an analysis on the content validity of english …
TRANSCRIPT
AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH
ONLINE SUMMATIVE TEST
(A Case Study at the Eleventh Grade of SMA Negeri 6 Tangerang Selatan in
Academic Year (2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S. Pd (Strata 1) in English Education
By
Lati Savira
11160140000038
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2021
i
AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH
ONLINE SUMMATIVE TEST
(A Case Study at the Eleventh Grade of SMA Negeri 6 Tangerang Selatan in
Academic Year (2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (S-1) in English Education
By:
Lati Savira
11160140000038
Approved by:
Advisor I Advisor II
Dr. Fahriany, M.Pd. Desi Nahartini, M.Ed
NIP. 197006111991012001 NIP.-
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2021
ii
ENDORSEMENT SHEET
iii
ABSTRACT
Lati Savira (11160140000038), “An Analysis on the Content Validity of
English Online Summative Test” (A Case Study at the Eleventh Grade of
SMA Negeri 6 Tangerang Selatan in Academic Year 2019/2020). Skripsi of
Department of English Education at the Faculty of Educational Sciences, State
Islamic University Syarif Hidayatullah Jakarta, 2021.
Key Words: summative test, content validity
The purpose of this study is to evaluate the 11th grade English online summative
test made by the English teacher at SMA Negeri 6 Tangerang Selatan referring to
the indicators in the curriculum 2013 syllabus. This study used descriptive
quantitative research. The writer collected the data by asking for English online
summative test which is called Penilaian Akhir Tahun and also the syllabus to the
school. The English online summative test contained 40 questions in the form of
multiple choices. Then the writer analyzed the items whether these items match
the indicators suggested in the English syllabus for eleventh grade of senior high
school. In addition, this study also described the conformity and inconformity
between the items on the English online summative test in SMA Negeri 6
Tangerang Selatan and the English learning indicators for eleventh grade. The
results of this study indicated that the English online summative test which is
administrated in the 11th grade students of SMA Negeri 6 Tangerang Selatan in
academic year 2019/2020 is 47.5% valid in terms of its conformity. In other
words, it has insufficient level of content validity. There are 3 basic competences
(Kompetensi Dasar) in the English syllabus in the even semester with a total of 17
indicators. There are 8 indicators that are represented by the test item and there are
9 indicators that are not in the test item.
iv
ABSTRAK
Lati Savira (11160140000038), “An Analysis on the Content Validity of
English Online Summative Test” (A Case Study at the Eleventh Grade of
SMA Negeri 6 Tangerang Selatan in Academic Year 2019/2020). Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2021.
Kata Kunci: tes sumatif, validitas konten
Tujuan dari penelitian ini adalah untuk mengevaluasi tes sumatif bahasa Inggris
kelas XI yang dilakukan oleh guru bahasa Inggris di SMA Negeri 6 Tangerang
Selatan dengan mengacu pada indikator silabus kurikulum 2013. Penelitian ini
menggunakan penelitian kuantitatif deskriptif. Penulis mengumpulkan data
dengan meminta soal-soal tes sumatif online pelajaran Bahasa Inggris atau bias
disebut juga sebagai Penilaian Akhir Tahun (PAT) dan juga silabus ke sekolah.
Soal PAT pelajaran Bahasa Inggris online tersebut berisi 40 soal dalam bentuk
pilihan ganda. Kemudian penulis menganalisis apakah soal-soal tersebut sesuai
dengan indikator yang disarankan dalam silabus bahasa Inggris untuk kelas XI
SMA. Selain itu, penelitian ini juga mendeskripsikan kesesuaian dan
ketidaksesuaian antara butir soal tes sumatif online bahasa Inggris di SMA Negeri
6 Tangerang Selatan dengan indikator pembelajaran bahasa Inggris kelas sebelas.
Hasil penelitian ini menunjukkan bahwa tes sumatif bahasa Inggris online yang
dilaksanakan pada siswa kelas XI SMA Negeri 6 Tangerang Selatan tahun
pelajaran 2019/2020 adalah 47,5% valid ditinjau dari kesesuaiannya. Artinya, soal
PAT tersebut memiliki tingkat validitas konten yang tidak cukup. Ada 3
Kompetensi Dasar pada silabus bahasa Inggris semester genap kelas sebelas
dengan total 17 indikator. Ada 8 indikator yang diwakili oleh item tes dan ada 9
indikator yang tidak ada dalam item tes.
v
ACKNOWLEDGEMENT
In the name of Allah, the most Gracious, the Most Merciful.
All praises be to Allah, the Lord of the universe, who has granted His
blessing, guidance, encouragement and compassion to the writer so that she can
conquer one of requirements to get a bachelor degree. Without His endless
blessings, writer could not possibly have done this Skripsi entitled An Analysis on
the Content Validity of English Online Summative Test (A Case Study at the
Eleventh Grade of SMA Negeri 6 Tangerang Selatan in Academic Year
2019/2020). The writer would like to address her thankfulness of noble example
of human being, Prophet Muhammad SAW. His teachings always brought light in
her darkest tunnel. Peace be upon him, also upon his family and companion.
The writer would like to give her respect and gratitude to her beloved
parents, Drajad Sapto Whono and Luciana who have patiently took care of the
writer, offered endless prayers and always encourage the writer in any situation.
Without any support and motivation from her parents, the writer might not be able
to accomplish this Skripsi.
On the other hand, this research would not possibly be finished without
writer’s two advisors, Dr. Fahriany, M.Pd. and Desi Nahartini, M.Ed. Writer
would like to regard her gratitude for advisors’ time and support to her. Their
constant support, patience, suggestions were truly helpful during difficult time.
Writer also would like to thank these following people:
1. Dr. Sururin, M.Ag as the Dean of Faculty of Educational Sciences. UIN
Syarif Hidayatullah Jakarta.
2. Didin Nuruddin Hidayat, Ph.D., as the Head of English Education
Department.
3. Zaharil Anasy, M.Hum., as the Secretary of the English Education
Department.
vi
4. All of English Education Department lecturers and staffs who have taught
the writer and conveyed useful knowledge and skills during the learning
process.
5. Teguh Khaerudin, M.App. Ling as the B class advisor since year 2016.
6. Dr. Hj. Neng Nurhemah, M.Pd as the Head of SMA Negeri 6 Tangerang
Selatan for giving permission to the writer in conducting the research.
7. Tiara Tisna Dewi, S. Pd as the English teacher of SMA Negeri 6
Tangerang Selatan,
8. All precious friends in batch 2016 of English Education Department,
especially B class (BLITZ) for the enjoyable journey also good friendship,
encouragement, conviviality. May allah bless us all forever.
9. All her best friends of Ampas Gorengan and Nyeti Family who always
motivate her to complete her skripsi.
10. All her siblings Ainil Qalbi, Hirzil Azka and Niq Zetalin who always help,
motivate, and support her to complete her skripsi.
11. To anyone who has contributed and provided assistance in this research
whose names cannot be mentioned one by one.
Words cannot suffice to express writer’s appreciation for all their
kindness, support and inspiration in finishing this Skripsi. The researcher is well
conscious that this study is far from being perfect. Hence, to make this research
better, constructive advices and criticisms are needed
Jakarta, January 21st 2021
The Writer
Lati Savira
vii
TABLE OF CONTENTS
ENDORSEMENT SHEET ................................................................................... ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................ iv
ACKNOWLEDGEMENT .................................................................................... v
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES ................................................................................................ x
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I ........................................................................................................... 1
INTRODUCTION ................................................................................................. 1
A. Background of the Study ............................................................................... 1
B. Focused of the Study ..................................................................................... 5
C. Formulation of the Problem ........................................................................... 5
D. Objective of the Study ................................................................................... 5
E. The Significance of the Study........................................................................ 6
CHAPTER II ......................................................................................................... 7
THEORETICAL FRAMEWORK ...................................................................... 7
A. Test ................................................................................................................ 7
1. The Understanding of Test .......................................................................... 7
2. Summative Test ........................................................................................... 9
3. Characteristics of a Good Test .................................................................. 11
4. Online Test ................................................................................................ 12
B. Teacher-made Test....................................................................................... 15
C. Validity ........................................................................................................ 19
Content Validity ............................................................................................ 20
viii
D. Curriculum ................................................................................................... 21
E. Previous Related Study ................................................................................ 23
CHAPTER III ..................................................................................................... 27
RESEARCH METHODOLOGY ...................................................................... 27
A. Place and Time ............................................................................................ 27
B. Method of Study .......................................................................................... 27
C. Data Source .................................................................................................. 27
1. English Test Item ...................................................................................... 27
2. English Syllabus and Indicators for Eleventh Grade ................................ 28
D. Technique of Data Collecting ...................................................................... 28
E. Technique of Data Analysis ........................................................................ 28
CHAPTER IV ...................................................................................................... 30
RESEARCH FINDING AND DISCUSSION ................................................... 30
A. Research Finding ......................................................................................... 30
1. Data description ......................................................................................... 30
B. Discussion .................................................................................................... 46
CHAPTER V ....................................................................................................... 50
CONCLUSION AND SUGGESTION .............................................................. 50
A. Conclusion ................................................................................................... 50
B. Suggestion ................................................................................................... 50
REFERENCES .................................................................................................... 51
APPENDICES ..................................................................................................... 56
Appendix 1 The Description of the test items ................................................... 56
Appendix 2 English Online Summative Test for Eleventh Grade of SMA
Negeri 6 Tangerang Selatan 2019/2020 ............................................................ 65
ix
Appendix 3 English Syllabus for Grade 11....................................................... 77
Appendix 4 Surat Bimbingan ............................................................................ 86
Appendix 5 Surat Pengesahan Proposal ............................................................ 88
Appendix 6 Surat Izin Penelitian ...................................................................... 89
Appendix 7 References Examination Paper ...................................................... 90
Appendix 8 Surat Pernyataan Karya Sendiri .................................................... 98
x
LIST OF TABLES
Table 4.1………………………………………………………………………… 36
Table 4.2………………………………………………………………………… 39
Table 4.3………………………………………………………………………… 41
Table 4.4………………………………………………………………………… 43
xi
LIST OF APPENDICES
Appendix 1 The Description of the test items ................................................... 57
Appendix 2 English Online Summative Test for Eleventh Grade of SMA
Negeri 6 Tangerang Selatan 2019/2020 ............................................................ 66
Appendix 3 English Syllabus for Grade 11....................................................... 78
Appendix 4 Surat Bimbingan ............................................................................ 87
Appendix 5 Surat Pengesahan Proposal ............................................................ 89
Appendix 6 Surat Izin Penelitian ...................................................................... 90
Appendix 7 References Examination Paper ...................................................... 91
Appendix 8 Surat Pernyataan Karya Sendiri………………………………….98
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In the term of education, English is used as one of the subjects that have to
be mastered in every level of education in Indonesia. The government and other
educational sectors are struggling to enhance teaching and learning process of
English as foreign language in Indonesia. It is because they believe that English
could serve a very important role as a tool in developing the country either for
international relations or for scientific-technological advancement.
In the educational world, the term evaluation plays an essential role in
questioning or challenging the objectives in learning activities. It is considered
that teaching and evaluation is like two sides of coin, the two cannot be separated
however it takes. According to Weir (Mohammed & Abdurrehman, 2020) “a test
contributes to the improvement of curriculum.” In conducting a test, a teacher
should follow a systematic procedure such as planning the test, constructing test
items properly, trying the items out to guarantee the test`s reliability,
administering the test, scoring the test objectively, and evaluating the quality of
the test (Gultom, 2016). From the statement above it can be concluded that
evaluation cannot be spontaneously, it should be structured systematically based
on the objectives that will be achieved. Besides, the systematically structured
involves a lot of components at school such as headmaster, teachers, students,
educational staff, and also the learning process in teaching.
Evaluation is needed in every teaching and learning activity to measure
students’ understanding of the lessons. By giving the evaluation, it would help
teachers to know whether the goal is reached or not. The information of the
evaluation would be very useful for the teachers to measure students’ progress or
overall performance in achieving their goals.
Test is known as one of the tools that can be used to assess students’
understanding. Brown (2010, p. 3) defined a test as a method to measure people’s
ability, knowledge, or performance in a given domain. Hughes (2003, p. 9)
2
classified the types of test into four, there are proficiency test, achievement test,
diagnostic test, and placement test. Most teachers use achievement test for
measuring their students in the learning process. There are two kinds of
achievement tests; final achievement tests or known as a summative tests and
progress achievement tests.
The summative or final achievement tests are those conducted at the end
of a course, term, or study. Meanwhile, progress achievement tests are intended to
measure the progress made by students. In the view of some English teachers, the
content of English summative test should be based directly on the detailed
indicators in syllabus based on Indonesian recent curriculum (K13). Therefore, to
have a good content validity of the test, the teachers should take a look into the
core competence (KI), basic competence (KD), and indicators which is reflected
in syllabus.
Teaching English in Indonesia is aimed at developing four language skills
that students have. In English learning activities, the teacher is required to be able
to develop the four language skills possessed by students. Whatever curriculum is
set by the government, teachers are always expected to be able to develop the four
language skills that students have. This was revealed by Pranowo (Munif, 2015)
that whatever the curriculum and theoretical references, language learning
involves four skills, namely listening skills, speaking skills, reading skills, writing
skills both in the fields of language and literature. Therefore, the aim of teaching
English in eleventh grade of senior high school according to the Indonesian current
curriculum (K13) includes: The students are expected to master various texts such
as explanation text, personal letters, cause-effect sentences, passive voice
sentences, formal invitation texts, giving suggestions and offers, and giving
opinions and thoughts (Permendikbud No. 37, 2018).
As on January 30th, 2020, World Health Organizations (WHO) declared
the novel coronavirus outbreak and by the time named COVID-19, which turned
into pandemic as announced on March 11th 2020. (WHO, 2020). In response,
some countries applied some protocol to prevent the spread of this virus by having
the social distancing rules and lockdown. People are advised for not leaving their
3
home unless there is an urgent need. In Indonesia, the Government has restricted
community mobilization in an attempt to prevent the spread of the disease and
keeps promoting an agenda of: work from home, study from home and worship at
home. The government and the minister of education decreed that all learning
activities at any levels of education are carried out remotely from home start from
March 14th, 2020 as regulated through the Ministry of Education and Culture
Circular Letter No. 4 of 2020 concerning the Implementation of Education in
Coronavirus Disease Emergency Conditions (Covid-19).
This new learning system has been introduced only to prevent the spread
of corona virus in the school domain. The teachers can use various devices and
applications to deliver the material to the students through Zoom, Google Meet,
Google Classroom, etc. There are many kinds of tools that can be used by teachers
in conducting test such as Kahoot!, Quizzalize or Google form. Because of this
new learning system, almost whole school in Indonesia held the exam by online.
Based on the writer personal experince, it is found that some teachers faced
difficulties in administering the online test. Some said that it will be easier to do
the correction if they make the questions in multiple choice without the essay.
Whatever the form of the test, the most important thing is that the tests are in
accordance with the material that has been studied for one semester. Because
some tests created by English teachers were copied from the internet, and the way
the teachers created the tests did not reflect the syllabus or curriculum. (Furwana,
2019)
In order to measure the test items accurately, the teachers should conduct a
good test item. To make a good test is not as easy as flipping palms as it should be
valid and reliable. A good test should be conducted by considering some criteria
and requirements such as validity and reliability for students. According to Weir
(2005, p. 12) validity is therefore best described as the degree to which the test
can be seen to produce results, i.e., test scores, which are a reliable reflection of
the applicant's level of language competence or abilities. For example, if the
teachers want to measure the students’ speaking ability, then the tests are given to
the students should be oral test such as interview or telling a story, etc.
4
Validity has four aspects, Hughes (2003, p. 22) classified validity into
content validity, criterion-related validity, construct validity, and face validity. In
the present study, the writer focused only in the content validity of the test.
Yaghmale (2003) argued that content validity is representative of the content. This
applies to the appropriateness of the sampling of the content that should be
measured. In conclusion, the validity of content measured the integrity and
comprehensiveness of scale content.
