UTILIZING GOOGLE FORM AS A MEDIUM FOR MULTIPLE-CHOICE ENGLISH LANGUAGE TESTING

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

UTILIZING GOOGLE FORM AS A MEDIUM FOR MULTIPLE-CHOICE ENGLISH LANGUAGE TESTING

A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Juan Kolemar Cahya Student Number: 131214144

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017



A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017

i


A Sarjana Pendidikan Thesis on



Approved by

Advisor

Date Laurentia Sumarni, S.Pd., M.Trans.St.

14 June 2017

ii


UTILIZING GOOGLE FORM AS A MEDIUM FOR MULTIPLE-CHOICE ENGLISH LANGUAGE TESTING By JUAN KOLEMAR CAHYA Student Number: 131214144

Defended before the Board of Examiners on 12 July 2017 and Declared Acceptable

Board of Examiners Chairperson

: Yohana Veniranda, M.Hum., M.A., Ph.D.

____________

Secretary

: Christina Lhaksmita Anandari, S.Pd., Ed.M. ____________

Member

: Laurentia Sumarni, S.Pd., M.Trans.St.

____________

Member

: Gregorius Punto Aji, S.Pd., M.Hum.

____________

Member

: Christina Lhaksmita Anandari, S.Pd., Ed.M. ____________

Yogyakarta, 12 July 2017 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Rohandi, Ph.D.

iii


Dedicated to Mama and Bapak, and for all of the people who have helped me in writing this thesis.

iv


STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 12 July 2017

The Writer

Juan Kolemar Cahya Student number: 131214144

v


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Juan Kolemar Cahya

Nomor Mahasiswa

: 131214144

Demi pengembangan ilmu pegetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:


Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Darma hak untuk menyimpan, mengalikan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 14 Juni 2017

Yang menyatakan,

Juan Kolemar Cahya vi


ABSTRACT

Cahya, Juan Kolemar. 2017. Utilizing Google Form as a Medium for MultipleChoice English Language Testing. Yogyakarta: Sanata Dharma University. This research aimed to get a deeper understanding of utilizing Google Form as a medium for multiple choice English language testing and how students respond to its implementation. The researcher formulated two research questions namely, 1) how is Google Form used for multiple-choice English language testing? and 2) how are students responses on the use of Google Form as medium for multiple-choice English language testing? This research employed qualitative research and survey research in order to answer the two research questions. The setting of the research was in the X TKA 2 class of SMK N 1 Cangkringan, Sleman. The subjects of this research were the students, an English language teacher, an Information Technology (IT) expert, and an education expert. The instruments to gather data were orderly checklists, unstructured interview, test, questionnaires, and audio recorded interview. The result of this study showed that Google Form could be utilized as a medium for multiple-choice English language testing. Google Form could adapted some elements of multiple-choice English test. Moreover, in the terms of practicality and reliability of LLA, Google Form was a good medium for multiple-choice English language testing. It provided auto data gathering and auto data management system which assisted teachers in grading and collecting the result of the test. Furthermore, it gave students experiences before having the Ujian Nasional Berbasis Komputer (UNBK) or the National Computer Based Examination. Keywords: Google Form, multiple-choice test, students’ responses

vii


ABSTRAK

Cahya, Juan Kolemar. 2017. Designing Multiple-Choice English Language Testing Using Google Form. Yogyakarta: Sanata Dharma University. Tujuan penelitian ini adalah untuk memeroleh pemahaman yang mendalam tentang cara pemanfaatan dan keuntungan Google Form sebagai media tes pilihan ganda Bahasa Inggris serta tanggapan siswa terhadap penerapan Google Form dalam kelas mereka. Peneliti merumuskan dua masalah dalam penelitian ini, yaitu: 1. Bagaimana Google Form digunakan sebagai media tes pilihan ganda Bahasa Inggris? dan 2. Bagaimanakah tanggpan siswa-siswi tentang penggunaan Google Form sebagai media tes piihan ganda Bahasa Inggris. Untuk menjawab dua rumusan masalah, metodologi penelitian kualitatif dan metode penelitian survei diterapkan dalam penelitian ini. Adapun penelitian ini dilakukan di kelas X TKA 2 SMK N 1 Cankringan, Sleman. Subyek dalam penelitian ini adalah siswa-siswi kelas X TKA 2, salah seorang guru mata pelajaran Bahasa Inggris, seorang ahli Teknologi dan Informasi, dan seorang ahli pendidikan. Instrumen yang digunakan dalam penelitian ini secara berurutan adalah wawancara yang tidak terstruktur, tes pilihan ganda, kuesioner, dan wawancara. Hasil dari penelitian ini menunjukkan bahwa Google Form dapat digunakan sebagai media tes pilihan ganda Bahasa Inggris. Google Form berhasil mengadaptasi elemen-elemen dalam test pilihan ganda Bahasa Inggris. Google Form sebagai media tes pilihan ganda Bahasa Inggris juga berhasil diterapkan di kelas X TKA 2. Lebih dari itu, dilihat dari sudut pandang Practicality dan Reliability sebagai prinsip-prinsip dalam LLA, Google Form sangat efektif dalam penggunaannya sebagai media untuk test pilihan ganda Bahasa Inggris. Google Form memiliki kemampuan pengumpulan data dan manajemen data yang bekerja secara otomatis. Hal ini sangat membantu guru dalam pemberian nilai dan analisis hasil tes siswa. Lebih dari itu Google Form memberikan pengalaman kepasa siswa sebelum mereka menghadapi Ujian Nasional Berbasis Komputer (UNBK). Keywords: Google Form, multiple-choice test, students’ responses.

viii


ACKNOWLEDGMENTS

Jesus helped me in His mystical and lovable way. With this in mind, I present nothing but my deepest gratefulness. For Mother Mary, who is always bothered by my mother who prays for me every single day, I thank Her for the guidance. It is an honest pleasure to express my gratitude to my advisor, Ibu Laurentia Sumarni, S.Pd., M.Trans.St. Her academic & spiritual advice were priceless. Using a lot of metaphors, she encouraged me to have the determination to finish my thesis. I might disturb her day in and day out by contacting her via Whatsap but she replied and still gave me some suggestions. I would like to thank her for that. I would like to thank SMK N 1 Cangkringan, particularly all of the students in X TKA 2 class, for participating in my research. Hopefully the research can contribute to the learning process in SMK N 1 Cangkringan. I would like to address my gratitude to all the Experts who were involved in this research. I would like to express my love and gratitude to mama and bapak, Ibu Suciati and Bapak Kuncahyo, for always giving me support far away from Papua. Through the distance their prayer is strong enough to petition God to grant me my wish to successfully finish my thesis. I also thank my sister, Gemma Holyani Cahya, for always being critical to my thesis. I would like to thank Brigitta Shinta Hapsari for always sitting with me for hours and hours, day in to day out, to finish the thesis. I would also like to ix


thank Fenni Karlin Rosari Tenau, Astri Wulandari, Fransiska Maria Liza, Zefanya Ardantya, and Slavian Oktabri who were not always with me but were there for me during the dark days of my struggle. I thank them for being such a bitter-sweet family. I also want to express my gratitude to all of the lecturers and all of the administration staff of the English Language Education Study Program for their assistance so that my thesis can be accomplished, especially Ms. Mega Wulandari. Last but not least I want to thank everyone who always gives me smile, love, laughter, and motivation to finish my thesis. For those people, I express my gratitude.

Sincerely,

Juan Kolemar Cahya

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TABLE OF CONTENTS page TITLE PAGE ……………………………………………………………

i

APPROVAL PAGES ………………………………………………........

ii

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

v

PERNYATAAN PERSETUJUAN PUBLIKASI ……………………………..

vi

ABSTRACT ……………………………………………………………..

vii

ABSTRAK ……………………………………………………………………….

vii

ACKNOWLEDGEMENTS ……………………………………………..

Ix

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

xi

LIST OF TABLES ………………………………………………………

xiv

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

xv

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

xvi

CHAPTER I. INTRODUCTION A.

Research Background …………………………………………..

1

B.

Research Questions …………………………………………….

4

C.

Research Significance ………………………………………….

4

D.

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

5

CHAPTER II. REVIEW OF RELATED LITERATURE A.

Theoretical Description …………………………………………

6

1. Computer Assisted Language Learning.……………......….....

6

2. Educational Software Evaluation……………………...…..….

7

xi


3. 21st Century learners’ characteristic………………………..….

9

4. Multiple Choice Test………………………………………..….

9

5. Practicality and Reliability (LLA)………………………..........

10

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

12

CHAPTER III. METHODOLOGY A. Research Methodology……………………………………...............

14

1. Qualitative Research…………………………………………..

15

2. Survey Research……………………………………………….

16

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

16

C. Research Subject………………………………………………........

18

D. Instruments and Data Gathering…………………………………....

18

1. Unstructured Interview…………………………………….…..

19

2. Checklist……………………………………………….............

20

3. Test…………………………………………………………......

21

4. Questionnaire…………………………………………………..

22

5. Interview……………………………………………………….

23

E. Data Analysis ……………………………………………………….

25

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Research Results ………………………………………………….

26

1. Needs Analysis…………………………………………………

26

2. Production ……………………………………………………..

30

3. Survey ……………………………………………….…………

30

4. Experts’ Interview………………………………………………

34

xii


B. Research Discussion ……………………………………...………

38

1. Google Form: The way to utilize it and its correlations to education………………………………………………..................

39

2. Students’ responses on the use of Google Form as medium for multiple-choice English language testing……………....................

45

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ………………………………………………………

47

B. Recommendations …………………………………………...........

50

REFERENCES ……………………………………………….…………

52

APPENDICES ………………………………………………………….

53

xiii


LIST OF TABLES Tables:

Page

3.1. Students’ Internet Accessibility ………………………………….

19

3.2. Google Form’s capacity …………................................................

21

3.3. Students’ Questionnaire ………………………………………….

23

4.1 Data of Students’ Internet Accessibility ……………..…………...

27

4.2 The capacity of Google Form to adapt multiple choice test ……………………………………………...........

29

4.3 Students’ responses to the questionnaire …………………………

31

xiv


LIST OF FIGURES Figures:

Page

4.1 Students’ response to the questionnaire…………….…………….

xv

32


LIST OF APPENDICES Page APPENDIX A: Research Permission Latter ………………..

54

APPENDIX B: The form of the multiple choice test ……….

55

APPENDIX C: Questionnaire ……………………………….

67

APPENDIX D: One of the students' interview transcript........

68

APPENDIX E: Teacher's interview transcript ……………...

70

APPENDIX F: Technology expert's interview transcript ….

75

APPENDIX G: Education expert's interview transcript…….

78

APPENDIX H: Leaflet ……………………………………...

89

APPENDIX I: Manual book ………………………….....…..

91

xvi


CHAPTER I INTRODUCTION

This chapter discusses general explanations of this research. This chapter is divided into four subsections. The subsections are research background, research problem, research significance, and definition of terms. Firstly, research background provides the urgency of this research. Secondly, research questions show the formulated questions based on the problems which are identified earlier. Thirdly, research significance contains the positive contribution that can be achieved from the research. And fourthly, definition of terms contains the definition of some terms that are provided to avoid misinterpretation.

A.

Research Background Technology provides benefits for every aspect in human’s life. There are

some breakthroughs, i.e.: computer, smart phone, and Internet. Likewise, the reality shows that smartphones and Internet become a very useful and meaningful combination of technology in social life and economic aspects. Abdhulak and Dermawan (2013) mention that the rising of Internet after 90s marked the changing era from Industrial trend to Information trend (p. 31). This technology development can also be applied in education. Nasution (2005) states that the main focus of education development is to integrate the massive development of 1


2 technology (p. 1). Education must not expire in this field of gold. Having said that, education must effectively integrates the technology in its endeavor. Prawiradilaga (2013) says that the big question for now is how to utilize the technology in a positive, wise, and responsible way, especially in learning process (p. 15). The technology development challenges teachers to integrate the technology into learning process. Kusandi and Sutjipto (2011) mention that the science and technology development require teachers to be able to use media that are provided by schools in learning process and the media can be very new and modern (p. 7). It cannot be denied that the benefits provided by the computer and Internet for education are tremendous. Prawiradilaga (2013) mentions that the capacity of computer make it a very effective and efficient medium in learning process. Some kinds of computer based learning appeared, i.e.: Computer Based Learning, Online Learning, E-learning, distance learning, etc. (p. 17). Technology enables teachers and students to meet and interact not just in the class but also from the screen of computers or smartphones. Triwidayati (2014) mentions that an online learning/e-learning needs interactive communication between students and teachers by using the information and communication technology (p. 21). Through educational applications and websites, teachers can provide some new experiences of learning for students. As cited by Newby, Stepich, Lehman, Russell, and Leftwitch (2011), “Learning experiences can be enhanced in a number of ways trough the communication applications of the Internet.” (p. 190).


