Designing a set of web based English reading test using quizstar for X grade students of SMA N 11 Yogyakarta.

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DESIGNING A SET OF WEB BASED ENGLISH READING

TEST USING QUIZSTAR FOR X GRADE STUDENTS

OF SMA N 11 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Marissa Deby Paramitha Student Number: 081214067

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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I dedicated my thesis to Allah SWT, my

beloved family, my beloved friends

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ABSTRACT

Paramitha, Marissa Deby. (2012). Designing a Set of Web Based English Reading Test Using Quizstar for X Grade Students of SMA N 11 Yogyakarta. Yogyakarta: Sanata Dharma University.

The growth of the technology also affects the form of the education nowadays. In education, the impact of the technology can be seen in the various kinds of the media used to support the learning-teaching activities. Internet as one of the form of the development of the technology offers great opportunities to support the learning teaching activities. One of the websites is which contributes in the education is in http://quizstar.4teachers.org. The QuizStar has a facility to create test or quiz for teachers to assess their students.

Reading is one of the important language skills for the students in order to master English. The fact that the portion for reading skills in the National Examination more than the other skills makes the teacher concern more to drill their students with reading exercises and tests.

This research concerned to design a set web-based English reading test for X grade students. There were two problems in this research: (1) how is a set of web-based English reading test for X grade students of SMA N 11 Yogyakarta designed using QuizStar? (2) how does the designed web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar look like?

In order to answer the first problem the researcher used ADDIE instructional design method. The steps conducted to make the test design were (1) conducting needs analysis, (2) designing the test, (3) conduction preliminary field-testing, (4) evaluating and revising, and (5) presenting the final version. First, the researcher conducted needs analysis by interviewing one of English teacher and distributing questionnaires to ninety students of SMA N 11 Yogyakarta. The result of the needs analysis showed that it was needeed to drill students in reading skills test which has main portion in National Examination. Moreover, since the school has internet facility, the teacher would like to optimize the use of the internet in the learning-teaching process. Second, the researcher designed the test. The steps of designing the test includes (1) making the test items, and (2) second is uploading the test. Third, the researcher did preliminary field-testing and the result showed the central tendency was 4.00- 5.00, which means that the test design was good, acceptable and had no revision. Fourth, the researcher evaluated and revised the test design. The researcher did some revision to improve the test design based on some suggestions from the expert. Fifth, the researcher presented the final version of the test design. In order to answer the second problem the researcher presented a Set of Web Based English Reading Test Using Quizstar for X Grade Students of SMA N 11 Yogyakarta. There are four tests presented by the researcher. They are the test for: (1) short functional text, (2) narrative, (3) descriptive, and (4) news item.

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ABSTRAK

Paramitha, Marissa Deby. (2012). Designing a Set of Web Based English Reading Test Using Quizstar for X Grade Students of SMA N 11 Yogyakarta. Yogyakarta: Universitas Sanata Dharma

Perkembangan teknologi pada saat ini juga memberikan efek dalam pedidikan. Dalam dunia pendidikan pekembangan teknologi dapat dilihat dari berbagai macam bentuk media yang digunakan untuk medukung proses belajar dan mengajar. Internet sebagai salah satu bentuk dari perkembangan teknologi memberikan banyak peluang dalam mendukung proses belajar mengajar. Salah satu website yang menyumbang peranan dalam pendidikan adalah http://quizstar.4teachers.org. QuizStar memfasilitasi Guru untuk membuat tes atau kuis bagi para muridnya.

Membaca adalah salah satu keahlian yang harus dikuasai oleh siswa yang belajar Bahasa Inggris. Fakta menunjukkan bahwa proporsi soal berbentuk keterampilan membaca dalam Ujian Nasional lebih besar dari ketrampilan lain menyebabkan guru lebih fokus untuk memberikan latihan dan tes dalam bentuk membaca.

Penelitian ini terkait untuk merancang sebuah set tes membaca untuk kelas X berbasis web. Terdapat dua permasalahan dalam penelitian ini (1) bagaimana sebuah set tes membaca untuk kelas X berbasis web untuk SMA N 11 Yogyakarta menggunakan Quizstar dirancang? (2) seperti apakah bentuk sebuah set tes membaca untuk kelas X berbasis web untuk SMA N 11 Yogyakarta menggunakan Quizstar?

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menggunakan QuizStar. Terdapat empat tes yang dipresentasikan oleh peneliti yaitu tes untuk (1) short functional text, (2) narrative, (3) descriptive, and (4) news item.

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ACKNOWLEDGEMENTS

First and above all, my greatest gratitude goes to Allah SWT for the love, guidance, blessing, strength and inspiration to live my life. I am nothing without Allah.

My sincere gratitude and tribute goes to my major sponsor, Ag. Hardi Prasetyo, S.Pd., M.A., for his guidance, suggestions, support and patience during my thesis accomplishment. Without him, I couldn’t have finished my thesis. I would also thank Drs. Barli Bram, M.Ed., Ph.D., Adesti Komalasari , S.Pd., M.A., and F. Sunu Purwawasita S.Pd. for their time, comments and suggestions to evaluate my test design.

My sincere thank all lecturer of the English Education Study Program

of Sanata Dharma University who have guided and taught me during my study. My thankfulness goes to all the staffs especially to Mbak Danik and Mbak Tari

who give information and take care of all my paperwork during my study. I also thank SMA N 11 Yogyakarta, which gives me inspiration and place to get the data for my thesis.

My endless thank to my beloved Mama, Endang Sekartaji Dwi Rahayu, S.E. for her unlimited love, patience, prayer and support. I also thank my Daddy, Drs. Wahyu Wijanarko who always pays for my education and needs. He is more than a stepfather. I will always do my best to make my parents happy and proud. I would also like to send great thanks to Ibuk, Mbak Lilin, Mira, Nicky

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My high appreciation goes to Kak Jojo, Kak Ema, Lita, Marsha, Yara and partners for the support, laughter and sweet memories. I also thank my lovely friends Lia, Selvi, Ika, Ivone, Tania, Vita, Nora, and Ratna for the support and amazing college time. I would also like to thank my teammate Cor et Chepalon and PPL of SMA N 11 Yogyakarta for the incredible memories. I also thank all of my friends who I cannot mention one by one.

