ANALYZING THE CONTENT VALIDITY OF THE ENGLISH
SUMMATIVE TESTS IN VOCATIONAL SCHOOLS
(A Case Study in Odd Semester of Second Year Technology Major in Tangerang Vocational Schools)
“Skripsi”
By
SHAUMI FITRIYANTI
NIM. 109014000070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
iv
ABSTRACT
SHAUMI FITRIYANTI, 2014, Analyzing the Content Validity of the English Summative Tests at Some Vocational Schools. (A Case Study in Odd Semester of Second Year Technology Major in Tangerang Vocational Schools), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
Key Words : Content validity, summative tests.
This study was carried out to find empirical evidence which vocational school whose English summative test has a good content validity, to conclude whether three vocational schools in Tangerang have made English summative tests in a good content validity, and to get the additional information whether the English teacher in those vocational schools can construct the English summative tests that have a content validity. The object of this study is the English summative test items in three vocational schools that have been accredited A up to C by the government.
The method used in this study was a qualitative and a quantitative method (a mixed method). The writer decides to use the Qual-quan model or the exploratory method because the data collection of the research in this skripsi mostly enhances the qualitative research. Continuingly, the quantitative data is used for presenting the numerical analysis in calculating the percentage of the conformity level between the English summative tests towards the syllabus for English subject.
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Tangerang Vocational Schools),Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci : Validitas isi, tes summative
Penelitian ini bertujuan untuk menemukan bukti empiris SMK manakah yang memiliki validitas isi yang bagus terhadap soal semester ganjil, menyimpulkan apakah butir soal-soal summatif SMK Tangerang tersebut sudah mencapai validatas isi yang bagus, dan untuk mendapatkan informasi tambahan apakah guru bahasa Inggris di masing-masing sekolah sudah mampu membuat butir soal sumatif yang memiliki validitas isi. Kemudian, objek dari penelitian ini adalah butir soal sumatif di tiga sekolah SMK di Tangerang yang sudah terakreditasi A sampai C oleh pemerintah.
Metode penelitian ini adalah kualitatif dan kuantitatif metode (metode campuran). Penulis menggunakan metode kualitatif dan kuantitatif atau disebut juga sebagai metode ekploratory karena data yang digunakan dalam penelitian ini adalah hampir semuanya mengarah pada penelitian kualitatif. Adapun data kuantitatif digunakan untuk menghitung prosentase kesesuaian butir soal sumatif dengan silabus bahasa Inggris.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praised be to Allah, Lord of the world, who has given the writer love
and blessing to finish her last assignment in her study, “Skripsi”. 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 contributions to all of
lecturers, institution, family and friends who have contributed in the 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 requirement for the degree S.Pd (Bachelor of Arts) in English Language Education.
The first, the writer also would like to express her thanks and gratitude to her beloved parents, M. Heriyanto and Rohimah whom never stop motivate her, pray for her every time, accompany her in every condition, and taking care of her until she being what she wants to be; her lovely old brother, Ahmad Kasful Anwar who always support her every time; and her lovely old sister, Djuwita Rosalina who never stop to give support to her and make an inspiration of never giving up to her. A thousand thanks for your precious time. Moreover, she would like to express her thanks and gratitude to her special friend, M. Noor Afdillah AA who has given his priceless time in giving her motivation, accompanying and supporting her in every condition.
Secondly, she would like to give her sincere thanks to her advisors Drs. Syauki, M.Pd and Desi Nahartini, M.Ed. who has given the writer precious help, the guidance, and the advices patiently during the completion and the
development of the study.
Thirdly, the writer also realized that she never finish this paper without the
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2. Drs. Syauki, M.Pd, as the Head of English Education Department. 3. Zahril Anasy, M.Hum, as the Secretary of English Education
Department.
4. Dra. Farida Hamid, M.Pd, as the academic advisor of English Education students in B class.
5. All lecturers in English Education Department who always give motivation and valuable knowledge during her study.
6. The Headmaster and English Teacher of SMKN 3 Tangerang, SMKN 1 Tangerang, and SMK Teknologi Informatika YPML Tangerang. 7. All of her friends in English Education Department 2009 academic
year, especially B class and her best friends (Siti Ulfah Herdiyani, Ismi Putri Rahmah, Amalia Putri, and Malia Ulfah).
The words are not enough to say any appreciation for their help and contribution in this paper. May Allah, the Almighty bless them all. Moreover, the writer also realized that this paper is far from perfect. It is a pleasure for her to get critiques and suggestions to make this paper better.
Ciputat, March, 2014
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TABLE OF CONTENTS
Approval ... i
Endorsement Sheet ... ii
Certification of Originality ... iii
Abstract ... iv
Abstrak ... v
Acknowledgement... vi
Table of Contents ... viii
List of Tables... x
List of Appendices ... xi
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. The Identification of the Problem ... 6
C. The Limitation of the Problem ... 7
D. The Formulation of the Problem ... 7
E. The Objective of the Study ... 7
F. The Significance of the Study ... 8
CHAPTER II: THEORETICAL FRAMEWORK ... 9
A. Language Test 1. The Definition of Test ... 9
2. Kinds of Test ... 10
a. Summative Test ... 10
b. Formative Test ... 11
c. Diagnostic Test... 12
d. Placement Test ... 13
B. The Criteria of a Good Test ... 13
1. Validity ... 13
2. Reliability ... 14
3. Practicality... 15
ix
4. Construct Validity ... 19
D. Curriculum and Syllabus ... 20
1. The Definition of Curriculum ... 20
2. Curriculum for Vocational School ... 21
3. English Subject in Curriculum for Vocational School ... 23
4. Syllabus ... 24
a. Syllabus for English Subject in Vocational School ... 24
b. The Use of Syllabus ... 26
E. Relevant Study ... 27
CHAPTER III: RESEARCH METHODOLOGY ... 29
A. Place and Time of the Study ... 29
B. The Object of the Study ... 29
C. Method of the Study ... 30
D. The Instrument of the Data ... 30
E. The Data Collection ... 31
F. The Technique of Data Analyzing ... 32
CHAPTER IV: RESEARCH FINDINGS ... 34
A. The Research Findings (The Description of the Data)... 34
B. Discussion of the Data ... 46
CHAPTER V: CONCLUSION AND SUGGESTION ... 51
A. Conclusion ... 51
B. Suggestion ... 52
REFERENCES ... 53
x
LIST OF TABLES
Table 1.1 The Standard Competence and Minimum Standard Competence Based on KTSP Curriculum for Vocational School (SMK) ... 4
Table 2.1 The Indicators of English Subject in the Syllabus for the Second Grade Technology Major in Three Vocational Schools Tangerang ... 25
Table 3.1 Criteria of Test Results Percentage ... 33
Table 4.1 Criteria of Test Results Percentage ... 35
Table 4.2 The Conformity between the English Summative Test Items and the Indicators of the English Syllabus at SMKN 3 Tangerang ... 36
Table 4.3 The Conformity between the English Summative Test Items and the Indicators of the English Syllabus at SMKN 1 Tangerang ... 38
x
Appendix 3 Data Card SMK Teknologi Informatika YPML Tangerang
Appendix 4 The English Summative Test of SMKN 3 Tangerang
Appendix 5 The English Summative Test of SMKN 1 Tangerang
Appendix 6 The English Summative Test of SMK Teknologi Informatika YPML Tangerang
Appendix 7 Transcript Interview of SMKN 1 Tangerang
Appendix 8 Transcript Interview of SMKN 3 Tangerang
Appendix 9 Transcript Interview of SMK Teknologi Informatika YPML Tangerang
Appendix 10 The English Syllabus of SMKN 3 Tangerang
Appendix 11 The English Syllabus of SMKN 1 Tangerang
Appendix 12 The English Syllabus of SMK Teknologi Informatika YPML Tangerang
1
CHAPTER I
INTRODUCTION
A.