3 There are various ways to utilize computers and Internet. They can be implemented as a medium to provide materials or as a medium to test. It depends on the necessity. Arsyad (2010), mentions that the use of technology can be in a form of Computer Management Instruction, a means for the whole learning process,

or

just

Computer-Assisted

Instruction

(CAI)

to

provide

the

content/materials of the learning focus, assignment/test, or both of them (p. 96). One of the aspects of learning process which becomes the focus on this research is assessment, specifically multiple choice test. As experienced widely in Indonesia, the most commonly-used medium is paper sheet. Nowadays, technology could help us to make a more efficient test in every aspect, up to the point where no more papers are needed to do it. It is not just about the paper, but also the scoring, the feedback, the time efficiency, the cost, and even getting closer to students’ life that are close with the technology. At present, there are actually a lot of applications and websites that can help teachers to develop learning processes through Internet. However, the researcher will focus on one of them, which is Google Form. Google is known and used widely as the number one search engine. To that end, the researcher chooses Google form as the medium or application to be researched in this thesis. Google Form is an application that is offered by Google Company to help the process of data gathering. In the case of education, specifically testing, Google Form can be used as a medium for testing. Google Form can be utilized easily and can be accessed from everywhere even by phones.


4 B.

Research Questions

There are two research questions, namely: 1.

How is Google Form used for multiple-choice English language testing?

2.

How are students’ responses on the use of Google Form as medium for multiple-choice English language testing?

C.

Research Significance Google Form can be an answer to make a more efficient multiple choice

test. It is a full package application that can assist teachers. However, it has to be scrutinized. There are a lot of aspects that can affect the effective use of the Google Form, for example Internet connection and the form of questions that can be designed using Google Form. That is why this research is worth to be done. Besides, the benefits for students and teachers are also great. The students will experience an easier way to work on a multiple-choice English language test from their phones and the teacher will easily get the data. Moreover, it also can be a tool for the students to practice taking a computer-based test, since the national examination is now a computer based test (UNBK, Ujian Nasional Berbasis Komputer.) In addition, the students are invited to experience a go green culture by using less paper.


5 D.

Definition of Terms

1.

Google Form Google-Form is an application that is provided by Google Company to

assist data gathering. Google-form can be used to create customized forms for surveys and questionnaires at no extra cost. The data can be gathered in a spreadsheet and analyzed in Google Sheets. With the data gathering capability, Google-Form can also be applied as a medium for multiple choice test in school. It provides some benefits, such as auto grading, direct feedback for students, complete data display, less paper use, and simple operation for teachers and students.

2.

Multiple-Choice English Language Testing The form of multiple-choices is a question that is followed by several

multiple choices with only one correct answer. The type of Multiple-Choice Testing used in this research is based on National Examination.


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter includes two main discussions: theoretical description and theoretical framework. Theoretical description describes four subsections. They are Computer Assisted Language Learning (CALL): management system for foreign language test, educational software evaluation, 21st century learners’ characteristic, and Practicality & Reliability as part of principles in Language Learning Assessment. The theoretical framework shows the way to outline the theories to answer the research problems.

A.

Theoretical Description

1.

Computer Assisted Language Learning (CALL): Management System for Foreign Language Test It takes a lot of time and energy to check students work and to fill

students’ score into index card, one by one. As mentioned by Ariew (1982) that two of the more difficult and time consuming problems facing the foreign language teacher are preparing and administering quizzes and examinations (p. 117). A better medium is needed to conduct a test. Computer of course may help teachers in conducting a test. Ariew (1982) states that, “Since accuracy, speed, and the need to handle large amount of data are necessities for preparing foreign 6


7 language test, the computer is useful in this context” (p. 120). The use of computer must reduce the time consumed and to increase the quality of the test. Ariew (1982) mentions that two main objectives must be fulfilled: 1) To make preparing test less time consuming by reducing the mechanical (stenographic) process, and 2) to maximize the quality of the test (p. 117). To accomplish the two main objectives above, computational resources need to be concerned. The computational resources deal with hardware and software. Ariew (1982) mentions that, “Requirements in hardware and software must also be identified” (p. 118). The hardware and software have to make test preparation be less time consuming by reducing the mechanical process, and to maximize the quality of the test. 2.

Software Evaluation Merrill, Hamons, Vincent, Reynolds, and Tolman (1996) argue that there

are two sets of criteria to evaluate educational software. They are instructional and presentational criteria (p. 109). Instructional relates to the pedagogical aspects, teaching techniques, or instructional strategies that should be included in an educational software. On the other hand, presentational criterion refers to the form of the software. However in this research, the software (Google Form) is not evaluated from the instructional criterion but its capability to adopt multiple choice test. Therefore only the presentational criterion is used. There are four major categories of presentation criterion: Screen Format, Navigation, ease of use, and interaction. However interaction is excluded since the research relates to the multiple-choice test.


8 a.

Screen Format Screen Format relates to the design and layout of the educational software.

As in printed materials, educational software’s display also need to be designed. Merrill (1996) mentions, “Initially it would seem that many of the principles relating to the design and layout of print materials would also apply to design of computer video displays” (p. 110). b.

Navigation Navigation refers to the way to use the software. In the printed materials,

learners may turn a page to read books or work on a test. In line with that, a software also need to have the exact navigations technique. As in computer use, students may scroll down & up, and clicking with mouse. As in smartphone use, learner may tapping the smartphone to read or do some activities with phones. c.

Ease of use Merrill, et al. (1996) utter that, “Ease of use is of major concern in the

evaluation of computer-based materials because the entire materials is not physically visible at one time. It is very easy for the students to get lost in computer program” (p. 112). It is true that the display of a computer-based materials might not enable learners to get the whole information of the materials because it may not physically visible at one time. Moreover, the habit of reading a book by turning pages is also a challenge to the implementation of computerbased materials. Merrill, et al. (1996) mention that most printed materials are designed to be read in linear fashion from front to back (p. 112). Therefore, an educational software has to deal with the ease of use in order to make better media for education.


9

3.

21st Century Learners’ Characteristics Technology, which rapidly develops, shapes learners’ characteristics.

Eaton (2011) offers 21 characteristics of 21st century learners. However, the researcher select only three characteristic which relates to the implementation of Google Form as medium for multiple-choice English language testing. The characteristics are students often have higher levels of digital literacy than their parents or teachers, learn by doing, and are open minded for changes. Students’ life which are close with technology makes them accustomed to digital literacy. They easily learn about technologies since they born with technology surround them. They are also open for changes since they live in the world which changes very fast.

4.

Multiple-choice Multiple-choice test is part of testing. It is commonly used in listening and

reading skills. Brown (2004) says that multiple-choices test items are only for recognition knowledge (p. 55). The form of multiple-choices is a question that is followed by several answers with only one correct answer. Brown (2004) explains that there are three characteristics in multiple-choice test (p. 56): 1)

Multiple-choice items are all receptive, or selective, response items in that the test-taker chooses a set of responses (Commonly called a supply type of response) rather than creating response. Other receptive item types include true-fall questions and matching lists.


10 2)

Every multiple-choice item has a stem, which presents a stimulus, and several (usually between three and five) options or alternatives to choose from.

3)

One of those options, the key, is the correct response, while the other serves as distracters.

`

National examination (Ujian Nasional – UN) in Indonesia is the example

of multiple-choice test. In UN, the questions are followed by four or five responses and just one of them is the answer. The UN model is implemented in this research. 5.

Practicality & Reliability as part of principles in Language Learning Assessment (LLA) There are five basic principles in assessment according to Brown (2004).

They are practically, reliability, validity, authenticity, and washback. However, the researcher only used the reliability and practicality as principles that support multiple-choice as uttered by Brown (2004), “Practicality and reliability are of course the two principles that support multiple-choice” (p. 55). 1)

Practicality Practicality means possible to be done. This possibility has some criteria,

Brown (2004) states that practical means; it is not excessively expensive, stays within appropriate time constrains, is relatively easy to administer, and has a scoring/evaluation procedure that is specific and time efficient. (p. 20). Being practical is not an excuse for a teacher to be languid in making a test, but to make it efficient and practical. Budget, time, administration, and the scoring procedure must be conducted as practical as possible.


11 2)

Reliability American Psychological Association (1985) as cited by Bachman (1990)

posits, “Reliability is a quality of test scores, and a perfectly reliable score, or measure, or measure, would be one which is free from errors of measurement”(p. 24). The quality of the scores must be reliable. However, there are some aspects that may affect the reliability of the score; they are the students, the rater, the test administration, and the test itself. a)

Student-related reliability The problem is related to health, physical, and psychological condition of

students. Students’ health and mood may affect their scores. As the students have problems, they may not concentrate in the test. It may cause the students to answer the test incorrectly. b)

Rater Reliability Rater can be subjective and make errors in scoring. The rater reliability is

defined into two parts; Inter-rater and Intra-rater reliability. Brown (2004) mentions that Inter reliability occurs when two or more scores yield inconsistent scores of the same test, possibly for lack of attention to scoring criteria, inexperience, inattention, or even preconceived biases. Intra-rater reliability is a common occurrence from classroom teachers because of unclear scoring criteria, fatigue, bias toward “good” and “bad” students, or simple carelessness (p. 21). lack of attention to scoring criteria, inexperience, inattention, and preconceived biases (Inter Reliability) and unclear scoring criteria, fatigue, bias toward “good” and “ bad” as mentioned before, they are possibly happen since teachers may have


12 a lot of business in the school. Therefore, rater reliability is important to maintain in giving tests. c)

Test Administration The facilities that are given must be fixed. The audio tape, the paper, the

class, everything must be well so everything can go well. The researcher had an experience, in national examination the question was about the color of a flower but the picture was black and white. It was not reliable. d)

Test Reliability Test reliability is also very important. The time that is provided and the

length of each question must be appropriate. It cannot be too long because it will take too much time.

B.

Theoretical Framework In order to accomplish the research, the theoretical framework is built. The

first research question is answered by combining the theories of Computer Assisted Learning (CAL): management system for foreign language test by Arriew (1982), software evaluation by Merrill et al (1996), multiple choice test by brown (2004), and practicality & reliability by Brown (2004) are combined. The CAL: management system for foreign language test theory may explain Google Form as part of Computer Assisted Learning. The software evaluation theory may be combined with the multiple-choice test’s elements, especially in UN model, to check the capability of Google Form to adapt the multiple choice test.


13 The second research question is answered with “21 characteristics 21st century learners” theory. Students’ responses may be seen form their perspective as the 21st century learners. There were three characteristic relates to the implementation of Google Form as a medium for multiple-choice test. The characteristics are students often have higher levels of digital literacy than their parents or teachers, learn by doing, and are open minded for changes.


CHAPTER III METHODOLOGY

This chapter exposes the method applied in this research. It contains five sections which are going to be defined and described. Those are research methodology, research setting, research subject, instrument and data gathering, and data analysis. The first section is research methodology. It explains the basic theory of research methodology that becomes the foundation of this research. In the second section, research setting shows when and where the research is done. The third section is research subject. It describes the object and the subject of the research. The next section is instrument and data gathering. Instrument and data gathering section shows the instruments that were used to gather data. The last section is data analysis technique which specifies the technique to analyze the data in order to answer the research problems.

A.

Research Methodology There were two research methodologies employed in order to answer the

two research questions. They were qualitative research and survey research. The first question employed qualitative research and the second research question employed survey research.

14


15 1.

