The Use of Multimedia Authoring Tool in English Test Development
The Use of Multimedia Authoring Tool in English Test Development
The Use of Multimedia Authoring Tool in English Test Development
I. INTRODUCTION
1.1 Background
English is used as a second or third language and for some people the first
language. With the spread and development of English around the world, it has
and languages. The government of Indonesia has put English as an essential subject
Technology isn’t something that students need to be separated from; rather it’s
effects most of the human activity nowadays. The development is very fundamental
and has brought many significant changes in velocity and innovation of education
world.2
educational settings to support teaching has become increasingly popular. 3 Lately, the
utilization of computers in measurement or testing is trending. Whittington, Bull &
1
Min Pun, " The Use of Multimedia Technology in English Language Teaching: A Global
Perspective" (Crossing the Border: International Journal Interdisciplinary Studies, vol.1, no.1,
December 2013), p.29.
Muchamad Suradji, “Pengembangan Teknologi Informasi Dan Komunikasi Di Bidang
2
Kesiswaan, Kepegawaian Dan Keuangan Di SMA Muhammadiyah 1 Gresik” (Master thesis; Program
Magister Pendidikan Agama Islam UIN Sunan Ampel: Surabaya, 2012), p. 2.
Ahmet Basal, “Authoring Tools For Developing The Content In Language Education”
3
(International Journal on New Trends in Education and Their Implications, vol.8, no.4, October
2012), p. 164.
1
Danson defined Computer-Based Testing are the form of assessment in which the
instructors to organize, schedule, execute tests, send data and reports easily. One of
Servants (CPNS) recruitment. The program that used in that recruitment is called
Computer Assisted Test (CAT). Almost all institutions in Indonesia had used it in
their candidate civil servant recruitment. This method is considered to be more
practical, effective and efficient.4 Since 2016 the government had decided to apply
Computer Based Test in the final examination. It aimed to ensure the implementation
of keeping cost down and honest, net, and flexible and also to increase the quality,
SMPN 2 Pinrang was one of the schools that suitable for developing English test by
addition, using a computer in learning activity is a usual thing for students and
teachers.
developing English test by using Multimedia Authoring tool software at second grade
students in SMPN 2 Pinrang. It was expected that it could help both students and
4
Situs Informasi Pendaftaran CPNS dan Loker 2014,"Pengenalan Sistem dan Software Cat
CPNS Tahun 2014", Official Website Situs Informasi Pendaftaran CPNS dan Loker 2014.
http://pendaftaran-cpns.blogspot.com/2013/08/pengenalan-sistem-computer-assisted.html (May 5th,
2018)
2
teacher for encountering the development of information and technology and to
Based on the background of the research, the problems of the research are
formulated as follows:
1.2.1 How is the valid profile of english test that has been developed by using
Multimedia Authoring Tool at second grade students in SMPN 2 Pinrang?
1.2.2 How is the teachers valuation toward english test that has been developed by
Pinrang?
1.2.3 How is the students response toward english test that has been developed by
Pinrang?
1.3.1 To know the valid profile of english test that has been developed by using
Pinrang.
1.3.3 To know the students response toward english test that has been developed by
Pinrang.
3
1.4 Significance of the Research
The result of this research is generally to develop English test and particularly
this research is expected to give a valuable contribution to both the teachers and the
students. For the teachers, it will help in creating and taking a test for their evaluation.
Whereas for the students, it can train them to do the test by using a computer, so they
get accustomed to using it. And also for the researcher, it can be used as an
alternative source and references to other researchers to study Multimedia Authoring
This part presents related research findings, some pertinent ideas, and
conceptual framework
Some researcher had conducted a few studies and found related results of the
Computer Test Subjects in Methodology of Research Subject found that a test can be
done using a computer. The use of the computer as a replacement test using paper and
pencil is more efficient and effective.5
Next, Rahmat Amiruddin in his research concludes that English test could be
developed by using a software as a replacement for English test using paper and
pencil is more effective and efficient. In addition, using Computer Based Test in
5
Wahyu Hidayat, "Development of Based Computer Test in Methodology of Research
Subject” (Laporan Hasil Penelitian Pusat Penelitian dan Pengabdian pada Masyarakat STAIN
Parepare; Parepare, 2013), p. 1.
