AN ANALYSIS ON THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST (A Case Study at The Second Year Students of SMP PGRI 2 Ciputat)

AN ANALYSIS ON THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST (A Case Study at The Second Year Students of SMP PGRI 2 Ciputat)

Proposed by:

Proposed By:

ARI PUJI LESTARI 208014000114

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015

AN ANALYSIS ON THE CONTENT VALIDITY O:F THE ENGLISH SUMMATIVE TEST (A Case Study at Second Year Students of SMP PGRI 2 Ciputat)

A "Skripsi" Presented to the Faculty ofTarbiyah and Teacher's Training in a Partial Fulfillment of the Requirement for the Degree of S.Pd. (S-1) English Language Education

By: Ari Puji Lestari

208014000114

Approved by the Advisor \

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Atik Yuliani,MA TESOL.

Drs. S uki M.Pd.

NIP: 19840410 201503 2 003

NIP:1964121 199103 1 002

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHER'S TRAINING SYARIF HIDA YA TULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015 L

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ENDORSEMENT SHEET

The Examination Commitee of the Faculty of Tarbiyah and Teachers' Training certifies that the "Skripsi" AN ANALYSIS ON THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST (A Case Study at The Second Year

Students of SMP PGRI 2 Ciputat), written by Ari Puji Lestari, student's registration number 208014000114 was examined by the Commitee on 06 July, 2015. The "Skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of "S.Pd" (S-1) in English Education at the Department of English Education. Jakarta, 06 July 2015 EXAMINATION COMMITTEE

CHAIRMAN

: Dr. Alek, M.Pd.

NIP. 19690912 200901 1 008 SECRETARY

: Zaharil Anasy, M.Hum.

NIP. 197 61007 200710 1 002 EXAMINER I

: Drs. Nasifuddin Djali, M. Ag

NIP. 19560306 199003 1 002 EXAMINER II

: Dr. Ratna Sari Dewi, M.Pd

NIP. 19720501 199903 2 013

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(

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KEMENTERIAN AGAMA UIN JAKARTA FITK

No. Dokumeri

FITK-FR-AKD-

063

FORM (FR)

f--T_g_1._Te_r_bit_ _ _ _ 1 _M_a_re_t_2_0_1s-----1 No. Revisi: 01 Hal 1/1

>--~~~~~~~~~~~---t

JI. Ir. H. Juanda No 95Ciputat15412 Indonesia

SURAT PERNYATAAN KARYASENDIRI Saya yang bertanda tangan di bawah ini, Nama

: Ari Puji Lestari

Tempat, Tanggal Lahir

: Jakarta, 22 Mei 1990

NIM

: 208014000114

Jurusan

: Pendidikan Bahasa Inggris

Bahwa skripsi yang berjudul: AN ANALYSIS ON THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST (A Case Study at Second Year Students of SMP PGRI 2 Ciputat) adalah benar basil karya ilmiah saya sendiri di bawah bimbingan dosen: : Drs. Syauki, M.Pd 1. Nama Pembimbing : 19641212 199103 1 002 NIP Jurusan/Program Studi: Pendidikan Bahasa Inggris 2. Nama Pembibing : Atik Yuliani,MA.TESOL. NIP : 19840410 201503 2 003 Jurusan/Program Studi: Pendidikan Bahasa Inggris Saya bertanggung jawab secara akademis atas semua yang saya tulis dalam skripsi ini serta siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan basil karya ilmiah saya sendiri. Demikian surat pemyataan ini saya buat dengan sesungguhnya sebagai salah satu syarat menempuh Ujian Munaqasah. Jakarta, June 30th2015 Mahasiswa Yhs.

Ar'i Puii Lestari

NfM.208014000114 iv

ABSTRACT

ARI PUJI LESTARI, 2015, An Analysis on the Content Validity of the Summative Test for the Second Grade Students of Junior High School in Odd Semester 2013/2014(A Case Study at the eight Students of SMP PGRI 2 Tangerang Selatan), "Skripsi", Department of English Education, Faculty of Tarbiya and Teachers' Training, "Syarif Hidayatullah" State Islamic University Jakarta. Advisor: Drs. Syauki, M.Pd Atik Yuliani, MA.TESOL Key Words: summative test, content validity, English syllabus, analyzes.

The objective of this study is to analyze the empirical evidence whether or not the English Summative Test for the second grade students of SMP PGRI 2 has good content validity and in line with syllabus. The method of this research was content analysis. It was collected the English Summative Test question paper for the grade students of SMP PGRI 2 in odd semester 2013/2014, and then examined the content of test items in order to judge what the test measures, and also analyzed on both of the relevance and coverage of content of the syllabus used by the school in relation to the test content to know their degree. The finding of this research showed that the level of content validity of the English summative test for the second grade students of SMP PGRI 2 in the odd semester of the 2013/2014 academic year fell into the level 40-55%, which meant less good level.

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ABSTRAK

ARI PUJI LESTARI, 2015, An Analysis on the Content Validity of the Summative Test for the Second Grade Students of Junior High School in Odd Semester 201312014(A Case Study at the eight Students of SMP PGRI 2 Tangerang Selatan ), Pendidikan Bahasa lnggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta. Pembimbing : Drs. Syauki, M.Pd Atik Yuliani, MA.TESOL Kata kunci : tes summative, validitas isi, silabus bahsa inggris, analisa.

Studi ini bertujuan untuk menganalisa bukti empiris apakah tes summative bahasa inggris SMP PGRI 2 memiliki validitas isi yang baik dan sesuai dengan silabus sekolah tersebut atau tidak. Metode studi ini adalah menganalisa isi, yaitu mengambil soal bahasa inggris siswa kelas SMP PGRI 2 Tangerang Selatan pada semester ganjil 2013/2014, kemudian memerikasa item tes untuk menilai ukuran tes tersebut untuk mengetahui tingkat validitas isi tes tersebut. Hasil dari penelitian ini menunjukan bahwa level validitas isi dari tes summative bahasa inggris SMP PGRI 2 Tangerang Selatan pada semester ganjil tahun pelajaran 2013/2014 berada dalam level 40-55% yang berati memiliki validitas isi yg kurang bagus.

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ACKNOWLEDGMENT

~)l~)IAil~

In the name of Allah, the Most Gracious, the Most Merciful Praise be to Allah, Lord of the worlds, for His blessing, love and mercy given to the writer, so she can complete the last assignment in her study. Then, peace and salutation be upon the prophet Muhammad, his family, companion and his adherences. This "skripsi" is presented to the Faculty of Tarbiyah and Teachers' Training in a partial fulfi111ment of requirements for the Degree of S.Pd (S-1) in English Education Department. In arranging this skripsi, a lot of people had given motivation, support, advice and even remark to helped the writer. In this oppotunity, the writer would like to express great honor and gratitude to all of them. First of all, the writer would like to express her deepest gratitude to her beloved parents, to her beloved husband Lukman Mansur, her brother Fajar Riyadi, her little sisters Habibah Pratiwi, and the only little brother Ichsan Adi Nugroho, and the whole family who always give prayer, support, motivation and moral encouredgment to finish her study. Also, she expresses great honor and deepest appreciation to her advisor, Drs. Syauki, M.Pd and Atik Yuliani, MA, TESOL., who have given suggestions and critical remarks in the process of completing this skripsi. Her appreciation and thank also goes to: 1. All of the lectures of English Education Department 2. Dr. Alek, M.Pd., the Head of English Education Department 3. Zaharil Anasy, M.Hum., the secretary of English Education Department 4. Prof. Dr.Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers' Training SyarifHidayatuflah State Islamic University Jakarta. I

5. Her beloved best friends in PBI who always support the writer.

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6. To all of people whose name can not be mentioned for 'their contribution to the writer during finishing her paper. May Allah, the Almighty bless them all, so be it. Finally, the writer hopes this "skripsi" is useful for the writer particularly and all the readers, and she realized that this skripsi is far from being perfect. Therefore, the writer would like to welcome any suggestion and critism to make this paper better.

Jakarta, 30 June 2015

The Writer

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TABLE OF CONTENT CHAPTER I

: INTRODUCTION ............................................................ 1 A. Background of the Study ............................................... 1 B. Limitation of the Study ................................................. 3 C. Formulation of the Problem .......................................... 4 ....................................................................................... D. Purpose of the Study ..................................................... 4 E. Significant of the Study ................................................. 4

CHAPTER II

: THEORETICAL FRAMEWORK ................................. A. Language Test ............................................................... 6 1. Definition of Test .................................................... 6 2. Type of Test ............................................................ 6 3. Characteristic of a good test .................................... 9 B. Validity .......................................................................... 10 1. Content Validity ...................................................... 11 2. Face Validity ........................................................... 11 3. Construct Validity ................................................... 12 4. Criterion-Related Validity ....................................... 12 C. Material, Syllabus and Curriculum .................................. 13

CHAPTER III

: RESEARCH METHODOLOGYAND FINDINGS ...... 19 A. Time and Place of the Study ................................................... 19 B. Method of Study ..................................................................... 19 C. Research Instrument .............................................................. 19 D. Technique of Data Collecting ......................................... 20 E. Technique of Data Analysis ............................................ 20

CHAPTER IV

: RESEARCH FINDING AND DISCUSSION ................. 22 A. Description of the Data ........................................................ 22 B. Analysis of the Data ............................................................. 29

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C. Interpretation of the Data ..................................................... 29

CHAPTER V

: CONCLUSION AND SUGGESTION ........................... 31 A. Conclusion .................................................................... 31 B. Suggestion .................................................................... 31

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LIST OF TABLES

Table 4.1 The Distribution of Reading Indicator ............................................... 22 Table 4.2 The Distribution of Writing ............................................................... 23 Table 4.3 The Conformity between the Summative Test Items and the English Syllabus ............................................................................................................... 26 Table 4.4 The Unconformity Between the Summative Test Items and the English Syllabus ............................................................................................................... 28

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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. Norman E Gronlund explains that evaluation is the systematic process of collecting, analyzing, and interpreting information to determine the extent pupils are achieving instructional objectives1. Based on the statement above, evaluation has to be arranged systematically and has to be based on the curriculum so that we can get obvious and comprehensive analysis of the student’s achievements. But Mimin Haryati assumed in her book Model dan Tingkat Penilaian Pada Satuan Pendidikan ,evaluation is the identification of activities to see whether a planned program that has been achieved or not, valuable or worthless, and can also be to look at the implementation level of efficiency.2 Anas Sudjiono assumed that an evaluation is a process to measure something. And it’s needed an instrument to do it. One of the evaluation instruments is a test.3 In other word based on the statement above test is measure of instrument. Test as

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Norman E Gronlund, Measurement and Evaluation in Teaching, sixth edition, (New York: Mcmillan Publishing co,1985),p.5 2 Mimin Haryati, Model danTeknik Penilaian Pada Satuan Pendidikan, (Jakarta: Gaung Persada Press, 2009), p.15 3 Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT:Grafindo Persada,2008), p.5

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an instrument should have a good quality, because the quality of the test will be influenced of the result. There are numerous types of test. There are placement test, to provide information that will help to place students at the stage 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.4 There are two kinds of achievement test: progress achievement tests and final achievement tests or summative tests. Progress achievement tests are those administreted at the end of a course of study. They may be written and administreted by ministtries of education, official examining boards, or by members of teaching institution. Clearly the content of these tests must be related to the courses with which they are concerned, but the nature of this relationship is matter of disagreement among language testers. And the content of a final achievement test referred to as syllabus content approach.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.5 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. Zainal Arifin said, if a test can give information and can be used to achieve the goal, then the test is valid.6

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Athur Hughes, Testing for Language Teacher, (New York: Cambridge University Press.,1995), p.11 5 Ibid., p.13. 6 Drs. ZaenalArifin, M.Pd., Evaluasi Pembelajaran,(Bandung: PT.Remaja Rosdakarya,2009), p.246

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Norman E. Gronlund said, “Validity is concerned with the interpretation and use of assessment result. For example, if we infer from an assessment that students have achieved the intended learning outcomes, we would like some assurance that our tasks provided a relevant and representative measure of the outcomes”7. “The validity has three types of validation are important in your role as a classroom, those are content validity, face validity, and construct validity”.8A test may be valid if it covers all of the three types it, but the most important and the primary concern of test used in the classroom instruction is content validity. “Content validity it can claim if a test actually sample the subject matter about which conclusion are to be drawn, if it requires the test-taker to perform the behavior that is being measured”.9 Content 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. Based on the writer experienced in the Language Testing subject at 2011th, she found that there were some inadequacies in the summative on SMP PGRI 2 Ciputat test especially in the content of instruction; the themes, the type of texts, and the indicators. 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 SMP PGRI 2 Ciputat for the first level students, academic year 2013 – 2014. The summative test is named: “UlanganUmum Semester GanjilTahunPelajaran 2013 – 2014.”

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Norman E. Gronlund , Assessment of Student Achievement, (New Jersey : Person, 1985),

p. 46 8

H. Douglas Brown, Teaching by Principles an interactive Approach to Language Pedagogy, (Longman: Sanfransisco State University, 2001), p. 388 9 Ibid.