Qualitative Research Ary, Jacobs, Sorensen, and Razavieh (2006) mention that, “qualitative

researchers seek to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The goal is a holistic picture and depth of understanding rather than a numeric analysis of data” (p. 29). In this research, Google Form as multiple-choice English language testing was the phenomenon. The focus of the first research questions was to seek the whole techniques and implementations in the way Google Form was utilized as a medium for multiplechoice English language testing. The first research question concerned with the process in making the test until it might be given to the students as a test. Therefore the first research question was answered with qualitative research. Descriptive data as one of criteria in qualitative research was really thick in this research since it dealt with some interviews and data in the form of words or pictures. Ary, et al. (2006) mention that, “the qualitative inquirer deals with data that are in the form of words or pictures rather than numbers and statistics. Data in the form of quotes from documents, field notes, and interviews or excerpts from videotapes, audiotapes, or electronic communications are used to present the findings of the study” (p. 427). In this qualitative research there were some stages made since there is no exact steps design. As stated by Fauzi (2014), in the qualitative research, there is no specific design provided (p. 43). The steps were needs analysis and production stages. In needs analysis, there were two focuses. The first one was to determine whether Google Form can be implemented in the school by observing teachers and students’ possibility to connect with internet. The second one was to gathered


16 data of Google Form’s capability to adopt multiple-choice English language testing. In production stage, the aim was to give the students the experiences in working on Google Form as medium for multiple-choice English language testing. 2.

Survey Research Ary, et al. (2006) mention that, “in survey research, investigators ask

questions about peoples’ beliefs, opinions, characteristics, and behavior. The survey questionnaire is widely used as a source of data in studies in sociology, business, psychology, political science, and education” (p. 372). In second research question, the focus was to see students’ responses to the implementation of Google Form as medium for multiple-choice English language testing. Questionnaires and interviews might show students’ opinions. In this case, the students were seen as 21st century learners. So their responses might associate with their characteristic as 21st century learners. Ary, et al. (2006) mention, “a survey researcher may want to investigate associations between respondents’ characteristics such as age, education, social class, race, and their current attitudes toward some issue. Survey research typically does not make causal inferences but, rather, describes the distributions of variables in a specified group” (p. 372).

B.

Research Setting The research was conducted starting from 1 January 2017 to 25 April

2017. The research took places in Sanata Dharma University and SMK N 1 Cangkringan. There were three stages in doing the research. They were Google


17 Form analysis stage and internet connectivity analysis for students and for teachers’ stage, implementation stage, and evaluation stage. In January and February, there were two major things done. The first stage was analyzing the elements of multiple choice tests that may be implemented into Google Form. The researcher practiced to make a multiple choice test with Google Form and discussed it with the thesis advisor. The second stage was the observation of the Internet connectivity for students and teachers so that Google Form as a medium for multiple choice English language test can be implemented and accessed. In March, during the researcher’s PPL in SMK N 1 Cangkringan, the researcher implemented Google Form as a multiple choice English language testing medium in the X TKA 2 class. Before the tests were implemented, the researcher showed the tests to the teacher and thesis advisor. The researcher applied two tests in the form of homework on 15 and 22 March. In April, the researcher did the evaluation by giving questionnaires to the students, interviewing the students, interviewing the English teacher, and having Information Technology and education expert’s interviews. The questionnaires were given on 30 March 2017 to the students in X TKA 2 class. The interview with the students and the English teacher was done on 8 April 2017. The interviews with the Information Technology and education experts were done in Sanata Dharma University on 22 April and 24 April.


18

C.

Research Subject There were four categories of participants in this research. They were

students, an English teacher, an Information Technology expert, and an education expert. The students were from X Teknik Kimia Analis 2 (X TKA 2) class in SMK N 1 Cangkingan. The students had experienced two multiple choice tests using Google form before they were asked to give responses to the tests. The teacher was an English Teacher in SMK N 1 Cangkringan. He was 45 years old. The teacher was interviewed to response the use of Google Form in his class. The Information Technology expert was a young lecturer in the Information Technology Study Program of Sanata Dharma University. With Information Technology and management as the background knowledge, the technology expert was asked to give feedback to the use Google Form as a medium for multiple-choice English language testing. The education expert is a lecturer in the English Language Education Study Program of Sanata Dharma University. The expert is competent in the scope of technology for education. With this capacity, the expert was asked to give feedback the use of Google Form as a medium for multiple choice test.

D.

Instruments and Data Gathering Qualitative and survey research methodology were employed in this study.

Some instruments were implemented in both research methodologies. There were four instruments: unstructured interviews, documents & artifacts, tests, and audio recorded interview. The qualitative research methodology used unstructured


19 interviews, documents & artifacts, and tests. The survey research methodology implemented audio recorded interview. 1.

Unstructured Interviews The unstructured interviews were done to the students, the teacher, and

administration staffs of SMK N 1 Cangkringan. The interviews were done without interview guidelines and were not recorded with audio or video recorders. As Ary et al (2006) mentions, “It is sometimes described as “a conversation with a purpose.” … The interview is not planned in detail, ahead of time; the researcher asks questions as the opportunity arises and then listens closely and uses the subjects’ responses to decide on the next question. The subjects in the setting may not even realize they are being interviewed” (p. 438). Unstructured interviews were used to gather information of any possibility for students and teachers to access the Internet. First, an informal interview was done to the students inside the class during the learning process. The researcher as a practicing teacher asked the possibility for the students to connect with the Internet. Moreover the researcher asked if the students have the personal Internet access and what tools are used to connect to the Internet. The results were collected inside a data Table 3.1. Table 3.1. Students’ Internet Accessibility Students Internet Accessibility Internet Accessibility Have a personal Internet accessibility Using public Internet connection

Quantity

Explanation


20

The researcher filled the “quantity” rows with total quantity for every statements in “Students Internet Accessibility” rows. The explanation rows were filled with the explanation toward every statements in “Students Internet Accessibility” rows. The interviews about the possibility for teachers to access Internet was done to the administration staffs and also some teachers. The focus of the interviews were to find out the Internet connection provided by the school for the teacher. The questions dealt with the Internet provider, the budget, and the total bytes. 2.

Documents Analysis Documents and artifacts are part of tools that commonly used in

conducting qualitative research. Ary, et al. (2006) argue that, “the most widely used tools in qualitative research are interviews, document analysis, and observation” (p. 220). The documents and artifact were analyzed to get some information, Ary, et al. (2006) mentions that “qualitative researchers may use written documents or other artifacts to gain an understanding of the phenomenon under study. The term documents refers to a wide range of written, physical, and visual materials” (p. 442). As Google Form as a medium for multiple-choice English language testing was the phenomenon in this research. Google Form and multiple choice themselves were analyzed. The theory of software evaluation was also employed to see the capability of Google Form to adapt multiple-choice English language test. The analysis would be outlined in a form of table.


21 Table 3.2. Google Form capability to adopt multiple-choice test Software Evaluation Categories

Screen Format

Navigation Ease of use

Elements In Multiple Choice Test

Google Form’s Features

Title Of The Test Name / Student Number Command Number Text Underlined Word (U) Bold Type Word (B) Italic Word (I) Picture Video Audio Question Multiple choice Turning a page The passages and the questions are physically visible at one time

The analysis concerned with three presentation categories in evaluating software as a medium for multiple-choice English language testing. So there were three rows in the table. The first and second row were orderly software evaluation categories and multiple-choice English language tasting’s elements. The empty row of the table, Google Form’s features part, would be filled with Google Form’s features to adopt multiple-choice English language testing. 3.

Test Ary, et al. (2006) uttered that “Tests are valuable measuring instruments

for educational research” (p.201). Two assignments were given to the students in the form of multiple choice home work with Google Form. However the result of


22 the test were not included into the research. The research focused only in the practicality and the reliability of the tests. There were two purposes in giving the assignments, the first one was to give the students some experiences. Second was to observe students’ interest towards the assignments. From this stage, the researcher gathered the mount of students who did the assignments. The tests form was attached in Appendix B (p. 54). 4.

Questionnaire The questionnaire that implemented was a Ranked Responses type.

Burgess (2001) explains, “Different types of questions can be used, e.g. open vs. closed, single vs. multiple responses, ranking, and rating” (p.10). The ranked responses type questionnaire has the Likert scales style.

Burgess (2001)

mentions, “Ranked Responses type is a popular approach in the social sciences is to use Likert scales ...” (p.12). Likert scales itself gathers the data by giving some statements and provides five scales of agreement; strongly disagree, disagree, neutral, agree, and strongly agree. Ary, et al. (2006) mentions, “A Likert scale is constructed by assembling a large number of statements about an object, approximately half of which express a clearly favorable attitude and half of which are clearly unfavorable” (p. 209). The questionnaire was implemented to get responses from all of the students who had done the assignments. The questionnaire was organized from the point of view of LLA; practicality, reliability, and form the point of view of paperless. The questionnaire was given in Bahasa Indonesia.


23 Table 3.3. Students’ Questionnaire No 1 2 3

4 5 6 7 8

5.

Pernyataan

STS 1

TS 2

N 3

S 4

SS 5

Students did not spend a lot of Internet Quota to access the tests The links used were very simple. Google Form as a medium for multiplechoice English language testing that could be done from Smart Phone facilitated the students in doing the tests. The display of the tests were attractive. Technically, the tests were not hard to be taken Immediate feedback after taking the test helped students to know their mistakes. The students reduced the use of papers. The students preferred the tests using Google Form. Audio Recorded Interview There were four interviews with four different subjects. The interviews

were done to students, an English teacher, an Information Technology expert, and an education expert. The interview aimed to get responses from the teacher and the students also feedback from experts. Ary, et al. (2006) stated, “Interviews are used to gather data from people about opinions, beliefs, and feelings about situations in their own words” (p.438). In order to record the interview efficiently, the researcher used audio recording device. As cited by Ary, et al. (2006), “One of the most efficient ways to collect interview data is to use an audio recorder. This is much less distracting than taking notes, and it also provides a verbatim record of the responses” (p.439). The first interview was done to five students from X TKA 2 class. The interview aimed to take a deeper information from the students toward their


24 answers in questionnaire. One of the students’ interview can be found in Appendix D (p. 67). The teacher’s interview was done with an English teacher from SMK N 1 Cankringan who also thought in X TKA 2 Class. The interview was started with a brief explanation. The teacher had never utilized Google Form before, so a brief explanation was needed. After that, the interview was started. The interview was about the effectiveness of Google Form as medium for multiple-choice English language testing from the practicality and reliability point of view. Furthermore, the researcher also interviewed about cheating possibility and the benefit of Google Form as a practicing tool before the students take the UNBK. The teacher’s interview can be found in Appendix DF (p. 69). The interviews with the Information Technology and education experts were aimed to give responses to the use of Google Form as medium for multiplechoice English language testing from the perspective of the use of technology and from the perspective of education. The interview with the Information Technology expert was concerned with the funding, the security, and the benefit of auto data management and auto grading capacity of Google Form. The interview with the education expert was concerned with the practicality and reliability of Google Form, problems that may be occurred from the usage Google Form, the effectiveness of Google Form, and suggestions. The interview transcript with the experts can be found in Appendix F & G on page (p. 74 & p. 77).


25

E.

Data Analysis There were two research questions in this study. The first question was

answered by using qualitative research methodology. Firstly, Google Form was analyzed in its capability to adopt multiple-choice English language test. The analysis was done by using document analysis as a part of tools in qualitative research. Secondly, the possibility to conduct a test with Google Form from the point of view of Internet connectivity was observed using unstructured interview. The tests were done twice to make sure that the students got enough experiences. The tests were consulted with the teacher and the researcher’s advisor before they were given to the students. The second question was answered by the survey research. The survey research was done by giving questionnaires to all of the students and by interviewing 5 students. There were no evaluation stages in this research. However, the experts and teachers’ responses would be stood as feedbacks toward the use of Google Form as a medium for multiple choice test. Their responses would include in the first and second research questions. These feedbacks might be considered as expertise’s opinion to support the study.


CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and the discussion of the research. The results and the discussion are presented in different subsections. The first subsection describes the research results which show the findings of the research. The second discusses the research findings to answer the research questions.

A.

