DESIGNING A SET OF WEB-BASED MULTIPLE-CHOICE ...membaca dapat memfasilitasi peserta didik untuk menguasai bahasa. Hal ini dikarenakan membaca menggabungkan teks dengan latar belakang

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DESIGNING A SET OF WEB-BASED MULTIPLE-CHOICE READING

TEST FOR THE GRADE XII STUDENTS OF SENIOR HIGH SCHOOL

IN KECAMATAN CIBINONG

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By

Antonia Fitri Lestari

Student Number: 051214147

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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whatlive

I dedicateto my belto all learand to my

“If wt are es, th

thaso

ed this thesloved familrners and ty best frien

we m goinhen wat goaomeh

sis for my dly, teachers, nds.

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make ng toworkal, wehow

dearest one

up o mak harde nevwe w

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our mke ofd towver lowin o

~Rona

mind f our ward ose - out.”

ald Reagan~


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ACKNOWLEDGEMENTS

My endless gratitude goes to The Almighty God for His love, blessing,

and opportunities given to me since I started writing this thesis. When I was

happy and sad, He always accompanies me. As I believe, God designs my life and

keeps me saved in His protection.

I would like to express my greatest appreciation to my major sponsor,

Gregorius Punto Aji, S.Pd., M.Hum., for always guiding, encouraging, and

supporting me patiently in finishing my thesis through his suggestion, guidance,

feedback, and criticism. I am also faithfully thankful to all lecturers of English

Language Education Study Program who have taught and guided me in passing

my study time in PBI and all staffs in PBI who help me in administrative needs.

I am sincerely thankful to the principal of SMA Mardi Waluya Cibinong

and SMA Eka Wijaya Cibinong, Aloysius R. Subandriyo, S.Pd. and Hari

Hamzah, S.Kom. who have permitted me in conducting my thesis. Then, I would

like to express my gratitude for all English teachers in SMA Mardi Waluya

Cibinong and SMA Eka Wijaya Cibinong, Evarista Retno Baskoro Wulan, S.S.,

Malvin Yusdian, S.Pd., M.Pd., Dendy Wibowo, S.S., Bambang Rosandy,

S.Pd., and Scolastica Wedhowerti, S.Pd., M.Hum. for their contribution as

participants and their support for the implementation of the study. Then, I would

like to thank for all students of SMA Mardi Waluya Cibinong, SMA Eka

Wijaya Cibinong, and SMAN 1 Cibinong who have participated in this study.


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My greatest gratitude goes to my family. I express my grateful to my

parents, Lucia Mujiyanti, S.Pd. and Antonius Sartana, S.Pd, and my

grandparents Mbah Minarjo, Mbah Paikem, and Mbah Fatimah (†) for their

greatest patient, support, and prayers. I apologize for not being on schedule in

finishing my study. Then, I also thank my sisters, Agustina Fitriana, Sesilia

Windy Gloriana, and Clarisa Primaviolinita, for giving me a lot of affections,

for making me laugh, and for giving me support in every ways.

From the bottom of my heart, I would like to express my gratitude to my

best classmate friends RA. Triastuti Dian K., Yohanna Kurnita P., Dionisia

Novianti, Galuh Dwi Ajeng, Eska Dwi Palupi, Steffani Ratna K., Nancy

Paula H., Delfina Dae, Pascalia Yovita, Taufik H. and all of PBI ’05 students

for their cherished friendship. Special thanks are also addressed to my cyber tutor

who helps me in accomplishing this website, Alexander Cahya Kurniawan.

For what is called comradely, I sincerely thank to all my boardinghouse

friends, Trias, Astre, Riska, Ana, Puput, Nana, Eni, Ka Achied, Eli, Lucy,

Vita and Regina. I thank them for every laugh and happiness in our lovely time.

My special gratitude goes to my dearest one, Bonaventura Trias Y.P. for

his never-ending love, support, and motivation. He taught me to overcome my

fear and protected me when I was down. God bless you, always!

Finally, I thank everyone in my life whom I cannot mention all their

names for the lovely experience that I felt together with you all. God bless you all!

Antonia Fitri Lestari


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ABSTRACT

Lestari, Antonia Fitri. 2011. Designing a Set of Web-based Multiple-choice Reading Test for the Grade XII Students of Senior High School in Kecamatan Cibinong. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of the essential skills for success in all educational contexts because it has function to convey information, to entertain, and to codify. Reading skill may facilitate the learners to master the language. It is because reading integrates the text and the readers’ background knowledge to build meaning. Hence, reading is often implemented and refers to be dominant in a language test. In this study, the writer considered using web-based test in order to create a different way in conducting test. Besides, the web-based test can be accessed by many students without limitation of time and place.

This study is aimed to design a set of web-based multiple-choice reading test for Grade XII students of senior high school in Kecamatan Cibinong. The writer intended to answer a problem: What is the appropriate design of a set of web-based multiple-choice reading test for Grade XII students of senior high school in Kecamatan Cibinong?

Dealing with the design, the writer applied theories related to theory of Educational Research and Development (R&D), Instructional Design Model, Language Testing, Reading Skill, Designing Multiple-choice Items, Web-based Test, and Application Software. Moreover, the design was performed step by step according to the R&D cycle combined with Kemp’s model. They are (1) Learners’ Characteristics and Needs, (2) Goal, General Purposes, and Topics, (3) Learning Objectives, (4) Test Content, (5) Activities and Sources, (6) Support Services, (7) Feedback of the Preliminary Designed Test, (8) Revision of Preliminary Designed Test, (9) Feedback from the Implementation, and (10) Final Test Revision.

The appropriate design in the form of web-based multiple-choice reading test is based on data obtained from a research. The writer developed the website address at www.tryoutbahasainggris.co.nr. The writer utilized application software such as Adobe® Flash® and Wondershare QuizCreatorv 3.2 serial. The website includes seven main pages. They are index.html, panduan.html, tentang.html, tipea.html, tipeb.html, tipec.html and link.html. The designed test contains of four topics: narrative, explanation, discussion, and review texts. The test content is divided into two groups: reading test and grammatical test. For the activities, the writer implemented three tasks classified into reading comprehension passage, multiple-choice grammar task, and multiple-choice cloze vocabulary task. Each test consists of 35 questions, 5 options and 100 minutes time constraint. The result of the implementation of designed test showed that the average mean of the whole data was 3.77 from the scale 5.0.

In conclusion, the implementation result strengthens that the test was appropriate and acceptable for the Grade XII students of senior high school in Kecamatan Cibinong.


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ABSTRAK

Lestari, Antonia Fitri. 2011. Designing a Set of Web-based Multiple-choice Reading Test for the Grade XII Students of Senior High School in Kecamatan Cibinong. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Membaca merupakan salah satu keahlian yang bagi keberhasilan dalam semua konteks pendidikan karena memiliki fungsi untuk menyampaikan informasi, untuk menghibur, dan untuk menyusun kata-kata. Keterampilan membaca dapat memfasilitasi peserta didik untuk menguasai bahasa. Hal ini dikarenakan membaca menggabungkan teks dengan latar belakang pengetahuan pembaca untuk membangun makna. Oleh karena itu, membaca seringkali dilaksanakan dan menjadi acuan utama dalam sebuah test bahasa. Dalam penelitian ini, penulis mempertimbangkan untuk menggunakan tes berbasis web untuk menciptakan cara yang berbeda dalam melakukan tes. Selain itu, tes berbasis web dapat diakses oleh siswa tanpa batasan waktu dan tempat.

Penelitian ini bertujuan untuk merancang satu set multiple-choice reading tes berbasis web untuk siswa kelas XII SMA di Kecamatan Cibinong. Penulis bermaksud untuk menjawab suatu permasalahan, yaitu: seperti apa rancangan satu set multiple-choice reading tes berbasis web yang sesuai untuk siswa kelas XII SMA di Kecamatan Cibinong.

Berhubungan dengan rancangan tersebut, penulis menggunakan teori-teori yang berkaitan dengan metode Penelitian dan Pengembangan (R&D), Instructional Design Model, Language Testing, Reading Skill, Designing Multiple-choice Items, Web-based Test, dan Aplikasi Software. Selain itu, desain menggunakan langkah-langkah sesuai dengan siklus R&D dikombinasikan dengan model design Instruksi Kemp. Langkah-langkah yang digunakan yaitu (1) Karakteristik dan kebutuhan siswa, (2) Tujuan umum dan topik, (3) Tujuan pembelajaran, (4) Konten uji, (5) Kegiatan dan sumber, (6) Layanan dukungan, (7) Komentar dari rancangan awal tes, (8) Revisi rancangan awal tes, (9) Komentar dari implementasi tes, dan (10) Revisi dari final tes.

Pembuatan tes didasarkan pada data yang diperoleh dari penelitian. Penulis mengembangkan website dengan alamat www.tryoutbahasainggris.co.nr. menggunakan aplikasi Adobe® Flash ® dan Wondershare QuizCreatorv 3.2. Situs ini mencakup 7 laman, yaitu: index.html, panduan.html, tentang.html, tipea.html, tipeb.html, tipec.html dan link.html. Rancangan tes terdiri dari 4 topik yaitu narrative, explanation, discussion, dan review. Isi tes ini dibagi menjadi dua yaitu reading tes dan gramatikal tes. Untuk kegiatan dalam tes, penulis menerapkan tiga jenis tugas yaitu reading comprehension passage, multiple-choice grammar task, and multiple-choice cloze vocabulary task. Setiap tes terdiri dari 35 pertanyaan, 5 pilihan jawaban dan waktu pengerjaan 100 menit. Hasil pelaksanaan tes menunjukkan bahwa nilai rata-rata dari seluruh data adalah 3,77 dari skala 5,0.

Sebagai kesimpulan, hasil implementasi memperkuat bahwa tes tersebut sudah sesuai dan dapat diterima bagi siswa kelas XII SMA di Kecamatan Cibinong.


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TABLE OF CONTENTS

Page

TITLE PAGE ..................................................................................................... i

APPROVAL PAGES ........................................................................................ ii

STATEMENT OF WORK'S ORIGINALITY ................................................... iv

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

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

ACKNOWLEDGEMENTS ............................................................................... vii

ABSTRACT ....................................................................................................... ix

ABSTRAK ........................................................................................................... x

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

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

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

CHAPTER I : INTRODUCTION ...................................................................... 1

A. Research Background....................................................................... 1

B. Problem Formulation ....................................................................... 5

C. Problem Limitation .......................................................................... 6

D. Research Objectives ......................................................................... 7

E. Research Benefits ............................................................................. 7

F. Definition of Terms .......................................................................... 8

CHAPTER II : REVIEW OF RELATED LITERATURE ............................... 12

A. Theoretical Description .................................................................... 12

1. Educational Research and Development ................................ 12

2. Instructional Design Model .................................................... 16

3. Language Testing .................................................................... 20

a. Types of Language Test .................................................... 21

b. Test Qualities .................................................................... 23

c. Designing Classroom Language Test ............................... 25

4. Reading Skill ........................................................................... 27

a. Nature of Reading ............................................................. 27


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b. Reading Test Types ........................................................... 28

c. Reading Assessment ......................................................... 30

5. Designing Multiple-choice Items ............................................ 34

6. Web-based Test ....................................................................... 37

a. The Advantage of Web-based Test ................................... 37

b. The Role of Computer and Teacher in Web-based Test ... 38

c. Website Evaluation ........................................................... 39

7. Application Software .............................................................. 41

a. Adobe® Flash® .................................................................. 41

b. Wondershare QuizCreator 3.2 .......................................... 41

B. Theoretical Framework .................................................................... 43

CHAPTER III : METHODOLOGY ................................................................. 47

A. Research Method .............................................................................. 47

1. Research and Information Collecting ........................................ 48

2. Preliminary Form of Product Development .............................. 48

3. Preliminary Product Verification ............................................. 49

4. Preliminary Product Revision ................................................... 49

5. Main Field Testing .................................................................... 50

6. Final Product Revision ............................................................... 50

B. Research Participants ....................................................................... 51

1. The Participant in Research and Information Colleting Data .... 52

2. The Participant in Preliminary Product Verification ............... 52

3. The Participant in Main Field Testing ...................................... 52

C. Research Instruments ....................................................................... 53

1. The Instrument for Research and Information Colleting Data .. 53

2. The Instrument for Preliminary Product Verification .............. 54

3. The Instrument for Main Field Testing ...................................... 54

D. Type of Data and Data Gathering Techniques ................................. 55

E. Data Analysis Techniques ............................................................... 59

1. Analysis Techniques in Research and Information Colleting

Data .......................................................................................... 60


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2. Analysis Techniques in Preliminary Product Verification ......... 60

3. Analysis Techniques in Main Field Testing .............................. 62

F. Research Procedure ......................................................................... 64

CHAPTER IV : RESEARCH RESULT AND DISCUSSION ......................... 66

A. The Appropriate Design of a Set of Web-based Multiple-choice

Reading Test for Grade XII Students of Senior High School in

Kecamatan Cibinong ....................................................................... 66

1. Learners’ Characteristics and Needs ......................................... 67

2. Goal, General Purposes, and Topics ........................................ 78

3. Learning Objectives .................................................................. 80

4. Test Content ............................................................................... 82

5. Activities and Sources ............................................................... 84

6. Support Services ....................................................................... 86

7. Feedback of Preliminary Designed Test ................................... 95

8. Revision of Preliminary Designed Test ................................... 99

9. Feedback from the Implementation .......................................... 109

10. Final Test Revision ................................................................... 122

B. The Final Version of the Designed Test ......................................... 125

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ............................... 126

A. Conclusions ...................................................................................... 126

B. Suggestions ...................................................................................... 128

REFERENCES ................................................................................................... 130

APPENDICES

Appendix A: Letters .......................................................................................... 133

1. Letter of Permission to the Headmaster of SMA Mardi Waluya .......... 134

2. Letter of Permission to the Headmaster of SMA Eka Wijaya ............ 135

3. Letter of Permission from SMA Eka Wijaya ........................................ 136

Appendix B: Instruments .................................................................................. 137

1. Questions List for Interviewing Teachers and Students ........................ 138

a. Transcripts of Interview with Teachers ...................................... 140

b. Transcripts of Interviewing with Students ................................... 150


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2. Questionnaire for Feedback of Preliminary Designed Test

a. Sample of Filled-questionnaire ................................................. 153

3. Questionnaire for Implementation

a. Sample of Filled-questionnaire ................................................ 163

4. Test for the Implementation

a. Sample of Filled-test ................................................................ 169

b. Results of Open-form Questions from Students’ questionnaire 171

c. Results of Students’ Conducting Tipe B test ............................. 178

Appendix C: A Set of Web-based Multiple-choice Reading Test for the

Grade XII Students of Senior High School in Kecamatan Cibinong ................ 181

1. Printed Tipe A test and Explanation ...................................................... 182

2. Printed Tipe B test and Explanation ..................................................... 196

3. Printed Tipe C test and Explanation ...................................................... 210

4. Website Address ..................................................................................... 223

.


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LIST OF TABLES

Page

Table 3.1: Description Table of the Experts ..................................................... 52

Table 3.2: Description Table of the Students ..................................................... 53

Table 3.3: Type of Data .................................................................................... 56

Table 3.4: The Interpretation of the Degree of Agreement ................................ 61

Table 3.5: The Descriptive Statistics and Transcripts of Respondents’

Opinions............................................................................................. 61

Table 3.6: The Data Collection from Students’ Answer Sheets ........................ 62

Table 3.7: The Data Collection on Item Facility (IF) ........................................ 63

Table 3.8: The Data Collection on Item Discrimination (ID) ........................... 63

Table 3.9: The Data Collection on B-Index ...................................................... 64

Table 4.1: Summary of Learners’ Characteristics ............................................. 77

Table 4.2: Summary of Learners’ Needs ........................................................... 77

Table 4.3: The Goal and General Purposes of the Study ................................... 79

Table 4.4: The List of the Topics ...................................................................... 79

Table 4.5: Learning Objectives of the Designed Tests ...................................... 80

Table 4.6: Test Content Description of the Designed Tests............................... 83

Table 4.7: Task Content Description of the Designed Tests ............................. 85

Table 4.8: The Description of Participants for Designed Test’s Feedback........ 95


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Table 4.9: Descriptive Statistics of the Participants’ Opinion .......................... 96

Table 4.10: Revision on the Goal and General Purposes ................................... 100

Table 4.11: Revision on the Indicators of Learning Objectives ......................... 101

Table 4.12: Revision on the Texts and Test Content Description...................... 104

Table 4.13: Revision on the Task Content Description .................................... 107

Table 4.14: The Description of Participants in the Implementations................. 111

Table 4.15: The Description Statistics of the Close-Form Questions

On the Implementation ................................................................... 112

Table 4.16: The Item Facility (IF) Results of Tipe B ........................................ 117

Table 4.17: The Item Discrimination (ID) Results of Tipe B ............................ 119

Table 4.18: The B-Index Result of Tipe B ........................................................ 120

Table 4.19: The Revision of Tipe B Test after Implementation ......................... 123


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LIST OF FIGURES

Page

Figure 2.1: Kemp’s Instructional Design Model ............................................... 20

Figure 3.1: The adapted R&D cycle combined with adapted Kemp’s Model ... 51

Figure 4.1: Flowchart of the website ............................................................... 88

Figure 4.2: Home page display .......................................................................... 90

Figure 4.3: Tipe A preview using Wondershare QuizCreator 3.2 serial ............ 92

Figure 4.4: The mechanism on the use of media .............................................. 94

Figure 4.5: Revision on the website display ..................................................... 109


1

CHAPTER I

INTRODUCTION

This chapter is divided into six important parts. They are research

background, problem formulation, problem limitation, research objectives,

research benefits, and definition of terms.

A. Research Background

As an international language, English is important to communicate and to

share information toward people from different countries. Since English becomes

a bridge to succeed for any work field, Indonesian government decided to include

English language as the compulsory subject in the curriculum within its

Competence Standard and Basic Competence (based on the Decree of the Minister

of National Education No. 22 Year 2006). In accordance with the School-based

Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), teachers select

appropriate materials based on Competence Standard (CS) and Basic Competence

(BC) guided in Permen No. 22 Tahun 2006.

As cited in Panduan Materi Ujian Nasional Bahasa Inggris SMA/ MA

(IPA/IPS/BHS) 2007/2008, National Examination or Ujian Nasional (UN) for

English subject is included in written test in the form of multiple-choice test

within testing listening and reading skills. The test divided into 15 numbers of

listening test and 35 numbers of reading test. Thus, reading test refers to be


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dominant in the English UN. The focus in reading test consists of text content,

rhetoric, structure, and vocabulary.

Moreover, reading is argued as the most essential skill for success in all

educational contexts (Brown, 2004: 185). Reading has its function to convey

information, to amuse and entertain, to codify, etc. In line with Thompson (1987:

50) reading is an activity integrating the text and readers’ background knowledge

to build meaning. It means that readers require other element to find the meaning

of the test including their knowledge about grammar, vocabulary, spelling, eye

movement, and intellectual comprehension. However, reading skill mastery may

facilitate the learners to master the language.

To accomplish the study, the writer focuses on designing a set of web-

based multiple-choice reading test for Grade XII students of senior high school in

Kecamatan Cibinong. The reason for conducting the test in senior high school in

Kecamatan Cibinong is because students in Kecamatan Cibinong are familiar

with computer technology and the Internet, while some schools also provide those

facilities to support the students’ need. In fact, the use of computer and the

Internet have not been utilized effectively for educational purposes. Based on

informal interview with SMA Eka Wijaya teachers, it was found that computer

and Internet facilitation are used only for computer course. Besides, English

teacher have not explored the use of computer and Internet facility to support

English subject.

In this study, the writer applies web-based multiple-choice reading test in

order to create a different way in conducting test and to create a learning media


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for Grade XII students. Moreover, Grade XII students require various tests to

measure their readiness in facing final examination. The web-based test can

facilitate students in providing online test which can be assessed anytime without

limitation of time and place. The design may create different atmosphere, out of

conventional ways, in conducting test. The online process requires connection to

internet service provider with a certain address of the website, but students can

download the test and print it.

According to Dudeney (2007: 7), the use of technology in the classroom is

becoming increasingly important, and it will become a normal part of English

language teaching practice in coming year. The writer applies web-based language

testing to motivate learners in the use of technology in education. As accessed

from Lau Sie Hoe in Web-based Computer-Adaptive Multiple-choice Assessment,

computer-based assessment has become increasingly attractive way in educational

field. It is proved by the increasing number of students who obtain on-line test via

internet because computer-based assessment can reduce cost, and improve the

quality and accountability of the assessment process.

This study relates to Information and Communication Technology (ICT)

because the design applies application software and the Internet that supports

students in conducting a test. In online process, computer should connect to the

Internet and find the particular website address. Website and internet are different.

As cited in Wikipedia, website is one of the communicated services via internet.

Meanwhile, the Internet provides a global data communication system or a

hardware and software infrastructure that provide connectivity between


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computers. As the result, website is only a part of a huge data of the Internet. By

using the Internet for conducting the test, students gain benefit in which they can

practice everywhere and every time. As accessed on Kurnia Nusa’s in Web-based

Distance Learning, students will not be limited by time and space to study; what

they need is a computer or a notebook that has connected with the Internet. The

test can be accessed easily via Internet that might content test work-sheet display,

answer keys display, the score and feedback column. By conducting web-based

test, the students do not need the presence of the teacher to provide the test and to

assign feedback because one promising aspects of web-based assessment is instant

feedback (Peat, 2003:19).

In contrary, computer-based assessment is infrequently conducted in

Indonesia especially for senior high school level. Yet, most of Grade XII students

of senior high school require some test references to prepare final exam. By

conducting a web-based test, the students can do the test outside the class by using

Internet facilities from their house or Internet cafés. Besides, the Internet offers

chances for students to be familiar with ICT. Among the various format of test item, multiple-choice item has been used

in computer-based assessment due to the ability of computer to be programmed to

enable automatic and easy retrieval of test scores and feedback (Conrad et al,

2004). Furthermore, multiple-choice appears as a simple kind of item to construct.

Brown (2004: 55) stated that multiple-choice format is practical and reliable for

the test makers and test takers. By the automatic and easy retrieval of test score


5

and feedback, it reduces content misconceptions, reasoning errors, and learning

difficulties which often face by students after conducting test (Paul et al, 1994).

The writer focuses on reading test because it is commonly used to evaluate

students understanding about language that includes comprehension text,

grammar, and vocabulary understanding. Besides, reading takes place among

other skills. Wallace (2003: 3) also stated that reading as one of the skills plays an

important role in English language. It is because reading is the awareness of the

way we used language. Besides, reading is considered difficult by many learners

because of all the components and linguistic features, that is why people have

difficulties in reading because they have to master all the language components

and linguistics features as the same time before they can master the reading skills.

Furthermore, the writer measures student’s reading acquisition through

multiple-choice test because it provides benefits for teacher and students from the

aspect of practicality. According to Brown (2004: 185), the reading tests do not

end with the measurement of comprehension, but also strategy to understand the

text. Brown (2004: 194) also stated that multiple-choice test is the most popular

method of testing a reading knowledge of vocabulary and grammar, mainly for

reasons of practicality. It is easy to administer and can be scored quickly. On the

other hand, UN in Indonesia also applies in the form of multiple-choice. In

addition, the tests encourage the students and teachers in senior high school as a

supplementary test. This web-based test can enrich students and teachers for

trying out their knowledge.


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B. Problem Formulation

Dealing with designing a set of web-based multiple-choice reading test for

Grade XII students of senior high school in Kecamatan Cibinong, the writer

intended to answer a problem: What is the appropriate design of a set of web-

based multiple-choice reading test for Grade XII students of senior high school in

Kecamatan Cibinong?

C. Problem Limitation

The writer determined some limitations in order to make constraints of this

study. First, the study focused on the developing application using software in the

form of multiple-choice reading test. The writer decided to design web-based test

by using Adobe® Flash® and Wondershare QuizCreatorv 3.2 program. Second,

the study employed reading exercises to measure student’s comprehension on the

text using web-based test. Third, the study was limited to particular reading

materials addressed in School-based Curriculum (KTSP). The tests were based on

reading materials which are appropriate with School-based Curriculum,

Competence Standard, and Basic Competence.

The test contents followed the CS and BC for Grade XII students of senior

high school including narrative text, explanation text, discussion text, and review

text. For the test construction, the writer applied multiple-choice test including

reading comprehension test and grammatical test. The test covers some micro-

and macroskills. For the microskills, the test includes recognizing grammatical

world classes, recognizing system, and recognizing particular meaning in different


7

grammar form. For the macroskills, the test includes detecting main idea,

supporting idea, information, generalization, and exemplification; inferring links

and connection between the information; distinguishing between literal and

implied meanings; and developing reading strategies for interpretation of texts.

Each test consists of 35 questions including 5 options which contain of one

answer and four distractors.

Here, the subject of the study focused only for Grade XII students of

senior high school in Kecamatan Cibinong. The writer decided this level because

they had already understood the language components and linguistic features, they

are able to read an English text, and thus they can understand direction in order to

operate the computer. On the other hand, the design can also be accessed as an

exercise for preparing the National Examination because it covers some materials

for the national examination such as narrative, explanation, and discussion text.

Moreover, the designed test provides some questions that are generally applied in

national examination such as reading comprehension questions (main idea,

supporting idea, word/ phrase meaning, and true/ false statement) and

grammatical questions (connectors and conditional sentence).

D. Research Objectives

The objective of this study was mainly to answer the problem previously

stated in the problem formulation that is to develop the appropriate design of a set

of web-based multiple-choice reading test for Grade XII students of senior high


8

school in Kecamatan Cibinong. In this study, the writer would like to design and

to present the design.

E. Research Benefits

This study was expected to bring about some contributions for students,

the teachers and also the other test designers as follows:

1. For students

This study may help students to prepare the national examination

especially in reading test. Then, the tests may enhance students’ knowledge of

grammar, vocabulary, and reading comprehension. Besides, the students are

able to practice the tests without the presence of teacher and students obtain the

result immediately. While students conduct the web-based test, they learn a

modern type of test and can be familiar with ICT.

2. For teachers

This study may facilitate teachers in conducting different ways of

giving a test by using computerized test. Moreover, the teachers can apply the

design as a media that carries ICT for teaching English.

3. For other test designers

The study would inform how the designed test was developed based on

the theories and the implementation. Then, the designed test can be used to

carry out another study on the effectiveness of technology in teaching and

learning process especially for Indonesian students.


9

F. Definition of Terms

In this part, the writer provided the definition of each term so that the

readers have the same view and it may reduce misunderstanding.

1. Designing

Designing is defined as drawing plans or planning a system to decide

how something will look or work. According to Briggs (et al, 1977), designing

is a process of analysis or learning need and goal and the development of a

delivery system to meet the needs; includes development of instructional

materials and activities; and try out and revision of all instruction and learner

assessment activities. The design must be planned and it is developed for

specific purposes. In this study, designing is preparing a plan for assessing

students’ reading ability in the form of multiple-choice test using computer.

The design in this study is a set of web-based multiple-choice reading test.

2. Web-based Test

According to Roever (2001: 84), Web-based Test (WBT) is a

Computer-based Language Test which is delivered via the World Wide Web

(www). The term Web-based Testing is defined as a small-scale “home-

grown” test available on website (Brown, 2004: 14). WBT can be offered any

time unlike mass paper and pencil administrations. Moreover, it also provides

immediate feedback for the test takers.

Web-based tests share many characteristics of traditional Computer-

based Tests (CBT), but using the Web as delivery medium. Moreover, the

Web is a system of interlinked hypertext documents accessed via the Internet.


10

In this study web-based test means that the test is provided in the website and

conducted using computer as testing medium which is connected via Internet.

3. Multiple-choice

Multiple-choice items are a form of assessment item in which

respondents are asked to select one or more of the choices from a list.

Multiple-choice item has options where one of those options is a key or

correct response and the others are distractors (Brown, 2004:56). In this study,

the test-takers select one of five options as a correct answer. The multiple-

choice tests focus on formal aspects of language (lexical, grammatical, and

few discourse features).

4. Reading Test

According to Brown (2004:185), reading test is a test that measures

learners’ ability in mastering fundamental bottom-up strategies (for processing

separate letters, words, and phrases) and top-down (conceptually driven

strategies for comprehension); and in developing formal schemata

(background information and cultural experience). The writer selects the

materials based on CS and BC, including narrative text, explanation text,

discussion text, and review text in the form of functional text, essay, and

monolog. The writer designs selective reading test which focuses on formal

aspects of language. This category includes as testing reading comprehension,

vocabulary, and grammar.


11

5. Grade XII Students of Senior High School

Grade XII students of senior high school are the third-year level

students in senior high school. Generally, the students have already achieved

all materials in senior high level because they are prepared for national

examination. Grade XII students often review and tryout materials for the

preparation of national examination to drill their knowledge and skill.

Consequently, they are able to understand and accustomed to analyze

questions in the form of multiple-choice test.

6. Kecamatan Cibinong

Kecamatan Cibinong is a sub-district which becomes the central of

governmental activity in Bogor Regency (Kabupaten Bogor), West Java.

There are six senior high schools in Kecamatan Cibinong, three state schools

and three private schools. They are SMAN 1 Cibinong, SMAN 2 Cibinong,

SMAN 3 Cibinong, SMA Mardi Waluya Cibinong, SMA Eka Wijaya

Cibinong, and SMA PGRI 1 Cibinong. This study was conducted for students

of SMA Eka Wijaya Cibinong, SMA Mardi Waluya Cibinong, and SMAN 1

Cibinong because those schools are favorite schools in Kecamatan Cibinong.

Annually, those schools achieved higher range of score of national

examination result in Kecamatan Cibinong. Besides, the locations of those

schools are nearby the public centre in Kecamatan Cibinong.


12

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the discussion on the related literatures to support

the study. The discussion includes two main subtopics. They are theoretical

description and theoretical framework.

A. Theoretical Description

In this part, the writer concerns with the theories which are used to the

accomplishment of this study. This part is divided into seven parts. They are the

theory of Educational Research and Development (R&D), Instructional Design

Model, Language Testing, Reading Skill, Designing Multiple-choice Items, Web-

based Test, and Application Software.

1. Educational Research and Development (R&D)

According to Borg and Gall (1983: 771), Educational Research and

Development (R&D) is a process used to develop and to validate educational

products and it consists of a cycle in which a version of the product is developed,

field-tested, and revised on the basis of field-test data. The goal of Educational

Research and Development methodology is to discover new knowledge through

the basic research or to answer specific questions about practical problems

through applied research (Borg and Gall, 1983:772). In particular, this

methodology unites the gap between research and practice by conducting research


13

and using the result to build test products. In Educational Research and

Development, the ten steps used to develop mini-courses are described as follows:

a. Research and Information Collecting

This step includes review of literature, classroom observations, and preparation

of report of state of the art (Borg and Gall, 1983: 775). Literature review is

conducted to collect information that sustain on the design planning. To

support the information, classroom observation is conducted to gain

information about classroom activity and situation.

b. Planning

It includes defining skills, starting objectives, determining course sequence,

and small scale feasibility testing (Borg and Gall, 1983: 775). The focus on this

step is determining the skill being improved by considering the objectives of

the study that have to be achieved by the product.

c. Developing Preliminary Form of Product

This step includes preparation of instructional materials, handbooks, and

evaluation devices (Borg and Gall, 1983: 775). Questionnaire and interview

list, as evaluation devices, are designed to obtain information and feedback of

the preliminary form of the product. According to Borg and Gall (1983: 781),

the procedure of developing the product will differ depending on the nature of

the product.

d. Preliminary Field Testing

In this step, the product is applied in 1 to 3 schools, using 6 to 12 subjects.