Several studies have been done in previous time regarding to an analysis
on English summative test like a journal written by Frisca Ayu Desi
Widyaningrum and Carla Sih Prabandari entitled “Content Validity and
Authenticity of the 2012 English Test in the Senior High School National
Examination.” This paper aimed to find out how valid and how authentic the
content of the English test item of National Examination (UN) year 2012 for
senior high school is. The finding of the research proved that the English test item
of National Examination year 2012 for senior high school is valid since the
percentage showed 98.8%. Another result showed The English test item of
National Examination year 2012 met the criteria of authenticity with percentage
79.5% since some listening and reading test items failed to conform to the
authenticity criteria.
The next previous research is an international journal written by Filiz Kara
and Delik Celiker entitled “Development of Achievement Test: Validity and
Reliability Study for Achievement Test on Matter Changing” The test consisted of
48 of multiple choices questions which is applied to 354 of 6th grade students
(ages 11-12) in the Black Sea Region of Turkey. For analyzing the content
validity of the test, they used two experts in chemistry domain and two science
lecturers to ensure and review the content validity of the test items. After
analyzing the test, they excluded 16 items that has the distinctiveness below 0.30
and the result of the difficulty level was intermediate with the average 0.38.
Based on the previous research above, the writer is interested in doing
research that has not been discussed by the previous research. According to the
world’s current situation, online testing has been used for evaluating students’
5
progress in learning. In that case, the thing that needs to be discussed more in this
research is to analyze the content validity in English online summative test in
senior high school grade at Tangerang Selatan. Another reason is based on the
writer’s observation at SMA Negeri 6 Tangerang Selatan, some of the test items
were made by the teacher were copied from the internet even though it conformed
the syllabus but still it was not an appropriate way to conduct the test.
Also, the researcher chooses this school because there are no studies yet
that doing the research in public senior high school in Tangerang Selatan domain.
Regarding to those explanations, the writer is interested in doing a
research and interpret it under the title “An Analysis on the Content Validity of
English Online Summative Test (A Case Study at the Eleventh Grade of
SMA Negeri 6 Tangerang Selatan in Academic Year 2019/2020)”
B. Focused of the Study
This study focused only on the content validity of English online
summative test of eleventh grade SMA Negeri 6 Tangerang Selatan in academic
year 2019/2020 which made by the teacher reffered to the indicators in the
syllabus.
C. Formulation of the Problem
Based on the formulation above, the writer breaks the formulation stated
into two questions. How many items represent the indicators as suggested in the
syllabus? And how many indicators represent by the test item?
As the limitation stated above, the problem could be formulated as “To
what extent does the test items of English online summative test for the eleventh
grade students of SMA Negeri 6 Tangerang Selatan have good content validity?”
D. Objective of the Study
According to the formulation of the study above, the objective of this
study is to analyze the English online summative test for eleventh grade students
of SMA Negeri 6 Tangerang Selatan in academic year 2019/2020 that conform to
the syllabus.
6
E. The Significance of the Study
The significance of the study is to describe whether each test items of
English online summative test for eleventh grade students of SMA Negeri 6
Tangerang Selatan represent the indicators as suggested as an indicator of content
validity. This study is also expected to be useful input for:
1. Headmasters, teachers, and all are involved and responsible in developing
the quality of education. Hopefully they can develop the tests which have
the good content validity based on the criteria of a good test.
2. The result of this study also might be expected to give a description for the
readers about an analysis on the content validity of English online
summative test. Hopefully, this research can also be a reference for the
next researchers who want to know the characteristic of a good and bad
test item for conducting further research.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Test
1. The Understanding of Test
Test is known as one of the tools used for measuring something. In
the educational terms, a test should be able to measure the learning
outcomes that distinguish the ability of each student between the students
who have mastered the learning material and those who have not. Testing is
also one of the powerful tools to assess the strength of students and to
develop their learning attitudes. This notion is supported by Hughes (2003,
p. 9) in Testing for Language Teachers, he stated that test is a tool to
measure students language proficiency. Another definition stated by Brown
(2010, p. 3), he defined a test as a method to measure people’s ability,
knowledge, or performance in given domain. While Linn stated (Adom et
al., 2020) that test can be seen as a standard procedure used for measuring a
sample of behavior by posing a series of questions. In the same line,
Arikunto (2010, p. 53) described a test is a tool or procedure used to
determine or measure something in the atmosphere, in the manner and rules
that have been determined.
Based on the definition above, it can be concluded that test is a tool,
procedure or a method used to evaluate individuals and groups’ ability,
knowledge, or performances which have objective standards. Meanwhile
test in the learning process used for measuring students’ ability and
knowledge about the lesson that have been taught by the teachers in the
form of questions which were given to the students to get the answers from
them by oral, written, and even action. Tests are generally used to assess
and measure student learning outcomes, especially cognitive learning
outcomes with regard to mastery of teaching materials in accordance with
educational and teaching objectives.
8
Hughes (2003, pp. 9-14) classified the types of test in his “Testing
for Language Teachers” into four. A test can be categorize depending on
its purpose. This categorization will useful both in determining whether an
existing test is suitable for particular purpose and in writing appropriate
tests where these are necessary. The four types of test there are proficiency
test, achievement test, diagnostic test, and placement test.
According to Hughes (2003, p. 9) language proficiency test is
designed to measure people’s level of language for all that any training they
may have in that language. Proficiency test do not have any course of study
in mind and its content is based on a specification of what candidates have
to be able to do in the language in order to be qualified as proficient. It can
be considered that proficiency test is uncommon within the classroom but
most frequently as the end aim of language learning. Some examples of
proficiency test are IELTS, TOEFL, TOEIC, etc. the function of this test is
to show whether the candidates have reached the standard with respect to
certain specified abilities.
In contrast to proficiency test, Hughes (2003, p.10) defined
achievement test is directly related to language course, the aim is to assess
how effective individual students, student group or courses have
accomplished goals themselves. Most teachers use achievement test for
measuring their students in the learning process. There are two kinds of
achievement tests; final achievement tests or known as a summative tests
and progress achievement tests. The progress achievement tests are
intended to measure the progress made by students whereas the final
achievement tests or summative tests are those conducted at the end of a
course, term, or study. Hughes (2003, p.11) stated that the content of
achievement test or summative test should be based directly on the detailed
indicators in syllabus and may be written by ministries of education or by
members of teaching institution. This referred to as the syllabus-content
approach.
9
Diagnostic test is used to identify students’ strengths and
weaknesses in other words diagnostic test used to identify what students
know and what they don’t know. This test will help the teachers and
learners to identify the problem they have with the language learning.
Placement tests are tests given to determine the place, level, stage
for students in the most appropriate learning process. This placement test is
typically used to assign students to classes at different level. Placement
tests can also be given to determine the condition and abilities of students
before the learning process begins, because the placement test is used for
placement in educational programs or teaching and learning programs that
are appropriate to their abilities.
2. Summative Test
Summative test or final achievement test are categorized as
achievement test according to Hughes’s categorization. Summative tests
can have a narrow to broad meaning. Summative tests can be defined as
tests that are given at the end of a subject, the end of a semester, the end of
a school year or at the end of a particular level or program. In the sense
that it is a test at the end of the school year or education level, a summative
test is intended to provide a value that is the basis for determining student
graduation. As Gardner said (Lahrichi, 2019) summative assessment
focuses on reporting achievement and should be focused on requirements
that reflect the degree to which each learning result is achieved. As
Looney (2011) described summative assessment referred to as assessment
of learning that can be used for promotion, certification or acceptance to a
higher level of education for individual students. Therefore, the test is
usually arranged in a broad scope covering all subjects that have been
studied and with various degrees of difficulty.
When selecting and designing the online summative evaluation,
consider whether the form of assessment chosen (e.g. essay, presentation,
open-book exam) and its format (i.e. the particular task that students
10
perform and the associated marking criteria) would enable students to
show that they have met the expected learning outcomes of the unit. All
that will be measured (knowledge, comprehension and skills) should be
made explicit to students, which is why discussing the criteria for marking
the assessment is so necessary.
Summative test can be designed by the government or by the
teacher itself. For example, the National Examination or known as Ujian
Nasional that was administered for student grade 9 of Junior High School
and grade 12 of Senior High School was designed by the government.
While the final examinations that were held by the school for students
other that grade 9 and 12 normally designed by the teacher itself. Teachers
are free to adapt these tests since they have been teaching their students for
whole semester. Adom et al., (2020) described the advantage of teacher-
made test is it provides more specific and individualized assessment. Still,
it has a weakness where it is less effective to determine certain aspects of
objectives such as speaking and reading skills. In Indonesian schools,
summative test commonly known as Ujian Akhir Semester (UAS),
Penilaian Akhir Tahun (PAT), Ujian Kenaikan Kelas (UKK) or Ujian
Nasional (UN).
The content of achievement test or summative test should be
based directly on the detailed indicators in syllabus and may be written by
ministries of education or by members of teaching institution (Hughes,
2003, p. 11) for Indonesian school it is known as Musyawarah Guru Mata
Pelajaran (MGMP) which is formed in each school. For example, in the
Curriculum 2013, the goals of teaching English for eleventh grade of
senior high school is that students should be able to master certain texts
such as explanation text, personal letter text and cause-effect sentences,
passive voice sentences, formal invitation texts, giving suggestions and
offers, and giving opinions and thoughts. Those were based on the core
competencies and basic competences of syllabus in the current curriculum.
Then, for the teacher or who involved to design the test should take a look
11
carefully into the standard competence that was suggested in the syllabus
and the test should be in line to it. In order to achieve the targeted results,
summative tests can be filled with low difficulty assignments that have
been tested in the formative test.
3. Characteristics of a Good Test
Some experts mentioned many criteria that a good test should have.
A test can be considered as a good one if it has four characteristics;
validity, reliability, predictability, and objectivity (Swarupa et al., 2004, p.
306). According to Professor Anas Sudijono in his book Pengantar
Evaluasi Pendidikan said that at least there are four characteristics that
must be possessed by a good test, namely; valid, reliable, objective, and
practical. In other word, the test should measure something, so teachers
must examine both the consistency and relevancy of an instrument before
they use the resulting information.
Validity is a condition when an evaluation instrument can measure
what actually has to be measured precisely. For example an English
language learning outcome measuring instrument is said to be valid if the
measuring instrument actually measures the learning outcomes of English
language. Hughes also argued that a test which is providing consistent
measures of precisely abilities that teachers are interested in is said to be
valid (Hughes, 2003, p. 7). In conclusion, the test should measure what the
teachers want to measure.
Reliability relates to the accuracy or consistency of the assessment,
i.e. to see how accurate performance scores or other evaluation outcomes
are from one calculation to another. This notion was supported by Weir
(Tea’ama Al-Atabi & Alhussaeni, 2018) that reliability refers to the
consistency of assessment scores and it shows the statistical methods used
to establish consistency of students' performance within a given test or a
cross more than one test that In other words, reliable refers to the
consistency of score. It means that if the test were administered to the same
12
condition but on different occasion, and the extent produced different
result, it is not reliable.
Istiyono, Mardapi and Suparno (2014) stated “Answer to each
question is definitely true or one, so that is an objective test.” From the
statement above, the writer concludes that objectivity is a term ordinarily
used to describe the scoring means that the test item must have a definite
single answer.
Douglas defined practicality is not expensive, easy to administer,
and doesn’t take too much time (Aprianty, 2016). It means that the test
should be administered practically, don’t take too much time in the making,
as cheap as possible in cost and have an easy scoring procedure.
Alderson and Buck (Weir, 2005, p. 11) demonstrated how many UK
language examinations failed to show evidence of meeting criteria, which
were essential. In response to this situation, Weir’s (2005) desire is to
improve the fairness of all the testing procedures as following:
“To improve test fairness we need an agenda for reform, which sets out
clearly the basic minimum requirements for sound testing practice.
Stakeholders in the testing process, in particular students and teachers, need
to be able to ask the right questions of any examinations, commercial or
classroom-based. Examination providers should be able and required to
provide appropriate evidence in response to these questions.” (p. 12)
4. Online Test
The sophistication of technology in all areas cannot be avoided.
Responding to the advancement and development of technology, a
conventional examination system should be switched to a computerized
system. Computer Based Test (CBT) is a test with an implementation
system using a computer as media for conducting tests. Basically, this
system is not only for developments in technology, but it is also more
efficient and more economical than the Paper Based Test (PBT). In
Indonesia, the computer-based test has been applied for National
13
Examination (UN) at junior and senior high school level. Currently, almost
every school in Indonesia held online examination due to the Covid-19
pandemic.
Chapelle stated that computer-based testing applied roughly to use
computers when planning questions, conducting and scoring tests (Oz &
Ozturan, 2018). Jeong (Oz & Ozturan, 2018) also considered that online
test is more authentic, less budget, evaluated and controlled testing
environment can be achieved in contrast with the conventional paper-based
one. The CBT is more efficient than the conventional paper-based one in
the way of delivering the test which is not limited by the consideration
logistics, because it is online then it can be taken anytime and anywhere
(Roever, 2001) as long as their devices connected to the internet. In other
word, computer-based test or online test is a test that used computer in
conducting and administering it while the devices need to be connected to
the internet both the test taker and the test maker.
Online test or also known as computer-based testing (CBT) is being
performed to assess the students’ knowledge on a specific topic through e-
learning. Using online test, the students and teacher do not need to meet at
the same time in a classroom to do the exam. The students only need their
own devices and internet connection to take the exam by online wherever
they are. Čandrlić et al. (2014) stated that the popularity of such tools,
especially in the context of higher education, this is related to the idea that
with the use of CBT, it is easier to assess more learners with less time when
the computer systems analyze and evaluate the tests. Nowadays, online test
has been used frequently in several organizations and it is considered
because of its accuracy and speed. The test implementation with Computer
Based Test system certainly has differences with the PBT or Paper Based
Test system in terms of processing the answer. Test participants using the
CBT system can directly choose the correct answer on a computer screen,
but using the PBT system, participants are required to black out the circles
on the answer sheet.
14
In utilizing such technology, online test actually is very lightening
and more practical. The benefits that were provided are not insignificant.
These benefits are not only obtained by the government, but also for
students. It offered variety of pictures, text, sound, video and color graphic
that feels more realistic (Chapelle & Douglas, 2006, p. 9). For those
reasons, the students will be more helpful in doing the test. Another benefit
is it takes less time than the paper-based test where students need to
blacken the answer sheet. When compared to the CBT system they only
need to click on the answer so that the time is not wasted.
Huseyin and Tuba (2018) mentioned some reasons why we should
implement computerized or online assessment in education. By using
online assessment it can reduce the “delay time” in reporting result,
increase scoring reliability, achieve time and position efficiency, provide
immediate input and automatically announce student grades, evaluate
unexplored student output from paper-based assessments by implementing
personalized individualized evaluations. Thus minimizing the paper use and
expenses, as well as duplicating or sending test materials, to the needs of
students. In the same line, Roever (2001) also considered the online test is
very useful for pedagogical purposes when it offered the result of the test
immediately right after completing the test.
Although the online test comes with many benefits, still it has
several constraints. For example in Indonesia, the constraints of this
program viewed from the Indonesian current situation it is not too
coefficient or right on target. One of them is in the infrastructure facilities
that are not evenly distributed in every region, which is the limited
availability of computers in every school. Besides that, Roever (2001)
stated that the lack of knowledge of students and their familiarity with the
use of technology in implementing examinations is also one of the
obstacles in this program. The unstable internet connection is also
considered as the online test constraint. It will cost expensive to have a
good internet connection.
15
B. Teacher-made Test
A test is categorized as either a standardized test or a teacher-made test
based on its quality level (Razali, 2015). According to Popham (Lebagi et. al,
2017), a standardized test is one that is performed, graded, and interpreted in a
consistent manner, whether it is norm-referenced or criterion-referenced. To sum
up, a standardized test is one that has been carefully designed by qualified people,
is conducted and presented in a consistent manner, and is of high quality. In this
sense, a standardized test is a test that is constructed by some certain institution or
department of education that is taken by students of the same level of education.
Standardized test designed by competent people, in Indonesia it is called Badan
Standar Nasional Pendidikan (BSNP).
Meanwhile, teacher-made test is best described as a test that constructed
by the teacher itself. According to Arifin (2016), a teacher-made test is one that is
created by the teacher who will use it, and it is used to assess students' mastery of
material taught. Arikunto (2005) also stated that a teacher-made test is one in
which the teacher arranges the same form of questions and includes the same
amount of material or knowledge as a teacher-made test. Teacher-made tests are
thought to be more useful because the teacher is the one who is more familiar with
the classroom situation, such as individual students' abilities and development
(Lebagi et al., 2017). It is commonly administered as a daily test, formative test,
or summative test.
