an analysis on the content validity of english summative...
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AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH
SUMMATIVE TEST ITEMS FOR FIRST GRADE OF JUNIOR
HIGH SCHOOL IN EVEN SEMESTER 2012 / 2013
(An Analytical Study at the First Year Students of SMP Dua Mei)
By:
Gofur Adrian Shani
NIM: 107014001290
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
AN ANALYSIS ON THE CONTENT VALIDITY OF ENGLISH
SUMMATIVE TEST ITEMS FOR FIRST GRADE OF JUNIOR
HIGH SCHOOL IN EVEN SEMESTER 2012 / 2013
(An Analytical Study at the First Year Students of SMP Dua Mei)
Skripsi
Presented to Department of English Education
In a Partial Fulfillment of the Requirements for the Degree of Strata 1
By:
Gofur Adrian Shani
NIM: 107014001290
Approved by the Advisor:
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
ABSTRACT
SHANI, GOFUR ADRIAN 2013, An Analysis on the Content Validity of English
Summative Test Items for First Grade of Junior High School in Even Semester
2012/2013(A Analytical Study at the First Year Students of SMP Dua
Mei),“Skripsi”, Department of English Education, Faculty of Tarbiyah and
Teachers’ Training, “Syarif Hidayatullah” State Islamic University
Jakarta.
Advisor: Dr. H. Muhammad Farkhan, M. Pd.
Key Words: summative test, content validity, English syllabus, analysis.
In fact, a good test should be in line with the curriculum to measure students’
achievement accurately at the end of learning process. This study is aimed to
analyze the empirical evidence whether or not the English Summative Test for the
first grade of SMP Dua Mei has a good content validity and in line with syllabus.
Moreover, it is intended to get reliable information whether the teacher use the
right steps to make a good test for the students.
The method of this research is an analytical study. The writer collected the
English Summative Test question paper for the first grade students of SMP Dua
Mei in even semester 2012/2013, and examined the content of test items in order
to judge what the test measures, and analyzed on both of the relevance and
coverage of contents of the syllabus used by the school in relation to the test
content to know their degree.
The finding of this research showed that the level of content validity of
the English summative test for the first grade students of Dua Mei Junior High
School at even semester academic year 2012/2013fell into the level 21-40%
which meant “poor”.
ii
ABSTRAK
SHANI, GOFUR ADRIAN 2013, An Analysis on the Content Validity of English
Summative Test Items for First Grade of Junior High School in Even
Semester 2012 / 2013(An Analytical Study at the First Year Students of
SMP Dua Mei), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta.
Pembimbing: Dr. H. Muhammad Farkhan, M. Pd.
Key Words: tes summatif, validitasisi, silabus bahasa Inggris, analisa.
Studi ini bertujuan untuk menganalisis bukti empiris apakah tes
summative bahasa Inggris SMP Dua Mei memiliki validitas isi yang baik dan
sesuai dengan silabus sekolah tersebut atau tidak. Terlebih lagi, penelitian ini
dimaksudkan untuk mendapatkan informasi yang akurat apakah guru
menggunakan langkah-langkah yang benar untuk membuat sebuah tes yang baik
untuk siswa.
Metode studi ini adalah analisaisi, yaitu mengambil soal bahasa Inggris
siswa kelas 1 SMP Dua Mei pada semester genap 2012/2013, kemudian
memeriksa item tes untuk menilai ukuran tes tersebut dan menganalisa
keseluruhan isi tes dengan silabus yang digunakan disekolah tersebut untuk
mengetahui tingkat validitas isi test tersebut.
Hasil dari penelitian ini menunjukkan bahwa level validitas isi dari test
summative bahasa Inggris SMP Dua Mei pada semester genap tahun pelajaran
2012/2013 berada dalam level 21—40% yang berarti tidak cukup memiliki
tingkatan validitas isi.
iii
ACKNOWLEDGEMENT
All praise be to Allah „The Sacred and The Mighty‟, the Creator of the Universe,
for the health, strength, and everything that He has given to the writer in writing
this “skripsi”. Peace and Blessing be upon the prophet Muhammad (May the
Peace and Blessings of Allah be upon him), his family, his companions as well as
his followers, Amen.
In this process of finishing this “skripsi”, the writer got a lot of guidance
and motivation from people around him. Therefore, the writer would like to
express his deepest gratitude to his wonderful parents, (Mr. Mat Sani and Mrs.
Sumiyati).
Furthermore, the writer would like to express his greatest gratitude to Mr. Dr. H.
Muhammad Farkhan, M. Pd. as the writer‟s advisor, who has spared his busy time
for the writer to give consultations with a lot of patience, helpful, and careful
guidance as well as valuable advice during developing this “skripsi”, and
completing his working, may Allah response his kindness much better.
Moreover, the writer would like to acknowledge:
1. All lecturers of English Education Department of Faculty of Tarbiyah and
Teachers‟ Training.
2. Drs. Syauki, M.Pd., the Chairman of English Education Department and
Zaharil Anasy, M.Hum., the Secretary of English Education Department.
3. Dra. Nurlena Rifa‟I, M.A. Ph.D., the Dean of Faculty of Tarbiyah and
Teachers‟ Training.
4. The head master and all of the teachers in SMP Dua Mei, for giving
permission to the writer to do observation and conduct the research.
5. All of the writer friends for the great friendship, support, togetherness and
knowledge they have shared. May Allah the Almighty bless them all, so be it.
iv
Finally, the writer admits that his writing is still far from being perfect.
Therefore, the writer hopes some suggestions and criticism from the readers for
this paper and it will have some value for him and for a better thing in the future.
Jakarta, January 2014
The Writer
v
TABLE OF CONTENTS
ABSTRACT ......................................................................................................... i
ABSTRAK ......................................................................................................... ii
ACKNOWLEDGMENT .................................................................................... iii
TABLE OF CONTENTS .................................................................................... v
LIST OF TABLES .............................................................................................. vii
LIST OF APPENDICESS ................................................................................ viii
CHAPTER I. INTRODUCTION ................................................................. 1
A. Background of the Study ................................................... 1
B. Limitation of the Study ..................................................... 4
C. Statement of Problem ........................................................ 4
D. Objective of the Study ....................................................... 4
E. Significance of the Study ................................................... 5
F. Organization of the Study .................................................. 5
CHAPTER II. THEORETICAL FRAMEWORK ...................................... 6
A. The Meaning of the Test ................................................... 6
B. The Objectives of the Test ................................................. 7
C. The Types of the Test ........................................................ 8
1. Placement Test ............................................................. 9
2. Diagnostic Test ............................................................ 9
3. Achievement Test ........................................................ 10
D. The Criteria of a Good Test .............................................. 12
1. Validity ........................................................................ 12
2. Practicality ................................................................... 12
3. Reliability .................................................................... 13
E. Validity .............................................................................. 13
1. Content Validity........................................................... 14
vi
2. Face Validity ................................................................ 15
3. Criterion-Related Validity ........................................... 15
4. Construct Validity ........................................................ 15
F. The English Teaching of Junior High School.................... 15
G. The Previous Studies ......................................................... 20
CHAPTER III. RESEARCH METHODOLOGY ........................................ 22
A. The Place and the time of the Research ............................. 22
B. The objective of the Research............................................ 22
C. The Object of the Study ..................................................... 22
D. The Method of the Research .............................................. 22
E. The Instrument ................................................................... 23
F. The Technique of the Data Collecting ............................... 23
G. The Technique of the Data Analysis ................................. 23
CHAPTER IV. FINDING AND INTERPRETATION ................................ 25
A. Finding ............................................................................... 25
1. Data Description .......................................................... 25
2. Data Analysis ............................................................... 34
B. Interpretation...................................................................... 48
CHAPTER V. CONCLUSION AND SUGGESTION ................................ 51
A. Conclusion ......................................................................... 51
B. Suggestions ........................................................................ 51
BIBLIOGRAPHY ............................................................................................... 52
APPENDICES ..................................................................................................... 54
vii
LIST OF TABLES
Table 2.1 Competence Standard and Basic Competence of Reading and
Writing in School-Based Curriculum ........................................... 17
Table 2.2 Indicators of Reading and Writing Skills ...................................... 18
Table 3.1 The Criteria of the Conformity Level ............................................ 24
Table 4. 1 The Representative and the Conformity between Summative Test
Items and the Indicator of the English Syllabus based on the Reading
Skill ............................................................................................... 25
Table 4. 2 The Representative and the Conformity between Summative Test
Items and the Indicator of the English Syllabus based on the Writing
Skill ............................................................................................... 29
Table 4. 3 The Unconformity between the English Summative Test items
Indicator ......................................................................................... 30
Table 4. 4 The Representative and the Conformity between the English
Summative Test items and the Discourse of English Syllabus ..... 32
Table 4. 5 The Unconformity between the English Summative Test Items and
the Discourse of the English Syllabus ........................................... 33
viii
LIST OF APPENDICES
Appendix 1 The Question Sheet of English Summative Test of First Year
Students of SMP Dua Mei in the Even Semester of the 2012/2013
Academic Year .............................................................................. 55
Appendix 2 English Syllabus at First Year Students of SMP Dua Mei in the
Even Semester of the 2012/2013 Academic Year ......................... 65
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses background of study, statement of the
problem, limitation of the study, statement of the problem, objectives of the study,
significance of the study, and organization of the study.
A. Background of Study
English is a foreign language in Indonesia. It is studied from the
elementary school until the university. The government of Indonesia and the
private institution are struggling to enhance teaching and learning process of
English.
Education is an important aspect in teaching and learning process.
Generally, there are some aspects which cannot be separated each other. They
are the teachers, the students, the materials, the methods and the mediums of
teaching and learning. The teachers usually make the lessons plan to give the
material to theirs students before teaching and learning activity. They also use
the methods to conduct it and they decide some mediums to know the result of
their teaching and learning activities. One of the mediums is evaluation.
Evaluation is a very important aspect in teaching and learning
activities. Evaluation plays an important role in some activities, especially in
terms of education. Through evaluation the teachers will be able to know their
students’ achievement on the materials that have been taught in a certain
period of time, so the teachers can measure their effectiveness in teaching
which has been applied in the classroom. And the information gain through
the evaluation will be very useful to make improvement in the future.
According to Hopkins, “Evaluation is the process of education which
is depends extensively on assessment and measurement and on a related
procedure.”1 While, Gronlund and Linn said in their book that evaluation
1 Kenneth D. Hopkins, Educational and Psychological Measurement and Evaluation, 8
th
ed., (Boston: Allyn and Bacon, 1998), p. 6.
2
could be defined as the systematic process of collecting, analyzing and
interpreting information to determine students’ instructional objectives
achievement.2 In other words, the evaluation is necessary to give information
of how successful the efforts of education have been.
In the effort of evaluating teaching and learning process, teachers need
an instrument to assess the students’ performance. The writer considers that
the test is one of the instruments of evaluation. The test can measure the
students’ ability. Test is a short examination of knowledge or ability
consisting of questions that must be answered or activities that must be carried
out.3
According to Brown, ”Test is a method of measuring person’s ability
or knowledge in a given domain.”4 By testing teachers can get important
information related to students’ achievement or the effectiveness of their
performance in teaching. In other words, the teacher can get information about
how well students have mastered courses which they have learned. Through a
test, teachers not only can measure and diagnose students’ ability, but can also
improve the quality of teaching learning process.
There are numerous types’ of test. They are placement test, formative
test, diagnostic test and summative test. Achievement test is known as
summative test. Achievement test or summative test is defined as the test that
is designed to measure students’ language and skill progress in the relation to
the type of syllabus. Moreover, summative test contains of the test items that
seem familiar with the students’ learning process.5
In the school program, achievement test consists of two activities.
There are formative test and summative test. Formative test generally made by
teacher of each subject, which is given at the end of the lesson or chapter.
