an analysis on the content validity of english summative...

AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH

SUMMATIVE TEST ITEMS FOR FIRST GRADE OF JUNIOR

HIGH SCHOOL IN EVEN SEMESTER 2012 / 2013

(An Analytical Study at the First Year Students of SMP Dua Mei)

By:

Gofur Adrian Shani

NIM: 107014001290

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH

SUMMATIVE TEST ITEMS FOR FIRST GRADE OF JUNIOR

HIGH SCHOOL IN EVEN SEMESTER 2012 / 2013

(An Analytical Study at the First Year Students of SMP Dua Mei)

Skripsi

Presented to Department of English Education

In a Partial Fulfillment of the Requirements for the Degree of Strata 1

By:

Gofur Adrian Shani

NIM: 107014001290

Approved by the Advisor:

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

SHANI, GOFUR ADRIAN 2013, An Analysis on the Content Validity of English

Summative Test Items for First Grade of Junior High School in Even Semester

2012/2013(A Analytical Study at the First Year Students of SMP Dua

Mei),“Skripsi”, Department of English Education, Faculty of Tarbiyah and

Teachers’ Training, “Syarif Hidayatullah” State Islamic University

Jakarta.

Advisor: Dr. H. Muhammad Farkhan, M. Pd.

Key Words: summative test, content validity, English syllabus, analysis.

In fact, a good test should be in line with the curriculum to measure students’

achievement accurately at the end of learning process. This study is aimed to

analyze the empirical evidence whether or not the English Summative Test for the

first grade of SMP Dua Mei has a good content validity and in line with syllabus.

Moreover, it is intended to get reliable information whether the teacher use the

right steps to make a good test for the students.

The method of this research is an analytical study. The writer collected the

English Summative Test question paper for the first grade students of SMP Dua

Mei in even semester 2012/2013, and examined the content of test items in order

to judge what the test measures, and analyzed on both of the relevance and

coverage of contents of the syllabus used by the school in relation to the test

content to know their degree.

The finding of this research showed that the level of content validity of

the English summative test for the first grade students of Dua Mei Junior High

School at even semester academic year 2012/2013fell into the level 21-40%

which meant “poor”.

ii

ABSTRAK

SHANI, GOFUR ADRIAN 2013, An Analysis on the Content Validity of English

Summative Test Items for First Grade of Junior High School in Even

Semester 2012 / 2013(An Analytical Study at the First Year Students of

SMP Dua Mei), Skripsi, Jurusan Pendidikan Bahasa Inggris,

Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri

Syarif Hidayatullah Jakarta.

Pembimbing: Dr. H. Muhammad Farkhan, M. Pd.

Key Words: tes summatif, validitasisi, silabus bahasa Inggris, analisa.

Studi ini bertujuan untuk menganalisis bukti empiris apakah tes

summative bahasa Inggris SMP Dua Mei memiliki validitas isi yang baik dan

sesuai dengan silabus sekolah tersebut atau tidak. Terlebih lagi, penelitian ini

dimaksudkan untuk mendapatkan informasi yang akurat apakah guru

menggunakan langkah-langkah yang benar untuk membuat sebuah tes yang baik

untuk siswa.

Metode studi ini adalah analisaisi, yaitu mengambil soal bahasa Inggris

siswa kelas 1 SMP Dua Mei pada semester genap 2012/2013, kemudian

memeriksa item tes untuk menilai ukuran tes tersebut dan menganalisa

keseluruhan isi tes dengan silabus yang digunakan disekolah tersebut untuk

mengetahui tingkat validitas isi test tersebut.

Hasil dari penelitian ini menunjukkan bahwa level validitas isi dari test

summative bahasa Inggris SMP Dua Mei pada semester genap tahun pelajaran

2012/2013 berada dalam level 21—40% yang berarti tidak cukup memiliki

tingkatan validitas isi.

iii

ACKNOWLEDGEMENT

All praise be to Allah „The Sacred and The Mighty‟, the Creator of the Universe,

for the health, strength, and everything that He has given to the writer in writing

this “skripsi”. Peace and Blessing be upon the prophet Muhammad (May the

Peace and Blessings of Allah be upon him), his family, his companions as well as

his followers, Amen.

In this process of finishing this “skripsi”, the writer got a lot of guidance

and motivation from people around him. Therefore, the writer would like to

express his deepest gratitude to his wonderful parents, (Mr. Mat Sani and Mrs.

Sumiyati).

Furthermore, the writer would like to express his greatest gratitude to Mr. Dr. H.

Muhammad Farkhan, M. Pd. as the writer‟s advisor, who has spared his busy time

for the writer to give consultations with a lot of patience, helpful, and careful

guidance as well as valuable advice during developing this “skripsi”, and

completing his working, may Allah response his kindness much better.

Moreover, the writer would like to acknowledge:

1. All lecturers of English Education Department of Faculty of Tarbiyah and

Teachers‟ Training.

2. Drs. Syauki, M.Pd., the Chairman of English Education Department and

Zaharil Anasy, M.Hum., the Secretary of English Education Department.

3. Dra. Nurlena Rifa‟I, M.A. Ph.D., the Dean of Faculty of Tarbiyah and

Teachers‟ Training.

4. The head master and all of the teachers in SMP Dua Mei, for giving

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

5. All of the writer friends for the great friendship, support, togetherness and

knowledge they have shared. May Allah the Almighty bless them all, so be it.

iv

Finally, the writer admits that his writing is still far from being perfect.

Therefore, the writer hopes some suggestions and criticism from the readers for

this paper and it will have some value for him and for a better thing in the future.

Jakarta, January 2014

The Writer

v

TABLE OF CONTENTS

ABSTRACT ......................................................................................................... i

ABSTRAK ......................................................................................................... ii

ACKNOWLEDGMENT .................................................................................... iii

TABLE OF CONTENTS .................................................................................... v

LIST OF TABLES .............................................................................................. vii

LIST OF APPENDICESS ................................................................................ viii

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

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

B. Limitation of the Study ..................................................... 4

C. Statement of Problem ........................................................ 4

D. Objective of the Study ....................................................... 4

E. Significance of the Study ................................................... 5

F. Organization of the Study .................................................. 5

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

A. The Meaning of the Test ................................................... 6

B. The Objectives of the Test ................................................. 7

C. The Types of the Test ........................................................ 8

1. Placement Test ............................................................. 9

2. Diagnostic Test ............................................................ 9

3. Achievement Test ........................................................ 10

D. The Criteria of a Good Test .............................................. 12

1. Validity ........................................................................ 12

2. Practicality ................................................................... 12

3. Reliability .................................................................... 13

E. Validity .............................................................................. 13

1. Content Validity........................................................... 14

vi

2. Face Validity ................................................................ 15

3. Criterion-Related Validity ........................................... 15

4. Construct Validity ........................................................ 15

F. The English Teaching of Junior High School.................... 15

G. The Previous Studies ......................................................... 20

CHAPTER III. RESEARCH METHODOLOGY ........................................ 22

A. The Place and the time of the Research ............................. 22

B. The objective of the Research............................................ 22

C. The Object of the Study ..................................................... 22

D. The Method of the Research .............................................. 22

E. The Instrument ................................................................... 23

F. The Technique of the Data Collecting ............................... 23

G. The Technique of the Data Analysis ................................. 23

CHAPTER IV. FINDING AND INTERPRETATION ................................ 25

A. Finding ............................................................................... 25

1. Data Description .......................................................... 25

2. Data Analysis ............................................................... 34

B. Interpretation...................................................................... 48

CHAPTER V. CONCLUSION AND SUGGESTION ................................ 51

A. Conclusion ......................................................................... 51

B. Suggestions ........................................................................ 51

BIBLIOGRAPHY ............................................................................................... 52

APPENDICES ..................................................................................................... 54

vii

LIST OF TABLES

Table 2.1 Competence Standard and Basic Competence of Reading and

Writing in School-Based Curriculum ........................................... 17

Table 2.2 Indicators of Reading and Writing Skills ...................................... 18

Table 3.1 The Criteria of the Conformity Level ............................................ 24

Table 4. 1 The Representative and the Conformity between Summative Test

Items and the Indicator of the English Syllabus based on the Reading

Skill ............................................................................................... 25

Table 4. 2 The Representative and the Conformity between Summative Test

Items and the Indicator of the English Syllabus based on the Writing

Skill ............................................................................................... 29

Table 4. 3 The Unconformity between the English Summative Test items

Indicator ......................................................................................... 30

Table 4. 4 The Representative and the Conformity between the English

Summative Test items and the Discourse of English Syllabus ..... 32

Table 4. 5 The Unconformity between the English Summative Test Items and

the Discourse of the English Syllabus ........................................... 33

viii

LIST OF APPENDICES

Appendix 1 The Question Sheet of English Summative Test of First Year

Students of SMP Dua Mei in the Even Semester of the 2012/2013

Academic Year .............................................................................. 55

Appendix 2 English Syllabus at First Year Students of SMP Dua Mei in the

Even Semester of the 2012/2013 Academic Year ......................... 65

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses background of study, statement of the

problem, limitation of the study, statement of the problem, objectives of the study,

significance of the study, and organization of the study.

A. Background of Study

English is a foreign language in Indonesia. It is studied from the

elementary school until the university. The government of Indonesia and the

private institution are struggling to enhance teaching and learning process of

English.

Education is an important aspect in teaching and learning process.

Generally, there are some aspects which cannot be separated each other. They

are the teachers, the students, the materials, the methods and the mediums of

teaching and learning. The teachers usually make the lessons plan to give the

material to theirs students before teaching and learning activity. They also use

the methods to conduct it and they decide some mediums to know the result of

their teaching and learning activities. One of the mediums is evaluation.

Evaluation is a very important aspect in teaching and learning

activities. Evaluation plays an important role in some activities, especially in

terms of education. Through evaluation the teachers will be able to know their

students’ achievement on the materials that have been taught in a certain

period of time, so the teachers can measure their effectiveness in teaching

which has been applied in the classroom. And the information gain through

the evaluation will be very useful to make improvement in the future.

According to Hopkins, “Evaluation is the process of education which

is depends extensively on assessment and measurement and on a related

procedure.”1 While, Gronlund and Linn said in their book that evaluation

1 Kenneth D. Hopkins, Educational and Psychological Measurement and Evaluation, 8

th

ed., (Boston: Allyn and Bacon, 1998), p. 6.

2

could be defined as the systematic process of collecting, analyzing and

interpreting information to determine students’ instructional objectives

achievement.2 In other words, the evaluation is necessary to give information

of how successful the efforts of education have been.

In the effort of evaluating teaching and learning process, teachers need

an instrument to assess the students’ performance. The writer considers that

the test is one of the instruments of evaluation. The test can measure the

students’ ability. Test is a short examination of knowledge or ability

consisting of questions that must be answered or activities that must be carried

out.3

According to Brown, ”Test is a method of measuring person’s ability

or knowledge in a given domain.”4 By testing teachers can get important

information related to students’ achievement or the effectiveness of their

performance in teaching. In other words, the teacher can get information about

how well students have mastered courses which they have learned. Through a

test, teachers not only can measure and diagnose students’ ability, but can also

improve the quality of teaching learning process.

There are numerous types’ of test. They are placement test, formative

test, diagnostic test and summative test. Achievement test is known as

summative test. Achievement test or summative test is defined as the test that

is designed to measure students’ language and skill progress in the relation to

the type of syllabus. Moreover, summative test contains of the test items that

seem familiar with the students’ learning process.5

In the school program, achievement test consists of two activities.

There are formative test and summative test. Formative test generally made by

teacher of each subject, which is given at the end of the lesson or chapter.

2 Norman E.Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching,

sixth Edition, (New York: Collier Mac-Millan Publisher, 1990), p. 5. 3 A. S. Hornby, Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press,

1995), p. 1233. 4 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy, second edition, (New York. San Francisco University, 2001), p. 382. 5 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman 2002),

p. 321.

