Feedback of Preliminary Designed Test

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7. Feedback of Preliminary Designed Test

Ready with the preliminary web-based designed test, the writer validated and verified the designed test into Primary Product Verification. The product verification was conducted by distributing questionnaires to the participants. The writer notified the website’s address www.tryoutbahasainggris.co.nr to the participants in order to obtain feedback, evaluation, opinion, and suggestion for the designed test improvement. The questionnaires were distributed on August 19-25, 2010. The participants were two English teachers of SMA Eka Wijaya and two English teachers of SMA Mardi Waluya Cibinong. In contrary, the writer distributed questionnaire for an English Lecturer of Sanata Dharma University after the implementation on January 10 th , 2011. It was because the limitation of distance and time. The questionnaire consisted of close-form questions and open-form questions. The descriptions of the participants were described in the following table. Table 4.8: The Description of Participants for Designed Test’s Feedback No. Group of Participants Sex Educational Background Teaching Experience F M D3 S1 S2 S3 5 5-10 10 1 English teachers of SMA Eka Wijaya √ √ √ 2 √ √ √ 3 English teachers of SMA Mardi Waluya √ √ √ 4 √ √ √ 5 English Lecturer of Sanata Dharma University √ √ √ Total 2 3 - 3 2 - 2 3 - 96 Based on the result of the close-form questions, the points of agreement were between 3.6 – 4.8. The total mean of the designed test was 4.3 on the scale of 5.0. This meant that the design test was good and acceptable for the Grade XI students of in Kecamatan Cibinong. The detail and complete result of questionnaires can be seen in the following table. Table 4.9: Descriptive Statistics of the Participants’ Opinion No. Statement Central Tendency N Mn Mo Md 1. The design set of web-based multiple-choice reading tests indicate the implementation of school-based curriculum. 5 4 4 4 2. The design set of web-based multiple-choice reading tests have appropriate objectives for students’ level. 5 4.2 4 4 3. The reading tests’ level is relevant with students’ level. 5 4.2 4 4 4. The design set of web-based multiple-choice reading tests indicate the principles of language assessment: a. Practicality 5 3.6 3 3 b. Reliability 5 3.6 3 3 c. Validity 5 4 4 4 d. Authenticity 5 4.2 4 4 e. Washback or feedback 5 4.2 4 4 5. The design set of web-based multiple-choice reading tests can measure students’ reading comprehension. 5 4.6 5 5 6. The design set of web-based multiple-choice reading tests can measure students’ vocabulary. 5 4.6 5 5 7. The design set of web-based multiple-choice reading tests can measure students’ grammar. 5 4.4 4 4 8. The level of difficulty of the reading test is appropriate to the students’ level. 5 4.6 5 5 9. The general display home, worksheet, score, and feedback is appropriate with students’ level. 5 4.4 5 5 10. The instructions in the designed tests are clear and understandable. 5 4.8 5 5 11. The questions are clear and understandable. 5 4.6 5 5 12. The answer is appropriate to the question. 5 4.3 4, 5 4 97 No. Statement Central Tendency N Mn Mo Md 13. The design set of web-based multiple-choice reading tests have variety sources and questions. 5 4.3 4 4 14. The amount of questions in one test type is appropriate with the time constraint. 5 4.6 5 5 15. The application of web-based multiple-choice reading tests provides positive feedback to learners. 5 4.6 5 5 16. The application of web-based multiple-choice reading tests is easy to be operated. 5 4 4 4 17. The application of web-based multiple-choice reading tests allows learners to reflect on their achievement. 5 4.6 5 5 The most important part of the questionnaire was the comments and suggestions section because it provides the writer valuable input in order to revise and improve the design or the website. Based on the open-form questions, the writer gained participants’ opinion toward the designed test. The information was about the strength and weakness of the designed test, and participants’ opinion and suggestion toward the test content, and participants’ opinion and suggestion toward the website. The following explanation was a summary of participants’ feedback based on open-form questions. Based on the result of questionnaire, the writer found that the designed test was good to be applied for students although it was still needed some revisions. From the designed test, participants’ admitted some strengths of the designed test as follows: a. The designed test provided answer keys and explanation in order to facilitate students for their self study. 98 b. The questions of the test were generally good. It could measure students’ comprehension. c. The designed test could be accessed easily anywhere and anytime. d. The instruction in the website helped students in conducting the test without tutor because it was explained using Bahasa. Besides, students could search the words’ meaning using Google Translator. e. The electronic worksheet was comparatively interesting, innovative, and creative way for drilling students as an exercise. Besides, it could motivate students in learning activity. Although the designed test is acceptable, it has some weaknesses that should be improved. The participants mentioned some aspect to be revised for improving the designed test as follows. a. Since the test only measured students’ ability in reading comprehension, the Competent Standard and Basic Competence had to be specified in order to match the test content. b. Not all indicators are implemented in the test. c. Some numbers needed to be revised on its questions, options, or grammar. d. Some reading passages were not suitable with the goal of study. e. The worksheet display was not effective because test-takers should change the page for each question. The ineffectiveness would disturb student’s concentration in finishing the reading questions. 99 f. The designed test does not involve any pictures in reading passages therefore the display became less attractive. Moreover, pictures had advantage in order to create student’s visual image on the reading passage. g. To operate the website, it depended on the accessibility of the server. When the connection was dropped, it damaged the process of conducting the test. Furthermore, the participants also give opinions and suggestions toward the designed test presented as follows: a. The websites should provide the test in two languages, Bahasa and English. b. The designed test should be arranged effectively in one page only in order to help students in conducting the test. c. The designer should update the website regularly. d. The designed test should provide some pictures or characters or effect in order to make it interesting for the test takers. e. The test content should be developed based on students’ ability.

8. Revision of the Preliminary Designed Test