.

Although she a new teacher, i feel interested in her teaching. She

has a good style of teaching. Many of my friends also like her. She

motivates her students well therefore the students study her lesson

enthusiastically. As the result we got good marks in the last test.

42

b. Motivate the teacher

c. Share teaching experience

d. Describe new art teacher

Question number 21, 22, 23, and 24 are based in the descriptive text given ahead

the questions. Descriptive text is one of the genres of English text that should be

learnt by students. And therefore, these four questions represent the materials in

the suggested syllabus.

However, the question number 21 measures the students‟comprehension on

reading skill in identifying the main idea of the given text, and the question

number 22 measures in identifying factual information, but this item not

appropriate between question and text. The name in the text different with

question, so question number 22 must be revision. And number 23 tests the

vocabulary of the word in the text. And number 24 measures the ability of

identifying supporting detail from the test.


25

What is the main material to make apple juice?

a. Apple c. lemon

b. Water d. Lump sugar

How to Make Apple Juice

Materials

500 gram of apples without removing their peels

100 gram of lump sugar

500 ml of water

2 spoonfuls of lemon

Steps

Boil the lump sugar and water until the lump sugar is

dissolved in the water.

Mix apple with its peel, add lemon, and the water of

lump sugar

Serve it in a glass with lemon and mint‟s leaf accessory.

43

26 How many apples do we need to make 4 glasses of drink?

a. 100 gram c. 2,000 gram

b. 500 gram d. 2,500 gram

27 “Boil the lump sugar and water until the lump sugar is dissolved inthe

water.”

The word “dissolved” nearly means.....

a. Liquid c. boiled

b. Soluble d. cooked

Identifying the factual information from the given text is measured in the question

number 25 and 26. And the last question number 27 in this sequence measures the

vocabulary of the word in the text.

The text given for the question 25 to 27 is a procedure text. This text explains

some steps to make an apple juice. According to the suggested syllabus, steps in

making or using something in procedure text are a part of material to be learnt.


28

What animals live in Muara Angke?

a. Jangkar c. Api-api

b. Bidara d. Cangkar Abu

29 “there , it is seen a variety of birds like kuntul....” (part.2)

The word “there” refers to....

a. Kapuk muara c. Pluit mega mall

Muara Angke

Muara Angke conservation area lies in the North of

Jakarta. It is located in Kapuk Muara in the Penjaringan district.

The location is close to Pluit Mega Mall.

Muara Angke is home to many kinds of animals. There, it

is seen a variety of birds like kuntul ( egrettaintermedia), cangak

abu (Ardea cinneria), Cangak Abu (Ardea cinneria), Bubulus Ibis,

and Camar (Gull). It is also seen Biawak (Monitor Lizard), and

Monyet Ancol (Tail Monkey).

Besides animals, Muara angke is also house of many kind

of plants, such as Bidara, Jangkar, Api-api, and Mangrove. In

edition, Muara Angke is famous for its mangrove reservation.

44

b. Muara angke d. Penjaringan

30 The followings are kinds of birds, EXCEPT......

a. Kuntul c. Cangkak abu

b. Api-api d. Bubulus ibis

Based on the text above, the text entitled “ Muara Angke” is a descriptive text.

The question number 28, 29, and 30 are based on this text. Number 28 and 30 are

questions which measure the reading skill on identifying supporting detail in the

text. Number 29 measures the vocabulary aspect. These questions are based on the

materials suggested in the syllabus; therefore, it can be conclude that these

questions are valid to be tested.


31

How many players can do the game?

a. 1 c. 3

b. 2 d. 4

32 The following statements are true based on the text, EXCEPT....

a. The game can be played by a player

b. The first thing to do is clicking the marbles together

The Hole Game

Two players, one marble per person, a hole in ground, a line (distance) to

start from.

Steps:

You mush dub (chick marbles together).

You mush check taht the marbles are in good condition and are

nearly worth the same value.

Dig a hole in the ground and draw a line, a fire distance away

from the hole.

Then the second player tries to throw his or her marble closer to

the hole than his or her opponent.

The player whose marble is closest to the hole tries to flick

his/her marble into it, if successful, this player tries to flick his

or her opponent‟s marble into the hole. The person flicking the

last marble into the hole wins and get keep both marble.

45

c. The marbles mush be in good condition and the same value

d. To be the winner, the player mush throw the marble closer to the hole

than his opponent

33 The word “dig” in the text means....by moving the earth with a spade.

a. Making a hole

b. Planting something

c. Burying dead body

d. Putting something underground


a. Retelling the experience of playing hole game

b. Giving instruction how to play game

c. Persuading the readers to play hole game

d. Describing what the hole game is.