3

Meanwhile, summative test is made by a team which is given to the students

at the end of semester. It is intended to show the standard which the student

have reached. Besides, it is used to determine the extent to which the

instructional objectives have been achieved and it is used primarily to judge

the success of the learning progress.

To get a good result, the test must fulfill the criterion of a good test:

validity, reliability, and usability that must be arranged well.6 In this time, the

writer just focuses on the content validity because the writer wants to compare

the test with the syllabus.

Validity is the most important consideration in test evaluation. The

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

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

evidence to support such inference. The former types of validity (content,

criterion related, and construct) are simply considered to be convenient

categories for accumulating evidence to support the validity of an

interpretation.7 In this study, the writer only focuses on the content validity.

Content validity reverse to whether or not the test’s content is representative to

the subject matters that have been designed to be measured.8

According to Gronlund “We can build a test that has high content

validity by (1) identifying the subject-matter topics and the learning outcomes

to be measured, (2) preparing a set of specification, which defines the sample

of items to be use, and (3) constructing a test that closely fits the set of

classification”.9 These are the procedure that the teacher should be use, if there

is mistake or errors in the content validity itself, it could be come from the

teacher who not adhere these steps.

6 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta : Depdikbud, 1988)

p. 11. 7 Norman E Gronlund, Measurement and Evaluation in Teaching, fifth edition, (New

York: McMillan Publishing Company, 1981), p. 5. 8 James Dean Brown and Thom Hudson, Criterion-Referenced Language Testing,

(Cambridge: Cambridge University Press, 2002), p. 213. 9 Norman, Op, cit.

4

Teachers are the one who know the characteristics of their students.

Therefore, they are the most responsible for designing the test items.

Nevertheless, it is not an easy job for the teachers to make a good test.

Sometimes the teachers make the test carelessly. The test is not representative

of the content instruction. It means that the test has a poor content validity.

Therefore, the test which is designed to measure students’ ability after the

conducted learning process does not conform to curriculum. In fact, a good

test should be in line with the curriculum to measure students’ achievement

accurately at the end of learning process.

Due to the writer’s experience during his integrated teaching

profession practice at SMAN 9 Tangerang Selatan, he thought that sometimes

the test items are not coherence with the materials and the curriculum. So, the

test cannot be representative of the instruction content. In other words, the test

has a poor content validity.

Based on the reality above, the writer would like to analyze the content

validity of summative test. It is conducted to know the relevance of the test

items with the syllabus. He gives the title of this study; “An Analysis on the

Content Validity of English Summative Test for First Grade of Junior

High School in Even Semester 2012 / 2013 (A Case Study at First Grade

of SMP Dua Mei)”.

B. Limitation of the Study

According to Arikunto, “Ada empat cara yang digunakan untuk

menilai kualitas soal yaitu dengan meneliti soal yang sudah disusun untuk

mengetahui kejelasan perintah atau bahasa, dengan mengadakan analisis soal,

dengan mengadakan cheking validitas, dan dengan cheking reliabilita”. (There

are four ways used to see the quality of test, they are; by checking the test

items that have been arranged to know the clarity of construction or language,

by doing an analysis, by checking validity, and by checking reliability).10

10

Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Ed. Revisi,

(Jakarta:Bumi Aksara, 2005), 205-206.

5

Based on the statement above, the writer would like to see the quality

of the test by checking the validity of the test items. He would like to analyze

the content validity of English summative test of the first grade students of

SMP Dua Mei). So he limits the problem on the content validity of the

summative test and on indicators of reading.

C. Statement of the Problem

The statement of the problem in this study is as follow: “Does the

Summative Test for the First Grade Students of SMP Dua Mei Have a

Good Content Validity?”

D. Objective of the Study

The purpose of this study is to analyze the empirical evidence whether or

not the English Summative Test for the first grade of SMP Dua Mei has good

content validity and in line with syllabus.

E. Significance of the Study

This study is expected to give contribution for:

1. The writer, as a partial fulfillment of the requirements of bachelor’s degree

in English Education Department to enrich his knowledge as a candidate

of English teacher.

2. English Teachers, to understand how to make the test item of English

Summative test well, especially for the writer.

3. Other researchers, as a comparison and the starting point to make more

comprehensive research.

F. Organization of the Study

This chapter is systematically divided into four chapters:

Chapter one is introduction. It consists of background of the study,

limitation of the study, statement of the problem, objective of the study,

significance of the study, and organization of the study.

6

Chapter two is theoretical framework. This chapter discusses about the test

involving definition of the test, type of the test, type of the test item, functions

of the test and characteristic of a good test, validity, and content validity.

Chapter three is research methodology and finding. This chapter divided

into two part; Research methodology involving place and time of the research,

technique of data collecting, and technique of data analysis. Research finding

involves the description of data and the interpretation of data.

Chapter four presents about finding (data description, data analysis, and

summary of finding) and interpretation.

Chapter five is the last chapter. It consists of conclusion and suggestions

of this study.

7

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter the writer will convey any theories related to the research. It

will be divided into four big subtitles; the test, the English teaching at junior high

school, and the previous studies. The test consists of the meaning of the test, the

objectives of the test, the types of the test, and the criteria of a good test. The

English teaching at junior high school will give any description about English

syllabus and the previous study will deliver any relevant studies.

A. The Meaning of the Test

Evaluation cannot be separated from the teaching learning process,

especially for the teacher. Therefore, teacher should comprehend more about

the test as a tool of evaluation. Here are some definitions about the test.

According to Valette, “Testing is a topic of concern to language teachers,

both those in the classroom and those engage in administration or research.”1

It means that the test is an important thing for teacher that should be given

attention more either in the process or in the system of teaching learning.

Nitko states, “A test is a systematic procedure for observing and

describing one or more characteristic of a person with the aid of either a

numerical scale or a category system.”2 The statement means that an

individual’s characteristics are to be able to observe and to describe with the

aid of a numerical scale or a category system systematically.

Meanwhile, Hopkins and Antes stated, “A test is an instrument, device or

procedure that purposes a sequence of tasks to which a student is to respond _

the results of which are used measures of a specified trait.“3The statement

1 Rebecca M. Vallete, Modern Language Testing, Second Edition, (New York: Harcourt

Brace Jovanovich, Inc., 1977),p. 3. 2 Anthony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:

Harcourt Brace Jovanovich, Inc, 1983), p. 6. 3Charles D. Hopkins and Richard L. Antes, Classroom measurement and Evaluation,

(Itasca: F.E. Peacock Publishers, Inc., 1990), third edition, p.130.

8

implies that the teacher is able to use a test as their instrument to determine the

traits for the students’ in the future of teaching and learning process.

Gronlund and Linn stated, “A test is an instrument or systematic

procedure for measuring a sample of behavior (answer the question “How well

does the individual perform _ either in comparison with a domain of

performance task?”).”4 The definitions explain that a test is able to answer the

questions about the development of individual’s performance by comparing to

the others or with a domain of performance task itself.

While Reynolds, et. al., explain,”A test is a device procedure in which of

a sample individual’s behavior is obtained, evaluated and score using

standardized and procedures.”5 The explanation above means that a test is a

procedure which is constructed standardized procedure to measure, to score,

and to get an example of individual’s behavior such as ability and personality.

Based on some definitions above, the writer summarizes that a test is a

systematic procedure or an instrument to measure or compare the students’

behavior and their achievement in the form of task or questions for providing

information about the trait that is relevant to the teaching learning process.

B. The Objectives of The Test

Brown explains that “A test has the purpose of measuring, measures a

person’s ability or knowledge, also being measured in a test is ability or

competence.” In other words, a test has the purpose of strengthening and

strengthens an individual capability also being strengthened in a test a skill.6

On the other hand, Nitko defines that a test has four objectives:

1. Assigning grades to students

2. Providing feedback to students about their learning

4Norman E. Grolund and Robert L. Linn, Measurement and Evaluation in Teaching.(New

York: Macmillan Publishing Company, 1990), sixth edition, p.5. 5 Cecil R. Reynolds, et. al., Measurement and Assessment in Education, (Upper Saddle

River: Pearson Education, Inc., 2009), second edition, p.3. 6 H. Douglas Brown, Teaching by Principles an Interview Approach to Language

Pedagogy, second edition, (New York: Addison Wesley Longman, Inc., 2001), p. 384.

9

3. Providing feedback to the teacher as well as to students-information about

how well students have learned and how well the teacher has taught

4. Serving as motivators for students to study7

It means that a test could be used as a tool of appreciation and motivation

for students, and as a measurement about how well the teaching and learning

process is applied.

On the other hand, according to Harris, the objectives of test are:

1. To determine the readiness for instructional programs

2. To classify or place individuals in appropriate language classes

3. To diagnose the individual’s specific strengths and weaknesses

4. To measure the extent of student achievement of the instructional goals

5. To evaluate the effectiveness of instruction8

It shows that through the test, teacher should know the characteristics of

the students in order to increase the achievement of the goals.

Based on the explanation above, the writer concludes that a test has at least

two main objectives. Firstly, it is to measure the student’s achievement so that

the teachers are able to determine the grades and the aptitudes of their

students. Secondly, it is as a feedback for the teachers and for the students

about the progress of teaching learning process.

C. The Types of the Test

The categorization of the test is determined by the information which is

implied in the test.9 Hughes categorizes the test based on the types of

information they supply. In addition, he classifies the test into four, such as

types of the test; they are placement test, diagnostic test, achievement test,

and proficiency test.10

7 Anthony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:

Harcourt Brace Jovanovich, Inc, 1983), pp 17-18. 8David P. Harris, Testing English as a Second Language, (New York: McGraw-Hill Book

Company, 1974), pp. 2-3. 9 Arthur Hughes, Test for Language Teachers, second edition, (Cambridge: Cambridge

University Press, 2004), p. 11. 10

Ibid.

10

1. Placement Test

Tinambunan explains test which is given based on pupils’

competence.11

In addition, he states that in style to decide at the

beginning before the pupils enter the class12

. Moreover, Gronlund states,

“The goal of placement evaluation is to determine the position in the

instructional sequence and the mode of instruction that is most likely to

benefit the pupil in the most.”13

It describes the objective of the

placement test is to know the style of the direction and the necessity of

the pupil most in study.

From the definitions above, it implies that the kind of test is given

to the students before starting to study of a course, the students need to

take the test in order to know how well their ability are. The result of the

test is used to place the students at appropriate level with their ability.

2. Diagnostic Test

According to Hughes, “Diagnostic test is used to identify learner’s

strengths and weakness.”14

It means the diagnostic test provides the

information about plus and minus of the learners. While Gronlund states,

“The test is concerned with the persistence or recurring learning

difficulties that are left unresolved by the standard corrective

prescription of formative evaluation.”15

In other word, he states that the

diagnostic test focuses on the weakness on the learning which are

measured by the standard evaluation.

From the definition above, the writer synthesized that by using this

kind of test, the teachers are able to identify difficulties or weaknesses

that students face in learning process, so that they are able to formulate a

plan to solve the difficulties.

11

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

Pendidikan dan Kebudayaan Direkorat Jenderal Pendidikan Tinggi Proyek Pengembangan

Lembaga Pendidikan Tenaga Kependidikan), p. 7. 12

Ibid. 13

Norman E Gronlund, Measurement and Evaluation in Teaching, Fifth edition, (New

York: McMillan Publising Company, 1981), pp. 11-12. 14

Hughes, op.cit., p, 15 15

Gronlund, op.cit., p, 12

11

3. Achievement Test

According to Arthur Hughes, achievement test is “The test that is

related to language courses, their purpose being to establish how

successful individual student, group of students, or the courses

themselves have been achieving the objectives."16

It could be concluded

that the achievement test is a type of test which is designed to measure

students’ mastery related to the objective of the learning process.

