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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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
2012

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I dedicated my thesis to Allah SWT, my
beloved family, my beloved friends
and Roman.

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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 fieldtesting, (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.
Key words: internet, reading, skill, test, QuizStar

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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?
Untuk menjawab permasalahan pertama, peneliti menggunakan metode
instructional design ADDIE. Adapun langkah- langkah yang termasuk dalam
merancang tes adalah (1) melakukan analisis kebutuhan, (2) merancang tes, (3)
melakukan pengujian awal, (4) evaluasi dan revisi, dan (5) presentasi dari hasil
akhir. Pertama, peneliti melakukan analisis kebutuhan dengan melakukan
wawancara kepada seorang Guru Bahasa inggris serta menyebarkan kuesioner
kepada sembilan puluh siswa dari SMA N 11 Yogyakarta. Hasil dari analis
kebutuhan menunjukan bahwa terdapat kebutuhan untuk melakukan latihan terus
menerus dalam tes membaca yang memiliki porsi terbesar dalam Ujian Nasional.

Terlebih karena sekolah memiliki fasilitas internet, guru ingin mengoptimalkan
fasilitas ini dengan menggunakannya dalam proses belajar-mengajar. Kedua,
peneliti merancang tes. Langkah- langkah merancang tes mencakup (1) membuat
butir soal, dan (2) mengunggah tes. Ketiga, peneliti melakukan pengujian awal
dan hasilnya menunjukkan nilai central tendency adalah 4.00- 5.00, hasil tersebut
menunjukkan bahwa rancangan test adalah baik, dapat diterima dan tidak
memerlukan revisi. Keempat, peneliti mengevaluasi rancangan tes dan melakukan
sedikit revisi berdasarkan masukan dari ahli guna memperbaiki rancangan test.
Kelima, peneliti mempresentasikan hasil akhir dari rancangan tes. Untuk
menjawab permasalahan kedua, peneliti mempresentasikan bentuk sebuah set
membaca tes untuk kelas X berbasis web untuk SMA N 11 Yogyakarta

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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.
Key words: internet, reading, skill, test, QuizStar

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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
and Aisar for their love and prayer.

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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.

Marissa Deby Paramitha

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TABLE OF CONTENTS

Page
TITLE PAGE ..............................................................................................

i

PAGES OF APPROVAL ............................................................................

ii

PAGE OF DEDICATION ...........................................................................

iv

STATEMENT OF WORK’S ORIGINALITY .........................................

v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .......................

vi

ABSTRACT .................................................................................................

vii

..................................................................................................

viii

ABSTRAK

ACKNOWLEDGEMENTS ........................................................................

x

TABLE OF CONTENTS ............................................................................

xii

LIST OF TABLES ......................................................................................

xv

LIST OF FIGURES ....................................................................................

xvi

LIST OF APPENDICES ............................................................................

xvii

`
CHAPTER I. INTRODUCTION ...............................................................

1

A. Research Background .....................................................................

1

1.

Problem Formulation ..................................................................

4

2.

Problem Limitation ....................................................................

4

3.

Research Objectives ...................................................................

5

4.

Research Benefits .......................................................................

5

5.

Definition of Terms ....................................................................

6

CHAPTER II. REVIEW OF LITERATURE ..........................................

9

A. Theoretical Description ....................................................................

9

1.

Instructional Design Model ........................................................

xii

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xiii

2.

Reading .......................................................................................

12

a.

The Nature of Reading .........................................................

12

b.

Reading Text ........................................................................

13

Test .............................................................................................

14

a.

The Definition of Test ..........................................................

15

b.

The Characteristics of a Good Test ......................................

15

c.

The Process Of Designing Test.............................................

19

4.

Multiple-Choice Test Items ........................................................

20

5.

Computers Assisted Language Learning ....................................

21

6.

QuizStar ......................................................................................

22

B. Theoretical Framework ....................................................................

24

CHAPTER III. METHODOLOGY ..........................................................

27

A. Research Method .............................................................................

28

B. Research Setting ...............................................................................

30

C. Research Participants .......................................................................

30

D. Research Instruments .......................................................................

32

1. Interviews ...................................................................................

32

2. Questionnaires ............................................................................

34

E. Data Gathering Techniques ..............................................................

34

F. Data Analysis Technique ................................................................

35

G. Research Procedure ..........................................................................

37

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...............

39

A. The Stages of Test Design ...............................................................

39

1. Needs Analysis .........................................................................

40

3.

a. The Result and the Discussion of the Interview with an
English Teacher of SMA N 11 Yogyakarta ........................

40

b. The Result and the Discussion of the Questionnaire

2.

Distributed to X Grade Students of SMA N 11 Yogyakarta

41

Designing the Test ....................................................................

49

a. Making the Test Items ........................................................

