AN ANALYSIS ON THE CONTENT VALIDITY OF SUMMATIVE TEST FOR THE TENTH YEAR STUDENTS AT SMA DUA MEI. By: KHAIRUL ADHA

AN ANALYSIS ON THE CONTENT VALIDITY OF SUMMATIVE TEST FOR THE TENTH YEAR STUDENTS AT SMA DUA MEI

By: KHAIRUL ADHA 107014000598

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

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ABSTRACT

Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test for the Tenth Year Students at SMA DUA MEI, Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor : Dr. Fahriany, M.Pd Keywords:

Summative Test, Content Validity, SMA Dua Mei

The aim of this research is to find the empirical evidence of the English summative test content validity made by the professional team for the even semester of the tenth year students carried out at SMA Dua Mei. The total number of the test items is 50 items which consists of 15 items for listening section and 35 items for multiple choice items. In this research the writer used qualitative research in which the writer collected the data by asking the English summative paper and syllabus to the school. And the writer also did unstructured interview to the team teachers who made the test items of the summative test. And then the writer analyzed the test items, whether the summative test has content validity. Also, this research is categorized as descriptive analysis in which todescribe the conformity and inconformity of the SMA DUA MEI’s summative test with the syllabus and indicators. The research finding proved that the test items of English summative test for the even semester of the tenth students of SMA Dua Mei has sufficient content validity. It is showed through the percentage and the content analysis. Based on the percentage, the writer found that the English summative test is 65% valid in terms of its conformity with the indicators. The test items that represent the suggested indicators in the syllabus are 23 items and the inconformity items are 12 items. But, based on the content analysis, the writer found that the test doesn’t represent the whole indicators from the syllabus. The represented indicators are only 38%. It means that 62% indicators are not represented the test items, i.e. construct under-represented.

ABSTRAK

Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test for the Tenth Year Students at SMA DUA MEI, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta Pembimbing : Dr. Fahriany, M.Pd Kata Kunci: Tes Sumatif, Validitas Isi, SMA Dua Mei

Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi pada soal sumatif yang dibuat oleh tim professional untuk semester genap kelas sepuluh di SMA Dua MEI. Jumlah butir soal sebanyak 50 butir soal yang terdiri dari 15 butir soal untuk bagian mendengarkan dan 35 butir soal untuk pilihan berganda. Dalam penelitian ini, peneliti menggunakan metode kualitatif. Peneliti mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan silabus pada pihak sekolah. Dan peneliti juga melakukan wawancara tidak terstruktur kepada tim guru yang membuat soal sumatif. Dan selanjutnya peneliti menganalisa butir soal, apakah soal sumatif tersebut memiliki validitas isi. Penelitian ini juga dikategorikan sebagai analisa deskripsi untuk mendeskripsikan kesesuaian dan ketidaksesuaian soal sumatif SMA Dua Mei dengan silabus dan indikator. Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif bahasa inggris semester genap kelas sepuluh pada sekolah SMA Dua Mei mempunyai validitas isi yang cukup. Ini bias dilihat melalui hasil persentase dan analisa isi. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif bahasa inggris 65% valid dalam hal kesesuaian dengan indikator. Jumlah butir soal yang mewakili indikator yang ada di dalam silabus adalah 23 item dan jumlah butir yang tidak sesuai adalah 12 item. Akan tetapi, berdasarkan analisa isi, penulis menemukan bahwa soal tidak mewakili seluruh indikator yang ada di silabus. Indikator yang diwakili hanya 38%. Dengan kata lain 62% indikator tidak diwakili oleh soal.

ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this skripsi is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language Education. In this occasion, the writer would like to say his great honor and deepest gratitude to his beloved parents: Muhammad Saleh S.Pd and Fatma Ilinda, his lovely brother Muhammad Fadli and the whole family who always give their loves, supports, motivations, and advice in accomplishing his study. The writer also would like to express his sincere gratitude to his advisor, Dr. Fahriany, M.Pd, who has patiently given her valuable helps, guidance, suggestions, and critical remarks have enabled the writer to refine this skripsi. The writer also realizes that he would never finish writing this skripsi without the help of some people around him. Therefore, he would like to say a lot of thanks to: 1. Drs. Syauki, M. Pd., the Head of English Department 2. Nurlena Rifa’I, M.A. Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’ Training SyarifHidayatullah State Islamic University Jakarta 3. All lecturers and staffs of English Education Department. 4. Yayat Ruhiat, S.Pd., the head master of SMA Dua Mei.

5. Murni, S.Pd., the English Teacher of SMA Dua Mei. 6. Thanks to my beloved wife, Nahariti Syaharah Diba, S.Pd, who always prays, supports, and accompanies him in finishing the “skripsi”. 7. All my friends in “A class” of English Education Departement 2007, which is very fantastic class. Finally, the writer realizes that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for him to get critiques and suggestions to make this skripsi better. Jakarta, August 2014

Khairul Adha

Table of Contents TITLE ................................................................................................................i WRITER’S REFERENCE SHEET ............................................................... ii APPROVEMENT SHEET .............................................................................. iii ENDORSEMENT SHEET .............................................................................. vi ABSTRACT ...................................................................................................... v ACKNOWLEDGEMENT ............................................................................... vii TABLE OF CONTENTS ................................................................................. ix LIST OF TABLES ........................................................................................... xi LIST OF APPENDICES ................................................................................. xii CHAPTER I

INTRODUCTION ............................................................ 1 A. Background of the Study............................................. 1 B. Formulation of the Problem ........................................ 4 C. Scope and Limitation of the Problem.......................... 4 D. Purpose of the Study ................................................... 5

CHAPTER II

THEORETICAL FRAMEWORK……………………. 6 A. Language Test ............................................................. 6 1. Definition of the Test ................................................. 6 2. The Type of Test ....................................................... 7 3. The Characteristic of a Good Test ............................. 9 B. Validity ......................................................................... 11 C. Material, Syllabus and Curriculum ................................ 15

CHAPTER III

RESEARCH METHODOLOGY .................................... 21 A. Time and Place of the Study .......................................... 21 B. Method of Study ............................................................ 21 C. Research Instrument....................................................... 22 D. Technique of Data Collecting ....................................... 22 E. Technique of Data Analysis ........................................... 22 F. Test Items ...................................................................... 24

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

CHAPTER IV

RESEARCH FINDING AND DISCUSSION................. 40 A. The Analysis and Description of the Data ................... 40 B. The Interpretation of Data ……………………………52

CHAPTER V

CONCLUSSION AND SUGGESTION .......................... 57 A. Conclusion .................................................................... 57 B. Suggestion .................................................................... 57

BIBLIOGRPAHY ............................................................................................ 58 APPENDICES ………………………………………………………………. 60

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LIST OF TABLES

Table 2.1: Standard Competence and Basic Competence of Listening, Reading and Writing in School-Level Curriculum

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Table 3.1: Silabus Bahasa Inggris

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

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Table 4.2: The Description of the Test Items

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Table 4.3: The Inconformity between the Summative Test Item and the Syllabus 48 Table 4.4: The Analysis Result of the Conformity and the Inconformity of English Summative Test Items at Even Semester for the Tenth Year Students of SMA Dua Mei

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Table 4.5: The Indicators Represented by the Test Items

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

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LIST OF APPENDICES

Appendix 1

: The description of the conformity between the summative test item and the syllabus

Appendix 2

: The description of the inconformity between the summative test item and the syllabus

Appendix 3

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: The English summative test of the odd semester for the first year students of SMA Dua Mei

Appendix 5

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: The English syllabus of the odd semester for the first year students of SMA Dua Mei

Appendix 4

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: Surat ijin penelitian

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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. Gronlund said that evaluation is a systematic process of determining the extent to which instructional objectives are achieved by pupil. There are two important aspects of this definition. The first is that evaluation implies a systematic process, which omits casual uncontrolled observation of pupils. The second is that evaluation assumes that instructional objectives have been previously identified. Without previously determined objectives, it is difficult to judge clearly the nature and extent of pupil learning.1 Evaluation plays an important role in education activities. It is because education has goals that need to be reached. By giving evaluation, teachers can know whether the students reach the education’s goal or not. Moreover, evaluation draws how well students achieve the materials after teaching learning process. The information of evaluation will be very useful to make judgments of the students either about their progress in reaching the goals or about their overall achievement.

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Norman E. Gronlund, Measurement and Evaluation in Teaching, Fouth Edition, (New York: Mcmillan Publishing co., 1981), p.6

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While test is a tool or procedure used to measure and appraise. By testing, teacher can get important information related to students’ achievement or the effectiveness of their performance in teaching. In other word, the teacher can get information about how well students have mastered the courses, which they have just learned. There are numerous types of test. There are placement test, to provide information that will help to place students at the stage (or in the part) of the teaching program most appropriate to their abilities, proficiency test, to measure people’s ability in the language, diagnostic test, to identify learners’ strengths and weaknesses, and achievement test, to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives of language courses. The test which is usually used by teachers to know how far students have mastered the lessons is the achievement test.2 There are two kinds of achievement test: progress achievement tests and final achievement tests or summative tests. Progress achievement tests are those intended to measure the progress that students are making, and final achievement tests or summative tests are intended to measure the students’ achievement at the end of a course of study.3 In order to measure accurately, the teachers should use a good test. It is not an easy work for them to make it because there are some characteristics or requirements that must be fulfilled. The characteristics of good test include validity, reliability, comprehensiveness, and practicality.4In this research the writer only focuses on the validity.

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Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity Press.,1995), p.11 3 Ibid., p.13. 4 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing, 1983), p. 24

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Wiersma said “The validity of a test is the extent to which a test measures what it is intended to measure. Without validity, there can be no confidence in the inferences and conclusions made from the results.”5 Mary and Sake stated, “Test validity is the most critical factor to be judge in the total program of foreign language testing. A test is valid when it measures effectively what it is intended to measure, whether it is achievement, aptitude, or proficiency in the language.”6 The validity has four specifications, those are face, content, construct, and criterion related validity. A test may be valid if it covers all of the four specifications, but the most important and the primary concern of test used in the classroom instruction is content validity.7Content validity is concerned with the materials that the students have learned. The test should cover samples of the teaching materials given. To fulfill this, the teacher should refer his consideration to the teaching syllabus. Heaton said “Content validity depends on careful analysis of the language being tested and of the particular course objectives. The test should be so constructed as to contain a representative sample of the course”.8 Based on the writer and the friends’ observation in the Language Testing subject, they found that there were some inadequacies in the summative test especially in the content of instruction; the themes, the type of texts, and the indicators. In other word, the test has a poor content validity. Consequently, the test which is designed to measure the students’ proficiency is not appropriate. Because of the importance of content validity in a test, the writer tries to know whether the test items are in line with the syllabus or not. The English syllabus that is used here is the latest one recommended by national education department. The summative test which will be studied is taken from SMA DUA MEI for the 5

William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p.183 6 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 24 7 Wiersma. loc.cit. 8 JB. Heaton, Writing English Language test, (London and New York:Longman, 1998), p.160

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tenth level students, academic year 2013 – 2014. The summative test is named: “Ulangan Umum Semester Genap Tahun Pelajaran 2013/2014 SMA DUA MEI” The writer emphasized that he wanted to know more about the test which was conducted by SMA DUA MEI was not relevant to the syllabus the students’ learnt. In fact, the teacher tested the students not based on the written syllabus. On the other hand, the test or the sample which was hold was inappropriate. For instance, news item and explanation, these two items there were not in the syllabus, but still it was been tested. In addition, the teacher made the too simple item test. It was proven by the English summative test. Also, the writer chose this school because he found that there were not team teachers who design the test items of the summative test. So the English summative tests of SMA DUA MEI are always made by the English subject teacher. In the other word, there was no evaluation from the school concerning, because of that the previous test item was repeated to be tested. From the elaboration above, influenced to the students’ skill especially speaking and reading and it also effected to the score that students obtained. Therefore based on that problem, the writer tries to analyze and interpret it under the title: “An Analysis on the Content Validity of the Summative Test for the Tenth Year Students of SMA DUA MEI.”

B. Formulation of the Problem To make the study easy to understand, the writer formulates the problem whether each test items of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity. Based on the preliminary study, the writer breaks down into two formulate: 1. How many items represent the indicators? 2. How many indicators represent by the test items?

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C. Scope and Limitation of the Study To make this writing easier to understand, the writer limit the study as follow: a. The research focused only on the content validity of English summative of the even semester at tenth grade academic year 2013/2014. b. The research focused only on reading and speaking skills because the summative test consists of multiple choice items, and there are some dialogues represent the indicators of speaking. c. The test to be analyzed is the English summative test forthe tenth grade students at SMA DUA MEI. d. The syllabus to be used is the syllabus which was made by the teacher referenced to curriculum 2006.