4
examination would not distract participants or reduce the participant's concentration
and even could make participants enthusiastic in answering the question. Then using
CBT in the examination could reduce expenditures in preparing to face test either
And the last Simhachalam Thamarana in his paper entitle Role of Multimedia
language teaching is to promote students’ motivation and learning interest, which can
6
Rahmat Amiruddin, "The Use of Various Softwares in English Test Development at Second
Grade Students in SMAN 1 Pituriawa (A development Research)" (Unpublished scrips; English
Program of Tarbiyah Department STAIN Parepare; Parepare, 2015), p. 126.
7
Simhachalam Tamarana, “Role of Multimedia Resources in Teaching and Learning of
English Language”. Teaching English Language and Literature Challanges and Solution, p. 171.
(Accessed on May 5th).
8
“Assessment” Cambridge Online Dictionary.
https://dictionary.cambridge.org/dictionary/english/assessment (Accessed on may 5th 2018).
5
cognitive ability tests that measure intellectual skills or diagnose
2. Vocational assessments measure career interest, job aptitudes and skills, and
and emotional skill and abilities, mental health screening and chemical
how carefully the instructional design and implement, what students learn cannot be
predicted with any certainty. It is only through the assessment that teacher can
discover whether the instructional activities in which teacher engaged their students
skills, attitudes, and beliefs". Furthermore, Maria Arias Cordova says that Assessment
is generally used to refer to all activities teachers use to help students learn and to
gauge student progress. 11
9
Federation for Children with Special Needs, “Assessment”, Federation for Children with
Special Needs, Website.http://www.ncwd-youth.info ( Accessed on May 4th).
10
Dylan William, “Assessment: The Bridge between Teaching and Learning” (Voices from
the Middle, 21 no. 2, December 2013) p. 15.
11
In Arburim Iseni, "Assessment, Testing and Correcting Students' Errors and Mistakes"
Language Testing in Asia Vol. 1, Issue 3 (October 2011), p. 61.
6
about pupils’ responses to an educational task.12 Then, Mohammed Najib Abdul
Gafur, Adibah Latif, and Cristal Joan Peter defined that Assessment is the process of
and learning effectiveness, the level of success on the aims and objectives and help
evaluation, measurement, and testing. Most of them ended up thinking that it is just
the same. But actually, the case is different. Assessment, evaluation, measurement,
student knows or can do, while evaluation is used to determine the worth or value of
12
Harlen, Gipps, et al., Linguistics and language learning. Modern Linguistics (New York:
St.Martin's Press 1993), p. 219.
Mohammed Najib Abdul Gafur, Adibah Latif, and Cristal Joan Peter. “Assessment in
13
Language Teaching” (Naskah presentasi yang disajikan pada International Seminar di UNISMUH
Makassar: Makassar, November 30th, 2013), p. 2.
7
a course or program. Assessment data effects student advancement, placement, and
Whereas Dr. Bob Kizlik said that Measurement refers to the process by which
the attributes or dimensions of some physical object are determined. One exception
seems to be in the use of the word measure in determining the IQ of a person, while
objective or goal. Assessment is a broad term that includes testing. A test is a special
form of assessment. Tests are assessments made under contrived circumstances
especially so that they may be administered. In other words, all tests are assessments,
but not all assessments are tests. Then, Evaluation is perhaps the most complex and
least understood of the terms. Inherent in the idea of evaluation is "value." When we
evaluate, what we are doing is engaging in some process that is designed to provide
14
Connoley, R., Criterion-Referenced Assessment. (Australia: Deakin University,2004), p. 62.
