Students Attitude toward Computer Based Test on English Subject of

National Examination
A case study on senior high school students in SMK Setia Karya Depok

A Mini Research
Presented to Fulfill Assignment on the Lecture of Language Testing

By:
Imas Masturoh (21160140000016)
Kokom Nurjanah (211601400000
Santi Setiyaningsih (21160140000015)

The Department of English Education

Master Program
UIN SYARIF HIDAYATULLAH JAKARTA
2017
CHAPTER 1
INTRODUCTION
A. Background of the Study
An individuals attitude is an
important variable in the learning process.
Laura (2015) states that attitudes as
relatively lasting clusters of feelings,
beliefs, and behavior tendencies directed
towards specific persons, ideas, objects or
groups. In other words, attitudes are
evaluations of an object that involves
cognitive, affective, and behavioral
components. These components are also
known as ABC model. Many models of
attitude have been proposed by the
different scholars. Eagly and Chaiken
(2013) state that one of the relevant and
well-recognized models is presented as
ABC model. Similarly, Van den Berg et
al. (2006) also use ABC models of
attitude. This paper discuss the attitude of
the national examination test taker toward
the Computer Based-Tests in the national
examination. As Fleming and Hiple
(2004) state that CBT is used to evaluate
the language proficiency of English
learners. Nowadays, Technology is have
been utilized every aspect of life even in
education. Many schools in all over the
world use CBT to evaluate the process of
students learning including Indonesia. In
2016, Indonesian government has chosen
some schools to run the CBT for National
examination for Junior and Senior High
Schools where the students are assumed
ready to do the National examination by
using computer.
Students attitude towards the
computer based-test has been discussed
recently. As Basroun and Tella (2012)
found that the respondents have positive
attitude towards CBT. More than average
of the respondents prefer CBT to paper
and pencil test. It is shown that the
respondents of the research also
demonstrated strong perception of
increase in their learning performance as
a result of taking CBT examination.
Unfortunately, there are also problems
faced by the students of University of
Ilorin such as shortage of computers, lack
of skills, loss of data in the process of
writing CBT, slow network and hazard of
reading on the screen were identified.
Similar with the finding of Amnah
Hassan Dammas investigating Students
Attitudes toward Computer Based Test
(CBT) at Chemistry Course, he found
(2016) that the majority of respondents
have positive attitude towards CBT, (83.7
%) of students said they were competent
with the use of computer due to their prior
experience. Those research gives insight
that the students attitude toward CBT is
quite positive. Therefore, this research Commented [MF1]: Sudah ada pen elitian yang dibahas,
tetapi belum ada pejelasan kelemah-kelemahan dari
only focused to investigate students penelitian itu yang mendorong untuk dilakukannya
penelitian baru
perception in Chemistry course. Thus, the
 research that is focused in the
implementation of CBT in National
examination is rarely investigated.
Based on the previous research,
the writers intend to conduct the research
in the area of National examination where
it is such an obligatory to pass the level of
Junior or Senior high school to know the
attitude of students in using CBT in
national examination. The research will
conduct in qualitative method by using
questionnaire as the primary resource of
the research. The writers also use
triangulation data to analyze the data.
Based on the explanation above, the
researchers used ABC model to know
students attitude toward CBT in national personality
eaxmnation. It is not only see the
cognitive aspect but also consider the
affective, behaviour and cognition.
B. Research Question
Related to the formulation of the
problem, the researcher can derives
research questions as follow:
1. What attitudes do students have
towards computer based test on
English subject of National
Examination?
C. Purpose of the Study
The purpose of the study is to
explore what attitudes students have
towards computer based test on English
subject of National Examination.
CHAPTER 2
LITERATURE REVIEW
A. DEFINITION OF ATTITUDE
The study of attitude is gaining
importance because its influence over an
individuals behavior. One possible
reason for the popularity of the attitude
concept is that social psychologists have
assumed that attitudes have something to
do with social behavior (Wicker 1969).