2 Norman E.Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching,
sixth Edition, (New York: Collier Mac-Millan Publisher, 1990), p. 5. 3 A. S. Hornby, Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press,
1995), p. 1233. 4 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, second edition, (New York. San Francisco University, 2001), p. 382. 5 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman 2002),
p. 321.
3
Meanwhile, summative test is made by a team which is given to the students
at the end of semester. It is intended to show the standard which the student
have reached. Besides, it is used to determine the extent to which the
instructional objectives have been achieved and it is used primarily to judge
the success of the learning progress.
To get a good result, the test must fulfill the criterion of a good test:
validity, reliability, and usability that must be arranged well.6 In this time, the
writer just focuses on the content validity because the writer wants to compare
the test with the syllabus.
Validity is the most important consideration in test evaluation. The
concept reverse to the appropriateness, meaning, and usefulness of the specific
inferences made from the score. Test validation is the process of accumulating
evidence to support such inference. The former types of validity (content,
criterion related, and construct) are simply considered to be convenient
categories for accumulating evidence to support the validity of an
interpretation.7 In this study, the writer only focuses on the content validity.
Content validity reverse to whether or not the test’s content is representative to
the subject matters that have been designed to be measured.8
According to Gronlund “We can build a test that has high content
validity by (1) identifying the subject-matter topics and the learning outcomes
to be measured, (2) preparing a set of specification, which defines the sample
of items to be use, and (3) constructing a test that closely fits the set of
classification”.9 These are the procedure that the teacher should be use, if there
is mistake or errors in the content validity itself, it could be come from the
teacher who not adhere these steps.
6 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta : Depdikbud, 1988)
p. 11. 7 Norman E Gronlund, Measurement and Evaluation in Teaching, fifth edition, (New
York: McMillan Publishing Company, 1981), p. 5. 8 James Dean Brown and Thom Hudson, Criterion-Referenced Language Testing,
(Cambridge: Cambridge University Press, 2002), p. 213. 9 Norman, Op, cit.
4
Teachers are the one who know the characteristics of their students.
Therefore, they are the most responsible for designing the test items.
Nevertheless, it is not an easy job for the teachers to make a good test.
Sometimes the teachers make the test carelessly. The test is not representative
of the content instruction. It means that the test has a poor content validity.
Therefore, the test which is designed to measure students’ ability after the
conducted learning process does not conform to curriculum. In fact, a good
test should be in line with the curriculum to measure students’ achievement
accurately at the end of learning process.
Due to the writer’s experience during his integrated teaching
profession practice at SMAN 9 Tangerang Selatan, he thought that sometimes
the test items are not coherence with the materials and the curriculum. So, the
test cannot be representative of the instruction content. In other words, the test
has a poor content validity.
Based on the reality above, the writer would like to analyze the content
validity of summative test. It is conducted to know the relevance of the test
items with the syllabus. He gives the title of this study; “An Analysis on the
Content Validity of English Summative Test for First Grade of Junior
High School in Even Semester 2012 / 2013 (A Case Study at First Grade
of SMP Dua Mei)”.
B. Limitation of the Study
According to Arikunto, “Ada empat cara yang digunakan untuk
menilai kualitas soal yaitu dengan meneliti soal yang sudah disusun untuk
mengetahui kejelasan perintah atau bahasa, dengan mengadakan analisis soal,
dengan mengadakan cheking validitas, dan dengan cheking reliabilita”. (There
are four ways used to see the quality of test, they are; by checking the test
items that have been arranged to know the clarity of construction or language,
by doing an analysis, by checking validity, and by checking reliability).10
10
Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Ed. Revisi,
(Jakarta:Bumi Aksara, 2005), 205-206.
5
Based on the statement above, the writer would like to see the quality
of the test by checking the validity of the test items. He would like to analyze
the content validity of English summative test of the first grade students of
SMP Dua Mei). So he limits the problem on the content validity of the
summative test and on indicators of reading.
C. Statement of the Problem
The statement of the problem in this study is as follow: “Does the
Summative Test for the First Grade Students of SMP Dua Mei Have a
Good Content Validity?”
D. Objective of the Study
The purpose of this study is to analyze the empirical evidence whether or
not the English Summative Test for the first grade of SMP Dua Mei has good
content validity and in line with syllabus.
E. Significance of the Study
This study is expected to give contribution for:
1. The writer, as a partial fulfillment of the requirements of bachelor’s degree
in English Education Department to enrich his knowledge as a candidate
of English teacher.
2. English Teachers, to understand how to make the test item of English
Summative test well, especially for the writer.
3. Other researchers, as a comparison and the starting point to make more
comprehensive research.
F. Organization of the Study
This chapter is systematically divided into four chapters:
Chapter one is introduction. It consists of background of the study,
limitation of the study, statement of the problem, objective of the study,
significance of the study, and organization of the study.
6
Chapter two is theoretical framework. This chapter discusses about the test
involving definition of the test, type of the test, type of the test item, functions
of the test and characteristic of a good test, validity, and content validity.
Chapter three is research methodology and finding. This chapter divided
into two part; Research methodology involving place and time of the research,
technique of data collecting, and technique of data analysis. Research finding
involves the description of data and the interpretation of data.
Chapter four presents about finding (data description, data analysis, and
summary of finding) and interpretation.
Chapter five is the last chapter. It consists of conclusion and suggestions
of this study.
7
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter the writer will convey any theories related to the research. It
will be divided into four big subtitles; the test, the English teaching at junior high
school, and the previous studies. The test consists of the meaning of the test, the
objectives of the test, the types of the test, and the criteria of a good test. The
English teaching at junior high school will give any description about English
syllabus and the previous study will deliver any relevant studies.
A. The Meaning of the Test
Evaluation cannot be separated from the teaching learning process,
especially for the teacher. Therefore, teacher should comprehend more about
the test as a tool of evaluation. Here are some definitions about the test.
According to Valette, “Testing is a topic of concern to language teachers,
both those in the classroom and those engage in administration or research.”1
It means that the test is an important thing for teacher that should be given
attention more either in the process or in the system of teaching learning.
Nitko states, “A test is a systematic procedure for observing and
describing one or more characteristic of a person with the aid of either a
numerical scale or a category system.”2 The statement means that an
individual’s characteristics are to be able to observe and to describe with the
aid of a numerical scale or a category system systematically.
Meanwhile, Hopkins and Antes stated, “A test is an instrument, device or
procedure that purposes a sequence of tasks to which a student is to respond _
the results of which are used measures of a specified trait.“3The statement
1 Rebecca M. Vallete, Modern Language Testing, Second Edition, (New York: Harcourt
Brace Jovanovich, Inc., 1977),p. 3. 2 Anthony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:
Harcourt Brace Jovanovich, Inc, 1983), p. 6. 3Charles D. Hopkins and Richard L. Antes, Classroom measurement and Evaluation,
(Itasca: F.E. Peacock Publishers, Inc., 1990), third edition, p.130.
8
implies that the teacher is able to use a test as their instrument to determine the
traits for the students’ in the future of teaching and learning process.
Gronlund and Linn stated, “A test is an instrument or systematic
procedure for measuring a sample of behavior (answer the question “How well
does the individual perform _ either in comparison with a domain of
performance task?”).”4 The definitions explain that a test is able to answer the
questions about the development of individual’s performance by comparing to
the others or with a domain of performance task itself.
While Reynolds, et. al., explain,”A test is a device procedure in which of
a sample individual’s behavior is obtained, evaluated and score using
standardized and procedures.”5 The explanation above means that a test is a
procedure which is constructed standardized procedure to measure, to score,
and to get an example of individual’s behavior such as ability and personality.
Based on some definitions above, the writer summarizes that a test is a
systematic procedure or an instrument to measure or compare the students’
behavior and their achievement in the form of task or questions for providing
information about the trait that is relevant to the teaching learning process.
B. The Objectives of The Test
Brown explains that “A test has the purpose of measuring, measures a
person’s ability or knowledge, also being measured in a test is ability or
competence.” In other words, a test has the purpose of strengthening and
strengthens an individual capability also being strengthened in a test a skill.6
On the other hand, Nitko defines that a test has four objectives:
1. Assigning grades to students
2. Providing feedback to students about their learning
4Norman E. Grolund and Robert L. Linn, Measurement and Evaluation in Teaching.(New
York: Macmillan Publishing Company, 1990), sixth edition, p.5. 5 Cecil R. Reynolds, et. al., Measurement and Assessment in Education, (Upper Saddle
River: Pearson Education, Inc., 2009), second edition, p.3. 6 H. Douglas Brown, Teaching by Principles an Interview Approach to Language
Pedagogy, second edition, (New York: Addison Wesley Longman, Inc., 2001), p. 384.
9
3. Providing feedback to the teacher as well as to students-information about
how well students have learned and how well the teacher has taught
4. Serving as motivators for students to study7
It means that a test could be used as a tool of appreciation and motivation
for students, and as a measurement about how well the teaching and learning
process is applied.
On the other hand, according to Harris, the objectives of test are:
1. To determine the readiness for instructional programs
2. To classify or place individuals in appropriate language classes
3. To diagnose the individual’s specific strengths and weaknesses
4. To measure the extent of student achievement of the instructional goals
5. To evaluate the effectiveness of instruction8
It shows that through the test, teacher should know the characteristics of
the students in order to increase the achievement of the goals.
Based on the explanation above, the writer concludes that a test has at least
two main objectives. Firstly, it is to measure the student’s achievement so that
the teachers are able to determine the grades and the aptitudes of their
students. Secondly, it is as a feedback for the teachers and for the students
about the progress of teaching learning process.
C. The Types of the Test
The categorization of the test is determined by the information which is
implied in the test.9 Hughes categorizes the test based on the types of
information they supply. In addition, he classifies the test into four, such as
types of the test; they are placement test, diagnostic test, achievement test,
and proficiency test.10
7 Anthony J. Nitko, Educational Tests and Measurement: An Introduction, (New York:
Harcourt Brace Jovanovich, Inc, 1983), pp 17-18. 8David P. Harris, Testing English as a Second Language, (New York: McGraw-Hill Book
Company, 1974), pp. 2-3. 9 Arthur Hughes, Test for Language Teachers, second edition, (Cambridge: Cambridge
University Press, 2004), p. 11. 10
Ibid.
10
1. Placement Test
Tinambunan explains test which is given based on pupils’
competence.11
In addition, he states that in style to decide at the
beginning before the pupils enter the class12
. Moreover, Gronlund states,
“The goal of placement evaluation is to determine the position in the
instructional sequence and the mode of instruction that is most likely to
benefit the pupil in the most.”13
It describes the objective of the
placement test is to know the style of the direction and the necessity of
the pupil most in study.
From the definitions above, it implies that the kind of test is given
to the students before starting to study of a course, the students need to
take the test in order to know how well their ability are. The result of the
test is used to place the students at appropriate level with their ability.
2. Diagnostic Test
According to Hughes, “Diagnostic test is used to identify learner’s
strengths and weakness.”14
It means the diagnostic test provides the
information about plus and minus of the learners. While Gronlund states,
“The test is concerned with the persistence or recurring learning
difficulties that are left unresolved by the standard corrective
prescription of formative evaluation.”15
In other word, he states that the
diagnostic test focuses on the weakness on the learning which are
measured by the standard evaluation.
From the definition above, the writer synthesized that by using this
kind of test, the teachers are able to identify difficulties or weaknesses
that students face in learning process, so that they are able to formulate a
plan to solve the difficulties.
11
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Departemen
Pendidikan dan Kebudayaan Direkorat Jenderal Pendidikan Tinggi Proyek Pengembangan
Lembaga Pendidikan Tenaga Kependidikan), p. 7. 12
Ibid. 13
Norman E Gronlund, Measurement and Evaluation in Teaching, Fifth edition, (New
York: McMillan Publising Company, 1981), pp. 11-12. 14
Hughes, op.cit., p, 15 15
Gronlund, op.cit., p, 12
11
3. Achievement Test
According to Arthur Hughes, achievement test is “The test that is
related to language courses, their purpose being to establish how
successful individual student, group of students, or the courses
themselves have been achieving the objectives."16
It could be concluded
that the achievement test is a type of test which is designed to measure
students’ mastery related to the objective of the learning process.