15
Bob Kizlik, “Measurement, Assessment, and Evaluation in Education".
http://www.adprima.com/measurement.htm (May 5th, 2018), p. 2-3.
8
an assessment may include a test, but also includes methods such as
meets preset criteria, such as qualifying for special education services. This
4. Measurement, beyond its general definition, refers to the set of procedures and
the principles for how to use the procedures in educational tests and
scores, etc.16
circles of varying sizes. This is what Lynch has followed in depicting the relationship
16
Terry Overton. Assessing Learners with Special Needs An Applied Approach, Seventh
Edition. (New York: Pearson Longman.Inc,) p. 43.
Lynch, Bryan. K. “Rethinking assessment from a critical perspective”, Language Testing
17
9
Figure 1- Assessment, measurement, and testing adopted from Lynch (2001)
principle how to use the procedure in the test, evaluation as the procedures used to
18
Mhairi Mc Alpine, Principles of Assessment. (Glasgow: University of Glasgow, Robert
Clark Center for Technological Education, 2002), p.4-10
http://www.caacentre.ac.uk/dldocs/Bluepaper1.pdf (Accessed on May 5th, 2018).
10
Formative <---------------------------------> Summative
feedback to the learner, which can be used to identify strengths and weakness and
the results are to be used internally by those involved in the learning process
With informal assessment, the judgments are integrated with other tasks, e.g.,
formative feedback. As such, it tends to be less threatening and thus less stressful for
11
Formal assessment occurs when students are aware that the task that they are
doing is for assessment purposes, e.g., a written examination or OSCE. Most formal
assessments also are summative in nature and thus tend to have greater motivation
impact and are associated with increased stress. Given their role in decision-making,
formal assessments should be held to higher standards of reliability and validity than
informal assessments.
assessment provides both students and teachers with the information needed to
Final (or terminal) assessment is that which takes place only at the end of a
complete whole rather than as constituent parts. Typically, the final assessment is
used for summative decision-making. Obviously, due to its timing, final assessment
ability or task, i.e., the cognitive steps in performing a mathematical operation or the
12
information, process assessment is most useful when a student is learning a new skill
Using the above examples, we would focus on the answer to the math computation or
the accuracy of the blood test results. Product assessment is most appropriate for
might be considered correct. Examples include essay tests and solutions to the typical
more authentic and most appropriate in evaluating higher cognitive skills. However,
these types of assessment are often time-consuming to evaluate and the resulting
A convergent assessment has only one correct response (per item). Objective
test items are the best example and demonstrate the value of this approach in
assessing knowledge. Obviously, convergent assessments are easier to evaluate or
score than divergent assessments. Unfortunately, this “ease of use” often leads to
their widespread application of this approach even when contrary to good assessment
practices. Specifically, the familiarity and ease with which convergent assessment
tools can be applied lead to two common evaluation fallacies: the Fallacy of False
Quantification (the tendency to focus on what’s easiest to measure) and the Law of
the Instrument Fallacy (molding the evaluation problem to fit the tool).
13
2.2.2 Language Testing
that "The activity of developing and using language tests. As a psychometric activity,
language testing traditionally was more concerned with the production, development,
and analysis of tests. Recent critical and ethical approaches to language testing have
placed more emphasis on the uses of language tests. The purpose of a language test is
that person's ability from that of others. Such ability may be of different kinds,
through which language abilities are elicited. The term language assessment is used in
free variation with language testing although it is also used somewhat more widely to
include for example classroom testing for learning and institutional examinations."20.