D. Purpose of the Study The purpose of the research is to describe whether each test items of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity. And the result of this study is expected to give a description for the readers about an analysis of the content validity toward the summative test. It also can be used as an input for the readers; especially for the English teachers, the headmaster, and all people who are involved and responsible in developing quality of education. In other word, it is useful for all people to know the characteristics of a good test and for the researchers as the basic for conducting further research.

CHAPTER II THEORETICAL FRAMEWORK A. Language Test 1. The Definition of Test In order to know how well the result of teaching learning processes is , a teacher must evaluate it. One of the evaluation instruments is a test. There are many definitions of

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

procedure for observing and describing a person’s behavior in standard situation”1. While Grounlund said in his book, Measurement and Evaluation in Teaching, “Test is an instrument or systematic procedure for measuring a sample of behavior. (Answer the question “How well does the individual perform – either in comparison with others or in comparison with a domain of performance tasks?”).”2 According to Anthony J Nitko, “Test is systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical of category system.3 Wilmar Tinambunan said, “A test is a set of question, each of which has a correct answer, that examinees usually answer orally or in writing.”4 Based on the definition above the writer can conclude that test is a group of questions to measure some skills or knowledge that should be responded by students. In addition, test has important role in teaching. Through testing, teachers are able to discover the effectiveness of the instructional objective. 1

Michael T. Nietzel, Introduction to Clinical Psychology, (Englewood Cliffs: Prentice Hall, 1998), p.159 2 N.E. Groundlund, Measurement and Evaluation in Teaching, (USA : Mc. Millan Publishing Company, 1985). p. 5 3 Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork. Harcourt Brace Jovanovic, Inc.1983), p.6 4 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1988) p. 3

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2. The Type of Test According to Wilmar Tinambunan there are two types of tests used in determining a person’s ability: aptitude test and achievement test.5 An aptitude test is primarily designed to predict success in some future learning activity, whereas an achievement test is designed to indicate degree of success in some past learning activity. The major purpose of testing in the classroom is to measure student achievement as an indication of progress toward educational objectives set for the students. While according to Mary and Sake, there are four basic types of language tests: achievement tests, and proficiency tests, diagnostic tests, and aptitude tests. 6 1. Achievement test Achievement-type or attainment tests are widely employed in language teaching just as they are in most other subjects. They are used to measure the amount and degree of control of discrete language and cultural items and of integrated language skills acquired by the student within a specific period of instruction in a specific course. 2. Proficiency test Language proficiency tests are designed to measure control of language or cultural items and communication skills already present at the time of testing, irrespective of formal training. Such tests are generally used for specific purposes; for example, to determine selection of students for a specific program, to ascertain appropriate placement levels in courses or in advanced training programs, and to judge the examinee’s readiness to perform specific tasks in a work activity.

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Ibid, p. 7 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing, 1983), p. 15

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3. Diagnostic test A diagnostic language test seeks to identify the specific strengths and weaknesses of a foreign language student. It may contain the same types of test items which are used in the achievement or proficiency tests. 4. The aptitude test The aptitude test is conceived as a prognostic measure that indicates whether a student is likely to learn a second language readily. It is generally given before the student begins language study, and may be used to select students for a language course or to place students in section appropriate to their ability.7 Wilmar divided achievement test into four types: placement, formative, diagnostic and summative.8 1. Placement test Placement test is designed to determine the pupil performance at the beginning of instruction. Thus, it is designed to sort news students into teaching groups, so that they can start a course at approximately the same level as the other students in the class.9 Before starting to study of a course, the students need to take the test in order to know how well their language ability. The result of the test can be used to place the students at appropriate level with their ability. 2. Formative test Formative test is intended to monitor learning progress during the instruction and to provide continuous feedback to both pupil and teacher concerning learning success and failures.10 Feedback to pupil provides reinforcement of successful learning and identifies the specific learning errors that are in need of correction. Feedback to the teacher provides

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Ibid., p.p. 15-23 Wilmar Tinambunan, Evaluation of Student Achievement, p.7 9 Ibid 10 Ibid. p. 8 8

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information for modifying instruction and for prescribing group and individual remedial work.11 3. Diagnostic Test Diagnostic test is intended to diagnose learning difficulties during instruction. Thus, it is concerned with the persistent or recurring learning difficulties that are left unresolved by the standard corrective prescription of formative evaluation.12 Diagnostic test is used to identify learners’ strengths and weaknesses. It is intended primarily ascertain what learning still needs to take place.13 4. Summative test Summative test typically comes at the end of a course (or unit) of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes.14

3. The Characteristic of a Good Test A test can be regarded as a good one, if it has three characteristic; those are validity, reliability, comprehensiveness, and practicality.15 William said “Validity is the extent to which a test measure what is intended to measure”.16 Tests and other evaluation instruments serve a variety of uses in the school, but before teachers use test information, they should be confident that the test actually measure something and what it measures is relevant to the use they intend to make of the information. To be relevant, a test must first consistently measure something. Therefore, teachers must examine both the consistency and relevancy

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N.E. Groundlund, Measurement and Evaluation in Teaching, p.18 Tinambunan. loc.cit. 13 Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity Press.,1995), p. 15 14 N.E. Groundlund, Measurement and Evaluation in Teaching, p. 7 15 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 15 16 William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn and Bacon, 1990), p.183 12

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of an instrument before they use the resulting information. A classroom test should be both consistent and relevant.17 Validity refers to the extent to which the results of an evaluation procedure serve the particular uses for which they are intended. If the results are to be used to describe pupil achievement, teachers should like them to represent the specific achievement they wish to describe or to represent all aspects of the achievement they wish to describe. If the results are to be used to predict pupil success in some future activity, they should like them to provide as truthful an indication of future success as possible.18 Test validity is the most critical factor to be judged in the total program of foreign language testing. A test is valid when it measures effectively what is intended to measure. For example, if a test is designed to measure aural comprehension, it must do exactly this and not attempt to measure another skill such as reading comprehension. There are some different ways, in which validity can be established. Most writers differ from each other in approaching and classifying validity. For the more detailed explanation of validity, the writer will discuss in the next subchapter. The second characteristic of a good test is reliability. Reliability or stability of a language test is concerned with the degree to which it can be trusted to produce the same result upon repeated administration to the same individual or to give consistent information about the value of a learning variable being measured.19 Therefore, to be considered reliable, a language test must obtain consistent result and give consistent information. The third characteristic of a good test is practicality. Practicality means that test should be practical in administrating it. The criteria for practicality normally 17

Wilmar Tinambunan, Evaluation of Student Achievement, p. 11 Ibid. 19 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 28 18

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will be based upon such factors as economy, scorability, and administrability. Economy means that the test should be as economical as possible in cost. Scorability means that scoring of the test can be done easily effectively, without giving a confusing matter and spending more time. Administrability means that the test should be easy to administer. First, there should be a training session for test administration, because it will facilitate the operation and save time an effort later on. Second, test instructions should be clear and concise, and yet totally comprehensible and complete.20 B. Validity From the previous explanation that one of characteristics of a good test is validity. Test validity is the most critical factor to be judged in the total of a foreign language testing. A test is valid when it measures effectively what it is intended to measure. Validity really is not a simple concept; however, the concept of validity reveals a number or aspect, each of which deserves our attention. Hughes classifies validity into four: content validity, face validity, construct validity, and criterion-related validity.21 1. Content Validity Content validity is concerned with the extent to which the test is representative of a defined body of content consisting of topics and processes.22 Moreover, the test should reflect instructional objectives or subject matters. But it is not expected that every knowledge or skill will always appear in the test; there may simply be too many things for all of them to appear in a single test.

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Ibid., p.p. 30-31 Athur Hughes, Testing for Language Teacher, p. 22 22 William Wiersma, Educational Measurement and Testing , p.184 21

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Wiersma divided content validity onto two parts, content validity of teacher-constructed tests and content validity of published tests.23 Content validity of teacher-constructed test essentially depends on the sampling of items. If the test items adequately represent the domain of possible items, the test has adequate content validity. When a test is not content valid, there are two consequences. First, the students cannot demonstrate skills that they possess if they are not tested. Second, irrelevant items are presented that the students will likely answer incorrectly only because the content was not taught. Both of these consequences tend to lower the test scores; as a result, the test score is not an adequate measure of student performance relative to the content covered by instruction. Most teachers are quite familiar with the content they cover during instruction, and, to a large extent, teacher-constructed tests have an inherent content validity. However, in planning a test, teachers can use a straightforward procedure that tends to improve content validity. The second part is content validity of published tests. Teachers may, at least on occasion, use published tests, some of which accompany curriculum materials. The tests constructed for a specified textbook or set of materials usually have high content validity if the materials are used as intended for instruction. Sometimes materials are used as supplementary and are only partially covered, in which case any accompanying tests would at least need to be reviewed for content validity. Many school system use standardized achievement tests prepared by commercial publisher; for the most part, these are norm-referenced tests. The content of such tests is fixed and is designed to have broad coverage. Therefore, although such tests are usually very well constructed technically, they may lack adequate content validity when used in a specific situation. When curriculum committees or test selection committees in a school system 23

Ibid., p.p. 185-186

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are attempting to select a standardized achievement test, they are usually grappling with the problem of content validity.24 Other statement comes from Groundlund “Content validity is a matter of determining whether the sample is representative of the larger domain it is supposed to represent”.25 In other words, content validity is concerned with what goes into the test. Thus, the degree of content validity in a classroom test relates to how well the test measure the subject matter content studied and the behaviors which the test tasks require. A test will have high content validity if the items are representative of the population of possible task. The focus of content validity then is on the adequacy of the sample and not simply on the appearance of the test. The test is examined to determine the subject-matter content covered and responses pupil are intended to make to the content, and this is compared with the domain of achievement to be measure. Thus, content validity may be defined as the extent to which a test measures a representative sample of the subject-matter content and the behavioral changes under consideration.26 There are two importance of content validity. First, the greater test’s content validity, the more likely it is to be an accurate measure of what it is supposed to measure. Secondly, such a test is likely to have a harmful backwash effect. Areas which are not tested are likely become areas ignored in teaching and learning. The best a safeguard against this is to construct full test specification and to ensure that the test content is a fair reflection of these.27

24

Ibid., p.187 N.E. Groundlund, Constructing Achievement Test, (London : Prentice-Hall of International, inc., 1982) p. 127 26 Wilmar tinambunan, Evaluation of Student Achievement, p. 12 27 Athur Hughes, Testing for Language Teacher, p.p. 22-23 25

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2. Face Validity Face validity is a surface or appearance of test. As Alderson said “Face validity refers to the test’s surface credibility or public acceptability”. 28 While Arthur said “Face Validity refers to the appropriateness of test items”.29 Substantially, there is no different view among definition above. They would like to elaborate that a test is regarded as having face validity, if its appearance is acceptable, it is clearly readable, and it has a clear instruction in answering the test. 3. Construct Validity William said “Construct validity is concerned with the psychological constructs that are reflected in the scores of a measure or test”.30 Construct validity deals with construct and underlying theory of the language learning and testing. J.B. Heaton states that if the test has construct validity it is capable of measuring certain specific characteristics in accordance with a theory of language and behavior and learning.31 4. Criterion-Related Validity Criterion validity of a test involves the relationship or correlation between the test score and the scores on the some measure representing an identified criterion.32 For instance, the criterion measure may be another test. The correlation coefficient can be computed between the scores on the test being validated and the scores on the criterion. A correlation coefficient so used is called a validity coefficient.33 There are two slightly different types of criterion validity; concurrent validity and predictive validity.34 Concurrent validity applies if data on the 28

J. Charles Alderson, et. all. Language Test Construction & Evaluation, (Cambridge: Cambridge University,1995), p. 172 29 Hughes, op.cit., p.27 30 William Wiersma and Stephent G Juts, Educational Measurement and Testing, p.193 31 JB. Heaton, Writing English Language test, (London and New York, Longman1998), p. 161 32 Wiersma, op.cit., p.189 33 Ibid 34 Ibid

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two measures-test and criterion are collected at or about the same time. Predictive validity applies if there is an intervening period between the time of testing and the collection of data on the criterion.