50

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xiv

b. Uploading the Test ..............................................................

53

3.

Doing Preliminary Field-Testing ..............................................

55

4.

Evaluating and Revising ...........................................................

56

5.

Presenting the Final Version .....................................................

56

B. The Discussion of the Test Design ..................................................

57

1.

Description of the Respondents ................................................

57

2.

Preliminary Field-testing ..........................................................

57

3.

Evaluation and revision ............................................................

62

4.

The Final Presentation of the Test Designed ............................

64

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ..........

67

A. Conclusions ......................................................................................

67

B. Recommendations ............................................................................

69

REFERENCES ............................................................................................

71

APPENDICES ............................................................................................

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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

Table 18. The Final Version of Tests Designed ............................................

60

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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
Design Model ..................................................................................

29

Figure 4. Instructional Design Steps .............................................................

30

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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

APPENDIX 17 The Screen Shoot of the Tests .........................................

190

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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,

opportunities…”

greater

flexibility,

expanded

resources,

and

increased

Related to the use of internet in the education, these days

English has become one of the most important subjects in this country, Indonesia.

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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.
In fact, the school has been already facilitated with a scanner to check
students’ answers, like in the UN. However, the scanner is only used twice a year,
when there are a progress test and a final test in school. Therefore, in the daily test

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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 teachinglearning 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.
QuizStar is one of the websites designed for educational purposes. The
website address of QuizStar is in http://quizstar.4teachers.org. In this website,
teacher can create an online test for their students. The quiz can be customized by
using several options provided such as adding video files, audio files, and flash

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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
In this research, the researcher determines some limitations. First, the
researcher limits the study in the area of reading test so the researcher does not
discuss listening, speaking and writing tests. Second, the curriculum used is KTSP
curriculum. Third, this research focuses on the ninety students from three classes
of the first grade of SMA N 11 Yogyakarta. Fourth, the tool that is used to design
the test is QuizStar.

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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
This research is a product of reading test which shows how the teachers
can maximize the use of internet that is provided by the school. Moreover, this
research hopefully can encourage the teacher to develop another test which
involve the use of internet.

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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
In this study, there are four language skills. They are listening, speaking,
reading and writing. Those skills are divided into two main categories which are

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7

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
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

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8

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
enhance your students’ lessons.” (http://quizstar.4teachers.org.)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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,
information, resources, and evaluation.” (p.3) In line with Ragan& Smith,
Moleda, Reigeluth,& Nelson (2001) figure out that “instructional design is a
construct referring to the principles and procedures by which instructional

9

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10

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
The third step is the developing the design. In this step, the researcher
develops the design that has been made in the previous step. The development

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11

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.
Summative evaluation is conducted usually after the final version of
instruction is implemented. This type of evaluation is evaluated the whole
effectiveness of the instruction. McGriff (2000) also explains that the result of
evaluation is used to make a decision about the instruction and/ or the product of

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12

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
Reading has played a big role and got more attention than any other aspects
in education. Gibson and Levin state that reading ability as the basis of success in
school and latter causes the students in early grade is organized to learn to read (p.
3). Reading is one of the four language skills and reading itself can be categorized

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13

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.
c. Include as many as possible in a test, thereby giving candidates a good number
of fresh start. (consideration of practicality where scanning and skimming is to
be tested) in order to obtain acceptable reliability,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14

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
The term of assessment sometimes is mixed up with the term of test.
Actually, assessment and test are two different things. Moreover, assessment is
wider than test. Test is only the subset of assessment because assessment is
ongoing process of evaluation or measuring person ability. Brown (2004) defines
test as the subset of assessment so test deals with narrow area (p.4). This research
would like discuss about the test not the assessment. The subset bellow will
discuss about the definition of test, the characteristic of a good test and the process
of designing a good test.

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15

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
representation of the total population under study is referred to as reliability
and if the results of a study can be reproduced under a similar methodology,
then the research instrument is considered to be reliable. (p. 1)

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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
criterion.” Furthermore Brown, 2004 defines criterion related validity as the

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17

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).
Hence, the test takers or the experts rate the face validity. They can judge the test
has good face validity or bad face validity based on the appearance of the test.

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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.
c. Topics are meaningful (relevant, interesting) for the learner.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19

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
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:
Figure 2. The Process of Designing Test Brown (2004)

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20

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.
13) Avoids the absolute judgments found in True-False tests.

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5. Computers Assisted Language Learning
Beatty (2003) in his book titled Teaching and Researching ComputerAssisted 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.
c. The computer can be a partner for the learner to play.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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/
At least there are three main advantages of using QuizStar. They are the
test formats, the result form and the interface design. First, the formats of the test,
QuizStar has three types of test format. Přidal (2011) states that the formats of the
quiz includes true/ false, short answer and multiple choice (p. 61). The test