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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 at Odd Semester for the Eight Students of SMP PGRI 2 Ciputat.” B. Focus on The Reasearch To make this writing easier to understand, the writer limit the study as follow: a. The writer focused only on the content validity of English summative test of the odd semester at second grade academic year of 2013/2014and writer focused only on readingand writing skills. b. The test to be analyzed is the English summative test for the tenth grade students at SMP PGRI 2 Ciputat. c. The syllabus to be used is the syllabus which was made by the teacher referenced to the latest curriculum 2013-2014. C. Reasearch Questions To make the study easy to understand, the writer formulates the problem whether each test items of the summative test for the second grades students of SMP PGRI 2 Ciputat represent the indicators as suggested its syllabus as an indicator of the content validity. The writer breaks down into two formulate: 1. How many indicators represent on the syllabus? 2. Is the English summative test having a good content validity?

D. Purpose of the Study The purpose of the research is to describe whether each test items of the summative test for the eight students of PGRI 2 Ciputat represent the indicators as suggested by syllabus. 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

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is useful for all people to know the characteristics of a good test and for the researchers as the basic for conducting further research.

E. Significance of Study The results of the study are expected can contribute to all people in developing quality of English evaluation such as test designers, teachers, headmasters, and further researchers. 

For the test designer, it can be reference to measure content validity of English summative test. This study can give contribution or a useful input and feedback as bases for improving English summative test to the English teacher who join the test designer group. The teacher can take advantages from it as information about the effectiveness or failure of a method, and also students’ achievement in measuring the lesson.

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The results of this study are useful for the English teacher at SMP PGRI 2 Ciputat to know how far their students have understood the material that the teachers have already taught. It is also important to provide better insight and how to make the better English summative test to be used in evaluation activity. It is hoped to enrich the teachers to knowledge of analysis English summative test.

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For the headmasters, it is useful to check how well the English summative test which is designed by the teachers who join test designers group. It is also important to monitor their students’ progress in learning English.

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Finally, the result of this study can be used as a reference for the further researchers who are interested in analyzing similar study.

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. Dr. T.Swarupani said that Tests are tools or instrument of measurements and measurements guide us in evaluation.1 In other hand Grounlund said in his book, Measurement and Evaluation in Teaching, “Test is an instrument or systematic procedure for measuring a sample of behavior.”2 Then according H. Douglas Brown in his book, Teaching by Principles an Interactive Approach to Language Pedagogy, “Test is an instrument or proceduredesigned to elicit performance from learner with the purpose of measuring their attainment of specific criteria”.3 Based on the definition above the writer can conclude that test is an instrument and measure instructional. In addition, a test forms a systematic instrument to measure specific criterion.

2. The Type of Test There are many types of test used to measure students’ achievement. A test can be categorization according to the types of information they provided. This categorization will useful both in deciding whether an existing test is suitable for a specific category and in writing appropriate tests where these are necessary.

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Dr. T. Swarupa Rani, Mrs. J. R. Priyadarsaini, and Digumarti Bhaskara Rao(ed.), Educational Measurement and Evaluation, ( New Delhi: Discovery Publishing House, 2004), p.124 2 N.E. Groundlund, Measurement and Evaluation in Teaching, (New Jersey : Mc. Millan Publishing Company, 1985). p. 5 3 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy,(Longman: San Francisco State University,2001), p. 401

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Generally classified in term of their functional role in classroom instructional is placement, formative, diagnostic, and summative test.4 a. Placement Test Placement test is concerned with the pupil’s entry performance and typically focuses on questions. Such as: “Does the pupil possess the knowledge and skills needed to begin the planned instruction?” .The goal of placement test is to determine pupil performance at beginning of the instruction.5

b. Formative Test Formative test is used to monitor learning progress during instruction. It purpose to provide continues feedback to both pupil and teacher concerning learning successes and failure.6 In other words formative test is test which can give feedback about a weakness and success between students and teacher the goal of formative test. c. Diagnostic test Diagnostic test is highly specialized procedure. It is concerned with the persistent or recurring learning difficulties that are left unresolved by standard corrective prescription of formative evaluation7. The main aim of diagnostic evaluation is to determine the causes of persistent learning problems and formulate a plan for remedial action. d. Summative Test It is designed to evaluate achievement at the end of instruction. It is design to determine instructional objective have been achieved and is used primarily for assigning course grade or for certifying pupil mastery of the intended learning outcomes. Although the main purpose of summative evaluation likes that, it also provides information for judging the appropriateness of the course

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Norman E Gronlund and Robert L, Linn, Measurement and Evaluation in Teaching , ( New York: Collier Macmillan Publisher,1990), p. 12 5 Brown, op.cit , p.390 6 Norman E Gronlund and Robert L.Linn, loc. cit. 7 Ibid, p.13

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objectives and the effectiveness of the instruction.8 Implies summative test means evaluate achievement which doing in the end of course and the purpose it to know whereas a student’s was understand about the objectives which appropriate or not.

According to H.Douglas Brown explain kinds of tests in his book are only for the purpose of help to identify and differences among types, not to serve as a manual for designing such tests: proficiency, diagnostic, achievement, and aptitude tests.9

a. Proficiency Test These test aim to assess the general ability of a person at a given time. Its scope is governed by a reasonable expectation of what abilities learners of a given status should possess. It is not restricted by considerations of the areas covered in any specific course objectives or syllabus as in the case of achievements tests. While the usual end of course examination in a school or college may be taken as a typical example of an achievements test, a national level selection or admission test for candidates coming from different states and university jurisdictions can be taken as a typical example of a proficiency test.10 A proficiency test is not intended to be limited to any one course, curriculum, or single skill in the language.11

b. Diagnostic Test Diagnostic test is designed to diagnose a particular aspect of a language. A diagnostic test in pronunciation might have the purpose of determining which

8

Ibid. Brown, op.cit , p.390 10 Rani, loc.cit . 11 Brown, loc.cit. 9

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phonological features of English are difficult for a learner and should therefore become a part of a curriculum12. c. Aptitude tests They identify the prerequisite characteristics which are essential for one to be competent to perform given task. Presenting items on such sub skills which may eventually be developed into expert complex skills, these test identify those who can do well in a field of study or a profession and those who cannot. These tests are generally used while selecting people for special course.13 According H. Douglas 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.14

d. Achievement tests Achievements test is related directly to classroom lesson, units, or even a total curriculum. Test are limited particular material covered in a curriculum within a particular time frame, and are offered after course has covered the objectives in question. It can serve as indicators of features that a student needs to work on in the future, but the primary role of an achievement test is to determine acquisition of course objectives at the end of a period of instruction.15 The aim of achievements test depend on the unit,

3. The Characteristic of a Good Test While a design of test needed to recognize the various test of each case depending on purpose, time, subject, and the most characteristic of a good test. As

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Brown, loc.cit. Rani, loc.cit. 14 Brown, op.cit , p.391 15 Ibid. 13

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we know that test a test can be said as a good test if it has certain qualifications of four characteristics, those are validity, reliability, predictability and objectivity.16

a. Validity Norman E Gronlund and Robert L.Linn said “validity is concerned with the interpretation and use of assessment result. For example, if we infer from an assessment that students have achieved the intended learning outcomes, we would like some assurance that our tasks provided a relevant and representative measure of the outcomes”17. “The attribute of validity is arguably the most important quality of an assessment. Validity is concerned with the appropriateness or meaningfulness of an assessment target. In other word validity is concerned with whether a test or performance assesses what intended it to assess.18 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. From the previous explanation that one of characteristics of a good test is validity. Validity test 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. Rani etc. classifies validity into four: content validity, face validity, construct validity, and criterion-related validity.19

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Dr. T. Swarupa Rani, Mrs. J. R. Priyadarsaini, and Digumarti Bhaskara Rao(ed.), Educational Measurement and Evaluation, ( New Delhi: Discovery Publishing House, 2004),p. 306 17 Norman E.Gronlund and C.Keith Waugh, Assessment of Student Achievement, (Upper Saddle River,New Jersey Columbus,Ohio: Person Education,2009),p.46 18 Chistoper R. Gareis and Leslie W. Grant, Teacher Made Assessments, (Depot Way West, Larchmont: Eye On Education,2008),p.34 19 Dr. T. Swarupa Rani, Mrs. J. R. Priyadarsaini, op.cit.,p. 308

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1) Content Validity Content validity is the most important criterion for the usefulness of a test/ tool. It is especially important in the case of an achievement test.20Then if a test actually samples the subject matter about which conclusion are to be drawn, if it requires the test taker to perform the behavior that is being measured, it can claim content validity. 21

Moreover, the test should reflect instructional objectives or subject

matters. From statement above, it is implied that content validity is a tool which important to measure achievement test. Christoper R. Garies and Leslie W. Grant said, “Content validity is concerned with how adequately an assessment samples the intended learning out comes, standards, or objectives of an instructional unit”22. In other words content validity is made purpose of instructional unit concerned with assessment which appropriate. 2) Face Validity Face validity is a concept is very closely related to content validity on the face of it, appear from the learner’s perspective. To test what it is designed test to achieve performance on a test, a learner needs to be convinced that the test is indeed testing what it clam to test. 23 While Robert and Tracy said “the statement that we do not care what a test looks like is not entirely true. What a test looks like may be of importance in determining its acceptability and reasonableness to those who will be tested. This appearance of reasonableness is often called face validity”.24

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Ibid. H. Douglas Brown, op.cit. , p.388 22 Cristhoper Garies, op.cit., p. 37 23 H.Douglas Brown,loc.cit. 24 Robert M. Thorndike and Tracy Thorndike-Christ, Measurement and Evaluation in Psychology and Education, (Boston : Pearson Education, 2010), p.166 21

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Substantially, there is no different view among definition above. They would like to elaborate that a test is considered 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 Christopher said “Construct validity is concerned with how accurately an assessment aligns with the theoretical framework of the intended learning outcomes, standards, or objective of the instructional unit. In other word, validity asks”, “Does the assessment measure what it purpose to measure?”25. H. Douglas Brown said a third category of validity that teachers must be aware of in considering language tests is construct validity. One way to look at construct validity is to ask question “Does this test actually tap into the theoretical construct as it has been defined?” “Proficiency is a construct”.26

4) Criterion-Related Validity Criterion validity implies the extent to which a tool performance is related to some other valued measure of performance.27 While according Norman E Gronlund and C. Keith Waugh on book assessment of student achievement. There are two types of studies used in obtaining criterion related evidence of validity. These can be explained most clearly using test scores, although they could be used with any type of assessment result. The first type of study concerned with the use test performance to predict future performance on some other value measure called a criterion. For example, we might use scholastic aptitude test scores to predict course grade. For obvious reason, it is called a predictive study. 25

Cristhoper Garies, loc.cit. H.Douglas Brown, op.cit.,p. 389 27 Dr. T. Swarupa Rani, Mrs. J. R. Priyadarsaini, op.cit.,p. 308 26

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The second type of study is concerned with the use of test performance to estimate current performance on some criterion. With the procedure both measure test and criterion are obtained at approximately the same time, type of study is called a concurrent study.28

b. Reliability The second characteristic of a good test is reliability. Reliability is the consistency or dependability of the result assessment.29It is implies how consistent result test from one measurement to another. Therefore, to be considered reliable, a language test must obtain consistent result and give consistent information. So reliability needed to measure of difficulties of item test, because the consistent will given good result information about test which is want to measure on the difficulties items test.

c. Predictability The third characteristic of a good test is predictability means the test should be such as can give a forecast of the possibilities of the future achievement of the students. Symbolic focus head, heart, and hand. 30 The purpose of predictability is used to predict some possibilities of the future achievement of students to be realization and relevant.

d. Objectivity The fourth characteristic of a good test is objectivity. Objectivity refers to the extent the opinion or judgment of the scorer is eliminated from the scoring process. Objectivity is high in most of the standardized tests achievement, aptitude, creativity and intelligence. The test items are objective type fill in the

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Norman E. Gronlund and C. Keith Waugh, op. cit., p. 50

30

Rani, op.cit.,p. 307

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blanks, multiple choice, and true false.31 The objectivity concerned to wide, opinion about scorer. B. Material, Syllabus and Curriculum Focus on the use of language use the possibility teachers to realize the underlying principles of teaching. They found the materials not suitable with either the objective or instructional unit. In this situation, teachers have to develop their instructional material or the objectives of teaching Before discussing about material on language use we should know is a material. According Yohanes Mujiono said on his paper “The material is instructional when it informs the learners about the language. It is experiential when it provides exposure to language in use, eliminative when it stimulates language use, and exploratory when it seeks discoveries about language use”. 32 Its means material is an instructional when the information on it can be subject matter in teaching.According to Yohanes Mujiono on his paper Tomlison summarized there are at least sixteen principles would agree to be basic principles of SLA relevant to the materials development for teaching languages. 1. Materials should achieve impact. 2. Materials should help learners to feel at ease. 3. Materials should help learners to develop confidence. 4. What is being taught should be perceived by learners as relevant and useful? 5. Materials should require and facilitate learner self-investment. 6. Learners must be ready to acquire the points being taught. 7. Materials should expose the learners to language in authentic use. 8. The learners’ attention should be drawn to linguistic features of the input. 9. Materials should provide the learners with opportunities to use the target language to achieve communicative purposes. 31

Ibid.,p. 306 Yohanes Mujiono, In paper “Tips Developing Materials for the 2006 Curriculum, (Jakarta: Unika ATMAJAYA), p.1 32

15

10. Materials should take into account that the positive effects of instruction are usually delayed. 11. Materials should take into account that learners differ in learning styles. 12. Materials should take into account that learners differ in affetive attitudes. 13. Materials should permit a silent period at the beginning of instruction. 14. Materials should maximize learning potential by encouraging intellectual, an esthetic and emotional involvement which stimulates both right and left brain activities. 15. Materials should not rely too much on controlled practice. 16. Materials should provide opportunities for outcome feedback.33 Those all on statement above are the principles and procedures of design, implementation, and evaluation of language teaching material. So teaching materials can be developed by evaluating learning material. 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 document which consists, essentially, of a list”.34 The syllabus is the content, the list of topics/concepts to be taught, whereas the curriculum is a consideration of the objectives, the content, methods chosen to achieve those objectives. It could/should contain a consideration of the kind of assessment one will use to check progress35. From the statements above, the writer can conclude that syllabus is a specific plan of what is to be applied and a teacher applying into activities in the classroom. Syllabus is the program was designed by the schools. Then, it is used to be realization planning in teaching.

