109 As suggested by the participants, the test display should provide some
pictures or characters to attract the test-takers. Then, the writer added some pictures or characters in the worksheet to attract the test takers in doing the test.
Moreover, the picture could facilitate students in developing general view about the reading passage. The pictures were obtained from the Internet.
Figure 4.5: Revision on the website display
9. Feedback from the Implementation
This is the ultimate step in this study. The writer implemented the designed test of Tipe B for three groups of participants. They were students from
SMA Eka Wijaya Cibinong, SMA Mardi Waluya Cibinong, and SMAN 1 Cibinong. The implementation process divided into two types formal and
informal. The process of implementation was quite simple. Before implementing the designed test, the writer explained the theory and guided students to work on
110 the website. Then, the writer distributed answer-sheets to collect the students’
answers. In the end of the implementation, the writer distributed questionnaires for analyzing participants’ general opinion toward the website and designed test.
The writer implemented formally in-school only in SMA Eka Wijaya Cibinong because only this school that has Internet-connection computer
laboratory. From SMA Eka Wijaya Cibinong, the participants were students from 12 IPS 1. The implementation was conducted on Wednesday, September 22
nd
, 2010 at 12.00 – 1.45 p.m. to thirty eight students. Furthermore, the informal or
out-school implementation was conducted for students from SMA Mardi Waluya Cibinong and SMAN 1 Cibinong. The implementation conducted by the
participants themselves because the schools did not provide the Internet facility. In this case, the writer allowed students an interval for a week from September
23
rd
- 30
th
, 2010, and then the writer collected the questionnaires and answer sheets on October 1
st
– 2
nd
, 2010. Some participants from SMA Mardi Waluya Cibinong and SMAN 1 Cibinong who did not have Internet connection in their
house obtained 6.000 IDR to conduct the test in the Internet café. From the implementation, the writer gathered and analyzed the
questionnaire and test results from the participants. From the questionnaire, the writer gathered the designed test evaluations, opinions, feedbacks, and
suggestions which were used as the basis for revising the final product of the designed test. From the test results, the writer analyzed the test items by
calculating the IF, ID, and B-Index. The details of the questionnaire and data analysis result would be presented in the following page.
111 a.
Description of the Participants in Implementation The participants of the implementation were students in the Grade XII of
SMA Eka Wijaya Cibinong, SMA Mardi Waluya Cibinong, and SMAN 1 Cibinong. The participants from SMA Eka Wijaya Cibinong were thirty eight
students of 12 IPS 1. The participants from SMA Mardi Waluya Cibinong were fifteen students of 12 IPA. Moreover, participants from SMAN 1 Cibinong were
seven students of 12 IPA. The description of participants presented as follows:
Table 4.14: The Description of Participants in the Implementation
Participants Class
Sex Age
Bhs IPS
IPA F
M ≤16
17 ≥18
Students of SMA Eka Wijaya Cibinong
- 38
- 16
22 6
28 4
Students of SMA Mardi Waluya Cibinong
- -
15 12
3 -
12 3
Students of SMAN 1 Cibinong
- -
7 5
2 2
5 -
Total -
38 22
33 27
8 45
7
Since the implementation for participants from SMA Mardi Waluya Cibinong and SMAN 1 Cibinong was conducted outside the school, the writer provided budget
for those who did not possess Internet connection in their house as much as 6.000 IDR. From the information, there was 13 participants did not have Internet
connection in their house, 8 participants from SMA Mardi Waluya Cibinong and 5 participants from SMAN 1 Cibinong.
112 b.
The Data Presentation from Questionnaire Result After implementing Tipe B test, the writer gained information about
participants’ comments and suggestions from the questionnaire which consisted of close-form questions and open-form questions. The questionnaire covered up
seventeen statements in the form of close-form and three questions in the form of open-form. The questionnaire contended with participants’ opinion toward the
website display, test contents, and general implementation. For the participants of SMA Eka Wijaya Cibinong, the questionnaires were distributed after the
implementation process on September 22
nd
, 2010. While, for the participants of SMA Mardi Waluya Cibinong and SMAN 1 Cibinong, the questionnaires were
distributed on September 23
rd
, 2010 and were collected from 27 September – 2 October 2010. The total questionnaires were 60 questionnaires. The result of the
participants’ opinion toward the close-form questions were presented in the following table.