The Background of the Study
English has been an international language whether as a first language or a second language in some countries.1 Besides, English is studied at schools in Indonesia from junior high school up to university because the purpose of teaching English in Indonesia is to develop the communication skill especially in oral and written; such as: listening, speaking, reading, and writing. This also has been stated in UU no. 20, 2003 that English subject is an adaptive subject that has aimed for giving English communication skill to students based on a certain major whether spoken or written.2In addition, English also has been one of the subjects at school which will be tested in National Examination (UAN).
Moreover, English subject is important for students in SMK or SMA. In SMK or vocational school, English subject is to acquire an English knowledge and an English basic skill for supporting the achievement of major competence, and to implement the acquisition of English capability and English skill in
communication whether in oral or written in intermediate level. Besides, English subject is to give a preparation for students in daily communication based on the global demand and to develop a communication skill higher.3
However, English subject in SMA or general school, is to develop communicative competence in spoken or written for achieving informational literacy, to build a belief about the importance of English in increasing the competitive feeling in the world, and to give an understanding to the students about a relationship between language and culture.4
1
Jeremy Harmer, The Practical of English Language Teaching, (New York: Longman Publishing, 1991), p. 1.
2
Badan Standar Nasional Pendidikan, Standar Isi Mata Pelajaran Bahasa Inggris untuk SMK, (Jakarta:2006),p. 384.
3
Ibid.
4
Therefore, vocational school students need English to support their communication based on the major that they taken, while senior high school students need English in general. Additionally, it becomes the reason of the writer interested in analyzing a vocational school as an object in her skripsi.
Concerning to the important of learning English, the teacher should
measure the students’ ability in acquiring English. In other word, the teachers need to lead the evaluation. As Gronlund states “Evaluation may be defined as the systematic process of collecting, analyzing, and interpreting information, to
determine the extent to which pupils are achieving objectives.”5
Furthermore,
Bachman said “Evaluation which involves in making value judgments and decisions can be best understood as one possible use of assessment, although judgments and decisions are often made in the absence of information from
assessment”6
. Thus, evaluation is an important aspect of teaching-learning process in which the teachers judge a whole aspect, such as: the materials, the methods, the techniques, and the objective of its school.
Regarding the evaluation, one of the ways to evaluate is by taking the test. Test is one of instrument to measure the students’ achievement whether or not they have understood the materials which have been taught. A test in plain
words is “a method of measuring a person’s ability or knowledge in a given domain”. 7
Test also can be called as a psychological or educational test. As stated by Carroll in Bachman’s book states “ …is a procedure to elicit certain behavior from which one can make inferences about certain characteristics of
an individual”.8
Moreover, there are some advantages for conducting a test. First, teacher can use a test to find students who need additional help. Second, a test can be used to find out whether the goal of the students’ performance is successful or
5
Norman E. Gronlund and Robert L. Linn,, Measurement and Evaluation in Teaching, (New York: Collier Mac-Millan Publishers, 1990), 6th edition, p.5.
6
Lyle. F. Bachman, Statistical Analyses forLanguage Assessment, (New York: Cambridge University Press,2004), p. 9.
7
H. Douglas, Second Edition, Teaching by principles (An Interactive Approach to Language Pedagody), (New York: Addison Wesley Longman,Inc, 2001), p. 384.
8
3
not. Third, a test can be used to reinforce learning, as Heaton says that “A test
which sets out to measure students’ performances as fairly as possible without in any way setting traps for them can be effectively used to motivate them”.9
Generally, there are many kinds of test; such as: summative test, formative test, diagnostic test, and placement test. However, a test which is usually used to measure the students’ achievement at the end of semester is
called “summative test”. Summative test is a test to evaluate the students’
comprehension about what they have been learnt for one semester and it is
usually held at the end of a course. The writer emphasizes what she said by
referring to Wood’s definition, he says “A summative test is a test that
measures the sum total of what a student has learnt at the end of a course of
study.”10
As the requirement of a good language test, the test should contain three criteria of a good test based on Farhady in Coombe et al„s book11, such as: 1) validity (the validity of a test is the extent to which it measures what it is supposed to measure and nothing else)12, 2) reliability (“reliability is the extent to which a test procedures consistent scores at different administration to the
same or similar group of examination”)13, and 3) practicality (practicality is the test instruments which is not expensive, has a time-efficient in making the test, can be easily measured, and the quality of the test is good). Thus, the first requirement that should be fulfilled in a good test is validity, because it is to be important to have a test which measure what should be measured.
There is one of validity which should be analyzed relates to the content; it is a content validity. Content validity is the validity which measure how far content of the test confirms what it should be measured as in syllabus. As
9
J.B Heaton, Writing English Language Test, (London: Longman Group, 1998), New Edition, p. 7.