Finally, I would like to thank my great boy, Roman Bangkit Santosa S.Kom., for the magnificent love, faith, support and inspiration. Thanks for believing me.

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LIST OF TABLES

Page Table 1. The Description of the Participants of the Preliminary Field

Testing (Blank) ... 30

Table 2. Interview Sheet (Blank) ... 31

Table 3. Questionnaire Sheet (Blank) ... 32

Table 4. The Meaning of Points of Agreement ... 34

Table 5. The Result of the Questionnaires (Blank) ... 35

Table 6. The Interpretation the Meaning of Range of the Central Tendency in Best as cited Wulandari (2009) ... 35

Table 7. The Result of Questionnaire’s on Student’s Opinion on English . 40 Table 8. Questionnaire Result on Students’ Opinion on Reading Skill ... 41

Table 9. The Result of Questionnaire’s on Student’s Opinion on Reading Exercises and Tests ... 42

Table 10. The Result of Questionnaire’s on Student’s Opinion on Internet Access ... 42

Table 11. Questionnaire Result on Students’ Opinion on Reading Exercises and Tests and Feedback ... 44

Table 12. The Standard Competence and Basic Competence for X Grade . 48 Table 13. Topics and Indicators ... 49

Table 14. The Number of Questions and the Time Allocation ... 51

Table 15. The Description of the Participants of the Preliminary Field Testing ... 55

Table 16. Descriptive Statistic of Respondents’ Opinions on the Test ... 56

Table 17. Descriptive Statistic of Respondents’ Opinion on the Website (QuizStar) ... 58

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LIST OF FIGURES

Page Figure 1. ADDIE Model (Braxton, Bronico, Looms, as cited in Wulandari,

2009) ... 12 Figure 2. The Process of Designing Test Brown (2004) ... 19 Figure 3. R&D Cycle by Borg and Grall and the AADIE Instructional

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LIST OF APPENDICES

Page APPENDIX 1 Research Permission Letter from Sanata Dharma

University ... 74

APPENDIX 2 Research Permission Letter from Head of BAPEDA DIY 76 APPENDIX 3 The Result of the Interview with an English Teacher of SMA N 11 Yogyakarta ... 78

APPENDIX 4 The Result of the Questionnaire Distributed to X Grade Students of SMA N 11 Yogyakarta ... 81

APPENDIX 5 The Reading’s Syllabus of X Grade Students of SMA N 11 Yogyakarta ... 84

APPENDIX 6 The Matrixes (Kisi-Kisi) of X Grade Students of SMA N 11 Yogyakarta ... 88

APPENDIX 7 Questionnaires’ Permission Letter from Sanata Dharma University ... 95

APPENDIX 8 The General Description of the Test Designed ... 97

APPENDIX 9 The Result of Designed Test Evaluation Questionnaires .. 101

APPENDIX 10 Teacher’s Guidelines ... 116

APPENDIX 11 Students’ Guideline ... 130

APPENDIX 12 Students’ User Name and Password ... 145

APPENDIX 13 The Final Version of the Test Design ... 152

APPENDIX 14 The Feedback ... 179

APPENDIX 15 The Examples of the Test Result ... 185

APPENDIX 16 List of Html using in QuizStar ... 188

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CHAPTER I

INTRODUCTION

In this part of study the researcher presents the introduction of the study. There are six things included in the introduction. They are Research Benefits, Research Objectives, Problem Limitation, Problem Formulation, Research Background, and Definition of Terms.

A. Research Background

Nowadays, the growth of technology affects almost all of the aspects in our lives including in education. In education, the growth of technology mostly shows in the kind of media that is used in teaching- learning activities. Reeves (1998)

points out that “media and technology have been introduced into schools because

it is believed that they can have positive effects on teaching and learning” (p.1.).

One of the impacts is in the use of internet during teaching- learning activities. Lewis (2004) defineS Internet, www, or web as“…human experience and with its graphical interface and ability to integrate text, sound, video, and pictures in a communications environments, it is very realistic and accessible place to find

authentic information for language classroom.”(p.6)

Sturgill states that “Online learning has the ability to provide learners with more choices, greater flexibility, expanded resources, and increased

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English is a compulsory subject in at least two level of study: in Junior High School and in Senior High School. Moreover, English is also included in the National Examination (UN).

In the UN there are two types of section. The first is listening section which is 30% of the total question or 15 numbers and reading section, which is 70% of the total question or 45 numbers of the total questions in the National Examination. Since reading is very important to be mastered, a big portion of questions is given to the reading section.

According to Noora, et. al. as cited Rizqiani (2008), “Compare to the other language skill reading is considered as the most important…” (p.1). Moreover,

Anderson in Nunan, Practical English Language Teaching, (2003) explains, “With

strengthened reading skills, learners will make greater progress and development

in all areas of learning”(p.69). It means that reading is very important to master especially for the people who are learning English.

Linked to the essential of reading and the portion of the reading section in the UN, the researcher conducted informal interview with one of English teachers in SMA N 11 Yogyakarta. Based on the interview, the researcher found that the reading test in the SMA N 11 Yogyakarta was not well developed and was still using traditional method, in which the teacher gave a reading test in the form of multiple-choice and short answer such as True/ False and essay question.

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the teacher has to check the answer manually. The number of students and the test items often caused the teacher fatigued. It was because it took a long process to give correction and to mark the result of the reading test.

In reality, there are a lot of facilities provided to support the teaching-learning activities in SMA N 11 Yogyakarta. This school has 40 computers which are connected to the internet. Additionally, the school also provides Wi-Fi connection which can be used by anybody inside the school. However, those facilities are not well used in the teaching-learning activities.

Furthermore, nowadays all students are already familiar with internet.

Based on the researcher’s observation in the school, most of them use internet every day. It can show from a big amount of students who bring laptops and cell phones which are connected to the Wi-Fi at school. They use internet for many things, one of them is to find out resources for their study.