33

Yohanes Mujiono, op.cit., p.2 Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 176 35 http://www.icbse.com/syllabus/difference-syllabus-and-curriculum 34

16

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 on the situation. To make sure that learning process will run effectively, it’s needed for a syllabus designer 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 materials36 Syllabus is part of curriculum but excluding the element of curriculum evaluation. According George A. Beauchamp expand in his book Akhmad sudrajat said Kurikulum & Pembelajaran dalam Paradigma Baru said, “Curriculum is a written document which may contain many ingredients, but basically it is plan for education of pupils their enrollment in given school”.37 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.”38Richards describes a curriculum as follow: An educational program which states: 1. the educational purposes of the program (the ends);

36

Penny Ur, op.cit.,p. 177 Akhmad Sudrajat M.Pd, Kurikulum&Pembelajaran dalam Paradigma Baru, (Yogyakarta: Paramitra, 2011), p.1 38 David Nunan, Teaching English as a Second Foreign Language: Syllabus Design, (Massachusetts: Heinle Thomson Learning, 2001), p. 55 37

17

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.39 From the statements, the writer concludes that curriculum is the planned, designed, purposes and procedure or concept teaching which role given from schools. The government decided competency standard and basic competence in the curriculum. The competency standard and basic competence based on the latest English syllabus for the second grade of Junior High School are state as follow: Standard competence and Basic Competence of Listening, Reading and Writing in School-Level Curriculum Adapted from content Standard of SMP PGRI 2 CIPUTAT English Syllabus Mendengarkan  Standar kompetensi 1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar. 

Indikator a. Merespon makna yang terdapat dalam percakapan transaksional (to get thing done) dan interpersonal (bersosialisasi) b. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancer, dan beretrima lingkungan sekitar yang melibatkan tindak tutur; mengundang, menerima, dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat.

39

Richards J. Platt and H. Weber, Longman Dictionary of Applied Linguistics (Longman: Harlow, 1985)

18

2. Memahami makna teks fungsional pendek dan teks monolog sederhana bentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar. a. Merespon makna yang terdapat dalam teks lisan fungsioinal pendek sederhana secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar. b. Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancer, dan berterima dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

Membaca  Standar komptensi 1. Memahami makna tes tertulis fungsional pendek dan esai sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. 

Indikator a. Membaca nyaring bermakna teks tulis fungsional dan esai berbentuk descriptive dan recount pendek sederhana dengan ucapan, tekanan dan intonasi yang berterima berkaitan dengan lingukngan sekitar. b. Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat lancer dan berterima yang berkaitan dengan lingkungan sekitar: 

teks fungsional pendek berupa undangan dan pesan singkat.



tata bahasa : request



kosakata : kata terkait, tema dan jenis teks



ungkapan baku : don’t be late! & don’t miss it!

c. Merespon makna dan langkah retorika teks tulis esai secara akurat, lancer dan berterima dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk descriptive dan recount.

19

Menulis  Standar kompetensi 1. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk descriptive dan recount untuk berterinteraksi dengan lingkungan sekitar. 

Indikator a. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima dengan lingkungan sekitar. b. Mengungkapkan makna dan langkah-langkah retorika dalam esai pendek secra akurat, lancer, dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk recount dan descriptive teks.

CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the research To carry out this study, the writer decided to choose PGRI 2 Ciputat. This is located at Tegal rotan Desa Pondok Aren, Kec. PondokAren, Tangerang Selatan.SMP PGRI 2 Ciputat academic year 2013/2014. B. Method of Study In this research the writer used comparative descriptive method. She compared summative test in the syllabus,whether each test items of the summative test for the first year students of SMP PGRI 2 Ciputat the indicators as suggested its syllabus on the content validity.The test was measured with the syllabus and indicators especially from reading, writing, and speaking skills. She calculates the result based on the formula of the test analysis. So based on the data and types of information needed of this research, the writer used qualitative research categorized as descriptive analysis. It described the conformity and unconformity of the SMP PGRI 2 Ciputat summative test with the syllabus and indicators. C. Research Instrument The research instruments are used by the writer in collecting the data were: 1. Paper/ test booklet The writer ask the English summative test paper from the school. The test items which multiple choice are 30 items number and the items in essays are 5 items. 2. English syllabus and indicators for the second year students of Junior High School.

20

21

The writer analyzed the test items on the summative test and then conform it to the English syllabus and the indicators. C. Technique of Data Collecting The instruments used in collecting the data they are English summative test and English syllabus of the odd semester for the first year students of SMP PGRI 2 Ciputat. The English summative test was held on December 2013. The writer focused

on reading,writing, and speaking skills because the summative test

consists of multiple choice items, essays, and there are some dialogues represent the indicators of reading and writing. D. Technique of Data Analysis To describe the data, the writerdescribes the information about the kinds of the test item which conform to the syllabus and indicators. Then collected the data are analyzed used qualitatively and quantitatively used to determine whether the items of the test have represented to the functional skills. While, the qualitative analysis used to measure the percentage of conformity between content of the test with the functional skills. Quantitative, the data are calculated using the formula:

F P = ──× 100% N

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.

22

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 %

= Bad1

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.

1

SuharsimiArikunto, ProsedurePenelitian, (Jakarta: RinekaCipta. 2003). P.313

CHAPTER IV RESEARCH FINDING AND DISCUSSION 1. The Description of the Data The writer analyzes the test materials whether they conform to the English syllabus of SMP PGRI 2 Ciputat. The data was a written test and the instrument was a syllabus. The English test was made by an English teacher of SMP PGRI 2 Ciputat. The data used in this study is the English summative test for odd semester, which is called Ulangan Umum Semester Ganjil Tahun Pelajaran 2013/2014 for the Second Grade students of SMP PGRI 2 Ciputat. The total numbers of reading and writing test items are 35 items which consist of 30 multiple choice items and 5 essays. The data analyzed measured only two skills. They were reading and writing. The analyze start from number 11-40 multiple choice and 5 essays. The test was held on Tuesday, 3th December 2013 with the given time 120 minutes.Having investigated the summative test items, the writer is able to describe the data as follows: The numbers of reading consist of 22 items number. The number writing test consist of 13 items number. The kinds of indicator reading are recount text, descriptive text, invitation, and short message. The kinds of indicator writing are complete the invitation, announcement, short message, suitable word, recount and descriptive. Thus, the writer separated the syllabus into reading and writing skill. The data were described as the table below:

23

24

Table 4.1 The Distribution of Reading Indicator Reading Indicator

Data Found

Total

in the Summative test items

a) Membaca dengan nyaring dan bermakna teks fungsional pendek berupa descriptive dan recount b) Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa descriptive dan recount teks. c) Mengidentifikasi fungsi social teks fungsional pendek berupa undangan, pesan singkat d) Mengidentifikasi ciri kebahasaan teks fungsional pendek berupa undangan, pesan singkat e) Merespon makna gagasan dalam esei pendek sederhana

0 14,15,21,

5 test

22, 28,

items

0 0 23, 30

item

f) Merespon makna tekstual dalam teks descriptive dan recount

16, 24, 31

g) Merespon langkah retorikateks descriptive dan recount h) Merespon pertanyaan tentang tujuan komunikatif teks descriptive dan recount

0

i) Merespon ciri kebahasaan teks descriptive dan recount j) Membaca nyaring teks descriptive dan recount Total

2 test

3 test item

13, 29,33

3 test item

0 0 4 indicators

13 test items

Based on the table above, there are 10 indicators of reading. However, the English summative test fulfilled only 4 indicators and they are developed into 13 test items. The percentage of the conformity level for the reading skill indicator can be calculated as follow:

25

F P = ──× 100% N 4 P = ──× 100% 10 P = 40 % P = percentage of content validity for the indicator of reading skill F = frequency of reading skill indicator appearance in the test items N = total of reading skill indicator required in the English syllabus

From the calculation above, it can be seen that the percentage of the conformity level for the reading skill is 40 %. It means that the distributions of items number are not proportional. Table 4.2 The Distribution of Writing Indicators Writing Indicator

Data Found in the

Total

summative test items

a) Melengkapi rumpang teks fungsional pendek

32

1 test item

b) Menyusun kata menjadi teks fungsional yang bermakna

37,38, 3 essay

c) Melengkapi kosakata dan tata bahasa terkait

34,35,36

3 test item

jenis teks fungsional

3 test item

d) Menulis kalimat sederhana terkait jenis teks e) Menulis teks fungsional pendek berdasarkan jenis teks terkait f) Melengkapi rumpang teks essai pendek

2 essay

1 test item

26

g) Menyusun

kalimat

menjadi

teks

yang

39,40, 5 essay

bermakna

3 test item

h) Menulis kalimat dalam bentuk descriptive

4 essay

dan recount

1 test item

Total

6 indicators

12 test items

According to the table above, there are 8 indicators of writing. However, the English summative test fulfilled only 6 indicators and they are developed into 12 test items. The percentage of the conformity level for the writing skill can be calculated as follow: F P = ──× 100% N 6 P = ──× 100% 8 P = 75 %

P = percentage of content validity for the indicator of writing skill F = frequency of writing skill indicator appearance in the test items N = total of writing skill indicator required in the English syllabus

From the calculation above, it can be seen that the percentage of the conformity level for the writing skill is 75 %. It means that the distributions of writing are almost proportional. After analyzing the distribution of the test items of reading and writing indicators, the writer also describes the conformity and unconformity of summative test items which are compared to the English syllabus. They can be described as below:

27

Table 4.3 The Conformity between the Summative Test Items and the English Syllabus No.

1

Syllabus

Number Test

Indicators of reading skill

Items

Mengidentifikasi

berbagai

Total

14,15,21, 22, 28,

5 test items

23, 30

2 test item

16, 24, 31

3 test item

13, 29,33

3 test item

Number Test

Total

informasi dalam teks fungsional pendek berupa descriptive dan recount teks. 2

Merespon makna gagasan dalam esei pendek sederhana

3

Merespon makna tekstual dalam teks descriptive dan recount

4

Merespon tujuan

pertanyaan

tentang

komunikatif

teks

descriptive dan recount No.

Syllabus Indicators of writing skill

1.

Melengkapi

rumpang

Items

teks

32

1 test item

teks

37,38, 3 essay

3 test item

34,35,36

3 test item

2 essay

1 test item

39,40, 5 essay

3 test item

fungsional pendek 2.

Menyusun

kata

menjadi

fungsional yang bermakna 3.

Melengkapi kosakata dan tata bahasa

terkait

jenis

teks

fungsional 4.

Melengkapi rumpang teks essai pendek

5.

Menyusun kalimat menjadi teks yang bermakna

28

6.

Menulis kalimat dalam bentuk descriptive dan recount

4 essay

Total the conform indicator are 10 indicators

1 test item

25 test items

From the table above, it can be seen that there are 4 indicators of reading and 6 indicators of writing skill which are appropriate to the English syllabus at second grade of odd semester. There are 5 indicators about specific information, 2 indicators about main idea, 3 indicators about meaning of text, 3 indicators about purpose of communicative of text, 1 indicators about complete the text, 3 indicators covering arranged word into good sentence, 3 indicators covering complete the verb refer the text, 1 indicators covering complete the suitable word, 3 indicators covering arranged sentence to be good paragraph, 1 indicators covering write an essay. The percentage of the conformity between the summative test items and the English syllabus can be calculated as follow:

F P = ──× 100% N 10 P = ──× 100% 18 P = 55,5 %

P = percentage of indicators reading and writing F = frequency of indicators reading and writing Appearance in the Test Items N = Number of indicators

From the result of the calculation of the conformity between the summative test items and the English syllabus above, it shows that the conformity of the test items

29

based on the indicators in the English syllabus is 55, 5 %. Based on the Arikunto’s criteria, the percentage above fell into level of 40%-55% which meant that the distribution was less good.

Table 4.4 The Unconformity between the Summative Test Items and English Syllabus No.

The indicator that are not found in the

Item Number

Total

11,12

2 item test

17,18,19

3 item test

20, 25,26,27

4 item test

1 essay

1 item test

4 indicators

10 test items

English syllabus (Reading and Writing)

1.

Menjawab berbagai pertanyaan tentang informasi dalam teks pendek berbentuk surat

2.

Merespon

berbagai

informasi

tentang report text 3.

