question writer chapter 2

8/12/2019 Question Writer CHAPTER 2

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Review of Previous Studies

In the area of language learning, teaching, and assessment there have been a

number of researchers conducted with the purpose of revealing the ways in which

Information and Communication (ICT) facilitates language assessment. One of the

studies was conducted by Malabonga and enyon (!""#). These researchers

conducted a study entitled$ Multimedia Computer Technology and %erformance&

'ased anguage Testing$ *emonstration of the Computeri+ed Oral %roficiency

Instrument (CO%I). Their study described the rationale and operation of the

Computeri+ed Oral %roficiency Instrument (CO%I), a multimedia, computer

administered oral proficiency test. 'ased on their study, the CO%I affords an ecellent

opportunity to investigate the use of natural language processing for computer&

assisted evaluation, the CO%I offers significant improvements in terms of

administration of technology mediated oral proficiency assessment over tape or

video&mediated assessment.

The other researcher wor-ing on this topic is Corder (!""). This researcher


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eamined the integration of ICT for effective learning, teaching, and

assessment. In her study, she used blogs and wi-ipedias within blac-board until the

learners had access to an e&portfolio that met the learning, teaching, and assessment

needs. Those learning, teaching, and assessment activities include 0ouTube, the

internet %ower%oint, and *1*s. 'logs were used to ease students into the online

environment with formal reflection$ self introductions and comments on what they

had learned in the class and what things were important for them. 2tudents posted a

minimum of five blogs and commented in at least one other student3s blog each time.

The result show good interaction and engagement$ after four wee-s the blog recorded

4" to over 5" views. 6ith some posting were recorded nine comments. 6i-ipedias

was used in formal reflection in a *I7 (dapted from Cornes, !""4) re8uiring

students to *escribe, interpret, and evaluate an intercultural incident. They wrote four

*I7 entries and had to comment in at least one other student3s *I7 each time.

Moreover, wi-is used to record meetings and assignments of tas-s, group wor-s, and

individual wor-s. The teacher also had blogs and wi-is. The assessment method

meets the standards of performance indicators, as the traditional percentage and

weightings method is no longer suitable. Initial evaluation indicates that there is a

greater student engagement with open blogs and wi-is than when they were closed$

stronger student3s model for wea-er student, and teacher monitoring ensures

scaffolding. 'ased on her study, the use of information and communication

technology can enhance the learning, teaching, and assessment.


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The net study is coming up from a final pro9ect of Muna9i (!"/"). :is final

pro9ect was deal with constructing and validating computer based test for reading

comprehension using hot potatoes software. :e used :ot %otatoes software to

evaluate reading comprehension of eight grader of MTs ; 'rangsong. :e used

descriptive 8ualitative and a 8uantitative method. The 8ualitative method used to

describe the construction of the test while 8ualitative method used to analy+e the

validity of the test.


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2.2Review of te Teoreti!"# $"!%&rou'd

2.2.1 Te (e'er"# Co'!e)t of Re"di'& Co*)ree'sio'

;unan (/=5=$??) says that it is important to bear in mind that reading is not

an invariant s-ill, that there are different types of reading s-ills which correspond to

the many different purposes we have for reading.

2o, in a classroom, in students3 reading activities, the writer is sure that they

have many purposes, among others are to graduate from their studies whatever their

purposes are. In order to achieve goals, the comprehension ability in reading is

needed.

The concept of analysis of reading comprehension could be bottom&up

approachA reading is reviewed as a process of decoding written symbols, wor-ing

from smaller units (individual letters) to large one (words, clauses, and sentences).

;unan (/=5=$??) says that more recent research indicates that both bottom&up

decoding strategies and top&down strategies may be used in learning to read, and that

efficient reading may be re8uire the integrative of bottom&up and top&down strategies.

;uttal (/=5?$?) says that we read because we want to get something from the

writing faces, ideas, en9oyments, even feelings of family community (from letter)A

whatever it is, we want to get messages that the writer has epressed.

Comprehension is fre8uently mentioned in cognitive and educational


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psychology, as well as, of course, the pedagogical literature (6eir and Br8uart ,

/==5$54). eading comprehension is the process of understanding and constructing

meaning from a piece of tet. eading with comprehension means understanding

what has been read. eading comprehension is defined as the level of understanding

of writing.