Research Results There are four subsections outlined. The first subsection is findings in need

analysis stage. Next subsection is the findings in production stage. The third is findings from survey research. And the last is feedbacks from the teacher and expertise. 1.

Needs Analysis In “needs analysis”, there were two findings. The first finding was the

possibility for the students and the teacher to have the Internet connection. The second finding was the capability of Google Form to adapt multiple choice tests.

26


27 a.

Internet Accessibility

1)

Students All of the students in X TKA 2 class could access the Internet. Majority of

the students even had personal gadgets to access the Internet. Having said that, there were two students who did not have personal Internet access. These students would go to an internet café (Warung Internet) to work on their assignments. The data of the students’ Internet accessibility were summed up in the Table 4.1.

Students’ Internet Accessibility Internet Accessibility Personal Internet accessibility Using public Internet connection

Quantity 32 30 2

Explanation All of the students can access internet Smartphone / Laptop Internet Café (Warnet)

Table 4.1 Data of students’ Internet accessibility

Another finding was the Internet connection provided by the Internet provider in SMK N 1 Cangkringan’s area was very limited. Students could access the Internet but the connection was very slow. The Internet connection was better outside the school. 2)

Teachers The school provided Internet facility only for teachers and Computer

Laboratory. From the interview with the administration staff, they said that the internet connection in the school cost around Rp 3,000,000,- per month and the school got 6 Mbps Internet connection. One of the teachers who was interviewed also mentioned that the Internet access was unlimited for one month.


28 The students of X TKA 2 Class and teachers in SMK N 1 Cangkringan could access the Internet. Thirty students had personal access to the Internet and two students could access the Internet from Internet café. The Computer Laboratory also provided a good Internet connection for the students. All of the teachers had the access to Internet by using the school Internet connection. b.

Document Analysis Software Evaluation theory by Merrill, et al. (1996) about presentational

criteria provides four major characteristics and three of them were used in this study. The criteria were screen format, navigation, and ease of use. Some technical elements on multiple choice test were implemented in to these criteria. Next Google Form were analyzed trough the theory and the multiple-choice English language testing. From the document analysis, the researcher found that there were some parts that could be adopted in Google Form and some that could not be adopted. The findings were shown in Table 4.2.


29 Table 4.2. The capacity of Google Form to adapt multiple-choice tests

Software Evaluation Categories

Screen Format

Elements In Multiple Choice Test Title Of The Test Name / Student Number Command Number Text Underlined Word (U) Bold Type Word (B) Italic Word (I) Picture Video Audio Question Multiple choice

Navigation

Turning a page

Ease of use

The passages and the questions are physically visible at one time

Google Form’s Features Title Space The short answer function Title Space Title Space Title Space Add picture functions Add video functions Add questions functions Multiple Choice functions Scrolling and tapping or clicking on gadgets screen Submit button Add sections functions

Since this data analysis was very technical, the researcher only discussed it briefly. However, a module was provided in the Appendix I (p. 90) along with pictures and steps to utilize Google Form as a medium for multiple-choice English language testing. In Table 4.2, there were three elements that could not be adapted into Google Form. There were the underlined word function (U), the bold word function (B), and the italic word function (I). Google Form cannot adapt these three elements. However, these kinds of elements can be arranged by telling the specific locations of the words in the text. i.e.: “what is the meaning of “angry”, in


30 the last sentence of the second paragraph?” Teacher might show the specific location of the word “angry”. In conclusion, the findings showed that Google Form can be utilized as a medium for multiple-choice English language testing. 2.

Production From the production step, the researcher found that there were some

students who were not able to do the assignments. It was not caused by poor the Internet connection or other technical problems but it was caused by students’ school activities. There were three students who did not do the first assignment. Those three students were members of tonti (school marching team), preparing for a competition. Actually, there were other students who joined the school marching team but they still did the assignment. The total number of students who did the first assignment was 29 students. The second assignment was done by 27 students. Four students did not do the assignment because they followed the marching competition. Then, one student was absent, therefore he did not do the assignment. 3.

Survey

a.

Students Questionnaires There were 27 students out of 32 students who filled in the questionnaires.

There were three students who had never done the assignments and there were two students who did not come to the class in the day of the questionnaires


31 distribution. The results of the questionnaires are shown in Table 4.3 and Figure 4.1.

1 11 12 4 0 0 27

SA A N D SD Total

2 16 10 1 0 0 27

3 12 11 4 0 0 27

Question No. 4 5 5 9 12 18 10 0 0 0 0 0 27 27

6 19 7 1 0 0 27

7 15 7 5 0 0 27

8 9 11 7 0 0 27

Table 4.3 Students’ responses to the questionnaires

Students' responses to the questionnaires 30 25 20 15 10 5 0 1

2

3

SA

A

4 N

5 D

6 SD

7

8

Total

Figure 4.1 Students’ responses to the questionnaires

The result showed that there were no “disagree” or “strongly disagree” responses to the statements. To respond to the first statement, 11 students strongly agreed, 12 students agreed, and 4 neither agreed nor disagreed (neutral). To respond to the second statement, 16 students strongly agreed, 10 students agreed, and 1 was neutral.

In the third statement, There were 12 “strongly agree”

responses, 11 “agree” responses, and 4 “neutral” responses. The fourth statement


32 was responded with 5 “strongly agree” responses, 12 “agree” responses, and 10 “neutral” responses. To respond to the fifth statement, 9 students strongly agreed and 18 students agreed. To respond to the sixth statements, 19 students strongly agreed, 7 students agreed, and 1 was neutral. The seventh statement got 15 “strongly agree” responses, 7 “agree” responses, and 5 “neutral” responses. The last statement was responded with 9 “strongly agree” responses, 11 “agree responses”, and 7 “neutral” responses. b.

Interviews Five students were chosen randomly to be interviewed. Their answers

were almost similar in every question. However, there was only one dissimilar answer to the question number four about the display of the assignments. Here is the summary of the answers to the questions in the interview: 1. Did you spend a lot of Internet quota to open the multiple-choice tests in Google Form? -All of the students answered that they did not spend a lot of Internet quota. 2. Was it easy to open the link? -All of the students answered that it was easy and there was no problem in opening the link. 3. Did Google Form as a medium for multiple-choice testing ease the way of the students in doing the multiple-choice tests? -All of the students agreed.


33 4. Did you find the displays of the multiple-choice tests were attractive? -Four students answered that the tests were not that attractive. The tests would be better if there were some pictures. -One student answer that the display of the tests were fine. If there were some pictures, they would be a distraction, so the tests were fine. 5. Was your assignment technically easy to do? -All of the students said that it was easy to work on the tests. 6. Was it an advantage for you when you get the direct feedback from Google Form? -All of the students answered that they could figure out their wrong answers and could learn from it directly. 7. What do you think about an idea of using Google Form to reduce the use of papers? -All of the students said that it was better than paper. Students prefer using gadget to reading books. 8. Did you like to do the multiple-choice tests from your gadget? - All of the students liked it. 9. State your opinion about Google Form as a medium for multiple choice test! -All of the students said that it was easier, interesting, and easy to be done. It reduced the usage of paper and they liked it. The researcher also asked the students’ opinions of the possibility to cheat in doing the assignments. They said that it was students’ responsibility to be


34 honest when they did the assignments. The researcher also asked if the students may be helped to get used to the display of Ujian Nasional Berbasis Komputer (UNBK). The answer was yes. Even though they had never done the UNBK, they thought that trying out multiple-choice tests in Google From would be helpful. 4.

Experts’ Interview The experts who were interviewed were an English teacher, an

Information Technology expert, and an education expert. The first interview was the teacher’s interview, followed by the Information Technology expert’s interview, and the education expert’s interview. 1)

An English Teacher The teacher was one of the English teachers in SMK N 1 Cangkringan.

Before the interview started, the researcher gave a brief explanation and an example of using Google Form since the teacher did not know that Google Form could be utilized as a medium for multiple-choice English language testing. The researcher also made a leaflet to help the teacher understand. After giving the brief explanation, the researcher started to ask about his opinion of Google Form as a medium for multiple-choice English language testing. The first interview was about the cost. The teacher stated that Google Form would decrease the use of paper. The auto-grading ability would also help teachers in checking the answers. In terms of allowance to access the Internet, the teacher said that there was an unlimited Internet facility from the school. It means that no matter how much access to the internet, the school would pay the same


35 amount of money every month. Due to the unlimited Internet facility, the teacher said that the cost to access the internet would not be a problem. On the other hand, the Internet facility might work more effectively. The next was about the process to administrate Google Form as a medium for multiple-choice English testing. The teacher stated that it was easy for teachers to make an assignment because it was only a copy-paste process. The efficient link to access Google Form, supported by bitly.com, would assist students to easily access the assignment. The teacher also said that the display of Google Form was good enough. Furthermore, he argued that the display was not that important for students. The teacher argued that the assignment was easy and simple to do. He added that the vocational students had a responsibility to get used to using computers. He explained that it must be very easy for the students to work with Google Form. The third part of the interview was about Google Form’s capacity in autograding, auto data management, and providing the spreadsheet that can be downloaded in an Excel format. He said that this capacity would be very beneficial for teachers. The auto-grading and auto-data management were very time-efficient. The teacher said that teachers did not have to check the assignments one by one and there would be no mistakes in scoring students’ assignments, which might sometimes occur in manual checking. In addition, the


36 data can be collected in the form of Excel. This process might assist teachers in making an Excel document for students’ scores. The next part of the interview was about the display of Google Form that may support students to get used to the display of UNBK and also the act of decreasing the use of paper. The teacher mentioned that the assignments in the Google Form were similar to UNBK model. They were not exactly the same but they would help the students to get used to the display of UNBK. From the point of view of reducing the use of paper, the teacher mentioned government appeal in reducing the usage paper. It had never been done but with the help of Google Form, he agreed that it would reduce a lot of paper usage in the school. Furthermore, he added that papers were expensive. 2)

An Information Technology Expert The interview was about the experts’ opinion on using Google Form as

multiple choice testing, the cost that may be spent, and the security of Google Form. The expert explained that Google Form was very helpful in data gathering. The most beneficial aspect was the ability of auto data management. However, he said that it was not common to use Google Form as a medium for a multiple choice test but the fact that it could be used that way was good. What’s more, he said that teachers had to make sure that every student had the connection to the Internet and the teachers must give an explanation about how to do the test using Google Form.


37 The experts said that in this era of Information Technology, almost everyone had gadgets and bought Internet quota regularly. Therefore, the budget spent to access Google Form may not be a problem. In the case of the school Internet connection in SMK N 1 Cangkringan, it was clear that it might assist teachers. For the security of Google Form, he said that it is safe because it requires a password to access Google account. The expert said that as long as teachers kept their passwords safe, no one could access the works inside the Google. However, the test’s link that will be given to the students to access the test must be kept in secret until the day of the test. If the link spreads before the day of the test, the students may have known the test questions. In conclusion, the expert confirmed that Google Form could be used as a medium for multiple-choice English language testing and it might assist teachers. The capacity of Google Form to do auto-grading, auto-data management and the easiness to operate were the reasons why Google Form was effective to be used as multiple-choice English language testing in the school. However, the teachers had to make sure that the students had the access to the Internet and knew how to do the test. Moreover, the teachers had to secure the link to access the Google Form before it would be distributed to the students. 3)

An Education Expert The education expert was interviewed on her opinion to the use of Google

Form as a medium for multiple-choice English language testing, the benefits for teachers and students, and the problems that may occur. The expert said that in


38 terms of practicality and reliability, the use of Google Form in multiple-choice English language testing is very effective. For sure, the teachers would get a lot of supports from Google Form. In fact, the teachers got bigger benefits than the students. The expert said that teachers might get many benefits by using Google Form. The expert argued that Google Form was very practical. She said that teachers had difficulties in checking students’ works but Google Form helped. It would save time and reduce the budget. The expert said that students only changed the way to answer from crossing answers with a pen on the test paper to touching or tapping the screen of the smartphones. However the expert said that it was very important for the students to get a benefit to practice with computer based testing before they take the Ujian Nasional Berbasis Komputer (UNBK). In the interview, the expert added and underlined that students’ integrity must be highly concerned. She said that it was the teachers’ responsibility to warn the students to maintain their integrity. She stated that result is important but the process is more important.