Besides, the designer gathers data through interview, observation, and


14

questionnaire then analyzes the data collected (Borg and Gall, 1983: 775). This

step is suggested to test the feasibility of the product before it is implemented.

e. Main Product Revision

In this step, the designer revises the product as suggested by the Preliminary

Field Test results (Borg and Gall, 1983: 775). The data obtained from interview

and questionnaire, are analyzed to improve the product.

f. Main Field Testing

In this step, the revised product is conducted in 5 to 15 schools with 30 to 100

subjects. The data on subjects’ pre-course and post-course performance are

collected and analyzed in the form of qualitative data. Then, the results are

evaluated with respect to course objectives and are compared with control

group data, when appropriate (Borg and Gall, 1983: 775).

g. Operational Product Revision

The designer revises the product as suggested by Main Field Test results (Borg

and Gall, 1983: 775).

h. Operational Field Testing

This step has a purpose to determine whether this product is completely ready

to be used at schools or not. In this step, the designer conducts the product in

10 to 30 schools involving 40 to 200 subjects (Borg and Gall, 1983: 775). The

product has to be tested and revised completely in every part by conducting

interview, observation, and questionnaire. The collected data should be

analyzed to determine whether the product is complete.


15

i. Final Product Revision

This step is the final revision of the product as suggested by Operational Field

Test result. The final version for the complete package of product is carried out

after the data from the operational field test have been analyzed (Borg and

Gall, 1983: 786).

j. Dissemination and Implementation

This last step is the technique to adjust the cost of the product developing

process by operating effective dissemination and implementation the product to

intended users (Borg and Gall, 1983: 786). The designer reports on product at

professional meetings and in journals; works with publisher who assumes

commercial distribution; and monitors distribution to provide quality control.

In general, the Education Research and Design (R&D) cycle consists of

studying research findings pertinent to the product to be developed, developing

the product based on those findings, field testing it in the setting where it will be

eventually, and revising it to correct the deficiencies found in the field stage.

There is one step called product selection that should be applied before the

Educational R&D process. It is necessary to describe as specifically as possible

the educational product that is to be developed (Borg and Gall, 1983: 776). The

description of product selection should include: (1) an overall narrative

description of the proposed product, (2) a tentative outline of what the product

will include and how it will be used, and the most important (3) a specific

statement of the objectives of the product.


16

The criteria for product selection used include the following:

1) Does the proposed product meet an important educational need?

2) Is the state of the art sufficiently advanced so that there is a reasonable

probability that a successful product can be built?

3) Are personnel available who have the skills, knowledge, and experience

necessary to build this product?

4) Can the product be developed within a reasonable time?

This planning provides the foundation upon which later revisions are built.

2. Instructional Design Model

In this study, the writer adopts Kemp’s instructional design model to

design a set of web-based multiple-choice reading test for Grade XII students of

senior high school in Kecamatan Cibinong. The writer decided to adopt Kemp’s

model because it has a flexible process and can be applied in any educational

level. According to Kemp (1977:6) the method can be applied on any educational

level: elementary, secondary, or college. In Kemp’s book, he states that the

instructional design plan is designed to supply answers to three questions, which

may be considered as the essential element of instructional technology (Kemp,

1977:8):

a) What must be learned? (Objectives)

b) What procedures and resources will work best to reach the desired learning

level? (Activities and resources)


17

c) How will we know when the required learning has taken place?

(Evaluation)

In order to answer those questions, Kemp forms an instructional material design

which consists of eight steps (1977: 13-100) that can be applied to individual

topics and then to units and then to complete courses, involving one or few

teachers. The eight steps are described as follows:

Step 1: Goal, Topics, and General Purposes

Kemp’s model starts with recognition of the broad goals of teaching

learning process. Those goals may be derived from three sources: society,

students, and subject areas. The next step is selecting the topics for teaching

learning process. Those topics will become the scope of the course program, the

basis for the instruction. Then, the next is listing general purposes of teaching

learning process.

Step 2: Learner Characteristics

It deals with information about the learner’s capabilities, needs, and

interests. According to Kemp (1977: 18-21), there are some factors affecting

learner characteristics. They are academic factors, social factors, learning

conditions and learning style.

Step 3: Learning Objectives

This part is specifying learning objectives. It is achieved in the terms to

measure student behavioral outcomes. The objectives can be grouped into three

major categories: cognitive, psychomotor, and affective. In this step, the writer

should consider the objectives first before designing the test items. Since the test


18

in this study is a multiple-choice reading test, the writer categorizes the objectives

into cognitive group which includes objectives concerning knowledge,

comprehension, application, analysis, synthesis, and evaluation (Kemp, 1977: 25).

Step 4: List the Subject Content

According to Kemp (1977:43), student’s learning experiences must

involve subject content. The content should close-relationship to the objectives

and to the student’s needs. In this designed test, the writer listed test contents in

line with the learning objectives. However, the test-materials adjust Competence

Standard and Basic Competence.

Step 5: Pre-Assessment

The goal of this step is to gain information whether the student prepared to

study the topic or unit and the student already competent in some of the stated

objectives or not (Kemp, 1977: 50). Pre-assessment is divided into two:

prerequisite testing and pretesting. Prerequisite test determines whether students

have appropriate background preparation for the topic. While pretesting

determines which of the objectives that students may already have achieved. In

contrary, this study does not conduct pre-assessment to measure students’

preparation, but it conducted the product verification to measure the feasibility of

the design from the experts.

Step 6: Teaching Learning Activities and Resources

Selecting teaching learning activities and resources treat the subject

content, so students will accomplish the objectives. After getting the pretest result,

a teacher has to determine the most efficient and effective methods and then select


19

the materials to provide learning experiences that will utilize the content

associated with the objectives. The writer skips teaching learning activities

because the focus is conducting test. Hence, the writer determined the activity as

implementing the web-based test to the students. For the activities of the test, the

writer applied three tasks classified into reading comprehension passage, multiple-

choice grammar task, and multiple-choice cloze vocabulary task.

Step 7: Support Services

Teachers need to coordinate the service including funds, facilities,

equipments, time, and schedule. In this study, the writer designed a web-based test

which required support services such as web-based test program, computer

laboratory and the Internet facility.

Step 8: Evaluation

This is the payoff step in instructional design plan for students, teacher,

and designer. In this step, the writer evaluates students’ learning in terms of their

accomplishment of objectives, with a view to revising and re-evaluating any phase

of the plan that need improvement (Kemp, 1977: 91). This step became the

important part of the study because the test was implemented to evaluate the

designed test and students’ achievement. After implementing the test, the writer

analyzed the students’ data through questionnaire and test for the improvement of

the design test. The diagram of Kemp’s instructional design model is included in

the next page.


20

Figure 2.1: Kemp’s Instructional Design Model (Source: Kemp, 1977:9)

3. Language Testing

In teaching, there are three components that are closely related. They are

objectives, teaching activities, and testing. Their relation is shown by the effect of

one component to the others. Tests are part of teaching activities where in the

teaching process teachers need to observe students’ progresses in learning the

materials by giving them some assessment (Brown, 2004: 4). Tests are a subset of

an assessment. According to Brown (2004: 3), a test, in the simple form, is a

method of measuring a person’s ability, knowledge, or performance in a given

Evaluation Learners’

characteristics

Learning objectives

Subject content

Pre-assessment

Teaching learning activities & sources

Support services

Revision

Goal, topics, & general

purposes


21

domain. First, the method must be explicit and structured to qualify the test.

Second, a test should measure general ability, competencies, or objectives. Third,

a test measures an individual’s ability, knowledge, or performance. It means that

the test could measure student’s personal ability, and then the teacher will know

who the students are. Finally, a test measures a domain which means the test

shows students’ particular level in the class.

According to Bachman and Palmer (1997: 4), a model of tests on the large

scale English Foreign Language tests usually include sections testing grammar,

vocabulary, reading, and listening comprehension. These tests measure language

ability as a set of components which are grammar, vocabulary, pronunciation, and

spelling. Besides to evaluate student’s language ability, language tests can also be

used as a tool for clarifying instructional objectives, for evaluating the relevance

of the objectives, the materials, and the activities of students following program

(Bachman & Palmer, 1997: 4).

a. Types of Language Tests

The basic distinction in language testing involves two families of tests

that perform two very different functions (Brown, 2005: 1). First, Norm-

referenced Tests (NRT) helps administrators and teachers make program level

decision, such as proficiency and placement decision. NRT measures general

language ability or proficiencies. It provides score, interpreted in relation to

mean, median, standard deviation, and percentile rank (Brown, 2004: 7).

Second, Criterion-referenced Test (CRT) helps teacher make classroom-level


22

decision, such as diagnostic and achievement decisions. CRT measures specific

objectives based on language points.

Test can be distinguished through some criterions. Based on the

procedure, the test can be distinguished as formal test and informal test.

According to Brown (2004: 5), informal test can take a number of forms,

starting with incidental, unplanned comments and responses, along with

coaching and other impromptu feedback to the students. On the contrary,

formal tests are exercises or produces specifically designed to tap into a

storehouse of skills and knowledge (Brown, 2004: 6). The tests are systematic,

planned sampling techniques constructed to give teacher and student an

appraisal of student achievement.

Then, test can be characterized as formative and summative test.

Formative test evaluates students in the process of forming their competencies

and skills with the goal of helping them to continue that growth process

(Brown, 2004: 6). The opposite, summative assessment measures and

summarizes what a student has grasped, and typically occurs at the end of a

course or unit of instruction (Brown, 2004: 6).

In the term of approaches to language testing, test is determined into

discrete-point test and integrative test (Oller et al, 1979). Discrete-point test is

constructed on the assumption that language can be broke down into its

component parts and that those parts can be tested successfully (Brown,

2004:8). In contrast, integrative test measures language competence as a

unified set of interacting abilities that cannot be tested separately (Oller et al,


23

1979). In accordance with the above explanation, this study can be classified as

a criterion-referenced test, formal test, summative test, and discrete-point test.

b. Test Qualities

Then, to know if the test is effective and useful there are some test

qualities according to Brown (2004: 19) such as practicality, reliability,

validity, authenticity, and washback. Further, Bachman and Palmer (1997:17)

added some qualities such as interactiveness, and impact. Those qualities are

explained as follows:

1) Practicality

It means that the test is not expensive, stays within appropriate time

constraints, easy to administer, and easy to score. As a consideration, Bachman

and Palmer (1997: 36) determined the practicality based on the consideration

of the resources that would be required in the test had the balance qualities the

teachers want, and the allocation and the management of the resources that

were available.

2) Reliability

A reliable test is consistent and dependable. It means that the similar

test should bring similar results if it is tested for the same students in a different

occasion, yet there are number of factors that may contribute to unreliability of

a test those are fluctuations in the student, in scoring, test administration, and

the test itself (Mousavi, 2002: 804). Reliability can be considered to be a

function of consistency of scores from one set of test and test tasks to another

(Bachman and Palmer, 1997: 19). It means the test will not make any


24

difference to a particular test taker whether the test taker takes the test on

different occasion and setting.

3) Validity

Validity means that the tests are appropriate, meaningful, and useful in

terms of the purpose of the test (Gronlund, 1998: 226). It means that the test

really measures what teacher wants to measure, for example: a valid reading

test will measure student’s reading ability by asking the students to read and by

answering comprehension questions. Moreover, the test designer has to

consider the content related evidence, criterion related evidence, construct

related evidence, consequential validity, and face validity (Brown, 2004:26-

27). The content related evidence means that the content of the test is suitable

with the test, for example: if teacher tests speaking, she should give a test in

which lets the students to speak. The criterion related evidence is usually

related with the results that are supported by the other concurrent performance,

and the prediction the test taker’s likelihood of future success. The construct

related evidence related with any theory, hypothesis, or model that attempts to

indicate the area of language ability teachers want to measure. The

consequential validity refers to all the consequences of a test. The face validity

refers to the test appearance.

4) Authenticity

Authenticity is the degree correspondence of the characteristics of a

given language test task to the features of a target language task (Bachman and

Palmer, 1997: 23). The authentic test may present natural language in the test,


25

contextualized items, relevant and interesting topics for the learners, thematic

organization items, and real-world task.

5) Interactiveness

Bachman and Palmer (1997: 25) defined interactiveness as the degree

and type of involvement of the test taker’s individual characteristics in

accomplishing a test task. The interactiveness means as a quality of any tasks

(target language use tasks and test tasks) can potentially vary in test taker

interactiveness.

6) Washback or Impact

Washback or impact is the effects of the test for students. It means that

a variety of individual will be affected by and thus have an interest, or hold a

‘stake’, in the use of a given test in particular situation Bachman and Palmer

(et. al, 2004).

c. Designing Classroom Language Tests

To design classroom language test, a designer requires the purpose of

the test, the objectives of the test, the specifications of the test, the selected test

task and the separate item arranged, and kind of scoring, grading, and feedback

(Brown, 2004: 42). Defining the purpose helps the designer to choose right

kind of test. Based on the purpose, test types are distinguished into aptitude

tests, proficiency tests, placement tests, diagnostic tests, and achievement tests

(Brown, 2004: 43). The explanation is outlined in the next page.


26

1) Aptitude Test

A language aptitude test is designed to measure capacity or general ability to

learn a foreign language and ultimate success in that undertaking (Brown,

2004: 43).

2) Proficiency Test

A proficiency test measures overall ability. It has traditionally consisted of

standardized multiple-choice items, grammar, vocabulary, reading

comprehension, and aural comprehension (Brown, 2004: 44). The tests are

almost summative and norm-referenced. The example of this test is Test of

English as a Foreign Language (TOEFL®).

3) Placement Test

The test has a purpose to place students into a particular level or section of

language curriculum or school (Brown, 2004: 45). The test usually includes

a sampling of the material to be covered in the various courses in a

curriculum.

4) Diagnostic Test

A diagnostic test is designed to diagnose specified aspects of a language

(Brown, 2004: 46). For example, pronunciation test might diagnose the

phonological features.

5) Achievement Test

An achievement test is related directly to classroom lessons, units, or even a

total curriculum (Brown, 2004: 47). The test has focused on objectives in

questions, thus it is limited to particular materials. In this study, the design


27

is categorized as achievement test, because the test is related directly to

curriculum.

4. Reading Skill

This part provides explanation about reading. It includes the nature of

reading, reading text types, and reading assessment.

a. Nature of Reading

In teaching language, reading is a skill that teachers expect learners to

acquire. It is because reading includes all components of the language such as

vocabulary, grammar, and even the pronunciation (Brown, 2004:185). Reading

is an activity integrating the text and readers’ background knowledge to build

meaning (Thompson, 1987: 50). Moreover, reading is a process of

understanding the meaning of written or printed words or symbols. From the

definition above, reading is an active process of getting meaning from written

text in order to understand and comprehend written form of language.

In learning a language, reading shares with other modes of language,

which is listening, speaking and writing (Wallace, 2003: 6). Reading integrated

with other skills is used for communication. Furthermore, reading has some

purposes in social interaction: for survival, for learning, and for pleasure. In

this study, the purpose of reading is for learning. It means that reading serves

extending general knowledge of the world. For this purpose, reading is taught

in the school because it takes place in academic context. It is also goal oriented.


28

b. Reading Text Types

There are some reading text types taught by students of senior high.

They are analytical exposition, anecdote, description, narration, procedure,

news item, discussion, explanation, report, recount, review, and hortatory text.

Further, Competence Standard and Basic Competence in KTSP mention the

goals of study which influence reading text types for English subject. The CS

for reading skill for the Grade XII students includes functional texts, essay, and

monolog of narrative, explanation, discussion, and review text in daily context

for accessing science or knowledge. This study only presents four text types

based on competence standard, as follows:

1) Narrative

It has a purpose to entertain, to amuse or to tell the readers about the fiction or

non-fiction experience or story that has a problem and the resolution. The

generic structure of this type is:

orientation: introduction about the characters, places, and times,

complication: development of conflicts or problems, and

resolution: the reconciliation of the problems.

The dominant language features are using past tense, using action verbs,

chronologically arranged, using conjunctions (then, before, after, soon, etc),

and using direct and indirect sentences.

2) Explanation

Explanation text has purpose to explain the processes involved in an activity of

natural phenomenon, science, socio-cultural, etc.


29

The generic structure of this type includes:

general statement: general explanation,

explanation: a sequenced explanation of why or how something occurs,

and

closing.

Moreover, explanation text has some dominant language features such as

using Simple Present Tense, using action verbs, using passive voice, using

complex sentences, using noun phrases (e.g. the large cloud), using adverbial

phrases, using technical terms, using general and abstract noun (e.g. the

temperature), and using conjunction of time and cause-effect.

3) Discussion

Discussion text is aimed to present an issue overseen by two point of views

(pros and cons) before it ends on certain conclusions or recommendations. The

generic structure of discussion text is presented as follows:

issue: involves the statement of issue and preview,

arguments of pros: include several main ideas and elaborations of

supporting opinions from the issue,

arguments of cons: consist of statements of various viewpoints that

oppose the issue and its elaborations, and

conclusion or recommendation.

The dominant language features in discussion text is using Simple Present

Tense. Besides, the text includes general nouns to maintain the category of

issue such as cigarette, uniform, alcohol, etc. The text also uses relating verbs


30

to present information about discussed issue such as smoking is harmful,

homework is necessary, etc. Discussion text conveys thinking verbs to express

personal views (e.g. believe, feel, hope); involves modalities (e.g. perhaps,

must, should, could be); uses adverbials of manner (e.g. deliberately,

hopefully); includes detail noun groups to obtain information (e.g. the dumping

of unwanted kittens); and uses additives, contrastive, and causal connectives to

join the arguments (e.g. however, on the hand, in contrary).

4) Review

This type is purposed to critique or evaluate an art work or event (e.g. movies,

show performance, books, etc) for public. The generic structure of this type is:

orientation: introduction of the title, characters, the author, etc.,

evaluation: critique on several point,

interpretation,

evaluation, and

evaluative summation.

The text generally focuses on specific participants. The text also uses

adjectives to point out attitudes (e.g. bad, good for teenagers, interesting), long

and complex clauses, and metaphor.

c. Reading Assessment

Reading, as necessary skill, remains a skill of paramount importance as

we create assessments of general language ability (Brown, 2004: 185).

Therefore, in assessing English language, people use reading for granted.

Assessing reading does not end with the measurement of comprehension, but


31

also strategic to full understanding including fundamental bottom-up and top-

down strategies. Bottom-up strategies begins with processing separate letters,

words, phrases, clauses and then sentences of the text. Bottom-up strategies

helps the readers to catch and understand the meaning of information of the

text. Whereas top-down strategies, driven strategies for comprehension,

consists of background information, cultural experience, life experience, and

background knowledge that helps the reader to carry out interpretation of the

text. Moreover, the test maker should also consider a number of different types

or genres of written texts, the components of reading ability, and specific task.

1) Genres and Types of Reading Assessment

According to Brown (2004: 186), there are three specifications of

common genres for assessments of reading ability. They are academic reading,

job-related reading, and personal reading. In this study, the writer considers

academic reading. The genre of text allows readers to apply certain

representation that assist in extracting appropriate meaning.

For considering test procedures, several types of reading performance

are typically identified. They are reading perceptive, reading selective, reading

interactive, and reading extensive (Brown, 2004: 189). This study can be

categorized as selective reading test and interactive reading test because it

contains of multiple-choice cloze vocabulary/ grammar task and reading

comprehension questions.


32

2) Microskills, Macroskills, and Strategies for Reading

The skills and strategies for accomplishing reading appear as crucial

consideration in the assessment of reading ability. Brown made the specific

skill more detail into micro- and macroskills based on fundamental top-down

and bottom-up strategies. Brown (2004: 187) represented micro- and

macroskills for considering the objectives.

Microskills for reading comprehension are represented as follows:

a) Discriminate among the distinctive graphemes and orthographic patters

of English.

b) Retain chunks of language of different lengths in short-term memory.

c) Process writing at an efficient rate of speed to suit the purpose.

d) Recognize a core of words, and interpret word order patterns and their

significance.

e) Recognize grammatical word classes (verb, noun, etc), system (tense,

agreement, pluralization, etc), patterns, rules, and elliptical forms.

f) Recognize that a particular meaning may be expressed in different

grammatical forms.

g) Recognize comprehensive devices in written discourse and their role in

signaling the relationship between and among clauses.

Macroskill for reading comprehension are represented as follows:

a) Recognize the theoretical forms of written discourse and their

significance for interpretation.


33

b) Recognize the communicative functions of written texts, according to

form and purpose.

c) Infer context that is not explicit by using background knowledge.

d) Infer links and connection between the information and detect such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification.

e) Distinguish between literal and implied meanings.

f) Detect culturally specific references and interpret them in a context of the

appropriate cultural schemata.

g) Develop and use battery of reading strategies for interpretation of texts.

Furthermore, according to Brown (2004: 188), there are some principal

strategies for reading comprehension as follows:

a) Identify the purpose in reading a text.

b) Apply spelling rules and conventions for bottom-up decoding.

c) Use lexical analysis to determine meaning.

d) Guess at meaning when you aren’t certain.

e) Skim the text for the gist and for main ideas.

f) Scan the text for specific information.

g) Use silent reading techniques for rapid processing.

h) Use marginal notes, outlines, charts, or semantic maps for understanding

and retaining information.

i) Distinguishing between literal and implied meanings.

j) Capitalize on discourse markers to process relationships.


34

In this study, the test covers some micro- and macroskills. For the

microskills, the test includes recognizing grammatical world classes,

recognizing system, and recognizing particular meaning in different grammar

form. Those microskills are implemented in grammatical questions. For the

macroskills, the test includes considering reading comprehension strategies;

detecting main idea, supporting idea, information, generalization, and

exemplification; inferring links and connection between the information;

distinguishing between literal and implied meanings; and developing reading

strategies for interpretation of texts. Those macroskills are implemented in

reading comprehension questions.

5. Designing Multiple-choice Items

Multiple-choice appears as a simple kind of item to construct, but it is

difficult to design correctly. Multiple-choice test are also commonly used in the

elementary, junior and high school in order to test students’ achievement toward

their study especially for summative test. However, multiple-choice formats are

practical and reliable (Brown, 2004: 55). The practicality to administer and to

score become the reason of why multiple-choice become the favorite test used in

final examination.

In contrary, according to Hughes (2003: 76-78), there are a number of

weaknesses of multiple-choice items. The first, technique test only recognizes

knowledge. The multiple-choice test has limitation in measuring some skills and

ability. For example: it cannot assess speaking ability. The second, guessing may


35

have a considerable effect on the test scores. If the student does not know the

answer, they consider guessing the options. The answer can be right depending on

their luck. Then, it is very difficult to write successful items because the teacher

should consider distractor efficiency. The washback may be harmful for the

students because the test is restricted what can be tested. Then, cheating may be

facilitated since the students only mention the letter A, B, C, D, or E.

According to Brown (2004: 56), a multiple-choice format has a primer

terminology. The first, multiple-choice items are all receptive or selective. It

means that the test-takers can choose from a set of responses or usually called

supply. The second, multiple-choice has a stem that presents a stimulus and

options or alternatives to choose from. The third, one of those options is key

(correct response) and the others are distractors.

To make appropriate multiple-choice items, teachers should consider

guidelines for designing multiple-choice items. In the following, there are four

guidelines for designing multiple-choice items (Gronlund, 1998: 60).

a. Design each items to measure a specific objectives.

In this step, the designer should consider or revise the items so that can be

appropriate with the comprehension question.

b. State both stem and options as a simply and directly as possible.

It can help students to identify the test issue without distracting the students

unnecessarily. The good item is to get directly to the point.


36

c. Make certain that the intended answer is clearly the only correct one.

The designer has to eliminate the unintended possible answer so the test takers

will not be confused in answering the question.

d. Use items indices to accept, discard, or revise items.

To measure whether the items are appropriate and suitable, teachers can

conduct three indicators: item facility, item discrimination, and distractor

analysis (Brown, 2004: 58).

In contrary, CRT development and improvement projects is quite different

because the purpose of CRT is to assess how much objective has been learned by

each student, CRT assessment has to occur before and after instruction in order to

determine whether there was any gain in sources (Brown, 2005: 79). CRT

involves administering Item Facility (IF), Difference Index (DI), and B-Index

(Brown, 2005: 80). However, the process of gaining information about DI is

consuming time, so the writer replaced DI with Item Discrimination (ID) to

analyze the MC items.

The IF is extent to which an item is easy or difficult for the proposed

group of the test takers and the appropriate test items generally have IFs range

between 0.15 and 0.85 (Brown, 2004: 58). The ID indicates 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.

B-Index is an item statistic that compares IFs of those students who passed a test

with the Ifs of those who fail it (Brown, 2005:82). It indicates the degree to which

the masters outperformed the non-masters on each item.


37

6. Web-based Test

In recent years, the advancement of technology, particularly the Internet,

has affected in the way of people learn. Through the Internet, students are urged to

research, explore and express themselves in ways which are not possible, practical

or powerful with more conventional means (Castro et al, 1999). The term web-

based testing is defined as a small-scale “home-grown” test available on website

(Brown, 2004: 14). Besides, the large-scale test which is standardized, involves

thousand or even tens thousands of test-takers such as TOEFL® and TOEIC®.

Web-based test is also known as computer-assisted or computer-based test.

a. The Advantages of Web-based Test

The use of computer in giving web-based test offers several advantages.

Below, they are the advantages according to Brown (2004: 14):

1) self-directed testing on various aspects of a language (vocabulary, grammar,

discourse, one or all of the four skills, etc),

2) practice for upcoming high-stakes standardized tests,

3) large-scale standardized test that can be administered easily to thousand of

test takers at many different stations, then scored electronically for rapid

reporting of result, and

4) it provides opportunity to students for increasing their

technological knowledge (Chafe et.al, 1999).

Moreover, the use of internet for web-based test provides more

opportunity for the test- takers without the limitation of time and place. For


38

students, WBT can increase motivation levels for educational tasks because it

involves learning computer. Muehleisen (et al, 1997) also states that computer

utilizing provides a strong intrinsic motivation for students as they are still

relatively new and exciting. CBT has flexibility to be offered to the students. It

will suit the students who are ready to take the test. Besides the advantages,

CBT also has disadvantages such as lack of security and the possibility of

chatting, less of human interaction especially in oral production.

b. Role of Computer and Teacher in Web-based Test

The use of computers in testing is attracted because it allows some

application software which provides different experiences of conducting a test

than conventional paper-pencil test. Computer in WBT is developed to drill

students by providing some tests, useful feedback, and direct result. The test

items in WBT are made on the basis of students’ level. According to

Warschauer (1998), the role of computer is divided into 3. The first, computer

can be act as a tutor. It means that the computer replaces the teacher position

which provides information for students. Second, it performs as a stimulus

which motivates students to learn more. Third, it performs as a horse work. It

means that teacher and learners use computer to create information. Since

CALL can be used as facilitator for learning languages, computer can also be

used to give a test, Computer-based Testing (CBT). In CBT, computers are

operated as a testing medium because it facilitates the students to conduct the

test. In this study, computer can be categorized as a stimulus because it helps

students to learn from their mistakes by using feedback provided.


39

Teacher’s position in conducting WBT is not directly needed because

teacher provides the tests which can be implemented anytime and anywhere

through the Internet provider. Although WBT does not need the presence of

teacher, he or she has a responsibility to be a facilitator in school by preparing

the school facilitation. Means and Olson (et al, 1997) state that there is a

certain amount of overhead that goes with learning to use any new technology.

It seems that teachers need to acquire skills of operating product of technology

in order to provide better education.

c. Website Evaluation

To develop a good website, designer requires considering some criteria.

Website development should be user-centered, hence evaluating the evolving

design against user requirements based on the objectives of the website design.

As assessed in (http: www.usabilitynet.org), the evaluation of the website can

be measured from site structure and content, support navigation, page design,

management and maintenance, as follows:

1) Structure and content

The substance and information on the site should be relevant to the site and

should target the area of the public that the website is concerned with.

2) Support navigation or usability

The site should be user-friendly, with the interface and navigation simple

and reliable.


40

3) Page design or appearance

The graphics and text should include a single style that flows throughout, to

show consistency. The style should be professional, appealing and relevant.

4) The management and maintenance

The site must be easy to find via search engines or advertisement media.

Then, continuance of the site must be preserved.

Roever (et al, 2001) added some qualification on website evaluation. He stated

that qualitative and quantitative validation of web-based test does not differ in

principle from validation of other types of test. However, there are specific

validity issues introduced by testing medium.

5) Computer familiarity

It deals with test taker’s varying familiarity with computers. It can influence

their scores and introduce construct-irrelevant variance (Kirsch et al., 1998).

Tutorials to increase computer familiarity can eliminate this effect.

6) Typing speed

Differences in test takers’ typing speed are potentially more serious sources

of error variance and are not amenable to quick training. However, typing

speed is influencing written test only.

7) Delivery failures and speediness

It deals with technical problem that can happen if the test takers accidentally

double click instead of single-clicking a button that can cause errors for the

next steps.


41

8) Loading time and timer

This factor is important for timed tests during download and restarts the

page.

7. Application Software

Application software is utilized to develop web-based design. In this

study, web page authoring software facilitates users to create web pages which

attach pictures, graphics, audios, animations, and particular display-interactive

effects. Below, there are applications software applied in this study.

a. Adobe® Flash®

According to Gyncild (2007: 1), Adobe® Flash® provides a

comprehensive authoring environment for creating interactive websites and

digital animation. Adobe® Flash® is widely used to create engaging

applications that are rich with video, graphics, and animation. The output from

Adobe® Flash® has file extension in .swf and can be opened by using Flash

Player. People can create content in Flash or import it from other Adobe

applications and use Adobe ActionScript™ 3.0 to develop sophisticated

interactive projects.

b. Wondershare Quiz Creator 3.2

Wondershare Quiz Creator 3.2 integrates with interactivity and

multimedia to engage the learners through the learning progress. As assessed in

(http:www.indowebster.web.id), Wondershare Quiz Creator 3.2 is a robust quiz

tool that accedes to quiz designers to create Flash-based quizzes and


42

assessments. The software enables trainers and educators to make quizzes for

online testing. Besides creating Flash-based interactive quizzes and

assessments, the software also can track the quiz results and analyzes the

statistic report with Quiz Management System (QMS). Wondershare Quiz

Creator 3.2 has nine different types of quiz questions. They are true-false,

multiple-choice, multiple-response, fill-in the blank, matching, sequence, word

bank, click map, and short essay. It can integrate each question with images,

audio and narration, and Flash video. There are some benefits from the

Wondershare Quiz Creator 3.2 presented in the next page.

