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i
AN ANALYSIS ON THE CONTENT VALIDITY
OF SUMMATIVE TEST FOR THE TENTH YEAR STUDENTS
AT SMA DUA MEI
By:
KHAIRUL ADHA
107014000598
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ABSTRACT
Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test
for the Tenth Year Students at SMA DUA MEI, Skripsi, English
Education Department, The Faculty of Tarbiyah and Teachers’
Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : Dr. Fahriany, M.Pd
Keywords: Summative Test, Content Validity, SMA Dua Mei
The aim of this research is to find the empirical evidence of the English
summative test content validity made by the professional team for the even
semester of the tenth year students carried out at SMA Dua Mei. The total number
of the test items is 50 items which consists of 15 items for listening section and 35
items for multiple choice items.
In this research the writer used qualitative research in which the writer
collected the data by asking the English summative paper and syllabus to the
school. And the writer also did unstructured interview to the team teachers who
made the test items of the summative test. And then the writer analyzed the test
items, whether the summative test has content validity. Also, this research is
categorized as descriptive analysis in which todescribe the conformity and
inconformity of the SMA DUA MEI’s summative test with the syllabus and
indicators.
The research finding proved that the test items of English summative test for
the even semester of the tenth students of SMA Dua Mei has sufficient content
validity. It is showed through the percentage and the content analysis. Based on
the percentage, the writer found that the English summative test is 65% valid in
terms of its conformity with the indicators. The test items that represent the
suggested indicators in the syllabus are 23 items and the inconformity items are
12 items. But, based on the content analysis, the writer found that the test doesn’t
represent the whole indicators from the syllabus. The represented indicators are
only 38%. It means that 62% indicators are not represented the test items, i.e.
construct under-represented.
ABSTRAK
Khairul Adha. 2014. An Analysis on the Content Validity of the Summative Test
for the Tenth Year Students at SMA DUA MEI, Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing : Dr. Fahriany, M.Pd
Kata Kunci: Tes Sumatif, Validitas Isi, SMA Dua Mei
Penelitian ini bertujuan untuk menemukan bukti empiris terhadap validitas isi
pada soal sumatif yang dibuat oleh tim professional untuk semester genap kelas
sepuluh di SMA Dua MEI. Jumlah butir soal sebanyak 50 butir soal yang terdiri
dari 15 butir soal untuk bagian mendengarkan dan 35 butir soal untuk pilihan
berganda.
Dalam penelitian ini, peneliti menggunakan metode kualitatif. Peneliti
mengumpulkan data dengan meminta lembar soal sumatif bahasa inggris dan
silabus pada pihak sekolah. Dan peneliti juga melakukan wawancara tidak
terstruktur kepada tim guru yang membuat soal sumatif. Dan selanjutnya peneliti
menganalisa butir soal, apakah soal sumatif tersebut memiliki validitas isi.
Penelitian ini juga dikategorikan sebagai analisa deskripsi untuk mendeskripsikan
kesesuaian dan ketidaksesuaian soal sumatif SMA Dua Mei dengan silabus dan
indikator.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa soal sumatif
bahasa inggris semester genap kelas sepuluh pada sekolah SMA Dua Mei
mempunyai validitas isi yang cukup. Ini bias dilihat melalui hasil persentase dan
analisa isi. Berdasarkan hasil persentase, penulis menemukan bahwa soal sumatif
bahasa inggris 65% valid dalam hal kesesuaian dengan indikator. Jumlah butir
soal yang mewakili indikator yang ada di dalam silabus adalah 23 item dan jumlah
butir yang tidak sesuai adalah 12 item. Akan tetapi, berdasarkan analisa isi,
penulis menemukan bahwa soal tidak mewakili seluruh indikator yang ada di
silabus. Indikator yang diwakili hanya 38%. Dengan kata lain 62% indikator
tidak diwakili oleh soal.
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
skripsi is processed until it becomes a complete writing which will be presented to
the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the
requirements for the degree of S.Pd (Bachelor of Art) in English Language
Education.
In this occasion, the writer would like to say his great honor and deepest
gratitude to his beloved parents: Muhammad Saleh S.Pd and Fatma Ilinda, his
lovely brother Muhammad Fadli and the whole family who always give their
loves, supports, motivations, and advice in accomplishing his study.
The writer also would like to express his sincere gratitude to his advisor,
Dr. Fahriany, M.Pd, who has patiently given her valuable helps, guidance,
suggestions, and critical remarks have enabled the writer to refine this skripsi.
The writer also realizes that he would never finish writing this skripsi
without the help of some people around him. Therefore, he would like to say a lot
of thanks to:
1. Drs. Syauki, M. Pd., the Head of English Department
2. Nurlena Rifa’I, M.A. Ph.D., the Dean of the Faculty of Tarbiyah and
Teachers’ Training SyarifHidayatullah State Islamic University Jakarta
3. All lecturers and staffs of English Education Department.
4. Yayat Ruhiat, S.Pd., the head master of SMA Dua Mei.
5. Murni, S.Pd., the English Teacher of SMA Dua Mei.
6. Thanks to my beloved wife, Nahariti Syaharah Diba, S.Pd, who always
prays, supports, and accompanies him in finishing the “skripsi”.
7. All my friends in “A class” of English Education Departement 2007,
which is very fantastic class.
Finally, the writer realizes that this skripsi cannot be considered perfect
without critiques and suggestions. Therefore, it is such a pleasure for him to get
critiques and suggestions to make this skripsi better.
Jakarta, August 2014
Khairul Adha
ix
Table of Contents
TITLE ................................................................................................................i
WRITER’S REFERENCE SHEET ............................................................... ii
APPROVEMENT SHEET .............................................................................. iii
ENDORSEMENT SHEET .............................................................................. vi
ABSTRACT ...................................................................................................... v
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENTS ................................................................................. ix
LIST OF TABLES ........................................................................................... xi
LIST OF APPENDICES ................................................................................. xii
CHAPTER I INTRODUCTION ............................................................ 1
A. Background of the Study ............................................. 1
B. Formulation of the Problem ........................................ 4
C. Scope and Limitation of the Problem.......................... 4
D. Purpose of the Study ................................................... 5
CHAPTER II THEORETICAL FRAMEWORK……………………. 6
A. Language Test ............................................................. 6
1. Definition of the Test ................................................. 6
2. The Type of Test ....................................................... 7
3. The Characteristic of a Good Test ............................. 9
B. Validity ......................................................................... 11
C. Material, Syllabus and Curriculum ................................ 15
CHAPTER III RESEARCH METHODOLOGY .................................... 21
A. Time and Place of the Study .......................................... 21
B. Method of Study ............................................................ 21
C. Research Instrument ....................................................... 22
D. Technique of Data Collecting ....................................... 22
E. Technique of Data Analysis ........................................... 22
F. Test Items ...................................................................... 24
x
G. Syllabus.......................................................................... 33
CHAPTER IV RESEARCH FINDING AND DISCUSSION................. 40
A. The Analysis and Description of the Data ................... 40
B. The Interpretation of Data ……………………………52
CHAPTER V CONCLUSSION AND SUGGESTION .......................... 57
A. Conclusion .................................................................... 57
B. Suggestion .................................................................... 57
BIBLIOGRPAHY ............................................................................................ 58
APPENDICES ………………………………………………………………. 60
xi
LIST OF TABLES
Table 2.1: Standard Competence and Basic Competence of Listening, Reading
and Writing in School-Level Curriculum 17
Table 3.1: Silabus Bahasa Inggris 33
Table 4.1: The Conformity between the Summative Test Item and the Syllabus 40
Table 4.2: The Description of the Test Items 43
Table 4.3: The Inconformity between the Summative Test Item and the Syllabus 48
Table 4.4: The Analysis Result of the Conformity and the Inconformity of
English Summative Test Items at Even Semester for the Tenth
Year Students of SMA Dua Mei 52
Table 4.5: The Indicators Represented by the Test Items 54
Table 4.6: The Indicators are not Represented by the Test Items 54
xii
LIST OF APPENDICES
Appendix 1 : The description of the conformity between
the summative test item and the syllabus 60
Appendix 2 : The description of the inconformity between
the summative test item and the syllabus 72
Appendix 3 : The English syllabus of the odd semester
for the first year students of SMA Dua Mei 79
Appendix 4 : The English summative test of the odd semester
for the first year students of SMA Dua Mei 86
Appendix 5 : Surat ijin penelitian
1
CHAPTER I
INTRODUCTION
A. Background of the Study
English is a foreign language in Indonesia. It has an important role in any
sphere of activities especially in the term of education. Because of that, English
language becomes the first foreign language that should be taught to students in
every level of education in Indonesia. The government and private institution are
struggling to enhance teaching and learning process of English in Indonesia.
In education, one of the important fields, which should be paid attention to, is
an evaluation. It is considered that between teachings and evaluation is like two
sides of a coin, which cannot be separated. Obviously, it contributes some
information to the teaching and learning process, especially for a teacher.
Gronlund said that evaluation is a systematic process of determining the extent
to which instructional objectives are achieved by pupil. There are two important
aspects of this definition. The first is that evaluation implies a systematic process,
which omits casual uncontrolled observation of pupils. The second is that
evaluation assumes that instructional objectives have been previously identified.
Without previously determined objectives, it is difficult to judge clearly the nature
and extent of pupil learning.1
Evaluation plays an important role in education activities. It is because
education has goals that need to be reached. By giving evaluation, teachers can
know whether the students reach the education’s goal or not. Moreover,
evaluation draws how well students achieve the materials after teaching learning
process. The information of evaluation will be very useful to make judgments of
the students either about their progress in reaching the goals or about their overall
achievement.
1Norman E. Gronlund, Measurement and Evaluation in Teaching, Fouth Edition, (New York:
Mcmillan Publishing co., 1981), p.6
2
While test is a tool or procedure used to measure and appraise. By testing,
teacher can get important information related to students’ achievement or the
effectiveness of their performance in teaching. In other word, the teacher can get
information about how well students have mastered the courses, which they have
just learned.
There are numerous types of test. There are placement test, to provide
information that will help to place students at the stage (or in the part) of the
teaching program most appropriate to their abilities, proficiency test, to measure
people’s ability in the language, diagnostic test, to identify learners’ strengths and
weaknesses, and achievement test, to establish how successful individual students,
groups of students, or the courses themselves have been in achieving objectives of
language courses. The test which is usually used by teachers to know how far
students have mastered the lessons is the achievement test.2
There are two kinds of achievement test: progress achievement tests and final
achievement tests or summative tests. Progress achievement tests are those
intended to measure the progress that students are making, and final achievement
tests or summative tests are intended to measure the students’ achievement at the
end of a course of study.3
In order to measure accurately, the teachers should use a good test. It is not an
easy work for them to make it because there are some characteristics or
requirements that must be fulfilled. The characteristics of good test include
validity, reliability, comprehensiveness, and practicality.4In this research the
writer only focuses on the validity.
2 Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity
Press.,1995), p.11 3Ibid., p.13.
4 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing,
1983), p. 24
3
Wiersma said “The validity of a test is the extent to which a test measures
what it is intended to measure. Without validity, there can be no confidence in the
inferences and conclusions made from the results.”5
Mary and Sake stated, “Test validity is the most critical factor to be judge in
the total program of foreign language testing. A test is valid when it measures
effectively what it is intended to measure, whether it is achievement, aptitude, or
proficiency in the language.”6
The validity has four specifications, those are face, content, construct, and
criterion related validity. A test may be valid if it covers all of the four
specifications, but the most important and the primary concern of test used in the
classroom instruction is content validity.7Content validity is concerned with the
materials that the students have learned. The test should cover samples of the
teaching materials given. To fulfill this, the teacher should refer his consideration
to the teaching syllabus.
Heaton said “Content validity depends on careful analysis of the language
being tested and of the particular course objectives. The test should be so
constructed as to contain a representative sample of the course”.8
Based on the writer and the friends’ observation in the Language Testing
subject, they found that there were some inadequacies in the summative test
especially in the content of instruction; the themes, the type of texts, and the
indicators. In other word, the test has a poor content validity. Consequently, the
test which is designed to measure the students’ proficiency is not appropriate.
Because of the importance of content validity in a test, the writer tries to know
whether the test items are in line with the syllabus or not. The English syllabus
that is used here is the latest one recommended by national education department.
The summative test which will be studied is taken from SMA DUA MEI for the
5 William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn
and Bacon, 1990), p.183 6 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 24
7Wiersma. loc.cit.
8 JB. Heaton, Writing English Language test, (London and New York:Longman, 1998), p.160
4
tenth level students, academic year 2013 – 2014. The summative test is named:
“Ulangan Umum Semester Genap Tahun Pelajaran 2013/2014 SMA DUA MEI”
The writer emphasized that he wanted to know more about the test which was
conducted by SMA DUA MEI was not relevant to the syllabus the students’
learnt. In fact, the teacher tested the students not based on the written syllabus. On
the other hand, the test or the sample which was hold was inappropriate. For
instance, news item and explanation, these two items there were not in the
syllabus, but still it was been tested.
In addition, the teacher made the too simple item test. It was proven by the
English summative test.
Also, the writer chose this school because he found that there were not team
teachers who design the test items of the summative test. So the English
summative tests of SMA DUA MEI are always made by the English subject
teacher. In the other word, there was no evaluation from the school concerning,
because of that the previous test item was repeated to be tested. From the
elaboration above, influenced to the students’ skill especially speaking and
reading and it also effected to the score that students obtained.
Therefore based on that problem, the writer tries to analyze and interpret it
under the title: “An Analysis on the Content Validity of the Summative Test
for the Tenth Year Students of SMA DUA MEI.”
