THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST

FOR THE FIRST SEMESTER OF TENTH GRADE STUDENTS AT SMAN

1 CIKAMPEK IN 2018/2019 ACADEMIC YEAR

A PAPER

Submitted as Partial Fulfillment

The Requirements for the Degree of
Sarjana pendidikan

BY
NURUL IZZATI FARIZA
1301065134

THE STUDY PROGRAMME OF ENGLISH EDUCATION

THE SCHOOL OF TEACHERS’ TRAINING AND EDUCATION
THE UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA
JAKARTA
2019
 THE CONTENT VALIDITY OF THE ENGLISH SUMMATIVE TEST
FOR THE FIRST SEMESTER OF TENTH GRADE STUDENTS AT SMAN
1 CIKAMPEK IN 2018/2019 ACADEMIC YEAR

The Study Programme of English Education, the University of Muhammadiyah

Prof. Dr. Hamka

Abstract: The objective of the research was to find out whether the English
summative test in the first semester for the tenth grade students of SMAN 1
Cikampek had the content validity or not. The object of the research was a set of
English summative test of the first semester of the tenth grade students of SMAN
1 Cikampek in the 2018/2019 academic year on Tuesday, March 20th 2018.
This study the writer took the test of English summative test for tenth
grade students of SMAN 1 Cikampek for the first semester 2018/2019 academic
year. This study used the descriptive-comparative analysis. The writer used the
checklist as instrument to collect the data. Then the data is calculated by using the
simple statistical method. The test consists of 25 items. All of the items are
multiple choices. The percentage of the content of English summative test which
was conformed to syllabus of curriculum 2013 (revision) was 92.85%. Based on
Arikunto’s scheme of conformity level, it can be concluded that the content
validity of the English summative test for the tenth grade students of SMAN 1
Cikampek in the first semester of the 2018/2019 academic year was best category.

1
INTRODUCTION
English is an international
language used in many countries.
Indonesian people also use English as a
foreign language. At schools,
evaluation is very important for the
teachers and students. Through
evaluation, the teachers will know the
students’ abilities. In the matter of
evaluation, the teacher surely knows
the weakness of the students in
learning English. Bloom in Daryanto
(2008: 1) stated, “Evaluation is the
systematic collection of evidence to
determine whether in fact certain
changes are talking place in learners as
well as to determine the amount or
degree of change in individual
students.” It can be said that evaluation
is a systematic collection of
information to decide the argument
conclusively to determine the degree of
change in individual students.
There are many kinds of test
that is used in the educational setting.
According to Hughes (2003: 11), there
are four types of tests, they are
“proficiency tests, achievement tests,
diagnostic tests, and placement tests.”
Tests are commonly used by the
teachers to know how successful the
1
students areachieving the objectives.
There are two kinds of achievement
tests, they are: summative test and
formative test. According to Sudijono
(2013: 27), “Tes sumatif adalah
teshasil belajar yang dilaksanakan
setelah sekumpulan satuan program
pembelajaran selesai diberikan.”In
order to get the accurate measurement
of the students’ abilities, test must be
well-constructed by good
items.According to Nation (2010: 118),
“Test and the other assessments can be
examined by considering three criteria;
reliability, validity, and practicality.”
By having the three qualities, the test
can be a good test.
Based on the information given
by one of the English teachers in
SMAN 1 Cikampek, it showed that the
English teacher had never analyzed the
English summative test, especially on
the content validity. Based on the
previous explanation, the writer chooses
to contribute to the school by doing the
research on the analysis of the content
validity of the English summative test.
Based on the background
above, the writer limits the research on
the content validity of the English
summative test for the tenth grade
 2