According to Woolfolk, the measurement of achievement can be
divided into two types; formative and summative test.17
It means that the
teacher can measure the achievement of the students by using formative
and summative test.
a. Formative Test
According to Baxter, “Formative evaluation is done during a
process so that the process can be changed to make it more
effective.”18
It is indicated that formative test is designed to measure
an individual’s comprehension in a term. Another definition comes
from Arthur Hughes who said that "Assessment is formative when
the teachers use it to check on the progress of their students, to see
how far they have mastered what they should have learned, and then
use this information to modify their future teaching plans."19
It can
be indicated that formative test can be used to know the success of an
individual to measure the mastery of few chapters.
From any statements above, the writer can conclude that
formative test is a kind of test which is constructed by teacher to
16
Arthur Hughes, Testing for Language Teachers, Second Edition, (New York:
Cambridge University Press, 2003), p. 13. 17
Anita E. Woolfolk, Educational Psychology, (Englewood Cliffs: Prenctice-Hall, 1990),
4th
Ed., p. 530. 18
Andy Baxter, Evaluating Your Students, (London: Richmond Publishing, 1997), p. 32. 19
Hughes, op, cit.,p. 16.
12
know how successful the learning and teaching process in the
classroom in a periodical time.
b. Summative Test
Based on Gronlund, “summative test typically comes at the end of a
course (or unit) of instruction. It is designed to determine the extent to
which the instructional objectives have been achieved and is used
primarily for assigning course grades or for certifying pupil mastery of
the intended learning outcomes.”20
It implies that summative test is used
to gauge an individual’s skill after finishing all of the teaching learning
process. It means that this kind of test is designed at the end of the course
and used for measuring the effectiveness of instructional objectives.
Moreover, according to Harmer on The Practice of English Language
Teaching, “Summative assessment, as the name suggests, is the kind of
measurement that takes place to round things off or make a one-off
measurement. Such test include the end-of-year tests that students take or
the big public exams which many students enter for.” 21
To sum up, summative test is a type of test which is constructed at the
end of study after the students have finished all materials. The purpose is
for certifying the students’ achievement and judging the appropriateness
of the material given, method used and the goal of the study.
c. The Proficiency Test
McNamara assumes that proficiency test is a test which is designed
to see language use in the future, and it is not related to the course or
training that an individual has had.22
Meanwhile, according to Valette,
20
Norman E. Gronlund, Measurement and Evaluationin Teaching, 5th
Edition, (New
York: McMillan Publishing Company, 1981), pp. 11-12. 21
Jeremy Harmer, The Practice of English Language Teaching, (Essex: Pearson
Education Limited),4th
Ed., p. 379. 22
Tim McNamara, Language Testing, (Hongkong: Oxford University Press, 2000), p. 7
13
proficiency test is a kind of test to exam an individual’s language ability
related to specific language requirements.23
It can be concluded that proficiency test is kind of test whose
purpose to measure an individual’s language mastery based on the
material required.
D. The Criteria of a Good Test
According to Henning, there are three criteria that should be considered to
make a good test; validity, reliability, and practicality.24
1. Validity
Henning defines, ”Validity in general refers to the appropriateness
of given test of any of its component parts as a measure of what it is
purported to measure.25
From the definition above, the writer assumes that the validity of a
test is totally needed because it relates to the conformity of the test to some
goals in curriculum or course of the study.
2. Practicality
Practicality means that the test should be easy to practice.
Practicality is concerned with a wide range of factors of economy,
convenience, and interpretability that determine whether a test is
practical for widespread use.”26
It means that practicality is related to the
process of the administration of the test which concerns with economy,
convenience, and interpretability aspects.
Based on statement above, it is inferred that there are three
important aspects related to the practicality of the test. The first is the
efficiency of the time, the efficiency of the cost and the ease of
administration.
23
Valette, op, cit., p.6. 24
Grant Henning, A Guide to Language Testing: Development, Evaluation,
Research,(Cambridge: Newburry House Publishers, 1987), p. 88. 25
Ibid., p. 89. 26
Robert L. Thorndike and Elizabeth Hagen, Measurement and Evaluation in Psychology
and Education, (New York: Jhon Willey & Son’s Ltd, 1977), p. 160.
14
3. Reliability
Reliability of the test can be related to the different candidates,
occasions and the results of the test. It means that if the test is
administered to the different candidates in the different time makes same
result, so the test will be reliable.27
Regarded to this statement the writer concludes that the test can be
said reliable if the test is administered to the different test takers in same
or different time and then it produces same score.
E. Validity
Validity is often defined as the degree of the successful a test measures
what is intended to measure. validity of the test is admitted if there is
correspondence between the purpose and the skill that want to be measured.
According to Gronlund, validity of the test is the extent to which the test
measures what it is supposed to be measured.28
It means that the test must
provide real measurement related to the particular skill. Validity also has the
meaning the appropriateness between the material given and the
recommended skills which arise in the test.29
To sum up, validity is the basic thing in constructing the test, because
without the appropriateness between the material and the skill in the test, the
purpose of the test could not be reached.
Concerning the types of the validity, Hughes divided it into four; content
validity, face validity, criterion-related validity, and construct validity.30
27
Heaton, op. cit., p. 162. 28
Heaton, op. cit., p. 159. 29
Norman E. Gronlund, Measurement and Evaluating in Teaching, (New York:
Macmillan Publishing Co., Inc., 1981), p. 65 - 67. 30
Arthur Hughes, op, cit., p. 26
15
1. Content Validity
Content validity is a test whose test items appropriate with the material
and instruction which is given in the teaching learning process.
However, according to Hopkins, the definition of content validity itself
is the level of representativeness sample of content universe and/or
behavior of the domain which is measured in the test.31
Moreover, Alderson et al. stated that “content validity is the
representativeness or sampling adequacy of the content-the substance, the
matter, and the topics-of a measuring instrument. The content means the
material in the curriculum. That is why this kind of validity is also called
as curricular validity.32
Content validity is also defined as how good the representativeness of
the domain of tasks in the test items. In analyzing content validity of the
test, the tester should compare between test tasks and domain of the test in
which it must be described considerately.
According to Wiersma and Jurs, there are two methods for
demonstrating the content validity of a test. The first method is by listing
the specific objectives of the test that want to be reached and match them
with each test item. And then, decide whether they have been appropriate
or not. Another method is by constructing a table to classify the items’
content and taxonomic level, that is, student outcome required on the
item.33
The methods mentioned above are known as validation process. If a
test does not have content validity, there could be some problem appeared.
The first problem is the students could not show the skill that they have
related to the material in the class. The second problem is the students
31
Kenneth D. Hopkins, Educational and Psychological Measurement and Evaluation,
(Boston: Viacom Company, Eight Edition., 1998), p. 77 32
J. Charles Alderson et al., Language Test Construction and Evaluation, (Cambridge:
Cambridge University Press, 1995), p. 173 33
William Wiersma and Stephen G Jurs, loc, cit.
16
could not answer the questions correctly because there is no
appropriateness between the teaching material and the test given.
From those problem, it can be concluded that content validity has an
important role in teaching learning process.
2. Face Validity
Anderson, et. al. state, “Face validity refers to the test’s surface
credibility or public acceptability, and is frequently dismissed by testers
as being unscientific and irrelevant.”34
It means that a test has face validity
if it has appearance as it should be measured.
3. Criterion-Related Validity
Criterion-related validity related to whether the result of the test could
predict the future performances. In predicting future performances the test
scores in the present will be compared with any other valued measure of
performance.35
4. Construct Validity
Test can be said that it has construct validity if it can gauge a
specific criterion which is regarded to the theory of language behavior
and learning. It is related to the general truth and developed issue. Also,
construct validity concerns on the existences of certain learning theories
or constructs that being the element of the achievement of abilities and
skills.36
F. The English Teaching of Junior High School
There are hundreds countries in the world. Different country has different
language. English as Lingua Franca is used to make a meaningful
communication between nation. Communication here means full
understanding of producing and comprehending material which wants to be
conveyed related to four skills.
34
Ibid. 35
Gronlund, op. cit., p. 68. 36
Heaton, op. cit., p.161.
17
The four skills are used to respond or create a topic in life.. Therefore, they
are able to communicate in English at a certain level of literacy. Level of
literacy includes performative, functional, informational, and epistemic. At the
performative level, people are able to read, write, listen, and talking with the
symbols used. At the functional level, they able to use the language to meet
the needs of daily living suchas reading an instruction or newspaper. At the
informational level, they are able to access the knowledge with the ability to
speak, while the epistemic level people are able to express knowledge into
language objectives.
According to the School-based Curriculum (KTSP), English subject for
junior high school is aimed to,
a. Develop competence to communicate in speaking and writing
b. Have an awareness basic function of English as a tool of communication
c. Develop the students’ comprehension about the correlation between
language and culture.37
The scopes of the subjects in English in SMP / MTs include:
a. Discourse competence. It is the ability to understand and produce spoken
and written text which is applied in four language skills; listening,
speaking, reading and writing integratedly to reach the level of functional
literacy;
b. Competence in comprehending and creating any kinds of short functional
text, monolog, and essay in procedure, descriptive, recount, narrative, and
report form. Gradation of the material appeared in vocabulary,
grammatical and rhetorical steps usage.
c. Supporting competencies. They are linguistic competence (using grammar
and vocabulary, phonology), sosiocultural competence (using of
expression and action acceptably in a variety of communication contexts),
strategic competence (overcoming issues that arise in a communication
37
BadanStandarNasionalPendidikan (BSNP), Standar Isi
untukSatuanPendidikanDasardanMenengah, StandarKompetensidanKompetensiDasar SMP/MTS,
www.bsnp-indonesia.org/id, 2011.
18
process in various ways in order to continue communication), and forming
discourse competence (using the device to form discourse).38
The test that is analyzed in this study was given in written and only
measured reading and writing skill. Therefore, the analysis of content validity
in this study is only based on the reading and writing skill and kinds of
discourse. For the competence standard and the basic competence of reading
and writing for the first year students of junior high school at even semester
could be showed by this following table,
Table 2.1
Competence Standard and Basic Competence of Reading and Writing
in the School-Based Curriculum
Competence Standard Basic Competence
Reading (Membaca)
Memahami makna dalam teks tulis
fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan
terdekat
1. Membaca nyaring bermakna
kata, frasa, dan kalimat dengan
ucapan, tekanan dan intonasi
yang berterima yang berkaitan
dengan lingkungan terdekat
2. Merespon makna yang terdapat
dalam teks tulis fungsional
pendek sangat sederhana secara
akurat, lancar dan berterima
yang berkaitan dengan
lingkungan terdekat
Writing (Menulis)
38
Ibid.
19
Mengungkapkan makna dalam teks
tulis fungsional pendek sangat
sederhana untuk berinteraksi
dengan lingkungan terdekat
1. Mengungkapkan makna
gagasan dalam teks tulis
fungsional pendek sangat
sederhana dengan menggunakan
ragam bahasa tulis secara
akurat, lancar dan berterima
untuk berinteraksi dengan
lingkungan terdekat
2. Mengungkapkan langkah
retorika dalam teks tulis
fungsional pendek sangat
sederhana dengan menggunakan
ragam bahasa tulis secara
akurat, lancar dan berterima
untuk berinteraksi dengan
lingkungan terdekat
The competence standard and basic competence mentioned above
have to be developed by school to be teaching materials, teaching
activities, and the indicators. Here are the indicators of reading and writing
skill which have to be reached by the first year students at even semester.