There are some importance and the needs to design reading tests. It is because the teacher needed to prepare the students in passing the UN. Moreover, there is a chance to maximize the use of media and school facilities, which can improve students’ ability in mastering English. Based on the facts above, the researcher wants to propose a set of reading test design for students by using QuizStar.

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animation. Moreover the test maker can also arrange or set the quiz using three main features: Class Manager, Quiz Manager, and Reports Manager. In addition, both the test maker and the test takers can make their own profiles by signing in to the website.(http://quizstar.4teachers.org.) All the results of the test will be recorded. Considering the benefits of using QuizStar in conducting an online test, the researcher has an idea to use this website to create a reading test in the form of web-based learning.

B. Problem Formulation

Referring to the background above, there are two main problems that are intended to be solved. They are as follows.

1. How is a set of web-based English reading test for X grade students of SMA N 11 Yogyakarta designed using QuizStar?

2. How does the designed web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar look like?

C. Problem Limitation

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D. Research Objectives

Based on the problem formulation, the researcher formulates two objectives as follows:

1. To find out how a set of web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar is designed.

2. To present the sample of designed web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar.

E. Research Benefits

This research is intended to inspire and to give benefits to the readers, the teachers, the students, the researcher herself, and the school. Moreover, this research hopefully can help everybody who needs any information related to an online reading test design.

1. For the readers

The online reading test is not something which is totally new but there are only few people who use this. Hopefully by reading this research the readers will get some inspiration to use, explore and develop online reading tests.

2. For the teachers

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3. For the students

This research hopefully will help the students to obtain and experience a more interesting and effective reading test.

4. For the researcher

This research is expected to help future researchers to find the answer to the two problems presented in the problem formulation, namely (1) How is a set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar designed? and (2) How does a designed web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar look like?

5. For the school

This research is expected to help the school to maximize the use of internet connection in the form of LAN and Wi-Fi as facilities for teaching-learning activities in school.

F. Definition of Terms

In this part the researcher wants to define the terms that are used in this research in order to give a clear concept of this research.

1. Reading

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receptive and productive skills. Spartt (2005) defines reading is receptive skill

which means “involves responding to the text rather than producing it” (p.). In addition, Mitchell (1982) “Reading is defined as the ability to make sense of

written or printed symbols” (p.). . Make sense of the written text here refers to the students’ ability to understand the reading texts.

2. Test

In this study, the definition of the test is taken from Brown (2004). Brown (2004) defines a test as “a method of measuring a person’s ability, knowledge or

performance in given domain.” (p. 3).From definition above test refers to the

method and or tools to measure learners’ ability. In this research, the type of test

which is used is an online test. An online test is conducted by using QuizStar.

3. Tenth Grade Students

Tenth grade of students are the first-year students who study in the senior high school. All of them are fresh graduates from junior high school. Their ages are between 15 to 17 years old. In this research, the students uses as the participants are studying in the SMA N 11 Yogyakarta which is located in A.M. Sangaji street No. 50 Yogyakarta.

4. Web- based

Lewis (2004) defines internet or commonly say as www or world wide

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classroom.”(p. 5). The web- based itself is everything which uses internet as the basic of the activity, design or etc. In this research, the researcher uses the term of web- based since the researcher is using one of website in the internet. The web that is used is quizstar as explained in the research background.

5. QuizStar

As mentioned before in the research background, this research is using one of the website programs entitled QuizStar. The website is developed by Kansas University. The website of QuizStar is http://quizstar.4teachers.org. Officially, QuizStar defines its definition as follows.

“QuizStar is a web-based resource you can use to create online quizzes for all your classes. Quizzes can be customized to include audio and video files, and even Flash animation! You have access to all of your information in three easy sections: Class Manager, Quiz Manager, and Reports Manager. Students can register for QuizStar once and have all of their classes available to them in one place. This organized, online testing method is a great way to

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CHAPTER II

REVIEW OF LITERATURE

This chapter contains two important things, they are theoretical description and the theoretical framework. The theoretical description covers the important theories which explain the basis theories related to the topic of this study. Moreover, the researcher explains about the theoretical framework of this study in order to give clarity about the research design procedure.

A. Theoretical Description

The theoretical description in this study includes the theory of instructional design model, reading, test, Multiple-Choice Test Items, Computers Assisted Language Learning and Quizstar.

1. Instructional Design Model

Instructional design according to Ragan& Smith “the term of instructional design refers to the systematic reflective process of translating principles of learning and instruction into plans for instructional material, activities,

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material, lesson and the whole system can be developed in a consistent and

reliable fashion.” (p.2)

The instructional design type that is used in this research is ADDIE. According to Armstrong in Rogers ,Designing Instruction for Technology- enhanced Learning (2002) ADDIE stands for Analyze, Design, Develop,

Implement, and Evaluate (p.187). Here, in this research, the researcher explains the meaning of each word in this instructional design as follows.

a. Analyze

The first step is analyzing. Analyze refers to the performing need analysis. This step is the foundation and the input for the following steps. According to McGriff, (2000) this step covers the area of identifying the problem, identifying the source of the problem, and proposing the possible solution. Furthermore, this step deals with the learner needs and characteristics.

b. Design

The second step is the designing. This step deals with deciding the learning objective, the content, the assessment, the teaching- learning activities, and the media. All of them have to be in sequence of order. It means that each step cannot be done randomly.

c. Develop

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can be in the form of continuing the design, improving or reducing the element in the design. This step is very important because actually this is the most crucial step in the ADDIE. This step is crucial since this process will determine the product of design itself.

d. Implement

The implementation is the step where the design is applied. The design made in the previous step is being applied.

e. Evaluate

In the evaluation, the design is being evaluated whether if there is any problem or mistake that comes up during the implementation, the design should be corrected. The evaluation process can be done in two ways. They are formative and summative evaluation.

The formative evaluation is conducted during the process. It is embedded in each step to judge or evaluate the design. The evaluation can be done directly during the process. As a result, McGriff (2000) the revision done in certain area is needed to be corrected. Furthermore, this kind of evaluation is used to improve the instruction or the design before the final version is implemented.

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the design, whether the instruction and/or the design is good or not. The flowchart of illustration of ADDIE can be seen in the figure below.