1) Create a flash quiz within minutes

It is easily built with no complicated programming skill and drudgery

needed any more. The program provides nine types of quiz questions.

2) Customize with comprehensive properties

People can make a unique quiz with different question types and set

feedback based on test takers’ response to meet exact valuation needs. The

program can integrate each question with images, audio and narration, and

Flash video. Besides, designers can insert math symbols, add voice

narration with text to speech features, build a lesson page for participants to

learn before taking the quiz, and set up cheating-prevented exam with time

limit, question randomization and answer shuffle.


43

3) Publish with flexible quiz export options

The quiz can be directly published to Flash and to website. Uploading a

quiz is easy with the FTP (File Transfer Protocol) upload feature. Then, the

quiz can be protected by hosting limit, password or build-in accounts

4) Track and report test result online

The test takers can get complete result report with a free Quiz Management

System (QMS) Wondershare provides.

B. Theoretical Framework

This study intends to design a set of web-based multiple-choice reading

test for Grade XII students of senior high school in Kecamatan Cibinong. To

design the product, the writer considers some supporting theories such as: theory

of language testing, theory of reading skill, theory of designing multiple-choice

items, theory of web-based test, and theory of application software. In this study,

the writer designs reading test not the materials. For that reason, the writer adopts

some steps of Kemp’s instructional design model as the framework of the study.

The framework of the designed test in this study consists of seven steps discussed

below.

1. Identifying Learners’ Characteristics and Needs

In line with the theory of R&D, first writer should indentify learners’

characteristics and needs. The writer collected the information by interviewing

teachers and students. Interview was conducted to obtain information about

students’ characteristics, topics and materials for the test, school facilitates,

students’ need and the expectation of the study. Besides, reviewing of related


44

literatures is certainly needed for collecting information on theories of designing

web-based test. Study of related literatures was accomplished by reviewing

literatures and other sources related to the theory of language testing, theory of

designing educational product, and theory of web-based design.

2. Determining Goal, General Purposes, and Topics

Before designing the product, the writer should consider the goal, general

purposes, and topics for the basis of the study. In accordance to Kemp (1977: 17),

it aims to build the starting point that definitely becomes the root for the study. In

this step, the writer determines the goal to design a web-based multiple-choice

reading test for Grade XII students of senior high school. The next step is to

determine general purposes. In this study, the general purposes are derived from

Competence Standard and Basic Competence. Then, the next step is selecting the

topics for designing test.

3. Specifying Learning Objectives

This part is specifying learning objectives. It is achieved in the terms to

measure student behavioral outcomes. In this step, the writer should consider the

objectives first before designing the test items. Learning objectives in this study

are depended on the topic selected. Since the test in this study is a multiple-choice

reading test, the writer categorizes the objectives into cognitive group which

includes objectives concerning knowledge, comprehension, application, analysis,

synthesis, and evaluation.


45

4. Specifying Test Content

In this study, the content should close-relationship to the objectives and to

the student’s needs. In this designed test, the writer listed test content for the

designed test. Based on the Brown’s theories of language testing (2004: 5-8), this

study can be classified as a criterion-referenced test, formal test, summative test,

discrete-point test, and achievement test. Thus, the designed test should be

practical, reliable, valid, authentic, interactive, and giving feedback for students.

For the test content, this study focused on reading test which involved

grammatical question and reading comprehension question. In accordance to

KTSP, the test provided narrative, discussion, explanation, and review text. For

designing the items, the writer considered theory of designing multiple-choice

item which would be analyzed by IF, ID, and B-Index.

5. Specifying Activities and Sources

Since the goal of the study focuses on designing a set of web-based

multiple-choice reading test for Grade XII students of senior high school, the

activities are conducting the task of the test. In accordance to the theory of

designing multiple-choice reading assessment, this study applies three task of

reading test. They are reading comprehension passage, multiple-choice grammar

task, and multiple-choice cloze vocabulary task. Moreover, the activity of

conducting the test can be in school or outside the school. Meanwhile, the sources

of this study are mostly obtained from online sources in the form of reading text

or article in order to be developed as reading questions on multiple-choice test.


46

6. Determining Support Services

In determining support services, the writer refers to the theory of web-

based test and theory of application software in order to develop the web-based

test design. Besides, the writer needs to coordinate the other aspects including

funds, facilities, equipments, time, and schedule. In this study, the writer requires

Adobe® Flash® and Wondershare Quiz Creator 3.2 to design the website. The

program of designed test may include home page, work-sheet page, score page,

and feedback page. For the implementation, the study needs other facilities such

as computer laboratory and the Internet facility.

7. Evaluation

In this step, the designed test is implemented in order to evaluate the test

and students’ achievement. Meanwhile, the theory of designing multiple items is

implemented here. After implementing the test, the writer analyzed the students’

data through questionnaire and collected data for the improvement of the design

test. To determine the appropriate items, the writer analyzes the items through its

IF, ID, and B-Index.


47

CHAPTER III

METHODOLOGY

This chapter presents the methodology or how the study is carried out.

This chapter consists of six sections. They are research method, research

participants, research instruments, data gathering techniques, data analysis

technique and research procedure.

A. Research Method

This study attempted to solve problem about what an appropriate design set

of web-based multiple-choice reading test for Grade XII students of senior high

school in Kecamatan Cibinong is. In order to achieve the goal, the writer

conducted the strategy of Educational Research and Development (Borg and Gall,

1983). Borg and Gall (1983:772) stated that Educational Research and

Development (R&D) was a process used to develop and validate educational

products. R&D consisted of a cycle in which a version of the product was

developed, field-tested, and revised on the basis of field-test data. In addition, the

goal of R&D was to take the research knowledge and incorporate it into a product

that could be used in the school. In this study, the writer only provided six steps

because of the limitation of time and budget. They were (1) Research and

Information Collecting, (2) Preliminary Form of Product Development, (3)

Preliminary Product Verification, (4) Preliminary Product Revision (5) Main Field

Testing, and (6) Main Product Revision.


48

1. Research and Information Collecting

It included review of literature, classroom observations, and preparation of

report state of the art (Borg and Gall, 1983: 775). This step became the basic

foundation in Educational Research and Development because it provided the

basic knowledge to develop educational product. Therefore, the writer conducted

study of related literature before designing a set of web-based multiple-choice

reading test. The purpose of the literature review was to determine the state of

knowledge in area of concern which would be developed (Borg and Gall, 1983:

777). Study of literature included reviewing theories about reading, language

testing, web-based test, designing multiple-choice items, and theories of

application software. Besides, the writer considered KTSP, Competent Standard,

Basic Competence, and materials that were appropriate for the Grade XII.

Furthermore, the writer conducted interview in order to gather information about

classroom media, students’ characteristics, materials, learning topics, and

students’ assessment.

2. Preliminary Form of Product Development

Based on the information gathered, the writer determined to conduct the

preliminary form of the product by considering some steps of Kemp’s

Instructional Design Model. Involving Kemp’s model, the writer determined goal,

general purposes, and topics for the test. The next steps were specifying learning

objectives, specifying test content, specifying activities and sources, and

determining support services. The objectives of the designed test were developed


49

by considering SC, BC, and materials for Grade XII. In this step, the writer

created designed product which applied Flash-based program. The designed test

included home page, work-sheet page, score page, and feedback page. The

preliminary form of the web-based test assessed in the Internet and still revised to

determine the feasibility of the designed test.

3. Preliminary Product Verification

Before implementing the design to students, it required to be verified by

the experts. Preliminary Product Verification was aimed to confirm the

preliminary form of the designed test to experts. It involved teachers of SMA

Mardi Waluya Cibinong, SMA Eka WIjaya Cibinong, and English lecturer of

Sanata Dharma University by filling the questionnaire. The experts were supposed

to confer suggestions, opinions, advices, and information that could improve the

preliminary test.

4. Preliminary Product Revision

In this step, the writer revised the preliminary product based on the

feedback results from the experts. In the revision process, the writer improved the

design from experts’ recommendations or suggestions acquired from the

questionnaire. This step was purposed to prepare the test whether it was ready to

be implemented in the school or not.


50

5. Main Field Testing

In this step, the revision of the designed test was implemented to Grade

XII students from SMA Mardi Waluya Cibinong, SMA Eka Wijaya Cibinong,

and SMAN 1 Cibinong. The writer implemented the web-based test in a computer

laboratory. The implementation was conducted using online web-based test and

the students collected their answer in answer-sheet. Moreover, to gain feedback of

the designed test, the writer distributed questionnaire to the students. The

questionnaire consisted of close-form and open-form questions aimed to find

deeper information based on students’ opinions, experiences, and suggestions.

6. Final Product Revision

From the implementation of the product, the writer gathered data from

questionnaire and test. Those data would be analyzed and used as the foundation

of the final version of the product. On the next page, the writer built a figure

showing the steps to develop the designed test which was combining of R&D

cycles and Kemp’s steps.


51

Figure 3.1: The adapted R&D cycle combined with adapted Kemp’s Model

B. Research Participants

In this study, the writer divided the participants into three categories based

on the step involved. They were participants in Research and Information

Collecting, in Preliminary Product Verification, and in Main Field Testing. The

explanation about participants was stated in the next page.

Preliminary Form of Product Development

Research and Information Collecting

Preliminary Product Verification

Preliminary Product Revision

Main Field Testing

Final Product Revision

Evaluation

Identifying learners’ characteristics and needs

Determining goal, general purposes, & topics

Specifying learning objectives

Specifying test content

Specifying activities and sources

Determining support services


52

1. The Participant in Research and Information Collecting

In Research and Information Collecting, the participant was classroom

teachers and students. They were expected to give inputs to the writer about the

students’ characteristics, needs, teaching-learning materials or topics or

handbooks, school facilitation, and school-based curriculum.

2. The Participant in Preliminary Product Verification

The participant in this step was the experts. They were English classroom

teachers and an English lecturer from Sanata Dharma University. Their

participations in this study were important because they were considered as

competences and experts in the application of some theories about designing test

that is used in this study. Moreover, they were involved in order to help the writer

by giving inputs, opinions, suggestions, feedbacks, and advices of the designed

test feasibility.

Table 3.1: Description Table of the Experts

Sex Educational

Background Teaching Experience

(in years) F M D3 S1 S2 S3 <5 5-10 >10

English teachers

English lecturers

3. The Participant in Main Field Testing

These participants were involved to help the writer to try-out, to collect the

data of the test, and to give feedback about the designed test. They conducted the


53

test and filled the questionnaire. They were Grade XII students of SMA Eka

Wijaya Cibinong, SMA Mardi Waluya Cibinong, and SMAN 1 Cibinong.

Table 3.2: Description Table of the Students

Students Class Sex Age Science Social Language F M ≤16 17 ≥18

SMA Eka Wijaya

SMA Mardi Waluya

SMAN 1 Cibinong

Total

C. Research Instrument

Instruments were required to collect data for the study. According to

Hutchinson and Walters (1987: 58), there were a number of ways in which

information could be gathered about needs such as questionnaires, interviews,

observation, data collection (e.g. gathering texts), and informal consultation with

sponsors, learners, or others. There were the instruments for the following steps.

1. The Instrument for Research and Information Collecting

The writer conducted interview in order to collect information by

developing interview list to guide the participant. In collecting data, Robinson

applied the structured interview where the questionnaire was used by the

interviewer to guide the interviewee (Robinson, 1991: 12-13). The advantage of

interview list was that the interviewer could help the respondents to clarify and

record their answers and explanations. In this study, the writer conducted

interview because the writer needed further information. In the interview, the


54

writer applied structured interview and recorded the respondents’ voice. This

interview was aimed to gain information about students’ characteristics, students’

needs, teaching-learning materials or topics or handbooks, testing medias, the

curriculum, and other information to support next steps.

2. The Instrument for Product Verification

The writer applied questionnaire which involved close-form and open-

form questions. It was aimed to gain information in verifying the feasibility of the

preliminary form of the designed test. On the other hand, the close-form questions

would evaluate the lack of the test to be revised. Then, the open-form questions

were purposed to gain detail information, opinions, and suggestions toward the

design and the content.

3. The Instrument for Main Field Testing

In this step, the writer gathered data from the test and questionnaire.

From the test, the writer collected students’ answer-sheets which were distributed

before the test stared. The students’ answer-sheets became important in order to

analyze the multiple-choice items. As accessed from Watts in Classroom Action

Research, individual files (such as students’ works, projects, reports, art works,

and memos) could be one of techniques of gathering data. Thus, the printed

answer sheet could be included as the test element. Because the designed test was

in the form of web-based test, the writer required the printed answer sheets to


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


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


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


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

In this process, the writer discussed the analysis techniques to find out the

answer of the main problem stated in problem formulation, what is the appropriate

design of a set of web-based multiple-choice reading tests for Grade XII students

of senior high school in Kecamatan Cibinong. The data analysis had purpose to

improve and to revise the test based on the data result. In analyzing data, the

writer organized data in the table based on three steps in this study.


60

1. Analysis Techniques in Research and Information Collecting

To analyze data in Research and Information Collecting, the writer

applied interviews as the instrument to gather data. The data from interviews were

analyzed from recorded speeches that presented in the form of transcription.

Henceforth, the description of transcriptions was aimed as the basis of the design

set of web-based multiple-choice reading test for Grade XII students of senior

high school.

2. Analysis Techniques in Preliminary Product Verification

In this step, the writer gathered data from questionnaire. The data from

questionnaire especially from close-form questions were analyzed using

descriptive statistics. The data presented central tendency which included mean,

median, and mode. Besides, the result of data was used to conclude and to

describe the test. Furthermore, the analyzed data from open-form questions were

also presented in the form of transcription. Those data were employed to revise

the preliminary form of the designed test.

The writer only operated mean to elicit data whether the test was aceptable

or not. The interpretation of the degree of agreement from Best (1970: 179) was

used to achieve that purpose. Best classified the range of the point of from 1-5

interpreting points of agreement. He also provided the interpretation of degree of

arrangement presented in the following table.


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Table 3.4: The Interpretation of the Degree of Agreement

Range Meaning

1.00 – 1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based on the lack

of the statement

3.00 – 3.99 Conduct more exploration on the existing part of the design

based on the statement

4.00 – 5.00 No revision

According to Best (1970: 179), the interpretation of the degree of agreement was

formulated as follows:

X = ∑ X

N Notes:

X : the average point

∑ X : the sum of all the scores

N : the total of participants

The data was presented in the form of the table which shows the mean, median,

and mode of their opinions. The table of descriptive statistics and transcripts of

respondents’ opinion was presented in the following page.

Table 3.5: The Descriptive Statistics and Transcripts of Respondents’ Opinions

No Respon-

dents’

opinion

Frequency of

Occurrence Central Tendency Open-Form Answer

1 2 3 4 5 N Mn Mo Md Q.1 Q.2 Q.3 Q.4

Notes: N: number of respondents Mn: mean

Mo: modus Md: Median


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3. Analysis Techniques in Main Field Testing

In this step, the writer distributed tests and questionnaires. To analyze

close-form questions from questionnaire, the writer applied the interpretation of

the degree of agreement formulated by Best (1970: 179) as in Preliminary Product

Verification. Meanwhile, to analyze the multiple-choice items, the writer obtained

the data from the students’ answer-sheets. The data presented in the table as

follow:

Table 3.6: The Data Collection from Students’ Answer Sheets

Students Items Score 1 2 3 4 5 6 7 8 9 10 11 12 Etc.

Stud 1 Stud 2 Etc.

Total optionOpt. A Opt. B Opt. C Opt. D Opt. E

In order to analyze the multiple-choice items, the writer applied IF, ID,

and B-Index. According to Brown (2005: 66-83), the formulas for those analyses

are showed as following:

The Item Facility (IF) formula is: IF = N correct N total

Notes: N correct = the number of students answering the item correctly

N total = total number of students taking the test

IF range between 0.15 -0.85 means the test is appropriate.

0.15 < IF > 0.85 means the test is not appropriate.


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The data was organized in the following table:

Table 3.7: The Data Collection on Item Facility (IF)

Item Option N correct

N total

IF A B C D E

1 2

Etc.

In line with Brown (2004:59), ID that has high discriminating power would

approach a perfect 1.0, and no discriminating power would be 0.0.

The Item Discrimination (ID) formula is:

ID = high group # correct – low group # correct ½ X total test takers

The data will be organized in the following table:

Table 3.8: The Data Collection on Item Discrimination (ID)

Item The number of students answer correctly

½ Total students

ID

High-ability group

Low-ability group

1 2

Etc.

Meanwhile, B-Index was aimed to find which item that effectively

differentiated students who passed and failed the test. The range of resulting B-

Index is from -1.00 to +1.00. B-Index (+1.00) means that the item maximally

separates the students who passed the test from the students who failed it. B-

Index (-1.00) shows the opposite situation. Meanwhile, B-Index which closes to

(0.00) indicates that the item does not distinguish very well students who passed

the test from the students who failed it.


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The B-Index formula is:

B-Index = IF pass – IF fail

Notes: B-Index = difference in IF between students who passed and failed

IF pass = item facility for students who passed the test

IF fail = item facility for students who failed the test

The data will be organized in the following table:

Table 3.9: The Data Collection on B-Index

Item The number of students answer correctly IF B-Index Passed group Failed group Passed Failed

1 2

Etc.

F. Research Procedure

In this section, the writer recapitulated six steps of R&D which were

combined to Kemp’s model that would be conducted in this study. The procedural

of the six steps of R&D would be described as follows:

1. Research and Information Collecting

a. Conducting interviews to English teachers and students

b. Analyzing the interviews

c. Identifying learners’ characteristics and needs

d. Studying related literatures, curriculum, and materials

2. Preliminary Form of Product Development

a. Determining goal, general purposes, and topics

b. Developing learning objectives


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c. Developing test content

d. Developing activities and sources

e. Developing support services

3. Preliminary Product Verification

a. Distributing questionnaires

4. Preliminary Product Revision

a. Analyzing the questionnaires

b. Revising the designed test

c. Preparing the implementation

5. Main Field Testing

a. Implementing the test

b. Distributing answer-sheets

c. Distributing questionnaires

6. Main Product Revision

a. Analyzing the test results

b. Analyzing the questionnaires

c. Revising the test

d. Writing the report


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CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter presents the result and discussion of the study which attempts

to answer the problem formulation of designing a set of web-based multiple-

choice reading test for Grade XII students of senior high school in Kecamatan

Cibinong. For the sake of the study, this chapter is devided into two main parts.

The first part is the discussion on the appropriate design of a set web-based

multiple-choice reading test for Grade XII students of senior high school in

Kecamatan Cibinong. The second part is the presentation of the final version of

the designed test which is presented to the final version of the software.

A. The Appropriate Design of a Set of Web-based Multiple-choice Reading

Test for Grade XII Students of Senior High School in Kecamatan

Cibinong

To design an appropriate set of web-based multiple-choice reading test for

Grade XII students of senior high school in Kecamatan Cibinong, the writer

conducted research before developing the designed test. In order to answer the

problem formulation, the writer applied ten steps combining R&D cycles and

Kemp’s Instructional Model in designing a set of web-based multiple-choice

reading test for Grade XII students of senior high school in Kecamatan Cibinong.

Those steps were (1) Learners’ Characteristics and Needs, (2) Goal, General

Purposes, and Topics, (3) Learning Objectives, (4) Test Content, (5) Activities


67

and Sources, (6) Support Services, (7) Feedback of Preliminary Designed Test, (8)

Revision of Preliminary Designed Test, (9) Feedback from the Implementation,

and (10) Final Test Revision. The detailed of components are presented below.

1. Learners’ Characteristics and Needs

The designed test should be appropriate to be implemented for students. In

order to collect indispensable information, the writer conducted interviews. The

interviews result could be the basic information to identify learners’

characteristics and needs. Then, the writer collected information from related

literatures, some materials and references to develop the basic designed test.

Therefore, the information gathered from teachers and students were utilized to be

the basis of designing test.

The interviews occurred for seven participants. They were two English

teachers of SMA Mardi Waluya Cibinong, two English teachers of SMA Eka

Wijaya Cibinong, one student from SMA Mardi Waluya Cibinong, one student

from SMA Eka Wijaya Cibinong, and one student from SMAN 1 Cibinong. The

interviews for teachers were conducted in April 16-20, 2010 and August 10, 2010,

whereas the interviews for students were performed in August 11-13, 2010. The

results of the interview would be described below.

a. The result of interview with English teachers

The interviews conducted for four English teachers, two from SMA Mardi

Waluya Cibinong and two from SMA Eka Wijaya Cibinong. From the result of

interviews, all teachers asserted that they had experienced designing-applying


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multiple-choice test for their students. Further, all teachers had experienced online

test although they have never attempted to establish the online test.

The first interview was in SMA Mardi Waluya Cibinong. The writer

interviewed a female teacher on April 16, 2010 and a male teacher on April 20,

2010. Based on the interview, the teachers revealed that multiple-choice (MC) test

was a frequent test type for testing students’ reading comprehension in

consideration of practicality in administering the test and usually applied for

summative test. However, teachers offered other test types to measure other skills

such as oral-test for speaking, fill-the-blank for listening, and essay test for

writing. The teachers afforded materials, topics, and text types in conformity with

the School-Based Curriculum or KTSP. Sometimes, teachers attached some

materials from tenth grade and eleventh grade in order to review English lessons.

Another finding was the fact that teachers recurrently accomplished the

topics and learning contents through several handbooks from Erlangga and Bumi

Aksara publisher in order to enhance students’ mastery on reading, grammar use,

and vocabularies. The target text types that definitely should be attained based on

Competence Standard (CS) and Basic Competence (BC) were involving narrative,

explanation, review, and discussion text. For better preliminary in facing national

examination, students’ ought to prepare supplementary materials. Hence, to

overcome the problem, teachers combined particular materials including

descriptive, news items, procedure, announcement, advertisement, job vacancy,

and invitation. Moreover, to test students’ understanding in grammar, the teacher

gave conditional sentences, direct-indirect speech, passive voice, relative clause,


69

simple present, present progressive, simple past, past progressive, simple future,

simple perfect, past perfect, and structure for some expression.

According to teachers’ opinions, the favorite questions in multiple-choice

test were allied to the text, vocabulary, and structure. In one test, it was consisted

of 3 to 4 extended passages and 2 or 3 short passages. Generally, the extended

passage was developed into 5 to 8 questions, whereas the short passage was

developed into 2 to 5 questions. The comprehensive questions covered questions

about main topic of passage, main idea of paragraph, expressions/ idioms/ phrases

in context, inference implied detail, grammatical features, and detail by scanning

for specifically stated detail, excluding facts not written, supporting ideas, and

vocabulary in context. Further, vocabulary questions encompassed antonym and

synonym. It usually appeared in 5 to 6 questions in one test. For grammatical

features, it involved some verb tenses, conditional sentence, relative clause,

reported speech, passive voice, and logical connectors. It was developed for 5 to 8

questions.

From the interview result, the writer carried out some information about

students’ characteristics in SMA Mardi Waluya Cibinong toward multiple-choice

test. The details of students’ characteristics were described below:

1) Multiple-choice test was the favorite type of test that students preferred for

conducting a test. The reason was because multiple-choice test provided

options that created secure feeling when they could not answer the question.

2) Students’ could finish the multiple-choice test faster than the other test type,

such as essay or error analysis because they were familiar with MC.


70

3) Students had a difficulty when they faced vocabulary test especially in

synonym or antonym. The reason was because they had lack of vocabulary

knowledge.

4) Then, students would be fatigue on some long reading passage. They would not

concentrate in doing the test because they felt apathetic at first seeing the long

passage.

Moreover, teachers admitted that multiple-choice test also had weaknesses as

mentioned below:

1) Multiple-choice test only measured limited aspect, such as reading

comprehension, vocabulary, some expression, and structure. Hence, the teacher

should add some test to measure the students’ performance on other skills.

2) Test in form of multiple-choice might facilitate student to cheat with their

friends because of the simple letters on the options.

3) Students could guess the answer even if they doubted the answer. It happened

when students confused about the meaning of some vocabularies and they did

not get the meaning.

Teachers’ sources for making multiple-choice test were gathered from

students’ handbooks. Sometimes teachers copied the text and created questions

based on that text. Teachers utilized some books from Erlangga Publisher and

Bumi Aksara Publisher. Moreover, they also browsed the Internet to find

appropriate supplementary text for test contents by indentifying the dictions and

text types.


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These teachers had experienced online test, but no experienced in

establishing the online test. They stated that they attempted to copy online test

customarily with the intention of giving it to their students. As stated by teachers,

online test brought benefits for National Examination preparation, while it could

be downloaded freely. It directly displayed the result, feedback, answer keys, and

the explanations as well. Unfortunately, the school did not provide Internet

facilitation for students, so the teachers could not conduct the online test in a

class. There was only one Internet-connected computer in teacher’s room, while in

computer room provided 30 computer units without Internet connection. The

teachers had never attempted to establish online test, so they had no attitude of

finding difficulties in designing the online test. They overcame the condition by

providing the hardcopy of online test to the students, but never came up with the

online experience.

As stated by teachers, multiple-choice test was commonly applied to

assess students’ achievement in summative test. Based on the teachers’ opinion,

the general purposes in designing reading test for the Grade XII students were to

find out kind of text (narrative, procedure, recount, review, etc), to identify

characters in the story, to identify the generic structure of the text, and to identify

the main idea of the text.

Concisely, the teachers from SMA Mardi Waluya Cibinong expected the

designed test, which utilizes Internet, could motivate students by conducting

online test especially in learning reading and expanding vocabulary. Since the test

could be assessed freely, students and teachers would take benefits as references


72

for practicing national examination. The teachers expected the website would be

easy to access and would be simple navigate.

The second school was SMA Eka Wijaya Cibinong. The interviews were

conducted on August 10, 2010 for two English teachers of SMA Eka Wijaya

whose have S1 degree. One participant taught Grade XII students, and the other

taught Grade XI students. There was some important information obtained in the

interviews.

The teachers implied Competence Standard and Basic Competence from

KTSP as the basis of designing teaching-learning goals. The teachers focused on

narrative, explanation, discussion, and review in completing reading materials.

Furthermore, the teacher affixed some reviews and the important grammatical

features. Thus, for the topic of the lesson, students were familiar with sport,

history, food, environment, etc.

In designing a test, teachers agreed that multiple-choice was the most

frequent test applied in mid-semester test and final test, even though they

occupied essays in accessing reading as well. In accordance with teachers’

opinion, multiple-choice reading test could measure students’ comprehension and

understanding vocabulary in reading texts. Teachers accustomed to use MC

because of the practicality. Besides, multiple-choice test was easy to be scored.

The teachers generally prepared the test contents from lessons and materials

delivered formerly, mostly about grammatical features, expressions, and reading

questions.


73

In providing tests, the sources were taken from student’s books, grammar

books, and from the Internet. To select the reading passage from the Internet, the

teachers considered from grammar, vocabulary, and theme of the text. For

multiple-choice test, the most frequent questions were about reading

comprehension including main idea, true-false statements, title’s appropriate for

the text, ‘refers to’ questions, and the rest for grammatical questions, and

vocabulary questions. For short passage, teachers usually mentioned 2 to 4

questions, thus for longer passage teachers accomplished it into 5 to 8 questions.

Based on teachers’ opinion, the students’ characteristics of SMA Eka

Wijaya Cibinong toward multiple-choice test were described as follows:

1) Students liked multiple-choice because it gave them problem solving when

they got no idea in answering questions.

2) Students occasionally speculated the answers by fortune if they did not sure

about answer.

3) Students grasped multiple-choice as a comfortable way in conducting a test for

the reason of practicality.

Besides, teachers recognized that multiple-choice test had weaknesses in the

aspect of measuring students’ skill. They argued that multiple-choice could not

definitely measure students’ ability in understanding lesson. Then, to design

multiple-choice teacher needed more preparation, so the MC test occasionally

occurred in mid-test and final-test.

For the online test, the teachers have experimented with it. They stated that

online test alleviated them in preparing tests or exercises for students. Generally,


74

the online tests were carried out for Grade XII students because the questions

covered whole materials for preparing National Examination (UN). The online

test relieved teachers as well, because it provided the answer-keys. Furthermore,

the school provided Internet facilities in computer laboratory in which equipped

27 units of computer connected to the Internet and 3 units of computer

unconnected. Teachers stated that they had never conducted online test for

students in computer laboratory because they supposed it would be needed more

preparation. Teachers’ information about website providing online test were

limited, so that they should study how to manage and to handle the program as

well before they applied it to the students.

In conclusion, the teachers of SMA Eka Wijaya Cibinong expected online

test would enlarge function of Internet as one of school facilities. The teachers

would obtain new experience if they could design the online test themselves.

Then, it could facilitate teachers to derive students’ score. Besides, the Internet

medium was expected to bring motivation within interactive features, faster

feedback, and explanation of the questions. By connecting the Internet, students

could browse it anytime and practice the test to enhance their knowledge. Students

and teacher would take benefits from the online test which was comparatively

easy to access and simple navigate.

b. The result of interview with students

The writer conducted interviews for three students, a student from SMA

Mardi Waluya Cibinong, a student from SMA Eka Wijaya Cibinong, and a

student from SMAN 1 Cibinong in order to gain information from the students’


75

standpoint. The participants of these interviews were 17 years old female students

on Grade XII, one of them was in Social Class and two of them were in Science

Class. The interviews were conducted on August 13th, 2010 (participant 1 from

SMA Mardi Waluya Cibinong), on August 11th, 2010 (participant 2 from SMAN

1 Cibinong) and on August 11th, 2010 (participant 3 from SMA Eka Wijaya

Cibinong).

The writer found that basically all students had grasped theory of kind of

text types from teachers. From participant 1, she informed that the teacher

provided summary of several text types. Some test types learned in the class were

narrative text, descriptive text, recount text, exposition text, review text, whereas

the other test type have not been taught yet. From the test types, participant 1

learned generic structures, tenses, and the characteristics of the test.

Participants 2 stated in her school she had learned about theory of

narrative text, discussion text, explanation text, and review text. She maintained

that the teacher focused on the understanding about some expressions and tenses

frequently. Hence, the participant’s class was often given exercises which were

the samples of tryout, or UN test. The test mostly involved reading

comprehension, tenses or structure, and expressions.

Meanwhile, participant 3 admitted that she obtained information about

genres of reading text from teacher in the form of summary. The summary

included purpose of the text, generic structure, the characteristics of the text, and

tenses commonly used in the text. Participant 3 mentioned that the teacher had

taught several text types such as narrative, recount, exposition, news items,


76

explanation, and procedure whereas the other test types have not been taught yet.

Moreover, participant 3 learned about tenses, generic structure, grammatical

features, and daily expressions from the text types.

Another finding was the fact that multiple-choice test was familiar toward

the students especially in mid-test and final test. On the contrary, multiple-choice

test rarely occurred in weekly test or quizzes. The students realized that multiple-

choice test could facilitate them to guess since it afforded options in each

question. One of participant confessed that multiple-choice test facilitated her to

cheat or to ask the answer of several numbers with her friends because they had

symbols for option A, B, C, D, or E.