Table 4.15: The Description Statistics of the Close-Form Questions on the Implementation
No. Respondent’ opinions
Frequency of Occurrence
Central Tendency 1
2 3
4 5
N Mn
Mo Md
The evaluation on general display of the website 1
The general display of the website is appropriate with
the students’ level.
0 5 6 46 3 60 3.78 4 4
2 The website display helps
students in conducting the test.
0 4 14 19 23 60 4.02 5 4
3 The test is more effective
using computer as the media.
0 7 39 10 4 60 3.18 3 3
4 The worksheet form or
display is common for students.
3 6 16 35 0 60 3.38 4 4
113
No. Respondent’ opinions
Frequency of Occurrence
Central Tendency 1
2 3
4 5
N Mn
Mo Md
5 The font and picture are
clear.
0 2 2 50 6 60 4.00 4 4
The evaluation on the test content or items 6
The questions are suitable to test students’ reading
comprehension.
0 4 10 42 4 60 3.77 4 4
7 The vocabularies in the test
are suitable to be used in the examination.
0 3 12 44 1 60 3.72 4 4
8 The grammatical questions
are commonly applied in the examination.
0 3 4 51 2 60 3.87 4 4
9 The instructions in the test
are obviously clear and understandable.
0 7 6 42 5 60 3.75 4 4
10 The questions in the test are
obviously clear and understandable.
1 7 12 38 2 60 3.55 4 4
11 The options in the test are
obviously clear and understandable.
0 4 8 46 2 60 3.77 4 4
The general opinion 12
The test can improve students’ ability in analyzing
reading text.
0 1 6 22 31 60 4.38 5 5
13 The website test can motivate
students in drilling their reading ability.
0 2 6 45 7 60 3.95 4 4
14 The exercise using website is
more effective and efficient in preparing national
examination because it doesn’t need teacher’s
presence
1 5 15 37 2 60 3.57 4 4
15 The answer keys and
explanations can help students in analyzing the
questions.
1 6 2 43 8 60 3.85 4 4
114
No. Respondent’ opinions
Frequency of Occurrence
Central Tendency 1
2 3
4 5
N Mn
Mo Md
16 The time allocation is
suitable with the amount of the questions.
0 9 8 43 0 60 3.57 4 4
17 Teachers should be able to
make learning media such as computer to motivate
students in learning.
0 0 8 42 10 60 4.03 4 4
From the data of close-form questions, it was found that the average of the central tendency is 3.77 from the scale 5.0. This meant that the design test was
good and acceptable for the Grade XII students. However, the writer still needed to conduct more exploration on the exiting part of the designed based on the
statement. Based on the open-form questions, the writer gained participants’ opinion
toward the strengths and weaknesses of the designed test, participants’ difficulties in implementing the designed test, and participants’ opinions and suggestions to
improve the test. From the open-form questions, the writer concluded some information which would be important for the final revision of the design test.
Derived from participants’ opinion, the following lists represented the strength of the designed test:
1 The answer keys and explanation could help students for their self-study.
2 The website could motivate the participants in drilling their reading
ability. Meanwhile, the Internet connection allowed them to access Google Translator
when they found difficulties in understanding the words or sentences.
115 3
The test could drill students in reading comprehension, vocabulary, and grammar in order to prepare National Examination or UN.
4 The participants’ could conduct the test anytime and anywhere only just
connecting the Internet. Moreover, the participants stated some weaknesses of the designed test. The
following list represented the weakness of the designed test based on the participants’ opinion:
1 The participants became less concentration because of the pages. The
worksheet display was not effective because test-takers should change the page for each question.
2 The time allocation was not suitable with the total questions.
3 The connection sometimes dropped which disturbed the continuity of
conducting the test. 4
Some participants said that several questions were difficult for their level. From the second open-question on the questionnaire, participants stated some
difficulties in conducting the designed test as follows: 1
Some participants confessed that they felt motiveless to conduct the test because they had to go to Internet café and should pay the cost of
Internet café. 2
When the electricity turned off, the participants had to delay it without certainty when it would be tuned on.
3 The participants found difficulties to concentrate on the long reading
passage and difficult vocabularies.
116 4
The participants could not open the website test since the server dropped or their PC did not provide Flash Player program.
Furthermore, the participants also give opinions and suggestions toward the designed test presented as follows:
1 The designed test should be arranged effectively in one page.
2 The test needs additional time allocation. In the school, teacher should
explain the test on the day before so students could have 90 minutes to finish the test.