Concepts referring to behavioral
dispositions, such as social attitude and
trait, have played an
important role in these attempts to predict
and explain human behavior (Ajzen
1991).Attitudes are believed to directly Commented [MF2]: Ini isinya harus metodologi
penelitian: tujuan, metode, instrument, pengambilan data,
influence behavior. In practice, the term dan alaisis data
attitude is often used as an umbrella
expression covering such concepts as
preferences, feelings, emotions, beliefs,
expectations, judgments, appraisals,
values, principles, opinions, and
intentions (Bagozzi, 1994a;1994b).
Advocating the role of attitude on human
behavior, Allport(1954)describes attitude
as the primary building stone in the
edifice of social psychology. Adding to it,
Conner & Armitage (1998) express that
the attitude component is a function of a
persons salient behavioral beliefs, which
represent perceived outcomes or
attributes of the behavior.
Jung (1971) expresses several
attitudes within the broad definition
readiness of the psyche to act or react in a
certain way. He argues that attitudes very
often come in pairs, one conscious and the
other unconscious. Similarly, Ajzen &
Fishbein (1977) states that attitudes are
held with respect to some aspect of the
individuals world, such as another
person, a physical object, a behavior, or a
policy. Therefore, the way a person reacts
to his surroundings is called his attitude.
Baron & Byrne (1984) define attitudes as
relatively lasting clusters of feelings,
beliefs, and behavior tendencies directed
towards specific persons, ideas, objects or
groups.
An attitude is not passive, but
rather it exerts a dynamic influence on
behavior. Allport (1935) expresses that an
attitude is a mental or neural state of
readiness, organized through experience,
exerting a directive or dynamic influence
on the individuals response to all objects
and situations to which it is related. It is a
tendency to respond to some object or
situation. According to Malhotra (2005),
an attitude is a summary evaluation of an
object or thought. Attitude is the affect for
or against a psychological object
(Thurstone 1931). The object or
phenomenon can be anything a person
discriminates or holds in mind and may
include people, products, and
organizations (Bohner, G. and Wanke
2002).
Fazio & Williams (1986) confer
that attitudes are summary judgments of
an objector event which aid individuals in
structuring their complex social
environments. Hence, attitudes cannot be
observed directly. These are acquired
through learning over the period of time
and influenced by individuals
personality and group. Bem (1970)
suggests that attitudes are likes and
dislikes. Further, Walley et al. (2009)
submits that attitudes may be positive,
negative, or neutral. Attitude is a
psychological tendency that is expressed
by evaluating a particular entity with
some degree of favor or disfavor (Eagly
& Chaiken 1993). Every individual has
some kind of attitude but, being a
psychological phenomenon, each attitude
is invisible. Therefore, attitudes are
subjective and personal attributes and
difficult to measure.
B. ATTITUDE MODELS
Many models of attitude have
been proposed by the different scholars.
Some of the relevant and well-recognized
models are presented below:
1. Expectancy-Value Model
 Among the early expectancy- in which he argues for the extension of his
value models, one is offered by information integration model to attitude
Rosenberg (1956) in which he suggests change.
that the value importance and 2. Vector Model
perceived instrumentality are separate Calder & Lutz(1972) represent
and possibly manipulable dimensions of attitude structure in their approach, as a
attitude-related cognitive structures. two-dimensional metric space,
There is a common acceptance that recognized as Vector Model. According
attitude can be understood as to them one dimension represents an
comprehensive evaluation of an attitude affective component (liking or
object. This model consists two elements, favorableness) and the other represents a
the likelihood expectancy of each belief cognitive component (likely or probable).
making up an attitude and the worth Any belief an individual possesses about
value or affect associated with each a product is characterized by a value on
belief (Calder & Ross 1972). Fishbein & each of these dimensions as a set of
Ajzen (1975) argue that the Expectancy- coordinates in the cognitive space.