C. Material, Syllabus and Curriculum Instructional materials are partially related to syllabus and curriculum. This close relation is the reason why the two are sometimes used synonymously by some expert. In the present context, materials are an important component within the curriculum. They are used to achieve the instructional objectives which have been formulated. Therefore, instructional materials used for teaching learning process must be selected carefully. They must be in consonant with the curriculum so that the instructional objectives can be achieved. According to Richards and Rodgers35, the roles of instructional material within functional or communicative methodology might be specified as follow: 1. Materials will focus on the communicative abilities of interpretation, expression and negotiation. 2. Materials will focus on understandable, relevant and interesting exchange of information rather than on the presentation of grammatical form. 3. Materials will involve different kinds of texts and different media, which the learners can use to develop their competence through a variety of different activities and tasks. The world curriculum is used interchangeable with syllabus. A syllabus is a reference of the courses a teacher teaches or intends to teach. Penny Ur stated that “syllabus is a list of all the things that are to be taught in the courses”.36

35

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1986), p.30 36 Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 176

16

Syllabus is a specification of what is to be taught in a language program and the order which it is to be taught. A syllabus may contain all or any of the following phonology, grammar, functions, notions, topics, themes, tasks.37 From the statements above, the writer can conclude that syllabus is a specific plan of what is to be taught and a teacher translates into activities in the classroom. A syllabus is designed based on school program and students degrees. Besides that, the content of the syllabus must be suitable with students’ condition and relevant to early situation. To make sure that learning process will run effectively, it’s needed for a syllabus compiler to include the kind of student learning experiences, and the brief of material in the syllabus. Characteristic of a syllabus: 1. Consist of comprehensive of list of: a. Is ordered (easier, more essential items first) b. Has explicit objectives (usually expressed in the introduction) 2. Is a public document 3. May indicate a time schedule 4. May indicate a preferred methodology or approach 5. May recommend materials38 Syllabus is part of curriculum excluding the element of curriculum evaluation. Furthermore, curriculum is one of terms that are used in broad sense and narrower sense. In its broad sense it is used to refer to all learning experiences that a person encounters at school, including those aspects which influences them only

37

David Nunan, Teaching English as a Second Foreign Language: Syllabus Design, (Massachusetts: Heinle Thomson Learning, 2001), p. 159 38 Penny Ur, A Discourse in Language Teaching: Practice and Theory, p. 178

17

subconsciously. In its narrower sense it refers to a person’s experiences in one specific subject on the school timetable.39 David Nunan states that “curriculum is a large messy concept which can be looked at in a number of ways. A very broad definition is that it includes all of the planned learning experiences of an educational system.”40 Richards describes a curriculum as follow: An educational program which states: 1. the educational purposes of the program (the ends); 2. the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means); 3. some means for assessing whether or not the educational ends have been achieved.41 From the statements, the writer concludes that curriculum is the planned learning experiences of an educational system with attention to the elements of program of studies, program of activities and program of guidance. The government decided competency standard and basic competence in the curriculum. The competency standard and basic competence based on the latest English syllabus for the second grade of Senior High School are states as follow: Table 2.1 Standard competence and Basic Competence of Listening, Reading and Writing in School-Level Curriculum Standard Competency Mendengarkan

Basic Competence 7.1 Merespon makna dalam percakapan

7. Memahami makna dalam percakapan transaksional (to get things done) dan

39

Roger Bowers and Christopher Brumfit, (Eds), Applied Linguistics and English Language Teaching, (London and Basingstoke: Macmillan Publishers Limited, 1991), p. 11 40 Nunan, Teaching English as a Second Foreign Language: Syllabus Design, p. 55 41 Richards J. Platt and H. Weber, Longman Dictionary of Applied Linguistics (Longman: Harlow, 1985)

18

transaksional dan interpersonal dalam interpersonal (bersosialisasi) resmi dan konteks kehidupan sehari-hari

tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks

kehidupan

sehari-hari

melibatkan tindak tutur: kasih,

memuji,

dan

dan

berterima

mengucapkan

selamat 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks

kehidupan

sehari-hari

dan

melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 8. Memahami makna

dalam teks 8.1 Merespon makna yang terdapat

fungsional pendek dan monolog yang dalam teks lisan fungsional pendek berbentuk news item

narrative, descriptive, dan sederhana

(misalnya

pengumuman,

sederhana dalam konteks iklan, undangan dll.) resmi dan tak

kehidupan sehari-hari

resmi

secara

berterima

akurat,

dalam

lancar

berbagai

dan

konteks

kehidupan sehari-hari 8.2

Merespon

makna

dalam

teks

monolog sederhana yang menggunakan ragam bahasa lisan

secara akurat,

lancar dan berterima dalam konteks kehidupan

sehari-hari

dalam

teks

19

berbentuk; narrative, descriptive, dan news item 9.1

Berbicara 9. Mengungkapkan

Mengungkapkan

makna

dalam

dalam percakapan transaksional (to get things

makna

percakapan transaksional dan interpersonal done) dan interpersonal (bersosialisasi) dalam konteks kehidupan sehari-hari

resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan

sehari-hari

dan

melibatkan

tindak tutur: berterima kasih, memuji, dan mengucapkan selamat 9.2

Mengungkapkan

makna

dalam

percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan

sehari-hari

dan

melibatkan

tindak tutur: menyatakan rasa terkejut, menyatakan

rasa

tak

percaya,

serta

menerima undangan, tawaran, dan ajakan 10. Mengungkapkan makna

dalam teks 10.1 Mengungkapkan makna dalam bentuk

fungsional pendek dan monolog sederhana teks lisan fungsional pendek (misalnya berbentuk narrative, descriptive dan news pengumuman, iklan, undangan dll.) resmi item dalam konteks kehidupan sehari-hari

dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari 10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-

hari

dalam

teks

berbentuk:

narrative, descriptive, dan news item

20

11.1

Membaca

Merespon

makna

dalam teks

11. Memahami makna teks fungsional fungsional pendek (misalnya pengumuman, pendek dan esei sederhana berbentuk iklan, undangan dll.) resmi dan tak resmi narrative, descriptive

dan

news item secara akurat, lancar dan berterima yang

dalam konteks kehidupan sehari-hari dan menggunakan ragam bahasa tulis dalam untuk mengakses ilmu pengetahuan

konteks kehidupan sehari-hari 11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan

sehari-hari

dan

untuk

mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item 12.1 Mengungkapkan makna dalam bentuk

Menulis 12. Mengungkapkan makna

dalam teks teks tulis fungsional pendek

(misalnya

tulis fungsional pendek dan esei sederhana pengumuman, iklan, undangan dll.) resmi berbentuk narrative, descriptive dan news dan tak resmi secara akurat, lancar dan item dalam konteks kehidupan sehari-hari

news item

dalam konteks kehidupan

sehari-hari berterima yang menggunakan ragam

bahasa

tulis

dalam

konteks

kehidupan sehari-hari 12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item Adapted from content Standard of SMA DUA MEI English Syllabus 2006

CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study The place of this study is taken at SMA DUA MEI. This is located at Jl. Haji Abdul Gani No. 135 Cempaka Putih Timur. This research was begun by asking for the English summative test sheet to the headmaster and English teacher. The research started on June up to August 2014. It was conducted at the tenth year students of SMA DUA MEI academic year 2013/2014. B. Method of Study One of the most important aspects in research is the using of methodology determination. Generally, in social science scopes, there are quantitative and qualitative. Quantitative research is research involving the use of structured questions where the response options have been predetermined and a large number of respondents are involved. While, qualitative research is collecting, analyzing, and interpreting data by observing what people do or say.1 In this research the writer collected the data by doing unstructured interview to the team teachers who made the test items on the summative test. And then the writer analyzed the test items, whether each test item of the summative test for the tenth year students of SMA DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity.The test is measured with the syllabus and indicators especially from reading and speaking skills. So based on the data and types of information needed of this research, the writer used qualitative research. Also, this study is categorized as descriptive analysis. It described the conformity and inconformity of the SMA DUA MEI‟s summative test with the syllabus and indicators.

1

H:\ipsrmehrigiulqualitativequantitativeresearch.html

21

22

C. Research Instrument The research instruments are used by the writer in collecting the data were: 1. Paper/ test booklet The writer asked the English summative test paper from the school. 2. English syllabus and indicators for the tenth year students of SMA 2 MEI The writer analyzed the test items on the summative test and then conform it to the English syllabus and the indicators. 3. Interview Before analyzing the test, the writer interviewed the team teachers who made the summative test, how they made the question of test items. D. Technique of Data Collecting There are two instruments used to get the data representing two variables, they are English summative test and English syllabus of the even semester for the tenth year students of SMA DUA MEI. The English summative test was held on Wednesday, June 4th, 2014. E. Technique of Data Analysis In analyzing the data, the writer used descriptive analysis of the test items per number. The descriptive analysis described the information about the kind of the test item which is conformed to the syllabus and indicators. After analyzing the test items logically, then the writer makes comparison between the English summative test and the syllabus. The collected data are quantitatively and qualitatively analyzed. Quantitatively, the data are collected using simple percentage formula. It is the formula:

F P = ──× 100% N

23

P : Percentage F : Frequency of unconformity N : Number of sample It is used to find how many percent the test items represent the indicators from the syllabus, and how many indicators represented by the test items. In addition, the writer also compares the percentage with the criteria adopted from Arikunto‟s opinion: 76 – 100 % = Good 56 – 75 %

= Sufficient

40 – 55 %

= Less good

< 40 %

= Bad2

Beside, the writer compared the result of the analysis, whether it has content validity or not, to the result of the interview from the team teachers who made the summative test, if there is relation to the result found.

2

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

24

F. The Test Item This text is for questions 16 to 18. Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodile are there in the river?” “Where are they? The rabbit asked for the second time. “All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then, the rabbit started to count while jumping from one crocodile to another one. one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he had crossed the river. 16. The story mainly tells us about.... a. Twenty crocodiles b. The boss of the crocodiles c. A rabbit and twenty crocodiles d. A rabbit and the boss of crocodile e. The boss of the crocodile and all his friends 17. We know from the first paragraph that the rabbit actually wanted .... a. To cross the river b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodiles are e. To know the number of crocodiles there 18. “All of you are good, nice, gentle and kind ...” (Paragraph 2) The underline word is synonymous with.... a. Wild b. Diligent c. Cheerful

25

d. Easy going e. Honorable

This text is for questions 19 to 24. TANAH LOT Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky there is a Pura called „Pura Tanah Lot‟. It is the place where the Hinduism followers do their prayer. 19. Tanah Lot is a well-known ... resorts in Bali. a. Tour

b. Tourist

c. Tourism

d. Touring

e. Touristy

20. Based on the text, which statement is correct? a. Tanah Lot is a popular tourist resort in Bali. b. Tanah Lot is not a popular tourist resort in Bali. c. Bali is a well-known tourist resort in Tanah Lot. d. Bali is not well-known because of Tanah Lot. e. Bali is small island 21. Tanah lot has a very lovely view. 'View' has a similar meaning with? a. Scenery

b. Beach

c. Pura

d. Rock

e.Phenomenon

22. Where is the Pura Tanah Lot? a. Beside a rocky hill b. Behind a rocky hill c. Under a rocky hill d. On a rocky hill e. In front of a rocky hill 23. The identification of Tanah Lot does not true based on the text is? a. Tanah Lot is an unknown tourist resort in Bali. b. It really has very lovely scenery with its natural beach.

26

c. The rocks on the beach make it more beautiful. d. On one of the rocky hills there is a Pura called Pura Tanah Lot. e. The place where the Hinduism followers do their prayer. 24. Eka

: Are you free today?

Lidya

: Yes, what‟s up?

Eka

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

tonight? Lidya

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

What are the speakers going to do? a. To stay at home. b. To see Peterpan show. c. To arrange their free time. d. To watch Peterpan at home. e. To come to their friend‟s house. 25. Mira

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

after class. Father

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

Mira

: Don‟t worry. Dad

Mother

: What did Mira say?

Father

: She said that she would be late home today.

What is the most possible place where Mira is talking to her father? a. Hall b. Her home c. The office d. Her school e. A meeting room

27

This text is for questions 26 to 28. COMPANY ACCOUNTANT Expanding wholesaler of stationery and office equipment requires, we need office staff. With good salary and good working condition for good applicant. Apply with curriculum vitae to Mrs. Barton Office Equipment & Efficiency Works PO Box 36 Whistle Woods UK 26. In Which section would you likely read the advertisement? a. Company for sale. b. Office equipment. c. Job vacancy. d. Entertainment Guide. e. Stationery and office. 27. What position is offered in the advertisement? a. Salesman. b. Wholesaler. c. Accountant. d. Office staff. e. Director assistant 28. Apply with curriculum vitae to Mrs. Barton. What information should the applicant

include in it?

a. Experience in managing a company. b. A statement of salary wanted. c. A prove of knowing about stationery. d. A statement of responsibility e. A statement of education and work experience. 29. My brother ___________________ (go) to college.