B. Formulation of the Problem
To make the study easy to understand, the writer formulates the problem
whether each test items of the summative test for the tenth year students of SMA
DUA MEI represent the indicators as suggested its syllabus as an indicator of the
content validity. Based on the preliminary study, the writer breaks down into two
formulate:
1. How many items represent the indicators?
2. How many indicators represent by the test items?
5
C. Scope and Limitation of the Study
To make this writing easier to understand, the writer limit the study as follow:
a. The research focused only on the content validity of English summative of
the even semester at tenth grade academic year 2013/2014.
b. The research focused only on reading and speaking skills because the
summative test consists of multiple choice items, and there are some
dialogues represent the indicators of speaking.
c. The test to be analyzed is the English summative test forthe tenth grade
students at SMA DUA MEI.
d. The syllabus to be used is the syllabus which was made by the teacher
referenced to curriculum 2006.
D. Purpose of the Study
The purpose of the research is to describe whether each test items of the
summative test for the tenth year students of SMA DUA MEI represent the
indicators as suggested its syllabus as an indicator of the content validity. And the
result of this study is expected to give a description for the readers about an
analysis of the content validity toward the summative test. It also can be used as
an input for the readers; especially for the English teachers, the headmaster, and
all people who are involved and responsible in developing quality of education. In
other word, it is useful for all people to know the characteristics of a good test and
for the researchers as the basic for conducting further research.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Language Test
1. The Definition of Test
In order to know how well the result of teaching learning processes is, a
teacher must evaluate it. One of the evaluation instruments is a test. There are
many definitions of test. Michel T. Nietzel, said that “Test is a systematic
procedure for observing and describing a person’s behavior in standard
situation”1.
While Grounlund said in his book, Measurement and Evaluation in Teaching,
“Test is an instrument or systematic procedure for measuring a sample of
behavior. (Answer the question “How well does the individual perform – either in
comparison with others or in comparison with a domain of performance
tasks?”).”2
According to Anthony J Nitko, “Test is systematic procedure for observing
and describing one or more characteristics of person with the aid of either a
numerical of category system.3
Wilmar Tinambunan said, “A test is a set of question, each of which has a
correct answer, that examinees usually answer orally or in writing.”4
Based on the definition above the writer can conclude that test is a group of
questions to measure some skills or knowledge that should be responded by
students. In addition, test has important role in teaching. Through testing, teachers
are able to discover the effectiveness of the instructional objective.
1 Michael T. Nietzel, Introduction to Clinical Psychology, (Englewood Cliffs: Prentice Hall,
1998), p.159 2 N.E. Groundlund, Measurement and Evaluation in Teaching, (USA : Mc. Millan Publishing
Company, 1985). p. 5 3 Anthony J. Nitko, Educational Test and Measurement An Introduction, (NewYork. Harcourt
Brace Jovanovic, Inc.1983), p.6 4 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen Pendidikan dan
Kebudayaan, 1988) p. 3
7
2. The Type of Test
According to Wilmar Tinambunan there are two types of tests used in
determining a person’s ability: aptitude test and achievement test.5 An aptitude
test is primarily designed to predict success in some future learning activity,
whereas an achievement test is designed to indicate degree of success in some
past learning activity. The major purpose of testing in the classroom is to measure
student achievement as an indication of progress toward educational objectives set
for the students.
While according to Mary and Sake, there are four basic types of language
tests: achievement tests, and proficiency tests, diagnostic tests, and aptitude tests. 6
1. Achievement test
Achievement-type or attainment tests are widely employed in language
teaching just as they are in most other subjects. They are used to measure the
amount and degree of control of discrete language and cultural items and of
integrated language skills acquired by the student within a specific period of
instruction in a specific course.
2. Proficiency test
Language proficiency tests are designed to measure control of language or
cultural items and communication skills already present at the time of testing,
irrespective of formal training. Such tests are generally used for specific
purposes; for example, to determine selection of students for a specific
program, to ascertain appropriate placement levels in courses or in advanced
training programs, and to judge the examinee’s readiness to perform specific
tasks in a work activity.
5 Ibid, p. 7
6 Mary Finocchiaro and Sydney Sake, Foreign Language Testing, (New York: Regents Publishing,
1983), p. 15
8
3. Diagnostic test
A diagnostic language test seeks to identify the specific strengths and
weaknesses of a foreign language student. It may contain the same types of
test items which are used in the achievement or proficiency tests.
4. The aptitude test
The aptitude test is conceived as a prognostic measure that indicates
whether a student is likely to learn a second language readily. It is generally
given before the student begins language study, and may be used to select
students for a language course or to place students in section appropriate to
their ability.7
Wilmar divided achievement test into four types: placement, formative,
diagnostic and summative.8
1. Placement test
Placement test is designed to determine the pupil performance at the
beginning of instruction. Thus, it is designed to sort news students into
teaching groups, so that they can start a course at approximately the same
level as the other students in the class.9 Before starting to study of a
course, the students need to take the test in order to know how well their
language ability. The result of the test can be used to place the students at
appropriate level with their ability.
2. Formative test
Formative test is intended to monitor learning progress during the
instruction and to provide continuous feedback to both pupil and teacher
concerning learning success and failures.10
Feedback to pupil provides
reinforcement of successful learning and identifies the specific learning
errors that are in need of correction. Feedback to the teacher provides
7 Ibid., p.p. 15-23
8Wilmar Tinambunan, Evaluation of Student Achievement, p.7
9 Ibid
10 Ibid. p. 8
9
information for modifying instruction and for prescribing group and
individual remedial work.11
3. Diagnostic Test
Diagnostic test is intended to diagnose learning difficulties during
instruction. Thus, it is concerned with the persistent or recurring learning
difficulties that are left unresolved by the standard corrective prescription
of formative evaluation.12
Diagnostic test is used to identify learners’
strengths and weaknesses. It is intended primarily ascertain what learning
still needs to take place.13
4. Summative test
Summative test typically comes at the end of a course (or unit) of
instruction. It is designed to determine the extent to which the instructional
objectives have been achieved and is used primarily for assigning course
grades or certifying pupil mastery of the intended learning outcomes.14
3. The Characteristic of a Good Test
A test can be regarded as a good one, if it has three characteristic; those are
validity, reliability, comprehensiveness, and practicality.15
William said “Validity
is the extent to which a test measure what is intended to measure”.16
Tests and
other evaluation instruments serve a variety of uses in the school, but before
teachers use test information, they should be confident that the test actually
measure something and what it measures is relevant to the use they intend to make
of the information. To be relevant, a test must first consistently measure
something. Therefore, teachers must examine both the consistency and relevancy
11
N.E. Groundlund, Measurement and Evaluation in Teaching, p.18 12
Tinambunan. loc.cit. 13
Athur Hughes, Testing for Language Teacher, (Great Britain: Cambridge Univercity
Press.,1995), p. 15 14
N.E. Groundlund, Measurement and Evaluation in Teaching, p. 7 15
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 15 16
William Wiersma and Stephent G Juts, Educational Measurement and Testing , (Boston:Allyn
and Bacon, 1990), p.183
10
of an instrument before they use the resulting information. A classroom test
should be both consistent and relevant.17
Validity refers to the extent to which the results of an evaluation procedure
serve the particular uses for which they are intended. If the results are to be used
to describe pupil achievement, teachers should like them to represent the specific
achievement they wish to describe or to represent all aspects of the achievement
they wish to describe. If the results are to be used to predict pupil success in some
future activity, they should like them to provide as truthful an indication of future
success as possible.18
Test validity is the most critical factor to be judged in the total program of
foreign language testing. A test is valid when it measures effectively what is
intended to measure. For example, if a test is designed to measure aural
comprehension, it must do exactly this and not attempt to measure another skill
such as reading comprehension.
There are some different ways, in which validity can be established. Most
writers differ from each other in approaching and classifying validity. For the
more detailed explanation of validity, the writer will discuss in the next
subchapter.
The second characteristic of a good test is reliability. Reliability or stability of
a language test is concerned with the degree to which it can be trusted to produce
the same result upon repeated administration to the same individual or to give
consistent information about the value of a learning variable being measured.19
Therefore, to be considered reliable, a language test must obtain consistent result
and give consistent information.
The third characteristic of a good test is practicality. Practicality means that
test should be practical in administrating it. The criteria for practicality normally
17
Wilmar Tinambunan, Evaluation of Student Achievement, p. 11 18
Ibid. 19
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, p. 28
11
will be based upon such factors as economy, scorability, and administrability.
Economy means that the test should be as economical as possible in cost.
Scorability means that scoring of the test can be done easily effectively, without
giving a confusing matter and spending more time. Administrability means that
the test should be easy to administer. First, there should be a training session for
test administration, because it will facilitate the operation and save time an effort
later on. Second, test instructions should be clear and concise, and yet totally
comprehensible and complete.20
B. Validity
From the previous explanation that one of characteristics of a good test is
validity. Test validity is the most critical factor to be judged in the total of a
foreign language testing. A test is valid when it measures effectively what it is
intended to measure.
Validity really is not a simple concept; however, the concept of validity
reveals a number or aspect, each of which deserves our attention. Hughes
classifies validity into four: content validity, face validity, construct validity, and
criterion-related validity.21
1. Content Validity
Content validity is concerned with the extent to which the test is
representative of a defined body of content consisting of topics and
processes.22
Moreover, the test should reflect instructional objectives or
subject matters. But it is not expected that every knowledge or skill will
always appear in the test; there may simply be too many things for all of them
to appear in a single test.
20
Ibid., p.p. 30-31 21
Athur Hughes, Testing for Language Teacher, p. 22 22
William Wiersma, Educational Measurement and Testing , p.184
12
Wiersma divided content validity onto two parts, content validity of
teacher-constructed tests and content validity of published tests.23
Content
validity of teacher-constructed test essentially depends on the sampling of
items. If the test items adequately represent the domain of possible items, the
test has adequate content validity. When a test is not content valid, there are
two consequences. First, the students cannot demonstrate skills that they
possess if they are not tested. Second, irrelevant items are presented that the
students will likely answer incorrectly only because the content was not
taught. Both of these consequences tend to lower the test scores; as a result,
the test score is not an adequate measure of student performance relative to the
content covered by instruction.
Most teachers are quite familiar with the content they cover during
instruction, and, to a large extent, teacher-constructed tests have an inherent
content validity. However, in planning a test, teachers can use a
straightforward procedure that tends to improve content validity.
The second part is content validity of published tests. Teachers may, at
least on occasion, use published tests, some of which accompany curriculum
materials. The tests constructed for a specified textbook or set of materials
usually have high content validity if the materials are used as intended for
instruction. Sometimes materials are used as supplementary and are only
partially covered, in which case any accompanying tests would at least need to
be reviewed for content validity.
Many school system use standardized achievement tests prepared by
commercial publisher; for the most part, these are norm-referenced tests. The
content of such tests is fixed and is designed to have broad coverage.
Therefore, although such tests are usually very well constructed technically,
they may lack adequate content validity when used in a specific situation.
When curriculum committees or test selection committees in a school system
23
Ibid., p.p. 185-186
13
are attempting to select a standardized achievement test, they are usually
grappling with the problem of content validity.24
Other statement comes from Groundlund “Content validity is a matter of
determining whether the sample is representative of the larger domain it is
supposed to represent”.25
In other words, content validity is concerned with
what goes into the test. Thus, the degree of content validity in a classroom test
relates to how well the test measure the subject matter content studied and the
behaviors which the test tasks require. A test will have high content validity if
the items are representative of the population of possible task. The focus of
content validity then is on the adequacy of the sample and not simply on the
appearance of the test. The test is examined to determine the subject-matter
content covered and responses pupil are intended to make to the content, and
this is compared with the domain of achievement to be measure. Thus, content
validity may be defined as the extent to which a test measures a representative
sample of the subject-matter content and the behavioral changes under
consideration.26
There are two importance of content validity. First, the greater test’s
content validity, the more likely it is to be an accurate measure of what it is
supposed to measure. Secondly, such a test is likely to have a harmful
backwash effect. Areas which are not tested are likely become areas ignored in
teaching and learning. The best a safeguard against this is to construct full test
specification and to ensure that the test content is a fair reflection of these.27
24
Ibid., p.187 25
N.E. Groundlund, Constructing Achievement Test, (London : Prentice-Hall of International, inc.,
1982) p. 127 26
Wilmar tinambunan, Evaluation of Student Achievement, p. 12 27
Athur Hughes, Testing for Language Teacher, p.p. 22-23
14
2. Face Validity
Face validity is a surface or appearance of test. As Alderson said “Face
validity refers to the test’s surface credibility or public acceptability”.28
While
Arthur said “Face Validity refers to the appropriateness of test items”.29
Substantially, there is no different view among definition above. They
would like to elaborate that a test is regarded as having face validity, if its
appearance is acceptable, it is clearly readable, and it has a clear instruction in
answering the test.
3. Construct Validity
William said “Construct validity is concerned with the psychological
constructs that are reflected in the scores of a measure or test”.30
Construct validity deals with construct and underlying theory of the
language learning and testing. J.B. Heaton states that if the test has construct
validity it is capable of measuring certain specific characteristics in
accordance with a theory of language and behavior and learning.31
4. Criterion-Related Validity
Criterion validity of a test involves the relationship or correlation between
the test score and the scores on the some measure representing an identified
criterion.32
For instance, the criterion measure may be another test. The
correlation coefficient can be computed between the scores on the test being
validated and the scores on the criterion. A correlation coefficient so used is
called a validity coefficient.33
There are two slightly different types of criterion validity; concurrent
validity and predictive validity.34
Concurrent validity applies if data on the
28
J. Charles Alderson, et. all. Language Test Construction & Evaluation, (Cambridge: Cambridge
University,1995), p. 172 29
Hughes, op.cit., p.27 30
William Wiersma and Stephent G Juts, Educational Measurement and Testing, p.193 31
JB. Heaton, Writing English Language test, (London and New York, Longman1998), p. 161 32
Wiersma, op.cit., p.189 33
Ibid 34
Ibid
15
two measures-test and criterion are collected at or about the same time.
Predictive validity applies if there is an intervening period between the time of
testing and the collection of data on the criterion.
C. Material, Syllabus and Curriculum
Instructional materials are partially related to syllabus and curriculum. This
close relation is the reason why the two are sometimes used synonymously by
some expert. In the present context, materials are an important component within
the curriculum. They are used to achieve the instructional objectives which have
been formulated. Therefore, instructional materials used for teaching learning
process must be selected carefully. They must be in consonant with the
curriculum so that the instructional objectives can be achieved.