10
Caroline Woods, Professional Development for Teachers Teaching and Assessing Skills in Foreign Language, (New York: University Press Cambridge, 2005), p. 25.
11
Christine Coombe, Peter Davidson, et al (ed.), The Cambridge Guide to Second Language Assessment, (New York: Cambridge University Press, 2012), p. 37-43.
12
Heaton, op.cit, p. 159.
13
Heaton states that content validity measures whether the items on the test are representative and relevant examples of whatever content or abilities have been designed to measure.14 Therefore, to know whether the test has content validity, the teacher should look the content standard (SI) of the curriculum which is reflected in syllabus.
Concerning to the important of content validity in question items test, the writer assumes that summative test should also reflect on the standard competence (standar kompetensi), the minimum competence(kompetensi dasar), and the indicators for one semester in the syllabus as a reflection of
[image:16.595.117.507.519.731.2]curriculum (KTSP) for vocational schools; it is supposed to have a good content validity. The following are the standard competence and the minimum competence based on KTSP curriculum which is revealed by the ministry of education number 22/2006 for second grade major in English subject at vocational school:
Table 1.1
Standard Competenceand Minimum Standard
Competence based on KTSP curriculum for vocational school
(SMK)
15Standard Competence Minimum Standard Competence
English Communication for Elementary Level
a) To understand a daily conversation whether proffesionally or personnaly with non native speaker.
b) To take simple messages whether direct or indirect interaction.
c) To describe the background knowledge and the job whether written or spoken.
d) To tell the past working experience and the
14
Heaton, op.cit, p. 160.
15
5
planning of work in the future.
e) To express kinds of feelings expression.
f) To understand the simple instructions.
g) To create the simple messages, the instructions and the lists by the specific vocabularies, the spellings and the correct writing.
Based on the standard competence and the minimum standard competence for second grade of vocational schools students above, thetest should have the test items which contain those points that include in the English syllabus.By having the conformity between the test and the syllabus, the test will have a good content validity.As Khodirin stated in his research thatthe test designer should concern more to the content validity in arranging a good test. To arrange a test should be based on the curriculum and syllabus.16Thus, the writer assumed that a test that has a good content validity if the test has conformed to the syllabus.
In a typical Indonesian school, the ones who are responsible in designing
a test for students are teachers. However, it is not easy for them to construct a good test. Based on the writer’s experience in Praktek Profesi Keguruan Terpadu(PPKT) at one of vocational school in South Tangerang, the writer found that the English summative test was carelessly constructed by the teacher. Some of test items were not appropriate with the indicators of the English syllabus. The teachers still did not concern on the conformity of the test items with the indicators in the English syllabus. They created the questions which were not in line with the syllabus and they created the question based on the material taught in a text book. For instance: there is a
16Khodirin, “
question test item which talks about “preposition of place”, however, there is not in line with the syllabus.
Regarding this problem, the writer is curious with some English summative tests of three vocational schools in Tangerang that has been accredited from A up to C whether they have a good content validity; especially for the second grade technology major. The writer will take three English summative tests in three vocational schools which have been accredited. Moreover, the writer wants to analyze how far the content validity
in each vocational school and the teacher’s ability is as a test designer in constructing the English summative test that has a content validity. At the final of this research, the writer presents the conformity attainment of English summative test items for each vocational school in Tangerang.
Based on the description of the problem above, the writer is interested in having a further research under the title “Analyzing the Content Validity of English Summative Tests in Vocational Schools”.
B.
The Identification of the Problem
The writer identifies some common problems which appear, like:
1. The English test items are not in line with the indicators in syllabus and the standard competence and the minimum standard competence in curriculum.
2. The teachers are still concern in making tests based on the material given which is not in line with the syllabus.
3. The inappropriate English syllabus is used by the teachers, because they just took the syllabus from many sources. They do not pay attention
whether it has been appropriate with their students’ needs, the aims and
7
C.
The Limitation of the Problem
The writer limits this research on the analysis of English summative tests in three vocational schools that have been accredited from A up to C; especially in terms of content validity because as the writer has explained in
the background of the study that the test should measured what should be measured. The content validity has an aim for measuring whether the indicators in syllabus has been covered in the test items. Therefore, the writer analyzed the content validity of English summative test in vocational schools which is based on the English syllabus for second grade technology major.
D.
The Formulation of the Problem
Based on the limitation of problem above, the writer formulates the problem as follow:
1. Which vocational school whose summative test having a good content validity?
2. Do the English summative tests for Second Grade Technology major at three vocational schools in Tangerang that has been accredited from A up to C have a content validity?
3. Have the English teachers in the three vocational schools been able to
construct the English summative test items that have a good content validity?
E.
The Objective of the Study
F.
The Significance of the Study
There are results of this study which are expected to contribute to three important elements in education and the next researcher, they are:
First, the English teachers will know how to develop the English summative test items that have a good content validity and to enrich their knowledge in arranging a good summative test.
Second, the writer hopes this paper can enhance the school principal in managing, controlling, and evaluating the teaching and learning process that can lead the success of the students at school. It can be achieved in making an evaluation confirms to a syllabus and a curriculum, because a syllabus and a curriculum is a guideline in teaching-learning process.
Third, the students as the object and subject in teaching-learning process will have the appropriate ability which relates to their own major after graduated from school based on what they have achieved in teaching and learning process.
9
CHAPTER II
THEORETICAL FRAMEWORK
A.
Language Test
1.
The Definition of Test
Actually, there are many ways to evaluate the students’ ability in teaching -learning process which has an aim for evaluating the progress of students’ ability and measuring the students’ achievement. One of the ways to evaluate is a test. In education, test is very important because it is one of devices in education to get the information about students’ achievement and to know how far learning objectives have been achieved.
By conducting the test, the teachers will know how deep the pupils acquire
the materials that have been taught, and know the form of students’ behavior
and characteristic. As Bachman defined, “A test is a procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual or a test is a particular type of measurement that focuses on eliciting a specific sample of performance”.1
Regarding this, Airasian and Russell also explain “Tests are composed of
short communications called questions or items”.2
It means that tests are a device for communication which has been arranged in test items. Moreover, Desmond Allison defines test in narrow sense that test is a kind of formal assessment which has been arranged and scheduled officially and has been limited by the available guidance.3
Based on some definitions above, the writer can conclude the test into three definitions. First, the test is a means or a procedure or a standardized device to measure the students’ achievement in acquiring knowledge about the
1
Lyle. F. Bachman, Statistical Analyses for Language Assessment, (Cambridge: Cambridge University Press,2004), p. 9.