A teacher as a test maker for the material that has been studied during one
school year starting from daily tests (UH), midterm tests (UTS), end-of semester
tests or final semester examinations (UAS), and also tests for class advancement
(UKK). The final semester examination is a test that is carried out at the end of the
semester after students have completed all the material in the semester concerned.
It is divided into two, semester one (odd semester) and semester two exam (even
semester). The even semester exam is also called the class promotion exam. This
evaluation is needed to determine whether a person can be said to have completed
16
all the targets and coverage of curriculum materials at that level of education, so
that they have the right to pursue a higher level of education (Ismail, 2015).
Many teachers already have adequate abilities on how to formulate
learning objectives, determine detailed learning materials, select and determine
teaching methodologies, prepare learning media and tools, but still do not have the
expected abilities in the field of evaluating learning outcomes. Therefore, the
ability and skills to conduct evaluation are professional abilities that must be
mastered by every teacher or prospective teacher. But in reality, there are still
some teachers who are not quite able to make the questions well (Afrian et al.,
2018). Kurniawati (2008, p. 48) argued that the teacher's performance in making
questions is still low. So that the value of students as feedback in a learning
process is not maximally achieved.
Minister of Education and Culture (Mendikbud) Nadiem Makarim through
Circular Number 1 of 2021 has determined the elimination of the National
Examination (UN) and the Equality Examination as a condition for student
graduation in 2021. In addition to the elimination of the National Examination and
Equality Examination as graduation requirements, it is also explained regarding
the implementation of the Final Semester Examination (UAS) as a determinant of
class promotion. Final exam for grade promotion, can be done in four forms. The
four UAS forms for grade promotion are mentioned in Point 7a in Surat Edaran
Menteri Pendidikan dan Kebudayaan Nomor 1 Tahun 2021 tentang Peniadaan
Ujian Nasional dan Ujian Kesetaraan serta pelaksanaan Ujian Sekolah dalam
Masa Darurat Penyebaran Corona Virus Disease (COVID-19).
7. Kenaikan kelas dilaksanakan dengan ketentuan sebagai berikut: (a) Ujian
akhir semester untuk kenaikan kelas dapat dilakukan dalam bentuk; 1)
portofolio berupa evaluasi atas nilai rapor, nilai sikap/perilaku, dan prestasi
yang diperoleh sebelumnya (penghargaan, hasil perlombaan, dan
sebagainya); 2) penugasan; 3) tes secara luring atau daring, dan/atau; 4)
bentuk kegiatan penilaian lain yang ditetapkan oleh satuan pendidikan.,
17
“Circular of the Minister of Education and Culture Number 1 of 2021
concerning the Elimination of National Examinations and Equality Exams and
the implementation of School Exams in the Emergency of the Spread of
Corona Virus Disease (COVID-19): 7. Class promotion is carried out with the
following conditions: (a) The final semester test for class promotion can be
done in the form of; 1) portfolio in the form of evaluation of report card scores,
attitudes/behavior scores, and previous achievements (awards, competition
results, etc.); 2) assignment; 3) offline or online test, and/or; 4) other forms of
assessment activities set by the education unit.,”
From the instructions in the Circular, it can be clearly understood how the
process of obtaining the grades that will be used for the class promotion criteria
for students. The set of values in the form of a portfolio that has been passed
before the implementation of online learning is one of the values that students
have. Written assessments including final semester exams can also be carried out
during online learning, which is still carried out with various online media,
including: office 365, google form, google calssroom, etc. By using the
application all students can access via the link address provided by the teacher.
Assessment can be in the form of multiple choices questions or essay questions.
Along with the circular, which states about the provisions for class promotion,
namely one of which is the final semester exam in which the test is made by the
teacher himself. Therefore, subject teachers are expected to make exam questions
in accordance with what students have learned during one semester by referring to
the syllabus and also indicators on basic competencies.
Based on Pasal 58 paragraph 1 and Pasal 61 paragraph 2 of the National
Education System Law, evaluation of learning outcomes and determination of
student graduation is carried out by educators/teachers and education/school units.
Teacher duties (especially for primary and secondary education) include planning,
implementation, evaluation, coaching and training. This means that in addition to
undergoing the teaching process, the teacher has the authority to evaluate the
learning outcomes of their students. This means that the teacher is the most
18
competent in determining evaluation, including making decisions about the
graduation or promotion of their students' grades, because the one who knows
exactly what their students are is the teacher who teaches them (Ismail, 2015).
Therefore, the teacher-made test is important to be constructed well considering
its use for the requirement of class promotion.
The English teacher who made the English online summative test for 11th
grade of SMA Negeri 6 Tangerang Selatan is the leader of MGMP for English
subject in that school. In addition to making exam questions for grade 11, she was
also responsible for making the exam questions for grade 12 School Exams (Ujian
Sekolah) for interest English subjects in academic year 2019/2020 since the Ujian
Nasional in that year was eliminated. Final semester exams have been used as a
requirement for class promotion for students in grades 10 and 11 in SMA Negeri 6
Tangerang Selatan. Not only seen from the results of their final semester exams,
but also from the assignments that have been given for one semester. Then the
teachers examined their test scores, assignments, and did not forget to also assess
the students' attitudes during the school year. Whether it is worthy of a student to
go up to a higher class. The percentage grade for class promotion to a student is
60% for the promotion exam or year-end assessment (Penilaian Akhir Tahun) and
40% for the set of assignments, daily exams etc.
The English teacher who designed the questions for the year-end
assessment or known as Penilaian Akhir Tahun of 11th grade SMA Negeri 6
Tangerang Selatan in academic year 2019/2020 described the stages before she
made the questions until the questions were ready to be tested. First of all is to
determine the reference to be used. because this school uses the 2013 curriculum,
the reference is definitely the English syllabus published by the Ministry of
Education and Culture. After that, make a grid. After the grid is made, the teacher
sorted the concept map based on the indicators that want to be developed into test
items, and then compiled specifications for one or more further items, she wrote
the items based on the specifications of the items that have been developed. The
last step is to determine the rubric or scoring guidelines.
19
In writing questions, especially in sections where there are texts, she
explained that he did not take the text from the internet site or from previous
questions, she made the text himself. Because she was aware that many teachers
only copied questions on the internet without looking at whether the questions
match the learning indicators or not. in addition to making questions, she must
also pay attention to the choices of answers. she also has to make good trickster
answers so that students are not too speculative in answering the questions.
The English online summative test for 11th grade SMA Negeri 6
Tangerang Selatan in academic year 2019/2020 were dominated by questions in
the form of reading text. Whereas in fact these indicators can be developed into
questions other than the reading type. Unlike previous years, where the English
teacher made questions in the form of multiple choice and essays. But for this
year, all examinations are conducted virtually / online, so the teacher only makes
the questions into multiple choice consisting of 40 questions. She explained the
reason why she was just making it into multiple choice was because it would be
easier to do the correction if the question was only in multiple choice. Correcting
essay answers is likely to take more time if the exams were virtual. Unlike
previous years where the exam was in the form of a written exam on an answer
sheet which would be very easy to do the corrections.
C. Validity
According to Weir (2005, p. 12) validity is therefore best described as the
degree to which the test can be seen to produce results, i.e., test scores, which are
a reliable reflection of the applicant's level of language competence or abilities.
From the previous explanation about the validity, it can be said that validity is the
most critical factor to judge in the total of foreign language testing. Hughes (2003,
p. 22) classified validity into four aspects, they are content validity, criterion-
related validity, construct validity, and face validity. Each aspect has its function.
20
Content Validity
Yaghmale (2003) argued that content validity is representative of the
content. This applies to the appropriateness of the sampling of the content
that should be measured. In conclusion, the validity of content measures the
integrity and comprehensiveness of scale content. Content validity,
according to Chair (Siddiek, 2010), refers to the degree to which the test
questions accurately reflect the skills in the specified subject field. In the
same line, Hughes (2003, p. 22) stated that a test is said to have content
validity if its content constituted a representative sample of the language
skills with which it is meant to be concerned. According to Weir (2005, p.
19) content validity is concerned with the degree to which the choice of
tasks in a test is reflective of the wider universe of tasks that are considered
to be a sample of the test.
From all the definitions above it can be concluded that content
validity is one of measuring instrument which measure based on the content.
It can also be understood that the content validity needs a sharp and
systematic analysis because it can represent the content of the test that will
be examined.
According to Tarigan (2014) the way to assess the validity of the
content is by using a rational approach, namely comparing the questions
with the question grid or the curriculum that has been taught. Determining
the content validity of the English online summative test questions is carried
out in two steps, namely 1) adjusting the question grid with the curriculum
(competency standards and basic competencies) and 2) adjusting the test
items with the curriculum (competency standards and basic competencies).
Anastasi outlined (Weir, 2005, p. 19) the following guidelines for
establishing content validity:
1. The behaviour domain to be tested should be systematically analyzed to
ensure that all major aspects are covered by the test items, and in the
correct proportions;
21
2. The domain under consideration should be thoroughly outlined in
advance, rather than specified after the test has been prepared;
3. The validity of the content depends on the relevance of the individual
test responses to the field of action under consideration, rather than on
the apparent relevance of the content of the object.
D. Curriculum
Normally, a curriculum is well-planned and carefully designed by the
government or educational institutions. Curriculum is basically a set of
guidelines for different academic contents and chapters that are offered by
particular school or college. Airasian and Russel (2008, p. 79) noted that the
content of curriculum should consist of what students to know, what students
will do, and what the result that should be achieved. That means, curriculum
is needed for every educational program level that acts as a guide and
instruction for the teachers in the learning process. Also, it made by the
government or any educational institution.
With the existence of a regulation of the Ministry of Education and
Culture of the Republic of Indonesia in 2013, it has officially implemented
one of its policy products in the field of primary and secondary education,
namely the 2013 curriculum. The 2013 curriculum is a development of the
Competency-Based Curriculum which was initiated in 2004 and KTSP 2006.
Referring to the Government Regulation no. 32 year 2013 concerning
National Education Standards, there are four changes to this new curriculum,
namely; 1) Changes in the Graduation Standards/SKL, 2) changes in the
content standards, 3) changes in the process standards, 4) changes in the
aspects of assessment (Slameto, 2015). The standard of the learning process
in the 2013 curriculum uses learning with a thematic, integrated scientific
approach. (Permendikbud No.65, 2013)
The 2013 curriculum has four core competencies (KI) which contain
the objectives of the learning process. The formulation of core competencies
uses the following notation (1) The core competencies in the 2013 curriculum
22
are the level of ability to achieve the competency standards of graduates that a
student must have at each grade level. (2) Basic competence is the ability and
minimum learning material that students must achieve for a subject in each
education unit which refers to the core competence. (3) The core
competencies as referred to in paragraph 1 consist of spiritual attitudes, social
attitude, knowledge, and skills (Permendikbud No. 24, 2016). This
competence is achieved through an intracurricular, co-curricular, or
extracurricular learning process.
Referring to the Permendikbud no. 37 of 2018 concerning in core
competencies and basic competences of English subject in senior high school
grade eleven where students able to; asking and giving information related to
the suggestions and offers; asking and giving information related to opinions
and thoughts; formal invitation related to the school or workplace activities;
exposition text; passive voice sentences; personal letter; giving and asking
information related to cause-effect; and explanation text. (Permendikbud No.
37, 2018, pp. 382-384)
Looking into the English syllabus for eleventh grade of senior high
school (see appendix 3), in the even semester of this level education
contained three basic competences. They are the basic competence number;
(3.6) distinguish social functions, text structure, and linguistic elements of
some special texts in the form of a personal letter by giving and receiving
information related to one's own activities and those around them, according
to the context in which they are used, (3.7) applying social functions, text
structure, and linguistic elements of oral and written transactional interactions
involving the act of giving and asking for information related to causal
relationships, according to the context of its use. (pay attention to the
linguistic elements because of ..., due to ..., thanks to ...), and (3.8) distinguish
social functions, text structure, and linguistic elements of several oral and
written explanation texts by giving and requesting information related to
natural or social symptoms covered in other subjects in class XI, according to
the context of their use.
23
The word “syllabus” in the term of education is very significant.
Every education system must have syllabus and curriculum as an instruction.
According to Richard and Schmidt (2018) syllabus is a description of the
contents of a course of instruction and the order in which they are to be
taught. In the same line, Aaron S. Richmond (2016) confirmed that syllabus is
also considered a permanent record that contains detailed and accurate
information about the course requirements and content. Meanwhile,
Hutchinson and Waters (Rabbini, 2002) defined syllabus as a statement of
what is to be learnt and it reflects of language and linguistic.
From all those statements, it can be said that syllabus is a reference
for the teachers what they intend to teach. Also, syllabus acts as a guide for
both teacher and learner by providing some goals to be obtained. Syllabus is
designed based on school program and the degree of the students. Therefore,
the content of the syllabus must be compatible with the students’ condition
and relevant in situation.
E. Previous Related Study
Several researchers had already done the research that analyze on the
content validity of English test. The writer found several previous studies that
have similarity and some of them had been used as reason why the writer wants to
analyze with this research. The first previous research is a journal conducted by
Frisca Ayu Desi Widyaningrum and Carla Sih Prabandari entitled “Content
Validity and Authenticity of the 2012 English Test in the Senior High School
National Examination.” This paper aimed to find out how valid and how
authentic the content of the English test item of National Examination (UN) year
2012 for senior high school is. The researchers applied the qualitative research
mixed with document analysis in conducting the study. The finding of the
research proved that the English test item of National Examination year 2012 for
senior high school had good validity since the percentage showed 98.8%. This
means that the test items that were made officially by the ministry of education
namely UN is valid to be tested. In contrast with the present study, the test item
24
was made by the teacher itself. Even though they have the same form of type of
question, but the content of the question is different. The first study was
dominated with the items which emphasized in reading type questions like finding
the main ideas of the passages while in this study was dominated with the
questions that asked to find certain specific information stated on the passages.
The second previous research has similarity with the present study in
analyzing the content validity through the EFL students, was an international
journal conducted by Ipek Ozer, Shawn M. Fitzgerald, Ebed Sulbaran, and Diana
Garvey entitled “Reliability and Content Validity of an English as a Foreign
Language (EFL) Grade-level Test for Turkish Primary Grade Students.”
Although both Turkey and Indonesia become a country which English as foreign
language, then the writer used this as a reference for her research. The research
aimed to find out the validity and reliability of the content in English as foreign
language grade-level test for Turkey primary grade students. The result showed
that the Content Validity Index (CVI) was found to be low (.52). The difference
between this study and the present study is in the test that used for measuring the
students. This previous study used an EFL standardized test that consisted of both
oral and written test majoring in four sections; listening, reading comprehension
and writing. It emphasized in open-ended questions majoring in reading with 20
questions. Meanwhile, in this present study used the teacher-made test that
consisted only written section which emphasized in finding certain specific
information stated on the passages.
The third previous research is an international journal written by Filiz Kara
and Delik Celiker entitled “Development of Achievement Test: Validity and
Reliability Study for Achievement Test on Matter Changing” the study intended to
develop the test that can measured students’ achievements in “Matter Changing”
science unit of 6th grade students. They arranged the 48 of multiple choice
questions which is applied to 354 of 6th grade students (ages 11-12) in the Black
Sea Region of Turkey. For analyzing the content validity of the test, they used two
experts in chemistry domain and two science lecturers to ensure and review the
content validity of the test items. After analyzing the test, they excluded 16 items
25
that has the distinctiveness below 0.30 and the result of the difficulty level was
intermediate with the average 0.38. As the final result, there were 32 questions
created with a good reliable test and well distinction strength that ready to be
brought into science education. The difference with the present study is that this
study studied to develop the tests item to make it valid and reliable and also have
well distinctiveness to be administered. While in the present study, the writer
wanted to know how valid the test item that was conducted by the English teacher.
They used quantitative method to find the reliability and the difficulty level of the
test, in contrast with the present study, which used descriptive analysis method.