In conducting multiple-choice test, there were some reading tests included

in it. The writer realized that students faced some difficulties toward the reading

test. Based on the interview, students could not obtain the whole meaning of

reading passage because they missed the meaning of some vocabularies. Then,

expanded text caused fatigue that affected students’ focus and interest on the test.

Moreover, the topic of the text also influenced the interest of students.

All participants had known online test. They experienced the online test

formerly when they prepared final examination in junior high school. Participant 1

thought that online test could alleviate her in practicing English exam because the

test provided answer key. The participants mentioned that they usually copied the

test from the website and filled it in her house.

However, from the collected information previously, the writer

summarized that MC reading test was rarely applied in daily tests or quizzes. It


77

was usually applied for mid-semester test and semester test. The reason was

because MC test needed more details in designed, but MC was the most practice

technique in administering and scoring a great deal of students. From the data

gathered by interviewing teachers and students from SMA Mardi Waluya, SMA

Eka Wijaya, and SMAN 1 Cibinong, the writer drew a conclusion of students’

characteristics in conducting web-based MC reading test below.

Table 4.1: Summary of Learners’ Characteristics

Learners’ Characteristics

a. Students are accustomed to conduct multiple-choice reading test especially

in mid-semester test and summative test. In fact, multiple-choice reading test

conveys benefits for students in which it provides options. Students

unconsciously speculate the answer from the options.

b. For the reason of practicality, students preferred multiple-choice test in

assessing their reading comprehension than other types such as cloze test and

essay.

c. Students have high motivation to drill their comprehension toward English

text especially it could facilitate them in practicing Final Examination. They

were also enthusiastic in experimenting with online test.

d. Students’ difficulty in conducting the test mostly is because the lack of

vocabulary knowledge and the fatigue of long reading passage.

Based on the interviews’ results, the students’ expectations or needs were

concluded as follows.

Table 4.2: Summary of Learners’ Needs

Learners’ Needs

a. Students require some exercises which contain reading comprehension test,

vocabulary test, and grammatical test. Moreover, the design is required to

provide explanation and answer keys, so students will understand by self-


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Learners’ Needs

study.

b. In practicing the test, students need media which supports translation tools if

they faced difficulty and allows them to access the test in flexible time

constraint. A simple address will be beneficial so that the site can be

accessed easily.

c. Students need a media which facilitates immediate result and feedback of the

test so that students can correct their error right away.

2. Goal, General Purposes, and Topics

In this step, the writer had to decide the goal, general purposes, and

appropriate topics. Further, the writer reviewed on School-based Curriculum or

KTSP for Grade XII student of IPA/IPS program in senior high school. The writer

decided to adapt the goal of the design from Competence Standard for Grade XII

especially for developing reading skill. The designed test would assist the Grade

XII students of senior high school to practice and to drill their reading skill as

stated in Competence Standard by using website. The website itself was designed

using Wondershare QuizCreator 3.2 serial which created Flash-based interactive

quizzes and assessments.

Meanwhile, the general purpose of designing a set of web-based multiple-

choice reading test for Grade XII students of senior high school in Kecamatan

Cibinong was adapted from Basic Competence of Grade XII students of IPS/IPA

program from KTSP. The point of Basic Competence was to improve the

students’ reading skill and mastery especially in the form of narrative,


79

explanation, discussion, and review text. Those test types were applied in the

design. The goal and general purposes were presented in the table as follows:

Table 4.3: The Goal and General Purposes of the Study

Goal

(Competence Standard)

General Purposes

(Basic Competences)

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.

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.

For the topics of the design, the writer determined text types that were in

accordance with the combination of Competence Standard in semester one and

semester two. They were narrative, explanation, discussion, and review text. From

the topics, the writer determined some reading passages for each test type. The

test was divided into three types. The differences among type A, B, and C were in

the amount of reading passages, questions, display of the pages, and the amount of

grammatical questions. Whereas, the test content of each type had similarities.

The details information about reading passages for each topic was presented in the

following table.

Table 4.4: The List of the Topics and Reading Passages

No. Topic Type A Type B Type C

1. Narrative - No Welcome at

the Hotel

- Sultan

- The Miracle

Baby

- Davy Crockett

- Birth of Jersey

Devil

- Jack and the

Beanstalk

2. Explanation - Hot Air - Satellite - Pizza


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No. Topic Type A Type B Type C

Balloon

- Miami Bus

- Ibuprofen

- Salmonella

Poisoning

- Clothes

- Red Poppy

3. Discussion - Immigration - Wearing Raw

Meat Dress

- Convince or

Care?

4. Review - Nature Lesson - Remembering

Blue

- Bucket List

3. Learning Objectives

In accordance with School-based Curriculum, the study was designed to

fulfill main objectives which were included in Competence Standard (CS) and

Basic Competence (BC). Based on CS and BC, the writer specified learning

objectives for each topic which were considered as indicators as well. They were

formulated below.

Table 4.5: Learning Objectives of the Designed Tests

No. Topic Indicators

1. Narrative

Text

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.

2. Explanation

Text




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No. Topic Indicators

text.





text context.


7. Identify grammatical features of simple present tense and

passive voice.

3. Discussion

Text



text.





text context.


7. Identify grammatical features of thinking verbs,

modalities, and conditional sentences.

4. Review Text Students are able to:


text.





text context.


7. Identify grammatical features of using complex.


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After determining the objectives of this study, the writer selected appropriate and

correlated texts for the test contents. The writer searched out from several sources

such as the Internet and books. After finding suitable article or text, the writer

selected and modified it into a multiple-choice reading test.

4. Test Content

After determining the topics and objectives, the writer selected test

content. According to Kemp (1977:43), student’s learning experiences must

involve subject content. The content should close-relationship to the objectives

and to the student’s need. In this designed test, the subject content was replaced

by test content because the focus is for designing a test. The test content divided

into two groups, reading comprehension test and grammatical test. The reading

comprehension test identified some macroskill such as detecting main idea,

supporting idea, information, generalization, and exemplification; inferring links

and connection between the information; distinguishing between literal and

implied meanings; and developing reading strategies for interpretation of texts.

Then, the grammatical test covers some aspects of microskill such as recognizing

grammatical world classes, recognizing system, and recognizing particular

meaning in different grammar form.

Before giving the test, students should be outfitted with the mastery of

knowledge about certain text types learned in their class. The materials of text

types are taught by school-teachers. This is aimed to help students in


83

understanding and carrying out the test. The detailed information is explained in

the following descriptions.

Table 4.6: Test Content Description of the Designed Tests

No Topics and Texts Test Content Description

Reading Questions Grammatical

Questions

1. Narrative

- No Welcome at Hotel

- Sultan

- The Miracle Baby

- Birth of Jersey Devil

- Jack and the beans

- Davy Crockett

- 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

- Direct-

indirect

speech

- Past tense

2. Explanation

- Miami Bus

- Hot Air Balloon

- Satellite

- Ibuprofen

- Salmonella Poisoning

- Red Poppy

- Pizza

- Clothes


- Main ideas


- True-false statements or

information or processes

- Vocabulary/ synonym and

the meaning of word/ phrase/

or sentence in the text

- Simple

present

tense

- Passive

voice

3. Discussion

- Immigration

- Wearing Raw Meat

Dress

- Convince or Care?


- Main ideas


- True-false information or

opinion or pros-cons

- The conclusion of issues


- Thinking

verb: feel,

believe,

hope

- Modalities

- Conditional

sentences


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No Topics and Texts Test Content Description

Reading Questions Grammatical

Questions



4. Review

- Remember Blue

- Bucket List

- Nature Lesson


- Main ideas


- True-false information or

critique




- Complex-

compound

sentences

5. Activities and Sources

After selecting test content, the writer selected activities for the test by

determining a set of tasks. The task for the test is in the form of multiple-choice

test. In accordance with the test content, the writer classified the task into reading

comprehension passage, multiple-choice grammar tasks, and multiple-choice

cloze vocabulary task. The explanation is presented as following:

a. Reading Comprehension Passage

A set of questions in reading comprehension passage were arranged to measure

test takers’ comprehension of the passage. The task could cover questions

about main idea or topic, expressions/ idioms/ phrases in context, inference,

grammatical features, detail, unstated detail, supporting ideas, and vocabulary

in context. These questions represented reading question items in test content.


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b. Multiple-choice Cloze Vocabulary Task

Multiple-choice cloze vocabulary task was included in reading selective as

well. This type might not specifically help test takers to respond and to

complete the passage more easily, because it needed the awareness of

understanding passage and grammatical check. In this study, the writer applied

multiple-choice cloze vocabulary task in one narrative text.

c. Multiple-choice Grammar Task

Multiple-choice grammar task was included in reading selective task in which

the test designer focuses on formal aspect of language, grammatical. The

purpose of this task was to check students’ awareness of grammar. This type of

task was easy to administer and can be scored quickly. This type represents

grammatical questions in test content.

The detailed information about tasks description was explained in the following

table.

Table 4.7: Task Content Description of the Designed Tests

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 - Ibuprofen - Salmonella Poisoning - Pizza - Clothes

- Direct-indirect speech

- Past tense - Simple present

tense - Passive voice - Thinking verb:

feel, believe, hope - Modalities - Conditional

sentences

- Sultan - Jack and the

Beans - Davy

Crockett


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Vocabulary Task

- Red Poppy - Immigration - Convince or Care - Nature Lesson - Remember Blue - Bucket List

- Complex-compound sentences

The test could be conducted in-school and outside-school. In-school meant

that the students conducted in computer laboratory, whereas outside-school meant

test-takers might access the designed test from any supporting facilities they found

such as internet cafes, hot-spot area, or their house.

The sources in developing the test were from the Internet. The writer

collected some reading passages, articles, or stories that were appropriate with the

topics. Moreover, the writer created some questions based on the reading text

accessed from Internet. The communication between teachers-students and the

writer were facilitated via email. The sources of the designed test mostly were

taken from the Internet, although the writer also obtained some reading passage

from students’ books.

6. Support Services

In this step, the writer determined some support services in order to have a

successful implementation of designed test. Since the designed test was integrated

with website, the study required some support services including facilities,

equipments, and schedules to implement the test. Therefore, this part would be


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discussed about two important points in determining supported services. They are

the website developing process and the mechanism of implementing the

application.

a. Website Developing Process

This part discussed about the development of application or website. To

develop the website, the writer applied some application software such as: Adobe®

Flash® and Wondershare QuizCreator 3.2 serial. The website in this study was

developed through several steps they were (1) Flowcharting, (2) Making user

interface, and (3) Scripting.

1) Flowcharting

In designing the website, flowcharting provided information on how the

activities would be carried through linking system. As stated by Anjarmoko

(2009:84), flowcharting is the way the learning task is conducted in the

application in this case in the website. Since the target of this website is

Indonesian students, the language used in the website is Bahasa, while the tests

are provided in English. In the website, the writer provides seven buttons in

the sidebar menu in which will be the main buttons to access the website. They

are Home, Panduan (Test Guide), Tipe A, Tipe B, Tipe C, Tentang Saya (About

the Writer), and Link. The website is quite simple in design. The link of each

page can be seen in the following figure.


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Figure 4.1: Flowchart of the website

From the flowcharting system, there are two main linking systems. The broader

link includes some menus. They are Home, Panduan, Tipe A, Tipe B, Tipe C,

Tentang Saya and Link. The second linking system is the test type. Each test

type is linked to the Collect Info page and Intoduction then continuing to the

questions pages. One question presents on one page, thus the test takers have 3

options to move forward by pressing Next button or to backward by pressing

Previous button, and Outline button. Moreover, Outline button helps the test

Collect Info page

Outline

Previous

Next

Author

Audio

Print

Questions 1

Questions 2

Questions 3

Questions

Introduction page

Submit

Review

Explanation

Home Panduan Tipe A Tipe B Tipe C Tentang Saya Link


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takers to move quickly to any numbers. For the last number 35, the test takers

have to press Submit in order to see their result. Then, Review button will show

the evaluation on the test takers worksheet. To see the explanation, students

have to click the link in Review page.

2) Making user interface

In accordance with Anjarmoko (2009:96), user interface is the

appearance or the web page seen by the users when they enter the website. The

website includes seven main pages. They are index.html, panduan.html,

tentang.html, tipea.html, tipeb.html, tipec.html and link.html. To develop the

website, the writer utilized application software such as Adobe® Flash® and

Wondershare QuizCreator 3.2 serial. The software facilitates users to create

web pages which can attach pictures, graphics, videos, audios, animations, and

particular display-interactive effects. The output from Adobe® Flash® has file

extension in .swf and can be opened by using Flash Player. The details of each

page are described below.

a) Index Page

In the website, index.html is the Home page of the website. This page

consists of website title, menu buttons or sidebar menu, and introduction.

The title is Soal dan Pembahasan Bahasa Inggris untuk SMA. The writer

put logo which is Website for English Tryout. The writer also added images

header.jpg which the size is 820 x 120 pixels without border. In the Index

page, the writer inserted some information about the website and the term of

the test.


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Figure 4.2: Home page display

b) Panduan Page

This page informs the test takers about how to follow the online test. In this

page, the writer attached the worksheet images and the explanations. The

first image, p collect info.jpg 600 x 420 pixel, shows the Start page of the

test. It includes total score, full score, passing rate, passing score, and time

limit. Then, the following information is about how to start the test. To start

the online test, the test takers should click Start button. To repeat the test

from the beginning before finishing it, test takers should press F5 buttons in

the keyboard. Then, to repeat the test, the test takers should click Redo. The

second image, p test.jpg 600 x 420 pixel, shows the worksheet display. For

each page, there is a question and five options. It is equipped with Next,

Previous, Submit, and Online button. The Previous button facilitates the test

takers to see the previous questions. To continue the questions, the test

takers should click Next button. Then, to see the outline of the test, teat

takers can click Outline button. While Submit button has function to finish


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the test and to see the final score. The third image, p result.jpg 600 x 420

pixel, shows the result page. In this page, the test takers will see their score

after clicking the Submit button. To see the review of what the test takers’

have done, test takers should click Review button. And then, to see the

explanation of the test, the test takers should click the link in the result page.

c) Tentang Saya Page

Tentang Saya Page or contact page provides the e-mail address of the writer

otherwise the test takers need to communicate with the writer. This page

mentions the name of writer, Antonia Fitri Lestari, and the e-mail address,

[email protected]. From that e-mail address, the test takers can send

their opinions and suggestions for the improvement of the website.

d) Link Page

Link page provides information about some direction address such as

download link for Flash Player, Google Translation address, and download

link for file test in the type of Microsoft Office Word.

e) Tipe A, Tipe B, and Tipe C Page

For the test pages, tipea.html, tipeb.html, and tipec.html, the writer applied

the pages in the form of Flash-based quizzes. The writer use Wondershare

QuizCreator 3.2 serial especially the multiple-choice test. Each question

present in the single page of the Flash-based page, therefore each question

provides Online, Previous, and Next button in the page.


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Figure 4.3: Tipe A preview using Wondershare QuizCreator 3.2 serial

3) Scripting

In the process of scripting, the writer elaborated the code of the designed tests

into the code of Adobe® Flash® in the website. The writer obtains the code

from the Internet. The code in the program enables the designed test to run

appropriately in the form of HTML that can be seen in the website. The writer

only copies and puts the information that suitable to the formulated code

positions. The next step, the writer registered the website through free website

hosting www.freewebtown.com. To publish the website, the writer uploaded

files into File Manager and rearranged the suitable code for the test.


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b. The mechanism of implementing the website

The writer arranged to implement the test formally to two schools and

informally to one school. Unfortunately, the writer only conducted the test in

formal ways for SMA Eka Wijaya Cibinong because only this school has

provided Internet connection. In contrary, students of SMA Mardi Waluya and

SMAN 1 Cibinong conducted the test outside-school in internet café or in their

house.

In SMA Eka Wijaya, the writer inquired the Principal’s permission in

order to utilize school facilities. The writer also coordinated with the English

Teacher who handled Social Class. The implementation would be carried out not

more than one meeting. The teacher suggested implementing the test in his

teaching schedule for 12 IPS 1. The possibilities of implementing the test was

twice a week in Wednesday and Friday. He would collect the test result in order to

fill students’ assessment as a quiz. Furthermore, the writer obtained information

from the teacher that SMA Eka Wijaya had one computer laboratory which

consists of thirty units of Personal Computer, 27 units are connected and 3 units

are unconnected to the Internet. The equipping of Internet-based computer

laboratory was intended to fulfill students’ need of the facility to access

information from broader source. The students also had supplementary ICT

subject which entailed the Internet connection. Moreover, all teachers in SMA

Eka Wijaya obtained advantages from Internet facilities. They were obligated to

expand their acquaintance of information technology in order to prepare qualified

and interesting materials.


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After coordinating with the teacher, the writer coordinated with the

computer laboratory coordinator. He arranged the schedule of the computer

laboratory. Fortunately, the implementation could be carried out on Wednesday at

12.00 p.m. From the computer laboratory, the writer obtained information that all

computers had a proper networking system although it was not very fast in speed.

The writer conducted a primary trial to check the connection speed. Then, the

writer found no obstacles in conducting the online test.

The mechanism of implementing the designed test was that the teacher

escorted the implementation and the writer assisted the teacher. In this

implementation, the teacher aimed to put the result of the test into a classroom

quiz. Basically, the mechanism of using this website allowed students and teacher

to browse the website and to conduct the online test. To send feedback, comment,

and suggestion, the teacher and student could send it via email because the writer

attached the email address in the Tentang Saya page. The mechanism of using the

media was presented on the following figure.

Figure 4.4: The mechanism on the use of media


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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 10th, 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 -


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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


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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.


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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.


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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.


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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,


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,



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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


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.


1. Find the general purpose

of the text content or

written text.


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.


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2. Explanation

Text



explanation text.


structure of explanation text.


features related to

explanation text: simple

present tense and passive

voice.



of explanation text.

5. Infer the information from

the text.

6. Identify events and processes

in the text.


on explanation text.


ways.




written text.


3. Find detailed

information.



paragraph.


word/ phrase/ and


context.


information.


features of simple present

tense and passive voice.

3. Discussion

Text



discussion text.


structure of discussion text.


features related to discussion

text: thinking verbs and

modalities.






written text.


3. Find detailed

information.



paragraph.



103


of explanation text.

5. Infer the information and

opinions about issues from

the text.

6. Identify pros and cons in the

text.


on discussion text.


ways.

word/ phrase/ and


context.


information.


features of thinking

verbs, modalities, and

conditional sentences.

4. Review

Text



review text.


structure of review text.


features related to review

text: using complex clauses

and metaphor.



of review text.

5. Infer the information of the

text.

6. Identify evaluation or

critique of the object in the

text.


on review text.


ways.




written text.


3. Find detailed

information.



paragraph.


word/ phrase/ and


context.


information.


features of using complex

clauses and metaphor.


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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:


• Main ideas


• The moral conclusion

• The evens or characters

• True-false statements

• Vocabulary/ synonym / antonym

and the meaning of word/

phrase/ or sentence in the text


• Direct-indirect speech

• Past tense

2. Explanation:

• Miami Bus Express

• Hot Air Balloon

Explanation:

• Miami Bus Express

• Hot Air Balloon


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• Jet Lag

• Satellite

• Red Poppy

• Pizza

• Clothes

Reading Questions:



• Main ideas


• True-false statements or



the text


• Simple present tense

• Passive voice

• Satellite

• Florence Tan

• Salmonela Poisoning

• Jet Lag

• Red Poppy

• Pizza

• Clothes

Reading Questions:


• Main ideas


• True-false statements or


• Vocabulary/ synonym and the

meaning of word/ phrase/ or



• Simple present tense

• Passive voice

3. Discussion:

• Ozone

• Persija Fans

• Convince or Care

Reading Questions:



• Main ideas


• True-false information or


Discussion:

• Immigration

• Persija Fans

• Convince or Care

Reading Questions:


• Main ideas




• The conclusion of issues


106





• The conclusion of issues


the text


• Thinking verb: feel, believe,

hope

• Modalities

• Conditional sentences





• Thinking verb: feel, believe,

hope

• Modalities

• Conditional sentences

4. Review:

• Nature Lesson

• Remember Blue

• Bucket List

Reading Questions:



• Main ideas



critique

• The conclusion


the text


• Complex-compound

sentences

Review:

• Nature Lesson

• Remember Blue

• Bucket List

Reading Questions:


• Main ideas



critique





• Complex-compound sentences

5. Additional Text/ News:

• Rachel Corrie Ship

Reading Questions:

• Main ideas



107





• True-false information


the text


• 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



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


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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.


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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 22nd,

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

23rd - 30th, 2010, and then the writer collected the questionnaires and answer

sheets on October 1st – 2nd, 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.


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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.


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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 22nd, 2010. While, for the participants of

SMA Mardi Waluya Cibinong and SMAN 1 Cibinong, the questionnaires were

distributed on September 23rd, 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 MdThe evaluation on general display of the website1 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


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Central Tendency

1 2 3 4 5 N Mn Mo Md5 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


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Central Tendency

1 2 3 4 5 N Mn Mo Md16 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.


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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.


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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.


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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 0 0 45 15 0 45 60 0.75 3 8 42 10 0 0 42 60 0.70 4 0 2 2 0 56 56 60 0.93 5 40 0 3 3 14 40 60 0.66 6 11 0 0 47 2 47 60 0.78 7 49 0 1 10 0 49 60 0.82 8 0 22 3 30 5 30 60 0.50 9 5 1 0 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


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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.


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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


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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


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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 0 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


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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

In accordance with result of questionnaires and collected data or answer

sheets, the writer decided to revise the designed test including the revision of

designed test in Tipe B test and the revision of the website. The revisions of the

study were presented as follows.

a. Revising Tipe B designed test

Based on the questionnaire result, the writer considered some points that

should be revised in order to facilitate the test takers in conducting the test. First,

the time allocation for the test should be added because the test consisted of

several reading passages that consumed time in finishing it. The writer added

additional 10 minutes for each type of test, so total of timing test were 100

minutes. The writer expected the test takers would be drilled to predict how fast

they should finish all questions.

Second, the writer exchanged or revised some questions based on the IF,

ID, and B-Index result, The numbers had to be discarded were number 10, 12, 18,

19, 20, 21, 27, 28, 29, 30, 31, and 34. Besides, the writer revised some numbers

such as number 1, 3, 5, 9, 11, 14, 15, and 25 because they were not well


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developed. The revision included revising the questions or options or answer key

or explanation. Since the revision of some items would be done, so the website

also has to be revised. Moreover, there were some questions that still existed

although they showed the inappropriate result of IF, ID, or B-Index. It was

because the writer intentionally provided easy questions in order to create easy

feeling for the test-takers. They were number 4, 7, 13, 16, 26, and 33. The

revision on the Tipe B test after the implementation was presented in following

table.

Table 4.19: The Revision of Tipe B Test after Implementation

Number of Type B

Revision

Tipe B before Implementation

Tipe B Revision after Implementation

1 It bounces off the satellite. Underline word means…

“It bounces off the satellite and is directed toward the United States,…. “ (par.3) The underlined word means.…

3 ‘Where it is picked up by television station..’, it refers to…

“It bounces off the satellite and is directed toward the United States toward the United States, where it is picked up by television stations and relayed to millions of viewers….” The underlined word ‘it’ refers to…

5 Option A: Ibuprofen is effective way to relieve pain killer.

Option A: People know ibuprofen as drug that is effective to relieve pain killer.

9 Option A: It was well-equipped. Option D: It was run-down and sparsely-equipped.

Option A: It was well-equipped and sparsely-equipped. Option D: It was sparsely-equipped and worn out.

10 Number 10 showed IF: 0.98, ID: 0.03, and B-Index: -0.02.

The question was removed.

11 Option B: The baby is sleeping. Option D: The baby is not well. Option E: The baby is bored.

Option B: The baby is bored and sleeping. Option D: The baby is departed. Option E: The baby is sick.


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Number of Type B

Revision

Tipe B before Implementation

Tipe B Revision after Implementation



14 Option C: When the mother looked at her dead son. Option D: When the mother saw her son was alive.

Option C: When the mother looked at her deceased son. Option D: When the mother saw her son was moving.

15 Question: When was the happiest moment? Option B: When the mother found the baby was actually alive.

Question When was the happiest moment based on the writer point of view? Option B: When the mother found the baby was actually moving around.

18, 19, 20, and 21.

Persija Soccer Fans text was removed because the text was inclined to news text.

The text was replaced by Lady Gaga text which was a kind of discussion text. The total question for this text is four questions (no. 16, 17, 18, and 19).

25 Option D: She is aware that she is an intelligent, passionate, and resilient young woman.

Option D: She is conscious that she is an intelligent, passionate, and resilient young woman.

27, 28, 29, and 30.

Jet Lag text was removed because the text was inclined to procedure text.

The text was replaced by Davy Crockett which was a kind of narrative text. The total question for this text was four questions (no. 25, 26, 27, and 28). No. 25 and 26 was

31 Number 31 showed IF: 0.96, and ID: 0.06.




b. Editing the website

As suggested by the participants, the writer revised the website by

replacing or revising the useless numbers, revising the setting of time allocation,


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and revising general display. Then, to facilitate the browser, the writer would

provide download link for downloading the test, download link for downloading

Flash Player, and link of translation tool. However, not all suggestions from the

participant could be implemented in the revision. The web-test could not display

in one page, but test-takers could download the test and conduct the test on paper-

based test.

B. The Final Version of the Designed Test

In this part, the writer elaborated the final version of the designed test after

accepting some revision based on the test feedback on the implementation. The

designed test was designed for Grade XII students of senior high school in

Kecamatan Cibinong. There are 3 types of test, Tipe A, Tipe B, and Tipe C. Each

test consists of four reading text type: narrative, explanation, discussion, and

review. In order to drill students’ ability in reading, the test includes reading

comprehension, multiple-choice grammar task and multiple-choice cloze task.

Each test is allocated 100 minutes for 35 numbers covering reading questions and

grammar questions. Each number in the test involved 1 point. Besides, the passing

grade for each type of test was 60 percent. The detail of final version can be seen

in the website www.tryoutbahasainggris.co.nr. Besides, the writer attached the

printed test of Tipe A, Tipe B, and Tipe C in Appendix C. For further information,

the writer will add new test in the website to provide more tests per months.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses the conclusions and suggestions of the design. In

the conclusions, the writer summarizes the answers of problem formulation. Then,

the writer presents suggestions for teachers and other designers.

A. Conclusions

In this part, the writer presents the answer of the questions in the problem

formulation. The purpose of this study is to develop appropriate design of a set of

web-based multiple-choice reading test for Grade XII students of senior high

school in Kecamatan Cibinong. The study concerns with related theories such as

the theory of Educational Research and Development (R&D), Instructional

Design Model, language testing, reading skill, designing multiple-choice items,

web-based test, and application software.

The appropriate design of a set of web-based multiple-choice reading test

for Grade XII students of senior high school in Kecamatan Cibinong is based on

data obtained from a research. And the design was performed step by step

according to the R&D cycle combined with Kemp’s model. The data were

gathered from the research and collecting data, preliminary product verification

and implementation. Based on those data, the test was revised and improved to

make it appropriate as possible for the intended students.


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In this study, the detail of designed test performs in the form of web-based

multiple-choice reading test. The designed test contains of four topics. They are

narrative, explanation, discussion, and review texts. The test content is divided

into two groups: reading test and grammatical test. In reading test, the questions

generally include about the purpose of the text, generic structure, main ideas,

supporting ideas and details, true-false statements, and vocabulary or synonym in

the text. For the grammatical test, it includes direct-indirect speech, past tense,

simple present tense, passive voice, thinking verbs, modalities, complex-

compound sentences, conditional sentences, or relative clauses. The activities of

the test consist of three tasks. They are classified into reading comprehension

passage, multiple-choice grammar tasks, and multiple-choice cloze vocabulary

task.

Henceforth, the web-based test can be accessed via Internet in

www.tryoutbahasainggris.co.nr. The website includes seven main pages. They are

index.html, panduan.html, tentang.html, tipea.html, tipeb.html, tipec.html and

link.html. Each test is allocated 100 minutes for 35 numbers covering reading

questions and grammar questions. Each number in the test involved 1 point.

Besides, the passing grade for each type of test was 60 percent. Each question

provides 5 options which consist of one answer and four distractors. Time

allocation for one test is 100 minutes. The website facilitates users to conduct

reading test which appears more interesting than conventional paper-based test. It

is because the application of software can attach pictures, audios, animations, and


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particular display-interactive effects. The output from Adobe® Flash® has file

extension in .swf and can be opened by using Flash Player.

The result of the implementation of designed test showed that the average

mean of the whole data was 3.77 from the scale 5.0. This means that the design

test was good and acceptable for the Grade XII students. Further, the writer

conducted more exploration on the exiting part of the designed based on the

statement in order to improve the design test.

B. Suggestions

The writer would like to give some suggestions for those who are going to

use this designed test and who are interested in a research in the same field.

1. For English teachers

The writer suggests that the test is implemented after teachers explain the

topics in the class. It is because the tests are in form of summative tests that

measure and summarize what a student has grasped. Teacher can use the

designed tests as a model to develop tests and use the tests in final

examination or quiz by copying the test. For schools that have the Internet

facilities, teachers can drill students’ reading skill by using this website in

order to prepare the national final examination. Moreover, teachers should

prepare themselves and understand the procedure of using the website before

carrying the test for the students.


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2. For other designers

The writer suggests other designers who are interested in designing the same

concept, to be more creative in exploring the functions of Adobe® Flash® and

Wondershare QuizCreator 3.2 serial. The other designers can add interesting

images in order to attract users. The other suggestion is that it is better for

designers to consult their design to some experts in ICT that can help them to

upload the website properly.


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Reading in a Second Language, (http://llt.msu.edu/vol5num2/sawaki/default.html, accessed on Mei 3, 2008).


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APPENDIX A

Letters


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APPENDIX B

Instruments


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INTERVIEW LIST Questions List for Interviwing Teachers (Research and Information Collecting)

The list of questions during the interviews is as follows:

1. What are materials, topics, and text type that have been taught for students?

2. What kinds of tests or questions are often given to the students?

3. What are students’ characteristics or behavior in conducting reading

assessment especially multiple-choice (MC) reading test?

4. What is your opinion toward MC test?

5. What is the strength and weakness of students in conducting MC reading test?

6. What are handbooks and sources that had been learned in the class?

7. What are types of questions in conducting multiple-choice tests that are

usually used by the teachers?

8. How many questions is included in one reading passage?

9. What’s students’ knowledge that could be measured in MC reading test?

10. What are the objectives of the study especially in reading?

11. What is the criteria of choosing the appropriate reading text for a test?

12. How about the school facility? Is there appropriate media to conducting web-

based test in the school? Does the school provide Internet connection for

students?