3 The test should alleviate the vocabulary and grammatical questions.
4 The designer has to alleviate one or two reading passage.
5 The teacher should prepare the facility because the electricity and the
server influenced the process of conducting the test. 6
If possible, the website should provide chatting link to the administrator. 7
The website should add more pictures in order to attract the readers.
c. The Data Presentation from Test Results
After analyzing the questionnaires, the writer elaborated the data analyzed using answer-sheet. The purpose of distributing test was to analyze the test
content. In the implementation, all participants conducted Tipe B test from the website in order to concentrate in one test only. Besides, it would be more
effective and practice in evaluating the designed test. From the students’ answer- sheets, the writer could analyze the appropriateness of multiple-choice test items
by indicating the Item Facility IF, Item Discrimination ID and B-index.
117 From the implementation of Tipe B, the writer corrected all participants’
answer sheets. The complete data of students’ answering Tipe B was presented in Appendix C. The total answer sheets were 60 which consisted of 38 sheets from
students of SMA Eka Wijaya Cibinong, 15 sheets from students of SMA Mardi Waluya Cibinong, and 7 sheets from students of SMAN 1 Cibinong. Based on the
data, 51 participants 85 passed Tipe B test and 9 participants 15 failed in Tipe B
test. The writer obtained the result of Item Facility IF based on data of
students’ answering Tipe B. In accordance with Brown 2004: 58, the appropriate test items generally have IFs that range between 0.15 – 0.85. The easy items
higher than 0.85 were purposed to build success feeling for the test takers, while the difficult items lower than 0.15 could provide a challenge to the highest-
ability students. The IF results of Tipe B test was presented as follows.
Table 4.16: The Item Facility IF Results of Tipe B Test
Item Options N
correct N
total IF
A B C D E
1 16
3 14
25 2 14
60 0.233
2 45
15 0 45
60 0.75
3 8
42 10
0 42 60
0.70
4 2
2 56 56 60
0.93
5 40
3 3
14 40 60 0.66
6 11
47 2 47
60 0.78
7 49
1 10
0 49 60
0.82
8 22
3 30
5 30 60
0.50
9 5
1 54
0 54 60
0.9
10 0 59 1 0 0 59
60 0.98
11 1 2 1 56 0 56 60 0.93
12 57 2 1 0 0 57
60 0.95
13 0 57 2 1 0 57
60 0.95
14 0 20 36 3 1 36 60 0.60
15 5 29 0 0 26 26 60 0.43
118
Item Options N
correct N
total IF
A B C D E
16 60 0 0 0 0 60
60 1.00
17 3 0 2 4 51
51 60
0.85
18 11 0 0 0 49
49 60
0.82
19 26 0 3 10 21 26 60
0.43
20 0 0 4 16 40 16 60 0.26
21 4 2 44 1 9 44 60
0.73
22 49 8 0 0 3 49
60 0.82
23 6 0 30 3 21 21 60
0.35
24 0 6 0 43 11 43 60 0.72
25 3 0 2 47 8 47 60
0.78
26 35 16 9 0 0 35
60 0.66
27 22 8 30 0 0 30
60 0.50
28 40 17 0 0 3 17
60 0.28
29 2 8 1 0 49
49 60
0.82
30 18 7 13 22 0 22 60 0.36
31 0 2 0 58 0 58 60 0.96
32 4 46 9 1 0 46
60
0.76
33 7 8 3 0 42
42 60
0.70
34 0 53 0 7 0 53
60 0.88
35 41 12 3 0 4 41
60 0.68
From the data above, all items presented IF point higher than 0.15. It meant that the items generally were not so difficult for lower-ability students or
could not challenge the highest-ability students. Moreover, 9 items described IF higher than 0.85 that meant the items were quite easy for students. They were item
number 4 IF=0.93, number 9 IF=0.9, number 10 IF=0.98, number 11 IF=0.93, number 12 IF=0.95, number 13 IF=0.95, number 16 IF=1.0,
number 31 IF=0.96, and number 34 IF=0.88. Anchored in the IF result, some items required to be revised, whereas the writer also preserved some numbers in
order to create success feeling for the test-takers by giving easy questions.
119 The result of Item Discrimination ID indicated the power of
discriminating for each item. In line with Brown 2004:59, high discriminating power would approach a perfect 1.0, and no discriminating power would be 0.0.