The forth previous related study is provided the effective teaching and
examination during covid-19 pandemic for under graduate students. An
international journal entitled “Effective Teaching and Examination Strategies for
Undergraduate Learning during COVID-19 School Restrictions” conducted by
Marcus L. George came out with the strategies in teaching and examination for
undergraduate students during covid-19 pandemic by using digital electronic. This
study focus on demonstrating the way the lecturer teaching and giving materials
up to their strategies to administered the examination. The lecturers used
MyElearning as the online teaching platform and so for the examination. Apart
from presenting an effective strategy for learning during a pandemic, this research
also showed that there is a great merit in the use of digital electronic during online
learning for undergraduate students. The difference of this study is that the last
previous study focused on demonstrating the effective teaching strategies and
examination in the learning session during Covid-19 pandemic, while in this study
focused on the content of online test items used for examining the students during
Covid-19 pandemic learning.
Furthermore, those are the previous study related to analyzing the content
validity of the test and one study that concerned in online learning during a covid-
19 pandemic. From those studies can be seen that the content of the test is mostly
in the type of reading comprehension and were used to be standardized test have
good content validity. Even though there was similarity at those researches, the
writer in this research brings an English online summative test to be analyzed its
26
content validity whether it is measure the objectives of the study such explanation
text, cause-effect sentences and personal letter that have to be mastered for
eleventh grade students of senior high school. The present study will analyze to
what extent does the English online test of eleventh grade at SMA Negeri 6
Tangerang Selatan has good validity which consisted with only reading
comprehension type of question instead.
27
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time
This research is conducted at SMAN 6 Tangerang Selatan that is located in
Jl. Pajajaran No. 31 Pamulang, Tangerang Selatan, Banten. The research will be
started by analyzing the English online suumative test in academic year
2019/2020 for grade eleven taken from the English teacher of SMA Negeri 6
Tangerang Selatan.
B. Method of Study
This study used descriptive quantitative method which is conducted in
senior high school grade eleven. This study combined quantitative approach and
descriptive method. This research followed a descriptive analysis in describing the
conformity and inconformity of the SMA Negeri 6 Tangerang Selatan’s English
online summative test with the syllabus and indicators. According to Arikunto
(2013, p.3), descriptive research is research that aims to investigate the situations,
conditions, or other factors described, and the findings are presented in the form
of a research report. Meanwhile quantitative research often implies the
compilation of numerical data, with the researcher usually using mathematical
models as a data analysis technique (Creswell, 2003). The descriptive method is
used for describing the conformity and inconformity of the engllish online
summative test for 11th grade of SMA Negeri 6 Tangerang Selatan in academic
year 2019/2020 whether it is in line with the suggested indicators in the syllabus
or not and calculating the data to find the percentage.
C. Data Source
1. English Test Item
The researcher asked the file of English online summative test for eleventh
grade to the English teacher. The test items were given in a soft file because the
test was held online, so there was no paper or booklet test for the exam. The
28
English online test item consists of 40 questions of multiple choices with the
given time 90 minutes. The test was distributed by online, the students were given
a link to get into the test platform, this platform is named Google Form. The
students will get into the link in a time that was scheduled for the test. For
example, the English test began at 9.00 AM on Tuesday 9th June 2020. Then, the
students had to get ready with their supported devices and click the link before
9.00 AM. Their test should be finish in 90 minutes.
2. English Syllabus and Indicators for Eleventh Grade
The researcher uses the English syllabus to analyze the conformity
between the test item and the indicators. The indicators in the English syllabus are
used for reference in analyzing the test, to see how far the test items represent the
indicators in the syllabus.
D. Technique of Data Collecting
To get the data, the writer did the conversation via online chat to ask the
English test item with the English teacher of SMA Negeri 6 Tangerang Selatan.
After asking for the test item, the writer also asked for the English syllabus for
eleventh grade, so she came to the school to take the syllabus.
E. Technique of Data Analysis
In analyzing the data, writer adopted eight procedures to analyze this
English summative test based on Fahriany et al. (2018) namely; Identifying: find
related information needed to analyze the data; Determining: decide which parts
that needs to be analyzed; Coding: marks each type of the data; Constructing
checklist: classify the data based on determined characteristics; Tabulating: input
the data based on the classification; Analyzing: provide detailed description on
the research problem; Interpreting: create findings of the research then compared
to other similar research; Drawing conclusion: conclude findings of the research,
make inference, and answer research question.
29
In analyzing the data, the writer used descriptive analysis of the test item
for each number. The descriptive analysis identifies the details information about
the test item that conformed to the syllabus and indicators, whether the test has the
conformity or not to the indicators. The very first thing that the researcher will do
is reading all the questions. Then the writer identified and classified the types of
question based on the kompetensi dasar (KD) that were suggested for the second
semester of grade eleven according to the Kurikulum 2013. The next step is
describing each question’s conformity to the indicator of each kompetensi dasar.
To find out the percentage of the test item that conform the syllabus, the writer
used distribution frequency relative formula by Suharsimi Arikunto (Abidin,
2015). The formulation as below:
P= Percentage
F= Frequency of indicator appearance in the test item
N= Total number of indicators required in the syllabus
The formula is used to find out how many percent the test items represent
the indicators in syllabus and how many indicators are represented by the test
items. Therefore, the writer compared and described the percentage with the
criteria adopted by Arikunto (Abidin, 2015).
84 – 100 % = Excellent
68 – 83 % = Good
52 – 67 % = Sufficient
36 – 51 % = Insufficient
0 – 35 % = Poor
F
P = X 100%
N
30
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Data description
a) How many items represent the indicators as suggested in the syllabus?
The English online summative test for eleventh grade of SMA
Negeri 6 Tangerang Selatan consisted of 40 questions in the form of
multiple choices. There are 40 items that represented the indicators as
suggested in the syllabus. It means all of the questions that appeared in the
test represent the indicators. The question number 1, 2, 5, 6, 7, 10, 13, 14,
15, and 18 (see appendix 1 p. 50 ) represent the indicators “Mengidentifikasi
informasi rinci, tersirat dan tersurat dalam teks explanation” (identifying
detailed, implied and express information in the explanation text) from the
basic competence number 3.8 “Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks explanation lisan dan tulis dengan
memberi dan meminta informasi terkait gejala alam atau sosial yang
tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya” (distinguish social functions, text structure, and linguistic
elements of several oral and written explanation texts by giving and
requesting information related to natural or social symptoms covered in
other subjects in class XI, according to the context of their use).
The questions number 1, 2, 5, 6, 7, 10, 13, 14, 15, 18 asked students
to identify the certain information stated in the text. The students need to
find out the specific information from the text whether it was implicit or
explicit. It can be understood that these items measured the students’
understanding of identifying the explanation text. In other words, these
items confirmed the conformity of the suggested indicator “Mengidentifikasi
informasi rinci, tersirat dan tersurat dalam teks explanation” (identifying
detailed, implied and express information in the explanation text).
31
The question number 3, 8, 11, and 19 (see appendix 1 p. 52)
represent the indicator “Menentukan suatu rujukan kata yang terdapat
dalam teks explanation” (determine a reference to the words contained in
the explanation text) from the basic competence number 3.8 “Membedakan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
explanation lisan dan tulis dengan memberi dan meminta informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas
XI, sesuai dengan konteks penggunaannya” (distinguish social functions,
text structure, and linguistic elements of several oral and written explanation
texts by giving and requesting information related to natural or social
symptoms covered in other subjects in class XI, according to the context of
their use).
The question number 3, 8, 11, 19 asked students to determine the
correct pronoun and a word reference found in the explanation text. It can be
understood that these items measured the students’ understanding in word
reference and language features of the explanation text. In other word, these
items confirmed the conformity of the suggested indicator “Menentukan
suatu rujukan kata yang terdapat dalam teks explanation” (determine a
reference to the words contained in the explanation text).
The question number 4, 9, 12, 16, 17, and 20 (see appendix 1 p. 52 )
represent the indicator “Menentukan suatu makna kata, persamaan dan
lawan kata yang terdapat dalam teks explanation” (determine the meaning
of words, similarities and counter words contained in the explanation text)
from the basic competence number 3.8 “Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa teks explanation lisan dan tulis
dengan memberi dan meminta informasi terkait gejala alam atau sosial
yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya” (distinguish social functions, text structure, and linguistic
elements of several oral and written explanation texts by giving and
requesting information related to natural or social symptoms covered in
other subjects in class XI, according to the context of their use).
32
The question number 4, 9, 12, 16, 17, and 20 asked the meaning,
synonym, and antonym of the certain word found in the explanation text.
The students should look for the similar meaning of the requested word. It
can be understood that these items confirmed the conformity of the
suggested indicator “Menentukan suatu makna kata, persamaan dan lawan
kata yang terdapat dalam teks explanation” (determine the meaning of
words, similarities and counter words contained in the explanation text).
The question number 21, 22, 23, 25, 24, 26 (see appendix 1 p. 54)
represent the indicator “Memahami unsur kebahasaan dari sebuah teks
dalam memberi dan meminta informasi terkait hubungan sebab akibat”
(understanding the linguistic elements of a text in giving and asking for
information related to cause-effect relationship) from the basic competence
number 3.7 “Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait hubungan sebab akibat, sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan because of
..., due to ..., thanks to ...)” (applying social functions, text structure, and
linguistic elements of oral and written transactional interactions involving
the act of giving and asking for information related to causal relationships,
according to the context of its use. (pay attention to the linguistic elements
because of ..., due to ..., thanks to ...)
The question number 21-26 asked students to complete the sentences
by using suitable word that used for cause and effect sentences. The students
had to analyze the language features of the cause and effect sentences below,
whether it should be because of, due to, or thanks to. It can be understood
that these questions are measured the students’ understanding of cause and
effect sentences. In other words, these items confirmed the conformity of the
suggested indicator “Memahami unsur kebahasaan dari sebuah teks dalam
memberi dan meminta informasi terkait hubungan sebab akibat”
(understanding the linguistic elements of a text in giving and asking for
information related to cause-effect relationship).
33
The question number 27, 28, and 31 (see appendix1 p. 55) represent
the indicator “Mengidentifikasi informasi rinci, tersirat dan tersurat dalam
surat pribadi” (identify detailed, implied and express information in
personal letters) from the basic competence number 3.6 “Membedakan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus
dalam bentuk surat pribadi dengan memberi dan menerima informasi terkait
kegiatan diri sendiri dan orang sekitarnya, sesuai dengan konteks
penggunaannya” (distinguish social functions, text structure, and linguistic
elements of some special texts in the form of a personal letter by giving and
receiving information related to one's own activities and those around them,
according to the context in which they are used)
The question number 27, 28, 31 asked the students to identify the
certain information stated in the letter. The students need to find out the
specific information that stated in the text whether it was implicit or explicit.
It can be understood that these items were measure the students’
understanding of identifying the meaning and the purpose of the personal
letter. In other words, these items confirmed the conformity of the suggested
indicator “Mengidentifikasi informasi rinci, tersirat dan tersurat dalam
surat pribadi” (identify detailed, implied and express information in
personal letters).
The question number 29, 30, 33 (see appendix1 p. 56) represent the
indicator “Menentukan suatu makna kata, persamaan dan lawan kata yang
terdapat dalam surat pribadi” (determine a word meaning, similarities and
opposites contained in a personal letter) from the basic competence 3.6
“Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk surat pribadi dengan memberi dan menerima
informasi terkait kegiatan diri sendiri dan orang sekitarnya, sesuai dengan
konteks penggunaannya” (distinguish social functions, text structure, and
linguistic elements of some special texts in the form of a personal letter by
giving and receiving information related to one's own activities and those
around them, according to the context in which they are used).
34
The question number 29, 30, 33 asked the similar meaning of the
underlined word from the personal letter above. The students should look for
the closest meaning from the underlined word. It can be understood that
these items confirmed the conformity of the suggested indicator
“Menentukan suatu makna kata, persamaan dan lawan kata yang terdapat
pada surat pribadi” (determine a word meaning, similarities and opposites
contained in a personal letter).
The question number 32 and 34 (see appendix 1 p. 56) represent the
indicator “Memahami struktur teks dari surat pribadi” (understand the text
structure of personal letters) from the basic competence 3.6 “Membedakan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus
dalam bentuk surat pribadi dengan memberi dan menerima informasi terkait
kegiatan diri sendiri dan orang sekitarnya, sesuai dengan konteks
penggunaannya” (distinguish social functions, text structure, and linguistic
elements of some special texts in the form of a personal letter by giving and
receiving information related to one's own activities and those around them,
according to the context in which they are used).
The question number 35, 36, 37, 38, 39, 40 (see appendix 1 p. 57)
represent the indicator “Memahami struktur teks dalam memberi dan
meminta informasi terkait hubungan sebab akibat” (understand the structure
of the text in giving and asking for information related to causal
relationships) from the basic competence number 3.7 “Menerapkan fungsi
sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan
dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan because of ..., due to ..., thanks to ...)” (applying social
functions, text structure, and linguistic elements of oral and written
transactional interactions involving the act of giving and asking for
information related to causal relationships, according to the context of its
use. (pay attention to the linguistic elements because of ..., due to ..., thanks
to ...).
35
The question number 35-40 asked the students to complete the
sentences concern about the noun phrase. The students were asked to give
the correct modifier to make a good noun phrase. These questions cover the
students’ understanding about noun phrase which is part of the language
features to form a cause-effect sentence. It can be understood that these
items measured students’ ability in understanding the word structure and
language features of cause-effect sentence. In other word, these items
confirmed the conformity of the suggested indicator “Memahami struktur
teks dalam memberi dan meminta informasi terkait hubungan sebab akibat”
(understand the structure of the text in giving and asking for information
related to causal relationships).
b) How many indicators represent by the test item?
After examining the English online summative test questions, the
writer was able to classify the data based on the syllabus as following table:
Table 4.1
The Conformity between the English Online Summative Test Items and the Syllabus Based on
Reading and Writing Indicators.
Basic Competence Reading Indicators Writing Indicator
3.6 Membedakan
fungsi sosial, struktur
teks, dan unsur
kebahasaan beberapa
teks khusus dalam
bentuk surat pribadi
dengan memberi dan
menerima informasi
terkait kegiatan diri
sendiri dan orang
sekitarnya, sesuai
Mengidentifikasi ungkapan
keakraban yang lazim
digunakan dalam surat
pribadi
Memahami struktur teks
dari surat pribadi
Menentukan suatu makna
kata, persamaan dan lawan
kata yang terdapat dalam
surat pribadi
36
dengan konteks
penggunaannya
Mengidentifikasi informasi
rinci, tersirat dan tersurat
dalam surat pribadi
4.6 Teks surat
pribadi
4.6.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks
khusus dalam bentuk
surat pribadi terkait
kegiatan diri sendiri
dan orang sekitarnya
4.6.2 Menyusun teks
khusus dalam bentuk
surat pribadi terkait
kegiatan diri sendiri
dan orang sekitarnya,
lisan dan tulis, dengan
memperhatikan fungsi
sosial, struktur teks,
dan unsur kebahasaan,
secara benar dan sesuai
konteks
Mengelompokkan dan
menyusun kembali tiga
surat pribadi yang
dicampur aduk secara
acak menjadi tiga surat
pribadi yang koheren,
seperti aslinya
Membuat surat pribadi
untuk satu orang teman
di kelas tentang suatu
hal yang relevan, dan
kemudian
membalasnya
3.7 Menerapkan
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
Mengidentifikasi situasi
yang memunculkan
pernyataan sebab akibat
Memahami struktur teks
dalam memberi dan
meminta informasi terkait
hubungan sebab akibat
37
memberi dan meminta
informasi terkait
hubungan sebab akibat,
sesuai dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan because of
..., due to ..., thanks to
...)
