SEMNAR HASIL

1. A Seminar Proposal
NURI NURYANI
1923042010
ADVICERS:
1. Drs. Mahpul, M.A., Ph.D.
2. Dr. Flora, M.Pd.
MASTER IN ENGLISH LANGUAGE TEACHING STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY

2. Developing Interactive I-Spring Quizmaker-
Based Reading Assessment in Measuring
Reading Skill

3. Research Background
- Reading becomes the most important skill for success in all educational
contexts (Brown, 2004).
- Fiharsono (2005) stated students may get inputs for the development of
listening, speaking and writing skills through reading.
- Good reading comprehension is the main goal of reading instruction at all
grade levels. Therefore, students’ comprehension toward what they read
needs critical attention. It can be conducted by administering assessments.
Alderson (2000) argued that measuring of students’ reading skills is
necessary in education.

4. ● Many students still have problems in reading comprehension.
● The online/ blended learning which is used to conduct teaching in this
pandemic situation not only promotes the existence of online materials
which become prevalent learning format, but also impacts the way of
assessments.
● Many teachers still do not have appropriate tools for the online assessment,
especially in reading.
● In this pandemic situation which requires the school to conduct online or
blended learning, the online reading assessments should not only in the
form of summative assessments such as in the semester final examination
(Penilaian Akhir Semester), but also in the formative assessment such as
used as daily practices, exercises or tasks.

5. Previous Reseacrh
1. The assessment process using ‘Kahoot!’
is more convenient and comfortable
than the use of paper-based testing.
(Zakia, A, 2019)
2. R & D on the using Quizizz for assessing
reading competency showed that the
quality of the developed online quizzes
as in terms of content validity was very
high and the practicality was excellent.
(Puspitayani, D.M.A., Putra, I.N.AJ and
Santosa, M.H. , 2020)
3. Research and development on designing
HOTS e-assessment using I-spring Quizmaker
for junior high school. The result showed that
it was appropriate to use as the alternative
for assessing ninth graders’ higher order
thinking skills. (Arianti, S. and Hermayawati,
2020)
4. Using Google Form as a formative assessment
tool was practical in the classroom. It could
also be useful as a summative assessment
tool due to its rapid data presentation
(Douell, M.E., 2020)

6. This study focuses on developing an interactive
formative assessment using I-spring Quizmaker
for assessing reading skill.

7. Research Questions
1. How is the developed interactive I-Spring Quizmaker-based
formative reading assessment in measuring reading skill?
2. How is the quality of the developed interactive formative
reading assessment?

8. Literature Review
Reading
• Reading is a process in which readers combine information from a text and their background knowledge to
create meaning (Nunan, 2003).
• Langer and Flihan (2000) claimed the reading comprehension process as a meaning-making activity
highlight the importance of creating a schema with understanding, predictions, and responses to the text
content.
• Reading skill can be defined as the ability to relate the textual material by comprehending the text (Fauziati,
2002).
• Harmer (2001) conveys several skills of reading as : Identifying the topic, Predicting and guessing, Reading
for general understanding, Reading for specific information, Reading for detailed information, Interpreting
text.
Assessment
According to Harlen, et al (1993), assessment in education is the process of collecting, interpreting, recording,
& using information about students’ responses to an educational tasks. There are two types of assessment:
Formative Assessment
It is designed to assist the learning process by providing feedback to the learner, which can be used to identify
strengths and weakness and hence improve future performance and the primary goal is the feedback rather
than any grade.
Summative Assessment (It is standardized tests such as state assessments and more formal exam. )
It determines student knowledge at a particular point in time. It is used primarily to make decisions for grading
or measure instructional accountability and result in student course grades.

9. Reading Assessment
According to Brown (2003) there are some kinds of reading assessment
in term of interactive reading:
1. Cloze Task
2. Comprehension Questions
3. Short –Answer Tasks
4. Editing
5. Scanning
6. Ordering Tasks
7. Information Transfer: Reading Charts, Maps, Graphs, Diagrams
Online assessment
Online assessment is a new method to assess students learning process
in an online circumstance or via internet. It offers some unique and
challenge for assessment and opportunities for positive ongoing
assessment (Khairil and Mokshein , 2018)

10. Kinds of Online Assessment Tools
• Google Forms
• Kahoot
• Quizziz
• Edmodo
• Moodle
• I-Spring Quizmaker
I-Spring Quizmaker is an application which help people to create interactive quiz
with various types of questions such as: True/ False, Multiple Choice, Multiple
response, Type In, Matching, Sequence, Fill in the Blank, Multiple Choice Text,
Word Bank.