B.

Research Discussion The research discussion contains the answers to the research questions.

The research discussion were based on the findings and the theories that were used in the research. The first question is discussed first and followed by the second research question.


39 1.

Google Form: They way to utilize it and its correlations to education The first discussion is divided into two parts to answer the first research

question. They are Internet connectivity and the way to utilize Google Form. The first part discusses about the Internet connection. After that the “using Google Form” part shows the way a multiple choice test is made and how is its correlation with education. a.

Internet Connectivity Since Brown (2004) mentions that practicality means possible to be done,

Internet connection becomes very important in order to utilize Google Form as a medium for multiple-choice English language testing. It was the administration key for the use of Google Form as a medium for multiple-choice English language testing. It had to be ensured that the students have the access to the Internet. It would be ideal if the students had personal access to the Internet. However, for those students who have no personal access to the Internet, teachers have to make sure that the students will not get massive difficulties to access the Internet. The needs analysis about internet connectivity in this research found that there were 32 students and all of them had the access to the Internet. There were 30 students who had personal access and 2 students who went to the Internet café to access the Internet. For the teacher, SMK N 1 Cangkringan provided a stable Internet connection for teachers. Teachers could utilize the facility to make the multiple choice test.


40 In terms of Internet connection, the research had proven that Google Form possible to be conducted in X TKA 2 class of SMK N 1 Cangkringan. However, in implementing the test, the researcher could not do the test in the school area because the computer lab was used only for the UNBK preparation. Moreover, the Internet connection for smartphones was not good for any Internet providers. Therefore, the researcher gave two tests in the form of homework. Actually, there was a computer lab with internet connection but at that time it was utilized to prepare the 12th grade students. Another aspect of practicality that relates with the use of Internet was budget to access it. Brown (2006) mentions that a test must not excessively expensive (p. 20). From the interview, the students told that they did not spent a lot of quota to access the Internet and actually they regularly bought Internet quota to access social media. In line with that, education and Information Technology experts also said that in this era of Internet, people can access internet by buying Internet quota or utilizing free Wi-Fi. However, teachers had to make sure that the students could access Internet. b.

Using Google Form as a Medium for Multiple Choice Test There were four steps in utilizing Google Form as a medium for multiple-

choice test. They were pre-making the test, making the test, doing the test, and downloading the result of the test. In this discussion, the researcher did not provide pictures or detailed explanations. The researcher only explained the steps in making a test using Google Form and how it related to learning point of view.


41 To get clearer explanations, a manual book is provided in Appendix I (p. 90) along with pictures and detailed steps. 1)

Pre-making a test Before making a test, a teacher must have access to Google Form and have

materials for the test in the form of Word Document. To access Google Form, the only thing needed is a Google Account. The materials in the form of Word Document would be copied and pasted to Google Form later on.

2)

Making a test In making a test, some steps were employed. The steps involved setting the

setup of Google Form, making a test, applying scores and a key answer for each question, choosing the theme, previewing the test, and simplifying the URL. a)

Setting the setup of Google Form Google Form is not specifically an application for making a multiple-

choice testing. That is to say, Google Form is to be set into a test form. After setting the test form, the Google Form automatically provides spaces for key answers and a score for each question or number. b)

Making a test The materials for the test in the form of Word Document will be copied

and pasted to some features in Google Form. It is very practical since it is easy to administrate. Teachers did not have to spend too much time to type them one by


42 one. It is in line with Ariew (1988) who states that a media for a test has to reduce the mechanical (stenographic) process (p. 117). The English teacher that had been interviewed also mentioned that it was easy to utilize Google Form as medium for multiple-choice since it was only a copy-paste process. c)

Applying score and answer key for each question As explained before, if the Google Form’s setting is already set as a quiz

form, Google Form automatically provides a space for answer key and score for each question. The key answers and scores can be inputted by clicking the question and choosing the answer key button. Later on, teachers do not have to check students’ work one by one. The key answers can be processed by Google Form itself with the auto grading capacity. Once again it is practical and reducing mechanical (stenographic) process. d)

Choosing the theme Choosing the right theme for the test to increase the students’ motivation

to do the test or to make it more official is necessary. The logo of the school can be added by uploading and using it as the theme. e)

Previewing the test After finishing the data input process to Google Form, teachers can

preview the multiple choice test to evaluate before it is distributed. If there is something wrong in the preview, the teacher can revise it.


43 f)

Simplifying the URL After the test is ready, the next step is simplifying the test’s URL using the

help of bitly.com. It can be done by clicking the option “send” in Google Form to get the URL, copying and pasting the URL to bitly.com, and simplifying the URL. For example, https://goo.gl/forms/Li79HuqQJVwJiLl53 was an original URL of the first assignment.

However, the long URL was simplified into

bit.ly/evaluasi1-bing-smk by using bitly.com. 3)

Doing the test (Students) Students need to open the link to get into the test. After that, the students

must fill in the spaces for E-mail, name, and student number. The next step is to answer the questions by choosing and clicking the correct answer. The last step is to click the “submit” option in the very last part of the test. 4)

Downloading the result of the test Teachers can see all of the data from the students’ works by clicking the

responses tab. Teachers can download the data by clicking the spreadsheet and download it into Excel format. This is the most practical and reliable part. Brown (2004) states, “Practicality and reliability are of course the two principles that support multiple-choice” (p. 55). The research proved that the practicality and reliability in multiple-choice tests were doubled up by implementing Google Form. Brown (2004) states, “Practical means; it is not excessively expensive, stays within appropriate time constrains, is relatively easy to administer, and has a scoring/evaluation procedure that is specific and time


44 efficient” (p. 20). By using Google Form, the budget was reduced. All of the experts agreed with the fact that the use of Google Form will reduce the cost. The Information Technology Expert mentioned, “Google Form, in term of budget, is very effective. It is free as long as there is an Internet connection.” In line with the Information Technology Expert, The education expert also explained, “I don’t think it is expensive again. I think every student can afford it. If your phone is dual sim-card, like mine, then you can use one of them for quota and just buy the cheaper internet quota. … The students can also access free Wi-Fi in public spaces.” The teacher from the interview said that digitalized test will save a lot of budget. The cost to access Google Form is cheap. The students agreed that they did not spend a lot of Internet quota to access the tests. From the point of view of administration, Google Form is very easy to administer. The teacher said that Google form was not sophisticated to be utilized. The students also said that they did not get difficulties in doing the tests. However the technology explained, “Google Form as a medium for multiple-choice English language test is good but it is necessary to assure that the students know how to work with Google Form. Moreover the students must familiar with the Internet.” The most efficient part is the capacity of Google Form to do the auto grading and auto data management. Both are the most practical and reliable parts. Teachers will not make any errors in checking a test, which sometimes occurs in a manual checking technique. Moreover, the teachers may get the data of the highest and lowest scores, average scores of the test, mean, median, and data answers for every question. The education expert mentioned, “It is very efficient


45 for teachers. Probably it doesn’t really have impacts to students, what they do is just moving from crossing to clicking. But for the teachers. It is really helpful. For lecturer it is also really helpful. It is not easy to check 100 and more students’ works but Google Form makes it easier.” 2.

Students’ Responses on the Use of Google Form as a Medium for Multiple-choice English Language Testing Students of X TKA 2 gave positive responses on the implementation of

Google Form in their class. From the questionnaires’, students responded with no disagree and strongly disagree responses. In interviews, all of students basically said that they like to work with Google Form. However, they had different answers in the 4th question about the display of the tests. Four students told that the colorful display would be more attractive for them but one students said that the tests’ display were good enough. In terms of students’ reliability, students loved to do tests using their gadgets. From the interview, a student mentioned, “Students now prefer screening smartphone than holding a book.” It was not a good perspective. However, it is a challenge for teachers to provide a computer assisted language learning. The student are the 21st century learners. Eaton (2011) mentions about 21 characteristics of 21st century learners. Three of the characteristics were indicated from the students’ responses. The characteristics are students often have higher levels of digital literacy than their parents or teachers, learn by doing, and are open minded for changes. Their gadget were part of them. Likewise, the education expert mentioned that the students in the era of gadget have considered gadgets


46 and Internet as parts of their lives. Their ability to work on Google Form as a medium for multiple choice test showed that they were accustomed to technology. They did the assignments without hardly learned the way to the assignments. It showed that they learned by doing the tests. They also accepeted the implementation of Google Form as a medium for multiple choice test instead of using paper. It showed that the students were open minded. Despite of the positive responses from the students to the implementation of Google Form as medium for multiple-choice English language testing, the education expert put a big concern to the integrity. She mentioned that it is teachers’ responsibility to make students realize that the process is more important than the result. The result has nothing to do with their progress of learning, the process has it.” In the interview with the students, one of the students uttered, “We must not cheat. However, it depends on the students. I did not cheat at all when I did the tests.” Teachers must take a big role in term of telling the students about integrity. To make the students accustomed to integrity, they have to live in an environment which upholds the integrity. It is teachers’ responsibility to make this kind environment.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This

chapter

provides

the

conclusions

of

the

research

and

recommendations for future research and current practice. The first subsection concludes the research. The second subsection contains the recommendations for future research and for the use of Google Form as multiple choice test in schools.

A.

Conclusions Technology can be utilized to improve learning process. There are a lot of

applications and websites that can help teachers to develop learning process through the internet. The researcher found that Google Form can be utilized as a medium for multiple-choice English language testing. There were two research questions to be answered in this research. The first research question focuses on the way to use Google Form as a medium for multiple-choice English language testing. The second research question is concerned with how students responded to the implementation of Google Form as medium for multiple-choice English language testing. In order to answer the two research questions, two research methodology were employed. They were qualitative research and survey research.

47


48 In qualitative research, there were three steps. They were need analysis, document analysis, and production. In “need analysis” step, the researcher checked the possibility for students and teachers in SMK N 1 Cangkringan to access the Internet in the school area, checked the capability of Google Form to adapt Multiple Choice test and how Google Form related to education. The result showed that the teacher could access the Internet with the Internet facility from school but the students needed to access the Internet with their own gadgets or they needed to go to the Internet café. Therefore, the form of the tests were homework. In terms of the capability of Google Form to adapt the elements of multiple-choice English language testing, theory by Merrill (1996) about educational software evaluation was employed to see the capability of Google Form to adapt multiple-choice English language test. The analysis showed that Google Form could adapt every elements of multiple-choice English language testing except the underlined word (U), italic word (I), and bold word (B). These elements or functions were used to show the specific location of a word or phrase in a paragraph, however it could be replaced by telling the specific location of the word in the passage. The “need analysis” and “document analysis” steps showed that Google Form could be utilized and implemented as a medium for multiplechoice English language testing. The “production” step was done in X TKA 2 class. The students worked on two multiple-choice English language tests. This step proved that Google Form can be implemented as a medium for multiple choice test. Google Form could


49 adapt the elements of multiple choice test. It was easy to make. Google Form provides some functions so that the multiple choice tests can be inserted in to it. The tests were successfully done. There were no significance problems which occurred when the tests were done by the students. The students accessed the Internet and the tests from their smartphones but there were two students who did the assignment form Internet Café. The production step proved that Google Form could be utilized and implemented as a medium for multiple-choice English language testing in X TKA 2 class SMK N 1. For teachers, Google Form was practical and reliable. Google Form required low budget, was easy to be administrated, and had the scoring system. The capacity of Google Form to do the auto grading and auto data management doubled up the efficiency of multiple choice test itself. This affects the amount of budget and saves time. The experts agreed that Google Form bring benefits for both of students and teachers. The second research question concerned with students’ responses to Google Form as a medium for multiple-choice English language testing. This was answered with survey research. The students were given questionnaires and some of the students were interviewed. They said that it was easy to operate Google Form. They also loved it because it was close to their gadget-oriented life. Moreover, the students may get used to working with computer-based tests before they take the National Computer-Based Examination (UNBK). Two things were underlined. The first one, the IT expert said that teacher had to make sure that students can accessed internet and they knew how to work


50 on Google Form. Therefore teachers needed to ask the students about the possibility for them to access the Internet and tell them how to do the test on Google Form. The second was students’ integrity. The education expert said that it was very important for teachers to warn the students so they would keep their integrity. However the experts agreed that Google Form is effective to be utilized as a medium for multiple-choice English language test. Above all, Google Form is an effective medium for multiple-choice English language testing.