28

a. Goes

b. Go

c. Went

d. Gone

e. Going

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

b. Drinks

c. Drank

d. Drunk

f. Drinking

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

b. Baking

c. Baked

d. Bakes

e.Baken

32. They ___________ dance at the party tonight. a.

Will

b. Are

c. Is

d. Was

e.Were

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

b. Discuses

c. Discuss

d. Discussed e. Discussion

34. Change into passive! I buy a ticket for watching the jazz festival. a. A ticket is buy for watching the jazz festival. b. A ticket are buy for watching the jazz festival. c. A ticket is bought for watching the jazz festival. d. A ticket was bought for watching the jazz festival. e. A ticket were bought for watching the jazz festival. 35. Tania

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

really happy. Bona

: Let me congratulate you.

What is kind of this expression above? a. Expression of thanking b. Expression of complimenting c. Expression of congratulating d. Expression of disbelief e. Expressions of surprising

29

This is text for number 36-39

36. What is kind of the text above? a. Procedure text b. Narrative text c. Announcement text d. Advertisement text e. Descriptive text 37. When will the English Speech Contest held? a. 22 March 2013 b. 22 March 2012 c. 21 March 2012 d. 21 March 2013 e. 23 March 2013 38. Where is the place of English Speech Contest? a. Yard of SMAN 208 b. Auditorium of SMAN 208 c. Hall of SMAN 208 d. Canteen of SMAN 208 e. Office room of SMAN 208

30

39. Who are the participants of English Speech Contest? a. All students and teachers of SMAN 208 b. All students of SMAN and officers of SMAN 208 c. Teachers and officers of SMAN 208 d. All students of SMAN 208 e. The other students of SMAN 208

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

b. Agree

c. Appreciate

d. Deserve

e. Love

41. I‟ll see you ... next week. a. On

b. In

c. At

d. With

e. Or

42. This is an expression of disbelief ... a. Thank you so much b. Really! c. Don‟t forget d. I‟d love too e. Ok, see you there

43. “Would you like to come over for dinner next Saturday?” What does the sentence tell about? a. Announcement b. Advertisement c. Invitation d. Gratitude e. Apologize 44. The weather is so cloudy. It ... rain this morning a. Will be

b. Is going to c. Will go

d. Will have

e. Going

31

45. A text tells about something to be remembered or short report is? a. Invitation b. Announcement c. Advertisement d. Apologized e. Memo 46. The purpose of reported speech is to? a. Describe b. Retell what happen c. Report something d. Entertain e. Persuade the reader that something is fun

The text is for number 47-50

How Earthquakes Happen Earthquake is one of the most destroying natural disasters. Unluckily it often happens in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought great damages. Why did it occur? Do you know how an earthquake happens? Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

32

47. What is kind of the text above? a. Procedure text b. Reported speech c. Explanation text d. Descriptive text e. Narrative text 48. What are the tenses usually used in the text above? a. Past tense future b. Present tense c. Future tense d. Continuous tense e. Perfect tense 49. Give one example of passive voice that used in the text above? a. It has brought great damages b. Earthquake is one of the most destroying natural disasters c. It often happens in several regions d. Why did it occur? e. It made the ground shake 50. Give one example of present tense that used in the text above? a. Earthquake is one of the most destroying natural disasters b. It has brought great damages c. The place right above the focus is called the epicenter of the earthquake. d. A horrible earthquake has shaken West Sumatra e. Did you know how an earthquake happens?

33

G. Syllabus Table 3.1

Standar Kompetensi Mendengarkan

Kompetensi Dasar

Indikator

7.1 Merespon makna 1. Mengidentifikasi

percakapan 7. Memahami makna dalam dalam percakapan transaksional (to get 2. things done) dan transaksional dan interpersonal dalam interpersonal

makna

tindak tutur berterimakasih Merespon

tindak

tutur

mengungkapkan berterimakasih

kehidupan (bersosialisasi) resmi 3. Mengidentifikasi makna dan tak resmi secara sehari-hari tindak tutur memuji akurat, lancar dan berterima yang 4. Merespon tindak tutur konteks

menggunakan

ragam

memuji

bahasa lisan sederhana 5. Mengidentifikasi makna dalam berbagai konteks tindak tutur mengucapkan kehidupan sehari-hari selamat dan melibatkan tindak tutur: berterima kasih, memuji,

dan

6. Merespon

tindak

tutur

menunjukkan mengucapkan selamat

mengucapkan selamat 7. Mengidentifikasi 7.2 Merespon makna dalam

percakapan

transaksional things

(to

done)

interpersonal (bersosialisasi)

makna

tindak tutur menyatakan rasa terkejut

get dan 8. Merespon tindak tutur menyatakan rasa terkejut resmi 9. Mengidentifikasi

makna

dan tak resmi secara

tindak tutur menyatakan

akurat,

rasa tak percaya

lancar

berterima menggunakan

dan yang ragam

10. Merespon makna tindak

34

bahasa lisan sederhana

tutur menyatakan rasa tak

dalam berbagai konteks

percaya

kehidupan

sehari-hari 11. Mengidentifikasi makna dan melibatkan tindak tindak tutur menerima tutur: menyatakan rasa

undangan, tawaran, dan

terkejut,

ajakan

menyatakan

rasa tak percaya, serta menerima

undangan,

12. Merespon makna tindak tutur menerima undangan,

tawaran, dan ajakan

tawaran, dan ajakan 8. Memahami makna 8.1 Merespon makna dalam teks fungsional yang

terdapat

dalam

pendek dan monolog teks lisan fungsional yang

berbentuk pendek

sederhana

news

sederhana

item pengumuman,

iklan,

dalam undangan dll.) resmi

makna

yang terdapat dalam teks lisan fungsional sederhana

narrative, descriptive, (misalnya dan

13. Mengidentifikasi

pengumuman,

pendek

(misalnya iklan,

undangan dll.)

kehidupan dan tak resmi secara 14. Merespon makna yang terdapat dalam teks lisan sehari-hari akurat, lancar dan fungsional pendek berterima dalam konteks

berbagai

konteks

kehidupan sehari-hari 8.2 Merespon makna dalam

sederhana pengumuman,

(misalnya iklan,

undangan dll.)

monolog 15. Merespon makna dalam teks monolog sederhana yang

teks

sederhana menggunakan

ragam

berbentuk:

bahasa lisan

secara

descriptive, dan news item

akurat, berterima konteks

lancar

dan dalam

kehidupan

sehari-hari dalam teks

narrative,

35

berbentuk;

narrative,

descriptive, dan news item 9.1

Berbicara 9.

Mengungkapkan 1. Menggunakan tindak tutur

Mengungkapkan makna

makna

dalam percakapan

percakapan

interpersonal

sehari-hari

dan things

berterimakasih 2. Menggunakan tindak tutur

transaksional

transaksional

konteks

dalam

(to

done)

get

memuji

dan 3. Menggunakan tindak tutur

dalam interpersonal

kehidupan (bersosialisasi)

resmi

mengucapkan selamat

dan tak resmi secara 4. Menggunakan tindak tutur menyatakan rasa terkejut akurat, lancar dan berterima

dengan 5. Menggunakan tindak tutur menggunakan ragam menyatakan rasa tak bahasa lisan sederhana percaya dalam

konteks

kehidupan

sehari-hari

dan melibatkan tindak tutur: berterima kasih, memuji,

dan

mengucapkan selamat 9.2

Mengungkapkan

makna

dalam

percakapan transaksional things

(to

done)

get dan

interpersonal (bersosialisasi)

resmi

dan tak resmi secara akurat,

lancar

dan

6. Menggunakan tindak tutur menerima

undangan,

tawaran, dan ajakan

36

berterima

dengan

menggunakan

ragam

bahasa lisan sederhana dalam

konteks

kehidupan

sehari-hari

dan melibatkan tindak tutur: menyatakan rasa terkejut,

menyatakan

rasa tak percaya, serta menerima

undangan,

tawaran, dan ajakan 10.

Mengungkapkan 10.1

makna

Mengungkapkan

dalam teks makna dalam bentuk

fungsional pendek dan teks lisan fungsional monolog

sederhana pendek

(misalnya

berbentuk

narrative, pengumuman,

iklan,

descriptive dan news undangan dll.) resmi item

dalam konteks dan tak resmi dengan


menggunakan

ragam

bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari 10.2

Mengungkapkan

makna

dalam

monolog dengan

teks

sederhana menggunakan

ragam

bahasa

lisan

secara

akurat,

lancar

dan berterima dalam konteks

kehidupan

sehari- hari dalam teks

37

berbentuk:

narrative,

descriptive, dan news item 11.1 Merespon makna 1. Merespon teks fungsional

Membaca

11. Memahami makna dalam teks fungsional

pendek

teks

pengumuman

pendek

fungsional pendek dan

sederhana

esei pengumuman,

berbentuk

narrative, descriptive dan news item dalam konteks

kehidupan

sehari-hari dan untuk mengakses pengetahuan

(misalnya

berupa

iklan, 2. Merespon teks fungsional undangan dll.) resmi pendek berupa iklan dan tak resmi secara 3. Merespon teks fungsional akurat, lancar dan pendek berupa undangan berterima yang menggunakan ragam 4. Merespon teks monolog

ilmu bahasa

dalam

sederhana

kehidupan

narrative

tulis

konteks sehari-hari

5. Merespon teks monolog

11.2 Merespon makna

sederhana

dan

descriptive

langkah-langkah

retorika

dalam

sederhana akurat, berterima

berbentuk

esei secara

lancar

dan

berbentuk

6. Merespon teks monolog sederhana berbentuk news item

dalam

kehidupan 7. Membaca nyaring bermakna wancana ragam sehari-hari dan untuk tulis yang dibahas dengan mengakses ilmu konteks

pengetahuan dalam teks

ucapan dan intonasi yang

berbentuk

benar

narrative,

descriptive, dan news 8. Mengindentifikasikan item

topik dari teks yang di baca 9. Menggunakan tata bahasa,

38

kosa kata, tanda baca,ejaan, dan tata tulis dengan akurat 10. Mengidentifikasi makna dalam teks tulis narrative 11. Mengidentifikasi makna dalam teks tulis descriptive 12. Mengidentifikasi makna dalam teks tulis news item 13. Mengidentifikasi langkahlangkah retorika dalam teks tulis narrative 14. Mengidentifikasi langkahlangkah retorika dalam teks tulis descriptive 15. Mengidentifikasi langkahlangkah retorika dalam teks tulis news item 12.1

Menulis 12.

Mengungkapkan 1. Menulis gagasan utama

Mengungkapkan makna dalam bentuk 2. Mengelaborasi gagasan

makna tulis pendek sederhana

dalam teks teks

tulis

fungsional

fungsional pendek dan

(misalnya

esei pengumuman,

iklan,

dan news item dalam akurat, lancar dan news

sehari-hari

1. Membuat draft, merevisi,menyunting

berbentuk undangan dll.) resmi

narrative, descriptive dan tak resmi secara

konteks

utama

kehidupan item

dalam konteks

kehidupan

sehari-hari

2. Menghasilkan teks fungsional pendek seperti pengumuman, iklan, undangan 3. Menulis teks berbentuk

39

berterima

yang

menggunakan bahasa

ragam

narrative, descriptive, dan news item

tulis

dalam 4. Menggunakan kalimat past kehidupan tense dalam

konteks sehari-hari

menyampaikan sebuah

12.2

peristiwa

Mengungkapkan

makna

dan

retorika

langkah

dalam

sederhana akurat, berterima konteks

esei secara

lancar

dan

5. Menggunakan kalimat langsung dan tak langsung dalam menulis narasi

dalam 6. Menghasilkan teks berbentuk descriptive kehidupan

sehari-hari dalam teks 7. Menghasilkan teks berbentuk narrative, berbentuk narrative descriptive, dan news 8. Menghasilkan teks item berbentuk news item

CHAPTER IV RESEARCH FINDING AND DISCUSSION A. The Analysis and the Description of the Data The writer analyzed the test materials whether they conform to the English syllabus of SMA Dua Mei. To get the data, he took the questions sheet and the English syllabus document to be analyzed. The data that the writer used in this study is the English summative test for even semester, which is called Ulangan Umum Semester Genap Tahun Pelajaran 2013/2014 for the tenth year students of SMA Dua Mei. The total numbers of test items are 50 tests which consist of 15 items for listening section and 35 items for multiple choice items. The test was held on Wednesday, June 4th, 2014 with the given time 120 minutes. Having investigated the summative test items, the writer is able to describe the data as follows: Table 4.1 The conformity between the summative test item and the syllabus Basic Competence