11. Research Methodology
Research Design
• The research design used is Research and Development (R & D) method by Borg and
Gall using the ADDIE model which covers Anlayzing, Designing, Developing,
Implementing, and Evaluating (Roger, 2002)
Subjects/ participants
The target learners and the experts.
• The target learners are the tenth grade students who are the students of SMA Negeri 3
Kotabumi.
• Three experts involved in this research are two experts of materials and an expert of
media with different backgrounds

12. Instrument & Data Collecting Technique
This research will use two sets of questionnaires:
1. First Questionnaire (Need Analysis)
The first questionnaire is need analysis questionnaire which is structured or close
questionnaire. This questionnaire is aimed to gather information related to the teachers’
opinion about the online reading assessment and also the use of technology in the
assessments.
2. Second Questionnaire
The second questionnaire will be used to get the data of the experts’ and students’
opinions and suggestions about the designed online reading assessment. The opinions
and suggestions derived from the second questionnaire will be used to revise the draft.

13. Data Analysis Technique
The type of data collected in this research is quantitative and qualitative data from two types of
questionnaires.
● The data from the first questionnaire is in the form of scores.
● The data from the second questionnaire is in the form of scores and suggestion from the
experts (an English lecturer, an IT lecturer and an English teacher) and the students
The steps of data analysis are presented as follows:
1. Changing the categories into numbers by using Likert Scale 2. Defining the Mean
Category Score
Strongly Agree (SA) 4
Agree (A) 3
Disagree (D) 2
Strongly Disagree (SD) 1
Xi = ∑X
N
In which,
Xi = average score (mean)
∑X = Total score
N = number of participants
(Hadi, 2004)

14. 3. Defining the Ideal Mean and the Ideal Standard Deviation
To know the quality of the online assessment designed, the researcher refers to the normal
distribution by using Ideal Mean (Mi) and Ideal Standard Deviation (SDi).
According to Arifin (2009), the computation of Mi and SDi can be obtained by the following
formulas:
Mi = ½ (ideal highest score + ideal lowest score)
SDi = 1/3 Mi
Ideal highest score = number of statement x highest score
Ideal lowest score = number of statement x lowest score
In which:
Mi = Ideal Mean
SDi = Ideal Standard Deviation

15. To know the category of each aspect of the interactive assessment design, the
researcher will use the quantitative to qualitative data conversion by five scales
(Arifin, 2009).
Validity and Reability of Research Instrument
The researcher will use the Pearson Product Moment Correlation formula to
determine the validity of the questionnaire and the reliability test is carried out with
the formula Alpha Cronbach.
No Score Range Category
1 >Mi + 1,5 SDi Very Good
2 Mi + 0,5 SDi <X ≤ Mi + 1,5 SDi Good
3 Mi - 0,5 SDi <X ≤ Mi + 0,5 SDi Fair
4 Mi - 1,5 SDi <X ≤ Mi - 0,5 SDi Poor
5 < Mi - 1,5 SDi Very Poor

16. The preliminary Try-Out
The researcher conducted a try out to the sample of the assessment product as the preliminary
observation. The sample of the product was created and tried out to the tenth grade students of SMA
Negeri 3 Kotabumi.
The result showed that this assessment gets positive opinion from the students. Most of the students
are enthusiastic and they very enjoy in doing the worksheet. According to the students the design of
the worksheet is quite interesting and simple. The size and the form of the font are appropriate. In
addition it was very easy to operate since the students just click the file shared by the teacher using
their android. In terms of instruction, most students stated it is easy to understand. One of the
interesting part of this assessment is the results of the assessment can be immediately known. They
also agree that the review menu in the assessment make the students easier to understand the
subject matter.
Whereas only few students agree that this assessment creates fun atmosphere in learning. Therefore
the researcher assumes that this assessment need to be evaluated. This indicator will be put in the
need analysis part which becomes one of the steps in this research.

17. Thank yOU!