According to Woolfolk, the measurement of achievement can be

divided into two types; formative and summative test.17

It means that the

teacher can measure the achievement of the students by using formative

and summative test.

a. Formative Test

According to Baxter, “Formative evaluation is done during a

process so that the process can be changed to make it more

effective.”18

It is indicated that formative test is designed to measure

an individual’s comprehension in a term. Another definition comes

from Arthur Hughes who said that "Assessment is formative when

the teachers use it to check on the progress of their students, to see

how far they have mastered what they should have learned, and then

use this information to modify their future teaching plans."19

It can

be indicated that formative test can be used to know the success of an

individual to measure the mastery of few chapters.

From any statements above, the writer can conclude that

formative test is a kind of test which is constructed by teacher to

16

Arthur Hughes, Testing for Language Teachers, Second Edition, (New York:

Cambridge University Press, 2003), p. 13. 17

Anita E. Woolfolk, Educational Psychology, (Englewood Cliffs: Prenctice-Hall, 1990),

4th

Ed., p. 530. 18

Andy Baxter, Evaluating Your Students, (London: Richmond Publishing, 1997), p. 32. 19

Hughes, op, cit.,p. 16.

12

know how successful the learning and teaching process in the

classroom in a periodical time.

b. Summative Test

Based on Gronlund, “summative test typically comes at the end of a

course (or unit) of instruction. It is designed to determine the extent to

which the instructional objectives have been achieved and is used

primarily for assigning course grades or for certifying pupil mastery of

the intended learning outcomes.”20

It implies that summative test is used

to gauge an individual’s skill after finishing all of the teaching learning

process. It means that this kind of test is designed at the end of the course

and used for measuring the effectiveness of instructional objectives.

Moreover, according to Harmer on The Practice of English Language

Teaching, “Summative assessment, as the name suggests, is the kind of

measurement that takes place to round things off or make a one-off

measurement. Such test include the end-of-year tests that students take or

the big public exams which many students enter for.” 21

To sum up, summative test is a type of test which is constructed at the

end of study after the students have finished all materials. The purpose is

for certifying the students’ achievement and judging the appropriateness

of the material given, method used and the goal of the study.

c. The Proficiency Test

McNamara assumes that proficiency test is a test which is designed

to see language use in the future, and it is not related to the course or

training that an individual has had.22

Meanwhile, according to Valette,

20

Norman E. Gronlund, Measurement and Evaluationin Teaching, 5th

Edition, (New

York: McMillan Publishing Company, 1981), pp. 11-12. 21

Jeremy Harmer, The Practice of English Language Teaching, (Essex: Pearson

Education Limited),4th

Ed., p. 379. 22

Tim McNamara, Language Testing, (Hongkong: Oxford University Press, 2000), p. 7

13

proficiency test is a kind of test to exam an individual’s language ability

related to specific language requirements.23

It can be concluded that proficiency test is kind of test whose

purpose to measure an individual’s language mastery based on the

material required.

D. The Criteria of a Good Test

According to Henning, there are three criteria that should be considered to

make a good test; validity, reliability, and practicality.24

1. Validity

Henning defines, ”Validity in general refers to the appropriateness

of given test of any of its component parts as a measure of what it is

purported to measure.25

From the definition above, the writer assumes that the validity of a

test is totally needed because it relates to the conformity of the test to some

goals in curriculum or course of the study.

2. Practicality

Practicality means that the test should be easy to practice.

Practicality is concerned with a wide range of factors of economy,

convenience, and interpretability that determine whether a test is

practical for widespread use.”26

It means that practicality is related to the

process of the administration of the test which concerns with economy,

convenience, and interpretability aspects.

Based on statement above, it is inferred that there are three

important aspects related to the practicality of the test. The first is the

efficiency of the time, the efficiency of the cost and the ease of

administration.

23

Valette, op, cit., p.6. 24

Grant Henning, A Guide to Language Testing: Development, Evaluation,

Research,(Cambridge: Newburry House Publishers, 1987), p. 88. 25

Ibid., p. 89. 26

Robert L. Thorndike and Elizabeth Hagen, Measurement and Evaluation in Psychology

and Education, (New York: Jhon Willey & Son’s Ltd, 1977), p. 160.

14

3. Reliability

Reliability of the test can be related to the different candidates,

occasions and the results of the test. It means that if the test is

administered to the different candidates in the different time makes same

result, so the test will be reliable.27

Regarded to this statement the writer concludes that the test can be

said reliable if the test is administered to the different test takers in same

or different time and then it produces same score.

E. Validity

Validity is often defined as the degree of the successful a test measures

what is intended to measure. validity of the test is admitted if there is

correspondence between the purpose and the skill that want to be measured.

According to Gronlund, validity of the test is the extent to which the test

measures what it is supposed to be measured.28

It means that the test must

provide real measurement related to the particular skill. Validity also has the

meaning the appropriateness between the material given and the

recommended skills which arise in the test.29

To sum up, validity is the basic thing in constructing the test, because

without the appropriateness between the material and the skill in the test, the

purpose of the test could not be reached.

Concerning the types of the validity, Hughes divided it into four; content

validity, face validity, criterion-related validity, and construct validity.30

27

Heaton, op. cit., p. 162. 28

Heaton, op. cit., p. 159. 29

Norman E. Gronlund, Measurement and Evaluating in Teaching, (New York:

Macmillan Publishing Co., Inc., 1981), p. 65 - 67. 30

Arthur Hughes, op, cit., p. 26

15

1. Content Validity

Content validity is a test whose test items appropriate with the material

and instruction which is given in the teaching learning process.

However, according to Hopkins, the definition of content validity itself

is the level of representativeness sample of content universe and/or

behavior of the domain which is measured in the test.31

Moreover, Alderson et al. stated that “content validity is the

representativeness or sampling adequacy of the content-the substance, the

matter, and the topics-of a measuring instrument. The content means the

material in the curriculum. That is why this kind of validity is also called

as curricular validity.32

Content validity is also defined as how good the representativeness of

the domain of tasks in the test items. In analyzing content validity of the

test, the tester should compare between test tasks and domain of the test in

which it must be described considerately.

According to Wiersma and Jurs, there are two methods for

demonstrating the content validity of a test. The first method is by listing

the specific objectives of the test that want to be reached and match them

with each test item. And then, decide whether they have been appropriate

or not. Another method is by constructing a table to classify the items’

content and taxonomic level, that is, student outcome required on the

item.33

The methods mentioned above are known as validation process. If a

test does not have content validity, there could be some problem appeared.

The first problem is the students could not show the skill that they have

related to the material in the class. The second problem is the students

31

Kenneth D. Hopkins, Educational and Psychological Measurement and Evaluation,

(Boston: Viacom Company, Eight Edition., 1998), p. 77 32

J. Charles Alderson et al., Language Test Construction and Evaluation, (Cambridge:

Cambridge University Press, 1995), p. 173 33

William Wiersma and Stephen G Jurs, loc, cit.

16

could not answer the questions correctly because there is no

appropriateness between the teaching material and the test given.

From those problem, it can be concluded that content validity has an

important role in teaching learning process.

2. Face Validity

Anderson, et. al. state, “Face validity refers to the test’s surface

credibility or public acceptability, and is frequently dismissed by testers

as being unscientific and irrelevant.”34

It means that a test has face validity

if it has appearance as it should be measured.

3. Criterion-Related Validity

Criterion-related validity related to whether the result of the test could

predict the future performances. In predicting future performances the test

scores in the present will be compared with any other valued measure of

performance.35

4. Construct Validity

Test can be said that it has construct validity if it can gauge a

specific criterion which is regarded to the theory of language behavior

and learning. It is related to the general truth and developed issue. Also,

construct validity concerns on the existences of certain learning theories

or constructs that being the element of the achievement of abilities and

skills.36

F. The English Teaching of Junior High School

There are hundreds countries in the world. Different country has different

language. English as Lingua Franca is used to make a meaningful

communication between nation. Communication here means full

understanding of producing and comprehending material which wants to be

conveyed related to four skills.

34

Ibid. 35

Gronlund, op. cit., p. 68. 36

Heaton, op. cit., p.161.

17

The four skills are used to respond or create a topic in life.. Therefore, they

are able to communicate in English at a certain level of literacy. Level of

literacy includes performative, functional, informational, and epistemic. At the

performative level, people are able to read, write, listen, and talking with the

symbols used. At the functional level, they able to use the language to meet

the needs of daily living suchas reading an instruction or newspaper. At the

informational level, they are able to access the knowledge with the ability to

speak, while the epistemic level people are able to express knowledge into

language objectives.

According to the School-based Curriculum (KTSP), English subject for

junior high school is aimed to,

a. Develop competence to communicate in speaking and writing

b. Have an awareness basic function of English as a tool of communication

c. Develop the students’ comprehension about the correlation between

language and culture.37

The scopes of the subjects in English in SMP / MTs include:

a. Discourse competence. It is the ability to understand and produce spoken

and written text which is applied in four language skills; listening,

speaking, reading and writing integratedly to reach the level of functional

literacy;

b. Competence in comprehending and creating any kinds of short functional

text, monolog, and essay in procedure, descriptive, recount, narrative, and

report form. Gradation of the material appeared in vocabulary,

grammatical and rhetorical steps usage.

c. Supporting competencies. They are linguistic competence (using grammar

and vocabulary, phonology), sosiocultural competence (using of

expression and action acceptably in a variety of communication contexts),

strategic competence (overcoming issues that arise in a communication

37

BadanStandarNasionalPendidikan (BSNP), Standar Isi

untukSatuanPendidikanDasardanMenengah, StandarKompetensidanKompetensiDasar SMP/MTS,

www.bsnp-indonesia.org/id, 2011.

http://www.bsnp-indonesia.org/id

18

process in various ways in order to continue communication), and forming

discourse competence (using the device to form discourse).38

The test that is analyzed in this study was given in written and only

measured reading and writing skill. Therefore, the analysis of content validity

in this study is only based on the reading and writing skill and kinds of

discourse. For the competence standard and the basic competence of reading

and writing for the first year students of junior high school at even semester

could be showed by this following table,

Table 2.1

Competence Standard and Basic Competence of Reading and Writing

in the School-Based Curriculum

Competence Standard Basic Competence

Reading (Membaca)

Memahami makna dalam teks tulis

fungsional pendek sangat sederhana

yang berkaitan dengan lingkungan

terdekat

1. Membaca nyaring bermakna

kata, frasa, dan kalimat dengan

ucapan, tekanan dan intonasi

yang berterima yang berkaitan

dengan lingkungan terdekat

2. Merespon makna yang terdapat

dalam teks tulis fungsional

pendek sangat sederhana secara

akurat, lancar dan berterima

yang berkaitan dengan

lingkungan terdekat

Writing (Menulis)

38

Ibid.

19

Mengungkapkan makna dalam teks

tulis fungsional pendek sangat

sederhana untuk berinteraksi


1. Mengungkapkan makna

gagasan dalam teks tulis

fungsional pendek sangat

sederhana dengan menggunakan

ragam bahasa tulis secara


untuk berinteraksi dengan

lingkungan terdekat

2. Mengungkapkan langkah

retorika dalam teks tulis

fungsional pendek sangat

sederhana dengan menggunakan

ragam bahasa tulis secara


untuk berinteraksi dengan

lingkungan terdekat

The competence standard and basic competence mentioned above

have to be developed by school to be teaching materials, teaching

activities, and the indicators. Here are the indicators of reading and writing

skill which have to be reached by the first year students at even semester.