The table above shows the procedure text on “ the hole game” and the questions

following the text. Question 31, 32 and 34 are measure the identification of

supporting details given the text. The question number 32 must be revision

because the word in option answer not appropriate with the word in the text. The

question number 33 test the vocabulary aspect. Procedure text is included in the

suggested syllabus for junior high school. In the other words, the text and the

questions are in line with the expected materials.


35

What is the cat like?

a. Cute c. unique

Chemong is a male regular house cat. He is an adorable cat. He has orange

fur with white and black sports. He has black patches around his eyes, that

are why. I call him Chemong . i like to cuddle him because his fur feels

soft.

Every morning i give chemong milk. Chemong does not like rice, so i give

him cat food. Sometimes i give him fried chicken, and he likes it very

much.

Chemong is an active animal. He likes to run around the house. He likes to

chase everyone in my house. When he feels tired and sleepy, chemong

usually sleeps on the sofa in the living room or sometimes under the table.

46

b. Cuddly d. Adorable

36

Why does the writer call him chemong? Because

a. The cat has black patches around his eyes

b. Chemong has orange fur

c. The cat is very adorable

d. His fur is soft

37 “he likes to chase everyone in my house.” (paragraph 3)

The underlined word nearly means....

a. Run after c. Come out

b. Go around d. Fried chicken

38 “...and he likes it very much. ”

The word “it” refers to ... .

a. Rice c. Cat food

b. Milk d. Fried chicken

The text which presented in the table above is descriptive text; the question

number 35 and 36 are measure the students‟ ability in identifying the supporting

details. And number 37 tests the vocabulary aspect. And nymber 38 cover the

grammar aspect of pronoun reference.

No. Item The question

39 Merry : Mom, You Look So Busy. What Are You Doing?

Mother : I‟m Cooking Fried Chicken.

Merry : Let Me Help You Then.

Mother : Oh, That‟s Very Kind Of You, My Dear. Thank You, Merry.

What does mery mean with the underlined expression?

a. Asking for help c. Offering help

b. Praising someone d. Giving suggestion

The question above is a functional expression of offering help which not include

to the reaading and writing indicators. In the other words, the question above is

not valid.

47

No. Item The question

40

Bobby : do you like sport?

Ivan : yes, i do. I like playing football and badminton.

What about you?

Bobby : i don‟t likesport. I like listening to music.

What are they talking about?

a. Daily activities c. Listening to music

b. Like and dislike d. Giving suggestion

This question above is also a functional expression of like and dislike which not

included in reading and writing indicatorsof suggested syllabus. So the question is

not valid.


41.

42.

43.

Teach – seven – Mr. Irfan – grade – english – and – in – Mrs. Evi

1 2 3 4 5 6 7 8

a. 3-1-5-6-8-7-4-2 c. 7-5-3-6-8-1-4-2

b. 3-6-8-1-5-7-4-2 d. 7-2-4-3-6-8-1-5

To school – go – public – by – usually – transport – the students

1 2 3 4 5 6 7

a. 7-5-2-1-4-3-6 c. 2-1-7-3-4-5-6

b. 7-2-4-3-6-5-1 d. 2-4-3-6-8-1-5

student – very – a – Rani – smart – is – class – her – in

1 2 3 4 5 6 7 8 9

a. 6-4-3-5-1-2-9-8-7 c. 4-6-3-2-5-1-9-8-7

b. 3-2-5-1-9-8-7-6-4 d. 4-3-2-5-1-6-9-8-7

48

The questions above (number 41- 43) ask the students to arrange the jumbled

word into a good sentence. Thus, it can be concluded that these questions

unconformity to the curriculum because the indicator is not included into

recommended indicator in the English Curriculum and syllabus at first grade.


44 Rearrange the jumbled sentences into a good paragraph

a. 3-1-4-2 c. 2-1-4-3

b. 2-3-1-4 d. 4-1-3-2

45 Rearrange the jumbled sentences into a good paragraph

a. 4-3-2-1-5 c. 3-1-4-2-5

b. 2-3-4-5-1 d. 3-4-1-2-5

The table above consist of two question which require the studnets to arrange the

jumbled sentences into a good and understandable paragraph. These two jumbled

sentences build two different text. The first (44) is a descriptive text, while the

second (45) is a procedure text. Both descriptive and procedure are included

insuggested syllabus; in other words, the text and the questions are in line with the

suggested syllabus.

(1). It is a very large and grows the largest flower in the world

(2). It has no stem or leaves

(3). The diameter of the flower can reach one mater in wide

(4). Rafflesia Arnoldi is a native flowering plant of Indonesia.