students based on the curriculum 2013 making judgment about the merit,
at SMAN 1 Cikampek on the first value or worth of educational
semester in the 2018/2019 academic program projects, materials, or
year. The writer limits this research on techniques.” It seems that
analyzing the content validity of the evaluation is an activity to make
English summative test. Hence, the an opinion in order to get a good
research focuses on mainly the decision.
materials and the objectives of reading Furthermore, Gronlund
skill. (2005:5) also stated, “Evaluation is
The objective of the study is to the systematic process of
find the evidence of whether or not the collecting, analyzing, and
English test on reading skill materials interpreting information to
and reading skill objectives for the determine the extent to which
tenth grade students at the first pupils are achieving instructional
semester of SMAN 1 Cikampek have a objectives.” It means that
good content validity with the English evaluation is a systematic process
syllabus of the 2013 Curriculum. which acquiring data to decide
how far the instructional objective
THEORETICAL FRAMEWORK achieved. From those definitions
A. The Definition of the Evaluation above, the writer summarizes that
Evaluation is a process evaluation is a process or an
that needs for the educational activity that follows three steps,
process. It is useful to provide the such as, collecting, analyzing, and
data of students’ abilities. interpreting data to make a
Furthermore, by focusing on judgment. By doing an evaluation
evaluation, the teacher knows the can be known how well the
students’ weaknesses in learning students achieve the instructional
English. Related to this, there are objectives or how successful the
three experts to state the instructional program is.
evaluation. Also, Gullo (2005: 7)
B. The Understanding of the Test
defines, “Evaluation is process of
 3

In learning activities, measuring method and the result

there are some tools to measure the can be organize the assessment,
students’ progress. One of them is scores, or quantitative data of
a test. The test is used to know the student's abilities or a specific
weakness and the strength of the skill.
students’ abilities in learning
activities. By using the test, the C. The Types of Test
teacher easily maps the students’ There are many types of
learning achievement. tests stated by Hughes (2003: 11),
According to Gregory they are: proficiency test,
(2004: 30), “Test is a standardized diagnostic test, placement test, and
procedure for sampling behavior achievement test. The detailed
and describing it with categories or explanation are stated as follows:
scores.” It means that a test is a kind 1. Proficiency Test
of evaluation to describe the Proficiency test are designed
students’ ability through categories to measure the people’s ability
or score. in a language, regardless of
Reynold, Livingston and any training they have had in
Willson state that, “A test is a that language.
procedure in which a sample of an 2. Diagnostic Test
individual’s behavior is obtained, Diagnostic test are used to
evaluated, and scored using identify learners’ strengths
standardized procedures.” and weaknesses.
Reynold, Livingston and Willson 3. Placement Test
(2009: 3). Based on the statement Placement test is placing new
from the whole expert, the writer students in the right class in a
summarizes that the test is a tool, school that is facilitated with
procedure, or method for the use of placement tests.
measuring and judging the 4. Achievement Test
person’s ability or knowledge. It is According to Hughes (2003:
clearly seen that the test is a 13), “achievement test is
 4

directly related to language semester, dan bahkan pada tes akhir

courses, their purpose being to pokok bahasan.”
establish how successful It means that summative test is
individual students, group of given in the last semester. Airasian and
students, or the course Russel state that “The summative test
themselves have been in is also the final evaluation of
achieving objectives”. instruction in tests, projects, term
Referring to Hughes’ papers, and final exams form.”
statement, the writer only Airasian and Russel (2008c: 124). It
focuses on achievement test to means that summative test is conducted
support the study. in the last semester and is commonly
D. The Definition of Summative called as the final examination. Based
Test on the experts’ opinions, the writer
There are many kinds of tests summarizes that summative test is a
in the learning process. The purpose of kind of test given in the last semester to
every test is diverse in which it is used know the students' achievement at the
to measure the language ability, to end of teaching learning process.
identify learners’ strength and E. The Characteristics of A Good
weaknesses, to place students at the test
stage, and to establish how successful The test should have good
the students have achieved. quality; it is important because it decides
Establishing successful students is one its result. Besides, the test should also be
of the purposes of the summative test. well-constructed. Here are the following
Here are the following experts’ characteristics of a good test.
comments about summative test. 1. Validity
Daryanto (2008) says that “Tes Validity is a test that show how the
summative adalah tes yang diberikan test is well and success. According to
pada akhir tahun ajaran atau akhir Hughes (2003: 26) "A test is said to be
suatu jenjang pendidikan, meskipun valid if it measures accurately what it is
maknanya telah diperluas untuk intended to measure."
dipakai pada akhir cautrwulan atau 2. Reliability