Whereas Carol Chapelle and Geoff Brindley, Universities of Iowa State and
Macquarie told that “In the context of language teaching and learning, Language
testing refers to the act of collecting information and making judgments about a
language learners’ knowledge of a language and ability to use it." And in Wikipedia,
Testing is a field of study under the umbrella of applied linguistics. Its main focus is
14
university context; assessment of language use in the workplace; and assessment of
person’s knowledge and/or ability in the language and to discriminate that person’s
Actually, there are many types of test. It can be divided based on the way of
Subjective and objective are terms used to refer to the scoring of tests. All test
items, no matter how they are devised, require candidates to exercise a subjective
judgment. Furthermore, all tests are constructed subjectively by the tester, who
decides which areas of language to test, how to test those particular areas, and what
kind of items to use for this purpose. Thus, it is only the scoring of a test that can be
described as objective. This means that a testee will score the same mark no matter
Since objective test usually has only one correct answer, they can be scored
mechanically. The fact that objective tests can be marked by computer is one
important reason for their evident popularity among examining bodies responsible for
On the whole, objective tests require far more careful preparation than
subjective tests. Examiners tend to spend a relatively short time on setting the
Language Testing and Assessment”, Encyclopedia of Language and Education, vol. 7,.
21
15
question but considerable time on marking. In an objective test, the tester spends a
great deal of time constructing each test item as carefully possible, attempting to
anticipate the various reaction of the test at each stage. The effort is rewarded,
1. Achievement/Attainment Test
This group can be further subdivided into class progress tests and achievement
tests.
Most teachers are, at some time or other, required to construct such tests. Each
progress test situation is unique and can only be evaluated fully by the class teacher in
the light of his or her knowledge of the students, the program which they have been
following, and the class teacher’s own particular aims and goals.
The progress test is designed to measure the extent to watch the students have
mastered the material taught in the classroom. It is based on the language program
which the class has been following and is just as important as an assessment of the
teacher’s work as the student’s own learning. A good progress test should encourage
the students to perform well in the target language and to gain additional confidence.
Its aim is to stimulate learning and to reinforce what has been taught.
2. Achievement Tests
progress test, are far more formal tests and are intended to measure achievement on a
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large scale. Achievement test frequently takes the form of secondary school entrance
Several achievement tests are standardized; they are pre-tested, each item is
analyzed and revised where necessary, norms are established and comparisons made
achievement test should reflect the particular approach to learning and teaching that
Whereas an achievement test looks back on what should have been learned,
the proficiency test looks forward, defining a student's language proficiency with
test is in no way related to any syllabus or teaching program; indeed, many and even
student's control of the language in the light of what he or she will be expected to do
The proficiency test is concerned with measuring not general attainment but
specific skills in the light of the language demands made later on the student by a
future course of study or job.
3. Aptitude Test
probable performance in a foreign language which he or she has not started to learn; it
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Aptitude test generally seeks to predict the student’s probable strength and
language.
4. Diagnostic Test
Although the term diagnostic test is widely used, few tests are constructed
used for diagnostic purposes: areas of difficulty are diagnostic in such tests so that
appropriate remedial action can be taken later. Since diagnostic strengths and
weakness is such an important feature of progress tests and of teaching, the teacher
should always be alert to every face of achievement revealed in a class progress tests.
Note that diagnostic testing is frequently carried out for a group of students
defined as listening, listening and speaking, reading and writing. In many situations
where English is taught for general purposes, these skills should be carefully
of test items which appear directly relevant to the ability to use language for real-life
communication.
Ways of assessing performance in the four major skills may take the form of
test of:
23
Heaton, J.B. Writing English Language Test: New Edition. p. 8-9
18
2.2.3.1 Listening comprehension, in which short utterances, dialogues, talks, and
role play and a problem-solving task involving pair work or group work;
2.2.3.3 Reading comprehension, in which question are set to test the students' ability
It is the test constructor’s task to assess the relative importance of these skills
at the various levels and to devise an accurate means of measuring the student’s
success in developing these skills. Several test writers still consider that their purpose
can best be achieved if each separate skill can be measured on its own. But it is
usually extremely difficult to separate one skill from another, for the very division of
the four skills is an artificial one and the concept itself constitutes a vast
1. Test of grammar and usage: the tests that measure students’ ability to
of certain words as well as the patterns and collocations in which they occur.