%roficient reading depends on the ability to recogni+e words 8uic-ly and

effortlessly. If word recognition is difficult, students use too much of their processing

capacity to read individual words, which interferes with their ability to comprehend

what is read. eading comprehension, then, would be the capacity to perceive and

understand the meanings communicated by tets. The ability to access information

and use reading s-ills to learn more about a specific topic is a s-ill that people use

each day. 6hether readers are trying to form fact&based opinions or they are simply

see-ing to broaden their hori+ons, the ability to gather main ideas and comprehend

written information is essential.

eading comprehension also has some techni8ues, there are$

/. 2canning

2canning is searching that re8uires a reader to float over the material until he

finds what he needs. It may involve loo-ing for specific wordsDphrases,

figuresDpercentages, names, dates of particular events or specific items in and inde.
http://dictionary.sensagent.com/Word/en-en/http://dictionary.sensagent.com/Word/en-en/


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!. 2-imming

2-imming is a techni8ue used to loo- for the EgistF of what the author said

without a lot of detail (reading s-ills for college students, p. /4). 2-imming gives

readers advantage of being able to predict the purpose of the passage, the main topic,

or message, and possibly some of the developing or supporting ideas.

?. 7tensive reading

7tensive reading is reading longer tet, usually for one3s own pleasure. It is

used or obtains a general understanding of sub9ect and includes reading longer tets

for pleasure as well as business boo-s. It is use etensive reading s-ills to improve

your general -nowledge of business procedures.

4. Intensive reading

Intensive reading is reading short tet to etract specific information. It is

used on shorter tet in order to etract specific information. It includes very close

accurate reading for detail. It is use intensive reading s-ill to grasp the detail of the

specific situation.

'ased on the eplanation above, it could be stated that comprehension can be

the part of communication between the reader and the author. The author must have

the simple idea from his brain into the writer form, and the reader read the printed

words and concludes the idea.


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The techni8ue of reading used in this study is scanning and s-imming. 'oth of

are important techni8ue which must be mastered by students of senior highschool. 'y

mastering these techni8ues, they will be able to comprehend the tet well.

2.2.2 Te Co'!e)t of L"'&u"&e Testi'&

'ased on an eplanation about language testing in 6i-ipedia, anguage

Testing is a field of study under the umbrella of applied linguistics. Its main focus is

the assessment offirst,secondor other language in the school, college, or university

contetA assessment of language use in the wor-placeA and assessment of language in

the immigration, citi+enship, and asylum contets. The assessment may include

listening, spea-ing, reading, writing or cultural understanding. 78ual weight age may

be placed on -nowledge (understanding how the language wor-s theoretically) and

proficiency(ability to use the language practically), or greater weight age may be

given to one aspect or the other.

2.2.+ T,)es of L"'&u"&e Testi'&

ccording to 'rown (!""4$ 4?&4), there are some types of language Tests as

the following$

/. ptitude Test

The aptitude test is conceived as a prognostic measure that indicates whether a

student is li-ely to learn second language readily or not. It is generally given before
http://en.wikipedia.org/wiki/Applied_linguisticshttp://en.wikipedia.org/wiki/First_languagehttp://en.wikipedia.org/wiki/First_languagehttp://en.wikipedia.org/wiki/Second_languagehttp://en.wikipedia.org/wiki/Second_languagehttp://en.wikipedia.org/wiki/Right_of_asylumhttp://en.wikipedia.org/wiki/Language_proficiencyhttp://en.wikipedia.org/wiki/Applied_linguisticshttp://en.wikipedia.org/wiki/First_languagehttp://en.wikipedia.org/wiki/Second_languagehttp://en.wikipedia.org/wiki/Right_of_asylumhttp://en.wikipedia.org/wiki/Language_proficiency


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the student begins language study, and may be used to select students for a language

course or to place students in sections appropriate to their ability.

!. %roficiency Test

proficiency test is not limited to any one course, curriculum, or single s-ill in

the languageA rather it tests overall ability. It has traditionally consisted of

standardi+ed multiple&choice items on grammar, vocabulary, reading comprehension,

and aural comprehension.