According to Richards and Rodgers35
, the roles of instructional material
within functional or communicative methodology might be specified as follow:
1. Materials will focus on the communicative abilities of interpretation,
expression and negotiation.
2. Materials will focus on understandable, relevant and interesting exchange
of information rather than on the presentation of grammatical form.
3. Materials will involve different kinds of texts and different media, which
the learners can use to develop their competence through a variety of
different activities and tasks.
The world curriculum is used interchangeable with syllabus. A syllabus is a
reference of the courses a teacher teaches or intends to teach. Penny Ur stated that
“syllabus is a list of all the things that are to be taught in the courses”.36
35
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
(Cambridge: Cambridge University Press, 1986), p.30 36
Penny Ur, A Discourse in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1996), p. 176
16
Syllabus is a specification of what is to be taught in a language program and
the order which it is to be taught. A syllabus may contain all or any of the
following phonology, grammar, functions, notions, topics, themes, tasks.37
From the statements above, the writer can conclude that syllabus is a specific
plan of what is to be taught and a teacher translates into activities in the
classroom.
A syllabus is designed based on school program and students degrees. Besides
that, the content of the syllabus must be suitable with students’ condition and
relevant to early situation.
To make sure that learning process will run effectively, it’s needed for a
syllabus compiler to include the kind of student learning experiences, and the
brief of material in the syllabus. Characteristic of a syllabus:
1. Consist of comprehensive of list of:
a. Is ordered (easier, more essential items first)
b. Has explicit objectives (usually expressed in the introduction)
2. Is a public document
3. May indicate a time schedule
4. May indicate a preferred methodology or approach
5. May recommend materials38
Syllabus is part of curriculum excluding the element of curriculum evaluation.
Furthermore, curriculum is one of terms that are used in broad sense and narrower
sense. In its broad sense it is used to refer to all learning experiences that a person
encounters at school, including those aspects which influences them only
37
David Nunan, Teaching English as a Second Foreign Language: Syllabus Design,
(Massachusetts: Heinle Thomson Learning, 2001), p. 159 38
Penny Ur, A Discourse in Language Teaching: Practice and Theory, p. 178
17
subconsciously. In its narrower sense it refers to a person’s experiences in one
specific subject on the school timetable.39
David Nunan states that “curriculum is a large messy concept which can be
looked at in a number of ways. A very broad definition is that it includes all of the
planned learning experiences of an educational system.”40
Richards describes a curriculum as follow:
An educational program which states:
1. the educational purposes of the program (the ends);
2. the content, teaching procedures and learning experiences which will be
necessary to achieve this purpose (the means);
3. some means for assessing whether or not the educational ends have been
achieved.41
From the statements, the writer concludes that curriculum is the planned
learning experiences of an educational system with attention to the elements of
program of studies, program of activities and program of guidance.
The government decided competency standard and basic competence in the
curriculum. The competency standard and basic competence based on the latest
English syllabus for the second grade of Senior High School are states as follow:
Table 2.1
Standard competence and Basic Competence of Listening, Reading and
Writing in School-Level Curriculum
Standard Competency Basic Competence
Mendengarkan
7. Memahami makna dalam percakapan
7.1 Merespon makna dalam percakapan
transaksional (to get things done) dan
39
Roger Bowers and Christopher Brumfit, (Eds), Applied Linguistics and English Language
Teaching, (London and Basingstoke: Macmillan Publishers Limited, 1991), p. 11 40
Nunan, Teaching English as a Second Foreign Language: Syllabus Design, p. 55 41
Richards J. Platt and H. Weber, Longman Dictionary of Applied Linguistics (Longman: Harlow,
1985)
18
transaksional dan interpersonal dalam
konteks kehidupan sehari-hari
interpersonal (bersosialisasi) resmi dan
tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam
bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan
melibatkan tindak tutur: berterima
kasih, memuji, dan mengucapkan
selamat
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan
tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam
bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan
melibatkan tindak tutur: menyatakan
rasa terkejut, menyatakan rasa tak
percaya, serta menerima undangan,
tawaran, dan ajakan
8. Memahami makna dalam teks
fungsional pendek dan monolog yang
berbentuk narrative, descriptive, dan
news item sederhana dalam konteks
kehidupan sehari-hari
8.1 Merespon makna yang terdapat
dalam teks lisan fungsional pendek
sederhana (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak
resmi secara akurat, lancar dan
berterima dalam berbagai konteks
kehidupan sehari-hari
8.2 Merespon makna dalam teks
monolog sederhana yang menggunakan
ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks
19
berbentuk; narrative, descriptive, dan
news item
Berbicara
9. Mengungkapkan makna dalam
percakapan transaksional dan interpersonal
dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
resmi dan tak resmi secara akurat, lancar
dan berterima dengan menggunakan ragam
bahasa lisan sederhana dalam konteks
kehidupan sehari-hari dan melibatkan
tindak tutur: berterima kasih, memuji, dan
mengucapkan selamat
9.2 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
resmi dan tak resmi secara akurat, lancar
dan berterima dengan menggunakan ragam
bahasa lisan sederhana dalam konteks
kehidupan sehari-hari dan melibatkan
tindak tutur: menyatakan rasa terkejut,
menyatakan rasa tak percaya, serta
menerima undangan, tawaran, dan ajakan
10. Mengungkapkan makna dalam teks
fungsional pendek dan monolog sederhana
berbentuk narrative, descriptive dan news
item dalam konteks kehidupan sehari-hari
10.1 Mengungkapkan makna dalam bentuk
teks lisan fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi
dan tak resmi dengan menggunakan ragam
bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari
10.2 Mengungkapkan makna dalam teks
monolog sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar
dan berterima dalam konteks kehidupan
sehari- hari dalam teks berbentuk:
narrative, descriptive, dan news item
20
Membaca
11. Memahami makna teks fungsional
pendek dan esei sederhana berbentuk
narrative, descriptive dan news item
dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks
fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi
secara akurat, lancar dan berterima yang
menggunakan ragam bahasa tulis dalam
konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah
retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks
berbentuk narrative, descriptive, dan news
item
Menulis
12. Mengungkapkan makna dalam teks
tulis fungsional pendek dan esei sederhana
berbentuk narrative, descriptive dan news
item dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dalam bentuk
teks tulis fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi
dan tak resmi secara akurat, lancar dan
news item dalam konteks kehidupan
sehari-hari berterima yang menggunakan
ragam bahasa tulis dalam konteks
kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah
retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item
Adapted from content Standard of SMA DUA MEI English Syllabus 2006
21
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Study
The place of this study is taken at SMA DUA MEI. This is located at Jl. Haji
Abdul Gani No. 135 Cempaka Putih Timur. This research was begun by asking
for the English summative test sheet to the headmaster and English teacher. The
research started on June up to August 2014. It was conducted at the tenth year
students of SMA DUA MEI academic year 2013/2014.
B. Method of Study
One of the most important aspects in research is the using of methodology
determination. Generally, in social science scopes, there are quantitative and
qualitative. Quantitative research is research involving the use of structured
questions where the response options have been predetermined and a large
number of respondents are involved. While, qualitative research is collecting,
analyzing, and interpreting data by observing what people do or say.1
In this research the writer collected the data by doing unstructured interview to
the team teachers who made the test items on the summative test. And then the
writer analyzed the test items, whether each test item of the summative test for the
tenth year students of SMA DUA MEI represent the indicators as suggested its
syllabus as an indicator of the content validity.The test is measured with the
syllabus and indicators especially from reading and speaking skills.
So based on the data and types of information needed of this research, the
writer used qualitative research. Also, this study is categorized as descriptive
analysis. It described the conformity and inconformity of the SMA DUA MEI‟s
summative test with the syllabus and indicators.
1 H:\ipsrmehrigiulqualitativequantitativeresearch.html
22
C. Research Instrument
The research instruments are used by the writer in collecting the data were:
1. Paper/ test booklet
The writer asked the English summative test paper from the school.
2. English syllabus and indicators for the tenth year students of SMA 2 MEI
The writer analyzed the test items on the summative test and then conform
it to the English syllabus and the indicators.
3. Interview
Before analyzing the test, the writer interviewed the team teachers who
made the summative test, how they made the question of test items.
D. Technique of Data Collecting
There are two instruments used to get the data representing two variables,
they are English summative test and English syllabus of the even semester for the
tenth year students of SMA DUA MEI. The English summative test was held on
Wednesday, June 4th
, 2014.
E. Technique of Data Analysis
In analyzing the data, the writer used descriptive analysis of the test items per
number. The descriptive analysis described the information about the kind of the
test item which is conformed to the syllabus and indicators.
After analyzing the test items logically, then the writer makes comparison
between the English summative test and the syllabus. The collected data are
quantitatively and qualitatively analyzed. Quantitatively, the data are collected
using simple percentage formula. It is the formula:
F
P = ──× 100%
N
23
P : Percentage
F : Frequency of unconformity
N : Number of sample
It is used to find how many percent the test items represent the indicators
from the syllabus, and how many indicators represented by the test items.
In addition, the writer also compares the percentage with the criteria adopted
from Arikunto‟s opinion:
76 – 100 % = Good
56 – 75 % = Sufficient
40 – 55 % = Less good
< 40 % = Bad2
Beside, the writer compared the result of the analysis, whether it has
content validity or not, to the result of the interview from the team teachers
who made the summative test, if there is relation to the result found.
2 Suharsimi Arikunto, Prosedure Penelitian, (Jakarta: Rineka Cipta. 1992). P.313
24
F. The Test Item
This text is for questions 16 to 18.
Once upon a time rabbit wanted to cross a river but he could not swim. He
had an idea He saw a boss of crocodile swimming in the river. The rabbit asked
the boss of crocodile. “How many crocodile are there in the river?” “Where are
they? The rabbit asked for the second time.
“All of you are good, nice, gentle and kind. so I want to make a line in
order. Later I will know how kinds are you,” said the rabbit. Then, the boss of the
crocodile called all his friends and asked them to make a line in order from one
side to the other side of the river. Just then, the rabbit started to count while
jumping from one crocodile to another one. one......two.......there.....four.....until
twenty, and finally, he thanked all crocodile because he had crossed the river.
16. The story mainly tells us about....
a. Twenty crocodiles
b. The boss of the crocodiles
c. A rabbit and twenty crocodiles
d. A rabbit and the boss of crocodile
e. The boss of the crocodile and all his friends
17. We know from the first paragraph that the rabbit actually wanted ....
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodiles are
e. To know the number of crocodiles there
18. “All of you are good, nice, gentle and kind ...” (Paragraph 2)
The underline word is synonymous with....
a. Wild
b. Diligent
c. Cheerful
25
d. Easy going
e. Honorable
This text is for questions 19 to 24.
TANAH LOT
Tanah Lot is a well-known tourist resort in Bali. It really has very lovely
scenery with its natural beach. The rocks on the beach make it more beautiful. On
one of the rocky there is a Pura called „Pura Tanah Lot‟. It is the place where the
Hinduism followers do their prayer.
19. Tanah Lot is a well-known ... resorts in Bali.
a. Tour b. Tourist c. Tourism d. Touring e. Touristy
20. Based on the text, which statement is correct?
a. Tanah Lot is a popular tourist resort in Bali.
b. Tanah Lot is not a popular tourist resort in Bali.
c. Bali is a well-known tourist resort in Tanah Lot.
d. Bali is not well-known because of Tanah Lot.
e. Bali is small island
21. Tanah lot has a very lovely view. 'View' has a similar meaning with?
a. Scenery b. Beach c. Pura d. Rock e.Phenomenon
22. Where is the Pura Tanah Lot?
a. Beside a rocky hill
b. Behind a rocky hill
c. Under a rocky hill
d. On a rocky hill
e. In front of a rocky hill
23. The identification of Tanah Lot does not true based on the text is?
a. Tanah Lot is an unknown tourist resort in Bali.
b. It really has very lovely scenery with its natural beach.
26
c. The rocks on the beach make it more beautiful.
d. On one of the rocky hills there is a Pura called Pura Tanah Lot.
e. The place where the Hinduism followers do their prayer.
24. Eka : Are you free today?
Lidya : Yes, what‟s up?
Eka : Would you like to come with me to see the “Peterpan” show
tonight?
Lidya : Thanks, I‟d be delighted to. It‟s my favorite band.
What are the speakers going to do?
a. To stay at home.
b. To see Peterpan show.
c. To arrange their free time.
d. To watch Peterpan at home.
e. To come to their friend‟s house.
25. Mira : Hi Dad. I will be late because the committee will hold a meeting
after class.
Father : its okay but you must go straight after the meeting.
Mira : Don‟t worry. Dad
Mother : What did Mira say?
Father : She said that she would be late home today.
What is the most possible place where Mira is talking to her father?
a. Hall
b. Her home
c. The office
d. Her school
e. A meeting room
27
This text is for questions 26 to 28.
COMPANY ACCOUNTANT
Expanding wholesaler of stationery and office equipment requires, we need office
staff.
With good salary and good working condition for good applicant.
Apply with curriculum vitae to
Mrs. Barton
Office Equipment & Efficiency Works
PO Box 36 Whistle Woods UK
26. In Which section would you likely read the advertisement?
a. Company for sale.
b. Office equipment.
c. Job vacancy.
d. Entertainment Guide.
e. Stationery and office.
27. What position is offered in the advertisement?
a. Salesman.
b. Wholesaler.
c. Accountant.
d. Office staff.
e. Director assistant
28. Apply with curriculum vitae to Mrs. Barton. What information should the
applicant include in it?
a. Experience in managing a company.
b. A statement of salary wanted.
c. A prove of knowing about stationery.
d. A statement of responsibility
e. A statement of education and work experience.