B.

Recommendation For future research, Google Company provides a lot beneficial

applications that can be integrated in education. The applications are parts of GAFE (Google App for Education). One of the applications is Google Form but there are much more than Google Form in GAFE. It will be great if there is a research about GAFE. It will be very beneficial because Google Company provides the application for free. For the current practice in SMK N 1 Cangkringan, Google Form as a medium for English multiple choice test can be utilized in the larger scale by utilizing the computer lab. It can be used as a summative test for final test at the end of the semester. It can be also used as a daily homework for the students. Moreover Google From as a medium for multiple-choice English language testing is very possible to be done in any school. However teachers have to make sure that the students have the access to the Internet. Google Form saves a lot of time


51 and money. It should provide more time for teachers to interact with the students. Technology should not create gaps between teachers and students.


REFERENCES

Abdhulak, I., Darmawan, D. (2013). Teknologi pendidikan. Bandung: Rosda Ariew, R. (1983). A management system for foreign language tests. In P. R Smith (Ed.), Computer Assisted Learning: Selected Papers from the CAL 81 Symposium, 117-120. Oxford: Pergamon Press Ltd. Arsyad, A. (2010). Media pembelajaran. Jakarta: P. Raja Grafindo Persada. Ary, D., Jacobs, L. C., Razavieh A. (2006). Introduction to research in education (8th ed.). Belmonth, CA: Wadsworth. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education Inc. Burgess, T. F. (2011). A general introduction to the design of questionnaires for survey research. Leeds: University of Leeds. Cohen, L., Manion, L., Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge. Eaton.

S. E. (2011). 21 Characteristics of 21st century learners. http://drsaraheaton.wordpress.com/2011/12/07/21st-century-learners/. Retrieved on July 22, 2017.

Fauzi, R. M. (2014). Penggunaan Google Form sebagai alat evaluasi pembelajaran pada mata pelajaran Bahasa Indonesia. Skripsi. Retrieved from http://repository.upi.edu/6796/. Google. Google for Education. https://edu.google.com Retrieved on May 24, 2017 Kustandani, C. & Sutjipto, B. (2011). Media pembelajaran: Manual dan digital. Bogor: Penerbit Ghalia Indonesia. Merrill, P. F., Hammons, K., Vincent, B. R., Reynolds, P. L., Christensen, L. & Tolman, M. N. (1996). Computer in education (3rd ed.). New York: A Simon & Schuster Company. Nasution. (2005). Teknologi pendidikan. Jakarta: Bumi Aksara Newby, T. J., Stepich, D. A., Lechman, J. D., Russell, J. D. & Leftwich, A. O. (2011). Educational technology for teaching and learning (4th ed.). Ontario: Pearson. 52


53

Prawiradilaga, D. S., Ariani, D. & Handoko, H. (2013). Mozaik teknologi pendidikan: E-learning. Jakarta: Kencana Prenamedia Group Triwidayanti, K. R. (2014). Ya, saya bisa!: Memanfaatkan e-learning sebagai media pembelajaran. Yogyakarta: PT. Kanisius.


54 APPENDIX A


55 APPENDIX B


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63


64


65


66


67 APPENDIX C


68 APPENDIX D Students’ Interview on 8 April 2017 – 13.20 A = Interviewer

B = respondent

A: Selamat siang, B: Selamat siang mas. A: Namamu siapa? B: … A: Nama Kelas? B: X TKA 2 A: Apakah kamu menghabiskan banyak kuota ketika mengerjakan tugas menggunakan Google-Form? B: Tidak A: Kamu pakai HP atau Laptop? B: HP A: Kamu sering membeli kuota Internet? B: Iya A: Untuk apa saja Internetnya? B: Lebih sering untuk sosial media A: Bagaimana dengan kemudahan penggunaan link yang sederhana? B: Sangat membantu dan gak perlu orek-orekan. A: Apakah pemanfaatan internet (Googleform) pada gadget sebagai media tugas pilihan ganda mempermudah siswa dalam mengerjakan soal? B: Mempermudah, karena tinggal “naik turun” A: Scrolling? B: Iya scrolling. A: Apakah soal pilihan ganda pada Google-Form memiliki tampilan yang menarik? B: Kurang menarik. A: Harusnya bagaimana?


69 B: Ada gambar atau apanya gitu supaya menarik A: Tapi apakah tidak menarik itu menggangu kamu? B: Tidak A: Apakah secara teknis, soal pilihan ganda pada google form mudah untuk dioperasikan? B: Mudah dioperasikan A: Apakah memeroleh hasil tugas secara langsung membantu siswa untuk dapat mengetahui score dan kesalahan yang siswa buat? B: Iya membantu A: Alasannya? B: Bia tau mana yang salah A: Dengan mengerjakan soal pada gadget, siswa mengurangi penggunaan kertas. Apa pendapatmu dengan menguragi penggunaan kertas? B: Seneng bisa mengurangi penggunaan kertas. A: Siswa menyukai mengerjakan tugas melalui gadget. Iya atau tidak? Mengapa? B: Bisa langsung tau hasilnya A: Bagaimana pendapatmu dengan penggunaan Google Form? B: Lebih mudah, mengurangi penggunaan kertas, dan lebih ska buka HP daripada buku. A: Bagaimana dengan nyontek? Apakah membuat kamu mudah menyontek? B: Tidak mas. A: Apakah ini akan membantu kamu dalam membiasakan diri dengan ujian nasional? B: Iya membantu siswa. A: Terimakasih B: Sama-sama mas.


70 APPENDIX E Teacher’s Interview on 8 April 2017 – 12.40 A = Interviewer

B = respondent

A: Selamat siang Pak. B: Selamat siang. A: Ini benar dengan Bapak …? B: Iya betul ini saya (Laughing) A: Jadi ini saya sudah bikinkan panduan singkat tentang Google Form B: oke, baik baik A: Jadi Google Form adalah B: Aplikasi A: Aplikasi dari Google Company untuk membantu mangumpulkan dan mengolah data. B: Oh, ada pengolahan data juga ya? A: Iya pak ada pengolahan data juga. A: Apakah yang kita butuhkan? Sebenarnya ini yang menarik karena kita hanya butuh akun Google. Hampir semua orang punya karena untuk mengaktifkan smartphone android kita butuh akun Google. Kita bisa mengakses banyak aplikasi seperti Youtube, Google Drive, dan salah satunya Google Form. B: Okay, bagaimana cara memasukkan data? Apakah dokumen di copy atau bagaimana? A: baik pak, pertama kita perlu masuk ke Google Drive lalu membuka Google Form. (While directly operating the laptop to open Google Form) B: baik baik A: Pertama-tama kita harus punya data dokumen di Word. Sederhananya kita akan copy-paste dari data kta ke Google Form. Ini saya punya contoh test yang sudah saya berikan ke siswa. (Operating the Google Form but the Internet Connection was lame.) Kita perlu mengubah settingan Google Form ke tipe kuis. B: Berarti koneksi harus bagus ya? A: Iya pak, tapi sepertinya koneksi wifi disini cukup bagus pak. Jadi tidak terlalu masalah. A: pertama-tama kita membuat judul test (Operating the Google Form)


71 A: Kemudian kita membuat data pribadi mahasiswa (Operating Google Form) A: Kemudian copy paste data kita. Bacaan, soal, dan Pilihan Gandanya (Operating Google Form.) A: Nah ini, koneksi Internetnya lagi buruk pak. B: Oh iya berarti koneksi Internat harus baik ya. A: Ini saya tunjukkan preview displaynya ya pak. B: Itu kalo siswa milih jawabannya hanya sekali apa bisa diganti pak? A: Bisa B: berarti ada pilihan submit ya? A: iya pak ada. B: Berarti siswa masih bisa ganti jawaban sebelum submit ya. A: Cara siswa mengerjakan pertama mengisi email dan biodata kemudian, menjawab soal dengan memilih jawaban, kemudian submit. B: Berarti ini mirip UNBK ya mas? A: betul sekali pak. Sekarang tentang How to see the responses. (Opening responses tool) B: Itu kamu ngeklik yang mana tadi? A: Responses pak (Showing responses tool in Google Form) B: Kok saya bisa gak tau ada Google Form begini. A: Iya pak bahkan sekarang ada GAFE (Google Apps for Education.) A: di response kita bisa melihat data lengkap dari siswa. Ada mean, rata-rata, jam berapa siswa submit juga bisa diketahui. (While Operating Google Form) B: wah ini berarti mirip UNBK. A: Data ini juga bisa di unduh dalam bentuk Excel. (Opening the Excel document.) B: wah ini cocok buat skripsi. Saya setuju ini. A: Hahaha (laughing). Baik pak kira-kira begitu perkenalan dengan Google Form. Sekarang saya akan mewawancarai bapak. B: baik baik. A: Apakah penggunaan Google Form ini bisa mengurangi biaya?


72 B: Mengurangi biaya ini jelas menguranga dari sisi paperless. Kemudian juga dari sisi koreksi juga, mengurangi biaya koreksi. Kan ini otomatis kan jadi berarti bisa mengurangi biaya koreksi. Misalkan jika nanti kita terapkan di ujian sekolah, apa namanya. Ujian semester itu bsa mengurangi biaya koreksi dan cepat juga hasilnya. A: Oh iya pak sebelum saya lupa. Kita juga bisa membuat link yang panjang menjadi singkat dengan bantuan web bitly.com. kayak saya kemarin dari link http/googleform.hjkspi dan seterusnya itu saya buat menjadi hanya bit.ly/evaluasi1-bng-smk. Begitu pak A: kembali ke interview pak. Tadi paperless dan .. B: biaya koreksi? Tapi nanti guru tidak dapat biaya koreksi (laughing) A: Mungkin tetap bisa memeroleh tapi Google Form membantu guru. A: Kemudaian bagaimana dengan kuota, memang saya tidak puny data pasti tentang pengunaan kuota untuk mengakses, tapi apakah bapak merasa fasiltas wifi ini apakah sebenarnya membantu guru mengakses Internet? B: Membantu justru selama ini kan wifi sekolah tu kan ke pake tidak ke pake kita bayarnya tetep. Jadi tidak berdasarkan megabyte yang kita pakai, jadikan percuma kalo gak ada yang make. Maka ini dengan adanya ini (Google Form) kan kita bayar tapi bener-bener dimanfaatkan. Ini unlimited per bulan, kalo gak dimanfaatkan ya sia-sia. Kalo sudah bener-bener ini bisa berjalan dengan baik, kita akan menambah bandwidth ke wifi. A: Berarti kuota tidak terlalu bermaslah. B: Ya tidak terlalu bermasalah. A: kemudaian link yang sederhana tadi mudah ya pak? B: Membantu sekali itu, kalo ngetik link penjing itu salah sedikit malah masalah nanti A: Bagaimana dengan proses pembuatan soalnya? B: Gampang kan bisa copy-paste, kecuali harus ngetik ulang semua. A: bagaimana dengan tampilan pak? B: saya rasa tampilan itu tidak terlalu bermasalah.Yang jelas, siswa selalu senang sama hal yang baru, yang tidak mainstream. A: Apakah pengoperasian ini bagi siswa susah pak? Jangan sampai merugikan. B: tidak. Sebagai siswa smk harus bisa, ini kan mudah belum membuat hanya meggunakan. Siswa smk harus bisa. Juga ujian nasional juga menggunakan komputer.