(1). Put in small cup of popcorn

(2). Keep shaking the pan

(3). It is so easy to make popcorn

(4). Put some oil in a pan and heat it

(5). When the popcorn stops popping, it‟s done

49


46

47

48

For questions 46 to 48, complete the following paragraph with the

suitable words.

a. Desirable c. capable

b. Applicable d. adorable

a. Hisses c. Barks

b. Neighs d. meows

a. Giant body c. Short body

b. Big body d. Cell body

49

50

For questions 49 and 50, complete the paragraph below with the

suitable words.

a. Nervous c. late

b. Confident d. angry

a. Serves c. served

b. Serve d. Is serving

Belewuk

I have some pets. However, ny favorite pet is Belewuk.

Belewuk is a male cat. It is so called because it has grey

fur. He is very (46)... with his soft fur. He has innocent round eyes

and feeble sweet voice. He always (47) ... when he feels hungry.

Actually, his voice is not suitable with his (48)... when i come

home, he usually gives me a kiss.

Miss Niken is a librarian. She works in the library at my school.

She usually goes to work at 6:00 a.m. she goes by public transport.

She always comes on time. She is never (49)... she starts working

at 7:00 and finishes at 15:00.

In the library, she (50)... the students or teachers who want

to borrow books or magazines. She does her job well and patiently.

50

The text given in the table is a descriotive genre. The questions following are the

cloze vocabulary test. students have to fulfill in the blanks with the correct words

given in the multiple choices. Either the text or the questions, they are in the range

of the expected ability to be mastered by junior high school students. They should

overcome this kind of question; therefore, this kind of the test can be said to be in

line with the suggested syllabus.

3. Interpretation of Data

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

unconformity of 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:

Tabel 4.4

The frequency of the conformity and the unconformity of summative test

items

No Summative test items area No items Total

Frequency

1 The conformity question items

based on the curriculum

1, 2, 3, 4, 5, 6, 7, 8, 9,

10, 11, 12, 13, 14, 15,

16, 17, 18, 19, 20, 21,

22, 23, 24, 25, 26, 27,

28, 29, 30, 31, 32, 33,

34, 35, 36, 37, 38, 44,

45, 46, 47, 48, 49, 50

45 items

90%

2

The unconformity question items

based on the curriculum

39, 40, 41, 42, 43

5 items

10%

Table above shows that the highest frequency of items where the average is 90%

from 45 items is conformity to the curriculum. This precentage obviously falls

51

into the level of 76-100% which means good. And only 10% from 5 items are

unconformity to the syllabus.

Based on result of the items analysis above, the writer can see that the

summative test which administered in the first year students of SMPN 87 jakarta

has reached a good content validity. The test makers know the way how to

constracting a good test. He/she recognizes that the summative test must be based

on the indicators suggested in the syllabus.

4. Discussion

Based on result of the items analysis above, the writer can see that the summative

test which administered in the first year students of SMPN 87 jakarta has reached

a good content validity. But the writer found there are some questions not

appropriate with the texts, such as item number 22, the name in the text is Mrs.

Elfira but in the question is Mrs. Margaretha and item number 32 the word in the

text is “chick” but in the option answer the word is “clicking”. So from the

example the writer says that the item must be revised, and the test maker should

be careful to make a test.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and interpretation in the previous chapters, the

writer conclude that the Summative test for the first year students of SMPN

87 Academic year 2009/2010 held on June 2010 has a good content validity.

In conclusion, after all careful analysis in this research, the writer has

already proved that from 50 questions altogether, the test has only 5 invalid

items. In other words, it has reached a good content validity.

B. Suggestion

After giving the conclusion, the writer would like to give some

suggestions addressed to the test maker as a feed back of the research result.

Namely:

1. The test maker should keep on their good effort in creating good items

for the test and keep doing good preparation before making a test, by

considering the principles of constructing good test items. Then there

will be no more invalid items in the test.

2. The test maker should keep on their consistention in considering the test

items conformed to the syllabus category used; and the items that do not

fulfil to the curriculum should be discarded. While the items that do not

53

fulfil to the syllabus should be revised so that they can be used for the

evaluation.

3. The test maker should be careful to make a name in the text and a name

in the option answer or in the question. All of it should be appropriate.

She also would like to give some suggestions addressed to the school as

follow:

1. The school keep on their good way in giving the chances to the

teachers to follow the trainings of constructing a good test so the

teachers only made less invalid test items.

2. The school keep on supervising the teachers‟ work in constructing

the test. Whether the tests constructed have fulfilled characteristics

of a good test or not so there will be no more invalid test items.

54

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an analysis on the content validity of the...

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