?. %lacement test

The main purpose of placement test is to place a student into a particular level or

section of a language curriculum of school. placement test usually, but not always,

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

curriculum.

4. *iagnostic Test

diagnostic test is designed to diagnose specified aspects of a language. test in

pronunciation, for eample, might diagnose the phonological features of 7nglish that

are difficult for learners and should therefore become part of a curriculum.

G. chievement Test

chievement test is designed to measure how much the student has learned in the


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course of second language instruction. :owever, achievement test usually not built

around one set of teaching materials but are designed for use with students from a

variety of different schools and programs.

'rown (!""4$ #) divides language assessment in five types based on their

usage and aims. There are aptitude test which is indicate whether the student is li-ely

to learn second language readily or not, proficiency test which is test overall ability,

placement test that has main purpose to place student into a particular level of school,

diagnostic test designed to diagnose the specified aspects of language, and the last is

achievement test which is designed to measure how much the students learned second

language instruction.

The types of language assessement here is achievement test. The writer

wants to try out the application of computeri+ed test in achievement test. nd the

writer wants to -now the student3s and the teacher perception toward computeri+ed

test through their feedbac-.

2.2.- Testi'& Re"di'& Co*)ree'sio'

There are some variations on reading comprehension tests.


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nother common reading comprehension test is called a Hclo+eH tas- words are

omitted from the passage, and students are as-ed to fill in the blan-s with appropriate

words. lso, student3s reading comprehension can be assessed by as-ing them to read

and follow simple instructions, such as, H2tand upH or, HJo loo- out the window.H

There are some techni8uess in testing reading as 'rown (!""4) mentioned

in his boo-, such as, Multiple Choice, Jap filling Tas-s (fill in the blan-Dclo+e test),

Impromptu eading %lus Comprehension @uestions, 2hort&nswer Tas-s, 2canning,

and Ordering Tas-s (2e8uencing). These techni8ues can be used to test reading

comprehension.

2.2. Co*)uter $"sed Testi'& /C$T0

Kimoh (!"/!$/) defined Computer 'ased Test (C'T) as tests or assessments

that are administered by computer in either stand&alone or dedicated networ-, or by

other technology devices lin-ed to the internet or world wide web most of them using

multiple choice 8uestions (MC@s).


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such as, @uestion 6riter @ui+ Ma-er, :ot %otatoes, %ro%rofs, etc.

The softwares mentioned above provide features which help us to ma-e a

more visual&attractive, and interactive test instrument.


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-nowledge. This @ui+ Ma-er software has the feature to compile test items in many

forms of test types and it includes the automatic scoring system and online 8ui+ result

collection system. To use this software, we have to download it from the website and

install it in our computer or laptops. we also have to register an account on

https$DDwww.8uestionwritertrac-er.comto be able to store the result on the website3s

database. 6e can use one or multiple types of test types provided in the 8ui+ ma-er to

create our own 8ui+ based on the tet. The types of the test are including multiple

choices, multiple responses, true or false, se8uences (ordering), Clo+e tas-, matching,

etc.The output (the 8ui+) will be in the form of a flash&based 8ui+ file. The 8ui+ can

also be uploaded in the blog or web.

Moreover, @uestionwriter.com also stated that this 8ui+ ma-er will be

effective to help people to create a computeri+ed 8ui+Dtest. ;ot only for teachers but

also for trainers, employers, even companies. It is easy, free, and effectives. Bser can

create almost any tests they can imagine. They 9ust have to install the software and

then they can en9oy creating tests and 8ui++es using the features provided in there.

2.2.5 Te Visu"#i3"tio' "'d C"r"!teristi! of uestio' Writer ui3 4"%er -.2

ccording to 8uestionwriter.com, @uestion 6riter @ui+ Ma-er 4.! has eight

useful features, such as$

a. Bnlimited @ui+ Ta-ers
https://www.questionwritertracker.com/https://www.questionwritertracker.com/


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b. !" @ui+ Templates

c. 7asy&To&Bse @uestion


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To create a new 8ui+, simply clic- the ;ew @ui+ button. fter that we will see

some more options displayed. They are, E%ublishF, EThemeF, and Edd @uestionF.

