55 analyze the Item Facility, Item Discrimination, and B-Index. The answer sheet
provided columns to write down the answer. Furthermore, to evaluate the implementation of the designed tests, the
writer distributed questionnaire. The statements included about the evaluation of the display, the content, and its importance for student. The questionnaire
included close-questions and open-questions. In this step, the questionnaire was conducted using Indonesian language in order to ease the process.
D. Type of Data and Data Gathering Techniques
This part elaborated the data gathering techniques and the type of data which were used in this study. The writer applied three types of data gathering
techniques conducted in three steps. They are in Research and Information
Collecting, in Preliminary Product Verification, and in Main Field Testing.
The first was in Research and Information Collecting step. The writer conducted the interview to English classroom teachers before designing the test in
order to obtain information about learners’ characteristics and needs, and also supported information about the designed test. The information would help the
writer in developing preliminary form of the design. The second was in Preliminary Product Verification step. The writer
distributed questionnaires in form of close-form and open-form questions to the experts. It aimed to get feedbacks, assessments, opinions, comments, criticisms,
and advices from the experts about the preliminary form of the design. The results
56 of questionnaire were important to revise the design before implemented in the
school. The third was in Main Field Testing step. After the test conducted by
students, the writer distributed and collected the test answer-sheet to analyze Item Facility, Item Discrimination, and B-Index. To evaluate the designed test, the
writer distributed questionnaire for the students which involved close-form and open-form questions.
In this step, the writer elaborated type of data and data gathering techniques. Type of data provided a summary of what would be obtained in the
research and data collecting, the preliminary product verification, and main field testing. In the type of data, the writer mentioned the important points contained in
questionnaires and interview guidelines. Besides, there were information about participants and instrument in each step. It was summarized below using type of
data table.
Table 3.3: Type of Data
Step Type of Data
Participants Instruments
Research and
Information Collecting
Interview lists for teachers:
1.
Materials, topics, text types, handbooks that are learned in
Grade XII
2.
Test types and tasks for reading that are often implemented for
Grade XII
3.
Students’ characteristics and behaviors in conducting reading
assessment especially multiple- choice MC reading test
Teachers and students
Interview
57
Step Type of Data
Participants Instruments
4.
The strengths and weaknesses of students’ conducting MC test
5.
Sources for designing multiple- choice test
6.
School facilities to conducting web-based test in the school
7.
Teacher’s difficulties in preparing and conducting MC test using
media
8.
The curriculum for Grade XII Interview list for students:
1.
Reading text type that they know and have learned
2.
Test types that are often given by teachers
3.
The characteristics of teacher in giving reading test
4.
Students’ difficulties in conducting reading test
5.
Students’ experiences in doing MC exercise
6.
Students’ experience in conducting MC from Internet
7.
Students’ expectation from MC questions
8.
School facilities in conducting WBT
Preliminary Field Testing
or Product Verification
Close-form questions:
1.
The appropriateness between objectives with the designed test
2.
Concordance between the designed tests with school-based
Lecturers and Teachers
Questionnaire
58
Step Type of Data
Participants Instruments
curriculum
3.
The appropriateness between test with students’ level
4.
Relevance between the web-based MC reading test with principles of
language assessment
5.
The feasibility to measure students’ reading comprehension
6.
The suitability general display of web-based test
7.
Effectiveness of instructions and questions
8.
Variety of sources and questions
9.
Effectiveness of media and time constraint
Close-form questions:
1.
Opinion and suggestion toward the display of website
2.
Opinion and suggestion toward the test content
3.
The weaknesses and strengths of the web-based MC test
4.
Suggestions to improve the designed test
Main Field Testing
Test: Tipe B
test. The answer sheet involves columns for writing student’s answer.
Questionnaire: to evaluate the designed test and
implementation of the test. Close-form questions:
1.
The feasibility of general display, Students
Test and questionnaire
59
Step Type of Data
Participants Instruments
work-sheet display, score and feedback display.
2.
Effectiveness of the media, display, and format.
3.
Clearness of the instruction, questions, answers, and typed text
4.
Concordance between the content with students’ level
5.
The necessity of the test in measuring students’ knowledge
especially in grammar, vocabulary, and reading comprehension.
6.
The time constraint Open-form questions:
1.
The strength and weakness web- based MC reading test.
2.
The difficulties in conducting the test.
3.
Suggestions to improve the test.
E. Data Analysis Techniques