Figure1. ADDIE Model (Braxton, Bronico, Looms, as cited in Wulandari, 2009)

2. Reading

There are four important skills in learning English that must be mastered. One of them is reading skill. This sub topic will discussed about the nature of reading and the reading text.

a. The Nature of Reading

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as the receptive skill. According to Spart (2005), receptive skill means that reading “involves responding to the text rather than producing it”.

Reading, according to Mitchell (1982) can be defined as people’s ability to make sense or understand written or printed symbols. People understand the meaning of something trough reading the symbols. In addition, Anderson in Nunan(2003) explains that reading is not only a matter of understanding the text. Moreover, Anderson in Nunan (2003) describes reading as the fluent process of the readers in building a meaning of a text by combining their own information and the information in the text (p. 68).

b. Reading Text

There are many reading texts but there are only six types of reading texts included in the basic competence of X grade of senior high school. They are narrative, recount, procedure, announcement, advertisement, and invitation. Huges (1989) points out the eight criterion in selecting text for reading (p. 119- 120) as follows.

a. Keep specifications constantly in mind and try to select as representative as sample as possible.

b. Choose text of approximate length.

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d. Look for passages which contain plenty of discrete pieces of information in order to test scanning,

e. Choose test which will interest candidates but which will not overexcited or disturb them.

f. Avoid text made up information which be part of candidates’ general knowledge.

g. Assuming that is only reading ability which is being tested, do not choose texts which are too culturally laden.

h. Do not use texts which students have already read (or even close approximations to them).

3. Test

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a. The Definition of Test

Brown (2004) describes test as “a method of measuring person’s ability, knowledge, or performance in giving domain” (p. 3). It means that test is a way to

measure someone’s ability in understanding something in certain area.

b. The Characteristics of a Good Test

A good test according to Brown (2004) has several characteristics that have to be fulfilled. The characteristics are explained below:

1) Practicality

The term practicality refers to the process of doing the process whether the process is practice or not In the practicality Brown (2004) mentioned that a test categorized as a practical test is not excessively expensive, stay with appropriate time constraints, is relatively easy to administer and has a scoring/ evaluation procedure that is specific and time- efficient (p.19).

2) Reliability

Brown (2004) states a test can be categorized as reliable test if the test is consistent and dependable (p.20).In line with Brown, Miller et. Al. (2009) explains reliability as “the stability and consistency of scores over time or

consistency scores”. In addition Joppe in Golafshani(2003) defines reliability as:

…The extent to which results are consistent over time and an accurate

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3) Validity

“Validity refers to the accumulation of evidence (logical and empirical)

that supports the intended use and interpretation of test scores” (AERA in ETS, 2005). Furthermore, Huges (1989) explains validity as a test which measure what is intended to be measure. Additionally, Gronlund in Brown (2004) explains

validity as “the extent to which inferences made from assessment result are appropriate, meaningful and useful in terms of the purpose of the assessment (p.22) In short a test categorized as a valid test if the test purports what should be measured.

There are five aspects that affect validity according to Brown( 2004). They are:

a. Content validity

Content validity is defined by Brown (2004) as a test which require the test- taker to perform what is to be measured. (p. 22). Additionally Huges (2004) states that content validity of the test is refers to the test which really measure what the test taker need to cover. (p. 22). If the test represents what learners learn or in the context of what learners learn the test can be categorized as valid test.

b. Criterion Related Validity

Miller et. Al. (2009) states, “Criterion-related validity is assessed when one is interested in determining the relationship of scores on a test to a specific

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criterion of the test which has actually been reached. The best way to check the criterion related validity is through a demonstration which is done by comparing results of an assessment with result of other measures in some criterion (p.24).

c. Construct Validity

Refers to Huges(2004), a construct validity deals with any underlying theory which refers to the hypothesized in a theory of language ability. It can be seen from the demonstration through measuring what is supposed to be measure, specifically what is being measured is just the ability that has to be measure (p. 26).

d. Consequential Validity

Brown (2004) defines a consequential validity as the effect of a test to the test takers. (p.26) Additionally, Grounlund in Brown’s book entitled Language Assessment: Principles and Classroom Practices (2004) states that the effect can

affect the test takers’ motivation, subsequent performance, independent learning, study habits, and attitude toward schoolwork. (p. 26)

e. Face Validity

Face validity refers to the looks or the appearance of a test. Mousavi as cited in Brown (2004) defines face validity as:

“the degree to which a test looks right and appears to measure the knowledge or abilities it claims to measure based on the subjective judgment of the examines who take it the administrative personnel who decide on its use and other

psychometrically sophisticated observers”( p. 26).

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Furthermore, they also have opportunity to decide the face validity of a test through using related theories, arguments, or reasons whether the test has good face validity or not.

Brown (2004) states that a test, which has good face validity, is the test can cover the sixth aspects bellow:

a. A well- constructed expected format with familiar tasks, b. A test that is clearly doable within the allotted time limit, c. Items that are clear and uncomplicated,

d. Directions that are crystal clear,

e. Tasks that are relate to their course work (content validity), and f. A difficulty level that presents a reasonable challenge.

4) Authenticity

Bachman and Palmer in Brown (2004) define that authenticity “the degree of correspondence of the characteristics of a given language task the features of target language task” (p. 28). Additionally, Brown (2004) explains the authenticity can be reached by identifying the correspondent characteristics where the result of identifying of the correspondent characteristics can be transformed into a valid test items (p. 28). Brown (2004) argues that a test can be an authentic test if it is presented as authentic test if the test is presented trough these following ways:

a. The language in the test is as natural as possible. b. Items are contextualized rather than isolated.