Mengidentifikasi

makna

text

dalam teks berbentuk report text 4.

Melengkapi rumpang teks tentang expression yang berkaitan dengan meminta

pendapat

dan

memberikan pendapat Total

From the table above, it is described that there are 4 indicators in both reading and writing that do not conform to the English syllabus at the second year of odd semester, they are: 2 indicators covering of finding the specific information about letter, 3 indicators covering of finding specific information about report text, 4 indicators identifying meaning about report text and 1 indicators covering of complete the dialogue expression about agree and disagree.

30

2.

The Analysis of the Data Based on the table and descriptions before, the writer found, that some indicators

are not suggested in the syllabus but they are included in the test items. For the example answering some questions about specific information form on letter and determining meaning text form of report text. In fact, the material of letter and report text has been taught in the last section of even semester material. Besides, some development of some syllabus requirements in the test items was not proportional. There were some learning activities which had many item numbers. In contrast, there were some learning activities which had few item numbers develop in the test. For example, according to the learning activities of reading, particularly for determining rhetorical steps of the texts in the form of descriptive test and recount text, and mentioning characteristic of short functional text in the form of invitation, there were not test items represent them. It also happened to the learning activities of writing. Based on the explanation above, the writer assumed that some possibility reason why there were some materials of the learning activities suggested in the syllabus did not appear or did not develop in the test. It could happen because the test maker assumed that it would be too easy for the students to answer them. Moreover, it could happen because of the limitation of time. There were so many test items which needed so much time to answer, especially for the writing components. So, the test maker defined the limitation of the improvement or the development of the learning activities in the test items.

3.

The Interpretation of the Data The following describe the level of the conformity of summative test items to the

syllabus. We can see as follow: F P = ──× 100% N

31

10 P = ──× 100% 18 P = 55,5 % P = percentage of indicators reading and writing F = frequency of indicators Appearance in the Test Items N = Number of Indicators

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 %

= Bad1

The total numbers of reading and writing test items are 35 items which consist of 30 multiple choice items and 5 essays. The data analyzed measured only two skills. They were reading and writing. The analyze start from number 11-40 multiple choice and 5 essays.From the interpretation of the data above, the percentage validity level of the English summative test for the second year students of SMP PGRI 2 Ciputat, in the odd semester 2013/2014 academic year was 55, 5%. According Arikunto’s meant of conformity level, which percentage fell into level of 40%– 55 % is less good. The percentage 55,5% adopted from indicators of reading represent by syllabus only 4 indicators, and only 6 indicators represent with syllabus. The total numbers’ of indicators of reading and writing 10 indicators, while the total indoctor on the syllabus 18 indicators.

1

SuharsimiArikunto, ProsedurePenelitian, (Jakarta: RinekaCipta. 2003). P.313

32

No.

Number Of Indicators

Items Number that

Total Frequency

Represent the Indicators Reading

1.

Skills

that

conform with the syllabus

14,15,21, 22, 28, 23, 30, 16, 24, 31, 13, 29,33

4 Indicators

F P = ──× 100% N 4 P = ──× 100% 10 P = 40 %

Writing

2.

Skills

conform with the syllabus 6 Indicators

that

32, 37,38, 3 essay, 34, 35, 36, 2 essay,

F P = ──× 100%

39, 40, 5 essay,

N

4essay

6 P = ──× 100% 8 P = 75 %

Total Indicators

of

18 Indicators

10 items

F P = ──× 100%

that

N

Represent

10 P = ──× 100%

with Syllabus

18 P = 55,5 %

Then, the writer was able to see the table 4.7 the total percentage of reading skills are 40% and total percentage of writing skills are 70%. But the total number percentage of indicators reading and writing skills are 55.5%. So, the English summative test for the second year students of SMP PGRI 2 Ciputat in the odd semester of the 2013/2014 academic year had less good content validity.

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion In this research the analyzed the test items, whether each test items of the summative test for the eight students of SMP PGRI 2 represent the indicators as suggested its syllabus as an indicator of the content validity. Also, this research is categorized as descriptive analysis. It described the conformity and unconformity of the SMP PGRI 2’s summative test with the indicators. 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 second year students of junior high school of PGRI 2 is 55, 5% valid in terms of its conformity with the items test. The items tests that represent the suggested indicators in the syllabus are 25 items and the unconformity items are 10 items. So, based on Arikunto’s opinion, is means sufficient because the percentage level of 40%-55%. Therefore, the writer concludes that the English summative test of the odd semester on the eight students of SMP PGRI 2 Ciputat has less good content validity. Although based on the percentage of its conformity with the indicators is 55, 5% valid. B. Suggestion Based on what the writer found, that some indicators are not suggested in the syllabus but they are included in the test items. There are some indicators which only have few items number. Instead they just have one item numbers. So, the indicator should be improving the indicator by the test and before making a test, the test designer has to understand how to write a good test in term of validity. And the

33

34

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 appropriate sample of the materials as suggested by the syllabus.

BIBLIOGRAPHY

E Gronlund, Norman, Measurement and Evaluation in Teaching, sixth edition, (New York: Mcmillan Publishing co,1985) Haryati, Mimin, Model danTeknik Penilaian Pada Satuan Pendidikan, (Jakarta: Gaung Persada Press, 2009) Sudijono, Anas, PengantarEvaluasiPendidikan, (Jakarta: PT:Grafindo Persada,2008) Hughes, Athur, Testing for Language Teacher, (New York: Cambridge Univercity Press.,1995) ArifinM,Pd, Drs. Zaenal, PT.Remaja Rosdakarya,2009)

EvaluasiPembelajaran,(Bandung:

E. Gronlund, Norman, Assessment of Student Achievement, (New Jersey: Person, 1985) Brown, H. Douglas, Teaching by Principles an interactive Approach to Language Pedagogy, (Longman: Sanfransisco State University, 2001) Swarupa, Rani, T., R. Priyadarsaini, J, and Rao, DigumartiBhaskara(ed.), Educational Measurement and Evaluation, New Delhi: Discovery Publishing House, 2004 Gronlund, Norman E and Robert L, Linn, Measurement and Evaluation in Teaching, New York: Collier Macmillan Publisher, 1990 Arikunto, Suharsimi, Dasar – DasarEvaluasiPendidikan Ed. Revisi, Cet5. Jakarta: BumiAksara, 2010 Thorndike, Robert M. and Tracy Thorndike-Christ, Measurement and Evaluation in Psychology and Education, (Boston: Pearson Education, 2010)

Gareis, Chistoper R. and Leslie W. Grant, Teacher Made Assessments, (Depot Way West, Larchmont: Eye On Education,2008) Mujiono, Yohanes, In paper “Tips Developing Materials for the 2006 Curriculum, (Jakarta: Unika ATMAJAYA) Ur, Penny, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996)

Data Card  Conformity Data No

The question

item Text for question number 11-12 January, 24th, 2011 Dear Susan, Thank you for your suggestion going to Bunaken. I had a great time on my holidays last month. I went to Bunaken. I went there with some friends. I departed from Jakarta on Wednesday afternoon and arrived there on Thursday morning. When we arrived in the hotel, we took a rest a while. In the afternoon, we went to dive in Bunaken Sea. I was amazed by the scenery under the sea. It was a really beautiful place that I have ever visited. I spent a week there and went home on Tuesday. Sincerely, MelaniAditya

How many days did Melani spend her holiday in Bunaken? a.

Five days

b.

Seven days

c.

Six days

d.

Eight days

11.

1

2

These questions ask students to identify the question how many days. It can be understood that this item measures the student’s ability in responding about days the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text. No

The question

item “When we arrived in the hotel, we took a rest for while.” (line 9) The word “we” refers to …. 12

a. Susan and Melani b. Susan and her friends c. Melani and her friends d. Melani and the guide

These questions ask students to identify the purpose of the text. It can be understood that this item measures the student’s ability in responding the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text. No

The question

item Text for question number 13-14 Announcement To : All Basketball Team We will have technical meeting for the next match. Please do come to school on Sunday 12that 09.00 a.m. 13

Coordinator.

3

What is the purpose of the short functional text above? ............. a. To tell about the match b. To inform about technical meeting c. To amuse the readers about meeting d. To invite the students to join the match

These questions ask students to identify the purpose of the text. It can be understood that this item measures the student’s ability in responding the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text. No

The question

item

To whom this announcement announces? a. Basketball team 14

b. Students c. Teacher d. The team coordinator

These questions ask students to identify the purpose of the text. It can be understood that this item measures the student’s ability in responding the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text.

4

No

The question

item Text is for question 15-16

To : Emmy Suliatiningsih I will be glad if you want to come to my 14th birthday party. It will be held: Date : February 28th2014 Time : 5.00 p.m Place : Jl. Raya Baruga No. 26, Makassar Sincerely yours Rahmi 15

Which of the following statement is TRUE according to the text? a.

Emmy invites Rahmi to her birthday

b.

Emmy lives in Jl. Raya Baruga No.26

c.

Rahmi is Emmy’s twin sister

d.

Rahmi was born on October, 28th 2000

This question asks the students to show which is not true about text. It can be understood that question tries to measure the students’s ability in understanding factual information from the short functional text. Therefore, it conforms

to

the

suggested

indicator

“mengidentifikasiberbagaiinformasidalamteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item 16

The question “I will be glad if you want to come to my 15thbirthday party.” (line 2)

5

The underlined word has the same meaning with …. a.

Satisfied

b.

Sad

c.

Happy

d.

Grateful

These questions ask students to identify the purpose of the text. It can be understood that this item measures the student’s ability in responding the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text. No

The question

item Text for 17-20 Singapore Singapore is an island city of about 4 million people. It’s a beautiful city with lots of parks and open spaces. It’s also a clean city. Most of the people live in high-rise flats in different parts of the island. The business district is very modern, with lots of tall new office building. Singapore also has some nice older sections. In china town there are rows of hold shop houses. The government buildings in Singapore are very beautiful. They are date from the colonial days. Singapore is famous for its shops and restaurants. There are many good shopping centers. Most of the goods are free. Singapore’s restaurants sell Chinese, India, Malay, and European food, and the price are quite reasonable. (Source: Dit. PSMP, 2006) How is the city in Singapore? a.

It’s noise city.

6

17 b.

It’s dirty city.

c.

It’s clean city.

d.

It’s crowded city.

The question of number17 asks students to identify how is Singapore. It can be understood that this item measures the student’s ability in responding recount text. Thus, these items conform to the recommended indicator namely,“Mengindentifikasi berbagai informasi dalam teks fungsional pendek”, In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question These statements are true based on the text, EXECPT …..

a. 18 b.

Singapore has lots of parks and open spaces The business district is very old

c.

There are old shops in Chinatown in Singapore

d.

The price of the restaurants in Singapore is reasonable

This question asks the students to show which is not true about text. It can be understood that question tries to measure the students’s ability in understanding factual information from the short functional text. Therefore, it conforms

to

the

suggested

indicator

“mengidentifikasiberbagaiinformasidalamteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question What does last paragraph tell about? It tells about ….

19 a. b.

Singapore and it’s condition The shopping centers in Singapore

7

c.

The food in Singapore

d.

The shops and restaurants Singapore

This question asks students to determine tells about of the parahraph. It can be understood that this item measures the student’s ability in identifying the topic from the text. Thus, this item conforms to the recommended indicator namely, “mengindentifikasikan makna gagasan dalam teks berbentuk: recount dan descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question “They are date from the colonial days.”(line 10) What does the word “they” refer to?

20

a.

Singapore

b.

The old shop

c.

The government building

d.

The old section

This question asks students to determine the same meaning from the text. It can be understood that this item measures the student’s ability in identifying the meaning from the text. Thus, this item conforms to the recommended indicator namely,“mengidentifikasi makna dalam teks tulis recount dan descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question Text for number 21-23 Camping The weather was very clear. My family and I decided to go camping last holiday. Father prepared the tent and other equipment.

8

Mother prepared the cooking and eating utensils. I took my fishing rod and my brother brought his sport equipment. When everything was ready, we left for the camping site in countryside. There were many campers when we arrived at the camping site. Unfortunately, the good location near the river had been occupied by other campers so we had look for another place. Finally, we found a good place little bit further. It was near the big tree. After setting up the tent, my father and I went fishing. We joined other people sitting on the rock near the river. In the evening, father made a fire. Mother cooked the fish we caught. I could say that it was the best fish I had ever tasted. Sleeping in tent was a very wonderful experience. I woke up early in the morning. I felt fresh. Then I accompanied my brother playing ball. 21

In the afternoon, we came back home.

What did the writer after deciding to go camping? a.

He brought his sport equipment

b.

He prepared the tent and other equipment.

c.

He took the fishing rod

d.

He prepared the cooking and eating utensils.

This question asks students to identify the communicative purpose of the text. It can be understood that this item measures the student’s ability in responding the descriptive text. Thus, this item conforms to the recomended indicator namely, “tujuan komunikatif teks descriptive dan recount”. In addition the text used is descriptive text. Thus, it also conforms to suggest text No item

The question Which the statement is TRUE based on the text?

22 a. b.

The writer and his father went fishing after setting up the tent. The writer woke up late in the morning.

9

c.

They set the tent near the river.

d.

There were only a few campers when they arrive in the camping site.