Memahami unsur
kebahasaan dari sebuah
teks dalam memberi dan
meminta informasi terkait
hubungan sebab akibat
4.7 Menyusun teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
memberi dan meminta
informasi terkait
hubungan sebab akibat,
dengan memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang benar
dan sesuai konteks
Menulis teks pendek
yang melibatkan
pernyataan sebab
akibat dan kemudian
dibacakan ke kelas
3.8 Membedakan
fungsi sosial, struktur
teks, dan unsur
kebahasaan beberapa
teks explanation lisan
dan tulis dengan
memberi dan meminta
informasi terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI, sesuai dengan
konteks
Mengidentifikasi bagian-
bagian struktur teks
explanation
Mengidentifikasi informasi
rinci, tersirat dan tersurat
dalam teks explanation
Menentukan suatu makna
kata, persamaan dan lawan
kata yang terdapat dalam
teks explanation
Mengidentifikasi unsur
kebahasaan yang terdapat
dalam teks explanation
38
penggunaannya
Menentukan suatu rujukan
kata yang terdapat dalam
teks explanation
4.8 Menangkap
makna secara
kontekstual terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks
explanation lisan dan
tulis, terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI
Membuat teks-teks
tentang fenomena alam
pendek dan sederhana
Membuat teks-teks
tentang fenomena
sosial pendek dan
sederhana
Total 12 5
Table 4.1 showed the classification of the indicators according to the
syllabus. The writer classified the indicators into reading and writing
indicators. There are 7 basic competence with the total number of indicator
are 17. There are 12 reading indicators and 5 writing indicators. From table
4.1 the writer was able to identify the indicators that are represented by the
test items and which are not. The following table shows the total number of
indicator that represented by the test items. The data can be identified as
follow:
Table 4.2
No. The Indicators are Represented by the Test
Item
Questions
Number
Total
Number
1. Memahami struktur teks dari surat pribadi 32, 34 2
2. Menentukan suatu makna kata, persamaan
dan lawan kata yang terdapat dalam surat
29, 30, 33 3
39
pribadi
3. Mengidentifikasi informasi rinci, tersirat dan
tersurat dalam surat pribadi
27, 28, 31 3
4.
Memahami struktur teks dalam memberi dan
meminta informasi terkait hubungan sebab
akibat
35, 36, 37,
38, 39, 40 6
5.
Memahami unsur kebahasaan dari sebuah
teks dalam memberi dan meminta informasi
terkait hubungan sebab akibat
21, 22, 23,
24, 25, 26 6
6.
Menentukan suatu makna kata, persamaan
dan lawan kata yang terdapat dalam teks
explanation
4, 9, 12,
16, 17, 20 6
7. Menentukan suatu rujukan kata yang terdapat
dalam teks explanation
3, 8, 11,
19
4
8.
Mengidentifikasi informasi rinci, tersirat dan
tersurat dalam teks explanation
1, 2, 5, 6,
7, 10, 13,
14, 15, 18
10
Table 4.2 showed the total number of indicators that are
represented by the English online summative test. There are 8 indicators
which are represented by the test items with the total number of the question
is 40 questions. The most frequently appeared question is about finding out
certain information that stated in the explanation text both implicitly and
explicitly which consider the indicator of “Mengidentifikasi informasi rinci,
tersirat dan tersurat dalam teks explanation” (identify detailed, implied and
express information in the explanation text), with the total 10 questions
appeared in the test.
The indicator “Memahami struktur teks dari surat pribadi”
(understand the text structure of personal letters) has the least number of
questions that appear in the test item, which only has 2 questions appeared
in the test items. The indicator “Menentukan suatu makna kata, persamaan
40
dan lawan kata yang terdapat dalam surat pribadi” (determine a word
meaning, similarities and opposites that are contained in personal letter) and
“Mengidentifikasi informasi rinci, tersirat dan tersurat dalam surat
pribadi” (identify detailed, implied and express information in personal
letters) come with 3 questions appeared for each indicator. The indicator
“Menentukan suatu rujukan kata yang terdapat dalam teks explanation”
(determine a reference to the word contained in the explanation text) has 4
questions appeared in the test item.
There are three indicators that have 6 questions appeared in the test
item, they are “Memahami struktur teks dalam memberi dan meminta
informasi terkait hubungan sebab akibat” (understand the structure of the
text in giving and asking for information related to causal relationships),
“Memahami unsur kebahasaan dari sebuah teks dalam memberi dan
meminta informasi terkait hubungan sebab akibat” (understand the
linguistic elements of a text in giving and asking for information related to
causal relationships), “Menentukan suatu makna kata, persamaan dan
lawan kata yang terdapat dalam teks explanation” (determine a word
meaning, similarities and counter words contained in the explanation text).
By looking to the table 4.1, the writer identified the indicators are not
represented by the test item as follow:
Table 4.3
No. The Indicators are not Represented by the Test Item
1 Mengidentifikasi informasi rinci, tersirat dan tersurat dalam teks
explanation
2 Mengidentifikasi situasi yang memunculkan pernyataan sebab akibat
3 Mengidentifikasi bagian-bagian struktur teks explanation
4 Mengidentifikasi unsur kebahasaan yang terdapat dalam teks
41
explanation
5
Mengelompokkan dan menyusun kembali tiga surat pribadi yang
dicampur aduk secara acak menjadi tiga surat pribadi yang koheren,
seperti aslinya
6 Membuat surat pribadi untuk satu orang teman di kelas tentang suatu
hal yang relevan, dan kemudian membalasnya
7 Menulis teks pendek yang melibatkan pernyataan sebab akibat dan
kemudian dibacakan ke kelas
8 Membuat teks-teks tentang fenomena alam pendek dan sederhana
9 Membuat teks-teks tentang fenomena sosial pendek dan sederhana
Table 4.3 showed the indicators that are not represented by the test item.
There are 9 indicators that are not represented by the test. The writer
identified that most of them are from the writing indicators, it happened
because the test item only have multiple choices types of question.
Meanwhile the writing indicators needed the essay type questions.
Therefore, the writing indicators have no test items to be represented by.
c) To what extent does the test items of English online summative test for
the 11th grade students of SMA Negeri 6 Tangerang Selatan have good
content validity?
The writer analyzed the conformity level of the English summative
test to the syllabus in term of content validity. According to Hughes (2003,
p.10) statement, the summative test should be based directly on the detailed
indicators in syllabus and referred to as the syllabus-content approach. Then,
the writer matched the question to the syllabus. After describing the data,
the writer presented the result of the table above. The following table shows
the total frequency of the conformity of the English online summative test
42
according to reading and writing indicator. The data can be identified as
follow:
Table 4.4
The Conformity between the English Online Summative Test Items and the Syllabus Based on Reading
and Writing Indicators.
Basic Competence Reading Indicators Items
Number
Total
Number
3.6 Membedakan
fungsi sosial, struktur
teks, dan unsur
kebahasaan beberapa
teks khusus dalam
bentuk surat pribadi
dengan memberi dan
menerima informasi
terkait kegiatan diri
sendiri dan orang
sekitarnya, sesuai
dengan konteks
penggunaannya
1. Mengidentifikasi
ungkapan keakraban yang
lazim digunakan dalam
surat pribadi
- 0
2. Memahami struktur teks
dari surat pribadi
32, 34 2
3. Menentukan suatu makna
kata, persamaan dan
lawan kata yang terdapat
dalam surat pribadi
29, 30, 33
3
4. Mengidentifikasi
informasi rinci, tersirat
dan tersurat dalam surat
pribadi
27, 28, 31.
3
3.7 Menerapkan
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
memberi dan meminta
informasi terkait
hubungan sebab akibat,
sesuai dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan because of
..., due to ..., thanks to
...)
5. Mengidentifikasi situasi
yang memunculkan
pernyataan sebab akibat
- 0
6. Memahami struktur teks
dalam memberi dan
meminta informasi terkait
hubungan sebab akibat
35, 36, 37,
38, 39, 40 6
7. Memahami unsur
kebahasaan dari sebuah
teks dalam memberi dan
meminta informasi terkait
hubungan sebab akibat
21, 22, 23,
24, 25, 26
6
43
3.8 Membedakan
fungsi sosial, struktur
teks, dan unsur
kebahasaan beberapa
teks explanation lisan
dan tulis dengan
memberi dan meminta
informasi terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI, sesuai dengan
konteks penggunaannya
8. Mengidentifikasi bagian-
bagian struktur teks
explanation
- 0
9. Mengidentifikasi
informasi rinci, tersirat
dan tersurat dalam teks
explanation
1, 2, 5, 6,
7, 10, 13,
14, 15, 18 10
10. Menentukan suatu makna
kata, persamaan dan
lawan kata yang terdapat
dalam teks explanation
4, 9, 12,
16, 17, 20 6
11. Mengidentifikasi unsur
kebahasaan yang terdapat
dalam teks explanation
- 0
12. Menentukan suatu rujukan
kata yang terdapat dalam
teks explanation
3, 8, 11,
19 4
Basic
Competence
Writing
Indicators
Items
Number
Total
Number
4.6 Teks surat pribadi
4.6.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks khusus
dalam bentuk surat
pribadi terkait kegiatan
diri sendiri dan orang
sekitarnya
4.6.2 Menyusun teks
khusus dalam bentuk
surat pribadi terkait
kegiatan diri sendiri dan
orang sekitarnya, lisan
dan tulis, dengan
13. Mengelompokkan dan
menyusun kembali tiga
surat pribadi yang
dicampur aduk secara
acak menjadi tiga surat
pribadi yang koheren,
seperti aslinya
- 0
14. Membuat surat pribadi
untuk satu orang teman di
kelas tentang suatu hal
yang relevan, dan
kemudian membalasnya - 0
44
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan,
secara benar dan sesuai
konteks
4.7 Menyusun teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
memberi dan meminta
informasi terkait
hubungan sebab akibat,
dengan memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang benar
dan sesuai konteks
15. Menulis teks pendek yang
melibatkan pernyataan
sebab akibat dan
kemudian dibacakan ke
kelas
- 0
4.8 Menangkap
makna secara
kontekstual terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan teks
explanation lisan dan
tulis, terkait gejala alam
atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI
16. Membuat teks-teks
tentang fenomena alam
pendek dan sederhana
- 0
17. Membuat teks-teks
tentang fenomena sosial
pendek dan sederhana
- 0
Total 8
indicators
40
numbers
Table 4.4 showed total frequency of the conformity of the English
online summative test according to reading and writing indicator. There are
8 indicators which are represented by the test items with the total number of
the question is 40 questions. To find out the quality level of content validity
45
of English online summative test for eleventh grade of SMA Negeri 6
Tangerang Selatan, the writer used the data from table 4.1, 4.2 and 4.4 to
find out the percentage of the quality of the test by using the following
formula:
P= Percentage
F= Frequency of indicator appearance in the test item
N= Total number of indicators required in the syllabus
P = 47.5%
From the calculation above, it can be seen that the conformity of the
English online summative test with the indicators are suggested in syllabus
achieve 47.5%. It can be described that number 8 comes from the total
indicators that represented by the test item and the 17 taken from the total
number of indicators in the suggested syllabus. So, the total result from the
calculation above is 47.5%.
To know the level of validity from the test item, we need to compare
the percentage of the conformity of the indicators and test item with the
criteria adopted by Arikunto. These are the following criteria:
84 – 100 % = Excellent
68 – 83 % = Good
F
P = X 100%
N
F
P = X 100%
N
8
P = X 100%
17
46
52 – 67 % = Sufficient
36 – 51 % = Insufficient
0 – 35 % = Poor
From the calculation above, which the test item has 47.5%
conformity, and if we take a look into the range of criteria by Arikunto, it
can be concluded that the English online summative test at eleventh grade of
SMA Negeri 6 Tangerang Selatan in academic year 2019/2020 has
insufficient validity. It belongs to the insufficient category because it
showed 47.5% which insufficient category’s range is from 36% up to 51%.
B. Discussion
Determining the validity of the contents of the English online summative
test questions is carried out in eight steps according to Fahriany et al. (2018)
namely; Identifying: find related information needed to analyze the data;
Determining: decide which parts that needs to be analyzed; Coding: marks each
type of the data; Constructing checklist: classify the data based on determined
characteristics; Tabulating: input the data based on the classification; Analyzing:
provide detailed description on the research problem; Interpreting: create
findings of the research then compared to other similar research; Drawing
conclusion: conclude findings of the research, make inference, and answer
research question.
After analyzing the English online summative test items for eleventh grade
of SMA Negeri 6 Tangerang Selatan, the writer found that all of the items were
conform to the syllabus. It consisted of 40 questions in the form of multiple
choices. There are 40 items that represented the indicators as suggested in the
syllabus. It means all of the questions that appeared in the test represent the
indicators based on the basic competence that were suggested to the level 11th
grade of senior high school according to the syllabus in Kurikulum 2013. This
result accordance with Hughes’ idea which is the content of achievement test or
47
summative test should be based directly on the detailed indicators in syllabus and
may be written by ministries of education or by members of teaching institution
and referred to as the syllabus-content approach (Hughes, 2003). They are the
basic competence number 3.6, 4.6.1, 4.6.2, 3.7, 4.7, 3.8 and 4.8 which required
the students to master three domains; explanation text, personal letter, and cause-
effect sentences. (Permendikbud No. 37, 2018, pp. 382-384)
The total number of indicators that suggested in English syllabus for 11th
grade was 17 indicators which consist of 12 reading indicators and 5 writing
indicators. There are 8 indicators which are represented by the test items with the
total number of the question is 40 questions. The most frequently appeared
question is about finding out certain information that stated in the explanation text
both implicitly and explicitly which consider the indicator of “Mengidentifikasi
informasi rinci, tersirat dan tersurat dalam teks explanation” (identify detailed,
implied and express information in the explanation text) from the basic
competence number 3.8 “Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata
pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya” (distinguish
social functions, text structure, and linguistic elements of several oral and written
explanation texts by giving and requesting information related to natural or social
symptoms covered in other subjects in class XI, according to the context of their
use), with the total 10 questions appeared in the test.
Meanwhile, the indicator “Memahami struktur teks dari surat pribadi”
(understand the text structure of personal letters) has the least number of questions
that appear in the test item, which only has 2 questions appeared in the test items.
It considered as the basic competence number 3.6 “Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat
pribadi dengan memberi dan menerima informasi terkait kegiatan diri sendiri dan
orang sekitarnya, sesuai dengan konteks penggunaannya” (distinguish social
functions, text structure, and linguistic elements of some special texts in the form
48
of a personal letter by giving and receiving information related to one's own
activities and those around them, according to the context in which they are used).
Regarding to the writer’s analysis of the data in the previous section, it can
be seen that there are some indicators are not represented by the test item while it
is suggested in the syllabus especially in the writing indicators. There are 9
indicators that are not represented by the test (see table 4.3). The writer identified
that most of them are from the writing indicators, four of them are coming from
writing indicators which required the students to make a text. It happened because
the test items only have multiple choices types of question. Meanwhile the writing
indicators needed the essay type questions. Therefore, the writing indicators have
no test items to be represented by. In contrast, there are indicators which dominate
the test items. We can see that the indicator “Mengidentifikasi informasi rinci,
tersirat dan tersurat dalam teks explanation” (determine a reference to the word
contained in the explanation text) has 10 items appeared. The question asked
students to find out certain information that stated in the explanation text both
implicitly and explicitly, with the total ten questions appeared in the test. This
type of question is the most frequently appeared in the test item. On the other
hand, there are some indicators which only have few items number. Instead they
only have two numbers. Ideally, it will be proportional if every indicator
represented equally.
According to the table 4.4 (p.36), it showed that there are 8 indicators that
appeared in the test items so the writer found out the percentage of the appeared
indicators in the test with the total indicators that suggested by the syllabus. The
result is 47.5%. and then the writer compared the percentage with the criteria by
Arikunto (Zainal, 2015). It showed that it has insufficient level. According to the
analysis of the data from the previous section, it can be concluded that the English
online summative test that were held by SMA Negeri 6 Tangerang Selatan has
insufficient level of validity, with the 47.5% of its conformity with the indicators
in the syllabus. The data showed that the test item have 8 indicators are
represented and there are 9 indicators that are not represented by the test item.
Especially the writing indicators, it has no test item that represented it. The reason
49
is because the test consisted only in multiple choices question, while writing
indicators need the essay type of question. In other word, the writer concludes that
the English online summative test which is administrated in the 11th grade
students of SMA Negeri 6 Tangerang Selatan does not represent the whole
indicators from the syllabus of the even semester. It means that it does not assess
all what it is supposed to be tested, because there are 9 indicators which are not
assessed by the test.