Table 2.2
Indicators of Reading and Writing Skills
Skill The Indicators
Reading
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berupa instruksi, daftar barang, ucapan selamat, pengumuman
dengan jelas:
Gambaran umum/ pikiran utama paragraf
Informasi rinci tersurat
20
Informasi tersirat
Rujukan kata atau makna kata/ frasa
2. Mengidentifikasi tujuan komunikatif teks fungsional pendek berupa
instruksi, daftar barang, ucapan selamat, pengumuman
3. Mengidentifikasi ciri kebahasaan teks fungsional pendek berupa
instruksi, daftar barang, ucapan selamat, pengumuman
4. Mengidentifikasi berbagai informasi dalam teks deskriptif dan
prosedur:
Gambaran umum/pikiran utama paragraf
Informasi rinci tersurat
Informasi tersirat
Rujukan kata atau makna kata/ frasa
5. Mengidentifikasi langkah retorika dalam teks deskriptif dan
prosedur dengan cermat
6. Mengidentifikasi fungsi komunikatif teks deskriptif/ prosedur
dengan cermat dan kreatif
7. Menyebutkan ciri kebahasaan teks deskriptif / prosedur dengan
cermat
Writing
1. Menulis teks fungsional pendek berupa instruksi, daftar barang,
ucapan selamat, pengumuman
2. Menulis kalimat fungsional sederhana
3. Melengkapi teks deskriptif dan prosedur
4. Menyusun teks
5. Menulis teks deskriptif dan prosedur
According to the English syllabus, there are many kinds of discourse
which are used in the classroom. They are instruction, list of things,
congratulation, announcement, descriptive text and procedure text.
21
G. The Previous Studies
The first previous study was conducted by Istyasmi Suminar (2012). She
has analyzed the content validity of English summative test at SMP Al-Zahra
Indonesia. In her study, she analyzed the test items and compared those items
to the syllabus used by the school. She limited the study on the second grade
students of SMP Al-Zahra at even semester academic year 2010/2011. She
used descriptive comparative and also quantitative because she used some
numerical data which are analyzed statistically. Her research found that it
was only 40% of the test which conformed to the English syllabus. In other
words, it had poor content validity.39
The second previous study was conducted by Marinta Yuana Handari
(2012). She has also analyzed the content validity of English summative test
at SMPN 13 Tangerang Selatan. In her study, she analyzed the test items and
compared those items to the syllabus used by the school. She limited the
study at the first year students of SMPN 13 Tangerang Selatan at odd
semester academic year 2010/2011. She used descriptive comparative and
also quantitative because she used some numerical data which are analyzed
statistically. Her research found that it was only 55% of the test which
conformed to the English syllabus. It other words, The English Summative
Test does not have a good content validity.40
The last previous study was conducted by Aprilliani Isti Silvani (2012).
Like the writers above, she has analyzed the content validity of English
summative test at second year students of Junior High School. In her study,
she analyzed the test items and compared those items to the curriculum and
syllabus used by the school to know the students’ achievements. She limited
the study at the first year students of SMP Muhammadiyah 37 Parung in the
even semester academic year 2010/2011. Her research found that the
percentage of the content validity level of the English summative test items
39
Istyasmi Suminar, “Analysis on Content Validity of the English Summative Test at the
Second Grade Students at SMP Al-Zahra Indonesia”,Skripsi in Sayrif Hidayatullah State Islamic
University Jakarta, Jakarta, 2012, unpublished. 40
Marinta Yuana Handari, “Analysis on Content Validity of the English Summative Test
for First Grade of Junior High School in Odd Semester at SMPN 13 Tangerang Selatan”, skripsi
in SyarifHidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.
22
for the second year students of SMP Muhammadiyah 37 Parung, west Java,
in the even semester of the 2010/2011 academic year was 84,44 %. In other
words, The English Summative Test has a very good content validity.41
41
Aprilliani IstiSilvani, “An Analysis of Content Validity of English Summative Test of
Second Year Students of Junior High School at SMP Muhammadiyah 37 Parung ”, skripsi in
Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2012, unpublished.
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter is divided into the place and the time of the research, the
objective of the research, the object of the research, the method of the research,
the instrument, the technique of the data collecting, and the technique of the data
analysis.
A. The Place and the time of the Research
The research is held in Dua Mei Junior High School which is located at Jl.
H. Abdul Gani No. 135, Cempaka Putih - South Tangerang. The research is
conducted on September, 18th
2013 - October, 2nd
2013.
B. The objective of the Research
The objective of the research is to find whether the English summative test
items for the first grade students at Dua Mei Junior High School at even semester
2012/2013 academic year has content validity. It is also done to know the content
validity level of the test itself.
C. The object of the Research
The object of the research is the items of English summative test for the
first grade students at Dua Mei Junior High School at even semester 2012/2013
academic year. The test consists of 40 multiple choices and 5 essays.
D. The Method of the Research
The method of the research is descriptive comparative. First, the writer
analyzes the content of each item related to the specific objectives. Furthermore,
he also compares it with the syllabus to find out whether the English summative
test items for the first grade students of Dua Mei Junior High School at even
semester 2012/2013 academic year have good content validity.
24
E. The Instrument
The instrument that the writer used is the syllabus which has tables
consists of indicators reading and writing skill, and the discourse required in the
English syllabus which is used in Dua Mei Junior High School at even semester
2012/2013 academic year.
F. The Technique of the Data Collecting
In getting the data, the writer uses the English summative test (UAS) at the
second grade students of Dua Mei Junior High School at even semester 2012/2013
academic year and the school syllabus. Then the writer analyzes the content of
each item and compares it with the indicator of reading and writing skills in the
syllabus.
G. The Technique of the Data Analysis
Technique of collecting data in this research is using data card consisting
the theme, discourse, indicator, skill, and the kinds of test items. The data are
calculated using simple percentage formula. It is used to percentage of the
conformity of the test items. According to Sudjono, the formula is:
x 100%
P = Percentage of content validity
F = Frequency of conformity/representativeness
N = Number of sample1
1 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), p.43.
25
In addition, the test items were analyzed by considering the conformity
and unconformity of reading and writing components required in the English
syllabus for the second grade students of Dua Mei Junior High School at even
semester 2012/2013 academic year. Moreover, the writer also compared the
percentage with the criteria adopted from Arikunto’s theory:2
Table 3.1
The Criteria of the Conformity Level
Percentage Grade
81 - 100%
61 - 80%
41 - 60%
21 - 40%
0 - 20%
Very Good
Good
Fair
Poor
Very Poor
2 Suharsimi Arikunto, Manajemen Penelitian Edisi Revisi, (Jakarta: Rineka Cipta, 2005),
p. 44.
26
CHAPTER IV
FINDING AND INTERPRETATION
This chapter presents about finding (data description, data analysis, and
summary of finding) and interpretation.
A. Finding
1. Data Description
The writer analyzed the test materials whether they conform to the English
syllabus of Dua Mei Junior High School or not. To get the data, she took the
questions sheet and the English syllabus document to be analyzed.
The data that the writer used in this study was the English Summative Test
for the first grade students of Dua Mei Junior High School at even semester
2012/2013. There are 40 items of multiple choice and 5 items of essay (see
appendix).
The following table describes the conformity between the summative test‟s
items and the English syllabus, especially for the reading components:
Table 4.1
The Representativeness and the Conformity between the English
Summative Test Items and the Indicator of the English Syllabus Based on
Reading Skill
Skill The Indicators Item
Numbers Total
Reading
1. Mengidentifikasi
berbagai informasi
dalam teks fungsional
pendek berupa instruksi,
daftar barang, ucapan
selamat, pengumuman
27
dengan jelas:
Gambaran umum/
pikiran utama
paragraf
Informasi rinci
tersurat
Informasi tersirat
Rujukan kata atau
makna kata/ frasa
√
√
√
×
22,24
11,26
23,27,18
-
2 Items
2 Items
3 Items
-
2. Mengidentifikasi
tujuan komunikatif teks
fungsional pendek
berupa instruksi, daftar
barang, ucapan selamat,
pengumuman
√ 25 1 Item
3. Mengidentifikasi ciri
kebahasaan teks
fungsional pendek
berupa instruksi, daftar
barang, ucapan selamat,
pengumuman
× - -
4. Mengidentifikasi
berbagai informasi
dalam teks deskriptif
dan prosedur:
Gambaran
umum/pikiran utama
paragraf
Informasi rinci
×
-
-
28
tersurat
Informasi tersirat
Rujukan kata atau
makna kata/ frasa
√
√
√
31
20,28,30
21,29
1 Item
3 Items
2 Items
5. Mengidentifikasi
langkah retorika dalam
teks deskriptif dan
prosedur dengan cermat
× - -
6. Mengidentifikasi
fungsi komunikatif teks
deskriptif/ prosedur
dengan cermat dan
kreatif
√
19 1 Item
7. Menyebutkan ciri
kebahasaan teks
deskriptif/prosedur
dengan cermat
×
-
-
Total 4 15 Items
According to the syllabus there were 12 indicators which should be
developed into 45 items. It means each item should represent at least 3 items.
However, there were only 2 indicators represented. Furthermore, the percentage of
the representativeness level of reading skill in the test could be calculated as
follow:
29
P = Percentage of Content Validity for the indicator of reading skill
f = Frequency of reading skill indicator representative in the test items
n = Total of reading skill indicator required in the English syllabus
From the calculation above, the writer could conclude that the percentage of
the representativeness level for the reading skill indicator was 28%.
In addition, the conformity between the English summative test and English
syllabus is,
P = Percentage of Content Validity for the indicator of reading skill
f = Frequency of reading skill indicator appearance in the test items
n = Total of reading skill indicator required in the English syllabus
To sum up, the conformity level for the reading skill indicator was 31%.
Moreover, the writer also analyzed the representativeness and the conformity
between the English summative test and English syllabus based on writing skill as
follow:
30
Table 4.2
The Representativeness and the Conformity between the English
Summative Test Items and the Indicator of the English Syllabus Based
on Writing Skill
Skill The Indicators Item
Numbers Total
Writing
1. Menulis teks fungsional
pendek berupa
instruksi, daftar barang,
ucapan selamat,
pengumuman
√ 44 1 item
2. Menulis kalimat
fungsional sederhana
√ 39,40,45 3 Items
3. Melengkapi teks
deskriptif dan prosedur
× - -
4. Menyusun kalimat
menjadi paragraf
berbentuk deskriptif dan
prosedur yang
bermakna
√ 41 1 Items
5. Menulis teks deskriptif
dan prosedur
× - -
Total 2 5 Items
Based on the table above, there were 5 indicators of writing used as a
guidance of evaluation construction. However, the English summative only
covered 3 indicators developed into 5 items. The percentage of the
representativeness level of reading skill in the test could be calculated as follow:
31
P = Percentage of Content Validity for the indicator of writing skill
F = Frequency of writing skill indicator representative in the test items
n = Total of writing skill indicator required in the English syllabus
From the calculation above, the writer could conclude that the percentage of
the representativeness level for the writing skill indicator was 20%.
In addition, the conformity level could be calculated as follow,
P = Percentage of Content Validity for the indicator of writing skill
F = Frequency of writing skill indicator appearance in the test items
n = Total of writing skill indicator required in the English syllabus
It means that the conformity level of for the writing skill indicator was 11%.