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d. Some thematic organization to items is provided, such as through a story line or episode.

e. Tasks represent, or closely approximate, real- world tasks.

c. The Process Of Designing Test

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According to Brown (2004, p.42) there are five steps in order to design the test. First is determining the purpose of the test. Second after determining the purpose of the test, the next steps is determining the objectives of the test. Third after knowing the purpose and the objectives of the test, the next step is to create the test specification. The test specification includes the outline, skills and item type and tasks of the test. Fourth, this step is actually to check whether the task fulfilled the aspect of practicality, validity, reliability, and authenticity or not. Fifth, every test must have clear scoring, grading, and/ or feedback. The illustration of the steps explains as seen in figure 2 bellow:

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4. Multiple-Choice Test Items

According to Zimmaro (2010) in his journal entitled Writing Good Multiple-Choice Exams Multiple- choice items can be used to measure knowledge

outcomes and various types of learning outcomes. Moreover, Zimmaro (2010) explains that multiple-choice items is widely used to measure knowledge, comprehension, and application outcomes. Zimmaro (2010) states there are thirteen strengths of multiple-choice test as follows:

1) Learning outcomes from simple to complex can be measured. 2) Highly structured and clear tasks are provided.

3) A broad sample of achievement can be measured. 4) Incorrect alternatives provide diagnostic information. 5) Scores are less influenced by guessing than true-false items.

6) Scores are more reliable than subjectively scored items (e.g., essays). 7) Scoring is easy, objective, and reliable.

8) Item analysis can reveal how difficult each item was and how well it discriminated between

9) the strong and weaker students in the class

10)Performance can be compared from class to class and year to year

11)Can cover a lot of material very efficiently (about one item per minute of testing time).

12)Items can be written so that students must discriminate among options that vary in degree of correctness.

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5. Computers Assisted Language Learning

Beatty (2003) in his book titled Teaching and Researching Computer- Assisted Language Learning define Computers Assisted Language Learning (CALL) as “any possess in which a learner uses a computer and, as a result, improves his or her language.” (p. 7) Moreover from that definition, the term of CALL can be widely applied into the development of various teaching and learning styles by using appropriate materials and or methodologies. Benson as cited by Beatty (2003) states that CALL allows learners to study independently and to get directed to their own learning experiences (p.10). The materials for CALL according to Beatty (2003) can be taken from the existing material computer-based material, such as videos, or other materials which were adapted into teaching materials (p.8).

Moreover, Kenning and Kenning (1983) in their book entitled “An Introduction to Computer Assisted Language Teaching” explains there are some

advantages that students’ get by using computer (p.2). The advantages are:

a. The computer gives individual attention to the learners at the console and replies him.

b. The computer promotes the acquisition of knowledge, develops the leaner’s critical faculties, demands active participation, and encourages vigilance.

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d. The computer offers privacy, which relieves learners from the fear of being ridiculed for their mistakes by their classmates.

e. The computer is patient and will tirelessly go over the same points for as long as necessary.

f. The computer is consistent and unbiased, and has no “off days”.

6. QuizStar

Jaromír Přidal (2011) explains that QuizStar is a free web-based program which does not require any program to be downloaded in order to use it. QuizStar is developed by Kansas University (p. 61). This program is made based on the context of education. The target users of this web-based program are the people in education field especially the ones who deal with any kinds of tests e.i. teachers, lecturers and students. The official website of the QuizStar is http://quizstar.4teachers.org/

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(2011) also explains that in the test formats, the test maker can arrange the time allocation and the frequency of a test that can be taken (p. 62).

Second, the result form, the result of the test is shown in the forms of graphic and percentage. Besides, the result is saved in the remote server. It means that the test maker does not have to prepare a space in the computer to save the data of the test results, anytime they what to access the quiz they just have to open the web and they can find the result. In addition, Přidal (2011) informed that actually the test result also can be sent to the test maker’s email address (p. 62).

Third, the interface design, The Jones and Okey in Henke (2001) explain,

“Interface Design includes a set of User Interface Design Guidelines that

incorporate five concepts from literature in the fields of computer based instruction, computer based learning environments, and human-computer

interaction.”(p. 8) The interface design of this web-based program is good and easy to use since the program is well-structured and has clear procedure.

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manager. Přidal (2011) tells that in the report manager, the test maker can see the test result and can increase or decrease number of the students who are allowed to take the test (p. 63).

Despite of the advantages there is also a disadvantages of using QuizStar. The disadvantage can come out from the connection server. Since it is online test, it deals with the internet connection. If the user connection is not good, it can cause trouble.

B. Theoretical Framework

After discussing the theory of ADDIE instructional design model, reading, test, QuizStar, and Computers Assisted Language Learning (CALL), in the theoretical framework, the researcher relates the theory to the planning of designing a set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar. The steps are mainly taken from the procedure of ADDIE instructional design steps. The steps of designing set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar are explaining as follows:

a. Need Analysis

In the first step, the researcher is conducting need analysis. This step is

adapted from the ADDIE’s first step which is indentifying need analysis. In the

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the class. The problem needs to be indentified since the problem will be the basic of this research. After finding the real problem, the researcher start to identify the source of the problem. Furthermore, the researcher will start to find the solution of the problem. Besides, the researcher also conducted the need analysis on the X grade student of SMA N 11 Yogyakarta.

b. Designing the test

After conducting need analysis, the researcher start to make the design of set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar. In designing the test, the researcher refers to the theory of criterion of a good test. The researcher designs a test which is accommodate all the aspects of a good test: practicality, reliability, validity, and authenticity.

c. Evaluation of the Design

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7. Produce the Main Product

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27

CHAPTER III

METHODOLOGY

In this chapter, the researcher discusses the methodology of this study in order to answer the two questions which are mentioned in Chapter I. This chapter is divided into six parts. They are Research Method, Research Participants, Research Instruments, Data Gathering Technique, Data Analysis Technique and Research Procedure.

A. Research Method

This study was conducted intended to answer two questions as explained in Chapter I. The first question in the problem formulation is how to a set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar designed. The second question is How the designed web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar looks like? The method which was used by the researcher in this study was Research and Development (R&D). Borg and Grall (1983) “R&D is a process used to

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1. Research and Information Collecting

This part is called needs analysis, in this part the researcher conducted survey. The survey aimed to get the data for the needs analysis. The survey were included the interview and questionnaire. First, the interview was conducted with one of the English teachers in the SMA N 11 Yogyakarta. Second, questionnaire was distributed to the ninety students of the SMA N 11 Yogyakarta.

2. The Instructional Design Steps

[image:45.595.99.509.259.746.2]

In this step, the researcher was preparing the R&D design. In fact, the design is adapted from the ADDIE’s models. Here in the figure 2 is illustration of the model of the instructional design R&D cycle by Borg and Grall and the AADIE.