Table 2.2

Indicators of Reading and Writing Skills

Skill The Indicators

Reading

1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek

berupa instruksi, daftar barang, ucapan selamat, pengumuman

dengan jelas:

Gambaran umum/ pikiran utama paragraf

Informasi rinci tersurat

20

Informasi tersirat

Rujukan kata atau makna kata/ frasa

2. Mengidentifikasi tujuan komunikatif teks fungsional pendek berupa

instruksi, daftar barang, ucapan selamat, pengumuman

3. Mengidentifikasi ciri kebahasaan teks fungsional pendek berupa

instruksi, daftar barang, ucapan selamat, pengumuman

4. Mengidentifikasi berbagai informasi dalam teks deskriptif dan

prosedur:

Gambaran umum/pikiran utama paragraf

Informasi rinci tersurat

Informasi tersirat

Rujukan kata atau makna kata/ frasa

5. Mengidentifikasi langkah retorika dalam teks deskriptif dan

prosedur dengan cermat

6. Mengidentifikasi fungsi komunikatif teks deskriptif/ prosedur

dengan cermat dan kreatif

7. Menyebutkan ciri kebahasaan teks deskriptif / prosedur dengan

cermat

Writing

1. Menulis teks fungsional pendek berupa instruksi, daftar barang,

ucapan selamat, pengumuman

2. Menulis kalimat fungsional sederhana

3. Melengkapi teks deskriptif dan prosedur

4. Menyusun teks

5. Menulis teks deskriptif dan prosedur

According to the English syllabus, there are many kinds of discourse

which are used in the classroom. They are instruction, list of things,

congratulation, announcement, descriptive text and procedure text.

21

G. The Previous Studies

The first previous study was conducted by Istyasmi Suminar (2012). She

has analyzed the content validity of English summative test at SMP Al-Zahra

Indonesia. In her study, she analyzed the test items and compared those items

to the syllabus used by the school. She limited the study on the second grade

students of SMP Al-Zahra at even semester academic year 2010/2011. She

used descriptive comparative and also quantitative because she used some

numerical data which are analyzed statistically. Her research found that it

was only 40% of the test which conformed to the English syllabus. In other

words, it had poor content validity.39

The second previous study was conducted by Marinta Yuana Handari

(2012). She has also analyzed the content validity of English summative test

at SMPN 13 Tangerang Selatan. In her study, she analyzed the test items and

compared those items to the syllabus used by the school. She limited the

study at the first year students of SMPN 13 Tangerang Selatan at odd

semester academic year 2010/2011. She used descriptive comparative and

also quantitative because she used some numerical data which are analyzed

statistically. Her research found that it was only 55% of the test which

conformed to the English syllabus. It other words, The English Summative

Test does not have a good content validity.40

The last previous study was conducted by Aprilliani Isti Silvani (2012).

Like the writers above, she has analyzed the content validity of English

summative test at second year students of Junior High School. In her study,

she analyzed the test items and compared those items to the curriculum and

syllabus used by the school to know the students’ achievements. She limited

the study at the first year students of SMP Muhammadiyah 37 Parung in the

even semester academic year 2010/2011. Her research found that the

percentage of the content validity level of the English summative test items

39

Istyasmi Suminar, “Analysis on Content Validity of the English Summative Test at the

Second Grade Students at SMP Al-Zahra Indonesia”,Skripsi in Sayrif Hidayatullah State Islamic

University Jakarta, Jakarta, 2012, unpublished. 40

Marinta Yuana Handari, “Analysis on Content Validity of the English Summative Test

for First Grade of Junior High School in Odd Semester at SMPN 13 Tangerang Selatan”, skripsi

in SyarifHidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.

22

for the second year students of SMP Muhammadiyah 37 Parung, west Java,

in the even semester of the 2010/2011 academic year was 84,44 %. In other

words, The English Summative Test has a very good content validity.41

41

Aprilliani IstiSilvani, “An Analysis of Content Validity of English Summative Test of

Second Year Students of Junior High School at SMP Muhammadiyah 37 Parung ”, skripsi in

Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.

23

CHAPTER III

RESEARCH METHODOLOGY

This chapter is divided into the place and the time of the research, the

objective of the research, the object of the research, the method of the research,

the instrument, the technique of the data collecting, and the technique of the data

analysis.

A. The Place and the time of the Research

The research is held in Dua Mei Junior High School which is located at Jl.

H. Abdul Gani No. 135, Cempaka Putih - South Tangerang. The research is

conducted on September, 18th

2013 - October, 2nd

2013.

B. The objective of the Research

The objective of the research is to find whether the English summative test

items for the first grade students at Dua Mei Junior High School at even semester

2012/2013 academic year has content validity. It is also done to know the content

validity level of the test itself.

C. The object of the Research

The object of the research is the items of English summative test for the

first grade students at Dua Mei Junior High School at even semester 2012/2013

academic year. The test consists of 40 multiple choices and 5 essays.

D. The Method of the Research

The method of the research is descriptive comparative. First, the writer

analyzes the content of each item related to the specific objectives. Furthermore,

he also compares it with the syllabus to find out whether the English summative

test items for the first grade students of Dua Mei Junior High School at even

semester 2012/2013 academic year have good content validity.

24

E. The Instrument

The instrument that the writer used is the syllabus which has tables

consists of indicators reading and writing skill, and the discourse required in the

English syllabus which is used in Dua Mei Junior High School at even semester

2012/2013 academic year.

F. The Technique of the Data Collecting

In getting the data, the writer uses the English summative test (UAS) at the

second grade students of Dua Mei Junior High School at even semester 2012/2013

academic year and the school syllabus. Then the writer analyzes the content of

each item and compares it with the indicator of reading and writing skills in the

syllabus.

G. The Technique of the Data Analysis

Technique of collecting data in this research is using data card consisting

the theme, discourse, indicator, skill, and the kinds of test items. The data are

calculated using simple percentage formula. It is used to percentage of the

conformity of the test items. According to Sudjono, the formula is:

x 100%

P = Percentage of content validity

F = Frequency of conformity/representativeness

N = Number of sample1

1 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2006), p.43.

25

In addition, the test items were analyzed by considering the conformity

and unconformity of reading and writing components required in the English

syllabus for the second grade students of Dua Mei Junior High School at even

semester 2012/2013 academic year. Moreover, the writer also compared the

percentage with the criteria adopted from Arikunto’s theory:2

Table 3.1

The Criteria of the Conformity Level

Percentage Grade

81 - 100%

61 - 80%

41 - 60%

21 - 40%

0 - 20%

Very Good

Good

Fair

Poor

Very Poor

2 Suharsimi Arikunto, Manajemen Penelitian Edisi Revisi, (Jakarta: Rineka Cipta, 2005),

p. 44.

26

CHAPTER IV

FINDING AND INTERPRETATION

This chapter presents about finding (data description, data analysis, and

summary of finding) and interpretation.

A. Finding

1. Data Description

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

syllabus of Dua Mei Junior High School or not. To get the data, she took the

questions sheet and the English syllabus document to be analyzed.

The data that the writer used in this study was the English Summative Test

for the first grade students of Dua Mei Junior High School at even semester

2012/2013. There are 40 items of multiple choice and 5 items of essay (see

appendix).

The following table describes the conformity between the summative test‟s

items and the English syllabus, especially for the reading components:

Table 4.1

The Representativeness and the Conformity between the English

Summative Test Items and the Indicator of the English Syllabus Based on

Reading Skill

Skill The Indicators Item

Numbers Total

Reading

1. Mengidentifikasi

berbagai informasi

dalam teks fungsional

pendek berupa instruksi,

daftar barang, ucapan

selamat, pengumuman

27

dengan jelas:

Gambaran umum/

pikiran utama

paragraf

Informasi rinci

tersurat

Informasi tersirat

Rujukan kata atau

makna kata/ frasa

√

√

√

×

22,24

11,26

23,27,18

-

2 Items

2 Items

3 Items

-

2. Mengidentifikasi

tujuan komunikatif teks

fungsional pendek

berupa instruksi, daftar

barang, ucapan selamat,

pengumuman

√ 25 1 Item

3. Mengidentifikasi ciri

kebahasaan teks

fungsional pendek

berupa instruksi, daftar

barang, ucapan selamat,

pengumuman

× - -

4. Mengidentifikasi

berbagai informasi

dalam teks deskriptif

dan prosedur:

Gambaran

umum/pikiran utama

paragraf

Informasi rinci

×

-

-

28

tersurat

Informasi tersirat

Rujukan kata atau

makna kata/ frasa

√

√

√

31

20,28,30

21,29

1 Item

3 Items

2 Items

5. Mengidentifikasi

langkah retorika dalam

teks deskriptif dan

prosedur dengan cermat

× - -

6. Mengidentifikasi

fungsi komunikatif teks

deskriptif/ prosedur

dengan cermat dan

kreatif

√

19 1 Item

7. Menyebutkan ciri

kebahasaan teks

deskriptif/prosedur

dengan cermat

×

-

-

Total 4 15 Items

According to the syllabus there were 12 indicators which should be

developed into 45 items. It means each item should represent at least 3 items.

However, there were only 2 indicators represented. Furthermore, the percentage of

the representativeness level of reading skill in the test could be calculated as

follow:

29

P = Percentage of Content Validity for the indicator of reading skill

f = Frequency of reading skill indicator representative in the test items

n = Total of reading skill indicator required in the English syllabus

From the calculation above, the writer could conclude that the percentage of

the representativeness level for the reading skill indicator was 28%.

In addition, the conformity between the English summative test and English

syllabus is,

P = Percentage of Content Validity for the indicator of reading skill

f = Frequency of reading skill indicator appearance in the test items

n = Total of reading skill indicator required in the English syllabus

To sum up, the conformity level for the reading skill indicator was 31%.

Moreover, the writer also analyzed the representativeness and the conformity

between the English summative test and English syllabus based on writing skill as

follow:

30

Table 4.2


Summative Test Items and the Indicator of the English Syllabus Based

on Writing Skill

Skill The Indicators Item

Numbers Total

Writing

1. Menulis teks fungsional

pendek berupa

instruksi, daftar barang,

ucapan selamat,

pengumuman

√ 44 1 item

2. Menulis kalimat

fungsional sederhana

√ 39,40,45 3 Items

3. Melengkapi teks

deskriptif dan prosedur

× - -

4. Menyusun kalimat

menjadi paragraf

berbentuk deskriptif dan

prosedur yang

bermakna

√ 41 1 Items

5. Menulis teks deskriptif

dan prosedur

× - -

Total 2 5 Items

Based on the table above, there were 5 indicators of writing used as a

guidance of evaluation construction. However, the English summative only

covered 3 indicators developed into 5 items. The percentage of the

representativeness level of reading skill in the test could be calculated as follow:

31

P = Percentage of Content Validity for the indicator of writing skill

F = Frequency of writing skill indicator representative in the test items

n = Total of writing skill indicator required in the English syllabus

From the calculation above, the writer could conclude that the percentage of

the representativeness level for the writing skill indicator was 20%.

In addition, the conformity level could be calculated as follow,

P = Percentage of Content Validity for the indicator of writing skill

F = Frequency of writing skill indicator appearance in the test items

n = Total of writing skill indicator required in the English syllabus

It means that the conformity level of for the writing skill indicator was 11%.

There were also some items constructed outside indicators. They could be

seen from the table below:

Table 4.3

The Unconformity of the English Summative Test Items Indicator

Skills Indicators of the Test

Items Items Number Total

Reading Mengidentifikasi berbagai

informasi rinci tersurat

dalam teks report

1,2,5,6,7 5 Items

32

Mengidentifikasi berbagai


dalam teks dialog

13,14, 15,16 4 Items



dalam teks naratif

31,32 2 Items


informasi tersirat dalam

teks naratif

33,34, 2 Items


informasi tersirat dalam

teks dialog

36,37 2 Items

Mengidentifikasi makna

kata dalam teks report

3,4,8,9,10 5 Items

Mengidentifikasi makna

kata dalam teks dialog

38 1 Item

Mengidentifikasi tujuan

komunikasi naratif

35 1 Item

Mengidentifikasi jenis teks 12,17 2 Items

Writing Mengidentifikasi makna

kata

42,43 2 Items

Total 26 Items

According to the data above, there were 26 items that did not conform to the

indicator of the English syllabus.