13. What are teacher’s difficulties in preparing and conducting test using media?

14. How does teacher usually solve that problem?

15. What is teacher expectation toward this study?


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INTERVIEW LIST Questions List for Interviwing Studentss (Research and Information Collecting)

The list of questions during the interviews is as follows:

1. What are reading text types that you know and have been learned?

2. What kind of test types that are often given by teachers?

3. What is your opinion when teacher gives reading test?

4. What are your difficulties in conducting MC reading test?

5. What is your opinion about MC test?

6. Have you tried to conduct online test?

7. What is your opinion about conducting MC from Internet?

8. Is your school facilitation providing Internet connection?

9. What is your expectation on the web-based test?


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Teachers’ Interview

Time : 16 April 2010 The interview was conducted by using Bahasa. [interviewer] Apa saja materi, topik, dan jenis teks yang dipelajari di kelas XII? [teacher] Wah, banyak sekali. Saya juga tidak bisa menjelaskan satu per satu,

yang jelas kami mengikuti kurikum KTSP saja, juga mengikuti topik-topik yang ada di buku paket. Kalau jenis teks yang dipelajari itu, antara lain: narrative, recount, descriptive, news item, dan procedure. Untuk teks lisan, siswa juga saya ajarkan mengenai pengumuman, iklan, job vacancy, dan invitation. Untuk structure nya saya berikan conditional sentence, direct-indirect speech, dan tenses lainnya.

[interviewer] Apa saja jenis soal yang sering diberikan dalam soal bahasa Inggris pada siswa kelas XII?

[teacher] Biasanya saya memberikan jenis soal berupa pilihan ganda dan essai untuk mengevaluasi reading skill, sedangkan untuk mengukur kemampuan speaking-nya saya biasanya melakukan oral test.

[interviewer] Bagaimana tanggapan siswa terhadap soal pilihan ganda yang biasa diberikan dalam soal reading?

[teacher] Biasanya siswa lebih senang dengan soal pilihan ganda karena mereka lebih cepat paham dengan pertanyaan sehingga lebih cepat mengerjakan soal-soalnya. Selain itu siswa lebih terbiasa menggunakan soal pilihan ganda ketimbang soal essai dan juga lebih simple bagi siswa untuk mengerjakan.

[interviewer] Apa pendapat Bu Wulan mengenai soal pilihan ganda? [teacher] Kalau menurut saya ya biasa saja, memang soal pilihan ganda itu

paling gampang waktu mengoreksinya. Tapi pembuatannya harus pakai persiapan dulu, jadi kurang cocok untuk quiz dadakan.

[interviwer]Menurut pendapat Ibu, Bu Wulan, apa saja kelemahan dan kelebihan pada siswa dalam menggerjakan soal jenis pilihan ganda?

[teacher] Kelemahan siswa dalam mengerjakan soal pilihan ganda itu terkadang mereka salah menjawab soal karena tidak mengerti vocab pada soal sehingga mereka asal pilih jawaban dengan menebak. Kelebihan siswa dalam mengerjakan soal pilihan ganda biasanya mereka lebih cepat mengerjakan karena ada options nya. Kemungkinan besar siswa juga bisa lebih mudah untuk saling bertukar jawaban karena hanya menggunakan huruf a,b,c,d,dan e saja, mungkin itu sebabnya siswa lebih senang soal pilihan ganda.

[interviewer] Apa saja sumber atau bahan soal pilihan ganda untuk mengevaluasi reading skill siswa?

[teacher] Biasanya saya ambil dari beberapa sumber buku cetak untuk siswa. Tiap unit kan ada jenis text yang dipelajari, nah dari text itu saya gunakan untuk membuat soal. Buku-buku yang saya jadikan acuan dari penerbit Erlangga dan Bumi Aksara. Tapi saya juga sering browsing Internet untuk cari text yang sesuai untuk bahan soal.

[interviewer] Bagaimana Ibu bisa menentukan jenis teks yang sudah di browsing, yang sesuai untuk dijadikan bahan test siswa?


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[teacher] Biasanya saya baca dulu, kemudian saya lihat tenses dan juga vocabulary-nya sesuai tidak dengan yang sudah dipelajari untuk grade XII.

[interviewer] Pada soal multiple choice reading test, jenis pertanyaan apa saja yang biasanya ibu jadikan soal?

[teacher] Biasanya sih, pertanyaan yang saya ajukan sekitar vocabulary atau antonym-synonym-nya; tentang structure juga, contohnya tentang if conditional dan juga tenses; berdasarkan text biasanya saya tanyakan tentang main topic, main idea dari paragraph, true-false statement, dan ‘it’ refers to.

[interviewer] Dalam satu teks biasanya ada berapa banyak soal yang ditanyakan? [teacher] Biasanya satu teks untuk lima sampai delapan pertanyaan. Kalu teks

nya pendek, biasanya hanya dua sampai 4 pertanyaan. [interviewer] Kemampuan siswa apa saja yang bisa diukur dalam mengerjakan

soal multiple choice ini? [teacher] Biasanya kemampuan tentang vocabulary siswa, dan juga pemahaman

mengenai teks or comprehension. Intinya mengukur vocabulary dan comprehension siswa.

[interviewer] Apakah Ibu sudah pernah mencoba mengerjakan test online bahasa Inggis, dan bagaimana tanggapan Ibu?

[teacher] Oh, iya. Saya sudah pernah coba dan biasanya testnya saya copy untuk latihan soal siswa untuk persiapan ujian. Menurut saya test online seperti itu sangat membantu siswa untuk dapat latihan mengerjakan soal bahasa Inggris secara gratis, kan mereka gak harus beli buku soal tapi cukup mengcopy saja dari internet. Soal dari internet juga sangat praktis, jadi bisa langsung dilihat hasil nilai atau pun feedbacknya dan juga ada kunci jawabannya. Saya rasa siswa kelas XII ada sebagian yang sudah pernah mencoba online test seperti itu untuk latihan persiapan ujian.

[interviewer] Apakah di sekolah ini sudah tersedia fasilitas untuk mengadakan online test?

[teacher] Sayangnya belum ada. Lab. Komputer di sekolah ini belum dilengkapi koneksi internet. Hanya ada satu komputer saja yang dilengkapi fasilitas internet yaitu di ruang guru. Di lab. Bahasa juga cm ada satu computer tanpa koneksi Internet, sedangkan di lab. Computer ada 30 unit tanpa koneksi internet juga.

[interviewer] Apa saja kesulitan guru dalam mempersiapkan dan melaksanakan tes terutama menggunakan online tes?

[teacher] Wah, selama ini belum pernah dicoba di sekolah karena fasilitas sekolah juga tidak ada untuk online internet. Saya biasanya hanya menggunakan paper saja dalam melaksanakan test.

[interviewer] Bagaimana cara mengatasi masalah tersebut? [teacher] Mungkin jenis online test itu cocoknya untuk latihan saja tapi tidak

untuk digunakan di sekolah. Kalaupun mau digunakan di sekolah, seharusnya ada fasilitas yang menunjang terlebih dahulu.

[interviewer] Apa tujuan pembelajan yang ingin dicapai dalam mengajar reading pada siswa?

[teacher] Biasanya yang menjadi objectives of the study itu:


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Siswa mampu memahami jenis-jenis teks (narrative, procedure, recount, descriptive, news item) Siswa mampu mengenal karakter masing-masing jenis teks Siswa mampu memahami generic structure dari masing-masing jenis teks

[interviewer] Bagaimana KTSP di sekolah ini diterapkan? [teacher] Dulunya saya masih bingung dengan KTSP, tapi sekarang sudah tidak

lagi. Kurikulum di sekolah ini kami pake KTSP yang mengarah pada standard kompetensi dan kompetensi dasar, acuannya itu. Dan saya juga mengikuti materi-materi ataupun topic-topik yang ada pada beberapa buku paket.

[interviewer] Setelah mendapatkan gambaran umum dari judul skripsi saya mengenai rancangan web-based multiple choice reading test, kira-kira apa saja harapan dari Bu Wulan sebagai guru bahasa akan rancangan tersebut?

[teacher] Harapan saya dengan adanya latihan seperti itu, siswa Berharap lbh bs cpt memahami dalam reading test dan vocabulary mereka bisa bertambah.


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Teachers’ Interview Time : 10 August 2010 The interview was conducted by using Bahasa. [interviewer] Apa saja materi, topik, dan jenis teks yang dipelajari di kelas XII? [teacher] Saya menggunakan panduan kurikulum KTSP yang mencangkup empat

aspek berbahasa. Tapi kalau untuk jenis teks yang di pakai narrative, explanation, discussion, dan review. Biasanya saya juga me-review semua jenis teks yang dipelajari dari kelas satu untuk persiapan ujian siswa. Untuk jenis teks lisan ada pengumuman, undangan, iklan, dan job vacancy. Kalau materi dan topic biasanya liat buku paket siswa, yang penting juga grammarnya dipelajari.


[teacher] Kalau untuk mengambil nilai siswa, saya pakai oral test untuk mengukur kemampuan speaking and written test. Bentuk written test itu biasanya soal multiple choice dan essay.


[teacher] Siswa kan sudah lazim dengan soal pilihan ganda, jadi merekasudah terbiasa. Dan kalau mereka kesulitan, mereka bisa menebak jawaban. Kalau soal essay, siswa biasanya merasa kesulitan terutama di grammar, diksi, dan vocabulary-nya masih terbatas.

[interviewer] Menurut Bapak, apa saja kelemahan dan kelebihan pada siswa dalam menggerjakan soal jenis pilihan ganda?

[teacher] Kelemahannya, siswa bisa menebak jawaban, ataupun mencontek teman karena cuma menyebutkan hurufnya saja. Tapi kelebihannya, mereka lebih comfortable dengan sola multiple choice karna sudah lazim ketimbang soal essay.


[teacher] Bahan untuk ulangan biasanya saya ambil dari materi yang sudah dipelajari siswa, terutama soal tentang grammar dan reading. Saya ambil bacaannya dari beberapa buku paket siswa dan juga dari internet.

[interviewer] Bagaimana Bapak bisa menentukan jenis teks yang sudah di browsing, sesuai untuk dijadikan bahan test siswa?

[teacher] Saya lihat dari penggunaan vocabulary nya dan juga grammarnya. Selain itu bacaanya masuk atau tidak ke jenis teks yang dipelajari siswa.

[interviewer] Pada soal multiple choice reading test, jenis pertanyaan apa saja yang biasanya jadikan soal?

[teacher] Biasanya untuk reading text soal seputar main idea, true/ false statement, appropriate title, dan ‘refers to’. Selebihnya soal grammar dan vocabulary.

[interviewer] Dalam satu teks biasanya ada berapa banyak soal yang ditanyakan?


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[teacher] Biasanya satu teks untuk tiga sampai delapan pertanyaan, tergantung panjang pendeknya soal.

[interviewer] Kemampuan siswa apa saja yang bisa diukur dalam mengerjakan soal multiple choice ini?

[teacher] Biasanya kemampuan tentang vocabulary siswa, dan juga pemahaman mengenai teks or comprehension. Intinya mengukur vocabulary dan comprehension siswa.

[interviewer] Apakah sudah pernah mencoba mengerjakan test online bahasa Inggis, dan bagaimana tanggapan Ibu?

[teacher] Sudah pernah. Kebanyakan soal rata rata untuk latihan ujian nasional jadi soalnya menyeluruh. Biasanya saya berikan jugaa kepada siswa unuk latihan. Lagi pula juga sudah ada kunci jawabannya jadi saya juga tidak kerepotan.


[teacher] Lab computer kami sudah ada fasilitas untuk internet di sebagian besar computer kurang lebih 27 unit, tapi jaringannya tidak terlalu cepat.


[teacher] Wah, selama ini belum pernah dicoba di sekolah karena alamat website untuk soal-soal bahasa inggris yang saya tau hanya terbatas dan itu juga sudah saya berikan ke siswa dalam bentuk fotocopy.

[interviewer] Bagaimana cara mengatasi masalah tersebut? [teacher] Kalau untuk online test sepertinya bisa juga, dan boleh juga untuk

dicoba. Apalagi kalau memungkinkan bisa untuk ambil nilai siswa. [interviewer] Apa tujuan pembelajan yang ingin dicapai dalam mengajar reading

pada siswa? [teacher] Siswa mampu memahami jenis-jenis teks

Siswa mampu mengenal karakter masing-masing jenis teks Siswa mampu memahami generic structure dari masing-masing jenis teks

[interviewer] Bagaimana KTSP di sekolah ini diterapkan? [teacher] Di sekolah ini KTSP dalam pelajaran bahasa Inggris saya terapkan

dengan mengikuti SK KD yang ada untuk dibuat silabusnya dan menjadi acuan dalam membuat lesson plan untuk mengajar. Sekarang sudah tidak jadi masalah lagi karena buku paket pun sudah banyak yang pake KTSP jadi memudahkan guru.

[interviewer] Setelah mendapatkan gambaran umum dari judul skripsi saya mengenai rancangan web-based multiple choice reading test, kira-kira apa saja harapan sebagai guru bahasa akan rancangan tersebut?

[teacher] Mudah-mudahan saja rancangan website tersebut bisa berguna untuk siswa sebagai bahan latihan.


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Teachers’ Interview Time : Monday, 10 August, 2010 14:19:49 The list of questions during the interview is as follows: [interviewer] What are materials, topics, and text types that are learned in grade

XII? [teacher] Many things about sports, songs, History, food, etc. We used

interchange for the handbook and some handouts. [interviewer] What are test types for reading that are often implemented for grade

XII? [teacher] Mostly multiple-choice, but sometimes I add essay. [interviewer] What are students’ opinions or behaviors in conducting reading

assessment especially multiple-choice (MC) reading test? [teacher] They like it very much most of them said that when they didn’t have any

idea about the answers the MC gave them like problem solving, they just needed to think about the right letter to cross.

[interviewer] What are the strengths and weaknesses of students’ conducting MC reading test?

[teacher] I think by MC we can’t measure the students’ ability in understanding the lesson that their teacher has been delivered. It seems so unfair for the clever students. Sometimes, the slow learners just can cross the letter and the teacher finds it correct by luck.

[interviewer] What are sources for designing multiple-choice reading test that are usually used by the teacher?

[teacher] From student’s books, grammar books, and from internet. [interviewer] How do you decide the suitable text types for grade XII from many

sources? [teacher] I consider that the text is suitable or not from its grammar and

vocabulary, then from the theme of the text. [interviewer] What are types of questions in conducting MC tests that are usually

used by the teachers? [teacher] Based on the reading passage I think or maybe about knowledge. If I

made my own then I will make multiple choice based on the reading passage. [interviewer] How many questions can be mentioned in one text? [teacher] For short reading text, I usually mention two to four questions, but for

the long text I apply five to six questions. [interviewer] What can be measured in MC reading test for XII grade students? [teacher] Their comprehension in reading and the vocabulary. [interviewer] Have you tried online test? And what is your opinion about that

test? [teacher] Yes, I have. It helps me to provide preparation exercise for students. [interviewer] Does the school have facility to conduct online test? [teacher] Yes, we have some internet connection in our computer laboratory, but

there are still some of computers do not connected to the server.


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[interviewer] What are teacher’s difficulties in preparing and conducting online test?

[teacher] I never tried to apply on line test to my students before, so I don’t have experience on it.

[interviewer] How does teacher usually solve that problem? [teacher] More prep will be needed, coz before we deliver the material to the

students we need to study how to show it off to the students so they won’t look down on us.

[interviewer] What are the objectives of implementing multiple-choice reading test?

[teacher] To add students vocabulary and let them know written language. [interviewer] How is the school-based curriculum implemented in teaching the

class? [teacher] It’s implemented by teaching materials from several sources based on

Standar Kompetensi and Kompetensi Dasar. [interviewer] What is teacher expectation toward this study? [teacher] Hopefully the students will enjoy reading, and the teacher will have

more idea in building the students motivation in reading.


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Teachers’ Interview

Time : Tuesday, 20 April 2010 The interview was conducted by using Bahasa. [interviewer] Apa saja materi, topic, dan jenis teks yang dipelajari di kelas XII? [teacher] Materi pembelajaran yang digunakan mengikuti panduan SK KD dari

KTSP. Dan menggunakan buku paket dari Erlangga. Karena kelas tiga ini nantinya akan menghadapi UAN, jadi saya menambahkan materi yang tidak ada di SK dan KD sebagai review dan agar persiapan mereka lebih matang. Topiknya banyak rata rata tentang sport, hobby, environtment, social life. Jenis teksnya ada narrative, recount, descriptive, news item, exposition, dan procedure. Sedangkan grammar juga sangt diperhatikan, yaitu termasuk tenses dasar, conditional sentence dan reported speech.


[teacher] Biasanya soal multiple choice dan essay. Tapi kalau untuk hafalan vocabulary-nya saya berikan soal matching.


[teacher] Biasa saja sih sepertinya. Mungkin karena mereka juga seringnya mengerjakan soal pilihan ganda.

[interviwer] Apa pendapat bapak terhadap soal pilihan ganda jika dibandingkan dengan jenis soal lainnya seperti essay, fill the blank, dll?

[teacher] yang jelas saya lebih mudah untuk mengkoreksi hasil kerja siswa, selain itu juga siswa biasanya tidak complain. Sedangkan untuk jenis soal yang lain seperti essay, saya agak repot untuk membuat penilaiannya karena rata-rata siswa banyak melakukan kesalahan grammar. Tapi sebenarnya pada soal pilihan ganda yang bacaannya panjang, siswa jadi harus lebih konsentrasi.

[interviewer] Menurut anda apa saja kelemahan dan kelebihan pada siswa dalam menggerjakan soal jenis pilihan ganda?

[teacher] Kelemahannya mereka bisa dengan mudah contek-contekan dengan temannya. Trus, kalau tidak tau bisa menebak jawaban. Kelebihannya, untuk guru sih lebih enak koreksinya karena lebih cepat ketimbang soal essay.


[teacher] Biasanya saya pakai multiple choice test untuk tes-tes besar seperti mid-test dan ujian semester. Saya membuat soalnya berdasarkan jenis teks yang sudah dipelajari, sedangkan mengambil teksnya dari buku lain dan juga dari internet. Dan beberapa soal merupakan soal expression dan grammar.

[interviewer] Bagaimana anda bisa menentukan jenis teks yang sudah di browsing, yang sesuai untuk dijadikan bahan test siswa?

[teacher] Dilihat dari tingkat kesulitan vocabulary dan grammarnya, lalu cari yang sesuai dengan apa yang telah dipelajari siswa.

[interviewer] Pada soal multiple choice reading test, jenis pertanyaan apa saja yang biasanya anda jadikan soal?


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[teacher] Kalau untuk soal reading teks biasanya pertanyaan mengenai main idea of the whole teks, main idea of paragraph, appropriate title for the test, main character, true false statement, dan lalu pertanyaan 5W1H.

[interviewer] Dalam satu teks biasanya ada berapa banyak soal yang ditanyakan? [teacher] Kalau teks nya pendek biasanya untuk 3-5 soal. Tapi kalau teksnya

panjang bisa sampe 8 soal. [interviewer] Kemampuan siswa apa saja yang bisa diukur dalam mengerjakan

soal multiple choice ini? [teacher] Umumnya untuk comprehension, understanding idea of the teks, dan

juga vocabulary. Tapi kalau soal grammar, siswa dituntut untuk teliti dan memahami menggunakan tenses dan juga pemahaman kalimat. Sedangkan untuk jenis soal expression, siswa harus bisa memberikan response yang sesuai dengan expression yang ditanyakan.

[interviewer] Apakah anda sudah pernah mencoba mengerjakan test online bahasa Inggis, dan bagaimana tanggapan Ibu?

[teacher] Sudah sering, terutama untuk saya copy sebagai bahan latihan siswa untuk persiapan sebelum ujian semester, kenaikan kelas, dan juga nantinya untuk latihan ujian akhir nasional. Soal-soal di internet itu sangat variatif tidak seperti di buku latihan ujian yang hanya menampilkan soal ujian tahun tahun sebelumnya.


[teacher] Di sekolah ini belum bisa mengerjakan soal online, karena lab. komputernya belum ada fasilitas internet. Hanya ada 1 komputer yang berjaringan internet di ruang kegiatan siswa.


[teacher] Saya masih berum bias menyiapkan jenis latihan seperti itu karena saya belum mempelajari software dan cara pemrogramannya. Kalau mau menyiapkan online test sepertinya saya butuh waktu untuk mempelajari software pembuatnya.

[interviewer] Bagaimana cara mengatasi masalah tersebut? [teacher] Yang jelas menambah fasilitas internet di lab nya, atau kalau

memungkinkan softwarenya latihan soalnya dicopy di tiap computer tanpa harus ada internet. Tapi kalau untuk saya pribadi, saya harus belajar cara buatnya dulu.

[interviewer] Apa tujuan pembelajan yang ingin dicapai dalam mengajar reading pada siswa?

[teacher] Tujuan atau goals of the study untuk siswa adalah: Siswa mampu memahami jenis-jenis teks Siswa mampu mengenal karakter masing-masing jenis teks Siswa mampu memahami generic structure dari masing-masing jenis teks Siswa mampu memahami ide pokok dari teks. Siswa mampu memehami expressions for daily activities, dll.

[interviewer] Bagaimana KTSP di sekolah ini diterapkan?


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[teacher] KTSP digunakan untuk acuan membuat silabus dan kemudian dari silabus, guru punya patokan untuk membuat lesson plan untuk mengajar siswa di tiap pertemuan.

[interviewer] Setelah mendapatkan gambaran umum dari judul skripsi saya mengenai rancangan web-based multiple choice reading test, kira-kira apa saja harapan anda sebagai guru bahasa Inggris akan rancangan tersebut?

[teacher] Sebenarnya idenya bagus kalau guru memang punya kemampuan untuk membuat test online karena natinya akan menambah ‘tabungan soal’ untuk latihan siswa. Selain itu hal seperti ini juga belum pernah saya coba, mungkin siswa biasa lebih enjoy mengerjakannya.


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Students’ Interview Class : 12 IPS Time : Monday, 11 August, 2010 School : Students of SMA Eka Wijaya The interview was conducted by using Bahasa. [interviewer] Apakah guru kalian mengajarkan mengenai jenis jenis reading teks

di kelas? [student] Iya, diajarkan. [interviewer] Apa saja jenis jenis teks yang sudah kalian pelajari? [student] Aku agak lupa sih, tapi yang aku inget sih ada narrative, exposition,

explanation, procedure, dll. [interviewer] Apakah guru sering melatih skill membaca kalian? [student] Kalau disuruh baca buku paket sih sering, tapi kalau latihan suruh baca

satu-satu jarang, Kalau untuk analisis bacaan lumayan sering juga sih, kayak cari generic sturukturnya, trus cari kata –kaya yang susah.

[interviewer] Apakah guru sering memberikan soal-soal bacaan dalam untuk ulangan harian?

[student] Gurunya jarang kasih soal bacaan untuk quiz, banyaknya soal vocabulary sama grammar. Tapi kalo untuk latihan biasanya ada soal bacaannya, tapi nanti Cuma dibahas sama-sama aja, gak diambil nilai.

[interviewer] Kesulitan apa yang kalian hadapi saat mengerjakan soal reading di dalam kelas ataupun diluar kelas?

[student] Kalau bacaannya panjang, kata-katanya sulit dimengerti,buat aku jadi males ngerjain. Trus, kadang suka ga bisa jawab pertanyaannya coz aku ga ngerti bacaannya.

[interviewer] Apakah kalian pernah mengerjakan soal reading pada situs website?

[student] Belum pernah sih, tapi dulu waktu kelas 3 SMP pernah ng-copy soal latihan ujian, tapi terus aku print.

[interviewer] Apa kesulitan kalian dalam mengerjakan soal-soal reading di website?

[student] Aku belum pernah coba ngerjain di websitenya karna jujur aja aku males, lagi juga kalau ke warnet lama-lama bayarnya juga mahal, jadi paling soalnya aku copy di flashdisk.

[interviewer] Menurut kalian apakah media website dapat membantu kalian belajar reading?

[student] Kalau punya internet di rumah sih enak aja ya, tapi kalau gak punya internet di rumah, paling cuma copy soalnya. Tapi lumayan membantu sih, coz kadang kita perlu banget latihan-latihan terutama buat persiapan ujian kelulusan.

[interviewer] Menurut kalian criteria apa saja yang harus ada pada website yang menyediakan latihan test reading?

[student] Ada kunci jawaban sama penjelasannya, trus ada arti kata-kata yang sulit.


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Students’ Interview Class : 12 IPA Time : Monday, 13 Agustus, 2010 School : SMA Mardi Waluya The interview was conducted by using Bahasa. [interviewer] Apakah guru kalian mengajarkan mengenai jenis jenis reading teks

di kelas? [student] Iya diajarkan, ada juga ringkasannya di buku catatan. [interviewer] Apa saja jenis jenis teks yang sudah kalian pelajari? Dan dari teks

tersebut, apa saja yang dipelajari? [student] Narrative, descriptive, recount, exposition, dan lain-lain.

Yang diajarin itu generic strukrurnya, trus kata-kata sulit, sama tenses nya. [interviewer] Apakah guru sering melatih skill membaca kalian? [student] Latihan baca dari buku paket aja, paling juga cuma disuruh menjawab

soal bacaan. Kadang juga ada temen yang disuruh baca, tapi nanti akhirnya paling dibahas sama-sama.

[interviewer] Apakah guru sering memberikan soal-soal bacaan dalam untuk ulangan harian?

[student] Jarang, kebanyakan test structure dan hafalin kata-kata. [interviewer] Kesulitan apa yang kalian hadapi saat mengerjakan soal reading di

dalam kelas ataupun diluar kelas? [student] Seringnya males karena gak tau artinya. Bacaannya seringnya gak

menarik dan panjang banget. Apalagi kalau soalnya bentuk pilihan ganda masih lumayan tapi kalau soalnya suruh melengkapi cerita, itu bingugng.

[interviewer] Apakah kalian pernah mengerjakan soal reading pada situs website?Biasanya tujuannya untuk apa?

[student] Sudah pernah lah, kalau itu sih buat latihan soal, buat persiapan ujian akhir, takut ga lulus.

[interviewer] Apa kesulitan kalian dalam mengerjakan soal soal reading di website?

[student] Sulitnya soalnya lebih susah disbanding soal latihan biasa. Trus juga susah juga cari website yang ada latihan soal jadi kadang malah lama buat cari-cari soal latihannya. Kalau dah kayak gitu, biasanya saya beli buku latihan aja.


[student] Untuk nambah latihan boleh juga sih, kan biasanya juga ada kunci jawabannya jadi bisa langsung dikoreksi benar salahnya berapa.


[student] Website nya gampang dicari, trus ga ribet.


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Students’ Interview Class : 12 IPA Time : Saturday, 11 Augustus, 2010 School : SMAN 1 Cibinong The interview was conducted by using Bahasa. [interviewer] Apakah guru kalian mengajarkan mengenai jenis jenis reading teks

di kelas? [student] Iya lah, diajarin dari kelas 1 juga sudah diajarin. [interviewer] Apa saja jenis jenis teks yang sudah kalian pelajari? [student] Sudah banyak, tapi untuk yang kelas 3 ini sudah diajarin narrative,

discussion, sama explanation. Tapi sekarang juga gurunya sering review materi kelas 1 dan 2. Seingat saya sih sudah banyak jenis text, antara lainnya recount, analytical exposision, anecdote, spoof, news, dll.

[interviewer] Apakah guru sering melatih skill membaca kalian? [student] Paling suruh baca tiap paragraf atau kalau sedang bahas soal, kita

disuruh baca soalnya. [interviewer] Apakah guru sering memberikan soal-soal bacaan dalam untuk

ulangan harian? [student] Kalau soal essay, jarang banget, tapi lebih seringnya soal pilihan ganda

sekaligus juga soal tenses. [interviewer] Kesulitan apa yang kalian hadapi saat mengerjakan soal reading di

dalam kelas ataupun diluar kelas? [student] Kosa katanya kalau ada yang gak ngerti jadi nanti bingung sama

bacaannya, jadi sering salah. [interviewer] Apakah kalian pernah mengerjakan soal reading pada situs

website? [student] Sudah pernah, tapi jarang banget. Biasanya sih kalau gurunya kasih

tugas untuk cari artikel bahasa inggris, baru deh searching di Internet gtu. [interviewer] Apa kesulitan kalian dalam mengerjakan soal soal reading di

website? [student] Saya jarang banget sih mengerjakan di websitenya, paling saya copy

soal sama jawabannya, trus saya print di rumah. Soalnya kalau ke warnet juga jadi ga focus ngerjainnya karna sambil buka facebook atau chatting.


[student] Menurut saya soal soal dari website itu banyak dicari kalau sudah mulai persiapan ujian akhir. Biasanya untuk latihan.


[student] Mungkin supaya websitenya gampang dicari dan soalnya bisa dicopy, ada jawabannya, sama ada pembahasannya.


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The results of open-form questions from students’ questionnaire on the implementation:

Part. Participants’ Responds on Questions

Menurut pendapat Anda, apa kelemahan dan kelebihan dari tes pilihan ganda berbasis

website telah dirancang ini?

Kesulitan apa yang Anda

hadapi ketika mengerjakan tes

dengan media komputer ini?

Apa saran Anda untuk meningkatkan

kualitas rancangan tes ini?

1 Kelemahan: harus mengganti ganti halaman teks dengan soal yang akan dijawab Kelebihan: meminimalis kesalahan pada penulisan teks

Mati lampu Saran saya asalah untuk tidak memberikan kunci jawaban pada akhir setelah selesai menjawab, akan lebih baik juka kunci jawaban hanya diketahui oleh guru dengan begitu akan membantu kita menganalisa kesalahan yang terjadi pada saat menjawab pertanyaan

2 Koneksi computer tidak selalu bagus Kelebihan: kita dapat membuka google translate selagi mengerjakan soal

Tidak ada. Sebagian besar sudah sangat bagus

Tampilan soal sedikit diperkecil agar tidak terlalu ribet jika bisa 1 halaman untuk 3 soal

3 Kelemahan: koneksi computer tidak selalu bagus kadang lemot Kelebihan: kita bisa browsing buka google translate selagi mengerjakan soal

Tidak ada Sarannya supaya vocabularynya dipermudah supaya kita jadi lebih mengerti

4 Kelebihan: mampu memotivasi siswa untuk belajar sendiri secara efektif Kelemahan: soalnya agak susah

Sulit dalam membaca soal cerita yang panjang dan juga susah dimengerti

Sebaiknya soal soalnya lebih diperjelas lagi

5 Kelebihan: memudahkan dalam mengakses soal dan juga bisa ngakses google translate jadi kalo ada kata yang ga ngerti bisa dicari

Kadang computer di rumah tidak ada program flash player. Kadang akses internet di sekolah lambat jadi ga bisa dibuka.

Sudah cukup bagus . Saran saya tidak memberikan kunci jawaban di akhir soal. Waktu mengerjakan juga kurang

6 Kelebihan: mudah mencari jawaban tentang sinonim karena bisa liat di google translator Kekurangan: harus ada sambungan internet untuk bisa ngerjain latihannya

Waktunya terbatas Kalau bisa soal nya dibuat lebih simple dan kalau bisa dimudahkan pencariannya di internet.