There were also some items constructed outside indicators. They could be
seen from the table below:
Table 4.3
The Unconformity of the English Summative Test Items Indicator
Skills Indicators of the Test
Items Items Number Total
Reading Mengidentifikasi berbagai
informasi rinci tersurat
dalam teks report
1,2,5,6,7 5 Items
32
Mengidentifikasi berbagai
informasi rinci tersurat
dalam teks dialog
13,14, 15,16 4 Items
Mengidentifikasi berbagai
informasi rinci tersurat
dalam teks naratif
31,32 2 Items
Mengidentifikasi berbagai
informasi tersirat dalam
teks naratif
33,34, 2 Items
Mengidentifikasi berbagai
informasi tersirat dalam
teks dialog
36,37 2 Items
Mengidentifikasi makna
kata dalam teks report
3,4,8,9,10 5 Items
Mengidentifikasi makna
kata dalam teks dialog
38 1 Item
Mengidentifikasi tujuan
komunikasi naratif
35 1 Item
Mengidentifikasi jenis teks 12,17 2 Items
Writing Mengidentifikasi makna
kata
42,43 2 Items
Total 26 Items
According to the data above, there were 26 items that did not conform to the
indicator of the English syllabus.
After comparing the representativeness, the conformity, and the unconformity
between the indicator of the English syllabus with the test, based on reading and
writing skills, the writer also analyzed the representativeness, the conformity and
unconformity between the test and the discourse of the English syllabus.
33
The representativeness and the conformity between the English summative
test items and the discourse of the English syllabus could be seen in the table
below:
Table 4.4
The Representativeness and the Conformity between the English
Summative Test Items and the Discourse of the English Syllabus
No. The Discourse Required in the
English Syllabus
Items
Number Total
1 Kalimat fungsional sederhana √ 45 1 Items
2 Instruksi √ 22,23 2 Items
3 Daftar barang √ 24,25,26,27 4 Items
4 Ucapan selamat √ 17,18 2 Items
5 Pengumuman √ 11,12,44 3 Items
6 Deskriptif √ 28,29,30 3 Items
7 Prosedur √ 19,20,21,41 4 Items
Total 7 19 Items
Based on the data in the previous table, there were 7 discourses in the English
syllabus which must be fulfilled in developing the test. The test covered all
discourses which developed into 19 items. They were kalimat fungsional
sederhana developed into 1 items, instruksi developed into 2 items, daftar barang
into 4 items, ucapan selamat developed into 2 items, pengumuman developed into
3 items, deskriptif developed into 3 items, and prosedur developed into 4 items.
Furthermore, the percentage of representativeness level of the English
summative test based on the discourse required in the English syllabus could be
calculated as follow,
34
P = Percentage of content validity for the discourse
f = Frequency of discourse representative in the test items
n = Total of the discourse required in the English syllabus
From the calculation above, it could be seen that the percentage of the
representativeness level of the English summative test items based on the
discourse required in the English syllabus was 57%.
The percentage of conformity level of the English summative test based on
the discourse required in the English syllabus could be calculated as follow
P = Percentage of content validity for the discourse
f = Frequency of discourse appearance in the test items
n = Total of the discourse required in the English syllabus
From the calculation above, it could be seen that the percentage of the
conformity level of the English summative test items based on the discourse
required in the English syllabus was 40%. In other words, all discourses in the
English summative test developed based on the discourses in the syllabus.
In addition, the unconformity of the English summative test items discourse
is:
Table 4.5
The Unconformity between the English Summative Test Items and the
Discourse of the English Syllabus
No. The Discourse of
the Test Items Items Number Total
1 Dialogue 13,14,15,16,36,37,38,39,40 9 Items
2 Narative 31,32,33,34,35,43 6 Items
3 Report 1,2,3,4,5,6,7,8,9,10 10 Items
4 Word 42 1 Item
Total 26 Items
35
According to the data above, there were 8 items that did not conform to
the discourse required in the English syllabus. They were dialogue developed into
8 items.
2. Data Analysis
Text no 1 - 5.
Traditional market is type of market where people can bargain the prices. The
items sold in a traditional market are basically the same. They are fruits, vegetables
meat and fish, spices, and house utensils.
Surrounding the market, there are many small-scale traders. They usually sell
fruits. These traders usually cannot afford the cost of stall rent inside the market.
On the first floor of the market, there are permanent kiosks and selling textiles,
stationary, clothing, electronic goods, house hold appliances, gold shops, etc. bank
branches, travel agents and other services may be on the first floor as well.
On the second floor, people can buy meat and fish, fruits and vegetables and
some dry spices. The fruit and vegetables sellers are in the middle area.
Meanwhile, they sell dry spices at the edge area of the second floor.
1. What is the special characteristic of a traditional market?
a. People can buy many kinds of goods.
b. People can buy goods in big amount.
c. People can have discount.
d. People can bargain the prices.
2. Are the goods in a certain traditional market absolutely different from the
others?
a. Yes, they are.
b. Yes, it is.
c. No they aren‟t.
d. d. No, it is not.
36
3. In which stall can we buy a gas stove?
a. Textiles. c. Stationary.
b. Electronic goods. d. house appliances.
4. “……………..there are many small scale traders.” The underlined word has the
similar meaning with…………..
a. Buyers. c. merchants.
b. Customers. d. butchers.
5. What can we buy on the first floor?
a. Dry spices. c. meat.
b. Clothes. d. spinach.
Text no 6 - 10.
Sixty five percent of our body is water. To keep that amount of water
in our body we must drink an average of eight to ten glasses of water each day.
How much water does a person need every day? It depends on the volume of
urine and sweat. An athlete who does a lot of physical certainly needs to drink
more water then manager who spends most of his time in the office. Besides
drinking, many kinds of food are also a good source of water. fruit and
vegetable, for instance, are eighty to ninety five percent water.
6. How much water do we need each to fulfill our body need?
a. 6 - 8 glasses. c. 8 – 9 glasses.
b. 7 – 8 glasses. d. 8 – 10 glasses.
7. Is one‟s need of water different with others?
a. Yes, he is. c. No, he isn‟t.
b. Yes, it is. d. No, it isn‟t.
8. The other good sources of water besides drinking are as follows, except……….
a. Melon. c. Cassava.
b. Pineapple. d. Spinish.
9. Urine and sweat are……………..substances.
a. Solid. c. gas.
b. Liquid. d. soil.
37
10. A bricklayer will need ……………..water.
a. Fewer. c. more.
b. Less. d. much.
The discourse of the items number 1-10 is report text. Meanwhile, there is
no report report text in dialogue form in the English syllabus which is used at
school. It means these three items do not have one of the criteria of a good test.
Text no 11 – 12.
Attention!
This bakery will be closed from 29th
September 5th
October 2008.
It will be opened again on 6th
October 2008. Last reservation will be accepted
on 27th
September 2008.
Thanks for the attention.
11. How long will the bakery be closed?
a. For a day.
b. For a week.
c. For a month.
d. For couple days
12. What kind of the text is that?
a. Invitation
b. Advertisment
c. Memo
d. Announcement.
To answer questions number 11, the students must comprehend the text
because the answers were not written clearly in the text. The question number 11
asked students to identify the object of the text which was made in announcement
form whereas the writer of the text did not write the object in the text.
38
The question number 12 asks students to identify the topic of the text. It
conforms to “mengidentifikasi gambaran umum/ pikiran utama paragraf dalam
teks deskriptif.
Dialogue no 13 – 16.
Mother is at the fruit stall now. She is buying some fruits.
The seller : Can I help you, Mam?
Mother : Yes, I need some oranges and mangoes, please.
The seller : We have oranges but I am sorry, we don‟t have the mangoes.
Mother : It doesn‟t matter. Does the oranges taste sweet?
The seller : Certainly, You may taste it first before buying it.
Mother : How much is the orange.
The seller : It costs ten thousand rupiah per kilogram.
Mother : Can I have eight thousand?
The seller : Sorry, Madam, it is a fixed price.
Mother : All right, give me two kilograms.
The seller : Ok. What else do you want, Mam?
Mother : Do you have star fruits?
The seller : Sorry, we don‟t have it. But we have grapes and mangosteen.
Mother : Well, give me a kilogram of mangosteen, please.
The seller : All right.
13. Where is mother?
a. At the greengrocers.
b. At the fruit seller.
c. At the butchers.
d. At the canteen
14. What fruits are not available at the stall?
a. Orange and mango
b. Orange and star fruit
c. Mango and star fruit.
d. At the canteen.
39
15. What is the Indonesia for mangosteen? It is………….
a. Mangga
b. Manggis
c. Mangga muda
d. Belimbing
16. What fruit does mother buy?
a. Star fruit and orange.
b. Oranges and mango.
c. Mangosteen and orange.
d. Mango and starfruit.
Form of the text for items number 13-16 is dialogue. As the explanation
for number 13-16, there is no dialogue form in the English syllabus which is used
at the first grade students at Dua Mei high school. It means items number 4-6 are
not developed based on syllabus.
Text no 17 – 18.
To my beloved niece Putri
Congratulation on your success in getting the best
result in your final examination.
Wish you would be able to continue your study.
With love
Aunt Fatimah.
17. What kind of text it above?
a. Announcement.
b. Advertisement.
c. Obituary
d. Congratulation
40
18. Who said congratulate?
a. Aunt Fatimah
b. Putri
c. Her friend
d. Mother
The question number 17 asks students to identify the purpose of the text. It
conforms to “Mengidentifikasi tujuan komunikatof teks fungsional pendek berupa
ucapan selamat”
The question number 18 asks students to identify information which is
implied in the text. It can be showed from the sentence “With love, aunt Fatimah”
and it could be answered by reading the text. It means this number conforms to
“Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupa ucapan
selamat”.
Text no 19 – 21.
MAKING RUJAK
Materials:
Kinds of fruits ( Cucumber, pineapple, raw mango, star fruit,
„bangkuang‟, melon, etc )
For sauce :
Chilies
Salt
Red-sugar/palm sugar
Tamarind
“ Terasi “ ( preference )
Making instruction:
Peel the fruits
Grate/ cut all fruits in to small pieces. Keep
41
them in a plate/bowl
For sauce : Grind all materials.
Mix the sauce with the grated fruits. Add some
pieces of ice if you like it.
19. What is the goal of the text?
a. To entertain the readers.
b. To tell to make rujak.
c. To describe about rujak.
d. To know what rujak is.
20. How many steps of making rujak are there in the text?
a. Four
b. Five
c. Six
d. Seven
21. Which ingredient from the text above taste sour?
a. Chilies.
b. Tamarind.
c. Cucumber.
d. Salt.
In items number 19 the students were asked to identify about what is the aim
of the text. In addition, item number 20 asked the students to count the steps of
making rujak. Finally, it can be concluded that they represent indicator
“mengidentifikasi informasi rinci tersurat dalam teks prosedur”.
Item number 29 asked students to identify which ingredient have sour taste. It
represents the indicator “mengidentifikasi fungsi komunikaif teks prosedur dengan
cermat dan kreatif”.
42
Text no 22.
NO ENTRANCE
22. The sign means?
a. We can enter the are.
b. We must enter the area.
c. We must not enter the area.
d. We are may enter the area.
Text no 23.
PLEASE SWITCH OFF THE LIGHT
WHEN YOU NOT USE IT
23. Where can you find this notice?
a. On the bus.
b. On the car
c. In the room
d. In the sky
The item number 22-23 contained a text in instruction form. The question
which asked the students to identify information from the text or mengidentifikasi
informasi tersirat dalam teks fungsional pendek berupa instruksi, makes this
question has good content validity. But, there is a mistake on the sentence, it
define as face validity.
Text no 24 - 25
Day : Sunday
Date : November 2nd
, 2008
Carrot : ( 2 kilos )
Bean : ( 1 kilo )
Cucumber : ( 1 kilo )
Orange : ( 3 kilos )
43
24. The text above is…………………
a. A price list.
b. An announcement.
c. shopping list.
d. A birthday card.
25. The purpose of the text is to…………..
a. Bring a trolley to the supermarket.
b. Remind the customer of what to buy.
c. Entertain the readers.
d. Recycle food.