Figure 3. R&D Cycle by Borg and Grall and the AADIE Instructional

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[image:46.595.100.495.250.605.2]

Furthermore, the researcher also defined the basic competences and competence standards based on the SMA N 11 curriculum. The researcher developed the instructional design steps according to R&D cycle by Borg and Grall and the AADIE instructional design model as seen in figure 3. The illustration of the instructional design steps the researcher used in this research can be seen from the figure below.

Figure 4. Instructional Design Steps

3. Develop Preliminary from of Product

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4. Preliminary Field Testing

The preliminary field-testing was used to validate the R&D product. The validation here means that the evaluator or the expert of evaluate the R&D product. The purpose of product evaluation is to gain feedback in forms of suggestions, and comments. Moreover, the feedback was used as the concern to improve the R&D product.

5. Main product revision

This was the last step of this research. By gaining some feedbacks from the evaluators, the researcher revised the product.

B. Research Setting

The research was conducted in two places. The first place was at SMA 11 Yogyakarta, which is located in Jl. A.M Sangaji no. 50. The second place was at Sanata Dharma University. The period of research in school was from April to July 2012. The participants of this research are the teacher and the students of SMA 11 Yogyakarta and the lecturers of Sanata Dharma University.

C. Research Participants

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1. First Group

Group one was the representation of one of the English teachers of SMA N 11 Yogyakarta who teaches in the X grade. The researcher included this group as one the participants in order to get the data of the need analysis. Moreover, to gather the data the researcher interviewed the teacher.

2. Second Group

The second group was the representation of three classes of the X grade students of SMA N 11 Yogyakarta. Each class consists of 30 students. The researcher used the second group as the participants of the questionnaire in the need analysis and as the participant in the implementation of the design.

3. Third Group

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[image:49.595.99.516.177.522.2]

Table 1. The Description of the Participants of the Preliminary Field

Testing (Blank)

Participants Gender

Educational Background

Teaching Experience (in year)

Female Male S1 S2 S3 1-5 5- 10 10- 15 >15

English Teacher English Lecturer

D. Research Instruments

In order to obtain the data in this study, the researcher used two types of instruments. They are interviews and questionnaires.

1. Interviews

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[image:50.595.104.525.101.633.2]

Table 2. Interview Sheet

(Blank)

Number Questions Responses

2. Questionnaires

Wilson and McLean in Choenet al. (2000) states questionnaires are widely used and are useful instruments to gather the data, provide structured and often numerical data, to be able to administer. The type of questionnaires used in this study is directly administered questionnaires. Directly administered questionnaires according to Ary et. al. (1979) are questionnaires which are distributed to a certain group of people for a certain purpose. The questionnaires were distributed to three classes of students in the SMA N 11 Yogyakarta. The purpose of distributing the questionnaires was to gain the data of need analysis. The format of the blank questionnaire could be seen bellow.

Table 3. Questionnaire Sheet

(Blank)

No Statements Points of agreement

1 2 3 4 5

E. Data Gathering Technique

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F. Data Analysis Technique

The data was in this study gathered by using two instruments as mentioned above. The data analysis techniques were divided into two parts: data gathering using interview and using the questionnaires. The first was the interview. The researcher asked several questions to the interviewee (respondents). The result of interview was in the form of narrative descriptions. From the result of the interview the researcher points the need of the students.

[image:52.595.100.511.253.603.2]

The second was the questionnaires. The type of questionnaires which was used in this research was rating scales or Linkert scales. In Linkert scale questionnaires in Choenet. Al. (2000) the participants or the respondents were provided with a range of responses to a given question or statements. The meaning of responses used is as follows in the table 4 below.

Table 4. The Meaning of Points of Agreement

Points of agreements Points meaning

1 Strongly disagree

2 Disagree

3 Neither agree or disagree

4 Agree

5 Strongly agree

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with the total number of the students, then multiply by 100%. The formula can be seen bellow.

P= n x 100%

Σn

P : percentage

N :the amount of students who chose certain answer Σn :the total number of students

[image:53.595.99.517.173.587.2]

The result of the calculation above was represented in the form of table. The table was used in order to avoid misinterpretation of the calculation result. The blank table was as follows.

Table 5. The Result of the Questionnaires (Blank)

No Statements Points of Agreement

1 2 3 4 5

Number (percentage) Number (percentage) Number (percentage) Number (percentage) Number (percentage)

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Mean (Mn) = ∑x

N

∑x : the sum of the total score

N : the total number of score

[image:54.595.100.517.291.596.2]

Moreover, Best as cited in Wulandari (2009) classified the meaning of range of the central tendency into the range 1.00- 5.00. The interpretation the meaning of range of the central tendency is as follows.

Table 6. The Interpretation the Meaning of Range of the Central Tendency

in Best as cited Wulandari (2009)

Range Meaning

1.00- 1.99 Replace the rejected part of the design

2.00- 2.99 Add more part or modify part of the design based on the lack on the statement

3.00- 3.99 Conduct more exploration on the existing part of the design based on the statement

4.00- 5.00 No revision

G. Research Procedure

The research procedure of this study included several steps. The research procedure steps are as follows.

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English teacher of SMA N 11 Yogyakarta. After getting the result of the questionnaires, the researcher did the data analysis on the answers to the questionnaires.

2. The researcher developed the test design.

3. The researcher asked one of the English teachers in SMA N 11 Yogyakarta and the three lecturers in the Sanata Dharma University to do preliminary field-testing on the researcher’s design. In this step, the researcher asked for the suggestions and comments about the design.

4. The researcher did the evaluation and revision of the test design based on the suggestions and comments which were given in the previous step.

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39

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the result of the study. This chapter is divided into three parts. The first part is the stages of test design. This part is the answer to the first question in the problem formulation, that is how a set of web based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar is designed. The second part concerns in the discussion of the test design. The third part is the final presentation of the test design. The last part is the answer to the second questions in the problem formulation. In this part the researcher presents the design of a set of web-based English reading test for X grade students of SMA N 11 Yogyakarta using QuizStar.