Value Model of attitude proposes that a 3. Tripartite Model
person holds many beliefs about an The model of attitude introduced
attitude object; an object is seen as having by Spooncer (1992) is better known as
many attributes. Tripartite Model. This model consists of
One of the most popular and three components of attitude: Feelings,
recognized Expectancy-Value based Beliefs and Behavior. First component
models of attitude is Multiattribute includes an individuals emotion which
Measurement Model. Multiattribute represents verbal statements of feeling,
Measurement Model of attribute is whereas second component includes an
proposed by Fishbein (1963). According individuals cognitive response which
to him, attitude is an independent measure represents verbal statements of belief and
of affect for or against the attitude object, finally the third component includes an
which is a function of belief strength and individuals overt action which represents
an evaluative aspect associated with each verbal statements about intended
attribute. behavior against environmental stimuli.
Another model, which may be 4. Technology Acceptance Model
considered as an expectancy-value Suggested by Davis (1989, 1993),
approach, is offered by Anderson (1971), TAM is an applied model of attitude
(Figure 2) in which intention to use a Cognitive denotes the beliefs an
technology is influenced by attitude individual has about an attitude object.
towards that technology and perception of
its usefulness. Attitude, in turn, is C. Components of attitude
influenced by a persons beliefs in how Now, after reviewing various
useful the technology is and how easy it is definitions and models, it is generally
to use. In this context, attitude is accepted that attitude represents the
influenced by both ease of use and positive or negative mental and neural
usefulness. The perception of ease of use readiness towards a person, place, thing
is measured by the degree to which using or event. It consists of three components:
a technology is free of effort and the o Affective Component (Neural)
perception of usefulness is measured by (Feeling/ Emotion)
the degree to which the technology can o Behavioral Component (Readiness)
help to improve task performance (Response/ Action)
(Djamasbi et al. 2009). o Cognitive Component (Mental)
5. Cognitive-Affective-Conative (Belief/ Evaluation)
Model 1. Affective Component
In CACModel (Figure 3), The affective component is the
Schiffman & Kanuk (2004)suggest that emotional response (liking/disliking)
attitudes are constructed around three towards an attitude object. Most of the
components: (1) A cognitive component research place emphasis on the
(beliefs); (2) An affective component importance of affective components. An
(feelings); and (3) A conative component individuals attitude towards an object
(behavior). cannot be determined by simply
6. ABC Model identifying its beliefs about it because
ABC model is one of the most emotion works simultaneously with the
cited (Eagly & Chaiken 1998) (Van den cognitive process about an attitude object.
Berg et al. 2006) models of attitude. ABC Agarwal & Malhotra, (2005) express that
model suggests that attitude has three the affect (feelings and emotions) and
elements i.e. Affect, Behavior and attitude (evaluative judgment based on
Cognition. Affect denotes the individuals brand beliefs) streams of research are
feelings about an attitude object. combined to propose an integrated model
Behavior denotes the individuals of attitude and choice.
intention towards to an attitude object. 2. Behavioral Component
 The behavioral component is a
verbal or overt (nonverbal) (Wicker 1969)
behavioral tendency by an individual and
it consists of actions or observable
responses that are the result of an attitude
object. It involves persons response
(favorable/unfavorable) to do something
regarding attitude object. Attitudinal
responses are more or less consistent.
That is, a series of responses toward a
given attitudinal stimulus is likely to
show some degree of organizational
structure, or predictability (Defleur &
Westie 1963).
3. Cognitive Component
The cognitive component is an
evaluation of the entity that constitutes an
individual's opinion (belief/disbelief)
about the object. Cognitive refers to the
thoughts and beliefs an individual has
about an attitude object. Fishbein & Ajzen
(1975) express theta belief is information
a person has about an object; information
that specifically links an object and
attribute. The cognitive component is the
storage section where an individual
organizes the information.
Based on the given theories, this
research examine students attitude by
using the ABC Model.