3. Test of phonology: a test that designed might attempt to assess the following
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a language, ability to recognize and use then stress patterns of a language, and
ability to hear and produce the melody or patterns of the tunes of a language.
The test is usually associated with the measurement of the mastery of certain
materials. The results one of them is used to make decisions on the institution or from
the teacher to the students. The result of the test is considered as valid evidence of the
individual, which can be used for example for a class rise, promotion, and graduation.
Before the advent of the computer-based test, the test is usually done in writing the
paper (paper-based test), but along with the development of information technology
begins to shift the written test was replaced with a computer-based test even internet-
based test. Computer-based test (CBT) is a method of presenting the test so that the
test taker's response to these tests can be stored and analyzed electronically. In other
words, the computer-based test carried out with the help of computer software.24
addition, the assessment also has problems, for example, the technical limitations,
variations in the level of computer skills, the lack of guarantee of authenticity and
security, there is a feeling of anxiety may have difficulty technology, the high cost of
access, and others.25
There are many advantages of the test by using computer, including allowing
perform tests at the right time for the participants, reducing the time for job
assessment tests and make a written report, eliminating the logistical work such as
24
“Computer-based Testing”, Wikipedia the Free Encyclopedia.
http://en.wikipedia.org/wiki/Computer-basedTesting, (Accessed on May 5th, 2018).
In Sapriati, Amalia dan Minrohayati, "Ujian Berbasis Komputer (UBK)”.Jurnal Pendidikan
25
Terbuka dan Jarak Jauh, vol. 10, no. 2 (September 2009), p. 63-72.
20
distributing, storing and using the test paper, test participants can immediately know
the result of the test . While the loss is that, the dependence of the equipment such as
computers, requires adequate computer lab (in hardware and software as well as the
text, an illustration, or a song. By defining the objects' relationship to each other, and
by sequencing them in an appropriate order, authors (those who use authoring tools)
can produce attractive and useful graphics applications. Most authoring systems also
The distinction between authoring tools and programming tools is not clear-
cut. Typically, though, authoring tools require less technical knowledge to master and
are used exclusively for applications that present a mixture of textual, graphical, and
audio data.
which the information can flow in both the direction i.e., from application to user and
from user to application. Multimedia authoring tools have helped in creating higher-
21
should be able to learn and use the authoring environment. At large, authoring
programs could be grouped into the following two distinct types i.e., those that relied
entirely on point and click and those that required simple scripting.
(CBT) application, catalog creation and even authoring for the World Wide Web.26
The elements of multimedia – image, animation, text, digital audio and MIDI
music and video clips – need to be created, edited, and converted to standard file
formats and the specialized applications provide these capabilities. Editing tools for
these elements, particularly text and still images are often included in your authoring
system.
2. Organizing Features
navigation diagram too can help organize a project. Because designing the
interactivity and navigation flow of you project often requires a great deal of planning
and programming effort, your story board should describe not just graphics of each
screen but the interactive elements as well. Features that help organize your material,
such as those provided by Super Edit, Authorware, IconAuthor and other authoring
System
26
"Multimedia and It's Application,”
http://egyankosh.ac.in/bitstream/123456789/12331/1/Unit-3.pdf (Accessed on May 5th, 2018).
22
3. Programming Features
Authoring tools that offer a very high level language or interpreted scripting
environment for navigation control and for enabling user inputs – such as
more powerful. The more commands and function provided in the scripting language,
the more powerful the authoring system. Script can perform computational tasks;
sense and respond to user input; create character, icon and motion animation; launch
other application; and control external multimedia devices.
4. Interactive Fetaures
Interactivity empowers the end users of your project by letting them control
the content and flow information. Authoring tools should provide one or more levels
the different computers used for multimedai development and delivery. Some
platform, but other provides no ability what so ever to control performance on various
systems.