After comparing the representativeness, the conformity, and the unconformity

between the indicator of the English syllabus with the test, based on reading and

writing skills, the writer also analyzed the representativeness, the conformity and

unconformity between the test and the discourse of the English syllabus.

33

The representativeness and the conformity between the English summative

test items and the discourse of the English syllabus could be seen in the table

below:

Table 4.4


Summative Test Items and the Discourse of the English Syllabus

No. The Discourse Required in the

English Syllabus

Items

Number Total

1 Kalimat fungsional sederhana √ 45 1 Items

2 Instruksi √ 22,23 2 Items

3 Daftar barang √ 24,25,26,27 4 Items

4 Ucapan selamat √ 17,18 2 Items

5 Pengumuman √ 11,12,44 3 Items

6 Deskriptif √ 28,29,30 3 Items

7 Prosedur √ 19,20,21,41 4 Items

Total 7 19 Items

Based on the data in the previous table, there were 7 discourses in the English

syllabus which must be fulfilled in developing the test. The test covered all

discourses which developed into 19 items. They were kalimat fungsional

sederhana developed into 1 items, instruksi developed into 2 items, daftar barang

into 4 items, ucapan selamat developed into 2 items, pengumuman developed into

3 items, deskriptif developed into 3 items, and prosedur developed into 4 items.

Furthermore, the percentage of representativeness level of the English

summative test based on the discourse required in the English syllabus could be

calculated as follow,

34

P = Percentage of content validity for the discourse

f = Frequency of discourse representative in the test items

n = Total of the discourse required in the English syllabus

From the calculation above, it could be seen that the percentage of the

representativeness level of the English summative test items based on the

discourse required in the English syllabus was 57%.

The percentage of conformity level of the English summative test based on

the discourse required in the English syllabus could be calculated as follow

P = Percentage of content validity for the discourse

f = Frequency of discourse appearance in the test items

n = Total of the discourse required in the English syllabus

From the calculation above, it could be seen that the percentage of the

conformity level of the English summative test items based on the discourse

required in the English syllabus was 40%. In other words, all discourses in the

English summative test developed based on the discourses in the syllabus.

In addition, the unconformity of the English summative test items discourse

is:

Table 4.5

The Unconformity between the English Summative Test Items and the

Discourse of the English Syllabus

No. The Discourse of

the Test Items Items Number Total

1 Dialogue 13,14,15,16,36,37,38,39,40 9 Items

2 Narative 31,32,33,34,35,43 6 Items

3 Report 1,2,3,4,5,6,7,8,9,10 10 Items

4 Word 42 1 Item

Total 26 Items

35

According to the data above, there were 8 items that did not conform to

the discourse required in the English syllabus. They were dialogue developed into

8 items.

2. Data Analysis

Text no 1 - 5.

Traditional market is type of market where people can bargain the prices. The

items sold in a traditional market are basically the same. They are fruits, vegetables

meat and fish, spices, and house utensils.

Surrounding the market, there are many small-scale traders. They usually sell

fruits. These traders usually cannot afford the cost of stall rent inside the market.

On the first floor of the market, there are permanent kiosks and selling textiles,

stationary, clothing, electronic goods, house hold appliances, gold shops, etc. bank

branches, travel agents and other services may be on the first floor as well.

On the second floor, people can buy meat and fish, fruits and vegetables and

some dry spices. The fruit and vegetables sellers are in the middle area.

Meanwhile, they sell dry spices at the edge area of the second floor.

1. What is the special characteristic of a traditional market?

a. People can buy many kinds of goods.

b. People can buy goods in big amount.

c. People can have discount.

d. People can bargain the prices.

2. Are the goods in a certain traditional market absolutely different from the

others?

a. Yes, they are.

b. Yes, it is.

c. No they aren‟t.

d. d. No, it is not.

36

3. In which stall can we buy a gas stove?

a. Textiles. c. Stationary.

b. Electronic goods. d. house appliances.

4. “……………..there are many small scale traders.” The underlined word has the

similar meaning with…………..

a. Buyers. c. merchants.

b. Customers. d. butchers.

5. What can we buy on the first floor?

a. Dry spices. c. meat.

b. Clothes. d. spinach.

Text no 6 - 10.

Sixty five percent of our body is water. To keep that amount of water

in our body we must drink an average of eight to ten glasses of water each day.

How much water does a person need every day? It depends on the volume of

urine and sweat. An athlete who does a lot of physical certainly needs to drink

more water then manager who spends most of his time in the office. Besides

drinking, many kinds of food are also a good source of water. fruit and

vegetable, for instance, are eighty to ninety five percent water.

6. How much water do we need each to fulfill our body need?

a. 6 - 8 glasses. c. 8 – 9 glasses.

b. 7 – 8 glasses. d. 8 – 10 glasses.

7. Is one‟s need of water different with others?

a. Yes, he is. c. No, he isn‟t.

b. Yes, it is. d. No, it isn‟t.

8. The other good sources of water besides drinking are as follows, except……….

a. Melon. c. Cassava.

b. Pineapple. d. Spinish.

9. Urine and sweat are……………..substances.

a. Solid. c. gas.

b. Liquid. d. soil.

37

10. A bricklayer will need ……………..water.

a. Fewer. c. more.

b. Less. d. much.

The discourse of the items number 1-10 is report text. Meanwhile, there is

no report report text in dialogue form in the English syllabus which is used at

school. It means these three items do not have one of the criteria of a good test.

Text no 11 – 12.

Attention!

This bakery will be closed from 29th

September 5th

October 2008.

It will be opened again on 6th

October 2008. Last reservation will be accepted

on 27th

September 2008.

Thanks for the attention.

11. How long will the bakery be closed?

a. For a day.

b. For a week.

c. For a month.

d. For couple days

12. What kind of the text is that?

a. Invitation

b. Advertisment

c. Memo

d. Announcement.

To answer questions number 11, the students must comprehend the text

because the answers were not written clearly in the text. The question number 11

asked students to identify the object of the text which was made in announcement

form whereas the writer of the text did not write the object in the text.

38

The question number 12 asks students to identify the topic of the text. It

conforms to “mengidentifikasi gambaran umum/ pikiran utama paragraf dalam

teks deskriptif.

Dialogue no 13 – 16.

Mother is at the fruit stall now. She is buying some fruits.

The seller : Can I help you, Mam?

Mother : Yes, I need some oranges and mangoes, please.

The seller : We have oranges but I am sorry, we don‟t have the mangoes.

Mother : It doesn‟t matter. Does the oranges taste sweet?

The seller : Certainly, You may taste it first before buying it.

Mother : How much is the orange.

The seller : It costs ten thousand rupiah per kilogram.

Mother : Can I have eight thousand?

The seller : Sorry, Madam, it is a fixed price.

Mother : All right, give me two kilograms.

The seller : Ok. What else do you want, Mam?

Mother : Do you have star fruits?

The seller : Sorry, we don‟t have it. But we have grapes and mangosteen.

Mother : Well, give me a kilogram of mangosteen, please.

The seller : All right.

13. Where is mother?

a. At the greengrocers.

b. At the fruit seller.

c. At the butchers.

d. At the canteen

14. What fruits are not available at the stall?

a. Orange and mango

b. Orange and star fruit

c. Mango and star fruit.

d. At the canteen.

39

15. What is the Indonesia for mangosteen? It is………….

a. Mangga

b. Manggis

c. Mangga muda

d. Belimbing

16. What fruit does mother buy?

a. Star fruit and orange.

b. Oranges and mango.

c. Mangosteen and orange.

d. Mango and starfruit.

Form of the text for items number 13-16 is dialogue. As the explanation

for number 13-16, there is no dialogue form in the English syllabus which is used

at the first grade students at Dua Mei high school. It means items number 4-6 are

not developed based on syllabus.

Text no 17 – 18.

To my beloved niece Putri

Congratulation on your success in getting the best

result in your final examination.

Wish you would be able to continue your study.

With love

Aunt Fatimah.

17. What kind of text it above?

a. Announcement.

b. Advertisement.

c. Obituary

d. Congratulation

40

18. Who said congratulate?

a. Aunt Fatimah

b. Putri

c. Her friend

d. Mother

The question number 17 asks students to identify the purpose of the text. It

conforms to “Mengidentifikasi tujuan komunikatof teks fungsional pendek berupa

ucapan selamat”

The question number 18 asks students to identify information which is

implied in the text. It can be showed from the sentence “With love, aunt Fatimah”

and it could be answered by reading the text. It means this number conforms to

“Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupa ucapan

selamat”.

Text no 19 – 21.

MAKING RUJAK

Materials:

Kinds of fruits ( Cucumber, pineapple, raw mango, star fruit,

„bangkuang‟, melon, etc )

For sauce :

Chilies

Salt

Red-sugar/palm sugar

Tamarind

“ Terasi “ ( preference )

Making instruction:

Peel the fruits

Grate/ cut all fruits in to small pieces. Keep

41

them in a plate/bowl

For sauce : Grind all materials.

Mix the sauce with the grated fruits. Add some

pieces of ice if you like it.

19. What is the goal of the text?

a. To entertain the readers.

b. To tell to make rujak.

c. To describe about rujak.

d. To know what rujak is.

20. How many steps of making rujak are there in the text?

a. Four

b. Five

c. Six

d. Seven

21. Which ingredient from the text above taste sour?

a. Chilies.

b. Tamarind.

c. Cucumber.

d. Salt.

In items number 19 the students were asked to identify about what is the aim

of the text. In addition, item number 20 asked the students to count the steps of

making rujak. Finally, it can be concluded that they represent indicator

“mengidentifikasi informasi rinci tersurat dalam teks prosedur”.

Item number 29 asked students to identify which ingredient have sour taste. It

represents the indicator “mengidentifikasi fungsi komunikaif teks prosedur dengan

cermat dan kreatif”.

42

Text no 22.

NO ENTRANCE

22. The sign means?

a. We can enter the are.

b. We must enter the area.

c. We must not enter the area.

d. We are may enter the area.

Text no 23.

PLEASE SWITCH OFF THE LIGHT

WHEN YOU NOT USE IT

23. Where can you find this notice?

a. On the bus.

b. On the car

c. In the room

d. In the sky

The item number 22-23 contained a text in instruction form. The question

which asked the students to identify information from the text or mengidentifikasi

informasi tersirat dalam teks fungsional pendek berupa instruksi, makes this

question has good content validity. But, there is a mistake on the sentence, it

define as face validity.

Text no 24 - 25

Day : Sunday

Date : November 2nd

, 2008

Carrot : ( 2 kilos )

Bean : ( 1 kilo )

Cucumber : ( 1 kilo )

Orange : ( 3 kilos )

43

24. The text above is…………………

a. A price list.

b. An announcement.

c. shopping list.

d. A birthday card.

25. The purpose of the text is to…………..

a. Bring a trolley to the supermarket.

b. Remind the customer of what to buy.

c. Entertain the readers.

d. Recycle food.

26. How many kilos will the customer buy totally?

a. 7

b. 5

c. 6

d. 7

27. To buy the items, the customer will probably go to the…………….

a. Swimming pool

b. Library

c. Traditional market

d. school

The question number 24-25 asks students to identify the topic and the purpose

of the text. It conforms to “Mengidentifikasi informasi tersirat dalam teks

fungsional pendek berupadaftar barang. The question number 26 asks students to

identify information which is implied in the text. It needs to construe the text

because there is no clear word explained. It means, it conforms to

“Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupadaftar

barang”.