26. How many kilos will the customer buy totally?
a. 7
b. 5
c. 6
d. 7
27. To buy the items, the customer will probably go to the…………….
a. Swimming pool
b. Library
c. Traditional market
d. school
The question number 24-25 asks students to identify the topic and the purpose
of the text. It conforms to “Mengidentifikasi informasi tersirat dalam teks
fungsional pendek berupadaftar barang. The question number 26 asks students to
identify information which is implied in the text. It needs to construe the text
because there is no clear word explained. It means, it conforms to
“Mengidentifikasi informasi tersirat dalam teks fungsional pendek berupadaftar
barang”.
44
The questions number 27 ask students to find the specific information about
kind of items that the customer will buy and where they will probably get it. They
represent the indicator “Mengidentifikasi informasi rinci tersurat dalam teks
fungsional pendek berupa daftar barang”.
Text no 28 – 30.
Bob is a fisherman. He catches fish every day. Late in the
afternoon he rows his boat out to sea. he uses a net to catch fish. Early in the
morning he comes ashore with a lot of fish.
Then he sells them at the market.
28. Which the sentences is wrong according to the text above?
a. Bob sell his catch in the market.
b. Bob sleeps in the evening.
c. Bob goes out to the sea in the evening.
d. Bob set out rowing in the morning.
29. What does the word „them‟ refer to?
a. Fishermen
b. Boats
c. Sleeps
d. Shops
30. What does Bob do everyday?
a. Fishing
b. Boating
c. Sleeping
d. Shopping
There are four kinds of discourse in the syllabus. They are instruksi or
instruction, daftar barang or list of goods, ucapan selamat or greetings, and
pengumuman or announcement. The discourse of the text for number 28-30 makes
them lose a criterion of a good test. It is caused by the discourse of the text which
45
is in dialogue form is not including to the discourse mentioned in the preceding
explanation.
Text no 31 – 35.
The lion was having a nap when a little mouse woke him up. The lion was
annoyed, so he picked up the little mouse and threatened to eat him up.
“please spare me, oh king of the jungle. If you do, I will do something for you
one day!” begged the mouse.
“what? A little thing like you? Ha! This is really very funny,” laughed the lion.
Then he got the little mouse free because he thought that little creature did not
even taste good.
Several days later when the lion was walking in the jungle, he got into a trap. He
struggled hard, but he still could not free himself. When he was about to give up,
the little mouse came. He gnawed at the ropes of the net and then said, “didn‟t you
once laugh at me for being little? Look how I have saved your life today.”
31. Where did the story happen?
a. In the kingdom
b. In the village
c. In the jungle
d. In the field
32. How could the lion be free from the problem?
a. The lion walked into the trap.
b. The lion killed the little mouse.
c. The mouse gnawed at the net and set the lion free.
d. The mouse woke up the lion
33. What can we learn from the story?
a. Help your friend only if you get reward.
b. Don‟t underestimate those who are smaller.
c. Strength is always useful when we are trouble.
d. Don‟t put your self into trouble.
46
34. What is the type of the text?
a. Report.
b. Procedure.
c. Narrative.
d. Recount.
35. The communicative purpose is to…………..
a. Tell the news.
b. Entertain the readers.
c. Tell the past event.
d. Describe the mouse.
Question number 31 asks students to identify the general information of the
text and question number 32 asked students how the lion could be free from the
problem. It means each of them conform to “mengidentifikasi gambaran umum/
pikiran utama paragraf dalam teks deskriptif” and ”mengidentifikasi informasi
rinci tersurat dalam teks deskriptif”.
In addition, question number 33 asked students to identify the conclusion an
the purpose of the text. It represents the indicator “mengidentifikasi informasi
tersirat dalam teks deskriptif”.
Dialogue no 36 – 38.
Ardi : Can you help me, please? I have a new cell phone, now I want to
create an sms but I don‟t know how to do that.
Lawra : Ok, I‟ll tell you. First you have to find the message menu, then
choose the option „create new message‟. After you write your
message you must choose the option „send‟ and you‟ll be asked to
fill in the destination number. You can write it or find it from the
phone book if you have saved it. Finally press the option „send‟.
Ardi : Okay, thanks a lot.
47
36. What does Ardi ask Lawra? He asks for Lawra‟s help.
a. To make a call.
b. To turn the cell phone on.
c. To send message.
d. To send a picture.
37. How many steps does Lawra explain?
a. Six steps.
b. Seven steps
c. Eight steps
d. Nine steps
38. can find any numbers in the phone book if we have……….them.
a. keep
b. delete
c. write
d. send
Form of the text for items number 36-38 is dialogue. there is no dialogue
form in the English syllabus which is used at the first grade students at Dua Mei
Junior High School. It means items number 36-38 are not developed based on
syllabus.
39. Franda : Excuse me, can you lend me your dictionary?
Faisal :………….I‟m using it.
a. Sure.
b. How come.
c. I‟m sorry
d. Here it is
40. Wenny : What is Mr. Amin?
Yuniar : He‟s a………….he has many customers who want to get fresh
48
meat
a. Barber
b. Bucher
c. Grocery
d. Florist
Question number 39-40 asked the students to identify the most suitable
word to complete the text. They conform to “Mengidentifikasi makna kata dalam
dialog”.
41. Arrange these sentence into a good paragraph!
1. Bring the things home.
2. Give the thing to the cashier and the cashier checks the money to pay.
3. Don‟t forget to take your jacket or bag.
4. Take a basket or trolley and choose the things.
5. Keep the jacket and the bag to the bag keeper.
6. Give the money to the cashier.
Question number 30 asks students to arrange the sentences into a paragraf.
It means each of them conform to “Menyusun kalimat menjadi paragraph
bermakna”.
42. Find the Antonym of the words/phrases below with the words from the text
above.
1. Ugly. 4. Dislike.
2. Old. 5. Little.
3. Far.
49
Form of the text for item number 42 students asked find the antonym from
the text, but there is no text following this question. It means item number 42 are
not valid.
43. Mention the generic structure of a narrative text.
Question number 30 asks students to Mention the generic structure of a
narrative text, but there is no text following this question. It means item number
42 are conform any indicators from the syllabus.
44. Make an announcement from the English teacher to the students who must
have remedial test to prepare themselves on Monday, 16th
of June 2012 at the
classroom.
Question number 33 asked students to make an announcement. It
represents the indicator “menulis teks fungsional pendek berupa pengumuman”.
45. Rewrite the jumbled words into meaningful sentences.
1. Has – rice – breakfast – she – for – a - friend – of – plate.
2. To – likes – father – soup – have – a bowl – of.
In item number 45 the students were asked to rewrite the jumbled words
into sentences. Finally, it can be concluded that they represent indicator
“menyusun kata menjadi kalimat bermaknas”
B. Data Interpretation
The percentage of the representativeness based on the reading skill indicator
arrived at 28%. It came from the data which showed that there were 2 indicators
were represented from 7 indicators required. This percentage fell into the level of
21% to 40% which meant “poor”. It means that there was a wrong measurement
or an inaccurate result between the syllabus and the English Summative Test. As
the results, the teachers are unable to improve the instruction of making a test. The
50
students will not progress well in learning activity and will not be motivated
because they did not do the test based on what they have learned.
Moreover, there was only 1 indicator from 5 indicators which was
represented from the writing skill in the syllabus. In other word, it reached 20%.
This percentage fell into the level of 0% to 20% which meant “very poor”.
To know the percentage of representativeness based on the indicators of
writing and reading skills, the writer calculated as follow:
P = Percentage of representativeness based on indicators
f = Frequency of indicators representative in the test items
n = Total of indicators required in the English syllabus
From the calculation above, it could be seen that the representativeness level
of the reading and writing skill indicators was 25%. It fell into the level 21-40%
which meant “poor”.
Beside, the percentage of the conformity based on the reading skill indicator
arrived at 33%. It came from the data which showed that there were 15 items
which developed from indicator required. This percentage fell into the level of
41% to 60% which meant “fair”.
In addition, there were 4 items from 45 items which developed from the
writing skill indicator in the syllabus. In other word, it reached 8%. This
conformity percentage fell into the level of 0% to 20% which meant “very poor”.
To know the percentage of conformity based on the indicators of writing and
reading skills, the writer calculated as follow:
51
P = Percentage of conformity based on indicators
f = Frequency of test items developed from indicators required
n = Total of test items
From the calculation above, it could be seen that the conformity level of the
reading and writing skill indicators was 42%. It fell into the level 41-60% which
meant “fair”.
From the data above, the percentage of the content validity of the English
Summative test items in terms of representativeness and conformity has different
level.
Therefore, the writer can conclude that the English summative test for the
first grade students of Dua Mei Junior High School at even semester academic
year 2012/2013 has poor content validity in terms of representativeness although
it has fair conformity. As the writer wrote in the chapter 1, the teacher is the most
responsible of the mistakes or errors of the validation in the test evaluation.
B. Data Interpretation
52
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that the result of the
content validity level of the English Summative Test items for the first year
students of Dua Mei Junior High School in the even semester of the
2012/2013 academic year is positioned into fair level. In another word, the
English Summative Test does not have a good content validity.
B. Suggestions
The writer would like to give some suggestions that might be useful in
giving contribution to the teachers and the test makers. The suggestions are as
follow:
1. The teacher has to understand the criteria of content validity in making the
English Summative Test and the other test according to the syllabus
components and of course they also have to develop the learning activities
and the materials so that the students will learn what they have to be learnt.
Therefore, they will answer the test easily.
2. The school has to make a preparation and give training for the teacher to
make a preparation before constructing the test in order to construct a good
and representative test.
3. The students have to learn English more dilligent in order to answer the test
well.
53
BIBLIOGRAPHY
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Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: PT. Bumi
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Baxter, Andy.Evaluating Your Students, London: Richmond Publishing, 1997.
Brown,Douglas. Teaching by Principles an Interractive Approach to Language
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Gronlund, Norman E., and Robert L. Linn, Measurement and Evaluation in
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Harmer, Jeremy, The Practice of English Language Teaching, London:
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Hopkins, Charles D. and Richard L. Antes, Classroom Measurement and
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Hopkins, Kenneth D., et al.,Educational and Psychological Measurement and
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1990.
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54
McNamara, Tim. Language Testing, Hongkong: Oxford University Press, 2000.
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York: Harcourt Brace Jovanovich, Inc., 1983.
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Sudjono, Anas, Pengantar Statistik Pendidikan, Jakarta, PT. Raja Grafindo
Persada, 2006.
Thorndike, Robert L and Elizabeth Hagen, Measurement and Evaluation in
Psychology and Education, New York: Jhon Willey & Son’s Ltd, 1977.
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Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi
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Valette,Rebecca M, Modern Language Testing, second edition, New York:
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Wiersma, William, and Stephen G. Jurs, Educational Measurement and Testing,
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SMP/MTS, www.bsnp-indonesia.org/id, 2011.
65
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 7. Mendengarkan
Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
7.1 Merespon makna
dalam percakapan
transaksional (to get
things done ) dan
interpersonal
(bersosialisasi) sangat
sederhana secara
akurat, lancar dan
berterima untuk
berinteraksi dengan
lingkungan terdekat
yang melibatkan
tindak tutur :
meminta dan
memberi jasa,
meminta dan
memberi barang, serta
meminta dan
memberi fakta
1. Percakapan
singkat memuat
ungkapan-
ungkapan :
Contoh:
A :Pass me the
pencil, please!
B :Sure. Here you
are.
A : Give me a piece
of paper, please!
B : Sure, Here You
are.
A : Did you come
here yesterday?
B : I did.
2. Tata Bahasa
Simple Past tense
1. Tanya jawab
tentang berbagai
hal terkait materi
2. Membahas
kosakata dan tata
bahasa: noun
phrase, adjective,
adverb, verb
yang terkait
dengan meminta
dan memberi
jasa, meminta
dan memberi
barang, meminta
dan memberi
fakta
3. Mendengarkan
percakapan
sesuai dengan
materi
4. Menjawab
pertanyaan sesuai
Merespon
ungkapan-
ungkapan :
1.Meminta &
memberi jasa
2. Meminta &
memberi
barang
3.Meminta &
memberi
fakta
Tes lisan
a. Tes tulis
b.Unjuk
kerja
Tes lisan
Merespon
ungkapan
Matching
T / F
Merespon
tindakan
Memberi
jawaban
singkat
1. Listen to the expression
and
respond to it
2. Listen to the expression
and
match it with the suitable
response
3. Listen to the dialoque
and
decide whether it is
TRUE or
FALSE.