According to Gronlund and
Keith Waugh, “Reliability refers
to the consistency of assessment
result.” Gronlund and Keith
Waugh (2009: 58)
3. Practicability
Brown (2001: 386)
states,“A good test is practical. It
is within the means of financial
limitation, time constraints, ease
of administration and scoring, and
interpretation.”
From the three characteristics above,
the writer chooses the validity in this
research and focuses on the content
validity of the test. More detail
explanation of certain validity will be
explained below.
F. The Definition of Content Validity
Content validity is an important
element of the test. A test has content
validity if the items can measure the
language skills. Here are the following
experts’ comments about the content
validity. Hughes (2003: 26) says, “A
test is said to have content validity if its
content constitutes a representative
sample of the language skills,
structures, etc.”It means that content
validity is about a representative
content that constitutes some language
5
skills. Phillips (2011: 90) explains,
“Content validity refers to the extent to
which the instrument represents the
content of the program.” It means that
content validity is a representation of
the content program.
Reffering to their opinions, the
content validity refers to the
representation of test content tested.
Based on the above experts’ comments,
the content validity is a representation
of language skills that involves the
content of the sample.
G. The Definition of Curriculum
Curriculum has an important role
in making the learning process which
effects the result of the education.
Curriculum sets some courses and plans
of teaching in the class. Furthermore, the
experts also define about the curriculum.
As Alex (2015: 44) points out,
“Curriculum seen as an intention, plan
or prescription, an idea about what one
would like to happen in schools’ and
curriculum seen ‘as the existing state of
affairs in schools, what does in fact
happen” It means that curriculum is a
combination of intention, plan, and
idea for both teaching and learning in
the school.
H. The Definition of Syllabus
 6

Syllabus is one of the components c. Transcording information to

for the curriculum. Syllabus refer to the diagrammatic display
sub-part of curriculum which is d. Understanding the
concerned with a specification of what communicative value
unit will be taught. Related to this, the (function) of sentences
experts state about syllabus. and utterences
Harmer (2001: 295) says, e. Distinguishing the main idea
“Syllabus design concerns the selection from supporting details
of items to be learnt and the grading of f. Deducing the meaning and of
those items into an appropriate unfamiliar lexical items
sequence”. It means that syllabus is a g. Understanding explicitly stated
group of teaching materials from the information
different level. h. Finding the implicit information

I. The Objectives and Materials i. Understanding cohesion

of English according to 2013 between parts of a text

through grammatical
curriculum for the tenth grade
cohesion devices
student of SMAN 1 Cikampek
j. Understanding relations within
Indicator is a marker of
the sentence
achievement of basic competence,
k. Basic reference skills
standards competence. To measure the
l. Understanding conceptual
indicators in syllabus K13, the writer
meaning.
uses reading skill. The test items are
multiple choices. For reading indicators J. The Instrumentation
The instrumentation is in the
in syllabus, the writer uses the 13
form of checklist which is arranged
theory from Grellet. According to
based on the materials and the
Grellet adopted from Munby’s
objectives of the English syllabus of
Developing Reading Skills:
2013 curriculum. The materials and the
a. Scanning to locate specifically
objectives of each language skill are
required information
identified and arranged into the lists.
b. Recognizing script of a
They are changed become the
language