44

The questions number 27 ask students to find the specific information about

kind of items that the customer will buy and where they will probably get it. They

represent the indicator “Mengidentifikasi informasi rinci tersurat dalam teks

fungsional pendek berupa daftar barang”.

Text no 28 – 30.

Bob is a fisherman. He catches fish every day. Late in the

afternoon he rows his boat out to sea. he uses a net to catch fish. Early in the

morning he comes ashore with a lot of fish.

Then he sells them at the market.

28. Which the sentences is wrong according to the text above?

a. Bob sell his catch in the market.

b. Bob sleeps in the evening.

c. Bob goes out to the sea in the evening.

d. Bob set out rowing in the morning.

29. What does the word „them‟ refer to?

a. Fishermen

b. Boats

c. Sleeps

d. Shops

30. What does Bob do everyday?

a. Fishing

b. Boating

c. Sleeping

d. Shopping

There are four kinds of discourse in the syllabus. They are instruksi or

instruction, daftar barang or list of goods, ucapan selamat or greetings, and

pengumuman or announcement. The discourse of the text for number 28-30 makes

them lose a criterion of a good test. It is caused by the discourse of the text which

45

is in dialogue form is not including to the discourse mentioned in the preceding

explanation.

Text no 31 – 35.

The lion was having a nap when a little mouse woke him up. The lion was

annoyed, so he picked up the little mouse and threatened to eat him up.

“please spare me, oh king of the jungle. If you do, I will do something for you

one day!” begged the mouse.

“what? A little thing like you? Ha! This is really very funny,” laughed the lion.

Then he got the little mouse free because he thought that little creature did not

even taste good.

Several days later when the lion was walking in the jungle, he got into a trap. He

struggled hard, but he still could not free himself. When he was about to give up,

the little mouse came. He gnawed at the ropes of the net and then said, “didn‟t you

once laugh at me for being little? Look how I have saved your life today.”

31. Where did the story happen?

a. In the kingdom

b. In the village

c. In the jungle

d. In the field

32. How could the lion be free from the problem?

a. The lion walked into the trap.

b. The lion killed the little mouse.

c. The mouse gnawed at the net and set the lion free.

d. The mouse woke up the lion

33. What can we learn from the story?

a. Help your friend only if you get reward.

b. Don‟t underestimate those who are smaller.

c. Strength is always useful when we are trouble.

d. Don‟t put your self into trouble.

46

34. What is the type of the text?

a. Report.

b. Procedure.

c. Narrative.

d. Recount.

35. The communicative purpose is to…………..

a. Tell the news.

b. Entertain the readers.

c. Tell the past event.

d. Describe the mouse.

Question number 31 asks students to identify the general information of the

text and question number 32 asked students how the lion could be free from the

problem. It means each of them conform to “mengidentifikasi gambaran umum/

pikiran utama paragraf dalam teks deskriptif” and ”mengidentifikasi informasi

rinci tersurat dalam teks deskriptif”.

In addition, question number 33 asked students to identify the conclusion an

the purpose of the text. It represents the indicator “mengidentifikasi informasi

tersirat dalam teks deskriptif”.

Dialogue no 36 – 38.

Ardi : Can you help me, please? I have a new cell phone, now I want to

create an sms but I don‟t know how to do that.

Lawra : Ok, I‟ll tell you. First you have to find the message menu, then

choose the option „create new message‟. After you write your

message you must choose the option „send‟ and you‟ll be asked to

fill in the destination number. You can write it or find it from the

phone book if you have saved it. Finally press the option „send‟.

Ardi : Okay, thanks a lot.

47

36. What does Ardi ask Lawra? He asks for Lawra‟s help.

a. To make a call.

b. To turn the cell phone on.

c. To send message.

d. To send a picture.

37. How many steps does Lawra explain?

a. Six steps.

b. Seven steps

c. Eight steps

d. Nine steps

38. can find any numbers in the phone book if we have……….them.

a. keep

b. delete

c. write

d. send

Form of the text for items number 36-38 is dialogue. there is no dialogue

form in the English syllabus which is used at the first grade students at Dua Mei

Junior High School. It means items number 36-38 are not developed based on

syllabus.

39. Franda : Excuse me, can you lend me your dictionary?

Faisal :………….I‟m using it.

a. Sure.

b. How come.

c. I‟m sorry

d. Here it is

40. Wenny : What is Mr. Amin?

Yuniar : He‟s a………….he has many customers who want to get fresh

48

meat

a. Barber

b. Bucher

c. Grocery

d. Florist

Question number 39-40 asked the students to identify the most suitable

word to complete the text. They conform to “Mengidentifikasi makna kata dalam

dialog”.

41. Arrange these sentence into a good paragraph!

1. Bring the things home.

2. Give the thing to the cashier and the cashier checks the money to pay.

3. Don‟t forget to take your jacket or bag.

4. Take a basket or trolley and choose the things.

5. Keep the jacket and the bag to the bag keeper.

6. Give the money to the cashier.

Question number 30 asks students to arrange the sentences into a paragraf.

It means each of them conform to “Menyusun kalimat menjadi paragraph

bermakna”.

42. Find the Antonym of the words/phrases below with the words from the text

above.

1. Ugly. 4. Dislike.

2. Old. 5. Little.

3. Far.

49

Form of the text for item number 42 students asked find the antonym from

the text, but there is no text following this question. It means item number 42 are

not valid.

43. Mention the generic structure of a narrative text.

Question number 30 asks students to Mention the generic structure of a

narrative text, but there is no text following this question. It means item number

42 are conform any indicators from the syllabus.

44. Make an announcement from the English teacher to the students who must

have remedial test to prepare themselves on Monday, 16th

of June 2012 at the

classroom.

Question number 33 asked students to make an announcement. It

represents the indicator “menulis teks fungsional pendek berupa pengumuman”.

45. Rewrite the jumbled words into meaningful sentences.

1. Has – rice – breakfast – she – for – a - friend – of – plate.

2. To – likes – father – soup – have – a bowl – of.

In item number 45 the students were asked to rewrite the jumbled words

into sentences. Finally, it can be concluded that they represent indicator

“menyusun kata menjadi kalimat bermaknas”

B. Data Interpretation

The percentage of the representativeness based on the reading skill indicator

arrived at 28%. It came from the data which showed that there were 2 indicators

were represented from 7 indicators required. This percentage fell into the level of

21% to 40% which meant “poor”. It means that there was a wrong measurement

or an inaccurate result between the syllabus and the English Summative Test. As

the results, the teachers are unable to improve the instruction of making a test. The

50

students will not progress well in learning activity and will not be motivated

because they did not do the test based on what they have learned.

Moreover, there was only 1 indicator from 5 indicators which was

represented from the writing skill in the syllabus. In other word, it reached 20%.

This percentage fell into the level of 0% to 20% which meant “very poor”.

To know the percentage of representativeness based on the indicators of

writing and reading skills, the writer calculated as follow:

P = Percentage of representativeness based on indicators

f = Frequency of indicators representative in the test items

n = Total of indicators required in the English syllabus

From the calculation above, it could be seen that the representativeness level

of the reading and writing skill indicators was 25%. It fell into the level 21-40%

which meant “poor”.

Beside, the percentage of the conformity based on the reading skill indicator

arrived at 33%. It came from the data which showed that there were 15 items

which developed from indicator required. This percentage fell into the level of

41% to 60% which meant “fair”.

In addition, there were 4 items from 45 items which developed from the

writing skill indicator in the syllabus. In other word, it reached 8%. This

conformity percentage fell into the level of 0% to 20% which meant “very poor”.

To know the percentage of conformity based on the indicators of writing and

reading skills, the writer calculated as follow:

51

P = Percentage of conformity based on indicators

f = Frequency of test items developed from indicators required

n = Total of test items

From the calculation above, it could be seen that the conformity level of the

reading and writing skill indicators was 42%. It fell into the level 41-60% which

meant “fair”.

From the data above, the percentage of the content validity of the English

Summative test items in terms of representativeness and conformity has different

level.

Therefore, the writer can conclude that the English summative test for the

first grade students of Dua Mei Junior High School at even semester academic

year 2012/2013 has poor content validity in terms of representativeness although

it has fair conformity. As the writer wrote in the chapter 1, the teacher is the most

responsible of the mistakes or errors of the validation in the test evaluation.

B. Data Interpretation

52

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the data analysis, it can be concluded that the result of the

content validity level of the English Summative Test items for the first year

students of Dua Mei Junior High School in the even semester of the

2012/2013 academic year is positioned into fair level. In another word, the

English Summative Test does not have a good content validity.

B. Suggestions

The writer would like to give some suggestions that might be useful in

giving contribution to the teachers and the test makers. The suggestions are as

follow:

1. The teacher has to understand the criteria of content validity in making the

English Summative Test and the other test according to the syllabus

components and of course they also have to develop the learning activities

and the materials so that the students will learn what they have to be learnt.

Therefore, they will answer the test easily.

2. The school has to make a preparation and give training for the teacher to

make a preparation before constructing the test in order to construct a good

and representative test.

3. The students have to learn English more dilligent in order to answer the test

well.

53

BIBLIOGRAPHY

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Arikunto, Suharsimi. ManajemenPenelitianEdisiRevisi, Jakarta: RinekaCipta,

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Brown,Douglas. Teaching by Principles an Interractive Approach to Language

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54

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Valette,Rebecca M, Modern Language Testing, second edition, New York:

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55

Appendix 1

65

SILABUS PEMBELAJARAN

Sekolah : .........................

Kelas : VII (tujuh)

Mata Pelajaran : Bahasa Inggris

Semester : 2 (dua)

Standar Kompetensi : 7. Mendengarkan

Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan

terdekat

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

7.1 Merespon makna

dalam percakapan

transaksional (to get

things done ) dan

interpersonal

(bersosialisasi) sangat

sederhana secara

akurat, lancar dan

berterima untuk

berinteraksi dengan

lingkungan terdekat

yang melibatkan

tindak tutur :

meminta dan

memberi jasa,

meminta dan

memberi barang, serta

meminta dan

memberi fakta

1. Percakapan

singkat memuat

ungkapan-

ungkapan :

Contoh:

A :Pass me the

pencil, please!

B :Sure. Here you

are.

A : Give me a piece

of paper, please!

B : Sure, Here You

are.

A : Did you come

here yesterday?

B : I did.

2. Tata Bahasa

Simple Past tense

1. Tanya jawab

tentang berbagai

hal terkait materi

2. Membahas

kosakata dan tata

bahasa: noun

phrase, adjective,

adverb, verb

yang terkait

dengan meminta

dan memberi

jasa, meminta

dan memberi

barang, meminta

dan memberi

fakta

3. Mendengarkan

percakapan

sesuai dengan

materi

4. Menjawab

pertanyaan sesuai

Merespon

ungkapan-

ungkapan :

1.Meminta &

memberi jasa

2. Meminta &

memberi

barang

3.Meminta &

memberi

fakta

Tes lisan

a. Tes tulis

b.Unjuk

kerja

Tes lisan

Merespon

ungkapan

Matching

T / F

Merespon

tindakan

Memberi

jawaban

singkat

1. Listen to the expression

and

respond to it

2. Listen to the expression

and

match it with the suitable

response

3. Listen to the dialoque

and

decide whether it is

TRUE or

FALSE.

4. Pass me the pencil,

please.

