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
From the feedback of preliminary designed test, the writer concluded that the weaknesses and suggestions from experts were mostly about the website
display. It meant that the designed content or questions included in the test were acceptable and good enough. However, not all suggestions could be applied in the
website. It was because the writer faced some limitation on the software, website capacity, and budget.
100 Based on the open-form questions, the writer found that the designed test
was still needed more revision although the designed test was good to be applied to students. In order to improve the designed test, the writer revised the designed
test below: a.
Revising the goal and general purposes The writer utilized Competent Standard as the goal and Basic Competence
as the general purposes of the study. In the previous, the writer combined CS and BC of semester 1 and 2 in order to cover up all test type for Grade XII based on
KTSP. In the contrary, participants argued that the goal and general purposes had to be specified since the test only measured students’ ability in reading
comprehension.
Table 4.10: Revision on the Goal and General Purposes
No. Goal and General Purposes
on the first design Goal and General Purposes
after revision 1. Goal:
Understanding meaning in functional and essay texts in the form of
narrative, explanation, and discussion in daily context for accessing science
or knowledge. General Purpose:
Responding meaning and rhetoric steps in essays by making use of
written language fluently, accurately, and acceptably in daily context to
access science in the form of narrative, explanation, discussion and review.
Goal: Understanding meaning of written text
in functional and essay texts in the form of narrative, explanation,
discussion and review in daily context for accessing science or knowledge.
General Purpose: Finding general purpose, main idea,
implicit information, detailed information, specific information, and
meaning of word phrase or sentence from short functional written text and
essay in the form of narrative, explanation, discussion and review.
101
b. Revising the learning objectives
Based on the participants’ opinions and suggestions, the learning objectives in the preliminary designed test were broader than the test itself. The
writer had to specify the indicators so it would be accorded with the test. Besides, the writer simplified the indicators to cover all topics in the designed test. The
revision on the indicators was mentioned in the next page.
Table 4.11: Revision on the Indicators of Learning Objectives
No. Topics
Indicators on the first design Indicators after revision
1. Narrative Text
Students are able to: 1.
Identify the purpose of narrative text.
2. Understand the generic
structure of a narrative text. 3.
Understand the grammatical features related to a narrative
text: past tense and direct- indirect speech.
4. Comprehend the main ideas,
supporting ideas and details of narrative text.
5. Infer the moral from the
story. 6.
Identify events as well as characters.
7. Answer the questions based
on narrative text. 8.
Solve problems in a creative ways.
Students are able to: 1.
Find the general purpose of the text content or
written text. 2.
Find specific information. 3.
Find detailed information.
4. Identify written or
implicit main idea in a paragraph.
5. Identify the meaning of
word phrase and sentence in the text
context. 6.
Identify implicit information.
7. Identify grammatical
features of past tense and direct-indirect speech.
102
No. Topics
Indicators on the first design Indicators after revision
2. Explanation Text
Students are able to: 1.
Identify the purpose of explanation text.
2. Understand the generic
structure of explanation text. 3.
Understand the grammatical features related to
explanation text: simple present tense and passive
voice. 4.
Comprehend the main ideas, supporting ideas and details
of explanation text. 5.
Infer the information from the text.
6. Identify events and processes
in the text. 7.
Answer the questions based on explanation text.
8. Solve problems in a creative
ways. Students are able to:
1. Find the general purpose
of the text content or written text.
2. Find specific information.
3. Find detailed
information. 4.
Identify written or implicit main idea in a
paragraph. 5.
Identify the meaning of word phrase and
sentence in the text context.
6. Identify implicit
information. 7.
Identify grammatical features of simple present
tense and passive voice.
3. Discussion Text
Students are able to: 1.
Identify the purpose of discussion text.
2. Understand the generic
structure of discussion text. 3.
Understand the grammatical features related to discussion
text: thinking verbs and modalities.
4. Comprehend the main ideas,
supporting ideas and details Students are able to:
1. Find the general purpose
of the text content or written text.
2. Find specific information.
3. Find detailed
information. 4.
Identify written or implicit main idea in a
paragraph. 5.
Identify the meaning of
103
No. Topics
Indicators on the first design Indicators after revision
of explanation text. 5.
Infer the information and opinions about issues from
the text. 6.
Identify pros and cons in the text.
7. Answer the questions based
on discussion text. 8.
Solve problems in a creative ways.
word phrase and sentence in the text
context. 6.
Identify implicit information.
7. Identify grammatical
features of thinking verbs, modalities, and
conditional sentences. 4. Review
Text Students are able to:
1. Identify the purpose of
review text. 2.
Understand the generic structure of review text.
3. Understand the grammatical
features related to review text: using complex clauses
and metaphor. 4.
Comprehend the main ideas, supporting ideas and details
of review text. 5.
Infer the information of the text.
6. Identify evaluation or
critique of the object in the text.
7. Answer the questions based
on review text. 8.
Solve problems in a creative ways.
Students are able to: 1.
Find the general purpose of the text content or
written text. 2.
Find specific information. 3.
Find detailed information.
4. Identify written or
implicit main idea in a paragraph.
5. Identify the meaning of
word phrase and sentence in the text
context. 6.
Identify implicit information.
7. Identify grammatical
features of using complex clauses and metaphor.
104 c.
Revising the text content Since the first designed test contained some errors, the writer revised the
text content. Based on the feedback, the writer abolished a text, Rachel Corrie Ship news which was not sufficient with the goal and general purpose of the
study. Moreover, the revisions were presented in the next page.
