DEVELOPING FORMATIVE ASSESSMENT ON RECOUNT FOR THE TEN GRADERS OF SENIOR HIGH SCHOOL 11 SEMARANG

Abstract

This study aims at developing formative assessment on recount for the ten graders of senior high school 11 Semarang in the academic year 2013 – 2014. It also attempts to find out the effectiveness of the developed formative assessment on recount based on syllabus for the ten graders of senior high school. This study was conducted by using research and development (R&D), with the students of senior high school 11 Semarang as the sample. 80 English teachers in 16 state senior high schools in Semarang municipality are chosen as population. Whle forty English teachers from 16 state senior high schools were taken as samples in this research. In preliminary research, the researcher conducted need assessment to the 80 English teachersin 16 senior in Semarang municipality.WhileFortyof them were chosen as sample.They were chosen on purpose. They were selected since they were not only active in their schools, but also participate in English teachers` union. The writer chose two or three English teachers of every school. While for the students, the population was 11 classes of the first grade of senior high school 11 Semarang. The writer selected thirty five students of class X IPA 4 in senior high school 11 Semarang as the sample of this research. The reason is because the writer teaches them once a week. There were thirteen steps taken for developing formative assessment on recount for the ten graders of senior high school 11 Semarang. The first step was the need assessment for 40 English teachers in 16 state schools of Semarang municipality. The second was analyzing curriculum 2013 as stated by the government regulation number 69, 2013. The third was choosing the core competences from curriculum 2013 whichare related to recount.The fourth was selecting the basic competences from the of syllabus curriculum 2013 related to recount. The fifth was writing test material which covered expressions and grateful, analyzing social function of recount, and linguistics elements of recount. The sixth was writing indicators. The seventh was writing the draft one of formative assessment on recount. The eighth is revision by English teacher. The ninth is writing draft II. The tenth is revision by a senior English teacher. The twelfth is draft III was validated by Hartoyo, M.A., PhD. Thirteenth is formulating final product. The instrumentation of this research was the questionnaire of need assessment for grasping data whether the English teachers of stateseniorhigh schools in Semarang municipality needed developed formative assessment by English teachers or not. The result was 82.5 % ofEnglish teachers neededdeveloped formative assessment made by English teachers made. The result on try out I, II, and III were analyzed by using SPSS 20. It showed that the mean score of try out II was greater than the mean score of try out 1(78.0 > 72.0). It also showed that towas > t.table (2.881 > 2.03 > on the level of significant 0.005. The mean score of try out IIIwas the greatest of all (81.4 > 78.0 > 72.0). It can be concluded that the development of formative test on recountwas proved effective based on the limited try out.