7 Kelibihan: memudahkan siswa mengisi karena

Ada computer di sekolah yang ag pake

Waktunya ditambah lagi


172

Part. Participants’ Responds on Questions Menurut pendapat

Anda, apa kelemahan dan kelebihan dari tes pilihan ganda berbasis







dengan internet kita bisa buka google translate kalo kita ga tau arti beberapa kosakata

flash player jd ga bs dibuka. Waktu mengerjakannya mepet banget

8 Kelebihan: memudahkan dalam mencari soal untuk latihan, lagi pula kalau ada kata yang tidak dimengerti bisa cari artinya di google.

Kadang situsnya ga bisa dibuka kalau servernya lagi lemot.

Cukup bagus kok

9 Kelebihan: memudahkan kita mengakses soal dan melatih kemampuan bhs inggris, trus kalo ga ngerti bisa liat ke google search

Ada computer yang ga punya program flash player

-

10 Di pilihan ganda ga ada option A,B,C nya Bisa motivasi siwa, belajarnya jadi asik di lab komp.

Waktunya pas-pasan Bacaannya terlalu panjang

Kalo bisa disertai gambar biar lbh menarik Ditambah sarana chat biar kalo ga tau bisa langsung tanya

11 Kelebihan: bisa buat latihan kita terutama tentang vocabulary

Tergantung servernya kalo lagi lemot ga bisa dibuka

-

12 Belum terbiasa mengerjakan soal di computer jadi agak sulit. Kelebihan: kalau tidak tau artinya bisa langsung liat google.

Waktunya kurang Fontnya juga terlalu kecil

-

13 Ribet harus ganti-ganti halaman Kelebihan: bagus untuk latian ulangan

Kalau mati lampu jd ribet

Kunci jawaban harusnya ga usah ada

14 - - - 15 Dapat membantu siswa

belajar Kelemahan: halamannya terlalu banyak

Kalo ada gangguan koneksi

Kalau bisa I halaman terdiri dari 2-3 halaman

16 Kekurangannya: soalnya lumayan susah Kelebihan: bisa memotivasi siswa

Vocabnya susah jadi sulit untuk mengerjakan

Kalo bisa soalnya dibuat versi bhs Indonesia nya jadi kalo ga ngerti bisa liat yang bhsa indonesia

17 Kosa kata pada soal agak sulit Kelebihan mengerjakannya

Vocabnya banyak yang gak ngerti jadi bacanya harus

Soalnya dibuat dua versi yang bahasa Indonesia dan bahasa inggris


173









lebih nyaman dan juga bisa memotivasi siswa

berulang-ulang

18 Karena servernya kapasitasnya kecil jadi mengaksesnya susah Kelebihannya: sewaktu waktu bisa dikerjakan dimana aja

Jaringan internetnya suka error

Coba desainnya dibuat lebih menarik agar gampang diakses

19 Sulit di akses Lola internetnya Dibuat lebih mudah diaksesnya

20 Kelebihan: kata-katanya musah dan sudah jelas Kekurangan: menyulitkan bagi orang yang tidak bisa akses internet

Ada beberapa kata yang sulit untuk dipahami

Tingkatkan kualitas sambungan internetnya

21 Kelebihan: memudahkan siswa mendapatkan latihan soal Bisa menambah beberapa vocabulary

Di sekolah jaringan internetnya terbatas

Meningkatkan fasilitas computer dan internet di sekolah

22 Kelebihan: dapat memotivasi siswa untuk belajar bahasa inggris

Disconnect degan internet jadi susah untuk lihat soalnya

Semoga sekolah menambahkan computer yang ada fasilitas internet nya

23 - Kalau belum tau alamat webnya susah ditemuin di google search

Sarannya supaya fasilitas computer dan iternetnya

24 Kelemahan: bisa liat kunci jawaban

- -

25 Kelebihan: dengan koneksi internet memudahkan kita

Di rumah tidak ada flash player dan kalau aksesnya sedang lambat situs tidak bisa dibuka

Cukup bagus Waktunya tidak sesuai dengan banyaknya soal Seharusnya kunci jawaban tidak diberikan setelah soal dikerjakan

26 Kelemahan: kalau mau melihat bacaan di previous dulu Kelebihan: lewat internet jadi lebih praktis

Jika mati lamu gak bisa diakses

-

27 Kelebihan: semua vocab yang tidak tau bisa dicari di google

Ada beberapa orang yang tidak punya computer di rumah

Cukup bagus Waktunya tidak sesuai dengan soal yang diberikan Sebaiknya diberikan kunci


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jawaban setelah sesesai mengerjakan soal

28 Kelebihan: semua vocab yang tidak tau bisa dicari di google

Di rumah tidak ada internet dan flash player dan kalau aksesnya sedang lambat situs tidak bisa dibuka

Cukup bagus Waktunya tidak sesuai dengan soal yang diberikan Sebaiknya diberikan kunci jawaban setelah sesesai mengerjakan soal

29 - - - 30 Kelebihan: semua vocab

yang tidak tau bisa dicari di google

Di rumah tidak ada flash player dan kalau aksesnya sedang lambat situs tidak bisa dibuka

Cukup bagus Waktunya tidak sesuai dengan soal yang diberikan Sebaiknya diberikan kunci jawaban setelah sesesai mengerjakan soal

31 Kelemahan: tidak semua orang bisa akses websitenya dengan mudah. Kelebihan: kata-katanya sudah jelas

Pada computer terjadi loading error yang mengakibatkan ketidaksabaran mengisi, waktunya kurang

Tingkatkan kualitas internet, dan vocabulary dalam soal dipermudah supaya dimengerti

32 - - - 33 Tampilan websitenya kurang

memuaskan karena kita harus previous halaman sebelumnya untuk lihat ceritanya

Hanya kekurangan program flash player di beberapa computer

Mungkin dirubah tampilan websitenya dengan menambahkan gambar

34 Kelemahan: tes yang berbasis web biasanya mahal Kelebihannya: kita dapat belajar dari soal-soal yang sulit

Waktunya terlalu cepat

Lebih disertai gambar

35 - - - 36 Kelemahan: bahasa yang

digunakan terlalu tinggi Kelebihan: bahaya yang tinggi jadi tantangan buat belajar

Bahasanya terlalu tinggi Soal ceritanya juga ribet karena harus liat ke halaman sebelumnya

Soal cerita harusnya dibuat lebih mudah

37 Kelebihan: murid jadi tertarik untuk belajar dan mengerjakan tugasnya Kelemahan: gak semua murid punya computer di rumah jadi nantinya mereka

Kesulitan dalam mengerjakan tes ini jika di lakukan di lab computer sekolah karena jaringannya tidak memadai

Saran saya untuk meningkatkan kualitas soal terutama dalam soal grammar untuk dipermudah


175









kesulitan mengerjakan 38 Kelemahan: tidak semua

orang dapat mengakses internet dengat mudah mungkin agak sedikit menyulitkan. Kelebihan: tulisan dan kata-katanya jelas dan tidak membingugngkan pembacanya

Kesulitannya: vocabulary nya agak sulit dan sulit dimengerti

Sarannya mungkin kata-katanya (vocabulary)dipermudah.

39 Kelebihan: semua vocab yang tidak tau bisa dicari di google translator jadi ngerjainnya ga terlalu bikin stress

Di rumah ga punya sambungan internet, tapi websitenya cukup bagus dan membantu kita untuk latihan ulangan.

Sarannya supaya vocabularynya dipermudah supaya kita jadi lebih mengerti

40 Kelebihan: memudahkan kita mengakses soal dan melatih kemampuan bhs inggris, trus kalo ga ngerti bisa liat ke google search

Sulit konsentrasi karena pindah pindah halaman, tapi soalnya lumayan bikin pusing dan menantang, bagus deh pokoknya.

Tampilan soal sedikit diperkecil agar tidak terlalu ribet jika bisa 1 halaman untuk 3 soal

41 Ga ada huruf A,B,C nya Bisa motivasi siwa, belajarnya jadi asik karena bisa sambil buka internet

Waktu pengerjaannya kurang, tapi sudah cukup bagus.

Sebaiknya soal soalnya lebih diperjelas lagi ditambahkan A,B,C nya

42 Kelebihan: bisa buat latihan kita terutama tentang vocabulary

Kesulitan karena bacaannya lumayan banyak dan waktunya pas pas-an

Sudah cukup bagus . Saran saya tidak memberikan kunci jawaban di akhir soal. Waktu mengerjakan juga kurang

43 Cukup bagus Ga ada sih sudah bagus

Kalau bisa soal nya dibuat lebih simple dan kalau bisa dimudahkan pencariannya di internet.

44 Ribet harus ganti-ganti halaman Kelebihan: bagus untuk latian ulangan

Kalo ada gangguan koneksi

Waktunya ditambah lagi

45 - -

Cukup bagus kok

46 Dapat membantu siswa belajar Kelemahan: halamannya

Vocabnya banyak yang gak ngerti jadi bacanya harus

-


176









terlalu banyak dan soalnya lumayan susah

berulang-ulang

47 - Kalo mati lampu Kalo bisa disertai gambar biar lbh menarik

48 Kosa kata pada soal agak sulit Kelebihan mengerjakannya lebih nyaman dan juga bisa memotivasi siswa

Bacaannya lumayan susah

Cukup bagus

49 Kekurangannya: soalnya lumayan susah Kelebihan: bisa memotivasi siswa

Ada beberapa kata yang sulit untuk dipahami

-

50 Kekurangan: agak ribet karena ke warnet dulu Kelebihan: ada google translator kalo ga tau vocabnya

Harus ke warnet karna di rumah ga ada jaringan internet

Sudah bagus soalnya bikin kita mikir.

51 Kelebihan: lebih merasa tertantang karena soal bacaanya banyak

Ga bisa dicopy semua, harus satu satu, padahal saya mau ngerjain di rumah.

Siapin copy an nya semua biar bisa dikejakan di rumah.

52 Kelebihan: bisa memotivasi untuk latihan bahasa inggris

Kalau belum tau alamat webnya susah ditemuin di google search

Lumayan bagus, mungkin besok besok soalnya ditambah lagi

53 Belum terbiasa mengerjakan soal di computer jadi agak sulit. Kelebihan: kalau tidak tau artinya bisa langsung liat google.

Sudah cukup bagus -

54 Kelebihan: bisa buat latihan soal persiapan ujian akhir. Kelemahan: harus ke warnet dulu, di sekolah ga ada fasilitas internet nya.

Wkatunya mepet banget padahal soalnya lumayan susah.

Bacaannya jangan panjang panjang, trus kalau bisa soalnya jangan susah susah.

55 Kelebihan: tambah pengetahuan buat belajar bahasa inggris Kelemahan: kalau di rumah tidak punya akses internet jadi repot karena harus ke

Di rumah ga punya sambungan internet, tapi websitenya cukup bagus dan membantu kita untuk latihan ulangan.

Mungkin ditambahin gambar di bacaannya jadi yang ngerjain bisa dapat gambaran ceritanya seperti apa.


177









warnet 56 Kelemahan: harus ingat

alamat websitenya, agak pusing karena bacaanny banyak dan juga harus pindah pindah halamannya jadi kurang konsen. Kelebihan: keren juga mbanya bisa buat quis lewat web.

Sulit konsentrasi karena pindah pindah halaman, tapi soalnya lumayan bikin pusing dan menantang, bagus deh pokoknya.

Soal sama bacaan digabung jadi satu halaman.

57 - Waktu pengerjaannya kurang, tapi sudah cukup bagus.

Bacaannya dikurangi saja supaya waktunya cukup atau dikasih gambar.

58 Kelemahan: ribet karena harus ke warnet dulu. Kelebihan: bisa menambah pengalaman belajar lewat computer, kalau ga tau artinya bisa lihat google translator.

Kesulitan karena bacaannya lumayan banyak dan waktunya pas pas-an

Supaya lebih menarik ditambah gambar.

59 Kelemahan: bisa lihat kunci jawabannya kalau ga tau. Kelebihan: ada penjelasannya jadi membantu untuk memahami soal.

Ga ada sih sudah bagus

Kalau bisa ada link untuk chatting langsung ke administratornya

60 Kelebihan: bisa memotivasi dalam mengerjakan soal karena lebih menarik pake computer. Kelemahan: soalnya agak ribet karena pindah pindah halaman terus.

Bacaan dan soal terpisah jadi ribet. Tapi keseluruhannya dah bagus sih.

Soal dan bacaan dibuat di halaman yang sama.


178

The Students’ Result of Tipe B Test

o. Items Score

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

1 D C B E E D A B D B D A B B B A E E E E C A C D D A A A E A D B C B A 6.57

2 A C B E E D A B D B D A B B B A E E E E C A A D D A A A E A D B E B B 6.57

3 A C B E D D A C D B D A B B A A E E E E C B A D D A A A E A D C E B A 6.28

4 A C B E A D A B D C B A B B B A E E E E C B C D D A B A E A D B E B A 6.28

5 D D A E A A D D D B D A B C E A E E A E C A C E D B A A E A D B A B A 6.28

6 D D B E A A D E A B D A B C B A A A D E A A C E D B A A E A D B E B A 4.57

7 D D A E A A D E A B D A B C B A A A D E B A C E D B A A E D D B A B B 4.28

8 A C B E A D A B D C B A B B B A E E E E C B C D D A B A E D D C E B A 6.28

9 D D B B E A D E A B D A B C B A E A D E C A C E D B A A E A D B E B A 4.85

10 A C B E E D A B D B D B B B B A E E E E E A C D D C C A E D D B E B A 6.57

11 D D B E A A A E A B D A B C B A E E D E C A C E D A A A B A D B E B E 5.71

12 D C B E C E C D D B D A B B B A E E A D C B C D D C A A E A B D C B A 5.71

13 C C C E A D A D D B D A B C E A E A D C A E D D A C B E B B D B E B E 6.00

14 D D A E A E A D D B D A C D E A A E A A D B E D E A C B C B B C B D B 4.85

15 A C B E A D A B B B C A D B A A E E E E C B A D D A A A E A D C E B A 5.71

16 D C B E E D A B D B D A B B B A E E E E C A C D E A A A E A D B E B A 6.57

17 A C B E E D A B D B D A B B B A E E E E C A C D D A A A B A D B E B E 6.28

18 A C B E D D A C D B D A B B A A E E E E C B A D D A A A E A D C E B B 6.00

19 D C A E A D A D D B D A B C E A E A D C A E D D A C B E B D D A E B B 5.71


179

o. Items Score

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

20 D C C E A D A D D B D A B C E A E A D C A E D D A C B E B B D B E B A 6.00

21 D D B E A D A D D B D A B C B A E E E E E A C D D B C A E D D C A B C 6.57

22 D C B E E D A B D B D A B B B A E E E E C A C D D A A A E D D B E D B 6.57

23 A C B C C D A B D B D A B B B A E E E E C A C D D A A A E D D C E B A 6.57

24 C C C E E D A B D B D A B B B A E E E E C A C D D A C A E C D B B D B 6.28

25 A C B E E D A B D B D A B B B A E E E E E A A D E A C A E D D B E B B 6.57

26 E C A E D D A C D B D A B B A A E E E E C B A D D A A A B D D C E B A 6.00

27 D D B B E A D E A B D A B C B A E A D E E A C E D B A A E D D A E B B 4.57

28 B C B E E D A B D B D A B B B A E E E E B A C D D A A A E A D B A B B 6.00

29 D D B E A D A D D B D A B C B A E E E E E A C D E B A A E D D B A B A 6.57

30 D D B E A D A D D B D A B C B A E E E E E A C D C B C A E A D B E B A 6.85

31 D C C E A A D D D B D A B C E A E E A E C A C E D B A A E A D B E B A 6.85

32 D D B E A A D D D B D A B C E A E E A E C A C E D B A A E A D B E B A 6.85

33 A C B C C D A B D B D A B B B A E E E E C A C D D A C A E A D B E B A 6.85

34 D D C E A D A D D B D A B C B A E E E E C A C D D B A A E A D B E B A 6.85

35 D C B E A D A D D B D A B C B A E E A D C A E B D A C A E A D B E B A 8.57

36 A C B E E D A B D B D A B C E A E A A D C A E D D A A B E B D B E B E 8.00

37 B C B E A D A D D B D A B C E A E E A E C A E D D C C B B D D B E B A 8.85

38 A C B E A D A D D B D A B C E A C E C E C A E D E C C B B D D B E B A 8.00

39 C C B E E D A B D B D A B B B A E E E E C A C D D A A A E D D B C B A 7.14

40 B D B E A A D D D B D C B C E A E E A E C A C E D B C A E D D B A B A 6.85


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o. Items Score

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

41 C C B E A D A B D B D A B D E A D E A D E A E B D A A B E A D B E D A 8.00

42 C C B E A D A B D B D A B D E A D E A D C A E B D A C B E D D B B D A 8.57

43 C C C E A A D D D B D A B C E A E E A E C A C E C B C A E D D B E B A 7.43

44 C C C E A D A D D B D A B C E A E E A D E A E D D A C B E D D B E B A 9.43

45 A C B E A D A B D B D A B C E A E E A D C A E D D A C B E B D B E B A 9.14

46 C C A E A D A D D B D A B C E A E E A D C A E D D C C B E D D B E B B 9.14

47 C C C E A D A D D B D A B C E A E E A D C A E B D A A B E A D B B B A 8.57

48 A C B E A D A B D B D A B C E A E E A D C A E D D A C B E A D B E B B 8.85

49 C C C E A D A D D B D A B C E A E E A D C A E B D A C B E D D A B B C 8.57

50 D D B E A A D D D B D A B C E A E E A E C A C E E B C A E D D A E B A 6.85

51 C C B E A D A D D B D A B C E A E E A D C A E D D A C B E C D B E B C 9.43

52 C C A E A D A B D B D A B C E A E E A D C A E D D A C B E D D B B B A 9.14

53 E C B E A D A D D B D A B C E A C E C E C A E D E A B B A B D B B D A 7.14

54 C C C E A D A D D B A B C E A A E E A D C A E D D A C B E B D B E B A 8.00

55 D D B E A D A D D B D A B C B A E A D E C A C D D B C A E A D B E B A 7.14

56 C C B E A D A B D B D A B C E A D A A D C A E D D A A A E A D C E B A 8.00

57 A C B E A D A D D B D A B C E A C E C E C A E D E C B B A D D B E D A 7.43

58 D C A E E D A D D B D A B B B A D E A E C A C D D A C A E C D B E B A 7.14

59 D C B E A D A D D B D A B C B A E E A D E A E B D A C A E C D B B B A 8.00

60 D C B E A D A D D B D A B C B A E A D E C A C D D B A A E D D B A B A 7.14


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APPENDIX C

A Set of Web-Based Multiple-Choice Reading

Test for Grade XII Students of Senior High

School in Kecamatan Cibinong


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TIPE A SOAL DAN PEMBAHASAN Jumlah soal : 35 soal Waktu : 100 menit Point per soal : 1 point Read the text carefully and select one correct answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter! This text is for question no. 1 to 4.

Hot‐air balloon is a very simple flying machine which can carry a small number of people though the air. It consists of the balloon itself, known as envelope, the hot air burner and the basket, which carries the people. When the pilot wants to go up, he or she lights the burner which is above the passengers’ heads. The burner heats the air inside the envelope which blows up like a balloon. Because hot air rises, the air lifts the balloon up into the air here it is carried by the wind. If the pilots want to come down, they simply turn down the burner so the air cools again. Hot air balloons will never take over from aeroplanes because they are difficult to control and carry only a few people. They are very beautiful, however, and are a popular hobby with some people.

(Taken from: www.kirklees‐ednet.org.uk/subjects/english/resources/.../explanations.pdf)

1. What is the most suitable title for the passage?

a. Flying with the hot air balloon b. How hot air balloon works c. The definition of a hot air balloon d. A hot air balloon a popular hobby e. Fantastic journey in a hot air balloon ANSWER: B Teks tersebut lebih banyak menerangkan tentang bagaimana hot air balloon itu bekerja, mulai dari menaikan balon udara hingga cara menurunkan balon udara. Pilihan yang sesuai adalah B.

2. The pronoun ‘they’ in the sentence ‘Hot‐air balloons will never take over from

aeroplanes because they are difficult to control and carry only a few people’ refers to…. a. the air b. aeroplanes c. some people d. a few people e. hot air balloons ANSWER: E Perhatikan: Hot‐air balloons will never take over from aeroplanes because they are difficult to control and carry only a few people Artinya: Balon udara tidak akan pernah menggantikan pesawat terbang karena (balon udara) sulit untuk dikendalikan dan hanya membawa sedikit orang.


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Subjek dalam kalimat tersebut sama ‘Hot‐air balloons’ , sedangkan ‘they’ hanya merupakan kata ganti (pronoun). ‘They’ dalam kalimat tersebut menggantikan hot‐air balloons.

3. According to the passage, envelope means….

a. the hot air burner of a hot air balloon b. the balloon of a hot air balloon c. the basket of the hot air balloon d. the pilot of a hot air balloon e. the cover of a letter ANSWER: B Di dalam teks sudah dijelaskan ‘It consists of the balloon itself, known as envelope’ ‘Envelope’ merupakan balon udara‐nya.

4. Which of the following statements is true?

a. Wind helps a hot air balloon fly. b. Hot air balloon will soon replace aeroplane. c. The burner needs to be lighted in order to land. d. Aeroplane is less controllable than hot air balloon. e. Only a few people like to fly with a hot air balloon. ANSWER: A Dari ke‐5 pilihan, pernyataan yang benar, sesuai dengan teks adalah A. Di dalam teks, jawaban A didukung oleh kalimat ‘the air lifts the balloon up into the air here it is carried by the wind’ Sedangkan pilihan B,C,dan D berlawanan maknanya dengan teks. Pilihan E hanya opini yang tidak terdapat dalam teks.

5. “Because hot air rises, the air lifts the balloon up into the air here it is carried by the wind.” The antonym of underlined word ‘lift’ is…. a. raise b. elevate c. haul up d. pick up e. collapse ANSWER: E Arti dari option A,B, C, D: menaikkan, sedangkan option E, artinya, jatuh.

Read the text carefully, this text is for question no. 6 to 9.

The Airport Flyer (Route 150), an express bus route by Miami‐Dade Transit between Miami International Airport (MIA) and Miami Beach, will begin service on Sunday, December 13. The new route is scheduled to transport passengers from MIA to 41st Street and Alton Road within 20 minutes and then continue south on Collins Avenue to 16th Street. It will operate from 6 a.m. to 11 p.m. seven days a week, making only one stop between MIA and Miami Beach at the Earlington Heights Metrorail station, for a fare of just $2.35 each way.


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Each Airport Flyer bus is equipped with luggage racks, Wi‐Fi capability, comfortable seating and special branding for easy identification by the public. The service is being fully funded by a grant from the Federal Transit Administration.

(Taken from: http://www.miami‐airport.com/whats_new_2009.asp)

6. What does the text tell you about? a. Regulation of express bus route. b. Express bus route from Mia to Miami begins December 13 c. Boarding a shuttle bus d. Passengers planning e. Airport schedule on flight ANSWER: B Perhatikan line 1: The Airport Flyer (Route 150), an express bus route by Miami‐Dade Transit between Miami International Airport (MIA) and Miami Beach, will begin service on Sunday, December 13. Teks diatas menjelaskan tentang peluncuran rute bis baru pada tanggal 13 Desember. Kalimat tersebut merupakan gagasan utama dalam teks. Sedangkan, pilihan A, C, D, dan E, SALAH, karena dalam teks tersebut tidak dipaparkan mengenai peraturan untuk naik bis, tapi hanya berupa informasi tentang jadwal bis, jalur bis, biaya, dan fasilitas bis. Pilihan A, salah, artinya: peraturan rute bis cepat. Pilihan C, salah, artinya: naik shuttle bus. Pilihan D, salah, artinya: rencana penumpang. Pilihan E, salah: artinya: jadwal penerbangan di bandara.

7. “It will operate from 6 a.m. to 11 p.m. seven days a week, making only one stop between MIA and Miami Beach at the Earlington Heights Metrorail station, for a fare of just $2.35 each way.” The underlined word has the same meaning to…. a. interest b. bonus c. charge d. round trip e. halt Answer: C Fare, artinya biaya. Interest= bunga; bonus= bonus; charge= biaya; round trip= pulang‐pergi; halt= perhentian

8. “Each Airport Flyer bus is equipped with luggage racks, Wi‐Fi capability, comfortable seating and special branding for easy identification by the public.” The underlined word ‘luggage’ can be replaced with…. a. bracket b. luxuries c. carrier d. suitcase e. huge


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ANSWER: D Luggage, artinya koper/ tas. Sedangkan bracket= rak, luxuries= mewah; carrier= rak; suitcase= koper; huge= besar.

9. The following statements are true, except…. a. Route 150 undertakes Miami International Airport to Miami Beach route

beginning from on December 13th, 2009. b. The Airport Flyer bus spends more or less twenty minutes from MIA to 16th

Street. c. 16th Street is located in the south of Collins Avenue. d. The Airport Flayer bus operates seventeen hours per day, every day. e. Federal Transit Administration fully sponsored the service of Airport Flayer bus. ANSWER: B Pilihan B, SALAH, perhatikan teks berikut: ‘The new route is scheduled to transport passengers from MIA to 41st Street and Alton Road within 20 minutes and then continue south on Collins Avenue to 16th Street. ‘ Jadi lamanya perjalanan sekitar 20 menit dari MIA, ke 41th Street, dan ke Alton Road. Sedangkan pilihan A,C,D, dan E, sesuai dengan teks.

Read the text carefully, this text is for question no. 10 to 19. No Welcome at the Hotel

Once, Jack had to go to Nairobi, Kenya to attend an international conference. His secretary then had to make a hotel reservation for him. Unfortunately, most of the recommended hotels listed in the travel brochure were full on that specific date. Then, she called the last hotel in the list that she didn’t know anything about. There were still rooms available in the hotel, so she took the chance and made a reservation.

On the following day, Jack reached the hotel at a half past seven in the evening. The hotel was located in a quiet street opposite a church. The owner, who welcomed him, was a stern old lady, about sixty‐five years old. She escorted him to his room herself because there weren’t any potters. When Jack asked her about dinner, she said that there was only one sitting, at half past six, and he had missed it.

“Never mind,” Jack said amiably. “I’m not hungry anyway. I’ll just have a drink at the bar and then go to a restaurant.”

“Bar!” she said, raising her eyebrows. “This is a respectable hotel, young man. If you want to drink alcohol, you must go somewhere else.” She spoke as if a glass of beer was a dangerous thing.

Jack then went out to have dinner and noticed that there was a good movie at the local movie theater. After dinner, he decided to see the movie. When he returned to the hotel, it was nearly half past eleven. Everything was in darkness. He banged on the door, but nothing happened. The only sound was the church clock opposite, which suddenly stuck the half hour with such force that it made him jump. Eventually, an upstairs window opened, and the old lady looked out. “What’s going on?” she asked. Jack made her understand who he was, and she let him in after waiting for ten minutes. She was in her nightdress, and her hair was in curlers. “Guests are to be back in the hotel by eleven o’clock,” she said. “The rule goes for everyone.”


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Jack went to his room and tried to sleep. The bed was hard, and to make matters worse, the sheets and blankets were damp. Every quarter of an hour the church clock struck, and at midnight the whole hotel shook with noise. He finally fell asleep just before dawn.

When he woke up the next morning, he realized that it was already breakfast time. He hurriedly went downstairs, but by the time he got the dining room, everyone else had nearly finished. There was not even enough coffee to go round.

“Did you have a comfortable night’s rest, young man?” the old lady asked. “To tell the truth, I don’t think I could go through another night in that room,”

Jack replied. “I hardly sleep at all.” “That’s because you were up all night drinking alcohol!” she said disapprovingly,

putting an end to the conversation. Jack was very insulted by her remark. He immediately checked out and called his

secretary to make a reservation at another hotel. (Taken from: Creative English Workbook for SMA Year XII)

10. Why did Jack have to go to Nairobi, Kenya? a. Because he was on vacation. b. Because he had to attend a wedding party. c. Because he has to attend an international conference. d. Because he was an international agent. e. Because he was an international tutor. ANSWER: C ‘Once, Jack had to go to Nairobi, Kenya to attend an international conference.’ (Line 1) pada baris pertama sudah dijelaskan bahwa Jack harus menghadiri konferensi internasional.

11. How did Jack’s secretary find a hotel for him?

a. She went through a travel brochure which listed several hotels in Nairobi, Kenya.

b. She asked someone. c. She went to Nairobi, Kenya to look for it herself. d. She went to a travel agent. e. She saw an advertisement for hotels in Nairobi, Kenya in the newspaper. ANSWER: A ‘..most of the recommended hotels listed in the travel brochure were full on that specific date.’ (line 2) dari teks tersebut, sekretaris itu mendapatkan info dari travel brochure.

12. Why did the secretary make a reservation at the last hotel in the list? a. Because she was tired. b. Because she couldn’t find the better ones. c. Because all the other hotels were full. d. Because that was the best hotel. e. Because that hotel had a good view. ANSWER: C ‘..most of the recommended hotels listed in the travel brochure were full on that specific date.’ (line 2). Hotel yang direkomendasikan sudah penuh.


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13. When did Jack arrive at the hotel? a. At 11.30 b. At 7.30 c. At midnight. d. On time. e. Two days after his secretary booked a room. ANSWER: B ‘On the following day, Jack reached the hotel at a half past seven in the evening.’ (par.2)

14. Which statement in the passage suggests that the hotel was near a building for religious activities? a. Jack reached the hotel at half past seven. b. The hotel was located in a quiet street opposite a church. c. Most of the recommended hotels listed in the travel brochure were full. d. The secretary took a chance and made a reservation. e. The owner, who welcomed him, was a stern old lady, about sixty‐five years old. ANSWER: B A building for religious activities sama artinya dengan tempat ibadah. Church adalah gereja.

15. “The owner, who welcomed him, was a stern old lady, about sixty‐five years old.” (paragraph 2 line..). The underlined word means ….. a. amiable b. kind c. helpful d. beautiful e. serious and strict ANSWER: E Stern artinya keras. Amiable= ramah, kind= baik hati, helpful= suka membantu, beautiful= cantik, serious and strict= serius dan keras.

16. Which of the statement suggests that the owner assisted Jack and escorted him to

his hotel room? a. There were many potters to help each guest. b. The owner said that there was only one sitting for dinner, at half past six, and

Jack had missed it. c. The owner escorted Jack to his room herself because there weren’t any potters. d. The owner took Jack’s baggage to his room. e. A porter helped Jack take his baggage to his room. ANSWER: C Dari pilihan diatas yang menunjukkan bahwa pemilik hotel melayani Jack terdapat di jawaban C. Perhatikan kalimat pada par. 2: ‘She escorted him to his room herself because there weren’t any potters’ ‘She’ dalam kalimat men


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17. How many characters were involved in this story?

a. There were five characters. b. There were four characters. c. There was only one character. d. There were many characters. e. There were two main characters, Jack and the hotel owner. ANSWER: E Karakter utama dalam teks tersebut adalah Jack dan pemilik hotel. Sedangkan yang lain perananya tidak terlalu menonjol.