2
Peter W. Airasian and Michael K. Russell, Classroom Assessment, (New York: McGraw-Hill Companies, Inc, 2008), p. 145.
3
subject after teaching-learning process. Second, it is one of the ways to measure the goal of achieving the learning objective. The last, a test is also a systematic procedure to get information about students’ certain characteristic.
2.
Kinds of Tests
In this study, the writer focuses on the summative test which relates to her research about analysis the content validity of English summative tests for second grade of technology major at three vocational schools that have been accredited A up to C. Meanwhile, to understand kinds of tests that are used by the test-makers for each purpose, the writer delivers four kinds of test based on Gronlund. They are summative test, formative test, placement test, and diagnostic test.4
Here the following four types of test based on each purpose that has been stated by Gronlund:
a.
Summative Test
Gronlund states “the summative test is given at the end of a course or unit of instruction, and the results are used primarily for assigning grades, or for certifying pupil mastery of the instructional objectives. The results can be also used, of course, for evaluating the effectiveness of the
instruction.”5
Therefore, summative test is a kind of test to measure the
students’ achievement and the teaching-learning process of the program
for one semester at the end of course. David and Roger have a similar definition with Gronlund which say “Summative assessments are conducted at the end of an instructional unit or semester to judge the final quality and quantity of student achievement and/or the success of the
instructional program”.6
4
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillan Publishing Co., Inc, 1981), p. 124.
5
Ibid, p. 126.
6
11
The summative test is also the final evaluation of instruction in tests, projects, term papers, and final exams form.7 Summative test has a meaning as an evaluation which is administered at the end of course and experience is being over.8 It means that the purpose of summative test is to measure the goal of a process at its completion.9
Similarly, summative test is usually used for measuring whether the program obtained its overall goals because the summative test covers the entire subjects unit (themes and topic) which are learnt in each semester.
For this reason, the content of summative test should be based directly on a detailed course syllabus and the materials used. Thus, the test makers should pay attention in arranging the content of summative test that will be administered to the students and they should describe the objectives of the programs in the summative test.
Concerning on statements above, the writer summarizes that a summative test is an assessment to find the empirical evidence about the effectiveness of teaching, so it should be confirmed to the objectives, activities, and instruction provided for the students. Similarly, by administering the summative test is given for the students; teachers are not only having a final report about the programs achievement, but also the
students’ ability in acquiring the materials. Therefore, the test-makers
should select the appropriate questions and the test items which can achieve the content standards and the minimum based competencies as in syllabus.
b.
Formative Test
According to Gronlund, “formative tests are given periodically during instruction to monitor pupil learning progress and to provide ongoing
7
Airasian and Russel, op.cit., p. 124.
8
Allison, op.cit., p. 65.
9
feedback to pupils and teacher”.10
However, Hughes says that a formative test is as same as a progress achievement test because they are
administered to measure the students’ progress.11
Similar with Wiersma and Stephen’s statement which explain that formative test happens in over
period of time and looks the students’ progress.12
The other expert also defines that a formative test is made for improving instruction of the course while the course is still in progress.13
Thus, a formative test is a test which is used to alter or to improve and
monitor learning progress toward the goals in the instruction of the course.
c.
Diagnostic Test
Diagnostic test is administered for checking the ability of the students’
or the students’ difficulties in acquiring materials. As Gronlund defines
that a diagnostic test is a test which is made not only for diagnosing learning difficulty during the implementation of instruction, but also the whole process.14
The other experts, Arthur defined “Diagnostic tests are used to
identify students’ strengths and weaknesses”.15 While Brown claims “A
diagnostic test is designed to diagnose particular aspects of language”.16
From the definition above, the writer conclude that a diagnostic test is used for analyzing the difficulties of the students or the strength of the students in some aspects of language at the starting or during the implementation of instruction.
10
Gronlund, op.cit., p. 125.
11
Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University Press, 1989), p.14.
12
William Wiersma and Stephen G. Jurs, Educational Measurement and Testing, (Boston: Allyn and Bacon, Inc, 1990), p.19.
13
Airasian and Russell, loc.cit.
14
Gronlund,loc.cit.
15
Hughes,loc.cit., p. 15.
16
13
d.
Placement Test
Placement test is the test that is arranged for measuring student’s ability in language and assigning student’s major in an appropriate grade of educational organization. Moreover, Gronlund defines placement tests are “pretests designed to measure (1) whether pupils possess the perquisite skills need to succeed in a unit or course or (2) to what extent pupils have already achieved the objectives of the planned instruction”.17 Meanwhile, Hughes states “placement tests are intended to provide information that will help to place students at the stage of the teaching program most
appropriate to their abilities”.18
The writer can conclude that placement test is a test which is held before the teaching program for getting information about students’ need and placing students’ stage based on their ability.
B.
The Criteria of a Good Test
The test that will be administered should have a good quality; it is important because it decides its result. Besides, the test should also well-constructed. A well-constructed means that the test fulfills the criteria of a good test. If the test is good, its result will reflect the true information about the test-takers’ achievement.
There are three common criteria which always become a consideration to make a good test for a test-maker based on Farhady in Coombe et al „s book19:
1.
Validity
Validity is the essential requirement or characteristic in a test. If the test does not have validity, it is not worth much; even, it has reliability.20 Validity is also the most complex criterion of a good test which the test usually
17
Gronlund, loc.cit.
18
Hughes, op.cit., p. 16.
19
Christine Coombe, Peter Davidson, et al (ed.), The Cambridge Guide to Second Language Assessment, (New York: Cambridge University Press, 2012), p. 37-43.
20
measures what is intended to measure.21 Besides, validity is also as the test-makers construction or as a selection of classroom assessments.