To answer research question “To what extent does the test items of English
online summative test for the 11th grade students of SMA Negeri 6 Tangerang
Selatan have good content validity?”, the English online summative test that were
held by SMA Negeri 6 Tangerang Selatan has insufficient level of validity, with
the 47.5% of its conformity with the indicators in the syllabus. And to answer the
next research question “How many items represent the indicators as suggested in
the syllabus? And how many indicators represent by the test item?” There are 8
indicators that are represented by the test items with the total number of the
question is 40 questions. It means all of the questions that appeared in the test
represent the indicators based on the basic competence that were suggested to the
level 11th grade of senior high school according to the syllabus in Kurikulum
2013. Thus, it can be inferred that the English online test for 11th grade of SMA
Negeri 6 Tangerang Selatan that were made by the teacher itself has insufficient
level of content validity because there are 9 indicators which are not assessed by
the test which have to measure the students’ ability to make written text or a
simple essay. According to Weir (2005, p. 19) content validity is concerned with
the degree to which the choice of tasks in a test is reflective of the wider universe
of tasks that are considered to be a sample of the test.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this research the writer analyzed based on two points of view. First,
related to the percentage, the writer found that the English online summative test
which is administrated in the 11th grade students of SMA Negeri 6 Tangerang
Selatan is 47.5% valid in terms of its conformity with the indicators. The items
tests that represent the suggested indicators in the syllabus are 40 items and the
indicator that are represented by the test are 8 indicators. So, based on Arikunto’s
opinion, it belongs to the insufficient category because it showed 47.5% which
insufficient category’s range is from 36% up to 51%. And then, based on the
content analysis, the writer found that the test does not represent the whole
indicators from the syllabus of the even semester. It means that it does not assess
all what it is supposed to be tested, because there are 9 indicators which are not
assessed by the test.
Therefore, the writer concluded that the English online summative test for
11th grade students of SMA Negeri 6 Tangerang Selatan in academic year
2019/2020 has insufficient content validity.
B. Suggestion
In terms of validity, the test designer must consider how to write a
successful test before administering a test. Besides, the indicators have to be
relevant with the syllabus. The writer would like to recommend the test designer
to:
1. Reflect the curriculum or syllabus in preparing the exam.
2. Take the correct sample of the materials as suggested by the syllabus.
3. Create each item equally based on the represented indicators.
4. Examine the items by testing them to get a more accurate and reliable
evaluation.
51
REFERENCES
Aaron S. Richmond. (2016). Constructing a Learner-Centered Syllabus: One
Professor’s Journey. Idea, 60(September). Retrieved from
https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA
Papers/IDEA Papers/PaperIDEA_60.pdf, p.1
Abidin, Z., & Purbawanto, S. (2015). Pemahaman Siswa Terhadap Pemanfaatan
Media Pembelajaran Berbasis Livewire Pada Mata Pelajaran Teknik
Listrik Kelas X Jurusan Audio Video Di Smk Negeri 4 Semarang. Edu
Elektrika Journal, 4(1), 38–49.
Adom, D., Mensah, J. A., & Dake, D. A. (2020). Test, measurement, and
evaluation: Understanding and use of the concepts in education.
International Journal of Evaluation and Research in Education, 9(1),
109–119. https://doi.org/10.11591/ijere.v9i1.20457, p.110
Afrian, R., Islami, Z. R., & Mustika, F. (2018). Pembinaan Pembuatan Tes Buatan
Guru (Soal) Mata Pelajaran Geografi Sma/Ma Kota Langsa. Jurnal Vokasi -
Politeknik Negeri Lhokseumawe, 1(2).
https://doi.org/10.30811/vokasi.v1i2.687
Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and
applications. Boston: McGraw-Hill Higher Education.
Brown, H. D. (2010). Language assessment: Principles and Classroom Practices.
White Plains. NY: Pearson Education.
Čandrlić, S., Katić, M. A., & Dlab, M. H. (2014). Online vs. Paper-based testing:
a comparison of test results. 37th International Convention on Information
and Communication Technology, Electronics and Microelectronics,
MIPRO 2014. (pp. 657–662).
https://doi.org/10.1109/MIPRO.2014.6859649.
Chapelle, C., & Douglas, D. (2006). Assessing language through computer
technology. Cambridge, England: Cambridge University Press.
52
Denzin N. & Lincoln Y. (Eds.) (2000). Handbook of Qualitative Research.
London: Sage Publication Inc.
Fahriany, F., Alek, A., & Wekke, I. S. (2018). Gender Representation in English
Textbooks for Islamic Junior High School Students. Kafa`ah: Journal of
Gender Studies, 8(2), 149–163. https://doi.org/10.15548/jk.v8i2.221
George, M. L. (2020). Effective Teaching and Examination Strategies for
Undergraduate Learning During COVID-19 School Restrictions. Journal
of Educational Technology Systems, 49(1), 23-48.
Gultom, E. (2016). Assessment And Evaluation In EFL Teaching And Learning.
Proceedings of ISELT FBS Universitas Negeri Padang, 4 (1), pp. 190-198
Hughes, A. (2003). Testing for Language Teachers. New York: Cambridge.
Hüseyin Öz, & Tuba Özturan. (2018). Computer-based and paper-based testing:
Does the test administration mode influence the reliability and validity of
achievement tests? Journal of Language and Linguistic Studies, 14(1), 67–
85. Retrieved from https://dergipark.org.tr/en/download/article-file/650156
Ismail, I. (2015). Tanggung jawab guru melakukan evaluasi hasil belajar: Belajar
dari desain penyelenggaraan Ujian Nasional tahun 2008. Auladuna, 2(1),
104–115. http://journal.uin-
alauddin.ac.id/index.php/auladuna/article/download/870/841
Istiyono, E., & Mardapi, D., & Suparno. (2014). Effectiveness of Reasoned
Objective Choice Test to Measure Higher Order Thinking Skills in Physics
Implementing of Curriculum. Seminar Nasional dan Temu Alumni "Peran
Pendidikan dalam Pembangunan Karakter Bangsa". ISSN 978-602-96172-6-
9
Kara, F., & Çelikler, D. (2015). Development of achievement test: Validity and
reliability study for achievement test on matter changing. Journal of
Education and Practice, 6(24), 21-26.
Lahrichi, A. (2019). Study on the Effectiveness of Formative and Summative
Assessment Techniques in Education, (February).
53
Lebagi, D., Sumardi, S., & Sudjoko, S. (2017). the Quality of Teacher-Made Test
in Efl Classroom At the Elementary School and Its Washback in the
Learning. Journal of English Education, 2(2), 97–104.
https://doi.org/10.31327/jee.v2i2.289
Looney, J. W. (2011). Integrating Formative and Summative Assessment:
Progress Toward a Seamless System? OECD Education Working Papers,
(58), 1–64., p.7
Mendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan nomor 24
tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada
Kurikulum 2013 pada pendidikan dasar dan pendidikan menengah.
Peraturan Menteri Pendidikan Dan Kebudayaan, 2025, p.3
Mendikbud. (2013). Permendikbud Nomor 65 Tahun 2013 Tentang Standar
Proses Pendidikan Dasar dan Menengah, Peraturan Menteri Pendidikan Dan
Kebudayaan, 2011, pp.1–13
Mendikbud. (2018). Permendikbud Nomor 37 Tahun 2018 Tentang Perubahan
Atas Peraturan Menteri Pendidikan dan Kebudayaan No. 24 Tahun 2016
tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran dalam
Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah,
Peraturan Menteri Pendidikan Dan Kebudayaan, pp.382–384
Mendikbud. (2021). Surat Edaran Menteri Pendidikan dan Kebudayaan Nomor 1
Tahun 2021 tentang Peniadaan Ujian Nasional dan Ujian Kesetaraan serta
Pelaksanaan Ujian SekolahDalam Masa Darurat Penyebaran Corona
Viruses Disease (COVID-19).
Mohammed, S. W., & Abdurehman, O. S. (2020). Exploring challenges of
preparing authentic English language tests in secondary and preparatory
schools: The case of Gamo, Gofa and Konso zones in Southern Ethiopia.
Educational Research and Reviews, 15(8), 433–437.
https://doi.org/10.5897/err2020.3965, p.434
54
Munif, D. N. (2013). Implementasi Kurikulum 2013 Mata Pelajaran Bahasa
Inggris di SMP Negeri 9 Madiun. An-Nuha, 2(2), 283–297.
Ozer, Ipek & Fitzgerald, Shawn & Sulbaran, Ebed & Garvey, Diana. (2014).
Reliability and Content Validity of an English as a Foreign Language
(EFL) Grade-level Test for Turkish Primary Grade Students. Procedia -
Social and Behavioral Sciences. 112. 924-929.
10.1016/j.sbspro.2014.01.1250.
Rabbini, R. (2002). An Introduction to Syllabus Design and Evaluation. The
Internet TESL Journal, 8(5). http://iteslj.org/Articles/Rabbini-
Syllabus.html
Razali, K., & Jannah, M. (2015). The Comparison between National Final
Examination Test Items and English Teacher Made-Test Items of 2010 and
2011. Al-Ta Lim Journal, 22(1), 10–22. https://doi.org/10.15548/jt.v22i1.116
Richards, J. C., & Schmidt, R. (2018). Language Teaching and Applied
Linguistics (Vol. 5). Harlow: Longman, p.576
Roever, C. (2001). Web-Based Language Testing. Language Learning &
Technology, 5(2), 84–94. http://dx.doi.org/10125/25129
Siddiek, A. G. (2010). The Impact of Test Content Validity on Language
Teaching and Learning. Asian Social Science, 6(12), 133–143.
https://doi.org/10.5539/ass.v6n12p133
Sudijono, A. (2011). Pengantar Evaluasi Pendidikan (Eds. 9). Jakarta: PT
RajaGrafindo Persada.
Sudijono, A. (2011). Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo
Persada.
Tarigan, Justianus. (2014). Analisis Validitas Isi Dan Ketepatan Konstruksi Butir
Tes Soal Ujian Akhir Sekolah Bahasa Indonesia Tahun 2013/2014 Kelas
55
XII SMA Swasta Bersama Berastagi. Asas: Jurnal Sastra, 3(2).
https://doi.org/10.24114/ajs.v3i2.1511
Te’ama Al-Atabi, F. K., & Mohammed Alhusseini, H. A. (2018). Iraqi Efl
Students’ Awareness of the Pronunciation of Morphophonemic Changed
Words At a College Level. International Journal of Research -
GRANTHAALAYAH, 6(8), 69–83.
https://doi.org/10.29121/granthaalayah.v6.i8.2018.1263, p.73
Weir, C. J. (2005). Language testing and validation: An evidence-based
approach. Basingstoke: Palgrave Macmillan.
Widyaningrum, F. A., & Prabandari, C. S. (2016). Content Validity and
Authenticity of the 2012 English Test in the Senior High School National
Examination. LLT Journal, 16(1), ISSN 1410-7201
World Health Organization. (2020, June). Timeline of WHO’s response to
COVID-19. Retrieved from https://www.who.int/news-room/detail/29-06-
2020-covidtimeline
Yaghmale, F. (2003). Content Validity and its Estimation. Journal of Medical
Education, 3(1), 25-27.
56
APPENDICES
Appendix 1 The Description of the test items
Items
Number Sample Point of Conformity
1, 2, 5, 6, 7,
10, 13, 14,
15, 18
1. How the water can be heated in
order to form the clouds?
a. By the sun
b. By a cooler
c. By the kettle
d. By a gas stove
e. By a water heater
2. Why does the water need to be
heated to form a cloud?
a. To reflect the sunlight.
b. To cling onto the dust particles.
c. To be a white cloud in the sky.
d. To change the water into gas.
e. To hold the water vapour in the
sky.
5. Based on the text above, what do
people do before they are sleeping?
a. They are count sheep.
b. They are sipping fingers.
c. They are crying.
d. They are setting the alarm.
e. They are walking outside.
6. Who’s started to sleep walking in
the story?
a. The writer
b. The sister
c. The baby
d. The mother
e. The father
7. According to the writer, why are
people suddenly waken up?
a. Because the baby is crying.
b. Because someone wake them
The questions number 1,
2, 5, 6, 7, 10, 13, 14, 15,
18 asked students to
identify the certain
information stated in the
text. The students need to
find out the specific
information from the text
whether it was implicit or
explicit. It can be
understood that these
items were measure the
students’ understanding
of identifying the
explanation text. In other
words, these items
confirmed the conformity
of the suggested indicator
“Mengidentifikasi
informasi rinci, tersirat
dan tersurat dalam teks
explanation”
57
up.
c. Because there’s a strange
noise.
d. Because the want to wake up.
e. Because they are late to school.
10. Why did they fill the body with
sand, sawdust, and spices?
a. To make it heavy.
b. To avoid the decomposition of
the body.
c. To keep its form.
d. To help the wrappings.
e. To place the book of spell.
13. Why did they insert the book in the
dead person’s hands?
a. To cast away the evil
b. To take them to heaven
c. To bury the book
d. To hide the book
e. To be read in after life
14. According to the text above, why
do the students need to make the
teachers happy?
a. To avoid the teachers from
entering the class
b. To create a better condition in
the learning process
c. To be a good student.
d. To get more homework.
e. To be a smart student.
15. Why does this machine provide a
cleaning feature?
a. To clean the books from the
class.
b. To make the class looks neat
and clean.
c. To remind the students to clean
the class.
d. To clean the teacher’s desk.
58
e. To give the students more duty.
18. Why people don’t like wearing
seat belt?
a. It guarantees their safety.
b. It’s their habit.
c. They can’t move freely.
d. They can’t drive the car.
e. They like the seat belt a lot
3, 8, 11, 19 3. The word “it” in the third
paragraph refers to….
a. The sky
b. The water
c. The clouds
d. The liquid
e. The warm air
8. The word “their” in the second
paragraph refers to…
a. The writer
b. The people
c. The writer’s family
d. The mothers
e. The babies
11. The word “they” in the fifth
paragraph refers to ….
a. The mummies
b. The people
c. The dead persons
d. The Egyptians
e. The evils
19. The word “it” the fourth paragraph
refers to….
a. seat belt
b. The writer
c. Wearing seat belt
d. The car
e. The vehicle
The question number 3,
8, 11, 19 asked students
to determine the correct
pronoun and a word
reference found in the
explanation text. It can be
understood that these
items measured the
students’ understanding
in word reference and
language features of the
explanation text. In other
word, these items
confirmed the conformity
of the suggested indicator
“Menentukan suatu
rujukan kata yang
terdapat dalam teks
explanation”
4, 9, 12, 16,
17, 20
4. The word “reflect” in the text
above can be best replaced by…
a. Change
The question number 4,
9, 12, 16, 17, 20 asked
59
b. Appear
c. Bounce
d. Show
e. Cling
9. The word “embarrassing” can be
best replaced by ….
a. Unworthy
b. Shameful
c. Outrageous
d. Disgusting
e. Amazing
12. The word “strips” in paragraph
fourth can be best replaced with
….
a. Lines
b. Pieces
c. Slashes
d. Straights
e. Leaves
16. The word “instantly” can be best
replaced by ….
a. Soon
b. Almost
c. At once
d. Often
e. Always
17. The word “sharpen” in the third
paragraph can be best replaced
by….
a. Fine
b. Cut
c. Grind
d. Grin
e. Sharp
20. The word “fasten” in the text
above can be replaced with ….
a. Speed up
b. Tighten
the meaning, synonym,
and antonym of the
certain word found in the
explanation text. The
students should look for
the similar meaning of
the requested word. It can
be understood that these
items confirmed the
conformity of the
suggested indicator
“Menentukan suatu
makna kata, persamaan
dan lawan kata yang
terdapat dalam teks
explanation”
60
c. Thighten
d. Tight
e. Accelerate
21, 22, 23,
25, 24, 26
21. … the landslide yesterday, many
houses are buried.
a. Thanks to
b. Because of
c. Because
d. Since
e. Due
22. I bought the book … its cheap
price.
a. Because
b. Because of
c. Thanks
d. Since
e. Due
23. The package was late … the
careless worker.
a. Because
b. Since
c. For
d. Due
e. Due to
24. My exam was doomed … that
sudden sleepover thing.
a. Because
b. Since
c. Thanks
d. Thank to
e. Thanks to
25. My mother was furious … seeing
The question number 21-
26 asked students to
complete the sentences
by using suitable word
that used for cause and
effect sentences. The
students had to analyze
the language features of
the cause and effect
sentences below, whether
it should be because of,
due to, or thanks to.