Based on the indicators of

Items

reading

number

11.1 Merespon makna dalam 1. Merespon teks fungsional teks

fungsional

(misalnya

pendek

pengumuman,

iklan, undangan dll.) resmi

36, 37, 38, 39

pendek berupa pengumuman 2. Merespon teks fungsional

26, 27, 28

pendek berupa iklan

dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis

dalam

3. Merespon teks fungsional pendek berupa undangan

konteks 4. Merespon teks monolog


sederhana berbentuk

11.2 Merespon makna dan

narrative

langkah-langkah retorika


dalam esei sederhana secara

sederhana berbentuk

akurat, lancar dan berterima

descriptive

40

16, 17

41

dalam konteks kehidupan


sehari-hari dan untuk

sederhana berbentuk news

mengakses ilmu pengetahuan

item

dalam teks berbentuk narrative, descriptive, dan news item

7. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar 8. Mengindentifikasikan topik dari teks yang di baca 9. Menggunakan tata bahasa,

29, 30, 31,

kosa kata, tanda baca,ejaan,

32, 33, 34,

dan tata tulis dengan akurat

35, 40, 41, 44

10. Mengidentifikasi makna

18

dalam teks tulis narrative 11. Mengidentifikasi makna dalam teks tulis descriptive 12. Mengidentifikasi makna dalam teks tulis news item 13. Mengidentifikasi langkahlangkah retorika dalam teks teks tulis narrative 14. Mengidentifikasi langkahlangkah retorika dalam teks teks tulis descriptive 15. Mengidentifikasi langkahlangkah retorika dalam teks teks tulis news item Basic Competence

Based on the indicators of speaking

9.1 Mengungkapkan makna 1. Menggunakan tindak tutur

Items number

42

dalam

percakapan

berterimakasih

transaksional (to get things 2. Menggunakan tindak tutur done)

dan

interpersonal

(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan

berterima

3. Menggunakan tindak tutur mengucapkan selamat

35

dengan

menggunakan ragam bahasa lisan

memuji

sederhana

dalam

4. Menggunakan tindak tutur menyatakan rasa terkejut

konteks kehidupan sehari-hari 5. Menggunakan tindak tutur dan melibatkan tindak tutur:

menyatakan rasa tak percaya

42

berterima kasih, memuji, dan 6. Menggunakan tindak tutur mengucapkan selamat menerima undangan, tawaran, 9.2 Mengungkapkan makna dan ajakan dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 10.1 Mengungkapkan makna dalam

bentuk

teks

lisan

fungsional pendek (misalnya pengumuman,

iklan,

undangan dll.) resmi dan tak

24, 43

43

resmi dengan menggunakan ragam bahasa lisan sederhana dalam

berbagai

konteks

kehidupan sehari-hari 10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari- hari dalam cx teks berbentuk: narrative, descriptive, dan news item

Table 4.2 The Description of the Test Items Items number 16, 17

Samples 16. The story mainly tells us about.... a. Twenty crocodiles b. The boss of the crocodiles c. A rabbit and twenty crocodiles d. A rabbit and the boss of crocodile e. The boss of the crocodile and all his friends 17. We know from the first paragraph that the rabbit actually wanted ....

Point of conformity The question of number 16 asks students to identify what the text is about. And the question of number 17 asks students indicate what the rabbit wanted to do in the story. It can be understood that this item measures the student‟s ability in in responding the narrative text. Thus, these

items

conform

to

the

recommended

indicator

namely,

“merespon teks monolog sederhana berbentuk narrative”.In addition the text used is narrative text. Thus, it

44

a. To cross the river

also conforms to the suggested text.

b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodiles are e. To know the number of crocodiles there

18

24, 43

“All of you are good, nice,

This question asks students to

gentle and kind ...” (Paragraph

determine the synonymous of good,

2)

nice, gentle and kind from the

The underline word is

sentence. It can be understood that

synonymous with....

this item measures the student‟s

a. Wild

ability in finding the suitable words

b. Diligent

in the narrative text. Thus, this item

c. Cheerful

conforms

d. Easy going

indicator namely, “Mengidentifikasi

e. Honorable

makna dalam teks tulis narrative”.

24. Eka

: Are you free

to

the

recommended

The question of number 24 asks

today?

students

Lidya : Yes, what‟s up?

speakers are going to do. And the

Eka

question of number 43 ask student

: Would you like to

to

indicate

what

the

come with me to see the

to identify the expression used in

“Peterpan” show tonight?

the sentence It can be understood

Lidya : Thanks, I‟d be

that

delighted to. It‟s my favorite

student‟s

band.

expression of invitation. Thus, these

What are the speakers going to

items conform to the recommended

do?

indicator a. To stay at home.

these

items ability

namely,

measure in

the

finding

“merespon

dengan benar berbagai tindak tutur

45

b. To see Peterpan show.

interpersonal/

transaksional:

c. To arrange their free

menerima undangan, tawaran, dan ajakan”.

time. d. To watch Peterpan at home. e. To come to their friend‟s house. 43. “Would you like to come over for dinner next Saturday?” What does the sentence tell about? a. Announcement b. Advertisement c. Invitation d. Gratitude e. Apologize

26, 27, 28

COMPANY ACCOUNTANT Expanding

wholesaler

The question of number 26 asks of students to determine the section

stationery and office equipment which the text could be found. And requires, we need office staff.

the question of number 27 ask

With good salary and good student to identify the position working condition for good offered in the advertisement. It can applicant.

be understood that these items

Apply with curriculum vitae to

measure the student‟s ability in

Mrs. Barton

responding

advertisement

text.

Office Equipment & Efficiency Thus, these items conform to the Works

recommended

PO Box 36 Whistle Woods UK

“merespon

indicator

makna

namely,

dalam

teks

26. In Which section would you fungsional pendek berbentuk iklan”. likely read the advertisement?

46

a. Company for sale. b. Office equipment. c. Job vacancy. d. Entertainment Guide. e. Stationery and office. 27. What position is offered in the advertisement? a. Salesman. b. Wholesaler. c. Accountant. d. Office staff. e. Director assistant

29, 30, 31, 29. My brother ____ (go) to The questions of number 29 and 30 32, 33, 34, college.

asks students to identify the suitable

40, 41, 44

a. Goes

verb used in the sentences. It can be

b. Go

understood that these items measure

c. Went

the student‟s ability in using tenses.

d. Gone

Thus, these items conform to the

e. Going

recommended

indicator

namely,

30. He does not __ (drink) a “menggunakan tata bahasa yang coffee every day.

sesuai”.

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

35

Tania : Hay Bona, I passed This question asks students to UAN examination and got good identify the expression used in the score. I‟m really happy.

dialogue. It can be understood that

Bona : Let me congratulate this item measures the student‟s

47

you.

ability in finding expression of

What is kind of this expression congratulating. Thus, this item conforms to the recommended above? indicator

a. Expression of thanking

namely,

“merespon

dengan benar berbagai tindak tutur

b. Expression of

mengucapkan selamat”.

complimenting c. Expression of congratulating d. Expression of disbelief e. Expressions of surprising

36, 37, 38, 36. What is kind of the text The question of number 36 asks 39 students to determine the type of the above? text used in the story. And the

a. Procedure text b. Narrative text

question of number 37 ask student

c. Announcement text

to indicate when the English Speech

d. Advertisement text

Contest will be held. It can be

e. Descriptive text

understood that these items measure

37. When will the English Speech Contest held?

the student‟s ability in responding announcement text. Thus, these items conform to the recommended

a. 22 March 2013 b. 22 March 2012 c. 21 March 2012

indicator namely, “merespon makna dalam

teks

fungsional

pendek

berbentuk pengumuman”.

d. 21 March 2013 e. 23 March 2012 42

This

expression

of This question asks students to identify the expression of disbelief.

a. Thank you so much

It can be understood that this item

b. Really!

measures the student‟s ability in

c. Don‟t forget

finding expression of disbelief.

is

an

disbelief ...

48

d. I‟d love too

Thus, this item conforms to the

e. Ok, see you there

recommended

indicator

namely,

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

Table 4.3 The inconformity between the summative test item and the syllabus

Items

Samples

Point of inconformity

number 19, 20, 21, 22, 23, 46

TANAH LOT


Tanah Lot is a well-known students to determine the word tourist resort in Bali. It really has used in the sentence. And the very lovely scenery with its question of number 46 ask natural beach. The rocks on the student

to

determine

the

beach make it more beautiful. On purpose of reported speech. It one of the rocky there is a Pura can be understood that these called „Pura Tanah Lot‟. It is the items measure the student‟s place

where

the

Hinduism ability in responding the report

followers do their prayer.

text. Thus, it can be concluded

19.Tanah Lot is a well-known ... that these questions do not conform to the syllabus because resorts in Bali. a. Tour

the indicator aren‟t included

b. Tourist

into suggested indicator.

c. Tourism d. Touring e. Touristy

46. The purpose of reported speech is to?

49

a. Describe b. Retell what happen c. Report something d. Entertain e. Persuade the reader that something is fun

25

Mira

: Hi Dad. I will be late This question asks students to

because the committee will hold indicate the place where the a meeting after class. Father

: its okay but you must understood

go straight after the meeting. Mira

speaker is talking. It can be

: Don‟t worry. Dad

Mother : What did Mira say?

that

this

item

measures the student‟s ability in finding

expression

of

instruction. Thus, it can be

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

doesn‟t conform to the syllabus

What is the most possible place because the indicator is not where Mira is talking to her included father?

into

suggested

indicator.

a. Hall b. Her home c. The office d. Her school e. A meeting room

45

A text tells about something to be This question asks students to identify a text that tells about remembered or short report is? a. Invitation

something to be remembered or

b. Announcement

short

c. Advertisement

understood

d. Apologized

report. that

It

can this

be item

measures the student‟s ability in responding the memo text. Thus,

50

e. Memo

it can be concluded that the question doesn‟t conform to the syllabus because the text is not included into suggested text.

47, 48, 49, 50

How Earthquakes Happen


Earthquake is one of the most students to determine the type of destroying

natural

disasters. the text used in the story. And

Unluckily it often happens in the question of number 48 ask several

regions.

Recently

a student students to determine

horrible earthquake has shaken the tense used in the explanation West Sumatra. It has brought text. It can be understood that great damages. Why did it occur? these

items

measure

the

Do you know how an earthquake student‟s ability in identifying happens?

the tenses in the explanation

Earthquakes are usually caused text.. Thus, it can be concluded when rock underground suddenly that these questions do not breaks along a fault. This sudden conform to the syllabus because release of energy causes the the indicator aren‟t included seismic waves. It makes the into suggested indicator. ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little.

They

don't

just

slide

smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks

break,

the

earthquake

occurs. During

the

earthquake

and

51

afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck

again.

underground

The

where

the

spot rock

breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

47. What is kind of the text above? a. Procedure text b. Reported speech c. Explanation text d. Descriptive text e. Narrative text 48. What are the tenses usually used in the text above? a. Past tense future b. Present tense c. Future tense d. Continuous tense e. Perfect tense

52

B. The Interpretation of the Data The following table describes the total frequency of the conformity and the unconformity of English summative test items to the syllabus based on the data of item analysis result above. Based on the data of item analysis result, we can see the table as follow: Table 4.4 The Analysis Result of the Conformity and the Inconformity of English Summative Test Items at Even Semester for the Tenth Year Students of SMA Dua Mei No

Summative Test Items Area

The conformity test items 1.

based on the indicators of English syllabus

The inconformity test items 2.

based on the indicators of English syllabus

Items Number

Total Frequency

16, 17, 18, 24, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42,

23 items = 65 %

43, 44

19, 20, 21, 22, 23, 25, 45, 46, 47, 48, 49, 50

12 items = 35 %

1. Percentage Table 3.3 shows that the conformity of summative test with the English syllabus is 65 % consist of 23 items. The percentage obviously falls into the level of 56 – 75 %, based on Arikunto‟s opinion, it means sufficient. Then, the inconformity between test items and English syllabus is 35% consist of 12 items. The calculations are explained bellow.