Moreover, there are more explanations about a validity which defined by Gronlund; like:
a. Validity refers to the result of a test or evaluation instrument for a given group of individuals, not to the instruments itself. Test makers sometimes speak the validity of the test, for the sake of the convenience, but it is more appropriate to speak of the validity of the
test result, or more special, of the validity of the interpretation to be made from the result.
b. Validity is a matter of degree. It doesn’t exist in an all or none basis.
Consequently, test makers should avoid thinking of evaluation results as valid or invalid. Valid is best considered in terms of categories that specify degree, such as high validity, moderate validity, and low validity.
c. Validity is always specific to some particular use. It should be never considered a general quality.22
Here, the example of validity: if the test-maker wants to measure the students’ writing ability, he or she can ask the students to write as many words as they can in fifteen minutes, then simply count the words for the final score. However, if the test-maker wants to measure the students’ ability in speaking, he or she uses an objective test or an essay test. It means that he or she does not measure what should be measured.
The writer emphasizes that validity is the important good criteria of a good test refers to the test which measure what should be measured or intended.
2.
Reliability
A test which is administered in different time, but it has a consistent score or the recent test score is not too different with the previous test score called
21
Brown, op.cit., p. 387.
22
15
reliability. As Gronlund says “reliability refers to the consistency of evaluation results, if the test-makers obtain quite similar scores when the same test administered to the same group on the different occasion. Then, it can conclude that the result has a high degree of reliability from one occasion to another. Similarly, if the teacher independently rate the same student in the same instrument and obtain the similar ratings, it can conclude that the result has a high degree of reliability”.23
It is similar with David and Roger Johnson’s definition, W. Johnson and T. Johnson defines “Reliability exists when a student’s performance remains the
same on repeated measurements”.24
According to Brown, reliability is a consistent and dependable test; if the test-makers give the same test to the same subject or matched subjects on two different occasions, the test itself should have similar results.25
Likewise, Allison claims “The reliability of a test concerns the accuracy and trustworthiness of its results: if we could erase the test from students’
memories and then repeat it, how similar would the results be?”26
As a result, a test is considered by reliability if the test-makers get the some result repeatedly. Reliability does not simply validity. It means that a reliable measures the subjects or materials given consistently, but not necessarily what it is supposed to be measured.
3.
Practicality
The third characteristic of a good test is practicality or usability. The term
practicality refers to the cost of copiers, the time in administering the test, the ease of scoring, and other factors teachers have decided before using a
particular measurement.27 Moreover, Popham uses term “practicality” as “usability”. He says:
23
Gronlund, op.cit., p. 65-66.
24
W. Johnson and T. Johnson, op.cit., p. 54.
25
Brown, op.cit., p. 386.
26
Allison, op.cit., p. 85.
27
Evaluators must be sensitive to the ease with which the tests can be administered. How long will they take to administer? How readily can tests be scored? How easily can tests results be interpreted? How expensive are the tests? Are they equivalent forms available for pretesting, post testing, and so forth? Is there evidence that the test is suitable for all the ethnic groups with whom it will be used?28
Therefore, Practicality is the third criteria of a good test which concerns in the cost, the time, and the ease in administering the test. If the test is expensive, difficult to be scored, and time consuming; it means the test is impractical.
C.
The Test Validity
1.
Content Validity
Content validity is how well the test construct as representative as the subject matter which should be covered in the test. It aims for measuring what should be measured as in syllabus and curriculum. As one of experts defines “Content validity is concerned with the extent to which the test is representative of a defined body of content consisting of topics and processes”.29
Moreover, in assessing the content validity of an achievement test, one asks, To what extent does the test require demonstration by the student of the achievement that constitutes the objectives of instruction in this area?” For a test to have high content validity, it should be a representative sample of both the content/topics and the cognitive processes/abilities objectives of a given course or unit-the test should contain a representative sample of the content and uses to which the content is to be applied.30
Content validity is one of a measuring instrument which measures the similarity of certain types of situations or subject matter. The instrument can be
28
W. James Popham, Educational Evaluation, (Boston: Allyn and Bacon, 1993), p. 126.
29
Wiersma and Jurs, op.cit., p. 184.
30
17
claimed by having high content validity if a sample of a great variety of items representing the area in which the students’ ability is being measured.31
Content validity is also called curricular validity, because materials that will be tested are based on curriculum. As Gareis and Grand explains that content validity concerned with how far an assessment is in line with the intended learning outcomes, standards, or objectives of an instructional unit.32 Therefore, If the test which is given to the students does not have a content validity, there will be consequences, there are: the students cannot demonstrate
skills that they possess if they are not tested, and also that irrelevant items are presented that students will likely answer incorrectly only because the content was not taught.33
However, there is a controversy of using the content validity in validating the test. One of the experts, who have a controversy with it, is Anastasi in the Construct of the Content Validity Journal by Sireci. She described that content validity is essential to measure the evaluation of achievement test. It means that the content validity can not be used in validating other types of test, such as: aptitude or personality test. Meanwhile, other experts; such as: Cronbach and Meehl in the Construct of the Content Validity Journal by Sireci revised that the four types of test validity is emphasized on a construct validity because it can be applied to all the test.34
Although, there is a controversy in using the content validity for validating the test, content validity still become one of the type of test validity which concern in validating the conformity of the test items with the samples of course unit. As American Psychological Association in the most recent version of Standards for Educational and Psychological Testing emphasized “a unitary
31
J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth: Principles of Tests and Measurement, (Boston: Allyn and Bacon, Inc, 1967), 3rd Edition, p. 287.
32
Christopher R. Gareis and Leslie W. Grant, Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning, (New York: Eye On Education, Inc, 2008), p. 37.
33
Wiersema, op.cit., p. 185.
34
conceptualization of validity, retained the importance of content domain
representation.”35
In addition, based on Hughes, there are two importance things of content validity. First, “the grater test’s content validity, the more likely it is to be an accurate measure of what it is supposed to measure. Secondly, 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 content is a fair reflection of these”.36
To sum up, the writer assumes that a content validity measures how well the subject matter covered in a test and it can be analyzed by using the checklist table for measuring the conformity between the tests content with what should be measured, such as: the indicators in syllabus.
2.
Criterion Validity
Criterion validity of a test is a relationship or a correlation between the test scores and scores on some measures which represent an identified criterion.37 Similarly, Gronlund says “Criterion validity may be defined as the extent to which the performance is related to some other valued measure of
performance”.38
Besides, whenever the test scores are to be used to predict future performance or to estimate current performance on some valued measure other than the test itself, it is called criterion validity.