6e used E%ublishF to ma-e the 8ui+ ready to be published on the we, blog, 2COM

/.! and for printing. EThemeF is used to choose the template we want. nd, Edd

@uestionF is used for adding 8uestion by choosing eight different types of 8uestions.


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'elow the options, there are ten buttons which functions as the shortcuts of

the function provided in the options before, ecept the properties button. %roperties

button functions to set the 8ui+ setting, such as, 8ui+ title, duration of the 8ui+,

randomi+ation of items, fonts properties, report setting, etc.

The output of this @ui+ Ma-er is in the form of


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false, se8uences, fill in the blan-, matching, and essay. 0ou also can add images you

need to attract the users3 interest. The fifth step is save the 8uestion.

7very items will be scored automatically by the software after the student

clic- the finish button, ecept for the essay items, it cannot be scored automatically. It

is because essay items has a wide range and possibilities of answer. 7ach test ta-er

could give different answer. The answer may be similar in idea, but differ in in

sentence and diction. It ma-es the automatic scoring on essay items is not possible.

s the ob9ect of the study, teachers must use @uestion 6riter 8ui+ ma-er to

create a test for testing student3s reading comprehension. The output of the 8ui+

ma-er is in the form of computeri+ed test. This part will describe the steps in using

the @uestion 6riter 8ui+ ma-er software to design a computeri+ed test.

The guide provided here were ta-en from the tutorial guide which I have

compiled before hand. This guide here is a shortened version from the original

tutorial boo- which I compiled.

The process of designing a computeri+ed test is done in four steps, they are$

STEP 18 %reparation

The first thing the teacher needs to do before using the 8ui+ ma-er is

to install the software into hisDher laptopDcomputer and 2igning up an account


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on 8uestionwritertrac-er.com. This 8uestionwritertrac-er.com will serve as the

data storage for the test report.

. Installing @uestion 6riter 4.!

'efore installing, the teacher has to ma-e sure that hisDher laptopD%C

meets the minimum re8uirements for this application to wor-. The minimum

re8uirement for this application are$

a. Intel pentium 4 dual core !." J:+

b. / J' Mc. 6indows L% ?!&bitD#4&bit

d.


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5. fter that, go bac- to the folder @uestion 6riter 4.!, Copy the Re&.#i!e'se

file, paste it into the installation folder. If the installation directory is the

default one, it will be in C$ N %rogram files N @uestion 6riter 4.!

=. ;et, double clic- on a Eblue watchF icon file, named uestio'Writer./". The application will start. Clic- on versio'option, then choose st"'d"rd

and clic- o%.The application will close.

//. Open the application again. @uestion 6riter 4.! have been successed

installed and is ready to be used.

'. 2igning Bp n ccount on @uestion 6riter Trac-er

To be able to collect the results online, the teacher needs to create an

account in @uestion 6riter Trac-er. The steps are as follow$

1. Connect the %CDaptop to the internet.

2. Open the web browser and go to www.8uestionwritertrac-er.com.

+. *ouble clic- on Re&ister

-. Complete the form with and give a tic- to agree to The Terms of

2ervice.
http://www.questionwritertracker.com/http://www.questionwritertracker.com/http://www.questionwritertracker.com/


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. fter filling all the form with the re8uired information, clic- on

register.. Open a new tab, then login to your email account.

5. There will be a confirmation email in the inbo. Open it and copy

the password given.

6. 'ac- to 8uestionwritertrac-er.com login page, type the username

(email) and password, then clic- Lo&i'.

:. ;et, clic- on "!!ou't det"i#s. 6e will see the account details

page.

1;. Change the time+one to P"$"" 'ang-o-, :anoi, Ka-arta, then

clic- update.


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11. If we want to change the password, 9ust type the desired password

in the columns on the left. Type the new password in ;ew

%assword and etype %assword column, then clic- update.

12. ccount have been successfully created.

