Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination

Widyaningrum, Frisca Ayu Desi; Prabandari, Carla Sih

doi:10.24071/llt.2013.160103

Cited by 2 publications

(2 citation statements)

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“…Meanwhile, some studies focused on the realization of authenticity have been analyzed by Fitriani (2017), Hidayati (2016), Moria, Refnaldi, and Zaim (2017), Rizavega (2018), Rukmini andSaputri (2017), Muthohharo, Bharati, andRozi (2020). Lastly, Widyaningrum (2016) This research is hopefully supporting the concept of English achievement test. It is also can be beneficial for English teachers as additional knowledge in developing their technique of making a good English achievement test.…”

Section: Introductionsupporting

confidence: 52%

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Winarti

Faridi

Rozi

2021

EEJ

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This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.

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Section: Introductionsupporting

confidence: 52%

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Winarti

Faridi

Rozi

2021

EEJ

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“…The writing test is meaningful, while the students' competence is accessed and measured. Based on the content validity, the writing test has fulfilled the requirement of the instrument test by matching the test items with the relevant test specifications and lesson objectives (Widyaningrum & Prabandari, 2013). Klebanov et al (2019) stated that the validity of the writing instrument is effective in measuring the success of the instrument in practice.…”

Section: Introductionmentioning

confidence: 99%

Designing The English Argumentative Essay Writing Test Based on Critical Thinking Skills

Yamin

Setiawan

Anam

2023

VELES

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Designing the argumentative essay test instrument based on critical thinking skills is the step to produce the writing test instrument used for measuring the students’ performance in writing the argumentative essay with critical thinking skills. This study aimed at measuring the validity and reliability of the argumentative essay writing instrument test with critical thinking skills. The procedure to create the writing test instrument credible was conducted by testing the instrument valid and reliable. The process of validating is through content validity and expert validation. The process of making the instrument reliable was done by checking the score of the students tested in trying out. The result of validating and making the instrument reliable was stated effective for use to get the data collection. Either pretest or posttest of the instrument in each component is stated reliable and it affirms the reliability of the instrument. The notes from the validator of the instrument are in line with the statistics stating that the instrument can be used for collecting the data. As a result, the writing test instrument was ready to use for the research. It is suggested that this instrument can be used for other relevant issues and studied more deeply for the next relevant studies.

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Content Validity and Authenticity of the 2012 English Test in the Senior High School National Examination

Abstract: This paper discusses content validity and authenticity of the English test items in National Examination

Cited by 2 publications

References 1 publication

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

Designing The English Argumentative Essay Writing Test Based on Critical Thinking Skills

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