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

53

F P = ── × 100% N P : Percentage F : Frequency of conformity N : Number of sample F P = ── × 100% N

P =

23 ── × 100% 35

P = 65 % So, based on the calculation above the English summative test which is administrated in the tenth year students of Dua Mei is 65% valid in terms of its conformity with the indicators. While, based on the data of the inconformity items number, the writer analyses: F P = ── × 100% N P : Percentage F : Frequency of inconformity N : Number of sample F P = ── × 100% N

P =

12 ── × 100% 35

P = 35 %

54

Table 4.5 The indicators represented by the test items 1. Merespon teks fungsional pendek berupa pengumuman 2. Merespon teks fungsional pendek berupa iklan 3. Merespon teks monolog sederhana berbentuk narrative 4. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis dengan akurat 5. Mengidentifikasi makna dalam teks tulis narrative 6. Menggunakan tindak tutur mengucapkan selamat 7. Menggunakan tindak tutur menyatakan rasa tak percaya 8. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan

Table 4.6 The indicators aren’t represented by the test items 1. Merespon teks fungsional pendek berupa undangan 2. Merespon teks monolog sederhana berbentuk descriptive 3. Merespon teks monolog sederhana berbentuk news item 4. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar 5. Mengindentifikasikan topik dari teks yang di baca 6. Mengidentifikasi makna dalam teks tulis descriptive 7. Mengidentifikasi makna dalam teks tulis news item 8. Mengidentifikasi langkah-langkah retorika dalam teks tulis narrative 9. Mengidentifikasi langkah-langkah retorika dalam teks tulis descriptive 10. Mengidentifikasi langkah-langkah retorika dalam teks tulis news item 11. Menggunakan tindak tutur berterimakasih 12. Menggunakan tindak tutur memuji 13. Menggunakan tindak tutur menyatakan rasa terkejut

55

2. Content Analysis Based on the tables and the explanation of the data above, we know that some indicators are not suggested in the syllabus but they are included in the test items whereas the indicators are still suggested in the standard competence and basic competence. On the contrary, there are some indicators that are not included in the test, but they are suggested in the syllabus. Besides, there are indicators which dominate the test items. We can see that the indicator “Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat” represented 9 items number, and the indicator “Merespon teks fungsional pendek berupa pengumuman” represented 4 items number. On the other hand, there are some indicators which only have few items number. Instead they just have one item number. Ideally, it will be proportional if every indicator represented equally. There are 21 indicators suggested in the syllabus, and they have to be represented by 35 items number. So, every indicator should represent 1 or 2 items number. And we can see from table 4.6 that there are 13 indicators which are not represented in the test item. So, based on the distribution of the indicators shown by the table, the writer found that only 38% or 2/5 of the indicators represent the test items, means 62% or 3/5 indicators are not represented. The calculations are explained bellow:

F P = ── × 100% N P : Percentage F : Frequency of indicators which cover the test items N : Number of indicator F P = ── × 100% N

56

8 P = ── × 100% 21 P = 38 % According to the item analysis above, the writer concludes that the English summative test which is administrated in the tenth year students of Dua Mei doesn‟t represent the whole indicators from the syllabus of the even semester. On the other word, it doesn‟t test all what it is supposed to test because there are 62% indicators which aren‟t assessed by the test, i.e. construct under-represented. 3. The interview Based on the unstructured interview with the English teacher of SMA Dua Mei, as the test designer, she said that, she had constructed the test items based on the English syllabus of the even semester adopted from the standard competence and basic competence. On the contrary, the writer found that there are some indicators aren‟t included in the syllabus whereas they are suggested in the standard competence and basic competence. And also the test designer said that, she made the test item individually because there isn‟t any special team for constructing the test in that school.

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion

In this research the writer analyzes based on two points of view. First, related to the percentage, the writer found that the English summative test which is administrated in the tenth year students of Dua Mei is 65% valid in terms of its conformity with the indicators. The items tests that represent the suggested indicators in the syllabus are 23 items and the inconformity items are 12 items. So, based on Arikunto’s opinion, it means sufficient, because the percentage falls into the level of 56-75%. And then, based on the content analysis, the writer found that the test doesn’t represent the whole indicators from the syllabus of the even semester. On the other word, it doesn’t test all what it is supposed to test because there are 62% indicators which aren’t assessed by the test, i.e. construct underrepresented. Therefore, the writer concludes that the English summative test of the even semester on the tenth grade students of SMA Dua Mei hassufficient content validity.

B. Suggestion Before making a test, the test designer has tounderstand how to write a good test in term of validity. And the indicators must be appropriate with the syllabus. And the writer would like to suggest the test designer to: 1. Take the curriculum or syllabus into consideration in planning the test. 2. Take the proper sample of the materials as suggested by the syllabus. 3. Construct the item based on the indicators represented equally. 4. Examine the items to get more valid and reliable test by trying the items.

57

58

REFERENCES Alderson J. Charles., et al.,Language Test Construction & Evaluation. Cambridge: Cambridge University, 1995. Arikunto, Suharsimi.Prosedure Penelitian.Jakarta: Rineka Cipta, 1992. Bowers, Roger., and Brumfit, Christopher, (Eds).Applied Linguistics and English Language Teaching. London and Basingstoke: Macmillan Publishers Limited, 1991. C. Richards, Jack., and S. Rodgers, Theodore. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986. Finocchiaro, Mary., and Sake, Sydney. Foreign Language Testing. New York: Regents Publishing, 1983. Gronlund, Norman E.Constructing Achievement Test. London : Prentice-Hall of International, inc, 1982. Gronlund, Norman E. Measurement and Evaluation in Teaching. Fourth Edition, New York: McMillan Publishing, 1985. H:\ipsrmehrigiulqualitativequantitativeresearch.html Heaton, JB.Writing English Language test. London and New York:Longman, 1998. Hughes, Athur. Testing for Language Teacher. Great Britain: Cambridge Univercity Press,1995. J. Nitko, Anthony.Educational Test and Measurement An Introduction. NewYork: Harcourt Brace Jovanovic,1983. J. Platt, Richards.,and Weber, H.Longman Dictionary of Applied Linguistics. Longman: Harlow, 1985. Nunan, David. Teaching English as a Second Foreign Language: Syllabus Design. Massachusetts: Heinle Thomson Learning, 2001. T. Nietzel,Michael. Introduction to Clinical Psychology. Englewood Cliffs: Prentice Hall, 1998. Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Departemen Pendidikan dan Kebudayaan, 1988. Ur, Penny.A Discourse in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 1996.

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Wiersma, William and G Juts, Stephent.Educational Measurement and Testing.Boston:Allyn and Bacon, 1990.

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The Items that Conform to the Syllabus Based on the item analysis, there are 23 items that represent the suggested indicators by the syllabus No item

The question Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodile are there in the river?” “Where are they? The rabbit asked for the second time. “All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just

16

then, the rabbit started to count while jumping from one crocodile to another one. one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he had crossed the river. The story mainly tells us about.... a. Twenty crocodiles b. The boss of the crocodiles c. A rabbit and twenty crocodiles d. A rabbit and the boss of crocodile e. The boss of the crocodile and all his friends

This question asks students to identify what the text is about. It can be understood that this item measures the student’s ability in responding the narrative text. Thus, this item conforms to the recommended indicator namely, “merespon teks monolog sederhana berbentuk narrative”. In addition the text used is narrative text. Thus, it also conforms to the suggested text.

61

No item

The question We know from the first paragraph that the rabbit actually wanted .... a. To cross the river

17

b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodiles are e. To know the number of crocodiles there

This question asks students to indicate what the rabbit wanted to do in the story. It can be understood that this item measures the student’s ability in finding factual information from the narrative text. Thus, this item conforms to the recommended indicator namely, “merespon teks monolog sederhana berbentuk narrative”. In addition the text used is narrative text. Thus, it also conforms to the suggested text. No item

The question “All of you are good, nice, gentle and kind ...” (Paragraph 2) The underline word is synonymous with.... a. Wild

18

b. Diligent c. Cheerful d. Easy going e. Honorable

This question asks students to determine the synonymous of good, nice, gentle and kind from the sentence. It can be understood that this item measures the student’s ability in finding the suitable words in the narrative text. Thus, this item conforms to the recommended indicator namely, “mengidentifikasi makna dalam teks tulis narrative”. No item

The question

62

Eka

: Are you free today?

Lidya : Yes, what’s up? Eka

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

tonight? Lidya : Thanks, I’d be delighted to. It’s my favorite band. 24

What are the speakers going to do? a. To stay at home. b. To see Peterpan show. c. To arrange their free time. d. To watch Peterpan at home. e. To come to their friend’s house.

This question asks students to indicate what the speakers are going to do. It can be understood that this item measures the student’s ability in finding expression of invitation. Thus, this item conforms to the recommended indicator namely,

“merespon

dengan

benar

berbagai

tindak

tutur

interpersonal/

transaksional: menerima undangan, tawaran, dan ajakan”. No item

The question COMPANY ACCOUNTANT Expanding wholesaler of stationery and office equipment requires, we need office staff. With good salary and good working condition for good applicant. Apply with curriculum vitae to Mrs. Barton

26

Office Equipment & Efficiency Works PO Box 36 Whistle Woods UK In Which section would you likely read the advertisement? a. Company for sale. b. Office equipment. c. Job vacancy.

63

d. Entertainment Guide. e. Stationery and office.

This question asks students to determine the section which the text could be found. It can be understood that this item measures the student’s ability in responding advertisement text. Thus, this item conforms to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berbentuk iklan”. No item

The question What position is offered in the advertisement? a. Salesman.

27

b. Wholesaler. c. Accountant. d. Office staff. e. Director assistant

This question asks students to identify the position offered in the advertisement. It can be understood that this item measures the student’s ability in responding advertisement text. Thus, this item conforms to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berbentuk iklan”. No item

The question Apply with curriculum vitae to Mrs. Barton. What information should the applicant include in it? a. Experience in managing a company.

28

b. A statement of salary wanted. c. A prove of knowing about stationery. d. A statement of responsibility e. A statement of education and work experience.

64

This question asks students to identify the information should the applicant include in the curriculum vitae. It can be understood that this item measures the student’s ability in responding advertisement text. Thus, this item conforms to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berbentuk iklan”. No item

The question My brother ___________________ (go) to college. a. Goes

29

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

This question asks students to identify the suitable verb used in the sentence. It can be understood that this item measures the student’s ability in using tenses. Thus, this item conforms to the recommended indicator namely, “menggunakan tata bahasa yang sesuai” No item

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

30

b. Drinks c. Drank d. Drunk e. Drinking

This question asks students to identify the suitable verb used in the sentence. It can be understood that this item measures the student’s ability in using tenses. Thus, this item conforms to the recommended indicator namely, “menggunakan tata bahasa yang sesuai”

65

No item

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

31

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


No item

The question They ___________ dance at the party tonight. a. Will

32

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


No item 33

The question Tono and Tini will ____________ (discuss) their task next day. a. Discussing

66

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


No item

The question Change into passive! I buy a ticket for watching the jazz festival. a. A ticket is buy for watching the jazz festival. b. A ticket are buy for watching the jazz festival.

34

c. A ticket is bought for watching the jazz festival. d. A ticket was bought for watching the jazz festival. e. A ticket were bought for watching the jazz festival.

This question asks students to change the sentence into passive. It can be understood that this item measures the student’s ability in using tenses. Thus, this item conforms to the recommended indicator namely, “menggunakan tata bahasa yang sesuai”

No item

The question Tania : Hay Bona, I passed UAN examination and got good score. I’m really happy. Bona : Let me congratulate you.

35 What is kind of this expression above? a. Expression of thanking b. Expression of complimenting

67

c. Expression of congratulating d. Expression of disbelief e. Expressions of surprising

This question asks students to identify the expression used in the dialogue. It can be understood that this item measures the student’s ability in finding expression of congratulating. Thus, this item conforms to the recommended indicator namely, “merespon dengan benar berbagai tindak tutur mengucapkan selamat”. No

The question

item

36

What is kind of the text above? a. Procedure text b. Narrative text c. Announcement text d. Advertisement text e. Descriptive text

This question asks students to determine the type of the text used in the story. It can be understood that this item measures the student’s ability in responding

68

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

“merespon

makna

dalam

teks

fungsional

pendek

berberntuk

pengumuman”. No item

The question . When will the English Speech Contest held? a. 22 March 2013

37

b. 22 March 2012 c. 21 March 2012 d. 21 March 2013 e. 23 March 2012

This question asks students to indicate when the English Speech Contest will be held. It can be understood that this item measures the student’s ability in responding announcement text. Thus, this item conforms to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berberntuk pengumuman”. No item

The question 38. Where is the place of English Speech Contest? a. Yard of SMAN 208 b. Auditorium of SMAN 208

38

c. Hall of SMAN 208 d. Canteen of SMAN 208 e. Office room of SMAN 208

This question asks students to indicate the place for English Speech Contest. It can be understood that this item measures the student’s ability in responding announcement text. Thus, this item conforms to the recommended indicator namely,

“merespon

pengumuman”.

makna

dalam

teks

fungsional

pendek

berberntuk

69

No item

The question Who are the participants of English Speech Contest? a. All students and teachers of SMAN 208 b. All students of SMAN and officers of SMAN 208

39

c. Teachers and officers of SMAN 208 d. All students of SMAN 208 e. The other students of SMAN 208

This question asks students to indicate the participants of English Speech Contest. It can be understood that this item measures the student’s ability in responding announcement text. Thus, this item conforms to the recommended indicator namely, “merespon makna dalam teks fungsional pendek berberntuk pengumuman”. No item

The question Thank you so much for helping me. I really.... it a. Accept

40

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

This question asks students to determine the suitable words of the text. It can be understood that these items measure the student’s ability in finding the suitable words. Thus, this item conforms to the recommended indicator namely, “menggunakan kosa kata yang sesuai”. No item 41

The question I’ll see you ... next week. a. On

70

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

This question asks students to determine the suitable words of the text. It can be understood that these items measure the student’s ability in finding the suitable words. Thus, this item conforms to the recommended indicator namely, “menggunakan kosa kata yang sesuai”. No item

The question This is an expression of disbelief ... a. Thank you so much

42

b. Really! c. Don’t forget d. I’d love too e. Ok, see you there

This question asks students to identify the expression of disbelief. It can be understood that this item measures the student’s ability in finding expression of disbelief. Thus, this item conforms to the recommended indicator namely, “merespon dengan benar berbagai tindak tutur menunjukkan rasa tidak percaya”. No item

The question “Would you like to come over for dinner next Saturday?” What does the sentence tell about?