This question asks the students to show which is true about text. It can be understood that question tries to measure the students’s ability in understanding factual information from the short functional text. Therefore, it conforms to the suggested

indicator

“mengidentifikasiberbagaiinformasidalamteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No

The question

item What is the text about? a. 23 b.

Going camping last holiday The clear weather

c.

Preparing camping equipment

d.

Many campers in the countryside

This question asks students to determine tells about of the parahraph. It can be understood that this item measures the student’s ability in identifying the topic from the text. Thus, this item conforms to the recommended indicator namely, “mengindentifikasikan makna gagasan dalam teks berbentuk: recount dan descriptive.” In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item 24

The question “The river had been occupied by other campers…” (line 11)

10

The underlined word is the same as … a.

Bought

b.

Grabbed

c.

Inhabited

d.

Authorized

This question asks students to determine the same meaning from the text. It can be understood that this item measures the student’s ability in identifying the meaning from the text. Thus, this item conforms to the recommended indicator namely,“mengidentifikasi makna dalam teks tulis recount dan descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question Text for number 25-27 Vanessa Mae Vanessa MaaeVanakorn Nicholson is a famous musician. She is only sixteen years old, but she is a world famous violist. When she plays classical violin concert on her electric violin, the world listens. Vanessa Mae is Thai Chinese. Her mother is Chinese and her natural father is Thai. She is from Singapore but now she lives in London with her mother and her English step father. She’s got cousins, aunts, uncles and grandparents in Thailand, Singapore, china, and England. What is the musical instrument that Vanessa plays?

a.

Piano

25 b.

Violin

c.

Guitar

d.

Harp

11

The the question of number 25 asks students to determine the musical instrument Vanessa play. It can be understood that this item measures the student’s ability in responding recount text. Thus, these items conform to the recommended indicator namely,“Mengindentifikasi berbagai informasi dalam teks fungsional pendek”, In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question Where does Vanessa live?

a. 26 b.

China Thailand

c.

Singapore

d.

London

This question asks students to know where does Vanessa live?. It can be understood that this item measures the student’s ability in responding recount text. Thus,

these

items

conform

to

the

recommended

indicator

namely,“Mengindentifikasi berbagai informasi dalam teks fungsional pendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question “Her mother is Chinese and her natural father is Thai.”(line 7) What is the meaning of the underlined word?

27

a.

Handsome

b.

Kind

c.

Biological

d.

Unreal

12

This question asks students to determine the same meaning from the text. It can be understood that this item measures the student’s ability in identifying the meaning from the text. Thus, this item conforms to the recommended indicator namely,“mengidentifikasi makna dalam tekstulis recount dan descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question Text for number 28-31 A Bad Morning What a bad morning! I hope I will never have such a bad luck again. My mother came out of the kitchen and furiosly reprimanded me for my bad temper. Feeling unhappy, I went to the bathroom to brush my teeth. While brushing my teeth, I was was lamenting the unfortunate things that happened when, all of a suden, the toothbrush broke into two. It was beautiful Sunday. As I am not an early bird by nature, I thought I would laze in bed for a while, but my mother told me get up and not to laze the day away. Reluctantly, I dragged my self out of bed, but only after my mother promised to have breakfast ready for me soon. Still feeling groggy, I tripped over my little sister’s doll and fell. I yelled out in pain and threw it through the door. My little sister was coming through the door at the same time, but managed to duck in the nick of time. However, the doll hit the passage wall and its head broke off. My sister then started to cry.

28

Why did the writer feel unhappy?

13

a.

Because his toothbrush broke into two

b.

Because his sister’s doll was broken

c.

Because his mother reprimanded his bad temper

d.

Because he tripped over a doll

This question asks students to know why did the writer feel unhappy?. It can be understood that this item measures the student’s ability in responding recount text. Thus, these items conform to the recommended indicator namely,“Mengindentifikasi berbagai informasi dalam teks fungsional pendek”, In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question What is the communicative purpose of the text?

a. 29 b.

To tell the readers about past experience To amuse the readers about the story

c.

To describe about the writer’s experience

d.

To inform the readers about the bad morning

This question asks students to identify the communicative purpose of the text. It can be understood that this item measures the student’s ability in responding the descriptive text. Thus, this item conforms to the recomended indicator namely, “tujuan komunikatif teks descriptive dan recount”. In addition the text used is descriptive text. Thus, it also conforms to suggest text. No item

The question What is the third paragraph about?

30 a. b.

The bird by nature The lazy writer

14

c.

The beatiful Sunday

d.

The lazy day

This question asks students to determine tells about of the parahraph. It can be understood that this item measures the student’s ability in identifying the topic from the text. Thus, this item conforms to the recommended indicator namely, “mengindentifikasikan makna gagasan dalam teks berbentuk: recount dan descriptive.”

No item

The question “I yelled out in pain and threw it through the door.” (line 18) What does the word “it” refer to?

31

a.

Sister

b.

Doll

c.

Bed

d.

Door

This question asks students to determine the same meaning from the text. It can be understood that this item measures the student’s ability in identifying the meaning from the text. Thus, this item conforms to the recommended indicator namely,“mengidentifikasi makna dalam teks tulis recount dan descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text

No item

The question Text for number 32-33

15

ANNOUNCEMENT English Speaking Club

There will be a program to develop our speaking skills next Sunday. We’’ll practice guiding tourist in Prambanan Temple. Please ..... soon since there are limited saets. Depature Time

: 08.00 a.m

Fee

: Rp. 20.000,-

Contact Person 32 : Sasha, Ridho Chiefperson Toni Dirata

What is the correct word to fill the missing word? a.

Come

b.

Visit

c.

Register

d.

Submit

This question asks students to complete the word in announcement and dialogue. It can be understood that these items measure the student’s ability in finding missing words. Thus, this item conforms to the recommended indicator namely, “Melengkapirumpangteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question What is the purpose of the text above?

33 a. b.

To tell the English club members to guide tourist To invite the English club members to come to Prambanan temple

16

c.

To describe the program to English club members

d.

To inform the English club members to join the program

These questions ask students to identify the purpose of the text. It can be understood that this item measures the student’s ability in responding the invitation and announcement text. Thus, these items conform to the recommended indicator namely, “Mengidentifikasi fungsi social teks fungsional pendek berupa: undangan dan pesan singkat”.In addition the text used is invitation and announcement text. Thus, it also conforms to the suggested text.

No item

The question Text For Number 34-36

Thomas Alva Edison Thomas Alva Edison was one of the greatest investors of all time. He lived from 1847-1931. He was born in Milan, Ohio, in 1847. In 1985 his family moved to Port Huron Michigan. When he was 12, he got very sick. As a result, he became partially deaf. He (34) .... school for only three months there. So, his mother taught him reading, writing, and arithmetic. 1862, Edison saved a boy from being run over by a train. The boy’s father operated a telegraph machine. As thanks, the father taught Edison how to oprate the telegraph. Later, Edison made improvement to the telegraph. 1876, Edison (35) ... the first industrial reasearch laboratory at Menlo Park, New Jersey. One of his in invesntions is the long-lasting light bulb.

17

Thomas Alva Edison died in 1931. When he died all electric current in the country was turned off. Although he did not have enough formal education and (36) .... deaf, he became a famous inventor. Once he said, “ Genius is one percent inspiration and ninety-nine percent perspiration”. 34 a.

Went

b.

Came

c.

Attended

d.

Studied

This question asks students to determine the suitable words used in the dialogue. It can be understood that these items measure the student’s ability in finding missing and suitable words. Thus, this item conforms to the recommended indicator namely, “Melengkapi rumpang teks essai pendek berbentuk descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question

a. Started 35

b. Start c. Starts d. Starting

This question asks students to determine the suitable words used in the dialogue. It can be understood that these items measure the student’s ability in finding missing and suitable words. Thus, this item conforms to the recommended indicator namely, “Melengkapi rumpang teks essai pendek berbentuk descriptive”.

18

In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question

a. Is 36

b. Was c. Were d. Did

This question asks students to determine the suitable words used in the dialogue. It can be understood that these items measure the student’s ability in finding missing and suitable words. Thus, this item conforms to the recommended indicator namely, “Melengkapi rumpang teks essai pendek berbentuk descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question Raflesia Arnoldi – flower – in – the – largest – is – The world 1 2 3 45 6 7

37 a.

1-6-4-5-2-3-7

b.

1-6-2-7-3-4-5

c.

4-5-2-6-3-7-1

d.

4-5-3-7-6-1-2

19

This question asks students to arrange the generic structure of the text to be a good sentence. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended namely, “Menyusun kata menjaditeksfungsional yang bermakna”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question My family and I – for picnic – To Kaliurang – went – last month 1

2

3

4

5

38 a. 1-2-3-4-5 b. 1-3-4-5-2 c. 1-4-3-2-5 d. 1-5-2-4-3

This question asks students to arrange the generic structure of the text to be a good sentence. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended namely, “Menyusun kata menjaditeksfungsional yang bermakna”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. No item

The question Arrange the jumbled setence into a good paragraph.

(1) There are over 100 species of flower 39

(2) Flowers are large and showy (3) They form a group of erect shrubs (4) One of them is rose, a perennial plant of the genus Rosa

20

a.

3-1-4-2

b.

2-1-3-4

c.

4-1-3-2

d.

2-1-4-3

This question asks students to arrange the generic structure of the text to be a good paragraph. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended namely, “Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive dan recount”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question “I slowly walked to the window and opened the curtains” The adverb in the sentence is …..

a. Walked to 40 b.

And

c.

Slowly

d.

Opened

e.

Curtains

This question asks students to arrange the generic structure of the text to be a good paragraph. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended namely, “Menyusun kalimat menjadi teks yang bermakna dalam bentuk

21

descriptive dan recount”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text. essay No item

The question Complete the dialogue using the suitable expression. ( Tania and Ann is in a mall to look for dress in a store) Sales girl : Good morning. Can I help you, Miss? Tania

41

: Oh, yes. Can I see that red dress?

Sales girl : Of course. Here you are. Tania

: Thank you. Ann what do you think of this dress?

Ann

: ....., you will look beautiful if you wear it

Tania

: thanks, ..... these yellow shoes?

Ann

: I think the blue ones are better. They suit to your dress a lot

This question asks students to complete the word in announcement and dialogue. It can be understood that these items measure the student’s ability in finding missing words. Thus, this item conforms to the recommended indicator namely, “Melengkapirumpangteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question Complete the paragraph with the words from the box

42

Located

Island

Climate

Rainforests

THE HAWAIIAN ISLANDS

Green

22

The Hawaiian Island are (1) .... in the middle of the Pacific Ocean, far away from any other land. There are eight (2) .... of different sizes, and while they differ from each other in some ways, they share many features. They all have a tropical (3) ...., with temperature of about 7800c (25.60 C ) in the winter and 8500c (29.40 C ) in the summer. Rain falls often, but not for long. The islands also share a natural beauty, with mountains and waterfalls, (4) ...., and long beaches. Their waters are filled with colourful fish, dolphins, and giant sea turtles.

( source : Dit. PSMP, 2006)

This question asks students to determine the suitable words used in the dialogue. It can be understood that these items measure the student’s ability in finding missing and suitable words. Thus, this item conforms to the recommended indicator namely, “Melengkapi rumpang teks essai pendek berbentuk descriptive”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item 43

The question Arrange these words into a good sentence. Helped - dumplings – I – make my mother – this morning.

This question asks students to arrange the generic structure of the text to be a good sentence. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended

23

namely, “Menyusun kata menjaditeksfungsional yang bermakna”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item 44

The question Make two sentences using simple past tense.

This question asks students to make sentences to be a good sentences used simple past tense. It can be understood that this item measures the student’s ability in to make the sentences. Thus, this item conform the recommended namely, “Menulisteksfungsionalpendek”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

No item

The question Arrange these sentences into a good paragraph.

1. They stayed at a hotel after they arrived in Jakarta. 2. They went to Jakarta on Sunday morning by train. 45

3. Dina and her club went home town on Thursday morning. 4. They didn’t get any victory from all the matches, but they felt happy. 5. The match started Monday to Wednesday. 6. Dina and her badminton club had a trip to Jakarta for a national junior badminton match.

This question asks students to arrange the generic structure of the text to be a good paragraph. It can be understood that these items measure the student’s ability in rhetoric steps in the text. Thus, this items conforms the recommended

24

namely, “Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive dan recount”. In addition the text used is descriptive and recount text. Thus, it also conforms to the suggested text.

 Inconformity Items No item

1

The question Anto

: …, Madam? The books look very heavy

Teacher

: that’s very kind of you. Thank you

Anto

: you’re welcome, Madam.

What is the suitable expression in the dialogue? a.

Can you help me

b.

Could you do me a favor

c.

Can I help you

d.

Please, help me

This question asks students to identify factual information from the text. This question is “what is the suitable expression?” the answer needed words which match with the text. It is called as factual information. Thus it can be comprehended that these questions try to measure a student’s ability in identifying factual information from the text. If the text is seen from the “indicator”, it talks about greetings. Thus it can be concluded that these questions do not conform to the curriculum, because “greeting” is not included into suggested “indicator”.

No item

The question

25

Andi

: would you like any help?