5. Give short answer

2x40

menit

- script

percakapan

- rekaman

media

elektonik:

kaset, VCD

, DVD film

Appendix 2

66

Quantifiers

3. Kosa kata

Kata terkait tema

Kata terkait jenis

teks

4. Ungkapan Baku

Sure

Please

dengan isi

percakapan

5. Menjawab

pertanyaan

tentang struktur

percakapan

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Tanggung jawab ( responsibility )

Berani ( courage )

7.2 Merespon makna

dalam percakapan

transaksional

( to get things done)

dan interpersonal

(bersosialisasi )

sangat sederhana

secara akurat, lancar

dan berterima untuk

berinteraksi dengan

lingkungan terdekat

yang melibatkan

tindak turur : meminta

dan memberi

pendapat dan

menyatakan suka dan

tidak suka, meminta

klarifikasi, dan

merespon secara

interpersonal

Percakapan singkat

memuat ungkapan-

ungkapan :

Contoh :

1.A: What do you

Think?

B: Not bad

2.A: I like tea

B: I dont I like milk

3.A:.Are you sure ?

B : I am

4.A: Are you?

B : Yes, I am

1. Mendengarkan

dan merespon

introduction

tentang topik

materi yang akan

disampaikan

2. Mendengarkan

dan merespon

penjelasan

kosakata dan

tatabahasa

tentang topik

materi yang akan

dipelajari

3. mendengarkan

percakapan

transaksional dan

interpersonal

tentang topik

materi yang

dipelajari

4. mengidentifikasi

tindak tutur

Merespon

ungkapan-

ungkapan :

1. Meminta dan

memberi

pendapat

2.Menyatakan

suka dan tidak

suka

3.Meminta

klarifikasi

4. Merespon

secara

interpersonal

Tes lisan

Tes Lisan

Tes tulis

Tes tulis

Merespon

ungkapan

Merespon

ungkapan

pilihan

ganda

jwbn singkat

Respond to the following

expressions orally.

1. A: What do you think?

B: .Not ........

2. A: What do you like to

drink?

B: ...................

3. A: Are you sure?

B: ..................

a. Ok b. Fine

c. Alright d. I am

4. A: I’m happy

B: Are you?

A:…….

2x 40

menit

Script

percakapan di

buku teks

Rekaman

percakapan

buatan: CD

,VCD ,DVD,

film

Rekaman

percakapan

otentik

67

Tata Bahasa

Verb : Like,

need, want

Kosa kata

Daily need

Kata terkait jenis

teks

Ungkapan Baku

Not bad

Great

ungkapan-

ungkapan yang

diperdengarkan

6. merespon

ungkapan-

ungkapan yang

diperdengarkan



Tekun ( diligence )


Berani ( courage )

68


Sekolah : .........................

Kelas : VII (tujuh)


Semester : 2 (dua)

Standar Kompetensi : 8. Mendengarkan

Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure

untuk berinteraksi dengan lingkungan terdekat

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

8.1 Merespon makna

yang terdapat dalam

teks lisan fungsional

pendek sangat

sederhana secara

akurat, lancar dan

berterima untuk

berinteraksi dengan

lingkungan terdekat

Teks fungsional

pendek berupa :

1. Instruksi

2. Daftar barang

3. Ucapan

Selamat

4. Pengumuman

Kosakata terkait

tema dan jenis

teks

Ciri kebahasaan

teks fungsional :

- instruksi

- daftar barang

- ucapan selamat

1. Brain storming

tentang kosakata

terkait materi

2. Membahas

kosakata dan tata

bahasa terkait

materi tentang :

noun, noun

phrase, adjective,

verb, adverb.

3. Mendengarkan

teks fungsional

yang

mengunakan

gambit-gambit

attention please,

thanks, excuse

me, sorry.

4. Menjawab

pertanyaan sesuai

dengan isi teks

1.Merespon makna

dalam teks fung-

sional pendek :

- Instruksi

- Daftar barang

belanjaan

- Ucapan

selamat

- Pngumuman

2. Menentukan

Fungsi komuni-

katif teks yang

didengar.

3. Menentu kan ciri

kebahasaan dari

Tes lisan

Tes tulis

Unjuk kerja

Test Lisan

Tes Tulis

Jwbn singkat

-Pilihan ganda

- melengkapi

Melakukan

perintah

Jawaban

Singkat

Uraian singkat

Listen to the text and

answer the questions.


choose the best option.


complete the sentences.

Listen to the instruction

and do it !

What is the purpose of

the text

Listen and write all the

verbs stated in the text

Listen and write all the

2x40

menit

script :

di buku guru

tentang :

instruksi

- daftar barang

- ucapan

selamat

- pengumum

-an

Rekaman

69

- pengumuman

yang didengar

5. Menjawab

pertanyaan

tentang struktur

teks fungsional

yang didengar

masing-masing

teks fungsional

yang didengar

verbs stated in the text



Tekun ( diligence )


Berani ( courage )

Ketulusan ( Honesty )

8.2 Merespon makna yang

terdapat dalam

monolog sangat

sederhana secara

akurat, lancar dan

berterima untuk

berinteraksi dengan

lingkungan terdekat

dalam teks berbentuk

descriptive dan

procedure

Teks monolog

berbentuk:

1. DeskriptIf

2. prosedur

Kosakata terkait

tema / jenis teks

Ciri kebahasaan

teks deskriptif

dan procedur.

Langkah retorika

teks deskriptif /

prosedur

1. Mendengarkan

dan merespon

tentang berbagai

hal terkait tema /

jenis teks yang

dibahas.

2. Memperhatikan

penjelasan

tentang kosakata

dan tatabahasa

yang muncul

dalam teks

deskriptif /

prosedur

3. Mendengarkan

model monolog

teks

deskriptif/prosed

ur

4. Menjawab

pertanyaan

secara lisan

tentang isi teks

Merespon informasi

dalam teks lisan

monolog berbentuk

:

- Diskriptif

- Procedur

Menentukan ciri

kebahasaan teks

yang didengar.

Menentukan fungsi

komunikatif teks

yang didengar.

Tes lisan

Tes tulis

Tes tulis

Pertanyaan

lisan

Pilihan ganda

Pilihan ganda

Listen and answer the

following questions


choose the best answer

by crossing a,b,c or d


choose the best answer

by crossing a,b,c or d

2x40

menit

Script teks

monolog

deskriptif/prose

dur dalam buku

guru

Rekaman teks

monolog

deskriptif

/prosedur

70

deskriptif/prosed

ur

5. Menyebutkan

fungsi

komunikatif teks

yang didengar.

6. Mengidentifikasi

kata kerja dari

teks yang

didengar.

7. Mendengarkan

teks deskriptif /

prosedur lainnya.



Tekun ( diligence )


Berani ( courage )

Ketulusan ( Honesty )

71


Sekolah : .........................

Kelas : VII (tujuh)


Semester : 2 (dua)

Standar Kompetensi : 9. Berbicara

mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan

lingkungan terdekat

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

9.1 Mengungkapkan

makna dalam

percakapan

transaksional ( to

get things done )

dan interpersonal

( bersosialisasi )

sangat sederhana

dengan

menggunakan

ragam bahasa lisan

secara akurat,

lancar dan

berterima untuk

berinteraksi dengan

lingkungan

terdekat yang

melibatkan tindak

tutur : meminta dan

memberi jasa,

meminta dan

Percakapan singkat

memuat ungkapan-

ungkapan :

Contoh:

1.A : Pass me the

pencil please!

B : Sure. here you

are.

2.A : Give me the

paper Please!

B : Sure, here it is.

3.A: Did you come

here yesterday ?

B : I did

1. Tanya jawab

yang berkaitan

dengan materi

2. Membahas

kosakata dan tata

bahasa: noun,

adjective,

adverb, noun

phrase

3. Menirukan

ungkapan-

ungkapan yang

digunakan dalam

percakapan

sesuai materi

4. Berlatih dengan

teman

mengunakan

ungkapan-

ungkapan yang

ada dalam

* Bertanya dan

menjawab berbagai

informasi :

1.Meminta dan

memberi jasa

2.Meminta dan

memberi barang

3.Meminta dan

memberi fakta

Unjuk kerja

Tes Lisan

Unjuk kerja

Bermain

peran

Merespon

ungkapan

Bermain

peran

1. Perform the

dialogue with

your friend in the

front of the

class!

2. Listen to the

expression and

respond to it ,

example :

a. Pass me the salt,

please.

b. Give me the

paper,

please.

c. Did you come

late?

3. Create a dialoque

4x40 menit

Script

percakapan

dari buku

teks

Alat peraga

Rekaman

72

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

memberi barang,

dan meminta

memberi fakta

Tata Bahasa

- Verbs: Like, need,

want

- Simple Past Tense

Kosakata

- Kata Terkait tema

dan jenis teks

ungkapan baku

- Here it is

- Here you are

percakapan

sesuai materi

5. Bermain peran

menggunakan

ungkapan yang

telah dipelajari.

based on

the role cards and

perform it.



Tekun ( diligence )


9.2 Mengungkapkan

makna dalam

percakapan

transaksional (to

get things done) &

interpersonal

(bersosialisai)

sangat sederhana

dengan

menggunakan

ragam bahasa lisan

secara akurat,

lancar dan

berterima untuk

1. Percakapan

singkat memuat

ungkapan-

ungkapan :

Contoh :

A : What do you think

of this?

B : Not bad

1. Mendengarkan dan

merespon

pertanyaan tentang

topik materi yang

akan disampaikan

2. Mendengarkan dan

merespon

pembahasan

tentang kosakata

dan tatabahasa

yang terkait dengan

topik materi yang

Bertanya dan

menjawab berbagai

Informasi :

1. Meminta &

memberi pendapat

2. Menyatakan suka

dan tidak suka

3. Meminta

klarifikasi

Unjuk kerja

Tes lisan

Unjuk kerja

Bermain

peran

Daftar

pertanyaan

Bermain

peran

Perform a dialogue

about asking and

giving opinion with

your own words!

Answer the following

questions orally!

Create a dialoque

4x40

menit

Script

percakapan

dalam buku

teks

Script otentik

Rekaman

percakapan

Alat peraga

73

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

berinteraksi

dengan lingkungan

terdekat yang

melibatkan tindak

tutur : meminta

dan memberi

pendapat,

menyatakan suka

dantidak suka,

meminta

klarifikasi,

merespon secara

interpersonal

A : I like tea

B : I don’t

A : Are you sure

B : I am

A :Do you?

B : I do

2. Tata Bahasa

- Verb be

- Verb do

- Verb have

3. Kosa kata

Kata terkait tema

Kata terkait jenis

teks

4. Ungkapan Baku

Wonderful !

Excellent !

akan disampaikan

3. Mendengarkan

model percakapan

transaksional dan

interpersonal

dengan topik materi

yang dipelajari

4. Menirukan model

percakapan

transaksional dan

interpersonal

dengan topik materi

yang dipelajari

5. Melakukan

percakapan

transaksional dan

interpersonal

dengan teman

dengan materi yang

dipelajari

4. Merespon secara

interpersonal

Tes lisan

Menjawab

singkat

based on the role

cards and perform it

Give your positive

response

a. Do You ?

b. Are You ?

c. Can You ?

d. Does she ?



Tekun ( diligence )


74


Sekolah : .........................

Kelas : VII (tujuh)


Semester : 2 (dua)

Standar Kompetensi : 10. Berbicara

Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

10.1.

Mengungkapka

n makna yang

terdapat dalam

teks lisan

fungsional

pendek sangat

sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar,

dan berterima

untuk

berinteraksi

dengan

lingkungan

terdekat

1. Teks fungsional

pendek

berbentuk :

1. Instruksi

2. Daftar barang

3. Pengumuman

4. Ucapan

selamat

2. Tata Bahasa

Imperatives

Quantifiers

3. Kosakata

Kata terkait

jenis teks

4. Ungkapan Baku

1. Tanya jawab

yang berkaitan

dengan materi

2. Membahas

kosakata dan tata

bahasa: noun,

noun phrase, adj,

verb, adverb

3. Menirukan

ungkapan-

ungkapan yang

digunakan dalam

percakapan

sesuai materi

4. Mendengarkan

teks fungsional /

pendek

5. Menjawab

pertanyaan

tentang isi teks

Mengungkapkan

makna dalam teks

fungsional pendek

berbentuk :

Instruksi

Daftar barang

Pengumuman

Ucapan

selamat

Memberi

instruksi secara

lisan.