It can be understood that
these questions are
measured the students’
understanding of cause
and effect sentences. In
other words, these items
confirmed the conformity
of the suggested indicator
“Memahami unsur
kebahasaan dari sebuah
teks dalam memberi dan
meminta informasi terkait
61
my final report from school.
a. Since
b. Cause
c. Because
d. Cause of
e. Because of
26. The glass had been shattered all
around the floor … his
carelessness.
a. Due
b. Duet
c. Since
d. Due to
e. Due date
hubungan sebab akibat”
27, 28, 31 27. Why did Stephen Fry write the
letter to Crystal?
a. Because he wanted to say hello
to her
b. Because he wanted to know
more about her.
c. Because he wanted to reply her
initial letter.
d. Because he wanted to introduce
himself to her.
e. Because he wanted to greet her
in person.
28. Why did crystal send a letter to
Stephen Fry?
a. Because she is his relatives.
b. Because she thought her life
was miserable.
c. Because she wanted to meet
him directly.
d. Because she was very happy to
get his reply.
e. Because she is one of his big
fans.
31. Why did Stephen mention about
The question number 27,
28, 31 asked the students
to identify the certain
information stated in the
letter. The students need
to find out the specific
information that stated in
the text whether it was
implicit or explicit. It can
be understood that these
items were measure the
students’ understanding
of identifying the
meaning and the purpose
of the personal letter. In
other words, these items
confirmed the conformity
of the suggested indicator
62
the weather in his letter?
a. To give some advice to crystal.
b. To tell her that the weather was
nice.
c. To say some obvious word
about the weather.
d. To compare it with people’s
feelings.
e. To improve her moods.
“Mengidentifikasi
informasi rinci, tersirat
dan tersurat dalam surat
pribadi”
29, 30, 33 29. “…, it’s sometimes quite galling to
be…”
The underlined word has the
similar meaning to:
a. Happy
b. Sad
c. Painful
d. Obvious
e. Cheer
30. “The wrong approach is to
believe…”
The underlined word has the
closest meaning to:
a. Get close
b. Train
c. Method
d. Apply
e. Toward
33. “…, listlessness – these are …”
The underlined word has a
contrary meaning to:
a. Apathy
b. Sadness
c. Depression
d. Enthusiasm
e. Freedom
The question number 29,
30, 33 asked the similar
meaning of the
underlined word from the
personal letter above. The
students should look for
the closest meaning from
the underlined word. It
can be understood that
these items confirmed the
conformity of the
suggested indicator
“Menentukan suatu
makna kata, persamaan
dan lawan kata yang
terdapat pada surat
pribadi”
32, 34 32. In the last paragraph, why did
Stephen feel sorry?
63
a. Because he was afraid that his
words couldn’t ease her.
b. Because he was worried that
she would be sad.
c. Because he thought to give
some advice for her.
d. Because he was worried that
the sun might not come up.
e. Because he was afraid that she
would take full advantage
1. What was he wished for in the
end?
a. That she’d find her true self.
b. That she’d be sorry for her life.
c. That she’d find a small
happiness in her life.
d. That she’d meet him in person.
e. That she’d do his advice.
35, 36, 37,
38, 39, 40
35. The expensive wide …. Chinese
ceramic.
a. Marvelous
b. Wooden
c. Unique
d. Rare
e. Old
36. My new purple … scarf.
a. Two
b. Old
c. Silk
d. Long
e. Modern
37. Her unique small white … brooch.
a. Expensive
b. British
c. Round
d. Cotton
e. Thin
38. This dangerous dreadful … poison.
The question number 35-
40 asked the students to
complete the sentences
concern about the noun
phrase. The students were
asked to give the correct
modifier to make a good
noun phrase. These
questions cover the
students’ understanding
about noun phrase which
is part of the language
features to form a cause-
effect sentence. It can be
understood that these
items measured students’
ability in understanding
64
a. Cute
b. Tasty
c. Tiger
d. Snake
e. Little
39. That soft smooth … small new …
silk batik.
a. Expensive, Javanese
b. Beautiful, expensive
c. Cotton, Javanese
d. Unique, cheap
e. New, wide
40. These beautiful cute little …
babies.
a. Big
b. Purple
c. Meaty
d. Ancient
e. Indonesian
the word structure and
language features of
cause-effect sentence.
In other word, these
items confirmed the
conformity of the
suggested indicator
“Memahami struktur teks
dalam memberi dan
meminta informasi terkait
hubungan sebab akibat”
65
Appendix 2 English Online Summative Test for Eleventh Grade of
SMA Negeri 6 Tangerang Selatan 2019/2020
SOAL PAT BAHASA INGGRIS WAJIB XI
Text 1, for number 1 – 4
HOW CLOUDS ARE FORMED?
A cloud is large collection of very tiny droplets of water or ice crystal. The
droplets are so small and light that they can float in the air.
Water, as we know, it is a liquid. This means when it is heated it turns
from a liquid into a gas. This is called vapour. You can see this when a kettle
boils, some water is turned into steam.
Warm air rises up into the sky where it is cooler. Cool air cannot hold as
much water vapour as warm air, so some of the vapour clings onto tiny pieces of
dust that are floating in the air and it forms a tiny droplet around each dust
particle. When billions of these droplets come together, they become a visible
cloud.
The reason why the clouds are white is because they reflect the light of the
sun. Light is made up of all the colours of the rainbow and when you add them all
together you get white. The sun appears a yellow colour because it sends out more
yellow light than any other colour.
1. How the water can be heated in order to form the clouds?
a. By the sun
b. By a cooler
c. By the kettle
d. By a gas stove
e. By a water heater
2. Why does the water need to be heated to form a cloud?
a. To reflect the sunlight.
b. To cling onto the dust particles.
c. To be a white cloud in the sky.
d. To change the water into gas.
e. To hold the water vapour in the sky.
3. The word “it” in the third paragraph refers to….
a. The sky
66
b. The water
c. The clouds
d. The liquid
e. The warm air
4. The word “reflect” in the text above can be best replaced by…
a. Change
b. Appear
c. Bounce
d. Show
e. Cling
Text 2, for number 5 – 9
What happens when you are asleep?
My family and I were sharing embarrassing moments yesterday. My sister
said that once she started sleep walking outside. That made me wonders, what
happens when you are asleep?
Firstly, some people may grind their teeth, suck their thumbs, sleep talk,
snore, and pedal their legs. It’s all very embarrassing but you don’t have to worry
because it’s all a part of life and everyone does one or two of them. They will
grow out of it.
Secondly, your body slows down, your mouth stops making saliva, your
heart beats slower, and your breathing slows downs.
As well as that when you sleep you can hear what is going on around you.
You would be able to hear the alarm clock or if you’re like my mother, a baby
crying. If you hear anything unusual you would instantly wake up.
Finally, while you are sleeping, you also dream. Dreaming is when you
have a long vision in your head while you are asleep. Nobody knows what their
dreams mean. Some people sit with tape recorders and notebooks on their bedside
tables. I don’t think our dreams mean anything. They are just there to keep us
busy while we are asleep. This is what happens when we are asleep.
5. Based on the text above, what do people do before they are sleeping?
a. They are count sheep.
b. They are sipping fingers.
c. They are crying.
d. They are setting the alarm.
e. They are walking outside.
67
6. Who’s started to sleep walking in the story?
a. The writer
b. The sister
c. The baby
d. The mother
e. The father
7. According to the writer, why are people suddenly waken up?
a. Because the baby is crying.
b. Because someone wake them up.
c. Because there’s a strange noise.
d. Because the want to wake up.
e. Because they are late to school.
8. The word “their” in the second paragraph refers to…
a. The writer
b. The people
c. The writer’s family
d. The mothers
e. The babies
9. The word “embarrassing” can be best replaced by ….
a. Unworthy
b. Shameful
c. Outrageous
d. Disgusting
e. Amazing
Text 3, for number 10 – 13
How were mummies made?
The Egyptians believed that there was an after life after death and they
thought you needed your body to go. So they mummified the body.
Firstly, the body was placed on a table and got the embalmer to cut a slit in
either side of the body which was to take out the internal organs such as stomach,
liver, intestines and brain which was removed by a large steel hook through the
nose. These were removed because they hold mostire which causes rotting. But
the heart was left in because they thought it controlled the body.
Once the body was empty, linen was put in to cover the inside of the body
to suck up all the mostire. Now, they covered the body with salt called natron and
left for forty days to dry. Next, the linen was removed and the body was filled
with sand, sawdust, and spices. So the body would keep its shape.
68
Now, the wrapping started which required up to 140m of linen. First, the
neck and head were wrapped with thin strips of linen. Then the fingers and toes.
Next, the main body parts were wrapped. Amulets were placed between the
wrappings to ward off evil.
Once the body was fully wrapped, they put the book of spells in the dead
persons’ hands because they thought he would need it in the afterlife.
Last, the body was placed in a tomb to rest until it was ready for the
afterlife.
Mummifications were a very expensive process so only the wealthy could
have it done.
10. Why did they fill the body with sand, sawdust, and spices?
a. To make it heavy.
b. To avoid the decomposition of the body.
c. To keep its form.
d. To help the wrappings.
e. To place the book of spell.
11. The word “they” in the fifth paragraph refers to ….
a. The mummies
b. The people
c. The dead persons
d. The Egyptians
e. The evils
12. The word “strips” in paragraph fourth can be best replaced with ….
a. Lines
b. Pieces
c. Slashes
d. Straights
e. Leaves
13. Why did they insert the book in the dead person’s hands?
a. To cast away the evil
b. To take them to heaven
c. To bury the book
d. To hide the book
e. To be read in after life
Text 4, for number 14 – 17
THE ‘TEACHER-PLEASER’ MACHINE
69
Do you suffer from a grumpy teacher? If so, then use the ‘Teacher-Pleaser’
machine and soon your teacher will be the jolliest person in school. How does the
machine work?
To start the machine running, you have to wind up the clockwork handle.
This provides enough energy to turn the large wheel which causes the apple
dispenser to work. As the wheel spins, this also causes the tea mug to heat up so
that a fresh warm cup of tea can be served. When your teacher receives a lovely
cup of tea and an apple, she will feel in a good mood instantly.
If the wheel begins to slow down, you must turn the handle again. As a
result, the clockwork machinery will speed up the wheel. This means that you can
turn on one of the best features of the ‘Teacher-Pleaser’. Press the red button on
the top of the machine. This will result in starting up the pencil-sharpener.
Therefore in 30 seconds you can sharpen every pencil.
Furthermore, if you press the green button then a spinning brush appears
which will sweep up and recycle any pieces of paper so that your class can be
clean and tidy. The ‘Teacher-Pleaser’ also writes notes saying, “You are the best
teacher in the world”. Finally, there is an in-built calendar which alerts you to
your teacher’s birthday so that you can remember to buy a present.
Use one of these amazing machines because it will keep your teacher
happy. Therefore your school life will be a breeze.
14. According to the text above, why do the students need to make the
teachers happy?
a. To avoid the teachers from entering the class
b. To create a better condition in the learning process
c. To be a good student.
d. To get more homework.
e. To be a smart student.
15. Why does this machine provide a cleaning feature?
a. To clean the books from the class.
b. To make the class looks neat and clean.
c. To remind the students to clean the class.
d. To clean the teacher’s desk.
e. To give the students more duty.
16. The word “instantly” can be best replaced by ….
a. Soon
70
b. Almost
c. At once
d. Often
e. Always
17. The word “sharpen” in the third paragraph can be best replaced by….
a. Fine
b. Cut
c. Grind
d. Grin
e. Sharp
Text 5, for number 18 - 20
Fasten Your Seat Belt!
A seat belt, sometimes called a safety belt, is a safety harness designed to
secure the occupant of a vehicle against harmful movement that may result from a
collision or a sudden stop. Why should we use seat belt?
As part of an overall occupant restraint system, seat belts are intended to
reduce injuries by stopping the wearer from hitting hard interior elements of the
vehicle or other passengers (the so-called second impact) and by preventing the
wearer from being thrown from the vehicle.
During 2004, total accident in DKI Jakarta are 4.544 cases, with 1.146
death victims, 63% of that accident victims didn’t use seat belt. If we use seat belt,
we will be safe if an accident happening to us. Of course it will decrease the
number of death by fatal accident. This fact makes us realize that if we don’t use
seat belt, we will endanger our life. So it’s very important to use seat belt.
For some people, using seat belt makes journey uncomfortable, makes us
can’t move freely, etc. But if we used to wear it, it will be our habit. We will feel
more and more comfortable if we often use it. Regardless of whether it is
comfortable or not, it is very important for us to use seat belt, to save our life.
From the above reasons, there are no reasons for us not to use seat belt.
There are so many advantages of using seat belt. And so many disadvantages will
we have if we do not use seat belt. I think we have to rely on one thing: our safety.
Protection is better than curing. So, wear and fasten seat belt!
18. Why people don’t like wearing seat belt?
a. It guarantees their safety.
b. It’s their habit.
c. They can’t move freely.
d. They can’t drive the car.
e. They like the seat belt a lot.
19. The word “it” the fourth paragraph refers to….
71
a. seat belt
b. The writer
c. Wearing seat belt
d. The car
e. The vehicle
20. The word “fasten” in the text above can be replaced with ….
a. Speed up
b. Tighten
c. Tighten
d. Tight
e. Accelerate
Fill the blanks with the appropriate conjunction!
21. … the landslide yesterday, many houses are buried.
a. Thanks to
b. Because of
c. Because
d. Since
e. Due
22. I bought the book … its cheap price.
a. Because
b. Because of
c. Thanks
d. Since
e. Due
23. The package was late … the careless worker.
a. Because
b. Since
c. For
d. Due
e. Due to
24. My exam was doomed … that sudden sleepover thing.
a. Because
b. Since
c. Thanks
d. Thank to
e. Thanks to
25. My mother was furious … seeing my final report from school.
a. Since
72
b. Cause
c. Because
d. Cause of
e. Because of
26. The glass had been shattered all around the floor … his carelessness.
a. Due
b. Duet
c. Since
d. Due to
e. Due date
73
Text 6, for number 27 – 34
12th St. NYC
10017
April 10th, 2006
Dear Crystal,
I’m so sorry to hear that life is getting you down at the moment. Goodness
knows, it can be so tough when nothing seems to fit and little seems to be
fulfilling. I’m not sure there’s any specific advice I can give that will help
bring life back its savor. Although they mean well, it’s sometimes quite
galling to be reminded how much people love you when you don’t love
yourself that much.
I’ve found that it’s of some help to think of one’s moods and feelings
about the world as being similar to weather. Here are some obvious things
about the weather:
It’s real.
You can’t change it by wishing it away.
If it’s dark and rainy it really is dark and rainy and you can’t alter it.
It might be dark and rainy for two weeks in a row.
BUT
It will be sunny one day.
It isn’t under one’s control as to when the sun comes out, but come out it will.
One day.
It really is the same with one’s moods, I think. The wrong approach is to
believe that they are illusions. They are real. Depression, anxiety, listlessness
– these are as real as the weather – AND EQUALLY NOT UNDER ONE’S
CONTROL. Not one’s fault.
74
BUT
They will pass: they really will.
In the same way that one has to accept the weather, so one has to accept how
one feels about life sometimes. “Today’s a crap day,” is a perfectly realistic
approach. It’s all about finding a kind of mental umbrella. “Hey-ho, it’s
raining inside: it isn’t my fault and there’s nothing I can do about it, but sit it
out. But the sun may well come out tomorrow and when it does, I shall take
full advantage.”
I don’t know if any of that is of any use: it may not seem it, and if so, I’m
sorry. I just thought I’d drop you a line to wish you well in your search to find
a little more pleasure and purpose in life.
Very best wishes
Stephen Fry
27. Why did Stephen Fry write the letter to Crystal?
a. Because he wanted to say hello to her
b. Because he wanted to know more about her.
c. Because he wanted to reply her initial letter.
d. Because he wanted to introduce himself to her.
e. Because he wanted to greet her in person.
28. Why did crystal send a letter to Stephen Fry?
a. Because she is his relatives.
b. Because she thought her life was miserable.
c. Because she wanted to meet him directly.
d. Because she was very happy to get his reply.
e. Because she is one of his big fans.
29. “…, it’s sometimes quite galling to be…”
The underlined word has the similar meaning to:
a. Happy
b. Sad
75
c. Painful
d. Obvious
e. Cheer
30. “The wrong approach is to believe…”
The underlined word has the closest meaning to:
a. Get close
b. Train
c. Method
d. Apply
e. Toward
31. Why did Stephen mention about the weather in his letter?
a. To give some advice to crystal.
b. To tell her that the weather was nice.
c. To say some obvious word about the weather.
d. To compare it with people’s feelings.
e. To improve her moods.