4. Pass me the pencil,
please.
5. Give short answer
2x40
menit
- script
percakapan
- rekaman
media
elektonik:
kaset, VCD
, DVD film
Appendix 2
66
Quantifiers
3. Kosa kata
Kata terkait tema
Kata terkait jenis
teks
4. Ungkapan Baku
Sure
Please
dengan isi
percakapan
5. Menjawab
pertanyaan
tentang struktur
percakapan
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
7.2 Merespon makna
dalam percakapan
transaksional
( to get things done)
dan interpersonal
(bersosialisasi )
sangat sederhana
secara akurat, lancar
dan berterima untuk
berinteraksi dengan
lingkungan terdekat
yang melibatkan
tindak turur : meminta
dan memberi
pendapat dan
menyatakan suka dan
tidak suka, meminta
klarifikasi, dan
merespon secara
interpersonal
Percakapan singkat
memuat ungkapan-
ungkapan :
Contoh :
1.A: What do you
Think?
B: Not bad
2.A: I like tea
B: I dont I like milk
3.A:.Are you sure ?
B : I am
4.A: Are you?
B : Yes, I am
1. Mendengarkan
dan merespon
introduction
tentang topik
materi yang akan
disampaikan
2. Mendengarkan
dan merespon
penjelasan
kosakata dan
tatabahasa
tentang topik
materi yang akan
dipelajari
3. mendengarkan
percakapan
transaksional dan
interpersonal
tentang topik
materi yang
dipelajari
4. mengidentifikasi
tindak tutur
Merespon
ungkapan-
ungkapan :
1. Meminta dan
memberi
pendapat
2.Menyatakan
suka dan tidak
suka
3.Meminta
klarifikasi
4. Merespon
secara
interpersonal
Tes lisan
Tes Lisan
Tes tulis
Tes tulis
Merespon
ungkapan
Merespon
ungkapan
pilihan
ganda
jwbn singkat
Respond to the following
expressions orally.
1. A: What do you think?
B: .Not ........
2. A: What do you like to
drink?
B: ...................
3. A: Are you sure?
B: ..................
a. Ok b. Fine
c. Alright d. I am
4. A: I’m happy
B: Are you?
A:…….
2x 40
menit
Script
percakapan di
buku teks
Rekaman
percakapan
buatan: CD
,VCD ,DVD,
film
Rekaman
percakapan
otentik
67
Tata Bahasa
Verb : Like,
need, want
Kosa kata
Daily need
Kata terkait jenis
teks
Ungkapan Baku
Not bad
Great
ungkapan-
ungkapan yang
diperdengarkan
6. merespon
ungkapan-
ungkapan yang
diperdengarkan
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
68
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 8. Mendengarkan
Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure
untuk berinteraksi dengan lingkungan terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
8.1 Merespon makna
yang terdapat dalam
teks lisan fungsional
pendek sangat
sederhana secara
akurat, lancar dan
berterima untuk
berinteraksi dengan
lingkungan terdekat
Teks fungsional
pendek berupa :
1. Instruksi
2. Daftar barang
3. Ucapan
Selamat
4. Pengumuman
Kosakata terkait
tema dan jenis
teks
Ciri kebahasaan
teks fungsional :
- instruksi
- daftar barang
- ucapan selamat
1. Brain storming
tentang kosakata
terkait materi
2. Membahas
kosakata dan tata
bahasa terkait
materi tentang :
noun, noun
phrase, adjective,
verb, adverb.
3. Mendengarkan
teks fungsional
yang
mengunakan
gambit-gambit
attention please,
thanks, excuse
me, sorry.
4. Menjawab
pertanyaan sesuai
dengan isi teks
1.Merespon makna
dalam teks fung-
sional pendek :
- Instruksi
- Daftar barang
belanjaan
- Ucapan
selamat
- Pngumuman
2. Menentukan
Fungsi komuni-
katif teks yang
didengar.
3. Menentu kan ciri
kebahasaan dari
Tes lisan
Tes tulis
Unjuk kerja
Test Lisan
Tes Tulis
Jwbn singkat
-Pilihan ganda
- melengkapi
Melakukan
perintah
Jawaban
Singkat
Uraian singkat
Listen to the text and
answer the questions.
Listen to the text and
choose the best option.
Listen to the text and
complete the sentences.
Listen to the instruction
and do it !
What is the purpose of
the text
Listen and write all the
verbs stated in the text
Listen and write all the
2x40
menit
script :
di buku guru
tentang :
instruksi
- daftar barang
- ucapan
selamat
- pengumum
-an
Rekaman
69
- pengumuman
yang didengar
5. Menjawab
pertanyaan
tentang struktur
teks fungsional
yang didengar
masing-masing
teks fungsional
yang didengar
verbs stated in the text
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
Ketulusan ( Honesty )
8.2 Merespon makna yang
terdapat dalam
monolog sangat
sederhana secara
akurat, lancar dan
berterima untuk
berinteraksi dengan
lingkungan terdekat
dalam teks berbentuk
descriptive dan
procedure
Teks monolog
berbentuk:
1. DeskriptIf
2. prosedur
Kosakata terkait
tema / jenis teks
Ciri kebahasaan
teks deskriptif
dan procedur.
Langkah retorika
teks deskriptif /
prosedur
1. Mendengarkan
dan merespon
tentang berbagai
hal terkait tema /
jenis teks yang
dibahas.
2. Memperhatikan
penjelasan
tentang kosakata
dan tatabahasa
yang muncul
dalam teks
deskriptif /
prosedur
3. Mendengarkan
model monolog
teks
deskriptif/prosed
ur
4. Menjawab
pertanyaan
secara lisan
tentang isi teks
Merespon informasi
dalam teks lisan
monolog berbentuk
:
- Diskriptif
- Procedur
Menentukan ciri
kebahasaan teks
yang didengar.
Menentukan fungsi
komunikatif teks
yang didengar.
Tes lisan
Tes tulis
Tes tulis
Pertanyaan
lisan
Pilihan ganda
Pilihan ganda
Listen and answer the
following questions
Listen to the text and
choose the best answer
by crossing a,b,c or d
Listen to the text and
choose the best answer
by crossing a,b,c or d
2x40
menit
Script teks
monolog
deskriptif/prose
dur dalam buku
guru
Rekaman teks
monolog
deskriptif
/prosedur
70
deskriptif/prosed
ur
5. Menyebutkan
fungsi
komunikatif teks
yang didengar.
6. Mengidentifikasi
kata kerja dari
teks yang
didengar.
7. Mendengarkan
teks deskriptif /
prosedur lainnya.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
Ketulusan ( Honesty )
71
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 9. Berbicara
mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan
lingkungan terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
9.1 Mengungkapkan
makna dalam
percakapan
transaksional ( to
get things done )
dan interpersonal
( bersosialisasi )
sangat sederhana
dengan
menggunakan
ragam bahasa lisan
secara akurat,
lancar dan
berterima untuk
berinteraksi dengan
lingkungan
terdekat yang
melibatkan tindak
tutur : meminta dan
memberi jasa,
meminta dan
Percakapan singkat
memuat ungkapan-
ungkapan :
Contoh:
1.A : Pass me the
pencil please!
B : Sure. here you
are.
2.A : Give me the
paper Please!
B : Sure, here it is.
3.A: Did you come
here yesterday ?
B : I did
1. Tanya jawab
yang berkaitan
dengan materi
2. Membahas
kosakata dan tata
bahasa: noun,
adjective,
adverb, noun
phrase
3. Menirukan
ungkapan-
ungkapan yang
digunakan dalam
percakapan
sesuai materi
4. Berlatih dengan
teman
mengunakan
ungkapan-
ungkapan yang
ada dalam
* Bertanya dan
menjawab berbagai
informasi :
1.Meminta dan
memberi jasa
2.Meminta dan
memberi barang
3.Meminta dan
memberi fakta
Unjuk kerja
Tes Lisan
Unjuk kerja
Bermain
peran
Merespon
ungkapan
Bermain
peran
1. Perform the
dialogue with
your friend in the
front of the
class!
2. Listen to the
expression and
respond to it ,
example :
a. Pass me the salt,
please.
b. Give me the
paper,
please.
c. Did you come
late?
3. Create a dialoque
4x40 menit
Script
percakapan
dari buku
teks
Alat peraga
Rekaman
72
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
memberi barang,
dan meminta
memberi fakta
Tata Bahasa
- Verbs: Like, need,
want
- Simple Past Tense
Kosakata
- Kata Terkait tema
dan jenis teks
ungkapan baku
- Here it is
- Here you are
percakapan
sesuai materi
5. Bermain peran
menggunakan
ungkapan yang
telah dipelajari.
based on
the role cards and
perform it.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
9.2 Mengungkapkan
makna dalam
percakapan
transaksional (to
get things done) &
interpersonal
(bersosialisai)
sangat sederhana
dengan
menggunakan
ragam bahasa lisan
secara akurat,
lancar dan
berterima untuk
1. Percakapan
singkat memuat
ungkapan-
ungkapan :
Contoh :
A : What do you think
of this?
B : Not bad
1. Mendengarkan dan
merespon
pertanyaan tentang
topik materi yang
akan disampaikan
2. Mendengarkan dan
merespon
pembahasan
tentang kosakata
dan tatabahasa
yang terkait dengan
topik materi yang
Bertanya dan
menjawab berbagai
Informasi :
1. Meminta &
memberi pendapat
2. Menyatakan suka
dan tidak suka
3. Meminta
klarifikasi
Unjuk kerja
Tes lisan
Unjuk kerja
Bermain
peran
Daftar
pertanyaan
Bermain
peran
Perform a dialogue
about asking and
giving opinion with
your own words!
Answer the following
questions orally!
Create a dialoque
4x40
menit
Script
percakapan
dalam buku
teks
Script otentik
Rekaman
percakapan
Alat peraga
73
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berinteraksi
dengan lingkungan
terdekat yang
melibatkan tindak
tutur : meminta
dan memberi
pendapat,
menyatakan suka
dantidak suka,
meminta
klarifikasi,
merespon secara
interpersonal
A : I like tea
B : I don’t
A : Are you sure
B : I am
A :Do you?
B : I do
2. Tata Bahasa
- Verb be
- Verb do
- Verb have
3. Kosa kata
Kata terkait tema
Kata terkait jenis
teks
4. Ungkapan Baku
Wonderful !
Excellent !
akan disampaikan
3. Mendengarkan
model percakapan
transaksional dan
interpersonal
dengan topik materi
yang dipelajari
4. Menirukan model
percakapan
transaksional dan
interpersonal
dengan topik materi
yang dipelajari
5. Melakukan
percakapan
transaksional dan
interpersonal
dengan teman
dengan materi yang
dipelajari
4. Merespon secara
interpersonal
Tes lisan
Menjawab
singkat
based on the role
cards and perform it
Give your positive
response
a. Do You ?
b. Are You ?
c. Can You ?
d. Does she ?
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
74
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 10. Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
10.1.