The writer concluded that the test showed some items having a high discriminating power and lower discriminating power. The ID results of Tipe B
test were presented as follows:
Table 4.17: The Item Discrimination ID Results of Tipe B Test
Item The number of students answer correctly
½ Total students
ID High-ability group
Low-ability group
1 12 2
30
0.33
2 25 20
30
0.16
3 22 20
30 0.06
4 29 27
30 0.06
5 26 14
30 0.4
6 25 22
30 0.1
7 25 24
30
0.03
8 21 9
30
0.4
9 30 24
30 0.2
10 30 29
30 0.03
11 29 27
30 0.06
12 29 28
30 0.03
13 29 28
30 0.03
14 26 10
30
0.53
15 21 5
30 0.53
16 30 30
30 0.0
17 28 23
30 0.16
18 26 23
30 0.1
19 22 4
30 0.6
20 15 1
30
0.46
21 27 17
30
0.33
22 30 19
30 0.36
23 19 2
30 0.56
24 24 19
30 0.16
25 25 22
30 0.1
26 18 17
30 0.03
27 19 11
30
0.26
28 16 1
30 0.5
120
Item The number of students answer correctly
½ Total students
ID High-ability group
Low-ability group
29 26 23
30 0.1
30 12 10
30 0.06
31 30 28
30 0.06
32 27 19
30
0.26
33 21 21
30 0.0
34 27 26
30 0.03
35 25 16
30 0.3
The ID results provided information that 5 items indicated moderate level and 13 items indicate low level of discriminating power. The items which had
moderate level of discriminating power were number 14, 15, 19, 23, and 28. Yet, the items which had low level of discriminating power were number 3, 4, 7, 10,
11, 12, 13, 16, 26, 30, 31, 33, and 34. From this data, the writer would revise or discard these numbers because they were not a powerful indicator of success the
test. Furthermore, B-index indicated the items could distinguish students who
passed and failed. The range of resulting B-index is from -1.00 to +1.00. B-index +1.00 meant that the item maximally separated the students who passed the test
from the students who failed it. B-index -1.00 showed the opposite situation. Meanwhile, B-index which closes to 0.00 indicated that the item did not
distinguish very well students who passed the test from the students who failed it. The result of B-Index of Tipe B test could be seen in the following table.
Table 4.18: The B-Index Result of Tipe B Test
Item N of students answer correctly
IF B-Index
Passed 51 Failed 9
Passed Failed
1 13 1
0.255 0.111
0.144
2 42 3
0.823 0.333
0.49
121
Item N of students answer correctly
IF B-Index
Passed 51 Failed 9
Passed Failed
3 37 5
0.725 0.555
0.17
4 49 7
0.961 0.777
0.184
5 34 6
0.667 0.666
0.001
6 45 2
0.882 0.222
0.66
7 45 4
0.882 0.444
0.438
8 27 3
0.529 0.333
0.196
9 51 3
1 0.333
0.667
10 50 9
0.98 1 -0.02
11 48 8
0.941 0.888
0.053
12 48 9
0.941 1
-0.059
13 50 7
0.98 0.777 0.203
14 30 6
0.588 0.666
-0.078
15 24 2
0.471 0.222
0.249
16 51 9
1 1
17 45 6
0.882 0.666
0.216
18 45 4
0.882 0.444
0.438
19 24 2
0.471 0.222
0.249
20 15 1
0.294 0.111
0.183
21 40 4
0.784 0.444
0.34
22 44 5
0.862 0.555
0.307
23 20 1
0.392 0.111
0.281
24 39 4
0.764 0.444
0.32
25 40 7
0.784 0.777
0.007
26 32 3
0.627 0.333
0.294
27 29 1
0.568 0.111
0.457
28 16 1
0.313 0.111
0.202
29 43 6
0.843 0.666
0.177
30 20 2
0.392 0.222
0.17
31 51 7
1 0.777
0.223
32 42 4
0.823 0.444
0.379
33 36 6
0.705 0.666
0.039
34 45 8
0.882 0.888
-0.006
35 37 4
0.725 0.444
0.281
122 From the table above, it could be concluded that items number 5, 16, and 25 could
not distinguish well because the results were approaching 0. The items number 10, 12, 14, and 34 showed negative point of result which meant the items didn’t
distinguish very well students who passed and failed. Besides, item 6 and 9 distinguished well students who passed and failed the test.
10. Final Test Revision
