Abstract
Key Words: summative test, content validity, English syllabus, analyzes.
The objective of this study is to analyze the empirical evidence whether or not the English Summative Test for the second grade students of SMP PGRI 2 has good content validity and in line with syllabus.
The method of this research was content analysis. It was collected the English Summative Test question paper for the grade students of SMP PGRI 2 in odd semester 2013/2014 , and then examined the content of test items in order to judge what the test measures, and also analyzed on both of the relevance and coverage of content of the syllabus used by the school in relation to the test content to know their degree.
The finding of this research showed that the level of content validity of the English summative test for the second grade students of SMP PGRI 2 in the odd semester of the 2013/2014 academic year fell into the level 40-55%, which meant less good level
INTRODUCTION
A. Background of the Study
English is a foreign language in Indonesia. It has an important role in any sphere of activities especially in the term of education. Because of that, English language becomes the first foreign language that should be taught to students in every level of education in Indonesia. The government and private institution are struggling to enhance teaching and learning process of English in Indonesia.
In education, one of the important fields, which should be paid attention to, is an evaluation. It is considered that between teachings and evaluation is like two sides of a coin, which cannot be separated. Obviously, it contributes some information to the teaching and learning process, especially for a teacher.
Norman E Gronlund explains that evaluation is the systematic process of collecting, analyzing, and interpreting information to determine the extent pupils are achieving instructional objectives. Based on the statement above, evaluation has to be arranged systematically and has to be based on the curriculum so that we can get obvious and comprehensive analysis of the student’s achievements.
But Mimin Haryati assumed in her book Model dan Tingkat Penilaian Pada Satuan Pendidikan, evaluation is the identification of activities to see whether a planned program that has been achieved or not, valuable or worthless, and can also be to look at the implementation level of efficiency.
Anas Sudjiono assumed that an evaluation is a process to measure something. And it’s needed an instrument to do it. One of the evaluation instruments is a test. In other word based on the statement above test is measure of instrument. Test as an instrument should have a good quality, because the quality of the test will be influenced of the result.
There are numerous types of test. There are placement test, to provide information that will help to place students at the stage of the teaching program most appropriate to their abilities, proficiency test, to measure people’s ability in the language, diagnostic test, to identify learners’ strengths and weaknesses, and achievement test, to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives of language courses. The test which is usually used by teachers to know how far students have mastered the lessons is the achievement test.
There are two kinds of achievement test: progress achievement tests and final achievement tests or summative tests. Progress achievement tests are those administreted at the end of a course of study. They may be written and administreted by ministtries of education, official examining boards, or by members of teaching institution. Clearly the content of these tests must be related to the courses with which they are concerned, but the nature of this relationship is matter of disagreement among language testers. And the content of a final achievement test referred to as syllabus content approach.intended to measure the progress that students are making, and final achievement tests or summative tests are intended to measure the students’ achievement at the end of a course of study.
In order to measure accurately, the teachers should use a good test. It is not an easy work for them to make it because there are some characteristics or requirements that must be fulfilled. The characteristics of good test include validity, reliability, comprehensiveness, and practicality. Zainal Arifin said, if a test can give information and can be used to achieve the goal, then the test is valid.
Norman E. Gronlund said, “Validity is concerned with the interpretation and use of assessment result. For example, if we infer from an assessment that students have achieved the intended learning outcomes, we would like some assurance that our tasks provided a relevant and representative measure of the outcomes”
“The validity has three types of validation are important in your role as a classroom, those are content validity, face validity, and construct validity”. A test may be valid if it covers all of the three types it, but the most important and the primary concern of test used in the classroom instruction is content validity. “Content validity it can claim if a test actually sample the subject matter about which conclusion are to be drawn, if it requires the test-taker to perform the behavior that is being measured”. Content validity is concerned with the materials that the students have learned. The test should cover samples of the teaching materials given. To fulfill this, the teacher should refer his consideration to the teaching syllabus.
Based on the writer experienced in the Language Testing subject at 2011th, she found that there were some inadequacies in the summative on SMP PGRI 2 Ciputat test especially in the content of instruction; the themes, the type of texts, and the indicators. Consequently, the test which is designed to measure the students’ proficiency is not appropriate.
Because of the importance of content validity in a test, the writer tries to know whether the test items are in line with the syllabus or not. The English syllabus that is used here is the latest one recommended by national education department. The summative test which will be studied is taken from SMP PGRI 2 Ciputat for the first level students, academic year 2013 – 2014. The summative test is named: “UlanganUmum Semester GanjilTahunPelajaran 2013 – 2014.”
Therefore based on that problem, the writer tries to analyze and interpret it under the title: “An Analysis on the Content Validity of the Summative Test at Odd Semester for the Eight Students of SMP PGRI 2 Ciputat.”
B. Focus on The Reasearch
To make this writing easier to understand, the writer limit the study as follow:
- The writer focused only on the content validity of English summative test of the odd semester at second grade academic year of 2013/2014and writer focused only on readingand writing skills.
- The test to be analyzed is the English summative test for the tenth grade students at SMP PGRI 2 Ciputat.
- The syllabus to be used is the syllabus which was made by the teacher referenced to the latest curriculum 2013-2014.
C. Reasearch Questions
To make the study easy to understand, the writer formulates the problem whether each test items of the summative test for the second grades students of SMP PGRI 2 Ciputat represent the indicators as suggested its syllabus as an indicator of the content validity. The writer breaks down into two formulate:
- How many indicators represent on the syllabus?
- Is the English summative test having a good content validity?
D. Purpose of the Study
The purpose of the research is to describe whether each test items of the summative test for the eight students of PGRI 2 Ciputat represent the indicators as suggested by syllabus. And the result of this study is expected to give a description for the readers about an analysis of the content validity toward the summative test. It also can be used as an input for the readers; especially for the English teachers, the headmaster, and all people who are involved and responsible in developing quality of education. In other word, it
is useful for all people to know the characteristics of a good test and for the researchers as the basic for conducting further research.
E. Significance of Study
The results of the study are expected can contribute to all people in developing quality of English evaluation such as test designers, teachers, headmasters, and further researchers.
- For the test designer, it can be reference to measure content validity of English summative test. This study can give contribution or a useful input and feedback as bases for improving English summative test to the English teacher who join the test designer group. The teacher can take advantages from it as information about the effectiveness or failure of a method, and also students’ achievement in measuring the lesson.
- The results of this study are useful for the English teacher at SMP PGRI 2 Ciputat to know how far their students have understood the material that the teachers have already taught. It is also important to provide better insight and how to make the better English summative test to be used in evaluation activity. It is hoped to enrich the teachers to knowledge of analysis English summative test.
- For the headmasters, it is useful to check how well the English summative test which is designed by the teachers who join test designers group. It is also important to monitor their students’ progress in learning English.
- Finally, the result of this study can be used as a reference for the further researchers who are interested in analyzing similar study.
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