Table 4.12: Revision on the Text and Test Content Description
No Topics, Texts, and Test Content
Description on the first design Topics, Texts, and Test Content
Description after revision
1. Narrative:
• No Welcome at Hotel
• Sultan
• The Miracle Baby
• Jack and the beans
Reading Questions: •
The purpose of the text •
The generic structure •
Main ideas •
Supporting ideas and details •
The moral conclusion •
The evens or characters •
True-false statements •
Vocabulary or synonym in the text
Grammatical Questions: •
Direct-indirect speech •
Past tense Narrative:
• No Welcome at Hotel
• Sultan
• The Miracle Baby
• Birth of Jersey Devil
• Jack and the beans
Reading Questions: •
The purpose of the text •
Main ideas •
Supporting ideas and details •
The moral conclusion •
The evens or characters •
True-false statements •
Vocabulary synonym antonym and the meaning of word
phrase or sentence in the text Grammatical Questions:
• Direct-indirect speech
• Past tense
2. Explanation:
• Miami Bus Express
• Hot Air Balloon
Explanation: •
Miami Bus Express •
Hot Air Balloon
105
No Topics, Texts, and Test Content
Description on the first design Topics, Texts, and Test Content
Description after revision
• Jet Lag
• Satellite
• Red Poppy
• Pizza
• Clothes
Reading Questions: •
The purpose of the text •
The generic structure •
Main ideas •
Supporting ideas and details •
True-false statements or information or processes
• Vocabulary or synonym in
the text Grammatical Questions:
• Simple present tense
• Passive voice
• Satellite
• Florence Tan
• Salmonela Poisoning
• Jet Lag
• Red Poppy
• Pizza
• Clothes
Reading Questions: •
The purpose of the text •
Main ideas •
Supporting ideas and details •
True-false statements or information or processes
• Vocabulary synonym and the
meaning of word phrase or sentence in the text
Grammatical Questions: •
Simple present tense •
Passive voice 3.
Discussion: •
Ozone •
Persija Fans
• Convince or Care
Reading Questions: •
The purpose of the text •
The generic structure •
Main ideas •
Supporting ideas and details •
True-false information or opinion or pros-cons
Discussion: •
Immigration •
Persija Fans
• Convince or Care
Reading Questions: •
The purpose of the text •
Main ideas •
Supporting ideas and details •
True-false information or opinion or pros-cons
• The conclusion of issues
106
No Topics, Texts, and Test Content
Description on the first design Topics, Texts, and Test Content
Description after revision
• The conclusion of issues
• Vocabulary or synonym in
the text Grammatical Questions:
• Thinking verb: feel, believe,
hope •
Modalities •
Conditional sentences •
Vocabulary synonym and the meaning of word phrase or
sentence in the text Grammatical Questions:
• Thinking verb: feel, believe,
hope •
Modalities •
Conditional sentences 4.
Review: •
Nature Lesson •
Remember Blue •
Bucket List Reading Questions:
• The purpose of the text
• The generic structure
• Main ideas
• Supporting ideas and details
• True-false information or
critique •
The conclusion •
Vocabulary or synonym in the text
Grammatical Questions: •
Complex-compound sentences
Review: •
Nature Lesson •
Remember Blue •
Bucket List Reading Questions:
• The purpose of the text
• Main ideas
• Supporting ideas and details
• True-false information or
critique •
Vocabulary synonym and the meaning of word phrase or
sentence in the text Grammatical Questions:
• Complex-compound sentences
5. Additional Text
News: •
Rachel Corrie Ship Reading Questions:
• Main ideas
• Supporting ideas and details
107
No Topics, Texts, and Test Content
Description on the first design Topics, Texts, and Test Content
Description after revision
• True-false information
• Vocabulary or synonym in
the text Grammatical Questions:
• Relatives clauses
d. Revising the Task Activities
For the task content, the writer added some multiple-choice cloze vocabulary task on narrative test presented as follows:
Table 4.13: Revision on the Task Content Description
Content Task Content
Reading Comprehension Passage
MC Grammar Task MC Cloze
Vocabulary Task
Reading Passage
• No Welcome at Hotel
• The Miracle Baby
• The Birth of Jersey
Devil •
Miami Bus Express •
Hot Air Balloon •
Satellite •
Florence Tan •
Salmonella Poisoning •
Jet Lag •
Pizza •
Clothes •
Red Poppy •
Immigration •
Persija Fans
• Convince or Care
• Nature Lesson
• Remember Blue
• Bucket List
Direct-indirect
speech
Past tense
Simple present tense
Passive voice
Thinking verb:
feel, believe, hope
Modalities
Conditional sentences
Complex-
compound sentences
• Sultan
• Jack and the
Beans
108 e.
Revising the website Based on the participants’ feedback, the writer recognized that the website
should be improved more than the previous design. Nevertheless, some aspect of the website could not be revised as participants’ suggested because of some
limitations such as limitation of software’s capability, limitation of website capacity, and limitation of budget. The writer revised the website on some aspects
which could be built up for the improvement. As participants suggested that the websites should provide the test in two
languages, Bahasa and English. The writer decided not to make tests in Bahasa because the focus of this study was to drill students’ in reading English text.
However, the writer provided the instruction and information in Bahasa which accommodated students in understanding how to use the online test. Moreover,
students could access Google Translator to translate difficult words or sentences in new tab.
Related to the worksheet displays, participants suggested arranging the worksheet in one page. The suggestion could not be applied because of the
limitation of budget. The reason of making the worksheet in one page-one question was that the writer did not have to pay the charge on Internet Home-base.
While, to make worksheet in one page, the writer needed a website that could accommodate a lot of data. The sites were usually cost more than six hundred
thousand IDR per year. Because of the limitation of budget, the writer decided to use the inexpensive one or free website.
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