18. Which of the following statements is not true?

a. The owner was a stern old lady, about sixty‐five years old. b. The hotel rules were very strict and couldn’t accommodate the guests’

needs. c. When Jack returned to the hotel after dinner, it was nearly half past eleven. d. At half past eleven everything in the hotel was brightness, and the owner

was very welcome to Jack and the other guests. e. The condition of the hotel bed was horrible.

ANSWER: D Pilihan A,B,C,E sesuai dengan teks, sedangkan pilihan D berbeda dengan teks. Perhatikan par.5 terdapat kalimat: ‘When he returned to the hotel, it was nearly half past eleven. Everything was in darkness. He banged on the door, but nothing happened.’

19. “Did you have a comfortable night’s rest, young man?” the old lady asked.

The sentence above can be changed into reported speech as… a. The old lady asked whether he had a comfortable night’s rest or not. b. The old lady asked if he has a comfortable night’s rest or not. c. The old lady asks if he have a comfortable night’s rest or not. d. The old lady asks a comfortable night’s rest. e. The old lady asked a comfortable night’s.

Answer: A Kalimat diatas merupakan reported speech dalam bentuk past tense. Maka bentuk indirect nya juga berbentuk past tense. Perhatikan kalimatnya: “Did you have a comfortable night’s rest, young man?” the old lady asked. Kalimat


Nature Lessons weaves back and forth between 1960s apartheid South Africa and post‐apartheid 1995, and Brasfield deftly maneuvers between the changing politics of a racially divided country and the personal story of a daughter struggling to make her way in a puzzling world. As the story unfolds, Nature Lessons provides glimpses into a spectrum of racial perspectives over time. But it is Kate's relationship with her mother that embodies the heart of this novel. The author drawn character, who illustrates the complexity of mental illness and the shadowy line between sanity and insanity, Kate’s


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mother. Kate's denial, guilt, and then acceptance of her mother's condition and her own childhood in a troubled country serve to shape her adult identity.

Though its subject matter can be searing, Nature Lessons is ultimately a hopeful story, laced with wry humor, about the enduring nature of family bonds even under the most difficult of circumstances.

(Taken from: http://www.readinggroupguides.com/guides3/nature_lessons1.asp)

20. Which of the following is NOT the theme of the novel? a. Politics b. Struggle c. Family relationship d. Racism e. Wealth ANSWER: E Perhatikan kalimat dalam teks par. 1: (line 2) “…and Brasfield deftly maneuvers between the changing politics of a racially divided country..” (line 2) “…and the personal story of a daughter struggling to make her way in a puzzling world.” (line 5) “…it is Kate's relationship with her mother that embodies the heart of this novel”

21. Which statement below does NOT describe or inform about Kate?

a. Her mother has mental illness. b. Her mother condition infected her adult identity. c. She’s struggling to make her way in a puzzling world. d. She rejected her mother. e. She lived in politics of a racially divided country. ANSWER: D Jawaban yang tepat adalah D, karena tidak sesuai dengan teks. Lihat (par. 1 line 8) “Kate's denial, guilt, and then acceptance of her mother's condition and her own childhood in a troubled country serve to shape her adult identity.”

22. “…Nature Lessons is ultimately a hopeful story, laced with wry humor, about the enduring nature of family ..” (par. 2) The word ‘enduring’ has the same meaning as… a. continuing b. posses c. give d. strive e. short‐lived ANSWER: E Enduring, artinya berkelanjutan Sedangkan options yang lain memiliki arti sebagai berikut: continuing= berkelanjutan, posses= memiliki give= memberi


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strive= berjuang short‐lived= kehidupan yang singkat

Read the text carefully and complete the missing words by choosing the provided options below. This text is for question no. 23 to 22. Sultan couldn’t hear his mother’s… (23) because she was weeping softly. Before he could get out of bed and go to them, he … (30) his mother screaming. He jumped out of bed, rushed to her, and found that his father had died peacefully, leaving them to the care. 23. The appropriate word for number (23) is….

a. Heard b. Died c. Bawl d. Care e. Bed

ANSWER: C “Sultan couldn’t hear his mother’s… because she was weeping softly.” Artinya: Sultan tidak dapat mendengar…ibunya karena ibunya sedang menangis pelan. Heard= mendengar; died=meninggal; bawl=tangisan ; care= perhatian; bed= tempat tidur. Jawaban yang paling sesuai dengan konteks kalimat adalah C. 24. The appropriate word to fill number (24) is….

a. Heard b. Died c. Bawl d. Care e. Bed

ANSWER: A Perhatikan teks: ‘Before he could get out of bed and go to them, he … his mother screaming.’ Artinya: sebelum dia dapat bangun dari tempat tidur dan beranjak, dia…teriakan ibunya. Heard= mendengar; died=meninggal; bawl=tangisan ; care= perhatian; bed= tempat tidur. Jawaban yang paling sesuai adalah A. Read the text carefully, this text is for question no. 25 to 29.

Immigration has been taking place since historical times but that of the modern times implies a long‐term stay in a non‐native country. People of today cross their nation's boundaries in search of better opportunities in education and careers. Many seek a business growth and migrate to foreign country with intent


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of making money. Immigration can neither be said as being completely advantageous nor can it be blamed for its cons.

At times, immigration influences global development which brings about some advantages for people around the world. Immigration leads to an exchange of cultural values. It gives a platform for people from diverse backgrounds to come together and share their views. Immigration can also result in gifting the knowledge of one nation to another, thus resulting in the creation of new fields of education and newer career options. In global finances, immigration results in an open global market. It gives a global perspective to the social and economic growth of society, thus widening the horizons of the development.

In the contrary, immigration is potential of causing some disadvantages such as crowding, global infection of disease, crimes, and imbalance economics for a nation. Crowding in one nation implies an excessive use of the resources of one nation that may lead to an imbalance of the natural resources. Immigrants may also bring in diseases that prevailed in their country. Pathogens, viruses and certain serious infections have a chance of being transferred between countries through the immigrants. Less educated immigrants are believed to increase theft, violence and other malpractices in a nation. The different kinds of people that migrate across national boundaries may put the nations' security at stake. Illegal immigration that has emerged in some parts of the world has proven being a curse to the nations' economy and their social welfare. When a nation loses its people to another nation, it also loses its talents. A poor country might end up donating its educated minority to other richer countries, thus suffering from a severe loss.

While immigration can lead to an opportunity for a blend of cultures, it can also lead to an imbalance in the natural wealth. Moreover, can patriotism be transferred? 25. The following statements are the reasons of why immigration brings about

advantages for people around the world, EXECPT….. a. It leads to an exchange of cultural values. b. It gives a platform for people from diverse backgrounds to come together

and share their views. c. It opens an opportunity in global market. d. It influences the creation of new field in new education field and career

options. e. It gives a global perspective to the social and economic reduction of society.

ANSWER: E Perhatikan option E: It gives a global perspective to the social and economic reduction of society. (reduction: pengurangan) Berbeda dengan teks di par. 2: It gives a global perspective to the social and economic growth of society, thus widening the horizons of the development. (growth: pertumbuhan)


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26. “In global finances, immigration results in an open global market. “ (par.2) The underlined word can be replaced by…………

a. economics (n) b. economic (adj) c. economical (adj) d. economically e. accountant

Answer: A Finance (keuangan) merupakan kata benda (noun), yang sesuai adalah option A. economics (noun): keuangan. Sedangkan options yang lain merupakan: economic (adj) economical (adj) economically (adv) accountant (noun): akuntan

27. What is the main idea of paragraph 3? a. Immigration impacted crowding in richer countries. b. A poor country donated illegal immigrant who spread dangerous diseases. c. Less educated immigrants are believed to increase theft, violence, and other

malpractices. d. Immigration could bring about bad impacts for a nation. e. Immigration leads to an imbalance in the natural wealth.

Answer: D Perhatikan teks, yang merupakan inti paragraf 3 merupakan kalimat pertama, sedangkan kalimat‐kalimat berikutnya merupakan kalimat penunjang.

28. Why does immigration influence the rate of crime for the destination country? a. Because the immigrants across the national boundaries that may put them in

danger. b. Because less educated immigrants are believed to increase theft, violence

and malpractices. c. Because the immigrants come from poor country that will exploit the richer

countries. d. Because the immigrant welfare could not be fulfilled by government. e. Because different kinds of people that migrate transfer pathogen that may

put the nations' security at stake. ANSWER: B Mengapa imigrasi mempengaruhi tingkat kriminalitas di Negara tujuan? Perhatikan text! Lihat kalimat ke‐5 paragraph 3: Less educated immigrants are believed to increase theft, violence and other malpractices in a nation. Ditengarai bahwa imigran yang kurang berpendidikan dipercaya mempengaruhi tingat kejahatan. Jadi jawaban yang paling sesuai adalah B.

29. “Illegal immigration that has emerged in some parts of the world has proven being a curse to the nations' economy and their social welfare.” (par. 3)


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The underlined word has the same meaning with the following words, except…. a. authorized b. against the law c. unlawful d. prohibited e. illegitimate

ANSWER: A Illegal: tidak legal/ tidak sah. Options B, C, D, and E artinya sama yaitu tidak sah. Sedangkan option A, authorized: disahkan

For grammar questions: Read the questions carefully and select the appropriate answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter! 30. Mr. Wesley : Where’s your bicycle, Ron?

Rooney : I sold it to a friend of mine. Yesterday Mr. Wesley asked Rooney where his bicycle was. Rooney told Mr. Wesley that he………………..it to a friend of his. Mr. Wesley was flabbergasted. a. sold b. has sold c. have sold d. had sold e. was sold Answer: D Reported speech yang sesuai sebagai jawaban adalah ‘had sold’. Perhatikan soal: Mr. Wesley : Where’s your bicycle, Ron? Rooney : I sold it to a friend of mine. (bentuk PAST TENSE) Karena pada kalimat langsung sudeh berbentuk PAST TENSE maka kalimat tidak langsungnya berbentuk PAST PERFECT.

31. Where is someone going to declare the results of MTV awards best female singer? The PASSIVE form for the statement above is………..

a. Where MTV awards best female singer results are going to be declared? b. Where MTV awards best female singer result is going to be declared? c. Where are the results of MTV awards best female singer going to be

declared? d. Where is MTV awards best female singer results going to be declared? e. MTV awards best female singer is being declared by someone.

Answer: C Jika diubah jadi passive, maka Object (the results of…) jadi subject. Karena ‘results’ itu plural maka nanti tobenya jadi ‘are’. Jika diubah jadi kalimat biasa: (active) someone is going to declare the result of MTV awards best female singer. (passive) the result of MTV awards best female singer are going to be declared by someone. Dibuat kalimat tanya maka akan jadi: Where are the results of MTV awards best female singer going to be declared?


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32. The girl is a Balinese. I was introduced to her.

The above sentences can be joined as follows: The girl……I was introduced is a Balinese. a. to whom b. whom c. whose d. which e. that ANSWER: A Bentuk soal di atas merupakan bentuk adjective clause. Jawaban yang paling tepat adalah to whom karena ‘I was introduced to her.’ (her sebagai object seadangkan ‘to’ merupakan preposition yang biasanya diletakan sebelum whom.

33. “He should have been more tolerant” means… a. he was not tolerant enough b. he was tolerant than he is now c. he was as tolerant as I had expected d. he has been very tolerant e. it was not tolerant at all ANSWER: A ‘He should have been more tolerant’ artinya kamu seharusnya sudah lebih bertoleransi. Jadi ‘he’ sebenarnya sudah toleransi tapi masih kurang.

34. Neither the President of USA nor the Prime Minister of Egypt........the international

conference of Earth Summit in Rio de Janeiro right now. a. is attending b. are attending c. was attending d. were attending e. has been attended

Answer: A Perhatikan soalnya: Neither the President of USA nor the Prime Minister of Egypt........the international conference of Earth Summit in Rio de Janeiro today. Untuk jenis kalimat yang menggunakan neither‐nor, either‐or, dan not only‐but also perhatikan subject yang paling dekat dengan verb, karena itu menentukan verb‐nya plural atau singular. Keterangan waktunya ‘today’ berarti kalimatnya bentuk PRESENT.

35. Many people could have been rescued from the landslide if immediate help had arrived. From the above statement we may conclude that… a. A rescue team came immediately to help the victims b. A lot of people died because of the landslide c. The landslide did not harm anyone d. Many people rescued themselves from the landslide


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e. It was just a minor landslide ANSWER: B Pernyataan di atas merupakan bentuk conditional sentence type 3, sehingga faktanya dalam bentuk past tense dan berkebalikan arti dengan bentuk condisional sentence. Faktanya: many people couldn’t be rescued from the landslide because immediate help didn’t arrive.


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TIPE B SOAL DAN PEMBAHASAN Jumlah soal : 35 soal Waktu : 100 menit Point per soal : 1 point Read the text carefully and select one correct answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter! This text is for question no. 1 to 4.

A satellite is a body that moves in an orbit about a larger body. Our moon is a satellite of Earths. Earths and the eight other planets are satellite of the sun. These are natural satellites. The Earths has many artificial satellites too. Most artificial satellites are used for research and communication. Communication satellites have had the greatest effect on our daily lives. They have made it possible for live radio and television broadcasts to be carried around the world. A communication satellite is like a big mirror for radio and television signals. A television signal is sent from Japan high into space and hits the communication satellite. It bounces off the satellite and is directed toward the United States, where it is picked up by television stations and relayed to millions of viewers at home.

(Taken from: http://www.nasa.gov/worldbook/artificial_satellites_worldbook.html)

1. “It bounces off the satellite and is directed toward the United States,…. “ (par.3) The underlined word means.… a. passes by b. passes through c. spraying back from d. spread out e. goes around ANSWER: C Dari artinya bounces off= memantul. Jawaban yang sesuai adalah C karena spraying back: memantul. Sedangkan arti dari pilihan A, B, D, dan E: passes by= melewati, passes through= melalui; spread out= membentangkan; goes around= berputar

2. These are satellites of the sun, except…

a. Saturn b. Earth c. Moon d. Neptune e. Mercury ANSWER: C Karena Moon (bulan) bukan satelit matahari melainkan satelit bumi. Sedangkan, satelit matahari adalah planet‐planet.


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3. “It bounces off the satellite and is directed toward the United States toward the

United States, where it is picked up by television stations and relayed to millions of viewers….” The underlined word ‘it’ refers to… a. communication satellite b. signal c. space d. United States e. a big mirror ANSWER: C Perhatikan kalimat sebelumnya (par.3) “A communication satellite is like a big mirror for radio and television signals. A television signal is sent from Japan high into space and hits the communication satellite. It bounces off the satellite and is directed toward the United States, where it is picked up by television stations and relayed to millions of viewers at home.” It dalam kalimat ‘where it is picked up by television stations’ merupakan kata ganti dari television signal yang terdapat pada kalimat sebelumnya.

4. Satellites are very useful for our lives, except for…… a. radio broadcast b. television broadcast c. research d. telephone cellular e. human being heredity ANSWER: E Pilihan A,B, C, dan D merupakan kegunaan satelit bagi kehidupan manusia karena bisa digunakan untuk siaran radio, televisi, penelitian, dan penggunaan telephone selular. Tapi pilihan E= keturunan umat manusia.

Read the text carefully,this text is for question no. 5 to 8.

When Florence Tan, 36, an advertising executive, has severe muscle ache or menstrual pain, she pops a painkiller called Ibuprofen that her doctor once prescribed. “I feel it’s stronger than Panadol,” she said.

This is the sort of routine use of strong pain relievers which has some doctors in Singapore worried. Ibuprofen belongs to a class of drugs called non steroidal anti‐inflammatory drugs (NSAIDs) that can have side effect if taken for long periods of time, particularly by the elderly or people with hypertension and heart disease. Patients should not discount the role of over‐the‐counter pain relievers such as paracetamol, say doctors.

“Many people think of pain relievers as mild because they are accustomed to them, but it’s important to understand that not all pain relievers are the same,” said Associate Professor Lim Lean Huat from the Yong Loo Lin school of Medicine, National University of Singapore. He was speaking as the chairman of a symposium on the use and misuse of pain‐relieving medication, at the 18th Wonca World Conference in Singapore recently. The annual conference brings together general practitioners and family doctors from all over the world.


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Patients often consume pain relievers without knowing even the name of the medication they are taking, said Prof. Chia Yook Chin, a senior consultant at the University of Malaya Medical Centre in Kuala Lumpur. There is increasing evidence that some classes of pain relievers may cause complications in high risk groups like people with heart disease and other chronic conditions.

The most famous of these high‐risk pain relievers is Vioxx, a blockbuster drug that was withdrawn by its maker in 2004, after a study showed people taking it had a higher rate of heart attacks and strokes than those on a placebo.

NSAIDs, which are similar drugs, now have to carry black box warning in the United States warning patients of increased risk of heart attracts, strokes and gastrointestinal bleeding. Prof. Chia’s own research shows doctors often prescribe stronger pain medication, such as NSAIDs, to patients complaining of pain. Examples of NSAIDs commonly available in Asia include Naprosyn, Diclofenac, Motrin and Arcoxia.

Doctors prescribe them for pain caused by a range of inflammatory condition, from rheumatoid arthritis and gout to sports injuries, headaches and menstrual pain.

Prof. Chia said patients tend to believe that NSAIDs are more effective than over‐the‐counter pain relievers such as paracetamol.

(Taken from: http://bi.emultihouse.net/bbs//view.php) 5. With which of the following sentences should the paragraph begin?

a. People know ibuprofen as drug that is effective to relieve pain killer. b. She went to drugstore to relieve pain. c. Florence Tan, 36, an advertising executive, has severe muscle ache or menstrual

pain. d. Florence Tan, 36, does not have severe muscle ache or menstrual pain. e. Florence Tan, 36, has ever relieved severe muscle ache and menstrual pain. ANSWER: A Bacaan diatas merupakan bacaan tentang pain relievers salah satunya Ibuprofen. Pada awal bacaan “When Florence Tan, 36, an advertising executive, has …” merupakan contoh penggunaan Ibuprofen, sehingga jawaban yang tepat sebagi awal paragraf adalah jawaban A. Sedangkan, option B, tidak sesuai karena langsung menjelaskan Florence Tan pergi ke toko obat. Option C, sudah terdapat di teks. Option D dan E, tidak sesuai dengan teks.

6. The phrase “she pops a pain killer …” (paragraph 1) The underlined word means….. a. overcome b. relieves quickly c. cause by d. put in e. cures ANSWER: D Arti dari kalimat itu ‘dia cepat‐cepat menelan penghilang sakit..’. Pilihan yang sesuai adalah D, put in= menelan.


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overcome= mengatasi relieves quickly= mengurangi dengan cepat cause by= disebabkan oleh cures= menyembuhkan

7. To overcome pain, by consuming pain killer routinely can cause risk, except…. a. bronchitis b. heart attacks c. strokes d. gastrointestinal bleeding e. chronic diseases ANSWER: A Dari bacaan dijelaskan ada beberapa kemungkinan efek samping jika digunakan dalam jangka waktu yang lama seperti hypertension, heart disease, strokes, gastrointestinal bleeding, and chronic conditions. Pilihan A. Bronchitis tidak terdapat dalam bacaan.

8. Which statement is false about pain killer?

a. Ibuprofen can have side effects such as hypertension and heart disease. b. Pain relievers are accustomed to being used by many people as mild. c. Vioxx was withdrawn in 2004 because of high risk. d. Pain reliever paracetamol is stronger drugs. e. Only NSAIDs was recommended by Prof. Chia. ANSWER: D Pada (par. 6) ‘….shows doctors often prescribe stronger pain medication, such as NSAIDs,…’ yang merupakan stronger drugs adalah NSAIDs, bukan paracetamol. Sedangkan options A, B, C, dan E, sesuai dengan teks.


The Miracle Baby My name is Pauline Benson. I graduated in medicine from the Australian

National University. After graduating, I was posted to Manila in 2003 to do my obstetrics rotation in a run‐down and sparsely equipped government hospital. It was my first job.

One day, at 9 p.m., after 3 hours into my shift, an olive‐skinned pregnant woman in her late thirties was brought to my delivery table. She was, however, immediately transferred to the emergency room for Doppler ultrasound to detect the heartbeat of the baby as it was reported that there had been no kicking for the last few days. No heartbeat was detected, which meant the baby was dead.

Usually the mother would have a caesarean to ease her suffering, but there were no operation rooms available at that moment. Thus, it had to go back to the conventional procedure. Half an hour later into labor I could feel the infant’s head, but the mother just wasn’t pushing hard enough.

The baby boy popped into my hands at last. He weighed about three and a half kilos. As a usual procedure, I had to place the dead baby on a sterile sheet on the table so that the mother could see him. The saddest moment came when she took a quick glance at her dead baby and immediately turned her head away, weeping quietly. I could not find any words to say to the mother.


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As I was wrapping up the dead infant, I heard a faint cough coming from him, which became the happiest moment of my life. I repeatedly told the mother, “Ma’am, your baby is alive!” She was very happy and started to say, “Thank you for bringing my child to life,” over and over again. I didn’t believe it because the baby should have been dead. It was truly a miracle.

(From: Creative English Workbook for SMA Year XII. 2008. Jakarta Erlangga) 9. How the hospital in Manila furnished?

a. It was well‐equipped and sparsely‐equipped. b. It was proper and well‐maintained. c. It was modern and well‐organized. d. It was sparsely‐equipped and worn out. e. It was classic‐typed and old‐fashioned. ANSWER: D Pada (par. 1) ‘After graduating, I was posted to Manila in 2003 to do my obstetrics rotation in a run‐down and sparsely equipped government hospital.’ Run down=worn out: tidak terawat/ aus

10. What does “the baby is not kicking” mean?

a. The baby is well and healthy. b. The baby is bored and sleeping. c. The baby is tired and resting. d. The baby is departed. e. The baby is sick. ANSWER: D Pada (par. 2) ‘..there had been no kicking for the last few days. No heartbeat was detected, which meant the baby was dead.’ Departed= dead, artinya meninggal.

11. What do you think the mother felt when she discovered her child was still alive? a. Dismayed b. Delighted c. Disappointed d. Furious e. Terrible ANSWER: B Di paragraf 5, dinyatakan bahwa si ibu sangat gembira “Ma’am, your baby is alive!” She was very happy and started to say. dismayed= takut delighted= gembira disappointed= kecewa furious= sangat marah terrible= keadaan yang buruk sekali Jawaban yang tepat adalah B, delighted.

12. When was the saddest moment? a. When the mother didn’t have a caesarean. b. When the test showed the infant had no heartbeat.


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c. When the mother looked at her deceased son. d. When the mother saw her son was moving. e. When the Doppler Ultrasound reported no kicking. ANSWER: C Di (par. 4), ‘The saddest moment came when she took a quick glance at her dead baby and immediately turned her head away, weeping quietly.’ dinyatakan bahwa saat yang paling menyedihkan adalah ketika si ibu melihat bayinya yang mati. Dead= deceased

13. When was the happiest moment based on the writer point of view? a. When the mother had to give birth in a conventional way. b. When the mother found the baby was actually moving around. c. When the mother attended the Doppler ultrasound examination. d. When the infant was finally born. e. When the Pauline heard a faint cough that means the baby was breathing. ANSWER: E Pada (par. 5) ‘As I was wrapping up the dead infant, I heard a faint cough coming from him, which became the happiest moment of my life.’ Dalam kalimat tersebut ‘I’ merupakan Pauline Benson.

14. The writer of this text is a/ an…..

a. obstetrician b. dermatologist c. pathologies d. palmist e. periodontologist ANSWER: A Jawaban yang paling sesuai adalah A, obstetrician= bidan Sedangkan option yang lain memiliki arti sebagai berikut: dermatologist= ahli kulit pathologies= ahli ilmu penyakit palmist= tukang ramal periodontologist= ahli gigi

15. What does the passage tell us? a. The passage tells us about Pauline Benson and her work. b. The passage tells us about the run‐down condition of a government hospital in

Manila. c. The passage tells us about the stillborn infant. d. The passage tells us about usual procedure of giving birth. e. The passage tells us that miracles do happen in life. ANSWER: E Di akhir (par. 5) ‘….should have been dead. It was truly a miracle.’ Pernyataan tersebut merupakan kesimpulan dari bacaan, sehingga jawaban yang tepat adalah E.



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Lady Gaga Lady Gaga flaunted her meat dress at the 2010 MTV Video Music Awards

and since then one or the other person is seen wearing the similar type of costume in some or the other Halloween party. People are worth discussing on Lady Gaga appearance, offensive or awesome?

People generally hear two words called `Lady Gaga' and `campy' together, but it would be more interesting to hear `Lady Gaga' and `campylobacteriosis' together. Campylobacteriosis is one of the most common bacterial infections and generally happens by handling raw meat. Some people consider that Lady Gaga’s appearance brought some innovation. Melissa Sprich, Party City merchandise Manager said, "Lady Gaga has a huge array of looks that allow people to use their own creativity". In the contrary, it is worth discussing this bacterial infection as many Halloween experts are saying that meat dress is one of the top costumes for the occasion. Some of the symptoms of campylobacteriosis are: fever, muscle ache, diarrhea, and dysentery. The illness does not last for longer if the infected patient takes proper fluids. Many people also suffer from toxoplasmosis, but the rate of falling sick due to the disease is not very high.

It is advised to avoid wearing meat dress and if someone is unable to resist the temptation, then it is quite possible that he or she might get the infection.

(http://topnews.us/content/228310‐avoid‐wearing‐meat‐dress‐during‐halloween)

16. What is the main idea of the reading passage? a. Lady Gaga is obviously campaigning about campylobacteriosis infections in raw

meat. b. Lady Gaga sensation at the 2010 MTV Video Music Awards. c. People discuss pros and cons on Lady Gaga appearance using raw meat dress. d. The innovation on fashion spreads bacterial infection and causes fever, muscle

ache, diarrhea, and dysentery. e. Campylobacteriosis is one of the most common bacterial infections and

generally happens by handling raw meat. ANSWER: C Perhatikan teks: (par.1): Lady Gaga flaunted her meat dress at the 2010 MTV Video Music Awards that leads discussion on her appearance offensive or awesome. (par.2): The pros and cons of wearing raw meat dress (par.3): Writer’s suggestions to avoid wearing meat dress. Jadi secara keseluruhan, option C mencangkup ketiga inti paragraf teks.

17. ‘Campylobacteriosis is one of the most common bacterial infections and generally happens by handling raw meat.’ (par.2) The synonym of underlined word is ……..

a. ripe b. dispose c. mature


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d. red e. well cooked

ANSWER: D raw, artinya mentah. Option yang sesuai adalah D, red: mentah (daging masih merah). Sedangkan option yang lain artinya: Ripe : matang Dispose : membuang Mature : dewasa well cooked : matang

18. How do people heal from campylobacteriosis symptoms?

a. By avoiding raw meat dress. b. By taking appropriate fluids. c. By taking cold medicine. d. By suffering from toxoplasmosis. e. By discussing with an apothecary.

ANSWER: B Perhatikan par.2 bagian akhir: ‘Some of the symptoms of campylobacteriosis are: fever, muscle ache, diarrhea, and dysentery. The illness does not last for longer if the infected patient takes proper fluids.’ Jawaban yang sesuai teks adalah B.

19. Which one is TRUE according to the passage? a. The author advises the reader to avoid campylobacteriosis symptoms. b. By wearing the red meat dress, a person is quite possible to get the infection of

campylobacteriosis. c. Only a few of people suffer from toxoplasmosis. d. Lady Gaga through her campaign is infected by the bacteria and is treated in

hospital. e. Raw meat dress is the creepiest dress in celebrating Halloween. ANSWER: B Perhatikan bacaan: Jawaban B, sesuai dengan teks pada par.2 kalimat ke‐2. Sedangkan options A, C, D, dan E tidak sesuai dengan bacaan.


Due to the cases of Salmonella food poisoning in Europe, the sale of duck reached its lowest point in the 1970’s. Although it was never conclusively shown that duck eggs were to blame, the egg‐eating public stopped buying and many egg producers were bankrupt. Indeed, there is a risk of Salmonella poisoning when ducks lay their eggs in damp conditions, such as on ground that is constantly wet, but the same can be said for the eggs of hens. Moreover, commercial duck production in France and England, where the outbreaks of Salmonella poisoning took place, followed the same standards as those used in the hen industry, which experienced no Salmonella problems. Storage of eggs, whether those of hen or duck, can also be a factor in contamination. Studies


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have found that bacterial growth reaches potentially dangerous levels at storage temperatures of 500C or greater.

(Taken from: www.scribd.com/doc/8543120/Ielts‐to‐Success) 20. What is the topic of the paragraph?

a. Salmonella food poisoning as the cause of the collapse of duck business in Europe

b. The increase of commercial duck egg production in Europe in 1970 c. The effects of Salmonella food poisoning on the sale of duck eggs d. Ways to increase the sale of duck eggs in Europe in 1970’s e. Wet ground and bad storage system of eggs as the causes of Salmonella food

poisoning Answer: A Ide pokok dari bacaan tersebut terdapat dalam kalimat pertama (par. 1) ‘Due to the cases of Salmonella food poisoning in Europe, the sale of duck reached its lowest point in the 1970’s.’

21. With which of the following sentences should the paragraph end?

a. Yet, it has never been clear what caused Salmonella food poisoning in the 1970’s b. Because of these, many duck egg producers stopped their business in the 1970’s c. As the result, eggs which are laid in damp conditions can cause Salmonella food

poisoning d. Consequently, it was also possible that the food poisoning was caused by the

bad storage system of eggs e. Therefore, wet ground and bad storage system of eggs could be the causes of

decreased sale of duck eggs the 1970’s Answer: E Pada kalimat, “Storage of eggs, whether those of hen or duck, can also be a factor in contamination. Studies have found that bacterial growth reaches potentially dangerous levels at storage temperatures of 500C or greater.” Dapat diteruskan dengan kesimpulan bahwa peningkatan bakteri salmonella pada telur disebabkan oleh dua faktor, yaitu bad storage system dan wet ground.


Matilda Fiona O'Rourke, or Mattie as she is known, is the sympathetic and wholly believable character at the heart of Remembering Blue. She is acutely perceptive and endowed with a good deal of self‐knowledge. Despite this, Mattie is unaware that she is an intelligent, passionate, and resilient young woman; but not for long.

Enter Nick Blue, the man who becomes Mattie's husband and who meets his fateful death not long after that. But this is not a tragedy about how a man died and a woman's heart was broken. Instead, it is a story of how two people lived together fully. Remembering Blue is a love story, simple and true, that shows the heights to which even the "average" human spirit can soar.

Connie May Fowler's narrator, Mattie Blue, is special. Her reminiscences fix us to the page by showing the capabilities of the human spirit to overcome the vicissitudes of life and transform itself into something better, something stronger, and ironically, something it has been all along. The distant, inward‐looking Mattie, whose solitary life


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seems to hold little hope for the future, is barely recognizable by the story's end. Mattie's slow emergence from the shadows of her past and into the light of new possibilities proves, finally, to be the best way of remembering Blue.

(Taken from: www.readinggroupguides.com/...R/remembering_blue1.asp)

22. Which of the following is the theme of the novel? a. passionate b. freedom c. holy spirit d. love e. hatred Answer: D Lihat (par. 2, line 3): “Remembering Blue is a love story, simple and true, that shows the heights to which even the "average" human spirit can soar.” Novel ini menceritakan tentang kisah cinta.