There are two kinds of criterion validity, such as: Concurrent validity (it applies if data on the two measures- test and criterion are collected at or about
the same time and if the test scores can estimate a specified present performance)39 and Predictive validity (it applies if there is an intervention
35
Ibid., p. 100.
36
Hughes, op.cit., p. 27.
37
Wiersma and Jurs, op.cit., p. 189.
38
Gronlund, op.cit., p. 72.
39
19
period between the time of testing and the collection of data on the criteria and if the test scores can predict a specified future performance).40
Thus, criterion validity is a validity which compares a measurement with some objective standard and it has also two types, such as: concurrent validity and predictive validity which has own meaning.
3.
Face Validity
Face validity is closely related to a surface or appearance of test. As Alderson et al., says that face validity refers to the credibility or public acceptability of the test surface.41 Moreover, Heaton defines “If a test item looks right to other testers, teachers, moderators, and testers, it can be described as having at least face validity”.42
From the definition above, the writers assumes that face validity means the test appearance which is readable, acceptable, and appropriate with what supposed to test.
4.
Construct Validity
Hopkins and Antes says “Construct validity is an indication of the
relationship between what a theory predicts and what test scores how”.43
As Heaton also states, “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”.44 This type of validity assumes the existence of certain learning theories or constructs underlying the acquisition of abilities and skills.
40
Ibid.,
41
J. Charles Alderson, Caroline Clapham, and Diane Wall, Language Test Construction and Evaluation, (New York: Cambridge University Press, 1995), p. 172.
42
J. B Heaton, Writing English Language Tests, (New York: Longman Group UK Limited, 1988), New Edition, p. 159.
43
Charles D. Hopkins and Richard L. Antes, Classroom Measurement and Evaluation, (Illinois: F.E. Peacock Publishers, Inc, 1990), 3rd Edition, p.331.
44
In the other hand, the writer concludes that construct validity refers to validity which measures the behavior or psychological and certain characters of the students.
D.
Curriculum and Syllabus
1.
The Definition of Curriculum
Curriculum means the basic standard or the objective which is used for guiding a success of teaching-learning process. As stated by Ornstein and Hupkins that curriculum is as a written document or a plan which contains strategies in achieving desired goals.45 Besides, curriculum also contains scopes, sequences, and methods for conducting teaching-learning process.
Moreover, “a curriculum is the content, standards, or objectives from which schools hold students accountable. Others claim that a curriculum is the set of instructional strategies teachers plan to use”.46
Curriculum has four aims based on Richards; they are “to provide a clear definition of the purposes of a program, to provide guidelines for teachers, learners, and materials writers, to help provide a focus for instruction, to
describe important and realizable changes in teaching”.47
In addition, every curriculum has a content based standard which will lead teaching-learning process in every institution or schools. Here the following of
content based standard are:
1) The basic framework and the structure of curriculum which are as guidance in arranging a set of curriculum.
45
Allan C. Ornstein and Francis P. Hupkins, Curriculum: Foundations, Principles, and Issues, (Boston: Allyn and Bacon, 1993), 2nd Edition, p. 10.
46
George J. Posner, Analyzing the Curriculum. ( New York: McGraw-Hill Companies, Incc, 2004), 3rd Edition, p. 5.
47
21
2) The quantity of subject or materials for the elementary students up to middle students.
3) A set of curriculum which will be developed by institution or schools based on an arranging guidance curriculum which does not separate from the based standard.
4) The educational calendar is arranged for showing the teaching-learning events at schools or other institutions.48
The writer concludes that curriculum is a written document which describes
objectives, goals, scope and sequences, and systems as a guideline for implementing the teaching-learning process.
2.
Curriculum for Vocational School (SMK)
Vocational school is a school which is focused on the rationales of the learning and theory.49 It means that vocational school students do not only concern in acquiring the materials or getting the knowledge, but also they concern in getting the experience or applying the theories and skills that they have gotten in a classroom. Furthermore, the materials or the theory that have been learnt by the students should correlate to their major. It supposes to the students’ knowledge can be applied in the workplace as the major that they have been taken.
Vocational education refers to vocational school and workplace that the students have to build their professional competence by building meaningful relations between knowledge, skills, and attitudes. In other words, the aims of
vocational education are integrating knowledge, skills, and attitudes while they are simultaneously need to develop a professional identity.
There are the reasons why vocational school is chosen by students rather than general school, they are: First, vocational school offers many subjects that
48
Putu Sudira MP, Kurikulum Tingkat Satuan Pendidikan (SMK), (Jakarta: Departemen Pendidikan Nasional Direktoral Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Kejuruan Subdit Pembelajaran, 2006), p. 18.
49
can be chosen by the students. Therefore, the students have had their own concern major based on what they want.50 Second, the students’ poorly educated parents are more likely to attend vocational school because they do not have enough money for entering their children to the tertiary education.51 Third, the students are ready to work after they graduate by having a specialization major if they can not continue to tertiary education. Fourth, by entering vocational school, the education ministry can increase the size of the labor force that is ready to work.52
Regarding the problem above, the government also constructs the curriculum for vocational school. Curriculum which is used in Indonesia today is KTSP curriculum (Kurikulum Tingkat Satuan Pendidikan) or school-based curriculum. KTSP curriculum is an operational curriculum which is arranged and implemented by schools. Meanwhile, there is a difference between KTSP
curriculum with the previous curriculum. In KTSP curriculum, school has to be able in defining the content based standard which has been stated by BSNP
(Badan Satuan Nasional Pendidikan) becoming a good curriculum; that is relevant to the situation, vision, and mission of the school. In addition, the implementation of the content based standard has an aim for students in achieving the passing standard competence.53
The aim of KTSP curriculum for vocational schools is to develop intelligence, knowledge, character, well behavior, students’ capability for living independently, and preparation for higher education based on certain major that students have taken. Besides, it also supposes to students in having a good capability of each profession based on students’ major, to develop students’ skills and creativity, to acquire their own major and a basic knowledge and a technology, and to communicate effectively based on certain
50
David Newhouse and Daniel Suryadarma, The Value of Vocational Education High School Type and Labor Market Outcomes in Indonesia: The World Bank Human Development Network Social Protection and Labor Division, Policy Research Working Paper, 5035, 2009, p. 5.