Bella : thank you for offering, but I think I can manage my self. What does the underlined expression mean? 2 a. Asking for help b. Giving help c. Offering help d. Rejecting help

These questions ask students to identify factual information from the text. Number 2 asks the students to identify about “what does the underlined expression mean?”The answer needed for those questions are called as factual information. Thus it can be comprehended that these questions try to measure a student’s ability in identifying factual information from the text. If the text is seen from the “indicator”, it talks about greetings. Thus it can be concluded that these questions do not conform to the curriculum, because “greeting” is not included into suggested “indicator”.

No item

The question Sri

: Ani, have a seat please….?

Ani

: that’s alright. I’m not thirsty.

What is the suitable expression? 3 a.

Would you like something to eat

b.

Would you like something to drink

c.

Have a seat, please

d.

Have you drunk some water

This question asks students identify factual information from the text. This number identify about “suitable expression above?” the answer needed for those questions are called as factual information. Thus it can be comprehended that

26

these question try to measure a student’s ability in identifying factual information from the text, if the text seen from indicator it talks about instruction. Thus it can be concluded that this questions do not conform to the curriculum, because instruction is not included in to suggested indicator.

No item

The question Dad

: it is 5 p.m. why do you come home late, Nina?

Nina

: I am sorry, Dad. I did the group task.

Dad

: don’t tell a lie. Your sister saw you in a mall with your friends

today. Now tell me, Nina. Did you go to the mall today? Nina

: …, .Actually, we did the task first. Then, we went to the mall.

I’m really sorry that I didn’t tell you the truth, Dad. 4

Dad

: I forgive you now. But promise me you won’t do it again.

Nina

: thank you very much, Dad. I promise.

What is the suitable expression above? a.

Of course

b.

Yes, I admit it

c.

No, thanks.

d.

Sure, why not?

This question asks students identify factual information from the text. This number identify about “suitable expression above?” the answer needed for those questions are called as factual information. Thus it can be comprehended that these question try to measure a student’s ability in identifying factual information from the text, if the text seen from indicator it talks about instruction. Thus it can be concluded that this questions do not conform to the curriculum, because instruction is not included in to suggested indicator.

27

No item

The question Wina : what do you think about going to Yogyakarta next holiday? Audi

: ….. . I’ve ever been to Yogyakarta.

The correct expression above is …. 5 a.

That’s good idea

b.

That’s bad

c.

I don’t think so

d.

I don’t agree with you

This question asks students identify factual information from the text. This number identify about “expresses” the answer needed for those questions are called as factual information. Thus it can be comprehended that these question try to measure a student’s ability in identifying factual information from the text. If the text seen from indicator it talks about complete the instruction. Thus it can be concluded that this question do not conform to the curriculum, because complete the instruction is not included in to suggested indicator. No item

The question Nita

: Look at that man! Wow, surfing is very dangerous.

Liana

: Really? I think surfing is very interesting. I want to try

it someday. Nita 6

: I don’t think so. And I don’t want to try it.

What does Nita express? a. Agreement b. Disagreement c. Giving opinion d. Refusing opinion

28

These questions ask students to identify factual information from the text. Number 6 asks students to identify “what does the express?”. The answer needed for those questions are called as factual information. Thus it can be comprehended that these questions try to measure a student’s ability in identifying factual information from the text. If the text is seen from the “indicator”, it talks about greetings. Thus it can be concluded that these questions do not conform to the curriculum, because “greeting” is not included into suggested “indicator”.

No item

The question Lely

: would you like to join us in the charity?

Elena : ….., Lely 7

: That’s great. I’ll inform you again about the charity.

What does Elena express? a. I’d love to. Thank you. b. Please don’t. c. No problem. d. Are you kidding me?

These questions ask students to identify factual information from the text. Number 7 ask about what dose Elena express.The answer needed for those questions are called as factual information. Thus it can be comprehended that these questions try to measure a student’s ability in identifying factual information from the text. If the text is seen from the “indicator”, it talks about greetings. Thus it can be concluded that these questions do not conform to the indicator, because “greeting” is not included into suggested “indicator”. No item

The question Yuni

8

: Today is a sunny day. It’s better to go swimming.

Nana : …. . I love swimming very much. What is the correct expression?

29

a. I disagree with you. b. I don’t agree. c. I don’t think so. d. Sure, why not.

This question asks students identify factual information from the text. This number identify about “expresses” the answer needed for those questions are called as factual information. Thus it can be comprehended that these question try to measure a student’s ability in identifying factual information from the text. If the text seen from indicator it talks about complete the instruction. Thus it can be concluded that this question do not conform to the indicator, because complete the instruction is not included in to suggested indicator.

No item

The question Rossa : Are these flowers all you? Dinda : Yes, they are. I plant them and I water them every day. Rossa : …. . Dinda : Thank you. I like to do it. It’s my hobby.

9

What is the suitable expression above? a. What looks so bad b. They looks so bad c. You are very diligent girl! d. The flowers are very fresh

This question asks students identify factual information from the text. This number identify about “suitable expression above?” the answer needed for those questions are called as factual information. Thus it can be comprehended that these question try to measure a student’s ability in identifying factual information from the text, if the text seen from t indicator it talks about instruction. Thus it can

30

be concluded that this questions do not conform to the indicator, because instruction is not included in to suggested indicator.

No item

The question Mother

: Congratulation,dear. You can be the championship

Nunu

: thank you, mom.

Mother express her ….. 10

a.

I don’t know

b.

Who care

c.

Sorry

d.

I love you too

e.

I don’t believe it

This question asks students identify factual information from the text. This number identify about “expresses” the answer needed for those questions are called as factual information. Thus it can be comprehended that these question try to measure a student’s ability in identifying factual information from the text, if the text seen from indicator it talks about greeting. Thus it can be concluded that this question do not conform to the indicator, because greeting is not included in to suggested indicator.

PEMERINTAH KQTA TANGERANG SELATAN DINAS PENDIDIKAN SEI(OLAH MENENGAH PERTAMA (SMP) GUGUS 02 SMP ULANGAN AKHIR SEMESTER GANTIL BERSAMA TAHON PELAJARAN 2.013 I 20i4 LEMBARSOAL Mata Pelajaran Hari Tanggal Kelas Waktu

Bahasa lnggris Selasa, 3 Desember 2013 vi'.II ( Delapan) Pukui 09.30 s/d 11.30 Wil)

Petunjak: . l. Gunakan pencil 2B untuk pengisian Len1bar Jawaban Komputer (LJK). 2. ·. Tulislah nama, nomor peserta serta identitas lain pada J.,embar Jawaban Komputer {LJK) dan hitamkan bulatan yang ada di bawah I samping 3. Perhatikan dan-.ikuti petunjuk pengisian pada Lembar Jawaban Komputer (UI9 4. Periksalah'kembali basil pekerjaan anda sebelum diserabkan kepada penga~as I.

PILIHAN GANJ>A

1. An to

: ...., Madam? The books look very heavy. Teacher : That's very kind of you. Thank you. Anto · : You're we~come, Madam. What is the suitable expression in the dialogue? A. Can you help me · B. Could you do me a favor C. Can I help you · D. Please, he\p me

2.

Andi Would you like any help? Bella Thank· you· for offering. but. I think· I can manage myself. . . What does the underlined expression mean? A. Asking for help C. . Offering help ·. B. Giving help D. Rejecting help

3. Sri Ani, have a seat please........? Ani : That's alright. I'm not thirsty. What is the suitable expression? A. Would you like something to eat B. · Would you like something to drink C. Have ascat, please D. Have you drunk some water? 4. Dad: It is S p.m. Why do you come home late, Nina? Nina : I am sony, Dad. I did the group taslc. Dad: Don't . tell a lie. Your sister saw you in a mail with yout·friends today. Now tell me, Nina. Did you go to mall today? · Nina : ..... Actually, .we did the task first. Then, we went to the mall. I'm really sony that I didn't tell you ~e truth, Dad. Dud: I forgive you for now. But·promise me you won't do it again~ Nina : Thank you very qiuch, Dad: I promise. What is the suitable expression.above? A. Of course C. · No, thanks. .I B. Yes, I adinit it. D; Sure, why not?

...

S.. Wina

What do you think about going Jo Yogyaicarta next holiday? Audi .. .".. I've never been to Yogyakarta. The con-ect expression above is ....

A That's a good idea B. That's bad ·

C. I don't think so. I don't agree with you

1?·

6. Nita : Look at that man! Wow, surfing is very dangerous . . Li!Ula : Really? I think surfing is very interesting. I want to try it someday. Nita : I don't think so. And I don't want to try it. What does Nita express? A. Agreement C. Giving opinion B. Disagreement D. Refusing opinion

7. Lely : Would you like to join us in the charity? Elena:· ..... Lely : That's great. I'll inform you · again about the charity. . What docs Elena express? A. I'd love to. Thank you. B. Please don't C. No problein D: Arc you ~dding me?

_.,

8. Yuni : T~y is a sunny day. It;s better to go swimming. .Nana : .... I love swimming very much. · What is the correct expression? A. I disagree with you. C. I don't think so. B. I don't agree. D. Sure, why not? 9. Rossa : Are these flowers all yours? Dinda : Ycs, they are. I plant ·them and I water ·them • everyday. · Rossa :..... Dinda : Thank you. I like to do it. It's my hobby. What is the suitable cxpre~sion above? A. What looks so bad .. B. They loolcs so bad ' C. You are v.~ry diligent girl! D. The flowers arc very fresh I

lO. Mother :

,,...

Congratul~tion,

dear. · You can be the championsh;>. NunU' : Thank you, 'mom. Mother expresses her .... A. Compliment ·c. Praising B. Congratulation D. Surptjsing

-... . . .... , C. Rahmi is Emmy'~ twin sister D. Rahlni was born on October, 28th 2000

Text is for questions number 11-12

January, 241h, 2011 Dear Susan, Thank you for your suggestion for going to Bimaken. I had a great time on my holidays last month. I went · to Bunaken. I went there with some friends. I departed from Jakarta on Wednesefay afternoon and .· arrived there on Thursday morning. When we arrived in the hotel, we took a rest a while. · In the afternoon, we went .to dive in Bunaken Sea. 1 was amazed by the scenery undir· the iea. It was a really beautiful place that I have ever visited. I spent a week there and went home on Tuesday. Sincerely, Melani.Aditya 11. How many days did Melani spend her holiday in Bunaken? C. six days A. five days D. eight days B. seven days 12. "When ~. arrived in the hotel, we took

a rest

for a

while. ''(line 9) The word ''we" refers to ..•• A. Susan and Melani B. Susan and her friends C. Melani and her friends D. Melani and the guide

16. "I will be glA.!l if you want to come to my 15th birthday ·· party. 0 (line 2). The underlined word has the same meaning with .. .. A. satisfied C. · happy B. $ad D. grateful Text is for questions number 17-20

· . Singapore Singapore is an island city of ab'out4 million people. It's a · beautiful city with lots of parks and open spaces. It's also· a clean city. , Most of the people live in high-rise flats in different parts of the island. The business district is very modern, with Jots of tall new office buildings. Singapore also has some nice older sections. In ChinatoWn there are rows of old shop houses. The government buildings in Singapore are very beautiful. They are date from the colonial days. Singapore is famous for its shops and restaurants. There are many good shopping centers. Most of the goods are duty free. 'Singapore's restaurants sell 'Chinese, Indian, Malay arid European food, and the prices arc quite reasonable. (Source: Dit. PSMP, 2006)

17. How is the city in Singapore? A. It's noise city. C. It's clean city. B. It's dirty city. D. It's crowded city. 18. These statements are true based on the text, EXCEPT .... A. Singapote has lots of parks and open spaces. 'B. The business district is very old. C. There arc old shops in Chinatown in Singapore. D. The price of the restaurants in Singapore is reasonable: ·

Text ls for questions number 13-14 Announcement

To : All Basketball T-eam We will have technical meeting for the next match. Please do come to school on Sunday 12th at 09.00 ~m

19. What does last paragraph tell about? It tells about ... . A. Singapore·and it's condition

B. The shopping centres in Singapore C. The food in Singapore D. The shops and restaurants Singapore

Coordinator.

13. What is the purpose of the short functional text above? A. To tell about the match B. To infonn about the technical meeting C. To amuse the readers about the meeting D. To invite the students to join the match 14. To whom this announcement announces? A. basketball team C. teacher ..

D. the team coordina~or .

B. students

Text is for questions number 15-16 To: Emmy S11Tl~sti11i11gsih I will be glad ifyou want to come to my 14th birthday party. It wiil beJield:

Date Time Pince

February 28t'12014 5:00 p.m JI. Raya Baruga No. 26, Makassar Sincerely yo11rs Rafi mi

15. Which of the following statements is TRUE according to the text? · A. Emmy invites Rahmi to her birthday B. Emmy liv.es in JI. Raya Baruga No. 26

20.

"~are

date from the colonial days." (line 10) What does the word ..they" refer to? A. Singapore B. The old shops C. The government buildings D. The old sections

Text is for questions number 20-23

Camping The weather was very clear. My family and I decided to go camping last/holiday. Father prepared the tent and other equipment. Mother prepared the cooking and eating utensils. I took my fishing rod and my brother brought his sport equipment. Whi:n everything was ready, we left for the camping site in countryside. There were many campers when we ·arrived at ·the camping site. Unfortunately, the good location near the river had be~n occupied by other campers so we had to look for another place. Finally, we found a good place little bit further. It was near the big tree. After setting up the tent, my father and I went fishing.• We joined other people sitting on the rock near the river. In the evening, father made a fire. Mother cooked the fish we caught. I could say that it was the best fish I had ever tasted. Sleeping in tent was a very wonderful experience. I woke up early in·the morning. I felt fresh. Then I accompanied my brother playing ball. In the afternoon, we came back home.

