Nur Rohman , 2201413147 (2019) AN ANALYSIS OF CONTENT VALIDITY, READING COMPREHENSION ASPECTS, VOCABULARY, AND GRAMMAR COMPONENTS OF ENGLISH SUMMATIVE TEACHER-MADE TEST (The Case of Tenth Grade English Summative Teacher-Made Test of SMAN in Pekalongan in the Academic Year of 2015/2016). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study investigates on how the content validity, reading comprehension aspects, vocabulary, and grammar components are realized in the English summative test prepared by the teacher for the second-semester of the tenth-grade students of SMAN in Pekalongan in the academic year 2015/2016. It is focused on the relevance of the summative teacher-made test items to the syllabus and the realization of the reading comprehension, vocabulary, and also grammar components in the test items. The total of 30 test items of the English summative test for second semester of tenth grade of SMAN in Pekalongan in the academic year 2015/2016 became the object of this study. The design of the research used in this study is a qualitative research design based on the process of qualitative data analysis according to Miles (1984), which qualitative-descriptive method is used for explaining the data analyzed and the descriptive data analysis result is presented. From the result of the analysis, it was found that the summative test only achieved an insufficient rate of content validity, in which the percentages between the relevant and the irrelevant items are split evenly 50-50 percents. It was also found that there were five materials that were relevant to the tenth-grade second semester syllabus of KTSP curriculum, and six irrelevant materials. Furthermore, the results of the reading comprehension, vocabulary, and also grammar components analysis showed that 23 test items (77%) were on reading comprehension, 7 test items (23%) were on grammar, and none of the test items were on vocabulary. In addition, there were also some errors in the construction of the test items and can be found in the text of the test items, in the questions or instructions of the items, and also in the options the items provided for the answers. Dealing with the result of the study, it is suggested that the test constructors pay attention to the syllabus and the curriculum in designing test items, so that the test items are relevant to the learning objectives and possess a high-level of content validity. Next, it is also better for the test designers to balance the main focus for the composition of the all test items.

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