51
Ibid., p. 10.
52
Ibid., p. 6.
53
23
major.54 Therefore, KTSP curriculum for vocational school is designed for fulfilling the students’ real life after graduate.
In addition, the content of KTSP curriculum for vocational schools are (1) the aim of vocational education, (2) vision, mission, and goals of each schools, (3) the passing standard competence for vocational school, (4) the passing-grade standard competence in each subjects, (5) the based competence of each subjects, (6) the based competence of compulsory subjects, (7) the structure of curriculum, (8) the education calendar, and (9) syllabus.55
3.
English Subject in Curriculum for Vocational School
English is important to be taught because of three reasons. First, English is as one of the subject which has to be learnt by the pupils in every schools whether as a second language or a foreign language, as in Indonesia. Second, English has become a compulsory subject in Senior high school which should be learnt by the pupils for acquiring four skills, there are listening, speaking, reading and writing. The last, English subject is also important to be learnt because people need to have oral and written skills for communicating each other in their social life.
However, Harmer assumes that English is being important to be learnt because of the school curriculum, the improvement of people’s professional lives, the target language community, and the program of English for Specific Purposes (ESP), and the culture.56
English subject in vocational school is an adaptive subject that purposes to
acquire an English knowledge and an English basic skill for supporting the achievement of major competence, and to implement the acquisition of English
capability and English skill in communication whether in oral or written in intermediate level. Besides, English subject is to give a preparation for students
54
Ibid., p. 23.
55
Ibid., p. 16.
56
in daily communication based on the global demand and to develop a communication skill higher.57
As the writer stated above, English is important to be taught in vocational schools because vocational schools students need a good communication in English based on the major that they taken, like: pastry major, food and restaurant major, technology major, etc. It is also as a development of students’ ability in communication and a preparation for facing a real work world.
4.
Syllabus
a.
Syllabus for English Subject in Vocational school
A syllabus is a reference of the courses that used by the teacher as a guideline for conducting the teaching and learning process. A syllabus should be developed by each school that conforms to schools’ vision, situation, and mission. It relates to an operational curriculum or KTSP curriculum which gives school an authority for developing the syllabus.
The Government also states that syllabus is a set of plan which covers standard competence, minimum standard competence, materials, activities, indicator, scoring, time allocation, and media.58 Therefore, a syllabus is a plan or a reference that used by teachers in leading a teaching-learning
process of a program and it includes eight elements, such as standard competence, minimum standard competence, materials, activities, indicator,
scoring, time allocation, and media.
The component that the writer will be used in analyzing the content validity is the indicators from the syllabus, because it is the real form of minimum standard competence that is used for measuring student’s behavior, skills, and knowledge. In addition, it has to be covered in teaching-learning process. The indicators of English subject for the second
57
Badan Standar Nasional Pendidikan, Standar Isi Mata Pelajaran Bahasa Inggris untuk SMK, (Jakarta:2006).
58
25
[image:37.595.124.516.243.727.2]grade technology major in vocational schools at odd semester are listed as follow:
Table 2.1
The Indicators of English Subject in the Syllabus for the
Second Grade Technology Major in Three Vocational
Schools Tangerang
59Minimum Based Competence
Indicators in the English syllabus
2.1 Memahami percakapan sederhana sehari-hari baik
dalam konteks professional
maupun pribadi dengan
orang bukan penutur asli
1. Pertanyaan dengan pola yes-no
question dalam konteks kegiatan
sehari-hari diperagakan dan
dijawab dengan benar
2. Pertanyaan dengan pola question tags
dalam konteks kegiatan sehari-hari
3. Pertanyaan dengan pola question words
dalam konteks kegiatan sehari-hari
diperagakan dan dijawab dengan benar
4. Berbagai bentuk dan ungkapan digunakan
dengan tepat untuk
membicarakan kegema-
ran/hobi dan minat
5. Ungkapan untuk menangani tamu hotel,restoran, travel, agency, dll.
diperagakan dengan benar.
2.2 Mencatat pesan-pesan 6. Pesan (message) yang diterima lewat
59
sederhana baik dalam
interaksi langsung maupun
melalui alat
telpon dicatat dengan benar.
7. Pesan (message) yang diterima secara langsug dicatat dengan benar.
2.3 Merinci tugas pekerjaan dan latar belakang
pendidikan yang dimilikinya
secara lisan dan tulisan
8. Bentuk kata kerja digunakan dalam
Simple Present dengan tepat untuk
menerangkan tugas dan pekerjaan
berbagai macam profesi.
9. Bentuk kata kerja digunakan dalam
Simple Past dengan tepat untuk
menerangkan latar belakang pendidikan
berbagai macam profesi
10. Curriculum Vitae yang sederhana
ditulis dengan benar.
11.Berbagai ungkapan digunakan dengan
tepat untuk menjelaskan fakta dan
angka (facts and figures) pada suatu sajian data.
2.4 Menceritakan kegiatan di masa lalu an rencana
kerja yang akan datang.
12. Ungkapan tentang kegiatan masa
lampau dikemukakan dengan benar.
13. Ungkapan untuk mengemukakan
kegiatan dimasa datang digunakan
dalam Tense yang benar.
14.Surat pribadi yang menceritakan
kehidupan masa lalu dan rencana masa
depan ditulis dengan benar.
b.
The Use of Syllabus
27
1) As guidance or a reference in developing the next syllabus, such as: arranging of a lesson plan, managing the activities in a classroom, supplying the materials, and developing of scoring.
2) As a plan that covers main programs to be achieved in the teaching-learning process.
3) As a scoring of the success program.
4) As a written document of the program accountability.60
In other words, the use of syllabus is intended to cover seven components
for getting the success of teaching-learning program.
E.
Relevant Study
There are the relevant studies which have been done by the previous researcher in analyzing content validity of English summative test. The writer takes two relevant studies from Etika and Suminar.