43

a. Announcement b. Advertisement c. Invitation d. Gratitude

71

e. Apologize

This question asks students to identify the expression used in the sentence. It can be understood that this item measures the student’s ability in finding expression of invitation. Thus, this item conforms to the recommended indicator namely, “menggunakan dengan benar berbagai tindak tutur interpersonal/ transaksional: menerima undangan, tawaran, dan ajakan”. No item

The question The weather is so cloudy. It ... rain this morning a. Will be

44

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


72

The Items that do not conform to the Syllabus Based on the item analysis, there are 12 items that don’t represent the suggested indicators by the syllabus. No item

The question TANAH LOT Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky there is a Pura called ‘Pura Tanah Lot’. It is the place where the Hinduism followers do their prayer.

19

Tanah Lot is a well-known ... resorts in Bali. a. Tour b. Tourist c. Tourism d. Touring e. Touristy

This question asks students to determine the word used in the sentence. It can be understood that this item measures the student’s ability in responding the report text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text. No item

The question Based on the text, which statement is correct?

20

a. Tanah Lot is a popular tourist resort in Bali. b. Tanah Lot is not a popular tourist resort in Bali. c. Bali is a well-known tourist resort in Tanah Lot.

73

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

This question asks students to determine the correct statement. It can be understood that this item measures the student’s ability in finding factual information from the repot text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text. No item

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

21

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

These questions ask students to determine the synonym and the antonym of sentencesfrom the text. It can be understood that these items measure the student’s ability in identifying the meaning from the report text.Thus, it can be concluded that the question doesn’t conform to the syllabus because the indicator is not included into suggested indicator. No item

The question Where is the Pura Tanah Lot? a. Beside a rocky hill

22

b. Behind a rocky hill c. Under a rocky hill d. On a rocky hill e. In front of a rocky hill

74

These questions ask students to indicate the place of Pura Tanah Lot. It can be understood that this item measures the student’s ability in finding factual information from the repot text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the indicator is not included into suggested indicator.

No item

The question The identification of Tanah Lot does not true based on the text is? a. Tanah Lot is an unknown tourist resort in Bali.

23

b. It really has very lovely scenery with its natural beach. c. The rocks on the beach make it more beautiful. d. On one of the rocky hills there is a Pura called Pura Tanah Lot. e. The place where the Hinduism followers do their prayer.

This question asks students to identify the wrong fact about Tanah Lot based on the text. It can be understood that this item measures the student’s ability in finding factual information from the repot text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text. No item

The question Mira

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

after class. Father : its okay but you must go straight after the meeting. Mira 25

: Don’t worry. Dad

Mother : What did Mira say? Father : She said that she would be late home today. What is the most possible place where Mira is talking to her father? a. Hall b. Her home

75

c. The office d. Her school e. A meeting room

This question asks students to indicate the place where the speaker is talking. It can be understood that this item measures the student’s ability in finding expression of instruction. Thus, it can be concluded that the question doesn’t conform to the syllabus because the indicator is not included into suggested indicator.

No item

The question A text tells about something to be remembered or short report is? a. Invitation

45

b. Announcement c. Advertisement d. Apologized e. Memo

This question asks students to identify a text that tells about something to be remembered or short report. It can be understood that this item measures the student’s ability in responding the memo text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

No item

The question The purpose of reported speech is to?

46

a. Describe b. Retell what happen c. Report something

76

d. Entertain e. Persuade the reader that something is fun

This question asks students to determine the purpose of reported speech. It can be understood that this item measures the student’s ability in responding the repot text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

No item

The question How Earthquakes Happen Earthquake is one of the most destroying natural disasters. Unluckily it often happens in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought great damages. Why did it occur? Do you know how an earthquake happens? Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide

47

smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

77

What is kind of the text above? a. Procedure text b. Reported speech c. Explanation text d. Descriptive text e. Narrative text

This question asks students to determine the type of the text used in the story. It can be understood that this item measures the student’s ability in responding explanation text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

No item

The question What are the tenses usually used in the text above? a. Past tense future

48

b. Present tense c. Future tense d. Continuous tense e. Perfect tense

This question asks students to determine the tense used in the explanation text. It can be understood that these items measure the student’s ability in identifying the tenses in the explanation text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

No item 49

The question Give one example of passive voice that used in the text above? a. It has brought great damages

78

b. Earthquake is one of the most destroying natural disasters c. It often happens in several regions d. Why did it occur? e. It made the ground shake

This question asks students to indicate the example of passive voice used in the text. It can be understood that these items measure the student’s ability in identifying the tenses in the explanation text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

No item

The question Give one example of present tense that used in the text above? a. Earthquake is one of the most destroying natural disasters b. It has brought great damages

50

c. The place right above the focus is called the epicenter of the earthquake. d. A horrible earthquake has shaken West Sumatra e. Did you know how an earthquake happens?

This question asks students to indicate the example of present tense used in the text. It can be understood that these items measure the student’s ability in identifying the tenses in the explanation text. Thus, it can be concluded that the question doesn’t conform to the syllabus because the text is not included into suggested text.

79

YAYASAN PENDIDIKAN DUA MEI SEKOLAH MENENGAH ATAS (SMA) DUA MEI (STATUS TERAKRIDITASI A) Jl. H. Abdul Gani No.135 CempakaPutihCiputatTangerangTelp. (021) 7490034

SILABUS BAHASA INGGRIS KURIKULUM SATUAN TINGKAT PENDIDIKAN (KTSP) KELAS/SEMESTER : X/2

Standar Kompetensi

Kompetensi Dasar 7.1

Mendengarkan 7. Memahami makna dalam

Merespon

makna

dalam

Indikator percakapan 1. Mengidentifikasi

transaksional (to get things done) dan interpersonal

makna

tindak

tutur

berterimakasih

(bersosialisasi) resmi dan tak resmi secara akurat, 2. Merespon tindak tutur mengungkapkan lancar dan berterima yang menggunakan ragam berterimakasih konteks bahasa lisan sederhana dalam berbagai konteks 3. Mengidentifikasi makna tindak tutur memuji kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan 4. Merespon tindak tutur memuji

percakapan transaksional dan interpersonal

dalam


selamat 7.2

Merespon

5. Mengidentifikasi makna

dalam

percakapan

makna

tindak

tutur

80

transaksional (to get things done) dan interpersonal

mengucapkan selamat

(bersosialisasi) resmi dan tak resmi secara akurat, 6. Merespon tindak tutur menunjukkan lancar dan berterima yang menggunakan ragam mengucapkan selamat bahasa lisan sederhana dalam berbagai konteks 7. Mengidentifikasi makna tindak tutur kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan 8. Merespon tindak tutur menyatakan rasa terkejut ajakan 8. Memahami makna

9. Mengidentifikasi

dalam 8.1 Merespon makna yang terdapat dalam teks

makna

tindak

tutur

menyatakan rasa tak percaya

teks fungsional pendek dan lisan fungsional pendek sederhana (misalnya 10. Merespon makna tindak tutur menyatakan rasa monolog yang berbentuk pengumuman, iklan, undangan dll.) resmi dan tak tak percaya narrative, descriptive, dan news resmi secara akurat, lancar dan berterima dalam item sederhana dalam konteks berbagai konteks kehidupan sehari-hari kehidupan sehari-hari

8.2

Merespon

makna

dalam

teks

11. Mengidentifikasi makna tindak tutur menerima undangan, tawaran, dan ajakan

monolog

sederhana yang menggunakan ragam bahasa lisan

12. Merespon

makna

tindak

tutur

menerima

undangan, tawaran, dan ajakan

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; 13. Mengidentifikasi makna yang terdapat dalam teks lisan fungsional pendek sederhana narrative, descriptive, dan news item

81

(misalnya pengumuman, iklan, undangan dll.) 14. Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) 15. Merespon

makna

dalam

teks

monolog

sederhana berbentuk: narrative, descriptive, dan news item

Berbicara

9.1 Mengungkapkan makna dalam percakapan 1. Menggunakan tindak tutur berterimakasih

makna transaksional (to get things done) dan interpersonal 2. dalam percakapan transaksional (bersosialisasi) resmi dan tak resmi secara akurat, 3. dan interpersonal dalam lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan konteks kehidupan sehari-hari sehari-hari dan melibatkan tindak tutur: berterima 4. 9.

Mengungkapkan

kasih, memuji, dan mengucapkan selamat

Menggunakan tindak tutur memuji Menggunakan

tindak

tutur

mengucapkan

selamat Menggunakan tindak tutur menyatakan rasa terkejut

9.2 Mengungkapkan makna dalam percakapan 5. Menggunakan tindak tutur menyatakan rasa tak transaksional (to get things done) dan interpersonal percaya (bersosialisasi) resmi dan tak resmi secara akurat, 6. Menggunakan tindak tutur menerima lancar dan berterima dengan menggunakan ragam

82

bahasa lisan sederhana dalam konteks kehidupan sehari-hari

dan

melibatkan

tindak

undangan, tawaran, dan ajakan

tutur:

menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 10.

Mengungkapkan

makna 10.1 Mengungkapkan makna dalam bentuk teks

dalam teks fungsional pendek lisan fungsional pendek (misalnya pengumuman, dan

monolog

berbentuk

narrative, menggunakan ragam bahasa lisan sederhana dalam

descriptive dalam

sederhana iklan, undangan dll.) resmi dan tak resmi dengan

dan

konteks

sehari-hari

news

item berbagai konteks kehidupan sehari-hari

kehidupan 10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks

kehidupan

sehari-

hari

dalam

teks

berbentuk: narrative, descriptive, dan news item

Membaca

11.1 Merespon makna

dalam teks fungsional 1. Merespon teks fungsional pendek berupa

pengumuman 11. Memahami makna teks pendek (misalnya pengumuman, iklan, undangan fungsional pendek dan esei dll.) resmi dan tak resmi secara akurat, lancar dan 2. Merespon teks fungsional pendek berupa iklan berterima yang menggunakan ragam bahasa tulis

83

sederhana berbentuk narrative, dalam konteks kehidupan sehari-hari descriptive dalam

dan

news

item 11.2

Merespon

makna

dan

langkah-langkah

3. Merespon teks fungsional pendek berupa undangan

konteks

kehidupan retorika dalam esei sederhana secara akurat, lancar 4. Merespon teks monolog sederhana berbentuk sehari-hari dan untuk dan berterima dalam konteks kehidupan sehari-hari narrative mengakses ilmu pengetahuan dan untuk mengakses ilmu pengetahuan dalam teks 5. Merespon teks monolog sederhana berbentuk berbentuk narrative, descriptive, dan news item descriptive 6. Merespon teks monolog sederhana berbentuk news item 7. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar 8. Mengindentifikasikan topik dari teks yang di baca 9. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis dengan akurat 10. Mengidentifikasi makna dalam teks tulis

84

narrative 11. Mengidentifikasi makna dalam teks tulis descriptive 12. Mengidentifikasi makna dalam teks tulis news item 13. Mengidentifikasi langkah-langkah retorika dalam teks tulis narrative 14. Mengidentifikasi langkah-langkah retorika dalam teks tulis descriptive 15. Mengidentifikasi langkah-langkah retorika dalam teks tulis news item

Menulis

12.1 Mengungkapkan makna dalam bentuk teks 1. Menulis gagasan utama

makna tulis fungsional pendek (misalnya pengumuman, 2. Mengelaborasi gagasan utama dalam teks tulis fungsional iklan, undangan dll.) resmi dan tak resmi secara 1. Membuat draft, merevisi,menyunting dalam konteks pendek dan esei sederhana akurat, lancar dan news item 2. Menghasilkan teks fungsional pendek seperti sehari-hari berterima yang berbentuk narrative, descriptive kehidupan pengumuman, iklan, undangan menggunakan ragam bahasa tulis dalam konteks dan news item dalam konteks 12.