A. The Stages of Test Design

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1. Needs Analysis

To get the data of the needs analysis, the researcher conducted an interview to one of English teachers and distributed questionnaires to three classes of X grade students of SMA N 11 Yogyakarta.

a. The Result and the Discussion of the Interview with an English Teacher of

SMA N 11 Yogyakarta

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Another finding of this research is that the school is facilitated with internet access. The teacher is very interested in optimizing the internet access in teaching- learning activities. The teacher tried to use internet in the area of teaching by making a blog. However, there are only 30% students, who access the blog. By knowing the purpose of the online test design, the teacher wanted to adapt it in class. The teacher thought that the online test would be one of good solutions to maximize the school’s internet access and become a helpful tool to drill the students with reading exercise and test so they will be ready for the National examination. Additionally, direct feedback and score will help both the teacher and the students. The teacher thought that if the students can directly know their test score it will motivate them. The direct feedback will also help students find their mistakes and correct the answer by reading the explanations more clearly. In conclusion, the teacher expects a set of test design which can optimize the internet facility provided by school. The teacher needs a media which is able to provide online test. Besides, the media is expected to be completed with the facility of providing direct score and feedback.

b. The Result and the Discussion of the Questionnaire Distributed to X Grade

Students of SMA N 11 Yogyakarta

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[image:59.612.99.535.244.489.2]

and the other students there were in meeting with the teacher. As mentioned in the Chapter III, the meaning of points of agreements as seen the previous chapter on table 4 and the result of the questionnaire were divided into five parts as seen in Table 7 to Table 11.

Table 7. The Result of Questionnaire’s on Student’s Opinion on English

Statement

Points of Agreement SD D N A SA

NUMBER PRECENTAGE

1.English is easy to learn. 0 0 5 14 61

0% 0% 6.25% 17.5% 76.25%

2.English is important to master. 1 0 6 20 53

1.25% 0% 7.5% 25% 66.25%

3.English is easy to master.

8 16 31 19 6

10.5% 20 %

38.75% 23.75% 7.5%

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[image:60.612.107.536.258.529.2]

In the next statement, students thought that English was important to master (66.25%). It was good since the students have already had the idea that mastering English was very important. However, it was not easy to master English for students. It because only six students who thought that English was easy to master. However, most of the students (38.75%) thought English was not difficult but also not easy to master. It showed that there was a need to help students to master English in easy way.

Table 8. Questionnaire Result on Students’ Opinion on Reading Skill

The result of the table above shows that reading skill was taught in English (58.75%). Moreover, thirty students agreed that reading skill was one of the important elements in English. It was a good point since students realized that reading skill was important.

Statement

Points of Agreement

SD D N A SA NUMBER

PRECENTAGE

4. Reading skill is taught in English.

1 1 14 47 17

1.25% 1.25% 17.5% 58.75% 21.75% 5. Reading skill is one of the

important elements in English.

3 0 18 30 29

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Table 9. The Result of Questionnaire’s on Student’s Opinion on Reading

Exercises and Tests

Statement

Points of Agreement

SD D N A SA NUMBER

PRECENTAGE

6. Teacher often gives Reading exercises in English.

1 6 24 33 16

1.25% 7.5% 30% 41.25% 20% 7. Teacher often gives test in the

form of reading.

4 6 27 29 14

5% 7.5% 33.75% 36.25% 17.5% 8.The reading test is in the form of:

1. Multiple-choice: 47 (58.7%) 2. True / false : 6 (6.25%) 3. Essay : 25(31.25%)

[image:61.612.100.535.176.696.2]

The three statements above were about the reading exercises and test. The result above shows that both reading exercises (41.25%) and test (36.25%) were commonly conducted in English. Furthermore, the common form of the test used in reading was multiple-choice (58.7%).

Table 10. The Result of Questionnaire’s on Student’s Opinion on Internet

Access

Statement

Points of agreement SD D N A SA

NUMBER PRECENTAGE

9. I can use and access internet. 2 1 3 16 53

2.5% 1.25% 3.75% 20% 66.25% 10. I often access internet at: 1.Home : 52 (65%)

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4.Public service (Wi-Fi) : 6 (7.5%) 11. In a week, I access internet

for:

1.1-2 hours : 8 (10%) 2.3-4 hours : 17(21.25%) 3.4-6 hours : 15 (18.75%) 4.8-10 hours : 12(15%) 5.>10 hours :28(35%)

12. I use free internet access. 19 3 27 15 16

23.5% 3.75% 33.75% 18.75% 20%

13. I use paid internet access. 12 4 18 28 18

15% 5% 22.5% 35% 22.5%

14. I get a good internet connection.

2 10 21 33 14

2.5% 12.5% 26.75% 41.25% 17.5% 15. I don’t get a good internet

connection.

25 15 28 8 4

31.25% 18.75% 35% 10% 5%

16. I get internet access facility from school.

0 0 7 27 46

0% 0% 8.75% 33.75% 57.5%

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Elaborating the result of the statement number fourteen and fifteen, it showed that the students got good internet connection. In the statement number fourteen, thirty-three students (41.25%) agreed that students got good internet connection. In line with the previous question, twenty-five students chose strongly disagree with question number fifteen.

[image:63.612.108.534.295.701.2]

In relation with the internet connection, question number sixteen aimed to know whether school occupied the students with internet access or not. The result showed forty-five students (57.5%) strongly agreed with the statement. It meant that the school provides the students with internet connection.

Table 11. Questionnaire Result on Students’ Opinion on Reading Exercises and

Tests and Feedback

Statement

Points of Agreement SD D N A SA

NUMBER PRECENTAGE

17. Reading exercises are very important in English.

0 1 9 37 33

0% 1.25% 11.25% 46.25% 42.25% 18. Reading tests are very

important in English.

0 3 17 34 26

3.75% 21.25% 42.5% 32.5% 19. I had experienced reading

exercise and test in conventional form (paper based).

1 1 16 42 20

1.25% 1.25% 20% 52.5% 25%

20. I had experienced reading exercise and test in modern form (web based online learning).

10 14 21 24 11

12.5% 17.5% 26.25% 30% 13.75% 21. I got feedback from

Reading test.