The first relevant study is conducted by Etika under the title An Analysis on the Content Validity of the Summative Test for the First Year Students at SMA DUA MEI. The aim of this research was to find the empirical evidence of the English summative test content validity made by the professional team for the odd semester of the first year students carried out at SMA DUA MEI. The writer used qualitative research. This research was categorized as descriptive analysis in which to describe the conformity and inconformity of the SMA DUA MEI’s summative test with the syllabus and indicators. The result of this study showed the English summative test fell into 72% valid in terms of its conformity with the
indicators. However, the writer found that the test doesn’t represent the whole indicators from the syllabus. There were only 61% covered. It means that 40%
indicators were not represented the test items.61
60
Pengembangan Silabus dan Rencana Pelaksanaan Pembelajaran dalam KTSP, loc.cit.
61Surya Etika, “
Next, the second researcher is conducted by Suminar under the title An Analysis on Content validity of English Summative Test Items for Junior High School. This research was aimed to find the empirical evidence whether the English summative test items for the second grade students at SMP Al-Zahra Indonesia at even semester 2010/2011 have good content validity. The method used in this research was descriptive comparative and also quantitative. Furthermore, the result of this study showed that the English summative test at SMP Al-Zahra did not have a good content validity because only 40% of the test
items that conformed to the English syllabus.62
Meanwhile, the writer’s research is quite different with the previous
researchers because in this skripsi the writer will not only analyze the conformity level of English summative test in term of a content validity in a school, but also analyzes which vocational school that has been able in arranging a good English summative test in term of a content validity from three accredited vocational school in Tangerang. In addition, she analyzes the English summative tests based on the three vocational schools in Tangerang that have been ranked from A to C by the government.
62
29
CHAPTER III
RESEARCH METHODOLOGY
A.
Place and Time of the Study
The research was administered in three accredited vocational schools at Tangerang; especially for the second grade technology major. Those three vocational schools have been ranked based on the accreditation from A up to C by the education ministry that has been published in Data Pokok SMK.1 They are SMKN 3 Tangerang which has grade A, SMKN 1 Tangerang which has grade B, and SMK Teknologi Informatika YPML Tangerang which has grade C. The research is held in the different time. The first research was conducted in SMKN 1 Tangerang on November 25th, 2013. The second research was conducted in SMKN 3 Tangerang on December 3nd, 2013. The last research was conducted in SMK Teknologi Informatika YPML Tangerang on December 19th, 2013.
This research began by asking permission to the headmaster and making an appointment to the English teacher. The second step, the writer asked for the English summative test paper and a syllabus for the second grade technology
major in odd semester in those three vocational schools. The last, the writer interviewed the English teacher of second grade technology major in those vocational schools by a semi-structured interview.
B.
The Object of the Study
The object of the study in this research is English summative tests for the second grade technology major of three accreditation vocational schools at odd semester 2013/2014.
1
C.
Method of the Study
The method of this study is a qualitative and a quantitative method (a mixed method). There are three types of mixed methods; they are the Qual-quan model or the exploratory mixed method, the Quan-qual model or the
explanatory mixed method, and the Quan-Qual model or the triangulation method.2 Moreover, the writer decides to use the Qual-quan model or the exploratory method because the data collection of the research in this skripsi
mostly enhances the qualitative research. Continuingly, the quantitative data is used for presenting the numerical analysis in calculating the percentage of the conformity level between the English summative tests towards the syllabus for English subject.
Regarding the problem above, Creswell defines “the purpose of an exploratory sequential mixed methods design involves the procedure of first gathering qualitative data to explore phenomenon, and then collecting
quantitative data to explain relationships found in the qualitative data.”3
D.
The Instruments of the Study
There are two instruments of the data. Here the following two instruments of the data:
1. Documentation record
Documentation is one of the important data collections of the
qualitative research. The documentation record is collected by two documents. They are the syllabus of English subject that includes indicators and English summative test paper. Moreover, indicators of syllabus are used as a reference in analyzing how far the conformity between the English summative test to the syllabus by using a checklist table and the English summative test papers are used as the object of the study that is analyzed.
2
L.R. Gay, Geoffrey E. Mills, and Peter Airasian, Educational Research (Competencies for Analysis and Applications), 9th edition, p. 463.
3
31
2. Interview
The technique in interviewing is a semi-structured interview because the writer has been set the questions to be asked. The interview has been taken in three accredited vocational schools. It purposes to the second grade technology major of English teachers in each vocational school. The English teachers are interviewed by asking some questions that relates to the constructing of the test. In addition, the interview is administered in getting the explanation from the English teachers about the constructing of
the English summative test. Besides, the interview also gives the information whether the English teachers have understood an important of a content validity in a test.
E.
The Technique of Data Collection
There are three stages in doing the data collection in this skripsi:
1. At the first stage, the collecting documents as the source data of qualitative research that will be used for analyzing. The data which are collected, like: the syllabus for English subject of the second grade technology major at odd semester in each vocational school and the English summative paper test of the second grade technology major at odd semester in each vocational school.
2. Secondly, the using of checklist table is purposed to check and analyze the number of the test which has conformity and unconformity with the indicators in syllabus. In addition, the result of checklist table is calculated
by Sudijono’s formula and the percentage is described into a predicate
category.
F.
The Technique of Data Analyzing
The obtained data is analyzed in the way that in line with the technique of conducting this study.
Starting by the attempt of answering the research question, the writer
analyzes the conformity level and the unconformity level of the English summative test to the syllabus in term of content validity. The writer analyzed which test items number have confirmed and have not confirmed to the syllabus in a checklist table qualitatively. Quantitatively, the writer measures the attainment of a content validity of the test items by using this formula:
P= X 100 %
P= A percentage of attainment f = Frequency
N = Number of cases4
The formula above is used for getting the total percentage about the conformity of the English summative tests towards the indicators in English syllabus.
Moreover, the attainment result of analyzing the three English summative tests in three vocational schools is described. In describing the result, the conformity attainment percentage number changes into predicate category
based on Arikunto’s criteria. The writer also calculates the attainment of
indicators cover in the English summative test by the same formula that has been explained by Anas Sudijono.
Here the following of Arikunto’s criteria that is used for describing the attainment result of conformity and inconformity of English summative test’s item with syllabus:
4
33
Table 3.1
Criteria of test results percentage
5The highest level falls in the percentage of 81-100% which means “excellent”.
The good level falls in the percentage of 61-80%. The sufficient level falls in the
percentage of 41-60%. The insufficient level falls in the percentage of 21-40%. The
lowest level is poor wh