23. Which statement below does NOT describe Mattie Blue? a. She is sympathetic. b. She is wholly believable. c. She is acutely perceptive and endowed with a good deal of self‐knowledge. d. She is conscious that she is an intelligent, passionate, and resilient young

woman. e. She loves Nick Blue so much. Answer: D Lihat (par. 1, line 3) “Despite this, Mattie is unaware that she is an intelligent, passionate, and resilient young woman; but not for long.” Unaware: tidak menyadari Conscious: menyadari Option D sangat bertolak belakang dengan teks.

24. “Remembering Blue is a love story, simple and true, that shows the heights to which even the "average" human spirit can soar.” The underlined word has the same meaning with… a. ascend b. decrease c. descend d. income e. benefit Answer: A Soar, artinya: membubung tinggi yang sama artinya dengan option A, ascend= menaik. Sedangkan option yang lain artinya: decrease= berkurang; descend= turun; income= pendapatan;


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benefit= manfaat

Read the text carefully and complete the missing words by choosing the provided options below. This text is for question no. 25 to 28.

Davy Crockett and the Frozen Dawn

One winter, it was so (25)……… that the dawn froze solid. The sun got caught between two ice blocks, and the earth iced up so much that it couldn't turn. The first rays of sunlight froze halfway over the mountain tops. They looked like yellow icicles dripping towards the ground.

Now Davy Crockett was headed home after a successful night hunting when the dawn froze up so solid. Being a smart man, he knew he had to do something quick or the earth was a goner. He had a freshly killed bear on his back, so he whipped it off, climbed right up on those rays of sunlight and began beating the hot bear carcass against the ice blocks which were squashing the sun. Soon a gush of hot oil burst out of the bear and it (26) ………the ice. Davy gave the sun a good hard kick to get it started, and the sun's heat unfroze the earth and started it spinning again. So Davy lit his pipe on the sun, shouldered the bear, slid himself down the sun rays before they melted and took a bit of sunrise home in his pocket.

(http://americanfolklore.net/folklore/2010/07/davy_crockett_and_the_frozen_d.html)

25. The appropriate word is…….. a. cold b. hot c. lazy d. dirty e. silent

ANSWER: A Perhatikan kalimat: One winter, it was so (25)……… that the dawn froze solid. Artinya: Pada suatu musim dingin, ia begitu …….yang membeku padat fajar. Kata yang sesuai adalah cold, karena menjelaskan suasana pada winter.

26. The appropriate word is……… a. froze b. melted c. boiled d. shaped e. planted

ANSWER: B Lihat teks: ‘Soon a gush of hot oil burst out of the bear and it ………the ice.’ Artinya: Segera keluar semburan minyak panas dari beruang dan itu ... ... ... es. Kata yang cocok untuk konteks kalimat pada bacaan itu adalah B, melted: melelehkan. Sedangkan options yang lain memeiliki arti:


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Froze: membekukan Boiled: mendidihkan Shaped: membentuk Planted: menanam

27. From the story above, which statement can describe Davy Crockett? a. He hunted everything for survival in the winter. b. He was instinctive hunter. c. He was smart hunter. d. He enjoyed torturing animals. e. He lived in the mountain tops.

ANSWER: C Perhatikan par.2: ‘Now Davy Crockett was headed home after a successful night hunting when the dawn froze up so solid. Being a smart man, he knew he had to do something quick or the earth was a goner.’ Jawaban C, sesuai dengan teks. Sedangkan options A dan B, tidak dijelaskan secara gamblang pada teks. Option D dan E, tidak terdapat di teks.

28. ‘So Davy lit his pipe on the sun, shouldered the bear, slid himself down the sun rays before they melted and took a bit of sunrise home in his pocket.’ The synonym of the underlined word is………

a. slow b. climb c. precede d. decide e. glide

ANSWER: E Slid, artinya: meluncur, sama dengan option E, glide: meluncur. Sedangkan: Slow: lambat Climb: mendaki Precede: mempelopori Decide: memutuskan

For grammar questions: Read the questions carefully and select the appropriate answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter! 29. Not only her master but also her mistress…proud of her.

a. were b. was c. have been d. had e. would been ANSWER: B


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Pernyataan di atas merupakan bentuk past tense. Kalimat tersebut hanya membutuhkan to be karna diikuti kata sifat ‘proud’. Untuk kalimat yang menggunakan not only‐but also, tobe nya ditentukan berdasarkan subject yang terdekat dengan tobe. Di soal, subject yang terdekat dengan tobe adalah ‘her mistress’ (singular) maka to be yang digunakan ‘was’.

30. A cloud is a dense mass of…………water vapor or ice particles. a. or b. both c. whether d. either e. also

Answer: D Perhatikan soal: A cloud is a dense mass of…………water vapor or ice particles. Conjunction/ kata penghubung yang sesuai adalah D, either‐or, karena sudah merupakan pasangannya.

31. Uncle John : Where will you be tomorrow around three o’clock? Mary : I’ll be in home. Yesterday Uncle John asked Mary ……………

a. he would come Mary’s house in the following day. b. where she would be in the following day around three o’clock. c. where would she be in the following day around three o’clock? d. where she was in the following day around three o’clock. e. where was she tomorrow around three o’clock.

ANSWER: B Soal merupakan bentuk kalimat reported speech. Perhatikan soal: ‘Yesterday Uncle John asked Mary (where will you be tomorrow around three o’clock?)’ Maka bentuk reported speech‐nya pertanyaan tersebut dirubah menjadi pernyataan bentuk past. Jawaban yang benar adalah B.

32. My best friend, Tom has been working in this hospital for years and now he acts as if

he…a doctor. a. is b. was c. has been d. had been e. were ANSWER: E Merupakan bentuk kalimat pengandaian karena terdapat ‘as if’/ jika saja, sehingga subject ‘he’ diikuti oleh were. Kenapa tidak menggunakan WAS, padahal subjeknya HE? Itu karena pada kalimat conditional sentence WERE digunakan untuk semua subject singular dan plural.


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33. Mr. Mourn didn’t teach calculus in elementary school. The PASSIVE form for the statement above is………

a. Calculus didn’t be taught by Mr. Mourn in elementary school. b. Calculus wasn’t taught by Mr. Mourn in elementary school. c. Calculus wasn’t be taught by Mr. Mourn in elementary school. d. Calculus hasn’t been taught by Mr. Mourn in elementary school. e. In elementary school, calculus didn’t been taught by Mr. Mourn.

Answer: B Perhatikan soal: Mr. Mourn didn’t teach calculus in elementary school. Sub. Predikat Obj. Ket.tempat Artinya: Mr.Mourn tidak mengajar kalkulus di sekolah dasar. Maka passivenya: kalkulus tidak diajarkan oleh Mr. Mourn di sekolah. Karena bentuk kelimat adalah Past dan bermakna negative (didn’t teach), maka passive‐nya: Calculus wasn’t taught by Mr. Mourn in elementary school.

34. Bill : Did you go to the graduation ceremony of your brother? Jen : Yes, I did, but I wish ………………………. It was boring. The appropriate answer is……

a. I didn’t b. I didn’t come c. I hadn’t d. I had come e. I hadn’t came

ANSWER: C Setelah kata WISH dalam konteks past, kalimat berikutnya harus menggunakan PAST PERFECT. Perhatikan soal: Yes, I did, but I wish ………………………. It was boring. (Datang, tapi aku berharap ….. Acaranya membosankan.) Maka yang paling sesuai adalah I hadn’t.

35. “My math score was bad last semester.” It is your own fault. You…together with me before you joined that test. a. should have studied b. should studied c. must have studied d. could study e. might have studied ANSWER: A Pernyataan diatas merupakan bentuk subjunctive/ pengandaian. ‘You…together with me before you joined that test.’ (seharusnya dia sudah belajar sebelum ulangan dengan temannya). Jawaban yang tepat: should have studied.


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TIPE C SOAL DAN PEMBAHASAN Jumlah soal : 35 soal Waktu : 100 menit Point per soal : 1 point Read the text carefully and select one correct answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter! This text is for question 1 to 3.

Pizza is a popular dish invented in Italy, and found in most cuisines around the world. Pizza often starts with a flat, round, homemade crust, is topped with tomato sauce and cheese and baked until the cheese topping is golden brown. Pizza chefs have created remarkable new offerings that include thick crusts, thin crusts, stuffed crusts, and offer an infinite number of toppings that make pizza a great dish served any time of the day from breakfast to dessert. Pizza is most often baked over direct heat, but can be grilled or prepared and baked in a special pan. A pizza crust offers the perfect canvas for creating your own personal pizza from your favorite fresh ingredients.

(http://www.greatpizzarecipes.com) 1. Which of the following items is NOT related to the text above?

a. The crust and topping can be served in some variant. b. Pizza is flat, round, and homemade crust. c. Pizza topping is steamed to be golden brown. d. It originated in Italia. e. Pizza can be served anytime. Answer: C Perhatikan teks (line. 3) “…and baked until the cheese topping is golden brown.” Pada teks, pizza is baked. baked: dibakar. Sedangkan pada option C, steamed: dikukus, jadi tidak sesuai dengan teks. Pilihan A (line 2, 3) Pilihan B (line 2) Pilihan D (line 1); originated= invented Pilihan E (line 5)

2. “Pizza is a popular dish invented in Italy, and found in most cuisines around the world.” The underlined word can be replaced by…. a. dishes b. textures c. flavors d. considerations e. countries Answer: A Cuisines, artinya: makanan‐makanan. Pilihan yang tepat adalah A, dishes: makanan‐makanan. textures : tekstur flavors : rasa considerations : pertimbangan countries : negara‐negara


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3. “Pizza chefs have created remarkable new offerings …”

The synonym of remarkable is… a. incredible b. funny c. ordinary d. pizza e. perfect Answer: A Remarkable, artinya, luar biasa. Jawaban yang tepat adalah A (incredible: artinya luar biasa) Funny : lucu Ordinary : biasa Pizza : pizza Perfect : sempurna


Clothing is a kind of item which is made to cover our body. Almost all humans wear clothing which is also known as dress, garments, attire, and apparel. Clothing protects human body from very hot and cold temperature and from other thing such as insects or weapons. People from different cultures wear different clothing. People wear clothing for functional as well as for social reasons. In many societies, people of high rank reserve special items of clothing or decoration for themselves as symbol of their social status. Social message sent through clothing, accessories, and decoration can involve social status. Military, police and school children usually wear uniform, as do workers in many industries. Member of religious orders may wear uniform as habits. Some clothing indicates the modesty of wearer. For example, many Muslim women wear head of body covering (jilbab, burqa, chador, and abaya) that proclaim their status as respectable women.

(Taken from: www.beauty‐cosmetic‐guide.com/clothing/index.htm) 4. The topic of the passage above is about…

a. future trend b. clothing style c. clothing material d. function of clothes e. clothing maintenance Answer: D Perhatikan inti tiap paragraf: (par. 1) Ide pokoknya adalah ‘Clothing is a kind of item which is made to cover our body.’ (par. 2) Ide pokoknya adalah ‘People from different cultures wear different clothing. People wear clothing for functional as well as for social reasons.’


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(par. 3) Ide pokoknya adalah memberikan contoh dari fungsi pakaian yang dipakai orang‐orang. Jadi jawaban yang sesuai adalah D.

5. Which is NOT TRUE about the text?

a. Clothing indicates the modesty of wearer b. Military and children wear special clothes c. Clothing the people wear symbol their social statues d. People from the different cultures wear different clothes e. There are laws prohibition low social statues wearing high statues garments Answer: E Manakah yang tidak benar menurut teks: Pilihan A, benar, ada di (par. 3) Pilihan B, benar, ada di (par. 3) mereka menggunakan seragam. Pilihan C, benar, ada di (par 2) Pilihan D, benar, ada di (par. 2) Pilihan E , SALAH. Tidak ada dalam teks.

6. The following are reasons the human wear clothes, EXCEPT…

a. sensation b. protection c. decoration d. occupation e. social statues Answer: A Pilihan A, TIDAK terdapat dalam bacaan. Pilihan B sesuai dengan (par 1). Pilihan C sesuai dengan (par. 2) Pilihan D sesuai dengan (par. 3) Pilihan E sesuai dengan (par. 2)

7. What is the purpose of the text?

a. To persuade the readers to wear good clothes b. To explain the process of making clothes c. To describe a particular thing d. To inform the readers about clothes e. To describe the way things are Answer: D Bacaan tersebut bersifat memberikan informasi mengena kegunaan baju. Sehingga jawaban yang paling sesuai adalah D.


Convenience or Care? Environments claim that a great deal of waste is created by both the production

and the consumption of these items or product. Disposable products, such as pens, take away food containers, plates, shavers and cutlery, are made using the Earth’s resources. When these products are thrown away, the resources are lost. Another example of


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waste is the unnecessary packaging on many products. The material is often not recycled and used again. Throwing thing away also increases pollution. The amount of disposable plastic litter that ends up in waterways is a serious problem. When this waste reaches the oceans, it can kill marine life.

Industrialists counter these arguments with their own point of view. They claim that consumer’s expect to be able to purchase food which is attractively presented, prepackaged to extent its life and easy to store. In a busy society, convenience is a priority. Products which make life easier, but also make an era in demand. Industrialists argue that they cater to this perceived need. Packaging is also big business and provides jobs for many people who might otherwise be unemployed and a burden to society.

Environmentalist declares that for thousands of year, people survived perfectly well with re‐usable products. However, people of the twenty‐first century have become used to wing in a ‘thrown‐away’ society. It is up to each one of us to dispose of waste products carefully, recycle as much as possible and to reduce the stress on our environment. Think when buying pre‐packaged goods and consider whether the same products can be bought without the extra wrappings.

(http://titaviolet.wordpress.com/2010/01/25/discussion‐text/)

8. What is the main idea in paragraph 1? a. Disposable products polluted the environment b. Waste is created only by production, but not consumption of product. c. Recycling products increase pollution. d. The consumption products such as pens, containers, plates, etc pollute marine

life. e. The material that is recycled is not good for health. Answer: A Perhatikan (paragraph 1) Pilihan B, salah, karena waste (sampah merupakan hasil dari produksi dan konsumsi). Pilihan C, salah, karena recycling product malah bisa mengurangi polusi. Pilihan D, salah, karena polusi kehidupan laut terjadi apabila sisa plastik dibuang ke aliran air saja. Pilihan E, salah, karena tidak terdapat di dalam teks.

9. The following are reasons why the industrialist still use plastic for their products, EXCEPT … a. attractive presented b. to extend the expiry date c. make an era in demand d. easy to store e. the business provides jobs Answer: C Alasan industrialist menggunakan plastik diuraikan di paragraf 2 (line 2 dan 5). Pilihan C, BUKAN merupakan alasan industrialist menggunakan plastik tetapi merupakan pembanding bahwa menggunakan plastik bisa membawa masalah. “They claim that consumer’s expect to be able to purchase food which is attractively presented, prepackaged to extent its life and easy to store. In a busy society,


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convenience is a priority. Products which make life easier, but also make an era in demand. Industrialists argue that they cater to this perceived need. Packaging is also big business and provides jobs for many people who might otherwise be unemployed and a burden to society.”

10. “It is up to each one of us to dispose of waste products carefully, recycle as much as possible and to reduce the stress on our environment.” (par 3, line 3) The synonym of dispose is… a. disturb b. divide c. invest d. take away e. discard Answer: E Jawaban yang tepat adalah E, karena dispose = membuang, sama dengan discard : membuang. disturb : menganggu divide : membagi invest : menginvestasikan take away : mengambil


Birth of the Jersey Devil A storm was raging that night in 1735, when Mother Leeds was brought to bed in childbirth. The room was full of woman folk gathered to help her, more out of curiosity than good will. They had all heard the rumors that Mother Leeds was involved in witchcraft, and had sworn she would give birth to a devil.

Tension mounted when at last the baby arrived. It was a relief and to some a disappointment, when the baby was born completely normal. But a few moments later, before their terrified eyes, the child began to change. The room erupted with screams as the child grew at an enormous rate, becoming taller than a man and changing into a beast which resembled a dragon, with a head like a horse, a snake‐like body and bat's wings.

As soon as it was full‐grown, the monster began beating the entire woman including his mother with its thick, forked tail. With a harsh cry, it flew through the chimney and vanished into the storm.

The Monster of Leeds, or the Jersey Devil as he was later called, still haunts the pines of New Jersey, wrecking havoc upon farmer's crops and livestock, poisoning pools and creeks, and appearing on the New Jersey shore just before a ship wreck.

(http://americanfolklore.net/folklore/2010/07/birth_of_the_jersey_devil.html)

11. What did the women do in the room? a. The women were giving childbirth. b. The women gathered to involve witches. c. The women sworn to give birth for a devil. d. The women gathered to help Mother Leeds. e. The women swore with the devil.


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ANSWER: D Perhatikan par.1 kalimat ke‐2: The room was full of woman folk gathered to help her, more out of curiosity than good will.

12. What happened to the baby when he was born?

a. The baby was born odd at first. b. The baby was normal, but then the baby was terrified. c. The baby was terrific. d. The baby was a giant beast. e. The baby grew in enormous rate from the first time.

ANSWER: B Perhatikan par.2 kalimat ke‐2 sampai ke‐4.

It was a relief and to some a disappointment, when the baby was born completely normal. But a few moments later, before their terrified eyes, the child began to change. The room erupted with screams as the child grew at an enormous rate, becoming taller than a man and changing into a beast which resembled a dragon, with a head like a horse, a snake-like body and bat's wings.

Setelah lahir,bayi itu normal, tapi beberapa waktu kemudian bayi itu mulai berubah. Jadi jawaban yang sesuai adalah B.

13. “The Monster of Leeds, or the Jersey Devil as he was later called, still haunts the pines of New Jersey, wrecking havoc upon farmer's crops and livestock…” The antonym of ‘havoc’ is………

a. confusion b. devastation c. chaos d. disarray e. order

ANSWER: E Havoc, artinya, malapetaka/ kerusakan/kekacauan. Pilihan A, B, C, dan D, merupakan sinonim dari havoc. Confusion: kekacauan Devastation: penghancuran Chaos: kekacauan Disarray: kekacauan Sedangkan , order , artinya ketentraman

14. The Monster of Leeds disturbed New Jersey citizen, except……. a. It haunts the pines of New Jersey. b. It wrecked havoc upon farmer’s crop and livestock. c. It poisoned pools and creeks. d. It frightened people in shore before ship wreck. e. It watched and executed all women in New Jersey.

ANSWER: E


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Perhatikan par.4: The Monster of Leeds, or the Jersey Devil as he was later called, still haunts the pines of New Jersey, wrecking havoc upon farmer's crops and livestock, poisoning pools and creeks, and appearing on the New Jersey shore just before a ship wreck. Yang tidak ada dalam teks adalah option E.


All about the Red Poppy The red poppy was first used as a symbol to remember those who have died in

war. Its use is attributed to Moina Bell Michael, an American teacher who raised funds for those who used to be in the military by selling silk poppies. The United States officially dubbed the silk poppy as the emblem for remembrance in 1920, and the UK followed suit a year after.

In about a week’s time, the nation will be celebrating Remembrance Day, and poppies will be all over the place yet again. Did you know that while red is the predominant color that is used? Poppies can also be worn in white and purple. White poppies trace their roots to 1933, thanks to the Women’s Cooperative Guild. The color white stands for an end to all wars – peace. Purple poppies on the other hand are worn to commemorate animals which have fallen victim to wars.

The norm is to wear poppies from 1 November until 11 November, which is Armistice Day. However, there are those who believe that poppies should only be worn until Remembrance Sunday. Where to wear the poppy – left or right? Royal British Legion maintains the stand that no place is right or wrong. What matters is that people wear that poppy with pride.

15. What is the main idea in paragraph 1?

a. The reason of using red poppy as symbol. b. The history of Moina Bell. c. In 1920, red poppy was dubbed as the emblem. d. Red poppy was officially used as symbol of war. e. The UK and US were in war.

ANSWER: A Pada paragraph 1, yang merupakan main idea adalah kalimat pertama. Jadi jawaban yang paling tepat adalah A.

16. When did the United Kingdom call silk poppy as the emblem for remembrance? a. 1919 b. 1920 c. 1921 d. 1933 e. 1934 Answer: C Lihat (par.1 kalimat terakhir): The United States officially dubbed the silk poppy as the emblem for remembrance in 1920, and the UK followed suit a year after. Yang artinya: UK ikut menggunakan setahun setelahnya.


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17. “The United States officially dubbed the silk poppy as the emblem for remembrance in 1920, and the UK followed suit a year after.” The word ‘emblem’ has the same meaning with the following words, except……..

a. symbol b. notable c. insignia d. sign e. badge

ANSWER: B Emblem, artinya: lencana, lambing, tanda. Option A, C, D, dan E, memiliki arti yang sama yaitu tanda/ lencana. Sedangkan option B. notable, artinya tokoh.

18. When is the norm to wear poppies for British?

a. People wear it in November every year. b. It is worn only in the first of Armistice Day. c. Only on Remembrance Sunday d. From 1 November until 11 November. e. Before celebrating Independent Day. Answer: D Lihat (par. 3, line. 2): “The norm is to wear poppies from 1 November until 11 November, which is Armistice Day.” Pilihan A, B, C, dan E, menjebak.

19. “Purple poppies on the other hand are worn to commemorate animals which have

fallen victim to wars.” The following words best replaces the word ‘commemorate’, EXCEPT…. a. honor b. ignore c. celebrate d. memorialize e. remember Answer: B Commemorate, artinya: memperingati, sinonimnya adalah: honor, celebrate, memorialize, dan remember. Sedangkan ignore: mengabaikan.

Read the text carefully, this text is for question no. 20 to 24. Jack Nicholson and Morgan Freeman star as two terminally ill cancer

patients who decide to break out of the hospital and live their last days to the fullest in director Rob Reiner’s seriocomic road movie. Edward Cole (Nicholson) is a corporate billionaire who is currently sharing a hospital room with blue‐collar mechanic Carter Chambers (Freeman). Though initially the pair seems to have nothing in common, conversation gradually reveals that both men have a long list of goals they wish to accomplish before they kick the bucket, and an unrealized desire to discover what kind of men they really are. But one can't accomplish such lofty objectives from the confines of a hospital bed, so now; in


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order to live their lives to the absolute fullest, Edward and Carter will have to make a break for it. With a checklist that includes playing the poker tables in Monte Carlo, consuming copious amounts of caviar, racing the fastest machines on four wheels, and much more, these two terminally ill men will do their best to fit a lifetime of experience into their last remaining days while forging an unlikely, but truly remarkable, friendship.

(Jason Buchanan, All Movie Guide http://www.moviefone.com/movie/the‐bucket‐list/27000/synopsis)

20. The characters in ‘The Bucket List’ movie are…

a. Jack Nicholson and Morgan Freeman b. Edward Cole and Carter Chambers c. Rob Reiner and Nicholson d. Chambers and Freeman e. Rob Reiner and Edward Cole Answer: B Lihat (line 4): Edward Cole (Nicholson) is a corporate billionaire who is currently sharing a hospital room with blue‐collar mechanic Carter Chambers (Freeman).

21. “…who is currently sharing a hospital room with blue‐collar mechanic Carter Chamber.” The underlined phrase has same meaning with…. a. manual b. assiduous c. white collar d. attentive e. meticulous Answer: A Blue‐collar (adj) mechanic, artinya: pekerja kasar, mekanik rendahan yang menggunakan tenaga fisik untuk bekerja. Blue‐collar memiliki sinonim: manual (menggunakan fisik), proletarian (rendahan). assiduous : tekun white collar : kerja kantoran attentive : penuh perhatian meticulous : teliti

22. “…that both men have a long list of goals they wish to accomplish before they kick the bucket…” The underlined idiom means…. a. died b. alive c. alone d. sick e. sleep Answer: A Kick the bucket, artinya: meninggal. Maka jawaban yang sesuai adalah A.

23. Moral values that can be learned from the story is…


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a. how to kick the bucket in Monte Carlo b. how to accomplish goals of life through amazing friendship c. how to accompany ill cancer patients d. how to do the best in spending wealth between poor and rich men e. how to discover the joy of life with stranger billionaire Answer: B Nilai moral dari cerita tersebut mengenai pencarian kebahagiaan hidup, pencarian jati diri, melakukan kegiatan terbaik untuk menjalani sisa hidup, dan terutama semua dilakukan didalam persahabatan yang mengagumkan. Jawaban yang paling tepat adalah B (bagamana cara untuk mencapai tujuan‐tujuan hidup melalui persahabatan yang luar biasa.

24. Which of the following information is NOT TRUE according to the passage? a. Cole is sharing a hospital room with Chambers. b. Cole and Chambers have less than three activities in their bucket list. c. Edward and Carter are consuming bountiful amounts of caviar. d. They race the fastest car. e. They check out from hospital in order to live their lives to the absolute fullest. Answer: B Informasi yang salah adalah B, (lihat kalimat terakhir): “With a checklist that includes playing the poker tables in Monte Carlo, consuming copious amounts of caviar, racing the fastest machines on four wheels, and much more,..” Berarti masih banyak kegiatan yang dilakukan (lebih dari 3 kegiatan).

Read the text carefully, this text is for question no. 25 to 27 .

Once upon a time there was a poor widow who had an only son named Jack. They were so poor that they didn't have anything except a cow. When the cow had (25)……… too old, his mother sent Jack to the market to sell it. On the way to the market, Jack met a butcher who had some beautiful beans in his hand. The butcher told the boy that the beans were of great value and (26)………… the silly fad to sell the cow for the beans. Jack brought them happily. When he told his mother about this, his mother became so angry that she threw the beans out of the window. When Jack woke up in the morning, he felt the sun shining into a part of his room but all the rest was quite dark and shady. So he jumped to the window. What did he see? The beanstalk grew up quite close past Jack's window. He (27)……… the window and jumped to the beanstalk which ran up just like a big ladder.

25. The appropriate word for number (25) is…………

a. woke b. grown c. opened d. felt e. persuaded

ANSWER: B Untuk no (25) yang hilang merupakan verb phrase. Perhatikan kalimat soal: When the cow had ……… too old, his mother sent Jack to the market to sell it. (merupakan kalimat past perfect, jadi setelah had pastinya menggunakan V3)


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Lalu, lihat konteks kalimatnya: ‘ketika sapi telah…….terlalu tua, ibunya menyuruh Jack ke pasar dan menjualnya. ‘ Yang sesuai adalah option B, artinya: tumbuh.

26. The appropriate word for number (26) is………… a. woke b. grown c. opened d. felt e. persuaded

ANSWER: E Perhatikan kalimat soal: ‘The butcher told the boy that the beans were of great value and (26)………… the silly fad to sell the cow for the beans.’ Kalimat tersebut merupakan kalimat compound sentence/ kalimat setara karena terdapat conjuction ‘and’. Yang hilang dari kalimat tersebut adalah Verb past tense. Kata yang sesuai dengan konteks: ‘penjagal memberitahukan si anak laki‐laki bahwa biji‐bijian tersebut sangat bernilai dan (dia)………iseng saja menjual sapi untuk biji‐bijian. Pilihan yang sesuai adalah E, persuaded: membujuk.

27. The appropriate word for number (27) is………… a. woke b. grown c. opened d. felt e. persuaded ANSWER: Perhatikan kalimat soal: He……… the window and jumped to the beanstalk which ran up just like a big ladder. (merupakan kalimat past tense setara dengan kata penghubung ‘and’) Dari konteksnya, pilihan yang sesuai adalh C, opened: membuka. Dia membuka jendela dan lompat ke tangkai tanaman kacang yang menjulang seperti tangga besar.

For grammar questions: Read the questions carefully and select the appropriate answer from the five options (A,B,C,D, and E) by clicking the bullet in front of the letter!

28. Jimmy was shocked as thought…

a. he was seeing a ghost b. he had seen a ghost c. he has seen a ghost d. he was a ghost e. he sees a ghost

Answer: B


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Merupakan kalimat conditional sentence tipe 3. Jimmy was shocked as thought…. (kalimat selanjutnya harus diikuti past perfect) Past perfect: S + had + V3

29. Could you please tell me… a. where is the Sanata Dharma administrative office? b. where the Sanata Dharma administrative office? c. where the Sanata Dharma administrative office is? d. where did the Sanata Dharma administrative office? e. where was the Sanata Dharma administrative office? Answer: C Yang merupakan kalimat Tanya adalah “Could you please tell me….” sedangkan kalimat berikutnya bukan kalimat tanya hanya saja mengandung unsur yang ingin ditanyakan. Jawaban yang paling tepat adalah C.

30. A: What happened to you skirt? B: Oh, ….when I jumped over the fence. a. It was torn b. To be torn c. It tore d. Tearing e. Be torn ANSWER: A Konteks percakapan dalam bentuk past, dan yang dibutuhkan adalah kalimat utama yang membutuhkan S + Verb. Kalimat tersebut merupakan kalimat passive stative dimana objectnya tidak jelas, sedangkan diikuti adjective yang menjelaskan subjectnya.

31. A: Have the boys had their breakfast? B: Not yet, they…. a. are still talking a bath b. have taken a bath c. will take a bath d. were taking a bath e. would still take a bath ANSWER: A Pertanyaan merupakan present perfect tense, menanyakan apakah mereka sudah sarapan; dan jawabannya belum. Yang ditanyakan merupakan alasan mengapa mereka belum sarapan. Sehingga konteks jawaban yang paling tepat adalah A: present continues.

32. If the plane had taken off on time, we wouldn’t have been late for the opening of the seminar. This means that we were late because the flight… a. were delayed b. has to be delayed


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c. was going to be delayed d. had not been delayed e. was not delayed ANSWER: A Pernyataan di atas merupakan bentuk conditional sentence type 3, sehingga faktanya dalam bentuk past tense dan berkebalikan arti dengan bentuk condisional sentence.

33. The dollar exchange rate isn’t too….…just now. Let’s change our money next week. a. faithful b. favorable c. favor d. favorite e. fantasy Answer: B “Nilai tukar dolar sedang tidak..(bagus)..sekarang. Mari kita menukar uang kita minggu depan.” Jawaban yang paling sesuai B, favorable: bagus/ baik. faithful : setia favor : kebaikan favorite : favorit fantasy : fantasi

34. After seeing the movie Twilight, ……. a. the reading of the book interested many people. b. many people want to read the book. c. the book made many people want to read. d. the book was read by many people. e. many people read many book. Answer: B “Setelah menonton film Twilight,...” Jawaban yang paling sesuai adalah B, (banyak orang yang ingin membaca buku tersebut).

35. Corry : When did someone build the Suez Canal? Jerry : I don’t know for sure, but you can google it. The PASSIVE for Corry’s question is…………….

a. When was the Suez Canal built? b. When was someone building the Suez Canl? c. When did the Suez Canal built? d. Was someone built the Suez Canal? e. Was the Suez Canal build by someone?

ANSWER: A Bentuk kalimat tanya passive (bentuk Past tense) biasanya menggunakan was/ were setelah kata tanya.


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