32. In the last paragraph, why did Stephen feel sorry?
a. Because he was afraid that his words couldn’t ease her.
b. Because he was worried that she would be sad.
c. Because he thought to give some advice for her.
d. Because he was worried that the sun might not come up.
e. Because he was afraid that she would take full advantage.
33. “…., listlessness – these are …”
The underlined word has a contrary meaning to:
a. Apathy
b. Sadness
c. Depression
d. Enthusiasm
e. Freedom
34. What was he wished for in the end?
a. That she’d find her true self.
b. That she’d be sorry for her life.
c. That she’d find a small happiness in her life.
d. That she’d meet him in person.
e. That she’d do his advice.
Fill the blanks using the appropriate modifier to form the correct noun phrase!
76
35. The expensive wide …. Chinese ceramic.
a. Marvelous
b. Wooden
c. Unique
d. Rare
e. Old
36. My new purple … scarf.
a. Two
b. Old
c. Silk
d. Long
e. Modern
37. Her unique small white … brooch.
a. Expensive
b. British
c. Round
d. Cotton
e. Thin
38. This dangerous dreadful … poison.
a. Cute
b. Tasty
c. Tiger
d. Snake
e. Little
39. That soft smooth … small new … silk batik.
a. Expensive, Javanese
b. Beautiful, expensive
c. Cotton, Javanese
d. Unique, cheap
e. New, wide
40. These beautiful cute little … babies.
a. Big
b. Purple
c. Meaty
d. Ancient
e. Indonesian
77
Appendix 3 English Syllabus for Grade 11
Bahasa Inggris Umum
Satuan Pendidikan : SMA/MA
Kelas : XI (Sebelas)
Kompetensi Inti :
• KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan
anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
• KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah
• KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait saran dan
tawaran, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan should, can)
• FungsiSosial Menjaga hubungan
interpersonal dengan guru,
teman, dan orang lain.
• Struktur Teks - Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
• Unsur Kebahasaan - Ungkapan yang
menunjukkan saran dan
tawaran, dengan modal
- Menyimak, membaca, dan menirukan, guru
membacakan beberapa teks pendek berisisaran
dan tawaran dengan ucapan dan tekanan kata
yang benar
- Menanyakan hal-hal yang tidak diketahui atau
yang berbeda
- Menentukan modal yang tepat untuk diisikan ke
dalam kalimat-kalimat rumpang
- Diberikan beberapa situasi, membuat beberapa
saran dan tawaran yang sesuai secara tertulis
kemudian dibacakan ke kelas
- Melakukan pengamatan di lingkungan sekolah
dan sekitarnyauntuk membuat serangkaian saran
dan tawaran untuk memperbaikinya
4.1 Menyusun teks interaksi transaksional, lisan dan tulis, pendek
dan sederhana, yang melibatkan tindakan memberi dan
meminta informasi terkait saran dan tawaran, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
78
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
should dan can
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Situasi yang memungkinkan
pemberian saran dan tawaran
melakukan tindakan yang
dapat menumbuhkan perilaku
yang termuat di KI
- Melakukan refleksi tentang proses dan hasil
belajarnya
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait pendapat dan
pikiran, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan I think, I suppose, in my opinion)
• Fungsi Sosial Menjaga hubungan
interpersonal dengan guru,
teman, dan orang lain.
• Struktur Teks - Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
• Unsur Kebahasaan - Ungkapan menyatakan
pendapat I think, I suppose,
in my opinion
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
- Menyaksikan/menyimak beberapa interaksi dalam
media visual (gambar atau video) yang
melibatkan pernyataan pendapat dan pikiran
- Mengidentifikasi dan menyebutkan situasi yang
memunculkan pernyataan pendapat dan pikiran
dan menyebutkan pernyataan yang dimaksud
- Bertanya dan mempertanyakan tentang hal-hal
yang tidak diketahui atau berbeda
- Diberikan beberapa situasi peserta didik
menyatakan pendapat dan pikirannya yang sesuai
secara tertulis kemudian dibacakan ke kelas
- Melakukan pengamatan di lingkungan daerahnya
dan sekitarnyadan kemudian menyatakan
pendapat dan pikirannya terkait dengan upaya
menjaga, memelihara dan memperbaikinya
- Melakukan refleksi tentang proses dan hasil
belajar
4.2 Menyusun teks interaksi transaksional, lisan dan tulis, pendek
dan sederhana, yang melibatkan tindakan memberi dan
meminta informasi terkait pendapat dan pikiran, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
79
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Situasi yang memungkinkan
munculnya pernyataan
tentang pendapat dan pikiran
yang dapat menumbuhkan
perilaku yang termuat di KI
3.3 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks khusus dalam bentuk undangan
resmi dengan memberi dan meminta informasi terkait kegiatan
sekolah/tempat kerja sesuai dengan konteks penggunaannya
• Fungsi Sosial Menjaga hubungan
interpersonal dalam konteks
resmi
• Struktur Teks Dapat mencakup:
- Sapaan
- Isi
- Penutup
• Unsur Kebahasaan - Ungkapan dan istilah yang
digunakan dalam undangan
resmi
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Acara formal yang terkait
dengan sekolah, rumah, dan
- Mencermati dan menemukan perbedaan dan
persamaan dari beberapa undangan resmi untuk
beberapa acara yang berbeda
- Mengidentifikasi dan menyebutkan bagian-bagian
dari undangan dengan ucapan dan tekanan kata
yang benar
- Mencermati beberapa undangan resmi lainnya,
dan mengidentifikasi bagian-bagiannya serta
ungkapan-ungkapan yang digunakan
- Diberikan beberapa undangan resmi yang tidak
lengkap, dan kemudian melengkapinya dengan
kata dan ungkapan yang sesuai
- Diberikan deskripsi tentang acara yang akan
dilaksanakan, dan kemudian membuat undangan
resminya
- Menempelkan undangan di dinding kelas dan
bertanya jawab dengan pembaca (siswa lain,
guru) yang datang membacanya
- Melakukan refleksi tentang proses dan hasil
belajarnya
4.3 Teks undangan resmi
4.3.1 Menangkap makna secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks khusus dalam bentuk
undangan resmi lisan dan tulis, terkait kegiatan sekolah/tempat
kerja
4.3.2 Menyusun teks khusus dalam bentuk undangan resmi lisan dan
tulis, terkait kegiatan sekolah/tempat kerja, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
80
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
masyarakat yang
dapatmenumbuhkan perilaku
yang termuat di KI
• Multimedia Layout yang membuat
tampilan teks lebih menarik.
3.4 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks eksposisi analitis lisan dan tulis
dengan memberi dan meminta informasi terkait isu aktual,
sesuai dengan konteks penggunaannya
• Fungsi Sosial Menyatakan pendapat,
mempengaruhi, dengan
argumentasi analitis
• Struktur Teks Dapat mencakup
- Pendapat/pandangan
- Argumentasi secara
analitis
- Kesimpulan
• Unsur Kebahasaan - Ungkapan seperti I believe,
I think
- Adverbia first, second,
third …
- Kata sambungTherefor,
consequently, based on the
arguments
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
- Membaca dua teks eksposisi analitis tentang isu-
isu aktual yang berbeda.
- Mencermati satu tabel yang menganalisis unsur-
unsur eksposisi, bertanya jawab, dan kemudian
menerapkannya untuk menganalisis satu teks
lainnya
- Mencermati rangkaian kalimat yang masing-
masing merupakan bagian dari tiga teks eksposisi
yang dicampur aduk secara acak, untuk kemudian
bekerja sama mengelompokkan dan menyusun
kembali menjadi tiga teks eksposisi analitis yang
koheren, seperti aslinya
- Membacakan teks-teks eksposisi tsb dengan suara
lantang di depan kelas, dengan ucapan dan
tekanan kata yang benar
- Membuat teks eksposisi menyatakan
pandangannya tentang satu hal di sekolah, desa,
atau kotanya.
- Menempelkan teks tsb di dinding kelas dan
bertanya jawab dengan pembaca (siswa lain,
guru) yang datang membacanya
- Melakukan refleksi tentang proses dan hasil
belajarnya
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks eksposisi analitis lisan
dan tulis, terkait isu aktual
4.4.2 Menyusun teks eksposisi analitis tulis, terkait isu aktual,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
81
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
• Topik Isu-isu aktual yang perlu
dibahas yang menumbuhkan
perilaku yang termuat di KI
3.5 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait keadaan
/tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan passive voice)
• Fungsi Sosial Mendeskripsikan,
memaparkan secara obyektif
• Struktur Teks - Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
• Unsur Kebahasaan - Kalimat deklaratif dan
interogatif dalam passive
voice
- Preposisiby
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Benda, binatang, tumbuh-
tumbuhan, yang terkait
dengan mata pelajaran lain
yang menumbuhkan perilaku
yang termuat di KI
- Membaca dan mencermati beberapa deskripsi
tentang produk seni budaya dari beeberapa negara
dengan banyak menggunakan kalimat pasif
- Membacakan deskripsi setiap produk budaya
secara lisan di depan kelas secara bermakna
dengan ucapan dan tekanan yang benar
- Melengkapi teks tentang suatu produk yang kata
kerjanya banyak yang dihilangkan dengan kata
kerja yang makna tepat berbentuk pasif, dengan
grammar dan ejaan yang benar
- Membacakan deskripsi setiap produk budaya
yang sudah lengkap di depan kelas secara
bermakna dengan ucapan dan tekanan yang benar
- Melakukan refleksi tentang proses dan hasil
belajarnya
4.5. Menyusun teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
keadaan/tindakan/kegiatan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks
82
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.6 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks khusus dalam bentuk surat pribadi
dengan memberi dan menerima informasi terkait kegiatan diri
sendiri dan orang sekitarnya, sesuai dengan konteks
penggunaannya
• Fungsi Sosial Menjalin kedekatan
hubungan antar pribadi
• Struktur Teks Dapat mencakup
- Tempat dan tanggal
- Penerima
- Sapaan
- Isi surat
- Penutup
• Unsur Kebahasaan - Ungkapan keakraban yang
lazim digunakan dalam
surat pribadi
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Pengalaman, informasi,
hallain yang terkait dengan
sekolah, rumah, dan
masyarakat yang dapat
menumbuhkan perilaku yang
termuat di KI
- Menyimak dan menirukan guru membacakan
beberapa contoh surat pribadi dengan ucapan, dan
tekanan kata yang benar.
- Membaca dengan suara lantang dan bermakna,
dengan ucapan dan tekanan kata yang benar
- Mencermati satu tabel yang menganalisis unsur-
unsur eksposisi, bertanya jawab, dan kemudian
menerapkannya untuk menganalisis dua surat
pribadi lainnya
- Mencermati rangkaian kalimat yang masing-
masing merupakan bagian dari tiga surat pribadi
yang dicampur aduk secara acak, untuk kemudian
bekerja sama mengelompokkan dan menyusun
kembali menjadi tiga surat pribadi yang koheren,
seperti aslinya
- Membuat surat pribadi untuk satu orang teman di
kelas tentang suatu hal yang relevan, dan
kemudian membalasnya
- Melakukan refleksi tentang proses dan hasil
belajar
4.6 Teks surat pribadi
4.6.1 Menangkap makna secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks khusus dalam bentuk
surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya
4.6.2 Menyusun teks khusus dalam bentuk surat pribadi terkait
kegiatan diri sendiri dan orang sekitarnya, lisan dan tulis,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
3.7 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait hubungan
• Fungsi Sosial Menjelaskan, memberikan
- Menyaksikan/menyimak beberapa interaksi dalam
media visual (gambar atau video) yang
83
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
sebab akibat, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan because of ..., due to ..., thanks
to ...)
alasan, mensyukuri, dsb.
• Struktur Teks - Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
• Unsur Kebahasaan - Kata yang menyatakan
hubungan sebab akibat:
because of ..., due to ...,
thanks to ...
- Nomina singular dan plural
dengan atau tanpa a, the,
this, those, my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Keadaan, perbuatan, tindakan
di sekolah, rumah, dan
sekitarnya yang layak
dibahas melalui sebab akibat
yang dapat menumbuhkan
perilaku yang termuat di KI.
melibatkan pernyataansebab akibat
- Mengidentifikasi dan menyebutkan situasi yang
memunculkan pernyataan sebab akibat dan
menyebutkan pernyataan yang dimaksud
- Bertanya dan mempertanyakan tentang hal-hal
yang tidak diketahui atau berbeda
- Diberikan beberapa situasi peserta didik menulis
teks pendek yang melibatkan pernuataan sebab
akibat dan kemudian dibacakan ke kelas
- Melakukan pengamatan di lingkungan daerahnya
dan sekitarnyadan kemudian membuat beberapa
pandangan yang melibatkan sebab akibat terkait
dalam upaya menjaga, memelihara dan
memperbaikinya
- Melakukan refleksi tentang proses dan hasil
belajar
4.7 Menyusun teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks
3.8 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks explanation lisan dan tulis dengan
memberi dan meminta informasi terkait gejala alam atau sosial
yang tercakup dalam mata pelajaran lain di kelas XI, sesuai
dengan konteks penggunaannya
• Fungsi Sosial Menjelaskan, memberi
gambaran alasan terjadinya
suatu fenomena
• Struktur Teks Dapat mencakup:
- Membaca beberapa teks information report terkait
mata pelajaran lain di Kelas IX
- Menggunakan alat analisis, mengidentifikasi
bagian-bagian struktur teks report dan mengamati
cara penggunaanya, seperti yang dicontohkan
- Bertanya jawab tentang beberapa teks lain lagi 4.8 Menangkap makna secara kontekstual terkait fungsi sosial,
84
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
struktur teks, dan unsur kebahasaan teks explanation lisan dan
tulis, terkait gejala alam atau sosial yang tercakup dalam mata
pelajaran lain di kelas XI
- fenomena
- identitas gejala
- rangkaian penjelasan
• Unsur Kebahasaan - Adverbia first, then,
following, finally
- Hubungan sebab-akibat (if
–then, so, as a
consequence, since, due to,
because of, thanks to
- Kalimat pasif, dalamtenses
yang present
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
dan tulisan tangan
• Topik Benda-benda non manusia,
seperti air, penguapan, hujan
dengan paparan yang
menumbuhkan perilaku yang
termuat dalam KI
dengan topik yang berbeda
- Mengumpulkan informasi dari berbagai sumber
untuk membuat teks-teks tentang fenomena alam
pendek dan sederhana.
- Menempelkan teks masing-masing di dinding
kelas untuk dibaca temannya
- Mempresentasikan teksnya kepada teman-teman
yang datang membaca
- Melakukan langkah yang sama dengan topik
fenomena sosial
- Melakukan refleksi tentang proses dan hasil
belajarnya
3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu
terkait kehidupan remaja SMA/MA/SMK/MAK • Fungsi sosial
Mengembangkan nilai-nilai
kehidupan dan karakter yang
positif
• Unsur kebahasaan - Kosa kata dan tata bahasa
dalam lirik lagu
- Ucapan, tekanan kata,
intonasi, ejaan, tanda baca,
- Membahas hal-hal yang terkait dengan tema lagu
yang liriknya akan segera dibaca
- Membaca dan mencermati isi lirik lagu terkait
dengan pembahasan sebelumnya
- Menyimak, dan menirukan guru membaca lirik
lagu secara bermakna
- Menyebutkan bagian-bagian yang terkait dengan
pesan-pesantertentu
- Membahas pemilihan kata tertentu terkait dengan
tema lagu
4.9 Menangkap makna secara kontekstual terkait fungsi sosial dan
unsur kebahasaan lirik lagu terkait kehidupan remaja
SMA/MA/SMK/MAK
85
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan tulisan tangan
• Topik
Hal-hal yang dapat
memberikan
keteladanan dan
menumbuhkan perilaku
yang termuat di KI
- Melakukan refleksi tentang proses dan hasil
belajarnya
86
Appendix 4 Surat Bimbingan
87
88
Appendix 5 Surat Pengesahan Proposal
89
Appendix 6 Surat Izin Penelitian
90
Appendix 7 References Examination Paper
91
92
93
94
95
96
97
98
Appendix 8 Surat Pernyataan Karya Sendiri