STEP 2$ Creating the 8ui+ with the basic setting

In the beginning of creating a new 8ui+, we have to set the general setting

of the 8ui+. start the application, create a new 8ui+ by clic-ing on


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The uestio's O)tio's manages the rules for the 8uestion items.

/. Clic- on uestio' O)tio'sin the properties windows.

!. Tic- sow 7uestio' 'u*=er> r"'do*i3e 7uestio' o)tio's and dis)#",

)oi't v"#ues for 7uestio's. The randomi+e 8uestion option will ma-e the

answer options in each items randomi+ed.

.

?. Kust leave fi## i' te =#"'% 7uestio' o)tio's as it is.

*. 6eb setting

6eb setting deals about the method on sending test reports via internet.

This time, we will use the service of 8uestionwritertrac-er.com. 'y using this

feature, all the result of the test will be uploaded automatically in the

8uestionwritertrac-er databese. :ere are the set up.

/. Clic- on we= setti'& in the properties windows.

!. Tic- use " !usto* resu#t server.

?. Type the email address after ENF symbol. The email address used here is

the email which we use to sign up 8uestionwritertrac-er.com account.


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7. eport 2ettingeport setting deals with the setting for displaying the report. :ere are the

steps to set it up$/. Tic- all the options in re)ort o)tio's ecept dis)#", re)ort s!ree' /"fter

7uestio' feed="!%0.

!. Tic- either one or both of the options in re)ort e9)ort o)tio's. If we tic-

"##ow user to e*"i# re)ort, the test ta-ers will be able to send their test

report to our email account (need internet connection). If we tic- "##ow

user to )ri't re)ort, the test ta-ers will be able to print the report.

STEP +8 dding @uestions Items

There are types of 8uestion items, they are Multiple Choice, Multiple

esponse, TrueD


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6hen we add a 8uestion item, a properties windows for the 8uestions will pop

up. :ere, we can type the instructions, the tet, the 8uestions, and the answers options

for the 8uestions. 6e can also type the feedbac- for each correct and wrong answers.

:ere are the eample of adding 8uestion item using multiple choice type$

/. dd a *u#ti)#e !oi!e8uestion by clic-ing on Add uestio's on the tool

bar.!. Type the instructions, tets, and the 8uestion in the 7uestio' =od,

column.?. Type the answer in the o)tio' te9t column in "'swer o)tio's section. The

order of the answer options will be randomi+ed.4. Jive tic- in the !orre!tcollumn on the left side of the correct answer.

lthough, the answers will be ordered randomly, the correct answer will

always be the same.

G. 2et the desired number in )oi'ts for !orre!t "'swer.

#. Jive tic- to sow 7uestio' #eve# feed="!% if we want to provide

feedbac-s.

. Clic- O.


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STEP -8 Completion

There are few things to do before we finish ma-ing the 8ui+, that is changing

theme, saving 8ui+, publishing 8ui+, and try out.

. Changing theme

@uestion 6riter 4.! provides many interesting theme. The animations

are nice and attractive. This can be a good way to attract students attention,

and hopefully it could help them to do the test well. :ere are the steps to

change the theme of your 8ui+$

1. Clic- on Te*eor Swit! te*eon the toolbar.

2. Choose one of the themes, then o)e'.

+. ight&clic- on 7ui3 i!o'(Jreen 'oo- Icon), then choose )review 7ui3

.

-. The theme has been successfully changed.

'. 2aving 8ui+

2aving always is important for future needs. If we want to revise or

modify our 8ui+, we do not have to ma-e it from the scratches again. 6hat we

have to do to save the test is$


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/. Clic- on the save icon ('lue *is-ette icon).

!. Jive name to the 8ui+.

?. Clic- s"ve.

C. %ublishing

%ublishing is a crucial step in creating computeri+ed 8ui+ using

@uestion 6riter 4.!. 6e cannot use the 8ui+ if we have not publish it,

although we have save it. fter the 8ui+ is published, it will be saved in

8uestionwritertrac-er.com database. The step for publishing the 8ui+ are as

follow$

1. Clic- on )u=#is.

2. Choose Pu=#is to uestio' Writer Tr"!%er.

+. login window will pop up.


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-. Clic- O.

. 6ait for some minute.

.

question writer chapter 2

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