29. My brother ___________________ (go) to college.
28
a. Goes b. Go c. Went d. Gone e. Going
30. He does not _________________ (drink) a coffee every day.
a. Drink b. Drinks c. Drank d. Drunk f. Drinking
31. The cookies are ________________ (bake) by me for writing a letter.
a. Bake b. Baking c. Baked d. Bakes e.Baken
32. They ___________ dance at the party tonight.
a. Will b. Are c. Is d. Was e.Were
33. Tono and Tini will ____________ (discuss) their task next day.
a. Discussing b. Discuses c. Discuss d. Discussed e. Discussion
34. Change into passive! I buy a ticket for watching the jazz festival.
a. A ticket is buy for watching the jazz festival.
b. A ticket are buy for watching the jazz festival.
c. A ticket is bought for watching the jazz festival.
d. A ticket was bought for watching the jazz festival.
e. A ticket were bought for watching the jazz festival.
35. Tania : Hay Bona, I passed UAN examination and got good score. I‟m
really happy.
Bona : Let me congratulate you.
What is kind of this expression above?
a. Expression of thanking
b. Expression of complimenting
c. Expression of congratulating
d. Expression of disbelief
e. Expressions of surprising
29
This is text for number 36-39
36. What is kind of the text above?
a. Procedure text
b. Narrative text
c. Announcement text
d. Advertisement text
e. Descriptive text
37. When will the English Speech Contest held?
a. 22 March 2013
b. 22 March 2012
c. 21 March 2012
d. 21 March 2013
e. 23 March 2013
38. Where is the place of English Speech Contest?
a. Yard of SMAN 208
b. Auditorium of SMAN 208
c. Hall of SMAN 208
d. Canteen of SMAN 208
e. Office room of SMAN 208
30
39. Who are the participants of English Speech Contest?
a. All students and teachers of SMAN 208
b. All students of SMAN and officers of SMAN 208
c. Teachers and officers of SMAN 208
d. All students of SMAN 208
e. The other students of SMAN 208
40. Thank you so much for helping me. I really.... it
a. Accept b. Agree c. Appreciate d. Deserve e. Love
41. I‟ll see you ... next week.
a. On b. In c. At d. With e. Or
42. This is an expression of disbelief ...
a. Thank you so much
b. Really!
c. Don‟t forget
d. I‟d love too
e. Ok, see you there
43. “Would you like to come over for dinner next Saturday?”
What does the sentence tell about?
a. Announcement
b. Advertisement
c. Invitation
d. Gratitude
e. Apologize
44. The weather is so cloudy. It ... rain this morning
a. Will be b. Is going to c. Will go d. Will have e. Going
31
45. A text tells about something to be remembered or short report is?
a. Invitation
b. Announcement
c. Advertisement
d. Apologized
e. Memo
46. The purpose of reported speech is to?
a. Describe
b. Retell what happen
c. Report something
d. Entertain
e. Persuade the reader that something is fun
The text is for number 47-50
How Earthquakes Happen
Earthquake is one of the most destroying natural disasters. Unluckily it
often happens in several regions. Recently a horrible earthquake has shaken West
Sumatra. It has brought great damages. Why did it occur? Do you know how an
earthquake happens?
Earthquakes are usually caused when rock underground suddenly breaks
along a fault. This sudden release of energy causes the seismic waves. It makes
the ground shake. When two blocks of rock or two plates are rubbing against each
other, they stick a little. They don't just slide smoothly. The rocks are still pushing
against each other, but not moving. After a while, the rocks break because of all
the pressure that's built up. When the rocks break, the earthquake occurs.
During the earthquake and afterward, the plates or blocks of rock start
moving, and they continue to move until they get stuck again. The spot
underground where the rock breaks is called the focus of the earthquake. The
place right above the focus is called the epicenter of the earthquake.
Mainly taken from: www.geo.mtu.edu/UPSeis/why.html
32
47. What is kind of the text above?
a. Procedure text
b. Reported speech
c. Explanation text
d. Descriptive text
e. Narrative text
48. What are the tenses usually used in the text above?
a. Past tense future
b. Present tense
c. Future tense
d. Continuous tense
e. Perfect tense
49. Give one example of passive voice that used in the text above?
a. It has brought great damages
b. Earthquake is one of the most destroying natural disasters
c. It often happens in several regions
d. Why did it occur?
e. It made the ground shake
50. Give one example of present tense that used in the text above?
a. Earthquake is one of the most destroying natural disasters
b. It has brought great damages
c. The place right above the focus is called the epicenter of the earthquake.
d. A horrible earthquake has shaken West Sumatra
e. Did you know how an earthquake happens?
33
G. Syllabus
Table 3.1
Standar Kompetensi Kompetensi Dasar Indikator
Mendengarkan
7. Memahami makna
dalam percakapan
transaksional dan
interpersonal dalam
konteks kehidupan
sehari-hari
7.1 Merespon makna
dalam percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
bahasa lisan sederhana
dalam berbagai konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: berterima kasih,
memuji, dan
mengucapkan selamat
7.2 Merespon makna
dalam percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
1. Mengidentifikasi makna
tindak tutur berterimakasih
2. Merespon tindak tutur
mengungkapkan
berterimakasih
3. Mengidentifikasi makna
tindak tutur memuji
4. Merespon tindak tutur
memuji
5. Mengidentifikasi makna
tindak tutur mengucapkan
selamat
6. Merespon tindak tutur
menunjukkan
mengucapkan selamat
7. Mengidentifikasi makna
tindak tutur menyatakan
rasa terkejut
8. Merespon tindak tutur
menyatakan rasa terkejut
9. Mengidentifikasi makna
tindak tutur menyatakan
rasa tak percaya
10. Merespon makna tindak
34
bahasa lisan sederhana
dalam berbagai konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: menyatakan rasa
terkejut, menyatakan
rasa tak percaya, serta
menerima undangan,
tawaran, dan ajakan
tutur menyatakan rasa tak
percaya
11. Mengidentifikasi makna
tindak tutur menerima
undangan, tawaran, dan
ajakan
12. Merespon makna tindak
tutur menerima undangan,
tawaran, dan ajakan
13. Mengidentifikasi makna
yang terdapat dalam teks
lisan fungsional pendek
sederhana (misalnya
pengumuman, iklan,
undangan dll.)
14. Merespon makna yang
terdapat dalam teks lisan
fungsional pendek
sederhana (misalnya
pengumuman, iklan,
undangan dll.)
15. Merespon makna dalam
teks monolog sederhana
berbentuk: narrative,
descriptive, dan news item
8. Memahami makna
dalam teks fungsional
pendek dan monolog
yang berbentuk
narrative, descriptive,
dan news item
sederhana dalam
konteks kehidupan
sehari-hari
8.1 Merespon makna
yang terdapat dalam
teks lisan fungsional
pendek sederhana
(misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan
berterima dalam
berbagai konteks
kehidupan sehari-hari
8.2 Merespon makna
dalam teks monolog
sederhana yang
menggunakan ragam
bahasa lisan secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dalam teks
35
berbentuk; narrative,
descriptive, dan news
item
Berbicara
9. Mengungkapkan
makna dalam
percakapan
transaksional dan
interpersonal dalam
konteks kehidupan
sehari-hari
9.1 Mengungkapkan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
berterima dengan
menggunakan ragam
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: berterima kasih,
memuji, dan
mengucapkan selamat
9.2 Mengungkapkan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tak resmi secara
akurat, lancar dan
1. Menggunakan tindak tutur
berterimakasih
2. Menggunakan tindak tutur
memuji
3. Menggunakan tindak tutur
mengucapkan selamat
4. Menggunakan tindak tutur
menyatakan rasa terkejut
5. Menggunakan tindak tutur
menyatakan rasa tak
percaya
6. Menggunakan tindak tutur
menerima undangan,
tawaran, dan ajakan
36
berterima dengan
menggunakan ragam
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari
dan melibatkan tindak
tutur: menyatakan rasa
terkejut, menyatakan
rasa tak percaya, serta
menerima undangan,
tawaran, dan ajakan
10. Mengungkapkan
makna dalam teks
fungsional pendek dan
monolog sederhana
berbentuk narrative,
descriptive dan news
item dalam konteks
kehidupan sehari-hari
10.1 Mengungkapkan
makna dalam bentuk
teks lisan fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi dengan
menggunakan ragam
bahasa lisan sederhana
dalam berbagai konteks
kehidupan sehari-hari
10.2 Mengungkapkan
makna dalam teks
monolog sederhana
dengan menggunakan
ragam bahasa lisan
secara akurat, lancar
dan berterima dalam
konteks kehidupan
sehari- hari dalam teks
37
berbentuk: narrative,
descriptive, dan news
item
Membaca
11. Memahami makna
teks fungsional
pendek dan esei
sederhana berbentuk
narrative, descriptive
dan news item dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan
11.1 Merespon makna
dalam teks fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan
berterima yang
menggunakan ragam
bahasa tulis dalam
konteks kehidupan
sehari-hari
11.2 Merespon makna
dan langkah-langkah
retorika dalam esei
sederhana secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan dalam teks
berbentuk narrative,
descriptive, dan news
item
1. Merespon teks fungsional
pendek berupa
pengumuman
2. Merespon teks fungsional
pendek berupa iklan
3. Merespon teks fungsional
pendek berupa undangan
4. Merespon teks monolog
sederhana berbentuk
narrative
5. Merespon teks monolog
sederhana berbentuk
descriptive
6. Merespon teks monolog
sederhana berbentuk news
item
7. Membaca nyaring
bermakna wancana ragam
tulis yang dibahas dengan
ucapan dan intonasi yang
benar
8. Mengindentifikasikan
topik dari teks yang di
baca
9. Menggunakan tata bahasa,
38
kosa kata, tanda
baca,ejaan, dan tata tulis
dengan akurat
10. Mengidentifikasi makna
dalam teks tulis narrative
11. Mengidentifikasi makna
dalam teks tulis descriptive
12. Mengidentifikasi makna
dalam teks tulis news item
13. Mengidentifikasi langkah-
langkah retorika dalam
teks tulis narrative
14. Mengidentifikasi langkah-
langkah retorika dalam
teks tulis descriptive
15. Mengidentifikasi langkah-
langkah retorika dalam
teks tulis news item
Menulis
12. Mengungkapkan
makna dalam teks
tulis fungsional
pendek dan esei
sederhana berbentuk
narrative, descriptive
dan news item dalam
konteks kehidupan
sehari-hari
12.1 Mengungkapkan
makna dalam bentuk
teks tulis fungsional
pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi
dan tak resmi secara
akurat, lancar dan news
item dalam konteks
kehidupan sehari-hari
1. Menulis gagasan utama
2. Mengelaborasi gagasan
utama
1. Membuat draft,
merevisi,menyunting
2. Menghasilkan teks
fungsional pendek seperti
pengumuman, iklan,
undangan
3. Menulis teks berbentuk
39
berterima yang
menggunakan ragam
bahasa tulis dalam
konteks kehidupan
sehari-hari
12.2 Mengungkapkan
makna dan langkah
retorika dalam esei
sederhana secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dalam teks
berbentuk narrative,
descriptive, dan news
item
narrative, descriptive, dan
news item
4. Menggunakan kalimat past
tense dalam
menyampaikan sebuah
peristiwa
5. Menggunakan kalimat
langsung dan tak langsung
dalam menulis narasi
6. Menghasilkan teks
berbentuk descriptive
7. Menghasilkan teks
berbentuk narrative
8. Menghasilkan teks
berbentuk news item
40
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. The Analysis and the Description of the Data
The writer analyzed the test materials whether they conform to the English
syllabus of SMA Dua Mei. To get the data, he took the questions sheet and the
English syllabus document to be analyzed. The data that the writer used in this
study is the English summative test for even semester, which is called Ulangan
Umum Semester Genap Tahun Pelajaran 2013/2014 for the tenth year students of
SMA Dua Mei. The total numbers of test items are 50 tests which consist of 15
items for listening section and 35 items for multiple choice items. The test was
held on Wednesday, June 4th
, 2014 with the given time 120 minutes.
Having investigated the summative test items, the writer is able to describe the
data as follows:
Table 4.1
The conformity between the summative test item and the syllabus
Basic Competence Based on the indicators of
reading
Items
number
11.1 Merespon makna dalam
teks fungsional pendek
(misalnya pengumuman,
iklan, undangan dll.) resmi
dan tak resmi secara akurat,
lancar dan berterima yang
menggunakan ragam bahasa
tulis dalam konteks
kehidupan sehari-hari
11.2 Merespon makna dan
langkah-langkah retorika
dalam esei sederhana secara
akurat, lancar dan berterima
1. Merespon teks fungsional
pendek berupa pengumuman
36, 37, 38, 39
2. Merespon teks fungsional
pendek berupa iklan
26, 27, 28
3. Merespon teks fungsional
pendek berupa undangan
4. Merespon teks monolog
sederhana berbentuk
narrative
16, 17
5. Merespon teks monolog
sederhana berbentuk
descriptive
41
dalam konteks kehidupan
sehari-hari dan untuk
mengakses ilmu pengetahuan
dalam teks berbentuk
narrative, descriptive, dan
news item
6. Merespon teks monolog
sederhana berbentuk news
item
7. Membaca nyaring bermakna
wancana ragam tulis yang
dibahas dengan ucapan dan
intonasi yang benar
8. Mengindentifikasikan topik
dari teks yang di baca
9. Menggunakan tata bahasa,
kosa kata, tanda baca,ejaan,
dan tata tulis dengan akurat
29, 30, 31,
32, 33, 34,
35, 40, 41, 44
10. Mengidentifikasi makna
dalam teks tulis narrative
18
11. Mengidentifikasi makna
dalam teks tulis descriptive
12. Mengidentifikasi makna
dalam teks tulis news item
13. Mengidentifikasi langkah-
langkah retorika dalam teks
teks tulis narrative
14. Mengidentifikasi langkah-
langkah retorika dalam teks
teks tulis descriptive
15. Mengidentifikasi langkah-
langkah retorika dalam teks
teks tulis news item
Basic Competence Based on the indicators of
speaking
Items
number
9.1 Mengungkapkan makna 1. Menggunakan tindak tutur
42
dalam percakapan
transaksional (to get things
done) dan interpersonal
(bersosialisasi) resmi dan tak
resmi secara akurat, lancar
dan berterima dengan
menggunakan ragam bahasa
lisan sederhana dalam
konteks kehidupan sehari-hari
dan melibatkan tindak tutur:
berterima kasih, memuji, dan
mengucapkan selamat
9.2 Mengungkapkan makna
dalam percakapan
transaksional (to get things
done) dan interpersonal
(bersosialisasi) resmi dan tak
resmi secara akurat, lancar
dan berterima dengan
menggunakan ragam bahasa
lisan sederhana dalam
konteks kehidupan sehari-hari
dan melibatkan tindak tutur:
menyatakan rasa terkejut,
menyatakan rasa tak percaya,
serta menerima undangan,
tawaran, dan ajakan
10.1 Mengungkapkan makna
dalam bentuk teks lisan
fungsional pendek (misalnya
pengumuman, iklan,
undangan dll.) resmi dan tak
berterimakasih
2. Menggunakan tindak tutur
memuji
3. Menggunakan tindak tutur
mengucapkan selamat 35
4. Menggunakan tindak tutur
menyatakan rasa terkejut
5. Menggunakan tindak tutur
menyatakan rasa tak percaya 42
6. Menggunakan tindak tutur
menerima undangan, tawaran,
dan ajakan
24, 43
43
resmi dengan menggunakan
ragam bahasa lisan sederhana
dalam berbagai konteks
kehidupan sehari-hari
10.2 Mengungkapkan makna
dalam teks monolog
sederhana dengan
menggunakan ragam bahasa
lisan secara akurat, lancar
dan berterima dalam konteks
kehidupan sehari- hari dalam
cx teks berbentuk: narrative,
descriptive, dan news item
Table 4.2
The Description of the Test Items
Items
number Samples Point of conformity
16, 17 16. The story mainly tells us
about....