Menyebutkan

daftar barang

tertentu.

Mengumumkan

sesuatu

Mengucapkan

selamat

Unjuk kerja

Uji petik

berbicara

1. Give instrtruction to

your friend orally based

on the picture.

2. Mention the things you

find in ...

3. Announce a certain

information to your

friend

4. Say something to your

friend when ...

a. He/She got good

score

at english test

b. won the game

4x40

menit

- Script

percakapan

dari buku

teks

- Alat peraga

75

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Well done

Congratulation

s

Happy

birthday

yang didengar.

6. Menggunakan

ungkapan-

ungkapan yang

ada dalam

percakapan

sesuai materi

dengan teman

berpasangan

7. Mengguanakan

ungkapan-

ungkapan sesuai

dengan materi

dalam

keadaan/situasi

nyata



Tekun ( diligence )


Berani ( courage )

10.2

Mengungkapka

n makna dalam

monolog

pendek sangat

sederhana

dengan

menggunakan

1. Teks monolog

berbentuk :

Descriptiv

e

Procedure

1. Mendengarkan

dan merespon

berbagai hal

tentang teks

deskriptif/prosed

ur

2. Memperhatikan

dan merespon

1. Mengungkapkan

berbagai informasi

dalam teks

monolog

berbentuk

-Descriptive

-Procedure

Tes lisan

Daftar

pertanyaan

Answer the following

questions orally!

4x40 menit

Script

monolog teks

deskriptif/pros

edur dalam

buku teks

Script otentik

76

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

ragam bahasa

lisan secara

akurat, lancar

dan berterima

untuk

berinteraksi

dengan

lingkungan

terdekat dalam

teks berbentuk

descriptive dan

procedure

2. Kosa kata terkait

tema / jenis teks.

3. Ciri kebahasaan

teks deskriptif /

prosedur

4. Tata Bahasa

Present

Tense

Imperatives

5. Ungkapan Baku

Well,..

you know

that ?

penjelasan

tentang kosakata

dan tatabahasa

dalam teks

monolog

Deskriptif/prosed

ur tentang

Tea/How to make

a cup of tea.

3. Mendengarkan

model monolog

lisan tentang teks

deskriptif/prosed

ur

4. Mendiskusikan

dalam kelompok

draft monolog

mendeskripsikan

kembali,

menyampaikan

prosedur dengan

kata-kata sendiri

5. Melakukan

monolog lisan

secara individu

2.Menyebutkan fugsi

komunikatif teks

yang didengar.

3.Menyebutkan ciri

kebahasaan teks

yang didengar.

4.Melakukan

monolog

dalam bentuk

deskriptif /

prosedur

Unjuk kerja

Uji petik

berbicara

Uji petik

berbicara

2.a. Describe something /

someone with your own

words orally in front of

the class!

2.b. Tell your friends how to

do something (make a

cup of tea)

Rekaman

monolog

Alat peraga



Tekun ( diligence )

77


Sekolah : .........................

Kelas : VII (tujuh)


Semester : 2 (dua)

Standar Kompetensi : 11. Membaca

Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan


Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

11.1. Merespon

makna yang

terdapat dalam

teks tulis

fungsional

pendek sangat

sederhana

secara akurat,

lancar dan

berterima yang

berkaitan

dengan

lingkungan

terdekat

1. Teks fungsional

pendek berupa :

Instruksi

Daftar barang

Ucapan selamat

pengumuman

2. Tatabahasa

- Adverb phrase

- Noun Phrase

- Adj Phrase

3. Kosakata

- Kata terkait tema

dan jenis teks

Ungkapan baku

- Listen, Please

1 Tanya jawab yang

berkaitan dengan

materi

2 Membahas

kosakata dan tata

bahasa: noun, noun

phrase, adj, verb,

adverb

3 Mendengarkan

contoh membaca

nyaring yang

dilakukan guru

4 Berdiskusi dengan

teman menjawab

pertanyaan bacaan

5 Menjawab

pertanyaan bacaan

secara lisan

individual

6 Membaca nyaring

1.mengidentifikasi

berbagai informasi

dalam teks

fungsional pendek

berupa:

- Instruksi

- Daftar barang

- Ucapan

selamat

- Pengumuman

2.Merespon berbagai

informasi dalam

teks fungsional

pendek

3.Membaca nyaring

teks fungsional /

pendek.

Tes tulis

Tes lisan

Esai

Unjuk kerja

Esai

Pilihan Ganda

Jawaban

Singkat

Uji petik

membaca

nyaring

1.write down the

answers completely

2.Choose the best

answer by crossing

a,b,c,d

3.Answer the

questions orally

4.Read the text aloud.

4x40

menit

Buku teks

Yang relevan

Teks otentik

78

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

- Attention, please

bergiliran



Tekun ( diligence )


Berani ( courage )

11.2 Merespon

makna dan

langkah

retorika secara

akurat, lancar

dan berterima

dalam esai

sangat

sederhana yang

berkaitan

dengan

lingkungan

terdekat dalam

teks berbentuk

descriptive/pro

cedure

1.Teks Esei

berbentuk

deskriptive/procedure

2. Kosakata terkait

tema / jenis teks.

3.Ciri kebahasaan

teks :

- procedure

- descrptive

4.Ungkapan baku

- Delicious !

- It smells good !

1. Mendengarkan dan

merespon

introduction

tentang teks

deskriptif/prosedur

dengan topik materi

yang akan dibaca.

2. Memperhatikan

penjelasan tentang

kosakata dan

tatabahasa yang

berkaitan dengan

teks

deskriptif/prosedur

yang akan dibaca

3. Memperhatikan

penjelasan tentang

langkah retorika

teks

deskriptif/prosed-ur

4. Mengidentifikasi

langkah retorika

dalam kerja

1. Mengidentifikasi

berbagai informasi

dalam teks

descriptive dan

procedure

2. Mengidentifikasi

fungsi komunikatif

teks deskriptif /

procedure.

3. Mengidentifikasi

langkah retorika

teks deskriptif

/prosedur

4menyebutkan ciri

Tes lisan

Tes tulis

Tes tulis

Daftar

pertanyaan

Uraian

Pilihan Ganda

Jawaban

singkat

1. Read the text

carefully

and then answer

the

following questions

briefly!

2. Answer the

questions

based on the text.

3.Choose the correct

Answer

List all the verbs

started in the text

4x40 menit

Buku teks

Yang relevan

Teks otentik

Alat peraga

79

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

kelompok

5. Mengidentifikasi

berbagai informasi

dalam kerja

kelompok

6. Mengidentifikasi

langkah retorika

dan berbagai

informasi secara

mandiri

kebahasaan teks

descriptive /

procedure.



Tekun ( diligence )


11.3 membaca

nyaring

bermakna teks

fungsional dan

esai pendek dan

sangat

sederhana

berbentuk

descriptive/

procedure

dengan ucapan,

tekanan dan

intonasi yang

berterima

Teks Esei

berbentuk

descriptive /

procedure.

Pronunciation

Intonation

punctuation

1 Mendengarkan dan

merespon hal-hal

yang perlu

diperhatikandalam

kegiatan membaca

nyaring teks

descriptive/procedu

re tentang

pentingnya

pronunciation,

intonation,

punctuation,

kualitas suara

2 Mendengarkan

model membaca

nyaring teks

descritive/procedur

Melafalkan kata,

frasa dan kalimat

dengan baik dan

benar

Membaca kata

frasa dan kalimat

dengan intonasi

yang benar

Membaca nyaring

teks

descriptive/procedu

re dengan baik dan

benar.

Tes unjuk

kerja

Melafalkan

Intonasi

Uji petik

Membaca

nyaring

1. Pronounce the

following

words or phrases

correctly!

2. Read the following

sentences by

applying

correct intonation!

3. Read the following

text loudly!

2x40

menit

Buku teks

Teks otentik

80

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

e

3 Menirukan

membaca nyaring

dengan intonasi dan

jeda sesuai model

4 Membaca nyaring

sendiri dengan

lafal, intonasi, dan

jeda yang baik dan

benar



Tekun ( diligence )

81


Sekolah : .........................

Kelas : VII (tujuh)


Semester : 2 (dua)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

12.1 Mengungkapkan

makna dalam teks

tulis fungsional

pendek sangat

sederhana dengan

menggunakan

ragam bahasa tulis

secara akurat,

lancar dan

berterima untuk

berinteraksi

dengan

lingkungan

terdekat

1. Teks fungsional

Instruksi

Daftar barang

Pengumuman

Ucapan selamat

2. Kosakata terkait

tema / jenis teks.

3. Ciri kebahasaan

teks fungsional.

4. Tanda Baca

5. Spelling

1. Tanya jawab

yang berkaitan

dengan materi

2. Membahas dan

mengembangkan

kosakata dan tata

bahasa: noun,

noun phrase, adj,

verb, adverb,

simple Pr tense,

imperative

3. Membuat frasa,

kalimat sesuai

dengan materi

4. Membahas

struktur atau ciri-

ciri teks tulis

fungsional

pendek

5. Membuat teks

tulis fungsional

Menulis teks

fungsional

pendek

berbentuk :

- Instruksi

- Daftar barang

- Pengumuman

- Ucapan

Selamat

Menulis kalimat

sederhana

Test tulis

Tes tulis

Penugasan

Melengkapi

Menyusun

kata acak

Esai bebas

Tugas

rumah

1. Complete the

sentences

2. Rearrange the words

into

good sentences

3. Write down your own

shopping list based

on the

situation given.

4. Write down list of

instructions

to be on time to

school

5.Write a greeting card

to your

4x40

menit

- Buku teks

- Alat peraga

- Tempat-

tempat

umum yang

ada teks

fungsional

82

pendek terpimpin

ataudengan

teman

6. Membuat teks

tulis fungsional

pendek sendiri

dengan bebas

friend on his/her

birthday

Listen and make a draft

of retelling

descriptive/procedure

text



Tekun ( diligence )


83

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

12.2 Mengungkapkan

makna dan

langkah retorika

dalam esai pendek

sangat sederhana

dengan

menggunakan

ragam bahasa tulis

secara akurat,

lancar dan

berterima untuk

berinteraksi

dengan

lingkunguan

terdekat dalam

teks berbentuk

descriptive/

procedure

Teks monolog

berbentuk

Descriptive /

procedure

Unsur bahasa

terkait teks.

Langkah retorika

terkait teks.

Spelling

Tanda baca

1. Mendengarkan dan

merespon

introduction

tentang penulisan

teks monolog

deskriptif /

prosedur.

2. Memperhatikan

penjelasan tentang

kosakata dan

tatabahasa yang

berkaitan dengan

penulisan teks

monolog deskriptif

/ prosedur

3. Memperhatikan dan

membaca teks

deskriptif /

prosedur.

4. Menulsi frasa-frasa,

kalimat-kalimat

yang diperlukan

untuk menulis teks

deskriptif /

prosedur.

5. Menulis teks

deskriptif /

prosedur dengan

struktur teks yang

benar.

1. Melengkapi teks

- descriptive

- procedure

2. Menyusun teks

3. Menulis teks

berbentuk

- Descriptive/

procedure

Tes tulis

melengkapi

menyusun

teks

Esai

1. Complete the blank

spaces Correctly.

2. Arrange the jumbled

sentences into a good


text

3. Write down a simple


text

based on the picture /

with your own words

6x40

menit

Buku teks

Alat peraga

Teks otentik



84

Tekun ( diligence )

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....

Guru Mapel Bahasa Inggris,

( .............................................. )

NIP /NIK : ; .............................

an analysis on the content validity of english summative...

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