23
6. Playback Features
and testing to see how the assembly looks and performs. The authoring system should
let to build a segement or part of the project and then quickly test it as if the user were
7. Delivery Features
play back with out requiring the full authoring software and all its tools and editors.
Many times the run time version does not allow user to access or change the content,
structure and programming of the project. If the project is going to distribute widely,
8. Cross-Platform Features
platforms easy. For many developers, the Macintosh remains the multimedia
authoring platform of hoice, but 80% of that developer’s target market may be
Windows Platforms.
9. Internet Playability
authoring systems typically provide a means to convert their output so that it can be
delivered within the context of HTML or DHTML, either with special plug-in or
24
2.2.6 Adobe Captivate
Adobe is an authoring tool that is used for creating e-learning content such as
quizzes in Small Web Formats (.swf) and HTML 5 formats. It can also convert
Adobe Captivate generated file formats (.swf) to digital MP4 (.mp4) formats which
can be played with media players or uploaded to video hosting websites. For software
simulation, Captivate can use left or right mouse clicks, key presses and rollover
images.27
There are five fabulous features of adobe captivate that enhance the
27
“Adobe Captivate”, Wikipedia the Free Encyclopedia.
https://en.wikipedia.org/wiki/Adobe_Captivate (Accessed on May 5th, 2018).
28
Hema Gopalakrishnan "5 Best features of Adobe Captivate 9"
https://blog.commlabindia.com/elearning-development/5-best-features-of-adobe-captivate-9 (Accessed
on May 5th, 2018).
25
Figure 2- Introduction page
26
Figure 4- Quiz Results page
Some experts defined the conceptual framework, Sugiono in his book states
that framework is a conceptual model of how theory relates to a variety of factors that
29
Sugiono, Metode Penelitian Pendidikan Kuantitatif Kualitatif, (Cet. 22; Bandung: Alfabeta,
2015), p. 91.
27
Problem and Potency Analysis
Validation
English test began with analysis of problem that found or faced in the field and the
potencial that can be improved to solve the problem. The next step is analyze the
questions for English testing for second grade students. Then develop the English test
by using Multimedia Authoring Tool with Adobe Captivate Software. This process
28
produces Computer Based Test Software. Next, the product is then through the
to demonstrate the feasibility of the media that has been produced. After the
validation process, then proceed with the product testing process on the learners who
serve as the subject of research. The results of this step become the reference to revise
Development Research is an effort to develop a product that is effective for the use of
products that must meet the criteria of validity, practicality, and effectiveness.31
Van den Akker and Plomp describe the Development Research based on two
objectives namely:
3.1.1 Development of a prototype product
product prototype.32
30
Gay, L.R. Educational Evaluation and Measurement: Com-petencies for Analysis and
Application. Second edition. (New York: Macmillan Publishing Company,1991), p. 132
31
Seels, Barbara B. & Richey, Rita C., Teknologi Pembelajaran: Definisi dan Kawasannya.
Penerjemah Dewi S. Prawiradilaga dkk. (Jakarta: Kerjasama IPTPI LPTK UNJ, 1994), p. 279
29
While Richey and Nelson distinguish two types of Development Research as
follows:
3.1.1 The first type focuses on designing and evaluation of the product or specific
programs with the aim to get an overview of the development process and to
3.1.2 The second type focused on the assessment of development programs carried
Research is a process used to develop and validate the products that are used in
education. Products that produced include training materials for teachers, learning
model has four steps i.e : define, design, development and disemination.34 Each step
will pass gradually and sistematically to the next step. Every step will pass a process
conditions and situations that facilitate the process. For instance in the FGD process
if it is difficult to present all the speakers in one place, it can be conditioned by direct
consultation visits by the researcher. As for the steps of research and development
32
Van den Akker, Principles and Methods of Development Researcp.in J. van den Akker,
R.Branch, K. Gustafson, Nieven, dan T. Plomp (eds), Design Approaches and Tools in Education and
Training (Dortrech: Kluwer Academic Publishers, 1999). p. 2
33
Rita C. Richey, J. D. K., Wayne A. Nelson, Developmental Research: Studies of
Instructional Design and Development.(2009), p. 45.