questions as an instrument.
THE METHODOLOGY OF THE
STUDY
A. The objective of The Research
The objective of the study was to
analyze the content validity of the
English summative test for the tenth
grade students of SMAN 1 Cikampek
on the first semester in the academic year
of 2018/2019 whether the test is line
with the syllabus and 2013 curriculum or
not.
B. The Time and Location of The
Research
7
The study was held in SMAN 1
Cikampek, Jl. Ir. Haji Juanda, Jomin
Barat, Kec. Kotabaru, Kabupaten
Karawang, Jawa Barat 41374 on 20th
March 2018.
C. The Object of the Study
The object of the study focused on
the English summative test for the
tenth grade students by comparing with
the English syllabus of SMAN 1
Cikampek on the first semester in the
academic year of 2018/2019.
D. The Method of the Study
In this study, the method is
comparative descriptive analysis. This
method is used for both analyzing and
comparing the content validity of
English summative test based on the
syllabus and the 2013 curriculum.
E. The Instrument of the Study
The writer used the checklist
tables for the instrument to find out the
data and to indicate whether the
English summative test of basic
English structure examination is
appropriate with the content of the
basic English structure syllabus or not.
F. The Technique of Data Analysis
The writer uses the simple
percentage formula to analyze the data
𝑓
P= X 100%
𝑁
 8

as follow: The items comprises 10 items for the

recount text for numbers
1,2,3,4,5,6,7,8,9,10,11,12,13 . 3 items
Notes : 𝑓 : Frequency of conformity
for the narrative text for numbers
𝑁 : The number of sample 14,15,16. 4 items for the song’s text
p : Percentage
17,18,19,20.
The writer also compares the
B. The Findings
percentage with the criterion of the test 1. The Conformity of Reading
which was derived from Arikunto. The Competence
criterion is: According to Grellet adopted from
81% - 100% = Best Munby’s Developing Reading Skills,
61% - 80% = Good here are the findings dealing with
41%-60% = Sufficient reading indicators.
<41% = Bad.
Arikunto (2003: 57)

RESULT OF FINDINGS AND

DISCUSSION
A. The Description of Data

The test analyzed by the writer

was the English summative test. It was
intended for the tenth grade students of
SMAN 1 Cikampek in the first
semester. The writer compared the test 2. The Conformity of Types of
Reading Materials
contents with the English syllabus of
The writer analyzed the
2013 Curriculum. The English
conformity of the test items with the
summative test consisted of 30 items.
syllabus. The table below presented
All of the items are multiple choices
the findings of the type of reading
that are related to the reading skill. The
text based on the syllabus.
reading test items consisted 25 items.

The finding shows that there
were 9 items about song, 8 items about
recount, 8 items about narative. The
writer used the formula as follows:
C. The Recapitulation of the Data
The writer found the
conformity of the whole text material,
reading skill in the English summative
test, the writer analyzed each of the
finding and calculated the results based
on the criterion stated in the previous
chapter.
D. The Interpretation of the Data
9
The interpretations of the data of
the English summative test for the
tenth grade students of SMAN 1
Cikampek are: first, the reading text
material had percentage of 100% in
which there were 3 of 3 materials were
available in the summative test.
Therefore, the result belongs to the best
category. Meanwhile, reading skill had
the percentage of 85.71%. It was only
one item of the reading sub skills
which measured as a result, it was the
best category. Therefore, the average
percentages of the indicators of
reading, indicators of writing and
reading text material are 92.85%. In
conclusion, the percentage of the
contents of the English summative test
was calculated from the materials and
indicators by using the following
formula:
The calculation showed that the
average percentage of the reading
competence and text material is
92.85%. It showed that the English
 10