Mengungkapkan

85


kehidupan sehari-hari 12.2 Mengungkapkan makna dan langkah retorika

3. Menulis teks berbentuk narrative, descriptive, dan news item

dalam esei sederhana secara akurat, lancar dan 4. Menggunakan kalimat past tense dalam berterima dalam konteks kehidupan sehari-hari menyampaikan sebuah peristiwa dalam teks berbentuk narrative, descriptive, dan 5. Menggunakan kalimat langsung dan tak news item langsung dalam menulis narasi 6. Menghasilkan teks berbentuk descriptive 7. Menghasilkan teks berbentuk narrative 8. Menghasilkan teks berbentuk news item

YAYASAN PENDIDIKAN DUA MEI SEKOLAH MENENGAH ATAS (SMA) DUA MEI (STATUS TERAKRIDITASI A) Jl. H. Abdul Gani No.135 Cempaka Putih Ciputat Tangerang Telp. (021) 7490034

ULANGAN UMUM SEMESTER GENAP TAHUN PELAJARAN 2014/2015 LEMBAR SOAL

Mata Pelajaran

: BAHASA INGGRIS

Kelas

: X

Hari, tanggal

: Rabu, 4 Juni 2014

Waktu

: 120 menit

PETUNJUK UMUM : 1. Tulislah terlebih dahulu Nama dan Nomor Peserta Semester Anda pada lembar jawaban yang telah disediakan dengan menggunakan pensil 2 B 2. Periksa dan bacalah petunjuknya sebelum Anda menjawab 3. Laporkan kepada pengawas jika terdapat tulisan yang kurang jelas, rusak atau jumlah soal kurang 4. Dahulukan menjawab soal-soal yang Anda anggap mudah 5. Periksa kembali pekerjaan anda sebelum diserahkan kepada pengawas

86

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I. PILIHLAH JAWABAN YANG PALING TEPAT DI ANTARA a, b, c, d DAN e DENGAN CARA MENGHITAMKAN PADA JAWABAN YANG TELAH DISEDIAKAN ! Listening section In this section of the test, you will have the chance to show how well you understand spoken English. There are four parts to this section with special direction for each part. Part I Questions 1 to 4 Directions: ln this part of the test, you will hear some dialogues and questions spoken in English. The questions and the dialogues will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speakers are saying. After you listen to the dialogue and the question about it, read the five possible answers, and decide which one would be the best answer to the question you have heard. Now listen to a sample question. You will hear: Man : We are almost out of cereal. Woman : I know. I will go to the grocery store to buy some more. I will also get some milk, bread and fruit. Man : Would you get me some instan noodles? Woman : Sure. Narrator : What does the man want the woman to buy? A. Fruit. B. Milk. C. Bread. D. Noodles. E. Cereal. The best answer to this question is "Noodles". Therefore you should choose answer (D). 1. a. b. c. d. e.

Shopping at a grocery store Going to a grocery store. Following directions. Giving directions to the man. Walking down Maple street.

2. a. b. c. d. e.

In the morning. In the afternoon. In the evening. At noon. At midnight.

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3. a. b. c. d. e.

Expressing hope. Expressing pride. Expressing satisfaction Showing happiness. Asking for an apology.

4. a. b. c. d. e.

Buying a book. Celebrating a birthday. Getting a beautiful book. Giving a birthday present. Thanking the man for his gift.

Part II Questions 5 to 7 Directions: ln this part of the test, you will hear some incomplete dialogues spoken in English, followed by four responses, also spoken in English. The dialogues and the responses will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speakers are saying. You have to choose the best response to each question. Now listen to a sample question. Man : May I taste the caramel pudding you just made? Woman : Of course you may. How does it taste? Man : .... Narrator : What is the most appropriate response for the man to reply? A. It is very expensive, I think. B. It‟s very delicious. I really enjoy the taste. C. I think I will cook it myself. D. I don‟t think I‟ll come with you. Narrator : The best answer to the question "lt provides excellent service." is choice B. Therefore, you should choose answer B. 5. Mark your answer on your answer sheet. 6. Mark your answer on your answer sheet. 7. Mark your answer on your answer sheet. Part III Questions 8 to 11 Directions: In this part of the test, you will hear some dialogues or monologues spoken in English. The dialogues or monologues will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speakers are saying. After you listen to the dialogue or monologue, look at the five pictures provided in your test book, and decide which one would be the most suitable with the dialogue or monologue you have heard. 8.

a.

b.

c.

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d.

e.

9. a.

b.

d.

c.

e.

10.

a.

c.

b.

d.

11. a.

d.

e.

b.

c.

e.

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Part IV Questions 12 to 15 Directions: In this part of the test, you will hear some monologues. Each monologue will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speakers are saying. After you hear the monologue and the question about it, read the five possible answers and decide which one would be the best answer to the question you have heard. 12. a. Rail services. b. Christmas holiday. c. Airports. d. Snowfalls. e. Snowstroms. 13. a. Two. b. Three. c. Four. d. Five. e. Six. 14. a. Snakes. b. Anacondas. c. Kinds of snakes. d. What an anaconda looks like. e. Another name for an anaconda. 15. a. 10 – 20. b. 10 – 30. c. 20 – 30. d. 20 – 40. e. 30 – 40. This is the end of the listening section. This text is for questions 16 to 18. Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodile are there in the river?” “Where are they? The rabbit asked for the second time. “All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then, the rabbit started to count while jumping from one crocodile to another one. one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he had crossed the river.

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16. The story mainly tells us about.... a. Twenty crocodiles b. The boss of the crocodiles c. A rabbit and twenty crocodiles d. A rabbit and the boss of crocodile e. The boss of the crocodile and all his friends 17. We know from the first paragraph that the rabbit actually wanted .... a. To cross the river b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodiles are e. To know the number of crocodiles there 18. “All of you are good, nice, gentle and kind ...” (Paragraph 2) The underline word is synonymous with.... a. Wild b. Diligent c. Cheerful d. Easy going e. Honorable This text is for questions 19 to 24. TANAH LOT Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky there is a Pura called „Pura Tanah Lot‟. It is the place where the Hinduism followers do their prayer. 19. Tanah Lot is a well-known ... resorts in Bali. a. Tour b. Tourist c. Tourism

d. Touring

e. Touristy

20. Based on the text, which statement is correct? a. Tanah Lot is a popular tourist resort in Bali. b. Tanah Lot is not a popular tourist resort in Bali. c. Bali is a well-known tourist resort in Tanah Lot. d. Bali is not well-known because of Tanah Lot. e. Bali is small island 21. Tanah lot has a very lovely view. 'View' has a similar meaning with? a. Scenery b. Beach c. Pura d. Rock e. Phenomenon 22. Where is the Pura Tanah Lot? a. Beside a rocky hill b. Behind a rocky hill c. Under a rocky hill d. On a rocky hill e. In front of a rocky hill

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23. The identification of Tanah Lot does not true based on the text is? a. Tanah Lot is an unknown tourist resort in Bali. b. It really has very lovely scenery with its natural beach. c. The rocks on the beach make it more beautiful. d. On one of the rocky hills there is a Pura called Pura Tanah Lot. e. The place where the Hinduism followers do their prayer. 24. Eka : Are you free today? Lidya : Yes, what‟s up? Eka : Would you like to come with me to see the “Peterpan” show tonight? Lidya : Thanks, I‟d be delighted to. It‟s my favorite band. What are the speakers going to do? a. To stay at home. b. To see Peterpan show. c. To arrange their free time. d. To watch Peterpan at home. e. To come to their friend‟s house. : Hi Dad. I will be late because the committee will hold a meeting after class. 25. Mira Father : its okay but you must go straight after the meeting. Mira : Don‟t worry. Dad Mother : What did Mira say? Father : She said that she would be late home today. What is the most possible place where Mira is talking to her father? a. Hall b. Her home c. The office d. Her school e. A meeting room This text is for questions 26 to 28. COMPANY ACCOUNTANT Expanding wholesaler of stationery and office equipment requires, we need office staff. With good salary and good working condition for good applicant. Apply with curriculum vitae to Mrs. Barton Office Equipment & Efficiency Works PO Box 36 Whistle Woods UK 26. In Which section would you likely read the advertisement? a. Company for sale. b. Office equipment. c. Job vacancy. d. Entertainment Guide. e. Stationery and office.

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27. What position is offered in the advertisement? a. Salesman. b. Wholesaler. c. Accountant. d. Office staff. e. Director assistant 28. Apply with curriculum vitae to Mrs. Barton. What information should the applicant include in it? a. Experience in managing a company. b. A statement of salary wanted. c. A prove of knowing about stationery. d. A statement of responsibility e. A statement of education and work experience. 29. My brother ___________________ (go) to college. a. Goes b. Go c. Went

d. Gone

30. He does not _________________ (drink) a coffee every day. a. Drink b. Drinks c. Drank d. Drunk

e. Going

f. Drinking

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

b. Baking

c. Baked

d. Bakes

e. Baken

d. Was

e.Were

32. They ___________ dance at the party tonight. a.

Will

b. Are

c. Is

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

b. Discuses

c. Discuss

d. Discussed

e. Discussion

34. Change into passive! I buy a ticket for watching the jazz festival. a. b. c. d. e.

A ticket is buy for watching the jazz festival. A ticket are buy for watching the jazz festival. A ticket is bought for watching the jazz festival. A ticket was bought for watching the jazz festival. A ticket were bought for watching the jazz festival.

35. Tania Bona

: Hay Bona, I passed UAN examination and got good score. I‟m really happy. : Let me congratulate you.

What is kind of this expression above? a. b. c. d.

Expression of thanking Expression of complimenting Expression of congratulating Expression of disbelief

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e. Expressions of surprising This is text for number 36-39

36. What is kind of the text above? a. Procedure text b. Narrative text c. Announcement text d. Advertisement text e. Descriptive text 37. When will the English Speech Contest held? a. 22 March 2013 b. 22 March 2012 c. 21 March 2012 d. 21 March 2013 e. 23 March 2012

38. Where is the place of English Speech Contest? a. Yard of SMAN 208 b. Auditorium of SMAN 208 c. Hall of SMAN 208 d. Canteen of SMAN 208 e. Office room of SMAN 208

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39. Who are the participants of English Speech Contest? a. All students and teachers of SMAN 208 b. All students of SMAN and officers of SMAN 208 c. Teachers and officers of SMAN 208 d. All students of SMAN 208 e. The other students of SMAN 208

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

b. Agree

c. Appreciate

d. Deserve

e. Love

41. I‟ll see you ... next week. a. On

b. In

c. At

d. With

e. Or

42. This is an expression of disbelief ... a. Thank you so much b. Really! c. Don‟t forget d. I‟d love too e. Ok, see you there 43. “Would you like to come over for dinner next Saturday?” What does the sentence tell about? a. Announcement b. Advertisement c. Invitation d. Gratitude e. Apologize

44. The weather is so cloudy. It ... rain this morning a. Will be

b. Is going to

c. Will go

d. Will have

e. Going

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45. A text tells about something to be remembered or short report is? a. Invitation b. Announcement c. Advertisement d. Apologized e. Memo 46. The purpose of reported speech is to? a. Describe b. Retell what happen c. Report something d. Entertain e. Persuade the reader that something is fun

The text is for number 47-50 How Earthquakes Happen Earthquake is one of the most destroying natural disasters. Unluckily it often happens in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought great damages. Why did it occur? Do you know how an earthquake happens? Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html

47. What is kind of the text above? a. Procedure text b. Reported speech c. Explanation text d. Descriptive text e. Narrative text 48. What are the tenses usually used in the text above? a. Past tense future b. Present tense c. Future tense d. Continuous tense e. Perfect tense

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49. Give one example of passive voice that used in the text above? a. It has brought great damages b. Earthquake is one of the most destroying natural disasters c. It often happens in several regions d. Why did it occur? e. It made the ground shake 50. Give one example of present tense that used in the text above? a. Earthquake is one of the most destroying natural disasters b. It has brought great damages c. The place right above the focus is called the epicenter of the earthquake. d. A horrible earthquake has shaken West Sumatra e. Did you know how an earthquake happens?

AN ANALYSIS ON THE CONTENT VALIDITY OF SUMMATIVE TEST FOR THE TENTH YEAR STUDENTS AT SMA DUA MEI. By: KHAIRUL ADHA

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