1

.

21. What did the writer after deciding to go camping? A. He brought his sport equipment. B. · He prepareo the tent and other equipment. C. He took the fishing rod D. HE prepared the cooking and eating utensils.

28. Why did the writer feel unhappy? A. Because his toothbrush broke into two B. Because his sister's doll was brok en ~ C. Because his mother reprimanded his bad temper · D. Because he tripped over a doll

22. Which statement is TRUE based on the text? A. The writer and his father went fishing after setting up the tent. B. The writer woke up late in the morning. . C. They set the tent near the river "' · D. There were only a few campers when they anive .in the camping si;e.

29. What is the communicative purpose of the text? A. To tell the readers about past t:xpericnce B. To amuse the readers about the story C. To describe about the writer's experience D. To inform the readers about the bad morning

23. What is the text about? A. Going camping last holiday B. The clear weather · C. Preparing camping equipment D. Many' campers in the countryside

3 L "I yelled out in pain and threw i1 through the door." (line 18)

What does the word "it" refer to? A. sister C. bed B. doll D. door Text is for questions number 32-33 ANNOUNCEMENT -:.·English Speaking Club

Text is for questions number 24-26 Vanessa Mae Vanessa Mae Vanakom Nicholson is a famous musician. She is only sixteen years old, but she is a world famous violist When she plays classical violin, concert on her electric violin, the world listens. · Vanessa Mae is Thai Chinese. Her mother is Chinese and her natural father is Thai. She is fro~ Singapore but now she· lives in London with her mother and her English step father. She's got cousins, aunts, uncles and grandparents in Thailand, 'Singapore, China and England.

There will be a program to develop our speaking skills next Sunday. We'll practice guiding tourists in Prambanan Temple. Please ...... soon since there are limited seats. Departure Time 08.00 a. m. Fee Rp. 20.000,Contact Person Sasha, Ridho Chiefperson Toni Dirata 32. What is the correct word to fill the missing word? A. come C. register B. visit D. submit

25. What is the musical instrument ~t Vanessa plays? · A. piano C. ·guitar B. violin· D. harp

33. What is the purpose of the text above? A. To tell the English club membe}'.s to guide tourist B. To iPvite the English club members to come to Praiibanan temple C. TQ describe the program to the English club members D. To inform the English club members to join . the program

26. Where does Vanessa live? C. Singapore A. China B. Thailand D. London 27. "Her mother is Chi,ncse and her n!!llml father is Thai." · (line 7) . . What is the meaning of the underlined word? A. handsome C. biological · B. kind D. unreal

1

30. What is the third paragraph about? A. the bird' by natUre C. the beautiful Sunday B. the lazy writer D. the lazy day .

24. "The river had been occupied by other campers ... '' {line 11) The underlined word is the same as ... · A. bought C. inhabited B. grabbed D. au~orized

Text is for questions number 27-30 A Bad Mornin& . What a bad mQmingl I hope I will never h~ve such a bad luck again. · . · : My mother came out of the kitchen and furiously reprimanded me for my bad temper. Feeling UDbappy, I went to the batlu·oom to brush m~ teetb ..While brushing my teeth, I was lamenting the unfortunate things that happened when, all of a sudden, the toothbrush broke into two. . · It was beautiful Sunday. As 1 am not an ·early bird by nature, I thought I would laze in bed for a while, but my · mother told me to get up and not to laze the day away. Reluctantly, I dragged myself out .of bed, but .only after my mother promised to have breakfast ready for me soon. Still feeling groggy, I tripped over my little sister's doll and fell. I ·yelled out in pain and threw it through the door. My little sister was coming through the door at the same time, but managed to duck in the nick of time. However, the doll hit the p~sage wall and its head broke oft My sister then started to cry.

f

1

Text is for number 34-36 Thomas Alva Edison Thomas Alva Edison wa5 one of the greatest inventors of all time. He lived from 1847-1931. He was bom in Milan, Ohio,.in 1847. In 1985 his family moved to Port Huron, Michigan. When he was 12, he got very sick. As a resul~ he became partially deaf. He (34) .... school for only three months there. So, his mother taught him reading, writing, and arithmetic. . · 1862, Edison saved ·a bey from being run over by a train. The boy's father operated a telegraph machine. As thanks, the father taught Edison how to operate the telegraph. Later, Edison made improvement to the telegraph. · .1876, Edison (35) .... the first industrial research lab.oratoryLat Menlo Park, New Jersey. One of his inventions is the long-lasting light bulb. Thomas Alva Edison died in 1931. When he died all electric current in the country was turned off. · Although he did not have enough formal education and (36) .... deaf, he became a famous invCftntor. Once he said, "Genius is one percent inspiration and ninety-nine percent perspiration••. · ·

~~. A.

went

c.

attended

c.

starts

Rain falls often, but not for long. The islands ~lso shar~ a natural beauty, with mountains and waterfalls, (4) .. ., and long beaches. Their waters are filled with colourful fish, dolphins, and giant sea turtles·. · · (Source:Dit. PSMP, 2006)

D. studied

B. came .\I

.- ",

~l A. started B. start

D. starting

c.

36 .. A. is J B. was

3. Arrange these words into a go.od sentence. helped - dumplings - I - m'ake - my mother - this morning

were

D. did

37. Raflesia Arnoldi-flower-in-th.£- ~-is-

l The world 7 A.

2

3

s

4

4. Make two sentences using simple past tense.

6

1- 6 - 4 - S- 2 - 3 - 7

B. 1-6-2-7-3-4-5 C. 4 - 5 - 2 - 6- 3 - 7 - l D. 4-5-3-7-6-1-2 38. My family and I-for picnic-To Kaliurang-~ l 2 3 4 last month

5 A. 1 - 2 - 3 - 4- S B. 1 - 3 - 4 - 5 - 2

c. 1-4-3-2-5 D. ·1-S-2-4-3

39. ·Arrange the jumbled sentences into a good paragraph. (1). There are over 100 species oftlowcr. (2). Flowers are large and showy.

(3). They fonn a group of erect shrubs. (4). One of them is rose, a perennial plant of the genus

Rosa. A. 3-1-4-2

B. 2-1-3-4

c. 4-1-3-2 D. 2-1-4-3

40. Arrange these jumbled sentences into a good paragraph. 1. My grandfather was sick and hospitalized. 2. Last week, my family and I went to Surabaya. 3. He was getting better when I came there. 4. He had been hospitalized for five days. 5. I visited my grandfather in Surabaya. A. 2 - 5 - I - 4 - 3 C. 2 - I - 5 - 4- 3 B. 1-5-2-4-3 D. 1-2-5-3-4

II. URAIAN I

1.

Complete the dialogue using the suitable expression. (Tania and Ann is in a mall to look/or dress in a store) Salesgirl Go.od morning. Can I help you, Miss? . Oh, yes. Can I see that red dress? Tania Salesgirl Of course. Here you are. Tania Thank you. Ann, what do you think of this dress? " · Ann .... , you will look beautiful if you wear it. Tania Thanks ..... these yellow shoes? . Ann I think the blue ones are better. They. suit to your dress a lot.

2. Complete the paragraph.with the words from the box. ·.

Located l

islands

climate

rainforests

green

THE HAWAIIAN ISLANDS The Hawaiian Islands e.re (1) ... in ·the middle of the Pacific Ocean,.far away from any other land. There are eight · (2) .... of different sizes, and while they differ from each . 1 other in some ways, they share many features. ~ They all have a tropical (3) ... ., with temperatures of about 780C (25.60C) in the winter and 850C (29.40C) i!1 the summer.

1

5. Arrange these sentences into a good paragraph. 1. They stayed at a hotel after they arrived in Jakarta. 2. They went to Jakarta on Sunday morning by train. 3. Dina and her club went home t~wn on Thursday , morning. 4. They didn't get any victory from aff the matches, but they felt happy. . S. The ma~h start~d Monday to Wednesday. 6. Dina and her badminton club had a trip to Jakarta for a national junior badminton match:

-

PDAR6KltT PEllBELIWARAB . PBllBTAAK STAllD.AR KOllPJt'IBKSI (SK) . DAR KOllPlnBlfSI DABAR .....

Mata Pelajaran Kelas/St:mestet . NamaGuru Sekolah

32

'

.

·..

\

1

~

~

I

: Marp.wati Natalina : SMP PGRI 2 Ciputat

f KURIKULUM TINGI<.AT SATU~ PENDIDIKAN (KTSP).

I

I

: Bahasa lnggris : VIll/1

'·

·~ · ~ .

.

!

. .:

. •

.

l "

J

..

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PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSl DASAH (KD) Satuan Pendidikan Mata Pelajaran Kelas I Semester Tahon Pelajaran

: SMP PGRJ 2 Ciputat : Bnhasa Inggris

: vm

(2) 11 : 2013. -2014

Standar Kompetensi Mendengarkan 1. Memahamf makna dalam percakapan

Kompetensi Dasar

Indikator Pencapaian Kompetensi

KKM

•

1.1 Merespon makna yang terdapat

dalam r-ercakapan transa.ks1onal (to

transaksional dan

get things done)

interpenonal sederbana untuk berinterabi deagan linglmagan seldtar

dan interpersonal (bersosialisasi)

I

sederhana seca. '8

• . ~·

akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi peodapat

•

Merespon ungkapan 4 x40 menit meminta, memberi, menolak jasa Merespon ungkapan meminta, memberi, menolak barang Mengakui, menginglcari fakta

Merespon ooooungkapan ' memintadan memberi pendapat

I

r

'

l .'l Merespon makna yang terdapat

•

dalam percakapan

transaksional (to get things done)

·,

Alokasi Waktu

dan interpersonal (bersosia!isasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mensmndang,

_ ,_

• :.-

• •

34

L

4 .x40 menit Merespon ungkapan mengundang,mener ima, dan menolak ajakan Merespon

ungkapan menyetujui I tidak menyetujui Merespon ungkapan memuji Merespon ungkapan .· memberi selamat

r '

Kompetensi Dasar

Standar Kol!'lpetensi

Indikator Pencapaian

KKM

Alokasi Waktu

Kompetensi

mcncrima dan menolak ajakan, menyetujui/tidak menyetujui,

memuji,dan memberi selamat

Mendengarkan 2. Memahami makna dalam

6 x40 menit

• Mengidentibi infonnasi yang

2.1 Merespon makna yang te ~dapat dalam teks Jisan fungsional pendek

teks lisan fungsional dan

sederhana

monolog pendek sederhana bcrbentuk descriptive dan / recount untuk berinteraksi

terdapat dalam teks · · . fungsional pendek

~

berupa undangan. . • . Mengidentifi-kasi

·~

~

akurat, lanc.ar, dan berterima uiltuk berinteraksi

ciri

kebahasaan teks fungsional pendek berupa Undangan.

dalam

dengan lingkimgan sekitnr.

dengan lingkungan sekitar 2.2 Meres1 on makna yang te:dapat dalam monolog pendek sederhana L__ ,_ secara akurat,

_

,_

lancar, dan

•

r

,_ ,_

berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

•

retorika teks

•

dan

Mengidentifikasi

deskriptif dan recount.

3 .1. Mengungkapkan makna dalam percakapan transaksio1ial (to

.____ _ _ _ _ _ __ _ J i _

8 x 40 menit

Informasi/makna yang terdapat dalam teks berbentuk descriptive dan recount tujuan komunikatif · 1 dan langkah I

descriptive 1Lm recount Berbicara 3. Mengungkapkan makna dalam percakapan tra,nsaksional

Mengidentifikasi

•

get things done)

Bertanya dan menjawab tentang meminta,memberi, rnenolak jasa Bertanya dan

6 x 40 rnenit

menjawab tentang

_d_an __ in-'-te_~rpe..<:....:...:.rs...::..o:.:.:n:.:.:a:..:.1--l.._ _ __j__:meminta,mernberi,

~-----''---_;_~....a_

_ _ _ _ __J

35

L

1

.-

..

.