D. COMPUTER-BASED TESTING
AS A REPLACEMENT OF
PAPER-BASED TESTING
The interest in developing and
using computer-based test (CBT) in
educational assessment in schools and
educational institutions has heightened in
recent years. Delivering assessments via
computers is becoming more and more
prevalent in educational assessment
domain as changes are made in
assessment methodologies that reflect
practical changes in pedagogical methods
(Kate Tzu, 2012; Genc, 2012; Hsiao, Tu
& Chung, 2012; OECD, 2010). CBT is
seen as a catalyst for change, bringing
transformation of learning, pedagogy and
curricula in educational institutions
(Scheuermann & Pereira, 2008).
Computer-based tests (CBT)
contain assessments that are carried out
using the computer, either over computer
program or over a web-based system.
Already, many assessments have been
switched into a computerized format,
including summative, large scale, and
daily formative assessments (28).
Increased student motivate, enhanced
reliability in data gathering, and quick
reporting of results are some of the
evident advantages to CBTs (Pellegrino,
2010 and Welch, 2011).
Information and Communication
Technologies (ICTs) have been advanced
rapidly and widespread, utilized for
different purposes, and used intensively
in schools and higher education
institutions in several sides like students'
assessment and e - learning as well. CBT
systems are carried out by using the tools
of ICTs and its applications. A CBT
system is seen as a very significant
instrument to assess students' knowledge
at particular stage and to assist learners in
identifying the gap between requested
criteria and the actual standard for them.
Assessment or examinations
improve teaching by helping the teacher's
planning and consistent student
preparation. Examinations are not limited
to measure educational or societal
objectives and needs but incorporate in a
way of coping with the educational
system (Siozos, et all, 2009). Exams
generally determine the extent to which
educational objectives are achieved as
well as the extent to which educational
institutions serve the needs of the
community and society (Siozos, et all,
2009). Rehmani (2003) explained that
examinations play a significant role in
determining what goes on in the
classroom in terms of what, and how
teachers teach and students learn and can
have impact on both teaching and
learning (Shah, J. H. 2002). The rapid
advancement of Information and
Communication Technologies (ICT) in
teaching and learning has shifted the
paradigm from paper-pencil-based to
computer-based system of examinations
(Havens, 2002). There are many names
and forms to computer based exams:
Computer Assisted Testing,
Computerized Assessment, Computer
Based Testing (CBT), Computer Aided
Assessment (CAA), Computer Based
Assessment (CBA), Online Assessment,
E-Assessment and Web-Based
assessment and others. Bodmann and
Robinson (2004) contended that
Technology based assessment provide
opportunities to measure complex.
With the appearance of new
technologies, computerized testing has
begun to be widespread and implemented
in large scale testing. However, the
limited accessibility of computer and high
cost limited the implementation of
computerized language testing. Along
with the development of computer
assisted language learning (CALL), the
need for applying computer in language
testing (CALT) is inevitable in academic
contexts. Especially, since the language
proficiency standard tests such as TOEFL
and IELTS have been changed into
computerized formats, students need to be
familiar with such occasions before
encountering such proficiency test modes.
Moreover, in language learning, the use
of computers and electronic devices has
become popular all around the world,
especially in evaluating the language
proficiency of English learners, the most
precise and available way is through learning and assessment could cause
computers and on-line process (Fleming achievement to be inaccurately
& Hiple, 2004). Such developments in estimated. (p. 2).