a. Twenty crocodiles
b. The boss of the crocodiles
c. A rabbit and twenty
crocodiles
d. A rabbit and the boss of
crocodile
e. The boss of the crocodile
and all his friends
17. We know from the first
paragraph that the rabbit
actually wanted ....
The question of number 16 asks
students to identify what the text is
about. And the question of number
17 asks students indicate what the
rabbit wanted to do in the story. It
can be understood that this item
measures the student‟s ability in in
responding the narrative text. Thus,
these items conform to the
recommended indicator namely,
“merespon teks monolog sederhana
berbentuk narrative”.In addition the
text used is narrative text. Thus, it
44
a. To cross the river
b. To swim across the river
c. To meet the boss of
crocodile
d. To know where the
crocodiles are
e. To know the number of
crocodiles there
also conforms to the suggested text.
18 “All of you are good, nice,
gentle and kind ...” (Paragraph
2)
The underline word is
synonymous with....
a. Wild
b. Diligent
c. Cheerful
d. Easy going
e. Honorable
This question asks students to
determine the synonymous of good,
nice, gentle and kind from the
sentence. It can be understood that
this item measures the student‟s
ability in finding the suitable words
in the narrative text. Thus, this item
conforms to the recommended
indicator namely, “Mengidentifikasi
makna dalam teks tulis narrative”.
24, 43 24. Eka : Are you free
today?
Lidya : Yes, what‟s up?
Eka : Would you like to
come with me to see the
“Peterpan” show tonight?
Lidya : Thanks, I‟d be
delighted to. It‟s my favorite
band.
What are the speakers going to
do?
a. To stay at home.
The question of number 24 asks
students to indicate what the
speakers are going to do. And the
question of number 43 ask student
to identify the expression used in
the sentence It can be understood
that these items measure the
student‟s ability in finding
expression of invitation. Thus, these
items conform to the recommended
indicator namely, “merespon
dengan benar berbagai tindak tutur
45
b. To see Peterpan show.
c. To arrange their free
time.
d. To watch Peterpan at
home.
e. To come to their
friend‟s house.
43. “Would you like to come
over for dinner next Saturday?”
What does the sentence tell
about?
a. Announcement
b. Advertisement
c. Invitation
d. Gratitude
e. Apologize
interpersonal/ transaksional:
menerima undangan, tawaran, dan
ajakan”.
26, 27, 28 COMPANY ACCOUNTANT
Expanding wholesaler of
stationery and office equipment
requires, we need office staff.
With good salary and good
working condition for good
applicant.
Apply with curriculum vitae to
Mrs. Barton
Office Equipment & Efficiency
Works
PO Box 36 Whistle Woods UK
26. In Which section would you
likely read the advertisement?
The question of number 26 asks
students to determine the section
which the text could be found. And
the question of number 27 ask
student to identify the position
offered in the advertisement. It can
be understood that these items
measure the student‟s ability in
responding advertisement text.
Thus, these items conform to the
recommended indicator namely,
“merespon makna dalam teks
fungsional pendek berbentuk iklan”.
46
a. Company for sale.
b. Office equipment.
c. Job vacancy.
d. Entertainment Guide.
e. Stationery and office.
27. What position is offered in
the advertisement?
a. Salesman.
b. Wholesaler.
c. Accountant.
d. Office staff.
e. Director assistant
29, 30, 31,
32, 33, 34,
40, 41, 44
29. My brother ____ (go) to
college.
a. Goes
b. Go
c. Went
d. Gone
e. Going
30. He does not __ (drink) a
coffee every day.
a. Drink
b. Drinks
c. Drank
d. Drunk
e. Drinking
The questions of number 29 and 30
asks students to identify the suitable
verb used in the sentences. It can be
understood that these items measure
the student‟s ability in using tenses.
Thus, these items conform to the
recommended indicator namely,
“menggunakan tata bahasa yang
sesuai”.
35 Tania : Hay Bona, I passed
UAN examination and got good
score. I‟m really happy.
Bona : Let me congratulate
This question asks students to
identify the expression used in the
dialogue. It can be understood that
this item measures the student‟s
47
you.
What is kind of this expression
above?
a. Expression of thanking
b. Expression of
complimenting
c. Expression of
congratulating
d. Expression of disbelief
e. Expressions of surprising
ability in finding expression of
congratulating. Thus, this item
conforms to the recommended
indicator namely, “merespon
dengan benar berbagai tindak tutur
mengucapkan selamat”.
36, 37, 38,
39
36. What is kind of the text
above?
a. Procedure text
b. Narrative text
c. Announcement text
d. Advertisement text
e. Descriptive text
37. When will the English
Speech Contest held?
a. 22 March 2013
b. 22 March 2012
c. 21 March 2012
d. 21 March 2013
e. 23 March 2012
The question of number 36 asks
students to determine the type of the
text used in the story. And the
question of number 37 ask student
to indicate when the English Speech
Contest will be held. It can be
understood that these items measure
the student‟s ability in responding
announcement text. Thus, these
items conform to the recommended
indicator namely, “merespon makna
dalam teks fungsional pendek
berbentuk pengumuman”.
42 This is an expression of
disbelief ...
a. Thank you so much
b. Really!
c. Don‟t forget
This question asks students to
identify the expression of disbelief.
It can be understood that this item
measures the student‟s ability in
finding expression of disbelief.
48
d. I‟d love too
e. Ok, see you there
Thus, this item conforms to the
recommended indicator namely,
“merespon dengan benar berbagai
tindak tutur menunjukkan rasa tidak
percaya”.
Table 4.3
The inconformity between the summative test item and the syllabus
Items
number
Samples Point of inconformity
19, 20, 21,
22, 23, 46
TANAH LOT
Tanah Lot is a well-known
tourist resort in Bali. It really has
very lovely scenery with its
natural beach. The rocks on the
beach make it more beautiful. On
one of the rocky there is a Pura
called „Pura Tanah Lot‟. It is the
place where the Hinduism
followers do their prayer.
19.Tanah Lot is a well-known ...
resorts in Bali.
a. Tour
b. Tourist
c. Tourism
d. Touring
e. Touristy
46. The purpose of reported
speech is to?
The question of number 19 asks
students to determine the word
used in the sentence. And the
question of number 46 ask
student to determine the
purpose of reported speech. It
can be understood that these
items measure the student‟s
ability in responding the report
text. Thus, it can be concluded
that these questions do not
conform to the syllabus because
the indicator aren‟t included
into suggested indicator.
49
a. Describe
b. Retell what happen
c. Report something
d. Entertain
e. Persuade the reader that
something is fun
25 Mira : Hi Dad. I will be late
because the committee will hold
a meeting after class.
Father : its okay but you must
go straight after the meeting.
Mira : Don‟t worry. Dad
Mother : What did Mira say?
Father : She said that she would
be late home today.
What is the most possible place
where Mira is talking to her
father?
a. Hall
b. Her home
c. The office
d. Her school
e. A meeting room
This question asks students to
indicate the place where the
speaker is talking. It can be
understood that this item
measures the student‟s ability in
finding expression of
instruction. Thus, it can be
concluded that the question
doesn‟t conform to the syllabus
because the indicator is not
included into suggested
indicator.
45 A text tells about something to be
remembered or short report is?
a. Invitation
b. Announcement
c. Advertisement
d. Apologized
This question asks students to
identify a text that tells about
something to be remembered or
short report. It can be
understood that this item
measures the student‟s ability in
responding the memo text. Thus,
50
e. Memo it can be concluded that the
question doesn‟t conform to the
syllabus because the text is not
included into suggested text.
47, 48, 49,
50
How Earthquakes Happen
Earthquake is one of the most
destroying natural disasters.
Unluckily it often happens in
several regions. Recently a
horrible earthquake has shaken
West Sumatra. It has brought
great damages. Why did it occur?
Do you know how an earthquake
happens?
Earthquakes are usually caused
when rock underground suddenly
breaks along a fault. This sudden
release of energy causes the
seismic waves. It makes the
ground shake. When two blocks
of rock or two plates are rubbing
against each other, they stick a
little. They don't just slide
smoothly. The rocks are still
pushing against each other, but
not moving. After a while, the
rocks break because of all the
pressure that's built up. When the
rocks break, the earthquake
occurs.
During the earthquake and
The question of number 47 asks
students to determine the type of
the text used in the story. And
the question of number 48 ask
student students to determine
the tense used in the explanation
text. It can be understood that
these items measure the
student‟s ability in identifying
the tenses in the explanation
text.. Thus, it can be concluded
that these questions do not
conform to the syllabus because
the indicator aren‟t included
into suggested indicator.
51
afterward, the plates or blocks of
rock start moving, and they
continue to move until they get
stuck again. The spot
underground where the rock
breaks is called the focus of the
earthquake. The place right above
the focus is called the epicenter
of the earthquake.
Mainly taken from:
www.geo.mtu.edu/UPSeis/why.html
47. What is kind of the text
above?
a. Procedure text
b. Reported speech
c. Explanation text
d. Descriptive text
e. Narrative text
48. What are the tenses usually
used in the text above?
a. Past tense future
b. Present tense
c. Future tense
d. Continuous tense
e. Perfect tense
52
B. The Interpretation of the Data
The following table describes the total frequency of the conformity and the
unconformity of English summative test items to the syllabus based on the data of
item analysis result above. Based on the data of item analysis result, we can see
the table as follow:
Table 4.4
The Analysis Result of the Conformity and the Inconformity of English
Summative Test Items at Even Semester for the Tenth Year Students of
SMA Dua Mei
No Summative Test Items
Area Items Number Total Frequency
1.
The conformity test items
based on the indicators of
English syllabus
16, 17, 18, 24, 26, 27, 28,
29, 30, 31, 32, 33, 34, 35,
36, 37, 38, 39, 40, 41, 42,
43, 44
23 items = 65 %
2.
The inconformity test items
based on the indicators of
English syllabus
19, 20, 21, 22, 23, 25, 45,
46, 47, 48, 49, 50 12 items = 35 %
1. Percentage
Table 3.3 shows that the conformity of summative test with the English
syllabus is 65 % consist of 23 items. The percentage obviously falls into the
level of 56 – 75 %, based on Arikunto‟s opinion, it means sufficient. Then, the
inconformity between test items and English syllabus is 35% consist of 12
items. The calculations are explained bellow.
Based on the data of the conformity items number, the writer analyses:
53
P : Percentage
F : Frequency of conformity
N : Number of sample
F
P = ── × 100%
N
23
P = ── × 100%
35
P = 65 %
So, based on the calculation above the English summative test which is
administrated in the tenth year students of Dua Mei is 65% valid in terms of its
conformity with the indicators.
While, based on the data of the inconformity items number, the writer
analyses:
P : Percentage
F : Frequency of inconformity
N : Number of sample
F
P = ── × 100%
N
12
P = ── × 100%
35
P = 35 %
F
P = ── × 100%
N
F
P = ── × 100%
N
54
Table 4.5
The indicators represented by the test items
1. Merespon teks fungsional pendek berupa pengumuman
2. Merespon teks fungsional pendek berupa iklan
3. Merespon teks monolog sederhana berbentuk narrative
4. Menggunakan tata bahasa, kosa kata, tanda baca,ejaan, dan tata tulis
dengan akurat
5. Mengidentifikasi makna dalam teks tulis narrative
6. Menggunakan tindak tutur mengucapkan selamat
7. Menggunakan tindak tutur menyatakan rasa tak percaya
8. Menggunakan tindak tutur menerima undangan, tawaran, dan ajakan
Table 4.6
The indicators aren’t represented by the test items
1. Merespon teks fungsional pendek berupa undangan
2. Merespon teks monolog sederhana berbentuk descriptive
3. Merespon teks monolog sederhana berbentuk news item
4. Membaca nyaring bermakna wancana ragam tulis yang dibahas dengan
ucapan dan intonasi yang benar
5. Mengindentifikasikan topik dari teks yang di baca
6. Mengidentifikasi makna dalam teks tulis descriptive
7. Mengidentifikasi makna dalam teks tulis news item
8. Mengidentifikasi langkah-langkah retorika dalam teks tulis narrative
9. Mengidentifikasi langkah-langkah retorika dalam teks tulis descriptive
10. Mengidentifikasi langkah-langkah retorika dalam teks tulis news item
11. Menggunakan tindak tutur berterimakasih
12. Menggunakan tindak tutur memuji
13. Menggunakan tindak tutur menyatakan rasa terkejut
55
2. Content Analysis
Based on the tables and the explanation of the data above, we know that
some indicators are not suggested in the syllabus but they are included in the
test items whereas the indicators are still suggested in the standard
competence and basic competence. On the contrary, there are some indicators
that are not included in the test, but they are suggested in the syllabus.