73 A: Apakah Auto Grading membantu guru? B: sangat membantu, tidak akan terjadi multi tafsir atau hasil yang ambigu. Siswa tidak bisa protes juga karena hasilnya pasti. A: bagaimana dengan data management? B: kan kita bisa lihat mana soal yang susah atau mudah jadi ini sangat membantu guru untuk menganalisa kelas. Misal kelas ini kok vocabnya jelek, kok kelas yang satu past tensenya bagus. Jadi ini baik. A: Membantu menganalisis ya pak. A: Pemeriksaan dan pemberian nilai terbantu ya pak? B: iya Siswa bisa tau betul nilainya, dan tidak curiga dengan hasil temannya. Validitasnya baik. A: Nah saya baru kepikiran ni pak. Saya berpikir kalo test ini memungkinkan siswa untuk mencontek. B: sebenarnya mencontek diluar teknis penggunaan Google Form. Menyontek itu masalah moral dan kita perlu mengingatkan siswa tentang itu. Iu ditekankan diluarnya teknis ini. Jika menginginkan hasil yang lebih baik ya di lab computer, tapi sebenarnya juga kalo di HP yang penting kita mengawasi. A: tapi signalnya kemarin jelek. B: Iya itu bisa dievaluasi. Dan kalau PR terus mereka nanya orang tua ya tidak papa, itu kemampuan mereka mendapatkan informasi. A: Kemudian mengurangi kemungkinan pemeriksaan bisa dihindari? B: betul-betul, saya sering mengalami itu. A: Berhubungan dengan Ujian Nasianal pak, apakah .. B: Sangat Mendukung. Membiasakan anak mengerjakan dalam bentuk online. A: Karena sebenarnya ini tidak begitu mirip dengan UNBK. B: Memang idak begitu mirip, tapi pasti ada dampaknya. Karena mengerjakan dikertas dan online itu beda. Harus membiasakan siswa mengerjakan secara online, semua sekarang online jadi siswa harus terbiasa. A: Kemudian sisi mencintai lingkungan. Penggunaan kertas pak, kan kalo kita lihat penggunaanya dalam lembaga pendidikan secara luas itu konsumsi kertasnya sangat besar kan pak. B: wo luar biasa kalo itu.


74 A: Kemudian apakah dengan Google Form ini sekolah mengurangi penggunaan kertas? B: jelas, kertas itu sekarng mahal. Tapi stelah digunakan ya sudah gak dipake A: dibakar diloakkan pak. B: Gak, kalo dibagi ke siswa tu Cuma di suek-suek terus dibuang. Mending kalo disimpen guru jadi masih bisa di jaul. Dulu itu ada perintah dan sama ada wacana Paperless tapi sampai sekarang belum berjalan, karena masih ada institusi yang mengakui dokumen yang tertulis yang dikertas. Padahal kan kalo discan ya udah baik. Missal di BPJS ya kita banyak sekakali dokumen yang diserahkan. A: Iya betul-betul pak bisa di PDFkan data-dat itu tapi ya begitu pak. Terakhir ini tanggapan secara kesulurhan bapak terhadap Google Form sebagai media untuk test pilihan ganda? B: Wah ini sangat menarik, juga menantang bagi guru. Terus memberikan variasi pembelajaran maupun penilaian. Secara umum ya tadi itu, membiasakan anak dengan ujian online. Semua sekolah harus online. A: Betul sekali pak karena semua sekolah sdah beli computer. (Laughing) B: iya kemarin ini semua SMK di Jogja sudah UNBK. Oh iya, ini kan yang bikin soal gurunya, lalu kemudian nanti siswa harus membuka drive guru? A: Bukan seperti itu pak, kita hanya perlu membuka link dari Google Form kita itu. Nanti siswa mengaksesnya bukan pad drive kita tetapi hanya mengakses soalnya saja. Seperti yang saya jelaskan tadi pak. B: baik, yang tadi bisa disingkat ya? A: Betul sekali pak. Okay bapak terimakasih untuk waktunya. B: baik, ini menarik sekali. Nanti sido membantu mengaplikasikan ini kan ya? A: siap pak, saya siap membantu.


75 APPENDIX F Technology Expert’s Interview on 22 April 2017 – 16.20 A = Interviewer

B = respondent

A: Selamat sore, mas B: Selamat sore. A: kita mulai ya, ini saya bacakan dulu research yang sudah saya lakukan supaya mas … bisa ada bayangan. Judul Research saya adalah “The Effectiveness of Google Form as a Medium for English Multiple Choice Testing.” Ada dua research questions/problems yang saya angkat dalam research ini, yaitu: 1. Bagaimana Google From digunakan sebagai media tes Pilihan Ganda Bahasa Inggris? 2. Apakah Google Form efektif dalam penggunaannya sebagai media tes pilihan ganda Bahasa Inggris? Dua research questions itu sudah hampir terjawab dalam penelitian ini. Dengan metode penelitian Research and Development, dengan bentuk System Oriented dengan model dari Castelle Gentry (1994) yaitu Instructional Project Development and

Management (IPDM) Model. Dalam IPDM ini ada tahap-tahap yang perlu diikuti, setelah pengimplementasian saya memilih 3 tahap Needs Analysis & Adoption Design, Production, dan Evaluation. Saya sudah melakukan tahap pertama dan kedua serta setengah jalan di tahap ke tiga, Evaluasi. Dalam tahap pertama dan kedua, Research Question pertama terjawab bahwa Google Form mampu mengadaptasi Soal Pilihan ganda dan menjadi Media test pilihan ganda, saya sendiri sudah melakukan test ini sebanyak dua kali dengan subjek siswa kelas X TKA 2 di SMK N 1 Cangkringan. Sederhananya yang perlu dilakukan hanyalah memindahkan dengan cara Copy-Paste data soal yang sudah dimiliki dalam Document Word ke Google Form. Memang tidak sepenuhnya Google Form mampu mengadaptasi format pilihan ganda tercatat ada dua kekurangan yang muncul yaitu tidak mampunya Google Form mengaplikasikan Bold Type Word atau Underlined Word seperti pada tes-tes pilihan ganda Bahasa Inggris. Namun hal ini masih bisa dikondisikan, contoh soal tentang kosa kata, biasanya di soal akan ada kata yang di cetak tebal atau digaris-bawahi untuk membantu siswa mencari kata tersebut dalam paragraph. Hal ini bisa dikondsikan dengan menyebutkan secara terperinci posisi dari kata tersebut,seperti: what is the meaning of “angry”, in the last sentence of paragraph two. Dengan cara ini fungsi bold type word dan underlined word bisa diatasi. Saya dapat menyimpulkan bahwa Google Form bisa di gunakan sebagai media untuk tes pilihan ganda bahasa inggris.


76 Selanjutnya apakah itu efektif? Pada tahap evaluasi saya sudah memberikan questionnaire dan mewawacarai siswa-siswi yang mengalami test pilihan ganda dengan Google Form. Saya melihat keefektifitasan ini dari sisi LLA yaitu Practicality dan Reliability. Bagi siswa sederhananya mereka merasa bahwa mengerjakan tugas lewat handphone ini sangat menyenangkan dan tidak membosankan. Kata salah satu anak dalam wawancara, “sekarangkan anak2 lebih suka main HP daripida megang buku.” Anak-anak juga merasa tidak dirugikan dari sisi penggunaan kuota HP atau harus pergi ke warnet. Sederhananya dari sisi Murid, Google Form dapat dilihat sebagai media yang cukup efektif karena mudah di akses dan dekat dengan mereka. Dari sisi guru, ketersediaan internet di sekolah yang unlimited menjadi potensi yang sangat baik dalam hal penggunaan G-Form. Daftar kemudahan dan efisinsi yang didapat adalah: 1. 2. 3. 4. 5. 6. 7.

Auto Grading Auto Data Management Secure Data Saving Paperless Praktis bagi siswa dan guru Pengoperasian yang mudah Biaya yang murah

Sederhananya dari sudut pandang guru Google Form ini sangat memudahkan guru dan Membantu guru, sehingga dapat dikatakan bahwa Google Form sangat efektif dalam penggunaanya sebagai media test pilihan ganda Bahasa inggris. Seperti itu kondisi penelitian saya. Maka saya perlu validasi expert dalam hal ini expert bidang teknologi, dalam hal pemanfaatan teknologi.

B: Okay, Pertanyaanya? A: pendapat Mas Aweng tentang pemanfaatan Google Form sebagai media test pilihan ganda bahasa inggris ini dari sisi teknologi dan pemanfaatanya? B: Pandangan saya ya, sebenarnya ini belum banyak oang yang pakai, kenapa begitu? Biasanya orang-oang yang sudah familiar dengan teknologi yang pakai. Biasanya untuk questionnaire. Google Form ini sangat efektif, dari sisi biaya ya gratis selama ada koneksi internet. Sama seperti akses Internet biasa. Cuma karena kurang familiar kemudian orang takut menggunakan. Dari sisi pengguna juga misal test pilihan ganda juga sangat baik karena data dan hasil bisa disediakan Google Form. Ini baik sekali sebenarnya untuk jadi media belajar di Sekolah. Hasilnya malah bisa diterima dalam excel. A: berarti baik ya mas? B: baik, tapi perlu dipastikan siswa ini tau cara menggunakannya. Mereka harus punya koneksi internet juga. Jadi kalo mereka belum familiar dengan internet ya jangan dikasih sebelum ada penjelasanya.


77 A: berarti, proses saya sudah benar. Saya sudah memastikan siswa bisa mengakses internet. Ada 30 siswa punya HP dan 2 orang harus ke warnet. Jad mereka bisa mengkases. Saya juga kasih penjelasan tentang cara mengerjakan testnya. A: kemudian biaya, saya belum punya data seberapa banyak kuota yang dikeluarkan dalam hal mengakses G-Form dari sisi pembuatan dan pengerjaan. Apakah kita bisa melihat berapa kuota internet yang kita keluarkan? B: Untuk sekarangkan, penjualan kuota internet sudah banyak dan beragam. ini sudah tidak terlalu masalah sih. Sekarangkan kuota internet yang dijual itu beragam harga dan kuota jadi ini sebenarnya A: bukan kebutuhan lux tapi kebutuhan utama ya mas? B: Ya sekarng tidak jarang juga orang punya HP lebih dari satu. A: tapi harus dipastikan ya itu mas. B: betul harus dipastikan siswa bisa mengakses internet. A: Keamanan, apakah penggunaan Google Form ini aman ataukah cukup rentan untuk diretas? B: Kalo Google Form, di Indonesia, ini aman. Gak mungkin orang retas, karena fungsinya juga untuk test dalam pendidikan. inikan pakai URL? Jadi ini aman sekali. Kecuali URLnya bocor itu baru gak aman. Kalo aman sih aman sekali A: Baik mas kesimpulanya? B: baik, ini aman sekali. URLnya saja yang jangan sampai bocor. Kelemahannya itu jangan sampai bocor. Tapi dari sisi biaya, ini harus dilakukan karena siswa sudah gak gaptek sekarang. Jadi ini baik, paperless juga dan membantu mengolah data. Ini sangat efektif A: Baik mas terimakasih untuk waktunya. B: Okay ini sudah? A: sudah mas. Terimakasih


78 APPENDIX G Education Expert’s Interview on 25 April 2017 – 09.36 A = Interviewer

B = respondent

A: Good Afternoon Ms. B: Good Afternoon Juan. A: Let me read my research first buk, so you will get the picture of my research. B: Okay, please. A: The title of my research is Designing Multiple-Choice English Language Testing Using Google Form. There are two research problem, they are: 1.

How is Google Form used for multiple-choice English language testing?

2.

Is Google Form effective for multiple-choice English language testing?