34
Sugiyono, Metode penelitian dan pengembangan (Bandung: Alfabeta, 2015), p.37-38.
30
Define
Front End Analysis
Draft I
FGD/ Consultation
Revision
Draft II
Validation
Development
Revision
Draft III
Testing/ Trial
Dessimination
Revision
Product Packaging
Figure 6- 4D Model
31
Furthermore, to be able to understand each step in the design flow can
described as follows:
3.1.1 Define
This step is a very important start in determining the problems and potentials
in the field. This process is a series of needsassement to the needs of the development
of a design or product in the form of models, media, and learning materials. Needs
analysis is based on the problems faced by learner in the field in this context is the
school as a place for the learning process. Then how the solutive plan to provide
3.1.2 Design
The second step after Analyze the needs is design. There are some activities
3.1.2.1 Making Flow Chart, which is a model of framework from media content that
3.1.2.2 Writing Story Board, which is the sustainability of the flow chart. If flow
chart contains only the outline of a test from beginning to end, then the
storyboard is a more detailed explanation or detail about the contents of each
3.1.3 Development will done by actualizing the design into a product that will go
through several stages of revision, validation, and field trials. The test that will
32
using Multimedia Authoring tool named Adobe Captivate. The validaton will
product. This revision process will be done several times until the product is
This research will be conducted at SMPN 2 Pinrang. The research will use
Development Research. The overall research activity is planned will be last as long as
three months.
The subject of this research are one material expert, one media expert, and
3.4.1 English test is the main instrument in this research. The tests consist of a set of
33
using Multimedia Authoring tool named Adobe Captivate as main the
software.
other prompts for the purpose of gathering information from respondents. The
researchers will use it to know the students’, experts’, and teachers’ responses.
The data obtained through the quetionnare will be the material in assessing the
quality and feasibility of the english test that has been produced. The
questionnare that will used in this research adapted to the format of learning
suggestion from the experts. The suggestion will be the basis for revising the
Based on the design of research above, the procedure of collecting data in this
research as follow:
3.5.1 Observation will be done in a preliminary by conductinga direct observation
of the field conditions to find early descriptions of the problems and potentials
(Front End Analysis). The results will become one of the basic research and
35
Azhar Arsyad, Media Pembelajaran (Jakarta: PT. Raja Grafindo Persada, 1996), p.175.
36
S. Eko Putro Widoyoko, Teknik Penyusunan Intrumen Penelitian (Yogyakarta: Pustaka
Pelajar, 2016), p.106.
34
3.5.2 Questionnare will be used to dig up the experts, teachers, and students
responses toward English Computer-Based Test that has been produce. The
Tool.
The data that obtained in this research are related to data of test results and
data from Questionnaire. The data are gotten from the experts, teachers and students.
Then, the data will be analyzed quantitavily by calculating the answers precentages of
each question given by the respondents. The researcher will use the following
formula:
∑ 𝑠𝑘𝑜𝑟
𝑛𝑖𝑙𝑎𝑖 = 𝑥 100
∑ 𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
The calculation results using the above formula then will be interpreted based on the
respondents’ answers. The interpretation guidelines of the analysis results are based
35
If the result of analysis is 80% - 100% means that the product is very good or
very interesting. If the result of analysis is 60% - 79,99% means that the product is
good or interesting. If the result of analysis is 40% - 59,99% means that the product is
slightly good or slightly interesting. If the result of analysis is 20% - 39,99% means
that the product is bad or not interesting. If the result of analysis is 0% - 19,99%
36
BIBLIOGRAPHY
Akker, Van den. 1999. Principles and Methods of Development Research. in J. van
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