Besides, there are indicators which dominate the test items. We can see
that the indicator “Menggunakan tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan akurat” represented 9 items number, and the indicator
“Merespon teks fungsional pendek berupa pengumuman” represented 4 items
number. On the other hand, there are some indicators which only have few
items number. Instead they just have one item number.
Ideally, it will be proportional if every indicator represented equally.
There are 21 indicators suggested in the syllabus, and they have to be
represented by 35 items number. So, every indicator should represent 1 or 2
items number. And we can see from table 4.6 that there are 13 indicators
which are not represented in the test item. So, based on the distribution of the
indicators shown by the table, the writer found that only 38% or 2/5 of the
indicators represent the test items, means 62% or 3/5 indicators are not
represented. The calculations are explained bellow:
P : Percentage
F : Frequency of indicators which cover the test items
N : Number of indicator
F
P = ── × 100%
N
F
P = ── × 100%
N
56
8
P = ── × 100%
21
P = 38 %
According to the item analysis above, the writer concludes that the
English summative test which is administrated in the tenth year students of
Dua Mei doesn‟t represent the whole indicators from the syllabus of the
even semester. On the other word, it doesn‟t test all what it is supposed to
test because there are 62% indicators which aren‟t assessed by the test, i.e.
construct under-represented.
3. The interview
Based on the unstructured interview with the English teacher of SMA Dua
Mei, as the test designer, she said that, she had constructed the test items
based on the English syllabus of the even semester adopted from the standard
competence and basic competence. On the contrary, the writer found that there
are some indicators aren‟t included in the syllabus whereas they are suggested
in the standard competence and basic competence. And also the test designer
said that, she made the test item individually because there isn‟t any special
team for constructing the test in that school.
57
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this research the writer analyzes based on two points of view. First, related
to the percentage, the writer found that the English summative test which is
administrated in the tenth year students of Dua Mei is 65% valid in terms of its
conformity with the indicators. The items tests that represent the suggested
indicators in the syllabus are 23 items and the inconformity items are 12 items.
So, based on Arikunto’s opinion, it means sufficient, because the percentage falls
into the level of 56-75%. And then, based on the content analysis, the writer found
that the test doesn’t represent the whole indicators from the syllabus of the even
semester. On the other word, it doesn’t test all what it is supposed to test because
there are 62% indicators which aren’t assessed by the test, i.e. construct under-
represented.
Therefore, the writer concludes that the English summative test of the even
semester on the tenth grade students of SMA Dua Mei hassufficient content
validity.
B. Suggestion
Before making a test, the test designer has tounderstand how to write a good
test in term of validity. And the indicators must be appropriate with the syllabus.
And the writer would like to suggest the test designer to:
1. Take the curriculum or syllabus into consideration in planning the test.
2. Take the proper sample of the materials as suggested by the syllabus.
3. Construct the item based on the indicators represented equally.
4. Examine the items to get more valid and reliable test by trying the items.
58
REFERENCES
Alderson J. Charles., et al.,Language Test Construction & Evaluation.
Cambridge: Cambridge University, 1995.
Arikunto, Suharsimi.Prosedure Penelitian.Jakarta: Rineka Cipta, 1992.
Bowers, Roger., and Brumfit, Christopher, (Eds).Applied Linguistics and English
Language Teaching. London and Basingstoke: Macmillan Publishers
Limited, 1991.
C. Richards, Jack., and S. Rodgers, Theodore. Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press, 1986.
Finocchiaro, Mary., and Sake, Sydney. Foreign Language Testing. New York:
Regents Publishing, 1983.
Gronlund, Norman E.Constructing Achievement Test. London : Prentice-Hall of
International, inc, 1982.
Gronlund, Norman E. Measurement and Evaluation in Teaching. Fourth Edition,
New York: McMillan Publishing, 1985.
H:\ipsrmehrigiulqualitativequantitativeresearch.html
Heaton, JB.Writing English Language test. London and New York:Longman,
1998.
Hughes, Athur. Testing for Language Teacher. Great Britain: Cambridge
Univercity Press,1995.
J. Nitko, Anthony.Educational Test and Measurement An Introduction. NewYork:
Harcourt Brace Jovanovic,1983.
J. Platt, Richards.,and Weber, H.Longman Dictionary of Applied Linguistics.
Longman: Harlow, 1985.
Nunan, David. Teaching English as a Second Foreign Language: Syllabus
Design. Massachusetts: Heinle Thomson Learning, 2001.
T. Nietzel,Michael. Introduction to Clinical Psychology. Englewood Cliffs:
Prentice Hall, 1998.
Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Departemen
Pendidikan dan Kebudayaan, 1988.
Ur, Penny.A Discourse in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press, 1996.
59
Wiersma, William and G Juts, Stephent.Educational Measurement and
Testing.Boston:Allyn and Bacon, 1990.
53
60
The Items that Conform to the Syllabus
Based on the item analysis, there are 23 items that represent the
suggested indicators by the syllabus
No item The question
16
Once upon a time rabbit wanted to cross a river but he could not
swim. He had an idea He saw a boss of crocodile swimming in the
river. The rabbit asked the boss of crocodile. “How many crocodile are
there in the river?” “Where are they? The rabbit asked for the second
time.
“All of you are good, nice, gentle and kind. so I want to make a
line in order. Later I will know how kinds are you,” said the rabbit.
Then, the boss of the crocodile called all his friends and asked them to
make a line in order from one side to the other side of the river. Just
then, the rabbit started to count while jumping from one crocodile to
another one. one......two.......there.....four.....until twenty, and finally, he
thanked all crocodile because he had crossed the river.
The story mainly tells us about....
a. Twenty crocodiles
b. The boss of the crocodiles
c. A rabbit and twenty crocodiles
d. A rabbit and the boss of crocodile
e. The boss of the crocodile and all his friends
This question asks students to identify what the text is about. It can be
understood that this item measures the student’s ability in responding the
narrative text. Thus, this item conforms to the recommended indicator namely,
“merespon teks monolog sederhana berbentuk narrative”. In addition the text
used is narrative text. Thus, it also conforms to the suggested text.
61
No item The question
17
We know from the first paragraph that the rabbit actually wanted ....
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodiles are
e. To know the number of crocodiles there
This question asks students to indicate what the rabbit wanted to do in the
story. It can be understood that this item measures the student’s ability in finding
factual information from the narrative text. Thus, this item conforms to the
recommended indicator namely, “merespon teks monolog sederhana berbentuk
narrative”. In addition the text used is narrative text. Thus, it also conforms to the
suggested text.
No item The question
18
“All of you are good, nice, gentle and kind ...” (Paragraph 2)
The underline word is synonymous with....
a. Wild
b. Diligent
c. Cheerful
d. Easy going
e. Honorable
This question asks students to determine the synonymous of good, nice,
gentle and kind from the sentence. It can be understood that this item measures
the student’s ability in finding the suitable words in the narrative text. Thus, this
item conforms to the recommended indicator namely, “mengidentifikasi makna
dalam teks tulis narrative”.
No item The question
62
24
Eka : Are you free today?
Lidya : Yes, what’s up?
Eka : Would you like to come with me to see the “Peterpan” show
tonight?
Lidya : Thanks, I’d be delighted to. It’s my favorite band.
What are the speakers going to do?
a. To stay at home.
b. To see Peterpan show.
c. To arrange their free time.
d. To watch Peterpan at home.
e. To come to their friend’s house.
This question asks students to indicate what the speakers are going to do. It
can be understood that this item measures the student’s ability in finding
expression of invitation. Thus, this item conforms to the recommended indicator
namely, “merespon dengan benar berbagai tindak tutur interpersonal/
transaksional: menerima undangan, tawaran, dan ajakan”.
No item The question
26
COMPANY ACCOUNTANT
Expanding wholesaler of stationery and office equipment requires, we
need office staff.
With good salary and good working condition for good applicant.
Apply with curriculum vitae to
Mrs. Barton
Office Equipment & Efficiency Works
PO Box 36 Whistle Woods UK
In Which section would you likely read the advertisement?
a. Company for sale.
b. Office equipment.
c. Job vacancy.
63
d. Entertainment Guide.
e. Stationery and office.
This question asks students to determine the section which the text could be
found. It can be understood that this item measures the student’s ability in
responding advertisement text. Thus, this item conforms to the recommended
indicator namely, “merespon makna dalam teks fungsional pendek berbentuk
iklan”.
No item The question
27
What position is offered in the advertisement?
a. Salesman.
b. Wholesaler.
c. Accountant.
d. Office staff.
e. Director assistant
This question asks students to identify the position offered in the
advertisement. It can be understood that this item measures the student’s ability in
responding advertisement text. Thus, this item conforms to the recommended
indicator namely, “merespon makna dalam teks fungsional pendek berbentuk
iklan”.
No item The question
28
Apply with curriculum vitae to Mrs. Barton. What information should
the applicant include in it?
a. Experience in managing a company.
b. A statement of salary wanted.
c. A prove of knowing about stationery.
d. A statement of responsibility
e. A statement of education and work experience.
64
This question asks students to identify the information should the applicant
include in the curriculum vitae. It can be understood that this item measures the
student’s ability in responding advertisement text. Thus, this item conforms to the
recommended indicator namely, “merespon makna dalam teks fungsional pendek
berbentuk iklan”.
No item The question
29
My brother ___________________ (go) to college.
a. Goes
b. Go
c. Went
d. Gone
e. Going
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
No item The question
30
He does not _________________ (drink) a coffee every day.
a. Drink
b. Drinks
c. Drank
d. Drunk
e. Drinking
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
65
No item The question
31
The cookies are ________________ (bake) by me for writing a letter.
a. Bake
b. Baking
c. Baked
d. Bakes
e. Baken
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
No item The question
32
They ___________ dance at the party tonight.
a. Will
b. Are
c. Is
d. Was
e. Were
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
No item The question
33 Tono and Tini will ____________ (discuss) their task next day.
a. Discussing
66
b. Discuses
c. Discuss
d. Discussed
e. Discussion
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
No item The question
34
Change into passive! I buy a ticket for watching the jazz festival.
a. A ticket is buy for watching the jazz festival.
b. A ticket are buy for watching the jazz festival.
c. A ticket is bought for watching the jazz festival.
d. A ticket was bought for watching the jazz festival.
e. A ticket were bought for watching the jazz festival.
This question asks students to change the sentence into passive. It can be
understood that this item measures the student’s ability in using tenses. Thus, this
item conforms to the recommended indicator namely, “menggunakan tata bahasa
yang sesuai”
No item The question
35
Tania : Hay Bona, I passed UAN examination and got good score.
I’m really happy.
Bona : Let me congratulate you.
What is kind of this expression above?
a. Expression of thanking
b. Expression of complimenting
67
c. Expression of congratulating
d. Expression of disbelief
e. Expressions of surprising
This question asks students to identify the expression used in the dialogue. It
can be understood that this item measures the student’s ability in finding
expression of congratulating. Thus, this item conforms to the recommended
indicator namely, “merespon dengan benar berbagai tindak tutur mengucapkan
selamat”.
No
item
The question
36
What is kind of the text above?
a. Procedure text
b. Narrative text
c. Announcement text
d. Advertisement text
e. Descriptive text
This question asks students to determine the type of the text used in the story.
It can be understood that this item measures the student’s ability in responding
68
announcement text. Thus, this item conforms to the recommended indicator
namely, “merespon makna dalam teks fungsional pendek berberntuk
pengumuman”.
No item The question
37
. When will the English Speech Contest held?
a. 22 March 2013
b. 22 March 2012
c. 21 March 2012
d. 21 March 2013
e. 23 March 2012
This question asks students to indicate when the English Speech Contest will
be held. It can be understood that this item measures the student’s ability in
responding announcement text. Thus, this item conforms to the recommended
indicator namely, “merespon makna dalam teks fungsional pendek berberntuk
pengumuman”.
No item The question
38
38. Where is the place of English Speech Contest?
a. Yard of SMAN 208
b. Auditorium of SMAN 208
c. Hall of SMAN 208
d. Canteen of SMAN 208
e. Office room of SMAN 208
This question asks students to indicate the place for English Speech Contest.
It can be understood that this item measures the student’s ability in responding
announcement text. Thus, this item conforms to the recommended indicator
namely, “merespon makna dalam teks fungsional pendek berberntuk
pengumuman”.
69
No item The question
39
Who are the participants of English Speech Contest?
a. All students and teachers of SMAN 208
b. All students of SMAN and officers of SMAN 208
c. Teachers and officers of SMAN 208
d. All students of SMAN 208
e. The other students of SMAN 208
This question asks students to indicate the participants of English Speech
Contest. It can be understood that this item measures the student’s ability in
responding announcement text. Thus, this item conforms to the recommended
indicator namely, “merespon makna dalam teks fungsional pendek berberntuk
pengumuman”.
No item The question
40
Thank you so much for helping me. I really.... it
a. Accept
b. Agree
c. Appreciate
d. Deserve
e. Love
This question asks students to determine the suitable words of the text. It can
be understood that these items measure the student’s ability in finding the suitable
words. Thus, this item conforms to the recommended indicator namely,
“menggunakan kosa kata yang sesuai”.
No item The question
41 I’ll see you ... next week.
a. On
70
b. In
c. At
d. With
e. Or
This question asks students to determine the suitable words of the text. It can
be understood that these items measure the student’s ability in finding the suitable
words. Thus, this item conforms to the recommended indicator namely,
“menggunakan kosa kata yang sesuai”.