Mengungkapka
n makna yang
terdapat dalam
teks lisan
fungsional
pendek sangat
sederhana
dengan
menggunakan
ragam bahasa
lisan secara
akurat, lancar,
dan berterima
untuk
berinteraksi
dengan
lingkungan
terdekat
1. Teks fungsional
pendek
berbentuk :
1. Instruksi
2. Daftar barang
3. Pengumuman
4. Ucapan
selamat
2. Tata Bahasa
Imperatives
Quantifiers
3. Kosakata
Kata terkait
jenis teks
4. Ungkapan Baku
1. Tanya jawab
yang berkaitan
dengan materi
2. Membahas
kosakata dan tata
bahasa: noun,
noun phrase, adj,
verb, adverb
3. Menirukan
ungkapan-
ungkapan yang
digunakan dalam
percakapan
sesuai materi
4. Mendengarkan
teks fungsional /
pendek
5. Menjawab
pertanyaan
tentang isi teks
Mengungkapkan
makna dalam teks
fungsional pendek
berbentuk :
Instruksi
Daftar barang
Pengumuman
Ucapan
selamat
Memberi
instruksi secara
lisan.
Menyebutkan
daftar barang
tertentu.
Mengumumkan
sesuatu
Mengucapkan
selamat
Unjuk kerja
Uji petik
berbicara
1. Give instrtruction to
your friend orally based
on the picture.
2. Mention the things you
find in ...
3. Announce a certain
information to your
friend
4. Say something to your
friend when ...
a. He/She got good
score
at english test
b. won the game
4x40
menit
- Script
percakapan
dari buku
teks
- Alat peraga
75
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Well done
Congratulation
s
Happy
birthday
yang didengar.
6. Menggunakan
ungkapan-
ungkapan yang
ada dalam
percakapan
sesuai materi
dengan teman
berpasangan
7. Mengguanakan
ungkapan-
ungkapan sesuai
dengan materi
dalam
keadaan/situasi
nyata
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
10.2
Mengungkapka
n makna dalam
monolog
pendek sangat
sederhana
dengan
menggunakan
1. Teks monolog
berbentuk :
Descriptiv
e
Procedure
1. Mendengarkan
dan merespon
berbagai hal
tentang teks
deskriptif/prosed
ur
2. Memperhatikan
dan merespon
1. Mengungkapkan
berbagai informasi
dalam teks
monolog
berbentuk
-Descriptive
-Procedure
Tes lisan
Daftar
pertanyaan
Answer the following
questions orally!
4x40 menit
Script
monolog teks
deskriptif/pros
edur dalam
buku teks
Script otentik
76
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
ragam bahasa
lisan secara
akurat, lancar
dan berterima
untuk
berinteraksi
dengan
lingkungan
terdekat dalam
teks berbentuk
descriptive dan
procedure
2. Kosa kata terkait
tema / jenis teks.
3. Ciri kebahasaan
teks deskriptif /
prosedur
4. Tata Bahasa
Present
Tense
Imperatives
5. Ungkapan Baku
Well,..
you know
that ?
penjelasan
tentang kosakata
dan tatabahasa
dalam teks
monolog
Deskriptif/prosed
ur tentang
Tea/How to make
a cup of tea.
3. Mendengarkan
model monolog
lisan tentang teks
deskriptif/prosed
ur
4. Mendiskusikan
dalam kelompok
draft monolog
mendeskripsikan
kembali,
menyampaikan
prosedur dengan
kata-kata sendiri
5. Melakukan
monolog lisan
secara individu
2.Menyebutkan fugsi
komunikatif teks
yang didengar.
3.Menyebutkan ciri
kebahasaan teks
yang didengar.
4.Melakukan
monolog
dalam bentuk
deskriptif /
prosedur
Unjuk kerja
Uji petik
berbicara
Uji petik
berbicara
2.a. Describe something /
someone with your own
words orally in front of
the class!
2.b. Tell your friends how to
do something (make a
cup of tea)
Rekaman
monolog
Alat peraga
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
77
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 11. Membaca
Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan
dengan lingkungan terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
11.1. Merespon
makna yang
terdapat dalam
teks tulis
fungsional
pendek sangat
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
terdekat
1. Teks fungsional
pendek berupa :
Instruksi
Daftar barang
Ucapan selamat
pengumuman
2. Tatabahasa
- Adverb phrase
- Noun Phrase
- Adj Phrase
3. Kosakata
- Kata terkait tema
dan jenis teks
Ungkapan baku
- Listen, Please
1 Tanya jawab yang
berkaitan dengan
materi
2 Membahas
kosakata dan tata
bahasa: noun, noun
phrase, adj, verb,
adverb
3 Mendengarkan
contoh membaca
nyaring yang
dilakukan guru
4 Berdiskusi dengan
teman menjawab
pertanyaan bacaan
5 Menjawab
pertanyaan bacaan
secara lisan
individual
6 Membaca nyaring
1.mengidentifikasi
berbagai informasi
dalam teks
fungsional pendek
berupa:
- Instruksi
- Daftar barang
- Ucapan
selamat
- Pengumuman
2.Merespon berbagai
informasi dalam
teks fungsional
pendek
3.Membaca nyaring
teks fungsional /
pendek.
Tes tulis
Tes lisan
Esai
Unjuk kerja
Esai
Pilihan Ganda
Jawaban
Singkat
Uji petik
membaca
nyaring
1.write down the
answers completely
2.Choose the best
answer by crossing
a,b,c,d
3.Answer the
questions orally
4.Read the text aloud.
4x40
menit
Buku teks
Yang relevan
Teks otentik
78
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
- Attention, please
bergiliran
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
11.2 Merespon
makna dan
langkah
retorika secara
akurat, lancar
dan berterima
dalam esai
sangat
sederhana yang
berkaitan
dengan
lingkungan
terdekat dalam
teks berbentuk
descriptive/pro
cedure
1.Teks Esei
berbentuk
deskriptive/procedure
2. Kosakata terkait
tema / jenis teks.
3.Ciri kebahasaan
teks :
- procedure
- descrptive
4.Ungkapan baku
- Delicious !
- It smells good !
1. Mendengarkan dan
merespon
introduction
tentang teks
deskriptif/prosedur
dengan topik materi
yang akan dibaca.
2. Memperhatikan
penjelasan tentang
kosakata dan
tatabahasa yang
berkaitan dengan
teks
deskriptif/prosedur
yang akan dibaca
3. Memperhatikan
penjelasan tentang
langkah retorika
teks
deskriptif/prosed-ur
4. Mengidentifikasi
langkah retorika
dalam kerja
1. Mengidentifikasi
berbagai informasi
dalam teks
descriptive dan
procedure
2. Mengidentifikasi
fungsi komunikatif
teks deskriptif /
procedure.
3. Mengidentifikasi
langkah retorika
teks deskriptif
/prosedur
4menyebutkan ciri
Tes lisan
Tes tulis
Tes tulis
Daftar
pertanyaan
Uraian
Pilihan Ganda
Jawaban
singkat
1. Read the text
carefully
and then answer
the
following questions
briefly!
2. Answer the
questions
based on the text.
3.Choose the correct
Answer
List all the verbs
started in the text
4x40 menit
Buku teks
Yang relevan
Teks otentik
Alat peraga
79
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
kelompok
5. Mengidentifikasi
berbagai informasi
dalam kerja
kelompok
6. Mengidentifikasi
langkah retorika
dan berbagai
informasi secara
mandiri
kebahasaan teks
descriptive /
procedure.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
11.3 membaca
nyaring
bermakna teks
fungsional dan
esai pendek dan
sangat
sederhana
berbentuk
descriptive/
procedure
dengan ucapan,
tekanan dan
intonasi yang
berterima
Teks Esei
berbentuk
descriptive /
procedure.
Pronunciation
Intonation
punctuation
1 Mendengarkan dan
merespon hal-hal
yang perlu
diperhatikandalam
kegiatan membaca
nyaring teks
descriptive/procedu
re tentang
pentingnya
pronunciation,
intonation,
punctuation,
kualitas suara
2 Mendengarkan
model membaca
nyaring teks
descritive/procedur
Melafalkan kata,
frasa dan kalimat
dengan baik dan
benar
Membaca kata
frasa dan kalimat
dengan intonasi
yang benar
Membaca nyaring
teks
descriptive/procedu
re dengan baik dan
benar.
Tes unjuk
kerja
Melafalkan
Intonasi
Uji petik
Membaca
nyaring
1. Pronounce the
following
words or phrases
correctly!
2. Read the following
sentences by
applying
correct intonation!
3. Read the following
text loudly!
2x40
menit
Buku teks
Teks otentik
80
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
e
3 Menirukan
membaca nyaring
dengan intonasi dan
jeda sesuai model
4 Membaca nyaring
sendiri dengan
lafal, intonasi, dan
jeda yang baik dan
benar
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
81
SILABUS PEMBELAJARAN
Sekolah : .........................
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
12.1 Mengungkapkan
makna dalam teks
tulis fungsional
pendek sangat
sederhana dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
berinteraksi
dengan
lingkungan
terdekat
1. Teks fungsional
Instruksi
Daftar barang
Pengumuman
Ucapan selamat
2. Kosakata terkait
tema / jenis teks.
3. Ciri kebahasaan
teks fungsional.
4. Tanda Baca
5. Spelling
1. Tanya jawab
yang berkaitan
dengan materi
2. Membahas dan
mengembangkan
kosakata dan tata
bahasa: noun,
noun phrase, adj,
verb, adverb,
simple Pr tense,
imperative
3. Membuat frasa,
kalimat sesuai
dengan materi
4. Membahas
struktur atau ciri-
ciri teks tulis
fungsional
pendek
5. Membuat teks
tulis fungsional
Menulis teks
fungsional
pendek
berbentuk :
- Instruksi
- Daftar barang
- Pengumuman
- Ucapan
Selamat
Menulis kalimat
sederhana
Test tulis
Tes tulis
Penugasan
Melengkapi
Menyusun
kata acak
Esai bebas
Tugas
rumah
1. Complete the
sentences
2. Rearrange the words
into
good sentences
3. Write down your own
shopping list based
on the
situation given.
4. Write down list of
instructions
to be on time to
school
5.Write a greeting card
to your
4x40
menit
- Buku teks
- Alat peraga
- Tempat-
tempat
umum yang
ada teks
fungsional
82
pendek terpimpin
ataudengan
teman
6. Membuat teks
tulis fungsional
pendek sendiri
dengan bebas
friend on his/her
birthday
Listen and make a draft
of retelling
descriptive/procedure
text
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
83
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
12.2 Mengungkapkan
makna dan
langkah retorika
dalam esai pendek
sangat sederhana
dengan
menggunakan
ragam bahasa tulis
secara akurat,
lancar dan
berterima untuk
berinteraksi
dengan
lingkunguan
terdekat dalam
teks berbentuk
descriptive/
procedure
Teks monolog
berbentuk
Descriptive /
procedure
Unsur bahasa
terkait teks.
Langkah retorika
terkait teks.
Spelling
Tanda baca
1. Mendengarkan dan
merespon
introduction
tentang penulisan
teks monolog
deskriptif /
prosedur.
2. Memperhatikan
penjelasan tentang
kosakata dan
tatabahasa yang
berkaitan dengan
penulisan teks
monolog deskriptif
/ prosedur
3. Memperhatikan dan
membaca teks
deskriptif /
prosedur.
4. Menulsi frasa-frasa,
kalimat-kalimat
yang diperlukan
untuk menulis teks
deskriptif /
prosedur.
5. Menulis teks
deskriptif /
prosedur dengan
struktur teks yang
benar.
1. Melengkapi teks
- descriptive
- procedure
2. Menyusun teks
3. Menulis teks
berbentuk
- Descriptive/
procedure
Tes tulis
melengkapi
menyusun
teks
Esai
1. Complete the blank
spaces Correctly.
2. Arrange the jumbled
sentences into a good
descriptive/procedure
text
3. Write down a simple
descriptive/procedure
text
based on the picture /
with your own words
6x40
menit
Buku teks
Alat peraga
Teks otentik
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
84
Tekun ( diligence )
Mengetahui;
Kepala Sekolah .......................
( ....................................................... )
NIP /NIK : ; .....................................
........., ....................20.....
Guru Mapel Bahasa Inggris,
( .............................................. )
NIP /NIK : ; .............................