.

r ,

Kompetensi Dasar

Standar Kompeteilsi

(bcrsosialisasi) sederhana dt:.ngan menggunal :an ragam baha&t lisan secara akurat, l811C8t, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, membcri, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat

interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

-

3.2. Memahami dan merespon percakapan transaksional (to ,_ get things done) dan interpersonal (bersosialisasi) sederh:i.na dengan menggl.inakan L___ ragam bahasa lisan :1 secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkJngan ....... sekitar yang melibatkan tindak

• •

I

menjawab tentarig mengingkari fakta Bertanya dan menjawab memberi · pendapat

I

•

• _,_

• •

tutur:

mengundang, rneneri ma dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat

36

.I

mcnolak barag Bertanya dan mcngakui,

\

-

Alokasi Waktu

lndikator Pencapaian Kompetensi

KKM

L

· 6x40menit Bertanya dan menjawab tentang n.engundang, menerima, menolak · ajakan Bertanya dan menjawab tentang menyetujui.tidak menyetujui Bertanya dan menjawab tentang · memuji Ber.anya dan menjawab tentang memberi selamat

--1 '

Standar Kompetensi

lndikator Pencapaian Kompetensi

KKM

Kompetensi Dnsar

6 x40 menit

Berbicara 4. Mengungkap lean 4.1 Mengungkapkan maknadalam malma dalam teks bentuk teks lis'lll lisan fungsional fungsional pendek dan monolog sederhana dengan pendek sederhana menggunakan yang berbentuk ragam bahasa lisan descriptive dan secara akurat, recount untuk Iancar, dan berinteraksi berterima untuk dengan berinteraksi dengan lingkuugan lingkungan sckitar sekitar

I

Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

•

•

·-

I

infonnasi

, 6 x40 menit 1. Bertanya dan menjawab berbagai infmasi secaril lisan dalam teks pendek bubentuk: - descriptive -recount 2. Melakukan monolog pendek dalam bentuk - descriptive -recount ~

I

5.1. Membaca nyaring bennakna teks tulis fungsional dan esei berbentuJr descriptive dan recount pendek dan sederhana dergan ucapan, tekanan dan intonasi yang bertefrna yang berkaitan dengan lingkimgan sekitar

Mengungkapan secara lisan teks fimgsional pendek . berbentuk undangan. I Bertanya dan menjawab secara lisan berbagai tentangteks fungsional pendek berbentuk un~

4.2. Mcngungkapkan maknadalam monolog pendek sederhana dengan menggunakan ragaw bahasa lisan secara akurat, lancar, dan b~rterirna untuk berir1te1 lksi dengan lingkungan sekitar dalam te'3 berbentuk descriptive dan recount

(

Alokasi Waktu

--

I

6 x40menit

• Membaca dengan nyaringdan bennalcna teks 1 fungsional pendek -• Mengidentifikasi berbagai informasi dalam teks fungsional pendek ~

37

L

I,

. Standar Kompetensi

I

f

lndikator Pencapaian Kompeteusi

KKM

Kom(Jetensi Dasar

• Mengidentifikasi fungsi sosial teks' . fungsional pendek Mengidentifikasi ciri teks · kebahasaan fungsional pendek

5.2 Meresp'>n makna dalarn teks tulis fungsional pendek sederhana secara akurat lancar clan berterima yang berkaitan dengan lingungan sekitar l. TeJrs fungsional pendek berupa - Undangan - pesan singkat 2. Tata Bahasa -Request 3. Kos1 kata - kata terkait tema danjenis teks 4. UngkapanRaku - Don't be late ! - Don't miss it !

~...........__

-

'

~

1

1. Menjawab mau tau

5.3 Merespon makna . danlangka1' retorika dalam esei pendek sedcrhana secara akurat, lancar clan berterima yang L__ .-berkaitan dengan lingkungan :·ekitar dalam teks berbentuk descriptive dan

recount

Alokasi Waktu

1. Makna gagasan 2. Malena tekstual dalam teks descriptive dan

recount 3. Langkah retorika . teks descriptive dan recount

-

4. Tujuan -

kcmunikatif teks

~

descriptive dan recount 5. Ciri kebahasaan teks descriptive clan

,_

··~-----

recount 6. Membaca nyaring teks descriptive clan · recount.

38

.I

6 x40 menit

pertanyaan tenting :

L

/1.0, l"j

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Memdis 6. Mengungla1pkan makna dalam teks tulis rungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

lndikator Pencapaiau Kompetensi

KKM

Xompetensi Dasar

Standar Kompetensi

• Melengkapi rumpang 6 x40menit teks fungsional pendek • Meyusun kata menjadi teks fun~ional yang bennakna • Menulis teks fim~ional pendek

6.1. Mengungkapkan

maknadaJam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancardan berterima untuk berinteraksi dengan lingk.ungan sekit.ar 6.2.Mengungkapkan makna dan langkah retorilca dalam esei pendek sederh$\Jla dengan menggunakan ragam bahasa tulis

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4·x40 menit Melengkapi · nnnpang teks essai . pendek berbentuk

descriptive 2. Menyusun kalimat menjadi. teks yang bennakna dalain bentuk

sccara akuraf, -

AlokaSi Waktu

lancarda1 berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descri11tive dan recount

descriptivedan recount. 3. Menulis teks essai dalam bentuk a. descriptive dan recount;

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Mengetabui; Kepala Sekolab SMP PGRI 2 Ciputat

Tangerang Selatan Juli 2013 Guru Mapel Bab&sa lnggris,

Marpwati Natalina, S.Pd

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SILABUS PEMBELAJARAN : SMP PGRI 2 C~putat Sekolah : VIII ( Delapan ) Kelas : BAHASA INGGRIS Mata Pelajaran : 1 (Satu) Semester Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungslonal daa esei pendek sederliana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar ~ ,, ·

Kompetensi Dasar ~

Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan ·~rhana

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dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan Jingkungan sekitar ~ Merespon makna 1 "' dalam teks tulis fungsional . pendek sederhana secara akurat

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apat dipercaya ( 1. Teks fungsional rustworthines)R.asa dekberupa: Pmiat dan perhatian ~· respect) Contoh: elrun ( diligence ) Dandi, Please cotne to our meeting Day : Saturday Date:March lst,2008 is Reuni Don't be late I Budy Secretary • Pesan Singkat

Kegiatan Pembelajaran

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Brain storming tentang berbagai hal terkait teks fungsional pendek I I be:rbentuk "undangan.. /pesan pendek 2. Mendengarkan undangan yang · dJl>ecakan oleh 1.

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membaca nyaring teks fung.5ioanl pendek tentang undangan/pesan pendek 4. menjawab pertanyaan

Penilaian

Indikator Pencapaian Kompetensi

Teknik

Bentuk lnstrumen

Membaca Membaca dengan Tes lisan nyaring nyaring dan· bennakna teks / fuagsionaJ pendek 1. ~elengkapi Mengidentifikasi Tes tertulis i...... ·--•.... &rbagai i~'9dalam

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ead the the text aloud and clearly. . Complete the testusiM

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Kompetensi Dasar lancar dan berterima yang berkaitan dengan Iingungan sekitar ) • 1. Teks fungsional pendek belupa - Undangan - pesan singkat C\,· 2. Tata Bahasa - Request l\r 3. 1<0sa kata' ·..._ . - kata teJ'.kait::tern a dan jenis tek.s '-" 4. UngkapanBaku · - Don't be late ! - Don't miss it I

Materi Pembelajaran

Merespon malcna dan langkah retorika dalam esei pendek sederhana secara akurat, Iancar dan berterima yang berkaitan dengan linglrnngan sekitar dalam tekl;

Kegiatan Pembelajaran

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1. Teks tulis

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• Makna gagasan • Makna tekstual dalam teks descriptive dan recount

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Contoh lnstrumen

Bentuk Instrumen

Teknik

teks ftmgsional pendek

1ffimiutjkatif teks I\ fungsional pendek ~ "undangan" /pesan pendek

12. Teks esei berbentuk

Penilaian

~mpetensi

tentang isi teks Lia, fungsional I'm out for shopping pendek your meal is in ''undangan" refrigerator /pesan ~__!t_ Mom 5. ' Menyebutkan

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1. State whether the statemenll areTRUor FALSE.

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SILABUS PEMBELAJARAN : SMP PGRI 2 Ciputat Sekolah : VIII ( Delapan ) Kelas : BAHASA INGGRIS Mata Pelajaran Semester : 1 (Satu) Standar Kompetensi : Menulis 6. Mengungkapkan malma dalam teks tulis fungsional dan esel pendek sederbana berbentuk descTlpdve, dan recount untuk berinteraksl dengan lingkungan sekitar

Kompetensi Dasar

Karakter yang Di Kembangkan

Materi Pembelajaran

Kegiatan Pembelajaran

. Tanya jawab 6.1.l\iengungkapkan 1pat dipercaya ( tustworthines)Rasa I. Teks fungsional berbagai hal terkait makna dalarn tema/topik teks bentuk teks tulis onnat dan perbatian pendek berupa : respect) fungsional yang fungsional • Undangan akan dibahas pendek 'ekun ( diligence ) sederhana • Pengumuman dengan • Pesan sin8kat menggunakan . Tata Bahasa ragarn bahasa tulis secara • K.iimat akurat, lancar sederhana dan berterima - mengundang untulc - mengumumkan berinteraksi - menyarnpaikan dengan lingkungan pesan sekitar .Kosakata - Kata terkait tema danjenis teks

Penilalan

lndikator Pencapaian Kompetensi

Teknik

Bentuk Instrumen

Melengkapi nunpang teks

fungs.io~al .~~

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kata meniad·1

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Karakter yang Di Kembangkan·

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Kegiatan Pembelajaran

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Penilaian Teknik

Bentuk Instrumen

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Alokasi Waktu

Somber Belajar

.Tandabaca . Spelling

6.2. Mengungkapkan maknadan · langkah retorika dalam esei pendek sederhana dengan menggunakan......_ ragam bahasa

tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan selcitar daJaJn teks berbentuk descriptive dan recount

1. Teks nunpang berbentuk - ducriptive -recount

Review ungkapanungkapan yang terkait jenis teks descriptive dan

recount.

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Melengkapi nunpang teks essai pendek berbentuk '

Menulis kalimat yang berdasarkan yang terkait jenis teks descriptive I~ danrecount gambar/realia. Melengkapi rumpang dalaJn teks descriptif d recount dengan kata yang tepet.

Menyusun kalimat acak menjadi teks descriptif dan recount yang terpadu. Membuat draft teks descriptive danrecount secara mandiri. Men2ekSJ)Osteks

a. descriptive dan recount.

es tulis

Complete the paragraph using the suitable words. .Rea"ange the Following sentences c°"ectly.

. Write an essay

a. describing something or a certain place.

b. Telling what you did last Sunday

k·x40 menit

1.Buku teks yang relevan .Gambar terkait tema/topik

'3. Benda-benda selcitar

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( Marpwatl Natallu, 8.Pd) > •

THE ENDORSEMENT SHEET OF REFERENCES Signatures Footnote Number

Book Identities Advisor /1,

1.

Norman E Gronlund, Measurement and Evaluation in Teaching, sixth edition, (New York: Mcmillan Publishing co,1985), p.5, p.46

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Mimin Haryati, Model danTeknik Penilaian Pada Satuan Pendidikan, (Jakarta: Gaung Persada Press, 2009), p.15

3.

Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT:Grafindo Persada,2008), p.5

4.

Athur Hughes, Testingfor Language Teacher, (New York: Cambridge Univercity Press., 1995), p.11, p.13

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5.

Norman E Gronlund and Robert L, Linn, Measurement and Evaluation in Teaching , ( New York: Collier Macmillan Publisher,1990), p. 12, p.13

6

Norman E. Gronlund , Assessment of Student Achievement, (New Jersey : Person, 1985), p. 46

7

H. Douglas Brown, Teaching by Principles an interactive Approach to Language Pedagogy,. (Longman: Sanfransisco State University, 2001), p. 388, p. 401, p.390, p.391

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8

Rani, T. Swarupa, R. Priyadarsaini, J, and Rao, Digumarti Bhaskara (ed.), Educational Measurement and Evaluation, New Delhi: Discovery Publis1'ing House,2004,p.124,p.124,p.124,p.306,p.30S,p.308,p.308, p.307, p.306

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9

Nomian E Gronlund and Robert L, Linn, Measurement and Evaluation in Teaching, New York: Collier Macmillan Publisher, 1990

10

Arikunto, Suharsimi, Dasar - Dasar Evaluasi Pendidikan Ed. Revisi, Cet 5. Jakarta: Bumi Aksara, 2010

11

Thorndike, Robert M. and Tracy ThomdikeChrist, Measurement and Evaluation in Psychology and Education, (Boston: Pearson Education, 2010)

12

Gareis, Chistoper R. and Leslie W. Grant, Teacher Made Assessments, (Depot Way West, Larchmont: Eye On Ed,.ucation,2008)

13

Mujiono, Yohanes, In paper "Tips Developing Materials for the 2006 Curriculum, (Jakarta: UnikaATMAJAYA)

14

Ur, Penny, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996)

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Note Advisor I : Drs. Syauki,M.Pd. Signature:

Advisor II: Atik Yuliani, MA, TESOL. Signature:

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SEKOLAH MENENGAH PERTAMA PGRI

SMP PGRI 2 CIPUTAT JI. Cendrawasih Km. 4 lurang Mangu Ciputat 15413 Telp. 7497226 Email: [email protected]

SURAT KETERANGAN NO: 223 I III I 4 I 0 I 2014

Yang bertanda tangan di bawah ini Kepala SMP PGRI 2 Ciputat menerangkan bahwa:

Nama

: Ari Puji Lestari

NIM

: 208014000114

Jurusan

: Pendidikan Bahasa lnggris

Semester

: XII ( dua belas )

Fakultas

: Ilmu Tarbiyah dn Keguruan

Bahwa nama tersebut di atas telah melaksanakan penelitian I riset pada tanggal 03 Juni sampai dengan 10 Juni 2014, sehubungan dengan penyelesaian skripsi denganjudul" Analysis on the content validity of the summative test at odd semester for the second grade of SMP PGRI 2 Ciputat.

Demikianlah surat keterangan ini kami buat untuk dipergunakan sebagaimana mestinya.

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