No item The question
42
This is an expression of disbelief ...
a. Thank you so much
b. Really!
c. Don’t forget
d. I’d love too
e. Ok, see you there
This question asks students to identify the expression of disbelief. It can be
understood that this item measures the student’s ability in finding expression of
disbelief. Thus, this item conforms to the recommended indicator namely,
“merespon dengan benar berbagai tindak tutur menunjukkan rasa tidak percaya”.
No item The question
43
“Would you like to come over for dinner next Saturday?”
What does the sentence tell about?
a. Announcement
b. Advertisement
c. Invitation
d. Gratitude
71
e. Apologize
This question asks students to identify the expression used in the sentence. It
can be understood that this item measures the student’s ability in finding
expression of invitation. Thus, this item conforms to the recommended indicator
namely, “menggunakan dengan benar berbagai tindak tutur interpersonal/
transaksional: menerima undangan, tawaran, dan ajakan”.
No item The question
44
The weather is so cloudy. It ... rain this morning
a. Will be
b. Is going to
c. Will go
d. Will have
e. Going
This question asks students to identify the suitable verb used in the sentence.
It can be understood that this item measures the student’s ability in using tenses.
Thus, this item conforms to the recommended indicator namely, “menggunakan
tata bahasa yang sesuai”
72
The Items that do not conform to the Syllabus
Based on the item analysis, there are 12 items that don’t represent the
suggested indicators by the syllabus.
No item The question
19
TANAH LOT
Tanah Lot is a well-known tourist resort in Bali. It really has very lovely
scenery with its natural beach. The rocks on the beach make it more
beautiful. On one of the rocky there is a Pura called ‘Pura Tanah Lot’. It is
the place where the Hinduism followers do their prayer.
Tanah Lot is a well-known ... resorts in Bali.
a. Tour
b. Tourist
c. Tourism
d. Touring
e. Touristy
This question asks students to determine the word used in the sentence. It can be
understood that this item measures the student’s ability in responding the report text.
Thus, it can be concluded that the question doesn’t conform to the syllabus because
the text is not included into suggested text.
No item The question
20
Based on the text, which statement is correct?
a. Tanah Lot is a popular tourist resort in Bali.
b. Tanah Lot is not a popular tourist resort in Bali.
c. Bali is a well-known tourist resort in Tanah Lot.
73
d. Bali is not well-known because of Tanah Lot.
e. Bali is small island
This question asks students to determine the correct statement. It can be
understood that this item measures the student’s ability in finding factual information
from the repot text. Thus, it can be concluded that the question doesn’t conform to
the syllabus because the text is not included into suggested text.
No item The question
21
Tanah lot has a very lovely view. 'View' has a similar meaning with?
a. Scenery
b. Beach
c. Pura
d. Rock
e. Phenomenon
These questions ask students to determine the synonym and the antonym of
sentencesfrom the text. It can be understood that these items measure the student’s
ability in identifying the meaning from the report text.Thus, it can be concluded that
the question doesn’t conform to the syllabus because the indicator is not included into
suggested indicator.
No item The question
22
Where is the Pura Tanah Lot?
a. Beside a rocky hill
b. Behind a rocky hill
c. Under a rocky hill
d. On a rocky hill
e. In front of a rocky hill
74
These questions ask students to indicate the place of Pura Tanah Lot. It can be
understood that this item measures the student’s ability in finding factual information
from the repot text. Thus, it can be concluded that the question doesn’t conform to
the syllabus because the indicator is not included into suggested indicator.
No item The question
23
The identification of Tanah Lot does not true based on the text is?
a. Tanah Lot is an unknown tourist resort in Bali.
b. It really has very lovely scenery with its natural beach.
c. The rocks on the beach make it more beautiful.
d. On one of the rocky hills there is a Pura called Pura Tanah Lot.
e. The place where the Hinduism followers do their prayer.
This question asks students to identify the wrong fact about Tanah Lot based on
the text. It can be understood that this item measures the student’s ability in finding
factual information from the repot text. Thus, it can be concluded that the question
doesn’t conform to the syllabus because the text is not included into suggested text.
No item The question
25
Mira : Hi Dad. I will be late because the committee will hold a meeting
after class.
Father : its okay but you must go straight after the meeting.
Mira : Don’t worry. Dad
Mother : What did Mira say?
Father : She said that she would be late home today.
What is the most possible place where Mira is talking to her father?
a. Hall
b. Her home
75
c. The office
d. Her school
e. A meeting room
This question asks students to indicate the place where the speaker is talking. It
can be understood that this item measures the student’s ability in finding expression
of instruction. Thus, it can be concluded that the question doesn’t conform to the
syllabus because the indicator is not included into suggested indicator.
No item The question
45
A text tells about something to be remembered or short report is?
a. Invitation
b. Announcement
c. Advertisement
d. Apologized
e. Memo
This question asks students to identify a text that tells about something to be
remembered or short report. It can be understood that this item measures the student’s
ability in responding the memo text. Thus, it can be concluded that the question
doesn’t conform to the syllabus because the text is not included into suggested text.
No item The question
46
The purpose of reported speech is to?
a. Describe
b. Retell what happen
c. Report something
76
d. Entertain
e. Persuade the reader that something is fun
This question asks students to determine the purpose of reported speech. It can be
understood that this item measures the student’s ability in responding the repot text.
Thus, it can be concluded that the question doesn’t conform to the syllabus because
the text is not included into suggested text.
No item The question
47
How Earthquakes Happen
Earthquake is one of the most destroying natural disasters.
Unluckily it often happens in several regions. Recently a horrible
earthquake has shaken West Sumatra. It has brought great damages. Why
did it occur? Do you know how an earthquake happens?
Earthquakes are usually caused when rock underground suddenly
breaks along a fault. This sudden release of energy causes the seismic
waves. It makes the ground shake. When two blocks of rock or two plates
are rubbing against each other, they stick a little. They don't just slide
smoothly. The rocks are still pushing against each other, but not moving.
After a while, the rocks break because of all the pressure that's built up.
When the rocks break, the earthquake occurs.
During the earthquake and afterward, the plates or blocks of rock
start moving, and they continue to move until they get stuck again. The
spot underground where the rock breaks is called the focus of the
earthquake. The place right above the focus is called the epicenter of the
earthquake.
Mainly taken from: www.geo.mtu.edu/UPSeis/why.html
77
What is kind of the text above?
a. Procedure text
b. Reported speech
c. Explanation text
d. Descriptive text
e. Narrative text
This question asks students to determine the type of the text used in the story. It
can be understood that this item measures the student’s ability in responding
explanation text. Thus, it can be concluded that the question doesn’t conform to the
syllabus because the text is not included into suggested text.
No item The question
48
What are the tenses usually used in the text above?
a. Past tense future
b. Present tense
c. Future tense
d. Continuous tense
e. Perfect tense
This question asks students to determine the tense used in the explanation text. It
can be understood that these items measure the student’s ability in identifying the
tenses in the explanation text. Thus, it can be concluded that the question doesn’t
conform to the syllabus because the text is not included into suggested text.
No item The question
49 Give one example of passive voice that used in the text above?
a. It has brought great damages
78
b. Earthquake is one of the most destroying natural disasters
c. It often happens in several regions
d. Why did it occur?
e. It made the ground shake
This question asks students to indicate the example of passive voice used in the
text. It can be understood that these items measure the student’s ability in identifying
the tenses in the explanation text. Thus, it can be concluded that the question doesn’t
conform to the syllabus because the text is not included into suggested text.
No item The question
50
Give one example of present tense that used in the text above?
a. Earthquake is one of the most destroying natural disasters
b. It has brought great damages
c. The place right above the focus is called the epicenter of the
earthquake.
d. A horrible earthquake has shaken West Sumatra
e. Did you know how an earthquake happens?
This question asks students to indicate the example of present tense used in the
text. It can be understood that these items measure the student’s ability in identifying
the tenses in the explanation text. Thus, it can be concluded that the question doesn’t
conform to the syllabus because the text is not included into suggested text.
79
YAYASAN PENDIDIKAN DUA MEI
SEKOLAH MENENGAH ATAS (SMA) DUA MEI
(STATUS TERAKRIDITASI A)
Jl. H. Abdul Gani No.135 CempakaPutihCiputatTangerangTelp. (021) 7490034
SILABUS BAHASA INGGRIS
KURIKULUM SATUAN TINGKAT PENDIDIKAN (KTSP)
KELAS/SEMESTER : X/2
Standar Kompetensi Kompetensi Dasar Indikator
Mendengarkan
7. Memahami makna dalam
percakapan transaksional dan
interpersonal dalam konteks
kehidupan sehari-hari
7.1 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima yang menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks
kehidupan sehari-hari dan melibatkan tindak tutur:
berterima kasih, memuji, dan mengucapkan
selamat
7.2 Merespon makna dalam percakapan
1. Mengidentifikasi makna tindak tutur
berterimakasih
2. Merespon tindak tutur mengungkapkan
berterimakasih
3. Mengidentifikasi makna tindak tutur memuji
4. Merespon tindak tutur memuji
5. Mengidentifikasi makna tindak tutur
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transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima yang menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks
kehidupan sehari-hari dan melibatkan tindak tutur:
menyatakan rasa terkejut, menyatakan rasa tak
percaya, serta menerima undangan, tawaran, dan
ajakan
mengucapkan selamat
6. Merespon tindak tutur menunjukkan
mengucapkan selamat
7. Mengidentifikasi makna tindak tutur
menyatakan rasa terkejut
8. Merespon tindak tutur menyatakan rasa terkejut
9. Mengidentifikasi makna tindak tutur
menyatakan rasa tak percaya
10. Merespon makna tindak tutur menyatakan rasa
tak percaya
11. Mengidentifikasi makna tindak tutur menerima
undangan, tawaran, dan ajakan
12. Merespon makna tindak tutur menerima
undangan, tawaran, dan ajakan
13. Mengidentifikasi makna yang terdapat dalam
teks lisan fungsional pendek sederhana
8. Memahami makna dalam
teks fungsional pendek dan
monolog yang berbentuk
narrative, descriptive, dan news
item sederhana dalam konteks
kehidupan sehari-hari
8.1 Merespon makna yang terdapat dalam teks
lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak
resmi secara akurat, lancar dan berterima dalam
berbagai konteks kehidupan sehari-hari
8.2 Merespon makna dalam teks monolog
sederhana yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk;
narrative, descriptive, dan news item
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(misalnya pengumuman, iklan, undangan dll.)
14. Merespon makna yang terdapat dalam teks
lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.)
15. Merespon makna dalam teks monolog
sederhana berbentuk: narrative, descriptive,
dan news item
Berbicara
9. Mengungkapkan makna
dalam percakapan transaksional
dan interpersonal dalam
konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan menggunakan ragam
bahasa lisan sederhana dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: berterima
kasih, memuji, dan mengucapkan selamat
9.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan menggunakan ragam
1. Menggunakan tindak tutur berterimakasih
2. Menggunakan tindak tutur memuji
3. Menggunakan tindak tutur mengucapkan
selamat
4. Menggunakan tindak tutur menyatakan rasa
terkejut
5. Menggunakan tindak tutur menyatakan rasa tak
percaya
6. Menggunakan tindak tutur menerima
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bahasa lisan sederhana dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur:
menyatakan rasa terkejut, menyatakan rasa tak
percaya, serta menerima undangan, tawaran, dan
ajakan
undangan, tawaran, dan ajakan
10. Mengungkapkan makna
dalam teks fungsional pendek
dan monolog sederhana
berbentuk narrative,
descriptive dan news item
dalam konteks kehidupan
sehari-hari
10.1 Mengungkapkan makna dalam bentuk teks
lisan fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi dengan
menggunakan ragam bahasa lisan sederhana dalam
berbagai konteks kehidupan sehari-hari
10.2 Mengungkapkan makna dalam teks monolog
sederhana dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam
konteks kehidupan sehari- hari dalam teks
berbentuk: narrative, descriptive, dan news item
Membaca
11. Memahami makna teks
fungsional pendek dan esei
11.1 Merespon makna dalam teks fungsional
pendek (misalnya pengumuman, iklan, undangan
dll.) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa tulis
1. Merespon teks fungsional pendek berupa
pengumuman
2. Merespon teks fungsional pendek berupa iklan
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sederhana berbentuk narrative,
descriptive dan news item
dalam konteks kehidupan
sehari-hari dan untuk
mengakses ilmu pengetahuan
dalam konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah
retorika dalam esei sederhana secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk narrative, descriptive, dan news item
3. Merespon teks fungsional pendek berupa
undangan
4. Merespon teks monolog sederhana berbentuk
narrative
5. Merespon teks monolog sederhana berbentuk
descriptive
6. Merespon teks monolog sederhana berbentuk
news item
7. Membaca nyaring bermakna wancana ragam
tulis yang dibahas dengan ucapan dan intonasi
yang benar
8. Mengindentifikasikan topik dari teks yang di
baca
9. Menggunakan tata bahasa, kosa kata, tanda
baca,ejaan, dan tata tulis dengan akurat
10. Mengidentifikasi makna dalam teks tulis
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narrative
11. Mengidentifikasi makna dalam teks tulis
descriptive
12. Mengidentifikasi makna dalam teks tulis news
item
13. Mengidentifikasi langkah-langkah retorika
dalam teks tulis narrative
14. Mengidentifikasi langkah-langkah retorika
dalam teks tulis descriptive
15. Mengidentifikasi langkah-langkah retorika
dalam teks tulis news item
Menulis
12. Mengungkapkan makna
dalam teks tulis fungsional
pendek dan esei sederhana
berbentuk narrative, descriptive
dan news item dalam konteks
12.1 Mengungkapkan makna dalam bentuk teks
tulis fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara
akurat, lancar dan news item dalam konteks
kehidupan sehari-hari berterima yang
menggunakan ragam bahasa tulis dalam konteks
1. Menulis gagasan utama
2. Mengelaborasi gagasan utama
1. Membuat draft, merevisi,menyunting
2. Menghasilkan teks fungsional pendek seperti
pengumuman, iklan, undangan
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kehidupan sehari-hari kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika
dalam esei sederhana secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk narrative, descriptive, dan
news item
3. Menulis teks berbentuk narrative, descriptive,
dan news item
4. Menggunakan kalimat past tense dalam
menyampaikan sebuah peristiwa
5. Menggunakan kalimat langsung dan tak
langsung dalam menulis narasi
6. Menghasilkan teks berbentuk descriptive
7. Menghasilkan teks berbentuk narrative
8. Menghasilkan teks berbentuk news item
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YAYASAN PENDIDIKAN DUA MEI SEKOLAH MENENGAH ATAS (SMA) DUA
MEI
(STATUS TERAKRIDITASI A) Jl. H. Abdul Gani No.135 Cempaka Putih Ciputat Tangerang Telp. (021)
7490034
ULANGAN UMUM SEMESTER GENAP
TAHUN PELAJARAN 2014/2015
LEMBAR SOAL
Mata Pelajaran : BAHASA INGGRIS
Kelas : X
Hari, tanggal : Rabu, 4 Juni 2014
W a k t u : 120 menit
PETUNJUK UMUM :
1. Tulislah terlebih dahulu Nama dan Nomor Peserta Semester Anda pada lembar jawaban yang telah disediakan dengan menggunakan pensil 2 B
2. Periksa dan bacalah petunjuknya sebelum Anda menjawab 3. Laporkan kepada pengawas jika terdapat tulisan yang kurang
jelas, rusak atau jumlah soal kurang 4. Dahulukan menjawab soal-soal yang Anda anggap mudah 5. Periksa kembali pekerjaan anda sebelum diserahkan kepada
pengawas
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I. PILIHLAH JAWABAN YANG PALING TEPAT DI
ANTARA a, b, c, d DAN e DENGAN CARA
MENGHITAMKAN PADA JAWABAN YANG TELAH
DISEDIAKAN !