summative test for the tenth grade 1. The English summative test
students of SMAN 1 Cikampek in the should have reading text and
first semester of the 2018/2019 materials sub- skill.
academic year has excellent content 2. The English summative test in
validity. the first semester of the
2018/2019 academic year can
be used in the next examination.
CONCLUSION AND
SUGGESTION
REFERENCES
A. Conclusion Airasian., P. & Russell., M. 2008.
After analyzing the content of the Classroom Assessment. New
York: McGraw-Hill Companies
test with the syllabus, the writer
concluded that the percentage of the Arikunto, Suharsimi. 2009. Prosedur
Penelitian. Jakarta: Rhineka
conformity between the English Cipta.
summative test and the syllabus was
Arikunto, Suharsimi. 2012. Dasar-
(92.85%). The interrelated results were dasar Evaluasi Pendidikan.
the average percentage of the reading Jakarta: Bumi Aksara.
sub skill (85.71%) and the average Bachman, Lyle. F. 2004. Statistical
percentage of type of reading text Analyses for Language
Assessment. New York:
(100%). In brief, the English Cambridge University Press.
summative tests for the tenth grade
Brown, H. Douglas. 2001. Teaching by
students of SMAN 1 Cikampek in the Principle-An Interactive
first semester of the 2018/2019 Approach to Language
Pedagogy. 2nd Edition. San
academic year has excellent content Francisco: Longman.
validity.
Cameron, Lynne. 2009. Teaching
B. Suggestion Languages to Young Learners.
The writer has made some New York: Cambridge
University Press.
suggestions of what the teacher should
do before administrating the test. Here Daryanto, H.M. 2008. Evaluasi
Pendidikan. Jakarta: PT Rineka
are the following suggestions dealing Cipta.
with the content validity:

Crystal, David. 2003. English As a
Global Language. Cambridge:
Cambridge University Press.
Dewan Perwakilan Rakyat. 2003.
Undang-Undang Dasar No. 20
Tahun 2003. Jakarta.
Francoise Grellet. 1981. Developing
Reading Skills: A Practical
Guide to Reading
Comprehension Exercises.
(New York: Cambridge
University Press), p.4-5.
Gregory, R., J. 2004. Psychological
Testing History, Principles, and
Applications: Fourth Edition.
New York: Pearson Education
Group.
Gronlund., N. & Waugh., K. 2009.
Assessment Student
Achievement. New York:
Pearson.
Harmer, Jeremy. 2001. The Practice of
English Language Teaching
(Third Edition). Cambridge:
Longman.
Hughes, Arthur. 2003. Testing for
Language Teachers: Second
Edition. New York: Cambridge
University Press.
Moore, Alex. 2015. Understanding the
school curriculum : theory,
politics, and Principles. Oxon:
Routledge.
Nunan., David. 2002. Syllabus
Design. New York:
Ofxord University Press.
Paran, A., & Sercu. L. 2010.
Testing the Untestable in
11
Language Education.
Toronto: Short Run Press
Ltd.
Pellegrini., A. Symons., F. & Hoch.,
J. 2008. Observing Children
in Their Natural Worlds a
Methodological Primer:
Second Edition. New Jersey:
Lawrence Erlbaum
Associates, Publishers.
Phillips, Jack J. 2011. Handbook of
Training Evaluation and
Measurement Methods: Third
Edition. New York:
Routledge.
Purwanto, Ngalim. 2013. Prinsip-
Prinsip dan Teknik Evaluasi
Pengajaran. Bandung: PT
Remaja Rosdakarya.
Reynolds., C. Livingston., R. &
Willson., V. 2009.
Measurement and Assessment
in Education: Second Edition.
New Jersey: Pearson.
Richards., J. 2001. Curriculum
Development in Language
Teaching. New York:
Cambridge University Press.
Scott, David. 2016. New Perspectives
on Curriculum, Learning and
Assessment. London: Springer.
Sudijono, Anas. 2014. Pengantar
Statistik Pendidikan, Jakarta:
Rajawali Pers.
Woods, Caroline. 2005. Professional
Development for Teachers
Teaching and Assessing Skills
in Foreign Language. New
 12

York: University Press

Cambridge.