Those two research questions have almost been answered. With R&D as the research methodology in the form of System Oriented with the model by Castelle Gentry (1994) which is Instructional Project Development and Management (IPDM) model. There are three steps used by the researcher to do the research; Analysis & Adoption Design, Production, and Evaluation. The first and second steps were done but the third step, the evaluation, was still 75%. Therefore, I need to get an Expert Validation, I had received the technology expert validation. The first research question was answered by the first and second steps of IPDM. Google Form was utilized as a medium for multiple choice test and can was tested in X TKA 2, SMK N 1 Cangkringan. I used Observation checklists to see how far Google Form could adapt the multiple choice test. B: I don’t think that was an observation. Observation is when you saw other people did something else and you were there to observe and you’ve got the checklists to observe. For example “The students like to do test”, then you checked with the checklists. A: Okay Ms., but can It is considered as an observation checklists? B: But you didn’t do observation actually. It was not an observation. But for the, if you want to do the analysis the features then you cannot use the observation checklists. I suggest you to find the definition of observation. A: Okay buk, thank you. I will do it. A: The researcher had successfully made two assignments, Home Work, with Google Form for students in X TKA 2 class, SMK N 1 Cangkringan. In short


79 Google Form could be utilized as a multiple-choice English language testing medium but there were three technical problem, Google Form cannot adapt the functions of Bold Type word, Italic word, and Underlined word. However the functions could be replaced by showing the specific position of the word. For example “what is the meaning of “angry”, in the last sentence of the second paragraph?” In conclusion, Google Form could be utilized as a medium for English Multiple Choice test. B: is there any limitation for Multiple Choice? Because once, I wanted to make a test in my class. It was matching types of question. Like the left is terms and the right side for the definition but the problems I could not find the form for this kind of test. A: yes, Matches types is also one of the multiple choice test type. B: yes. It was not like the UNBK. However that was my problem. A: okay then buk, so there was limitation in utilizing Google Form. I’ll continue. A: The second research question concerns with the effectiveness of Google Form as a multiple-choice English language testing medium. The subjects to answered this question are Students, an English teacher, a Technology expert, and an education expert. The researcher have received the questionnaire’s response and also interview with the students. The effectiveness are seen from the LLA’s practicality and reliability point of view, paperless, and help them to get used to computer based test before they will do UNBK. For the students, they loved it. They said, “sekarangkan anak2 lebih suka main HP daripida megang buku.” They said that it was simple and easy to use. B: Padahal sama saja ya (Laughing) A: The Immediate feedback also helped them to learn. They received the result after all of the student finished the test. B: So it always gives them direct result? A: we can give the direct result but also we can set the setting so we can send the feedback after every students have done the test. B: okay. A: About the Internet Quota, they were okay with that, because they were regularly buy the Internet Data. From the students perspective, Google Form was effective as medium for Multiple Choice Test. From the point of view of the teacher, the School Internet Connectivity was a potential facility to implement the Google Form as multiple Choice test. B: Wait, what is the correlation with the students? You said that students have the personal Internet Connection? So what is the correlation?


80 A: okay, so the second point of view was from the teacher. The school provide Internet only for computer lab and teacher. B: okay I see, this is from teacher’s point of view. Okay. A: okay buk, I will continue. Here are the benefits for teacher to use Google Form as a medium for multiple choice test: Auto Grading, Auto Data Management, Secure Data Saving, Paperless, Practical, Easy to operate, and Low budget. That’s the result of my research, I need your validation B: okay the questions. A: Before the question, when I interviewed the teacher there. He was like, “Ada yang seperti ini ya?”. B: So it’s something new ya. A: yes it’s something new. Ssttt (Someone interrupt from the window.) B: Haha, pak ardi. So they haven’t done the UNBK? A: Yes they have done it. The teacher said that all of the vocational school in Yoyakarta have done the UNBK. B: okay, it is important for the students to have the experience before doing the test. A: okay buk, that’s all from my research. B: Okay, the questions? A: What is your opinion about the usage of Google Form as an English multiple choice test? B: My opinion, just like what you have mentioned, it is practical. Because for me, as a teacher, I usually have difficulties in checking my students’ work. And then using Google Form really helps me a lot and it’s save time and the students can get the direct feedback. And then it is low budget because I don’t have to copy, paperless. And then they are also excited, I think their attitude toward technology now is, what is it? Makes them think that technology is part of their life. A: Do you think that this is expensive? B: I don’t think it is expensive again. I think every students can afford it. If your phone is dual sim-card, like mine, you can use one of them for quota and just buy the cheaper internet quota. This is cheaper than subscribe to regular quota. For the teacher, I think that’s not really become a burden, there were Wi-Fi in the school. The students can also access free Wi-Fi in public space. They don’t have to be


81 afraid of losing the paper. But the thing should be underlined is the Integrity, that they should have. Because it is easy for them to cheat. What you need underlined in teaching with technology is Integrity. You need to tell them that Information is not hard to find. But what the students need to know is the process is more important than the result. A: I also talked about it with the students, and they said, “Itu sih pribadi sih mas sebaiknya sih gak nyontek. Saya juga gak nyontek.” B: yes that is integrity. A: Do you think teachers and students, both of them get the benefit? Or the benefit is just for one of them? B: Both of them. Ya, the teacher get the most. However the students get the experience before doing UNBK. It is important. They will not surprise before they will actually do the UNBK. A: If there will be a problem in implementation of Google Form, according to you, what are the problems may be? B: probably, first related to Internet Connection. For example there are 40 questions and the students are in the middle of doing it in the number 20for example but then there are bad Internet Connection, there may be a consequences to lose the answers. The second problem relates to the cheating that I mentioned before, it becomes my concern. That happens in my class. How to make the students realize that the process is more important the result. The result has nothing to do with their progress of learning, the process has it. When they failed than they can always repeat. and then.. Oh yes, I think another benefit of using Google Form is that they can always repeat, right? Computer could never get bored. (Laughing) In the very beginning of CALL era, when call is invented, in the era of behavioristic CALL. It mentioned that Language is matter of habitual, and computer never get bored in repeating something over and over again. The learner can always repeat part that they fail. And then learning autonomy. I think in this era in the internet era, we need to boost or encourage the students to become autonomous learner, so they should manage their own time and they should have responsibility in their progress. I think Google Form or the integration of technology may boost the learning autonomy to be possessed by them. And then what else? A: Is it effective? B: Yes it is. A: from the point of view of the teacher? B: Yes, what I think is in the point of view of the teacher. Probably it doesn’t really have impact to students, what they do is just moving from crossing to


82 clicking. But for the teacher. It is really helpful. For lecturer it is also really helpful. A: yes with 100 students. B: yes 100 students may be hard for teacher to check their works. It is really helpful. A: The last, can you give a conclusion? B: Okay. I think the integration of technology help the way teacher teach and help the way students learn. The first think I talk about is motivation, My Principle as a teacher, if the students cannot learn the way I teach then I teach the way they learn. They like to learn from technology, so I can use the integration of technology to teach them. The second is, learning autonomy, this is one of the skills that they need in this modern era. Because the information is not rare anymore, they can the information easily. So it boost the leaning autonomy and also digital literacy. The third, related to digital literacy, because our government now encourages teacher and students to use technology, and it is proven by the examination, the UNBK. So I think, exercises with Google Form will help them before face the UNBK. I think that’s all. A: Okay ms. that’s all. Thank you


APPENDIX H

MAKE AN EASILY – OPERATING MULITPLE CHOICE TEST

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APPENDIX I

MAKE AN EASILY – OPERATING MULITPLE CHOICE TEST

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This manual book is made to help teachers in making a multiple-choice testing with Google Form. However it will be great and faster if you learn it by doing. It will be more efficient if you experience the process. The book provides figures to help you easily understand the way to make multiple choice test with Google Form. 1. What is Google Form? Google-Form is an application that is provided by Google Company to assist data gathering. It supports auto grading, auto data management, and secure data saving. It can also be utilized as a multiple choice test medium in school. 2. What Do You Need? The only thing you need is a Google account by simply signing-up to G-mail. You will have access to various beneficial apps that are provided by Google Company, one of them is Google Form. 3. How to Access Google Form. Google Form can access simply by getting in to Google Drive open the tab “NEW” and choose the app Google Form. The red box in the picture bellow shows the location of Google Form.

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Figure 1.1 How to access Google Form

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4. How to Work with Google Form? a. Google Form Features Before making the multiple choice test, first you need to know the features in multiple choice test. There are three parts of Google Form the head, Questions’ work space, and Responses’ work space. Below is the picture of Google Form work space display.

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Figure 4.1 The display of Google Form Display 94


1) The Head of Google Form Work Space

Figure 4.2. The head of the Google Form Work Space NO 1 2 3 4 5 6 7

Name The title of the project. Color Palette Preview Setting SEND Menu Account

Functions To show the title of the test. To choose the theme and color for the back ground. To check the test before it is distributed. To set the test. To send the test and to get the URL There are some functions can be used in the menu such as undo, make a copy, etc. To show the Google Account who is accessing the Google Form Table 4.1. The Functions of Features

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2) The Questions part

Figure 4.3. The picture of questions work space Table 4.2 Questions work space NO 1 2 3 4

Functions To make the title of the test. To describe the test. To input the question. There are some form of responses that can be collected. They are multiple choices, short answer, paragraph answer, etc. To put the multiple choices answer of the questions. There are some options of functions 96

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Name Title Space Form Description Title Question Space The Response Choices Option Space


to collect students’ answer. Short answer: To collect short answer. Paragraph: To collect long answer. Multiple Choice: To show multiple choices. (Circle) Checkboxes: To show multiple choices. (Checkboxes) Dropdown: To show multiple choices. (Number) Linear Scale: To get response in the form of scale Multiple Choice Grid: To have some statement with some repeated choices responses. Date: To collect response in the form of date.

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Make Copy Delete

8

Required

9

Input Functions

Time: To collect response in the form of time. To copy and paste the active work space. To delete the active work space To make it a must to be filled by the students. If in the end it is not filled than a warning may perform. This contains functions:

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Add questions: to add questions Add text: to ad text Add picture: to add picture Add video: to add video Add sections: to make sections

3) The responses part This part contains the data result. There are SUMMARY of the responses but also the INDIVIDUAL response. b. How to make an English multiple choice test? 1) Pre-making a test with Google Form Before making a test you need some test collections in the form of Word Document. Later you need to copypaste the texts, pictures, and questions from your test collections in Word Document to Google Form.

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2) Making a Test a) Setting the Google Form There are three parts of setting option. The first thing to do is to go to the General setting and Checked the box as in the Figure 4.5. Next open the Presentation setting and check the box as in the Figure 4.6. Then the last open the Quizzes setting and do make it as in the Figure 4.7.

Figure 4.6. Presentation Setting Figure 4.5. General Setting

Figure 4.7. Quizzes Setting

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b) Making a Test Technically, making a multiple choice test is just simply copy-paste the test collection from Word Document into Google Form. There are some Input-functions in Google Form as in the picture on the next page. We will use the function of Multiple Choices and Short Answer. The short answer function is used to make the bio data part of the test. 

Making the title of the test, order, and passage Title and description spaces is used to make the title and description of the test, to make order, and to put passage. The title space is to make title of the test, the title of the passage, or order. The description space is to make the description and also to put the passage.

Figure 4.8. Title and Description

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Figure 4.9. Order and Passage

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

Making Personal data input space The short answer function is used to make the bio data part of the test.

Figure 2.10. Making Personal Data Input Space

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

Making a Question Making question uses the Multiple Choice functions. There are space for questions and options.

Figure 4.11. Making Multiple Choice Questions 

Giving Score for each number and Input the answer Key To input the answer key, after this we can input answer by clicking the question and choose the answer key button (See the left bottom part of Figure 4.11). After that choose the right option as the answer key and give score for the question.

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

Choosing Theme To change color or theme you can open the Color Palette in the head part of Google Form. Choose the right theme for the test to increase the motivation of students to do the test or to make it more official. The logo of the school can be input by uploading it and using it as the theme.



Previewing The Test After finishing the data input process to Google Form, you can preview the multiple choice test to evaluate before it is distributed. If there is something wrong in the preview than you may revise it.



Simplifying The URL After the test is ready, the next step is to simplify the test with the help from bitly.com. First we click the send option to get the URL then we copy-paste it to the bitly.com and simplify the URL. For example the original URL which is https://goo.gl/forms/Li79HuqQJVwJiLl53 is simplified into bit.ly/evaluasi1-bingsmk.

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5. Doing the Test (Student) After the test is ready, you may distribute the test to the students. Make sure you give explanation about the way to work with the test. It must be easy and simple for students. It is just as easy as using social media. However once again, you have to make sure that students will get significant obstacles in doing the test. 6. Auto data management and auto grading. After the students submit the test, Google Form will automatically process all of the responses. You can look the responses in summary or you can look the individual response. Make sure all of the students have submitted the test. After that you can send the individual result to their E-mail by opening the Individual response and choose the option “RELEASE SCORE” and send all of the individual results.

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UTILIZING GOOGLE FORM AS A MEDIUM FOR MULTIPLE-CHOICE ENGLISH LANGUAGE TESTING

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