Listening section
In this section of the test, you will have the chance to show how well you understand spoken
English. There are four parts to this section with special direction for each part.
Part I
Questions 1 to 4
Directions:
ln this part of the test, you will hear some dialogues and questions spoken in English. The
questions and the dialogues will be spoken twice. They will not be printed in your test book,
so you must listen carefully to understand what the speakers are saying. After you listen to
the dialogue and the question about it, read the five possible answers, and decide which one
would be the best answer to the question you have heard. Now listen to a sample question.
You will hear:
Man : We are almost out of cereal.
Woman : I know. I will go to the grocery store to buy some more. I will also get some
milk, bread and fruit.
Man : Would you get me some instan noodles?
Woman : Sure.
Narrator : What does the man want the woman to buy?
A. Fruit.
B. Milk.
C. Bread.
D. Noodles.
E. Cereal.
The best answer to this question is "Noodles". Therefore you should choose answer (D).
1. a. Shopping at a grocery store
b. Going to a grocery store.
c. Following directions.
d. Giving directions to the man.
e. Walking down Maple street.
2. a. In the morning.
b. In the afternoon.
c. In the evening.
d. At noon.
e. At midnight.
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3. a. Expressing hope.
b. Expressing pride.
c. Expressing satisfaction
d. Showing happiness.
e. Asking for an apology.
4. a. Buying a book.
b. Celebrating a birthday.
c. Getting a beautiful book.
d. Giving a birthday present.
e. Thanking the man for his gift.
Part II
Questions 5 to 7
Directions:
ln this part of the test, you will hear some incomplete dialogues spoken in English, followed
by four responses, also spoken in English. The dialogues and the responses will be spoken
twice. They will not be printed in your test book, so you must listen carefully to understand
what the speakers are saying. You have to choose the best response to each question.
Now listen to a sample question.
Man : May I taste the caramel pudding you just made?
Woman : Of course you may. How does it taste?
Man : ....
Narrator : What is the most appropriate response for the man to reply?
A. It is very expensive, I think.
B. It‟s very delicious. I really enjoy the taste.
C. I think I will cook it myself.
D. I don‟t think I‟ll come with you.
Narrator : The best answer to the question "lt provides excellent service." is choice B.
Therefore, you should choose answer B.
5. Mark your answer on your answer sheet.
6. Mark your answer on your answer sheet.
7. Mark your answer on your answer sheet.
Part III
Questions 8 to 11
Directions:
In this part of the test, you will hear some dialogues or monologues spoken in
English. The dialogues or monologues will be spoken twice. They will not be printed in your
test book, so you must listen carefully to understand what the speakers are saying. After you
listen to the dialogue or monologue, look at the five pictures provided in your test book, and
decide which one would be the most suitable with the dialogue or monologue you have heard.
8. a. b. c.
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d. e.
9. a. b. c.
d. e.
10. a. b. c.
d. e.
11. a. b. c.
d. e.
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Part IV
Questions 12 to 15
Directions:
In this part of the test, you will hear some monologues. Each monologue will be spoken
twice. They will not be printed in your test book, so you must listen carefully to understand
what the speakers are saying. After you hear the monologue and the question about it, read
the five possible answers and decide which one would be the best answer to the question you
have heard.
12. a. Rail services.
b. Christmas holiday.
c. Airports.
d. Snowfalls.
e. Snowstroms.
13. a. Two.
b. Three.
c. Four.
d. Five.
e. Six.
14. a. Snakes.
b. Anacondas.
c. Kinds of snakes.
d. What an anaconda looks like.
e. Another name for an anaconda.
15. a. 10 – 20.
b. 10 – 30.
c. 20 – 30.
d. 20 – 40.
e. 30 – 40.
This is the end of the listening section.
This text is for questions 16 to 18.
Once upon a time rabbit wanted to cross a river but he could not swim. He had an idea
He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile.
“How many crocodile are there in the river?” “Where are they? The rabbit asked for the
second time.
“All of you are good, nice, gentle and kind. so I want to make a line in order. Later I
will know how kinds are you,” said the rabbit. Then, the boss of the crocodile called all his
friends and asked them to make a line in order from one side to the other side of the river.
Just then, the rabbit started to count while jumping from one crocodile to another one.
one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he
had crossed the river.
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16. The story mainly tells us about....
a. Twenty crocodiles
b. The boss of the crocodiles
c. A rabbit and twenty crocodiles
d. A rabbit and the boss of crocodile
e. The boss of the crocodile and all his friends
17. We know from the first paragraph that the rabbit actually wanted ....
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodiles are
e. To know the number of crocodiles there
18. “All of you are good, nice, gentle and kind ...” (Paragraph 2)
The underline word is synonymous with....
a. Wild
b. Diligent
c. Cheerful
d. Easy going
e. Honorable
This text is for questions 19 to 24.
TANAH LOT
Tanah Lot is a well-known tourist resort in Bali. It really has very lovely scenery
with its natural beach. The rocks on the beach make it more beautiful. On one of the rocky
there is a Pura called „Pura Tanah Lot‟. It is the place where the Hinduism followers do their
prayer.
19. Tanah Lot is a well-known ... resorts in Bali.
a. Tour b. Tourist c. Tourism d. Touring e. Touristy
20. Based on the text, which statement is correct?
a. Tanah Lot is a popular tourist resort in Bali.
b. Tanah Lot is not a popular tourist resort in Bali.
c. Bali is a well-known tourist resort in Tanah Lot.
d. Bali is not well-known because of Tanah Lot.
e. Bali is small island
21. Tanah lot has a very lovely view. 'View' has a similar meaning with?
a. Scenery b. Beach c. Pura d. Rock e. Phenomenon
22. Where is the Pura Tanah Lot?
a. Beside a rocky hill
b. Behind a rocky hill
c. Under a rocky hill
d. On a rocky hill
e. In front of a rocky hill
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23. The identification of Tanah Lot does not true based on the text is?
a. Tanah Lot is an unknown tourist resort in Bali.
b. It really has very lovely scenery with its natural beach.
c. The rocks on the beach make it more beautiful.
d. On one of the rocky hills there is a Pura called Pura Tanah Lot.
e. The place where the Hinduism followers do their prayer.
24. Eka : Are you free today?
Lidya : Yes, what‟s up?
Eka : Would you like to come with me to see the “Peterpan” show tonight?
Lidya : Thanks, I‟d be delighted to. It‟s my favorite band.
What are the speakers going to do?
a. To stay at home.
b. To see Peterpan show.
c. To arrange their free time.
d. To watch Peterpan at home.
e. To come to their friend‟s house.
25. Mira : Hi Dad. I will be late because the committee will hold a meeting after class.
Father : its okay but you must go straight after the meeting.
Mira : Don‟t worry. Dad
Mother : What did Mira say?
Father : She said that she would be late home today.
What is the most possible place where Mira is talking to her father?
a. Hall
b. Her home
c. The office
d. Her school
e. A meeting room
This text is for questions 26 to 28.
COMPANY ACCOUNTANT
Expanding wholesaler of stationery and office equipment requires, we need office staff.
With good salary and good working condition for good applicant.
Apply with curriculum vitae to
Mrs. Barton
Office Equipment & Efficiency Works
PO Box 36 Whistle Woods UK
26. In Which section would you likely read the advertisement?
a. Company for sale.
b. Office equipment.
c. Job vacancy.
d. Entertainment Guide.
e. Stationery and office.
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27. What position is offered in the advertisement?
a. Salesman.
b. Wholesaler.
c. Accountant.
d. Office staff.
e. Director assistant
28. Apply with curriculum vitae to Mrs. Barton. What information should the applicant
include in it?
a. Experience in managing a company.
b. A statement of salary wanted.
c. A prove of knowing about stationery.
d. A statement of responsibility
e. A statement of education and work experience.
29. My brother ___________________ (go) to college.
a. Goes b. Go c. Went d. Gone e. Going
30. He does not _________________ (drink) a coffee every day.
a. Drink b. Drinks c. Drank d. Drunk f. Drinking
31. The cookies are ________________ (bake) by me for writing a letter.
a. Bake b. Baking c. Baked d. Bakes e. Baken
32. They ___________ dance at the party tonight.
a. Will b. Are c. Is d. Was e.Were
33. Tono and Tini will ____________ (discuss) their task next day.
a. Discussing b. Discuses c. Discuss d. Discussed e. Discussion
34. Change into passive! I buy a ticket for watching the jazz festival.
a. A ticket is buy for watching the jazz festival.
b. A ticket are buy for watching the jazz festival.
c. A ticket is bought for watching the jazz festival.
d. A ticket was bought for watching the jazz festival.
e. A ticket were bought for watching the jazz festival.
35. Tania : Hay Bona, I passed UAN examination and got good score. I‟m really happy.
Bona : Let me congratulate you.
What is kind of this expression above?
a. Expression of thanking
b. Expression of complimenting
c. Expression of congratulating
d. Expression of disbelief
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e. Expressions of surprising
This is text for number 36-39
36. What is kind of the text above?
a. Procedure text
b. Narrative text
c. Announcement text
d. Advertisement text
e. Descriptive text
37. When will the English Speech Contest held?
a. 22 March 2013
b. 22 March 2012
c. 21 March 2012
d. 21 March 2013
e. 23 March 2012
38. Where is the place of English Speech Contest?
a. Yard of SMAN 208
b. Auditorium of SMAN 208
c. Hall of SMAN 208
d. Canteen of SMAN 208
e. Office room of SMAN 208
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39. Who are the participants of English Speech Contest?
a. All students and teachers of SMAN 208
b. All students of SMAN and officers of SMAN 208
c. Teachers and officers of SMAN 208
d. All students of SMAN 208
e. The other students of SMAN 208
40. Thank you so much for helping me. I really.... it
a. Accept b. Agree c. Appreciate d. Deserve e. Love
41. I‟ll see you ... next week.
a. On b. In c. At d. With e. Or
42. This is an expression of disbelief ...
a. Thank you so much
b. Really!
c. Don‟t forget
d. I‟d love too
e. Ok, see you there
43. “Would you like to come over for dinner next Saturday?”
What does the sentence tell about?
a. Announcement
b. Advertisement
c. Invitation
d. Gratitude
e. Apologize
44. The weather is so cloudy. It ... rain this morning
a. Will be b. Is going to c. Will go d. Will have e. Going
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45. A text tells about something to be remembered or short report is?
a. Invitation
b. Announcement
c. Advertisement
d. Apologized
e. Memo
46. The purpose of reported speech is to?
a. Describe
b. Retell what happen
c. Report something
d. Entertain
e. Persuade the reader that something is fun
The text is for number 47-50
How Earthquakes Happen
Earthquake is one of the most destroying natural disasters. Unluckily it often happens
in several regions. Recently a horrible earthquake has shaken West Sumatra. It has brought
great damages. Why did it occur? Do you know how an earthquake happens?
Earthquakes are usually caused when rock underground suddenly breaks along a fault.
This sudden release of energy causes the seismic waves. It makes the ground shake. When
two blocks of rock or two plates are rubbing against each other, they stick a little. They don't
just slide smoothly. The rocks are still pushing against each other, but not moving. After a
while, the rocks break because of all the pressure that's built up. When the rocks break, the
earthquake occurs.
During the earthquake and afterward, the plates or blocks of rock start moving, and
they continue to move until they get stuck again. The spot underground where the rock breaks
is called the focus of the earthquake. The place right above the focus is called the epicenter of
the earthquake. Mainly taken from: www.geo.mtu.edu/UPSeis/why.html
47. What is kind of the text above?
a. Procedure text
b. Reported speech
c. Explanation text
d. Descriptive text
e. Narrative text
48. What are the tenses usually used in the text above?
a. Past tense future
b. Present tense
c. Future tense
d. Continuous tense
e. Perfect tense
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49. Give one example of passive voice that used in the text above?
a. It has brought great damages
b. Earthquake is one of the most destroying natural disasters
c. It often happens in several regions
d. Why did it occur?
e. It made the ground shake
50. Give one example of present tense that used in the text above?
a. Earthquake is one of the most destroying natural disasters
b. It has brought great damages
c. The place right above the focus is called the epicenter of the earthquake.
d. A horrible earthquake has shaken West Sumatra
e. Did you know how an earthquake happens?