8 6 32 24 9

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22. I got feedback of the exercise or test at:

a.The same day of the test :19 (23.75%)

b.1-4 after the exercise/ test : 22 (27.5%)

c.5-7 after the exercise/ test :23 (28.75%)

d.>1week after the exercise/ test :16 (20%)

23. I am interested to use online exercise or test in reading skill.

1 10 24 30 15

1.25% 12.5% 30% 37.5% 18.75%

24. Online exercise or test in reading skill can be done at school.

1 4 18 38 19

1.25% 5% 22.5% 47.5% 23.75%

25. Using online exercise or test in reading skill will give faster than the conventional (paper based) exercise or test in reading skill.

0 5 22 27 26

0% 6.25% 27.5% 33.75% 32.50%

From statements, numbers seventeen and eighteen show reading exercises and test were important for the students. Most of the students chose neutral, agree, and strongly agree, while only few of the students chose disagree and strongly disagree. In the next statement, number nineteen, there were forty-two students (52.5%) who stated they had experienced reading exercise and test in conventional form (paper-based form). Furthermore, the statement number twenty told the researcher that besides conventional form, students also had experienced reading exercise and test in modern form (web-based online learning).

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thirty-two students (40%) chose neutral, twenty-four students (30%) chose agree, and nine students (11.25%) chose strongly agree while the rest of them chose strongly disagree and disagree. It showed that actually, the students got feedback from the exercises and test students have done. In relation with the feedback given by the teacher, twenty-three students (28.75%) stated that the feedback was given five until seven days after the test.

The next three last statements aimed to find out the use of online exercise or test in reading skill. In statement number twenty-three, thirty students (37.5%) are interested to use online exercise or test in reading skill. Moreover, in the next statement, students agreed that online exercise or test in reading skill could be done at school. Furthermore, in the last statement the result showed that twenty-seven students (33.75%) thought that by using online exercise or test in reading skill would give faster result and feedback than the conventional (paper based) exercise or test in reading skill.

From the results above, the researcher can conclude some points. They are as follows.

1) The students have already known that English is important to master. Moreover, students thought that English is easy to learn but difficult to master.

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3) Most of the students could access internet and got good internet connection. The students mostly accessed internet both in free and paid versions. The students accessed internet at home, but actually, the school occupied them with internet connection.

4) The students knew that reading exercises and test were important.

5) The students experienced reading exercises and test in the form of both conventional form (paper based) and modern form (web based online learning). 6) The students got feedback from reading exercises and test that they have done.

However, the feedback given several days after the test.

7) The students are interested to use online exercises and test in reading skill. Moreover, the students thought that online exercises and test in reading skill could be done at school. Furthermore, the students thought that by using online exercise they would get feedback immediately.

Deriving from the result above, the researcher could conclude that the students need a set of web-based English reading test to help the students master reading skill, which is one of the important elements in English. Besides, the students need a reading test that can give them faster feedback.

2.mDesigning the Test

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a. Making the Test Items

The process of making the test items was trough three steps. They were: indentifying the syllabus, making the matrixes (kisi-kisi), and designing the test items.

[image:67.612.102.535.278.559.2]

First, the researcher identified the syllabus which was given from the SMA N 11 Yogyakarta. The syllabus was a school-based one. The researcher only took the reading part of the second semester. The standard competence and basic competence for X grade are as follows.

Table 12. The Standard Competence and Basic Competence for X Grade

Standard Competence Basic Competence

11. Reading

Understanding meaning in short fuctional text and essay in the form of narrative, descriptive, and news item in the context of daily life and to access knowledge

11.1

Responding the meaning in formal and informal short functional text (e.g. announcement, advertisement, invitation etc. ) accurately, acceptable in written form and daily life.

11.2

Responding the generic structure of simple essay accurately, acceptable in written form and daily life to access knowledge in the form of narrative text, descriptive text and news item.

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[image:68.612.108.537.211.699.2]

competence and basic competence, the researcher made the indicators based on the topic. The list of the topics and the indicators were stated in the table below.

Table 13. Topics and Indicators

Unit Topic Indicators

1 Short functional text: Announcement Advertisement Invitation

At the end of the test, students are able to: 1. Identify the type of a short functional text. 2. Identify certain written information of an

advertisement text.

3. Differentiate a negative statement from some positive statements given in advertisement text. 4. Identify certain written information of

announcement text.

5. Identify the antonym of a word in a paragraph of an announcement text.

6. Identify the communicative purpose of an invitation text.

7. Identify certain written information of an invitation text.

8. Identify certain written information of an invitation text.

9. Identify the meaning of a phrase in an invitation text.

2 Narrative At the end of the test, students are able to: 1. Identify the part of generic structure of a

narrative test.

2. Identify certain written information of a narrative text.

3. Decide the correct pronoun in one of paragraph of a narrative text.

4. Identify the communicative purpose of a narrative text.

5. Identify the moral value of a narrative text. 6. Identify the antonym of a word in a paragraph

of a narrative text.

7. Differentiate a negative statement from some positive statements given in a narrative text. 8. Identify the synonym of a word in a paragraph

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9. Identify the type of the text.

10.Identify the conflict of a narrative text. 11.Identify certain implied information of a

narrative text.

3 Descriptive At the end of the test, students are able to: 1. Identify certain written information of a

descriptive text.

2. Differentiate a positive statement from some negative statements given a descriptive text. 3. Identify certain implied information of a

descriptive text.

4. Identify the communicative purpose of a descriptive text.

5. Differentiate a negative statement from some positive statements given a descriptive text. 6. Identify the main idea of a paragraph in a

descriptive text.

4 News Item At the end of the test, students are able to:

1. Identify certain written information of a news item text.

2. Identify certain implied information of a news item text.

3. Identify the synonym of a word in a paragraph of a news item text.

4. Identify the communicative purpose of a news item text.

5. Identify the meaning of a phrase in a news item text.

7. Decide a correct and suitable verb in a news item text.

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[image:70.612.104.531.216.551.2]

minutes. The number of questions and the time allocation for the test in each topic and the time allocati

Designing a set of web based English reading test using quizstar for X grade students of SMA N 11 Yogyakarta.