computer technologies haveinfluenced Although CBT offers many
many areas including educational settings advantages over traditional PPT (Poggio,
such as online learning, testing and Glasnapp, Yang and & Poggio, 2005;
assessment (Bennett, 2002; Pommerich, Zhang & Lau, 2006), equivalency of
2004). scores between the two test
Some students after taking such administration modes have been the real
computerized tests complain that their test concerns for the researchers and experts
score is not the real representative of their in the area of assessment, practitioners,
language proficiency because of their and educators (Lottridge, Nicewander,
unfamiliarity with such test modes. Schulz, & Mitzel, 2008). To deal with this
Despite the use of computer in language concern, many researchers conducted
learning, the examinations are still studies in synthesizing theadministration
conducted in the traditional form, i.e. mode effects of CBTs and PPTs
paper based format in most academic (Pommerich, 2004; Poggio et al., 2005;
contexts including Azad University in Salimi, Rashidy, Salimi, & AminiFarsani,
Iran. However, as institutions started to 2011). Noyes and Garland (2008) believe
accomplish computer-based testing in that the benefits of standardized
their examination systems along with computer-based tests, such as quick and
traditionally paper-based testing systems, objective results and the ease of
concerns arose about the comparability of comparing results with others make this
scores from the two administration modes method very popular. Moreover, moves
(Wang, 2004). As the computerized tests toward computerized testing are rooted in
have been used for almost 20 years the advantages it provides in comparison
(Laborda, 2007), and the computer with traditional paper-and-pencil format
assisted language learning (CALL) has (Choi & Tinkler, 2002; Kim & Huynh,
been common since the middle of 20th 2007; Kingston, 2009). Such advantages,
century, it has been necessary to develop according to the findings of mentioned
the means to include computerized tests studies, include cost-effective
(Leahy, Lyon, Thompson, & William , administration, ease of administration,
2005). Russell and Haney (2000) asserted more accuracy, immediacy of scoring and
that the mismatch between the mode of reporting, and flexible test scheduling and
location. These studies, also, indicated contrast, text-to-speech, spell check,
that students who are familiar with highlighting, and Closed-captioning
computers feel more comfortable using it (Pomplun & 2005). The quick reporting
(OMalley, Kirkpatrick, Sherwood, of results is particularly useful to
Burdick, Hsieh, & Sanford, 2005; Poggio, educators as they are able to access and
et al., 2005). use these results to make timely changes
While computers have been in instruction if necessary. CBTs can
important in language testing, only a easily administer exam timing, and
relatively small group of professional ensuring that all students are given the
language testers use computers in same amount of time to accomplish the
producing and administering language exam. CBTs can also permit students to
tests (Kathleen, 2006). However, scores have access to the same support tools,
derived from CBT as compared to PPT including calculators, dictionaries, and
might reflect not only the examinees only let the use of those tools when it is
proficiency in the construct being suitable.
measured, but also the level of language In addition, the benefits of CBT
proficiency of examinees (Clariana & ensure easier administration; bring down
Wallace, 2002). Clariana and Wallace printing costs and paperless distribution,
(2002) in their study found that: It is increased exam security, fast feedback,
critical to realize that computer-based and and integrated support instruments (Dean
paper-based tests, even with identical & Martineau 2012). With all of these
items, will not necessarily produce benefits, it is easy to see why many HEIs
equivalent measures of student learning. and high schools are employing the use of
Instructors andinstitutions should spend technology for assessments. As CBT
the time, cost, and effort to mitigate test launched to be utilized for summative
mode effects. (p.44) assessment, investigating students'
Other studies have also found that attitudes towards CBTs became
students enjoy taking CBTs and are significant.
motivated by the use of technology From students perspective of the
(Bodmann & Robinson, 2004). CBT, there have been a number of mixed
Accessibility features can be responses. Previous literatures presented
conveniently embedded into CBTs, that more individuals expected problems
allowing for supports and with the computer supported assessment
accommodations such as glossaries, color than really had them (Bridgeman, 2009).
Despite few students being confident
about CBT before completing the
assessment, more students stated a
preference for CBT thereafter, previous
study conducted indicated a preference
for CBT over PPT (Darrell, 2003) .Some
studies reported the main disadvantage as
being increased anxiety amongst those
unfamiliar with use of computer and as
such students agreed that they are
"technophobic". The major challenges to
test examinees through computers
demand a proper software designing. To
confirm this request, students attitudes
and perceptions on the advantages and
disadvantages of a computerized test are
significant, as the user, perceptions and
his opinions are critical in the approval,
application, and advancement in
computerized tests. Moreover, while
recognizing the system level usefulness
that associated with CBT it is significant
to generally, different fields are worthy to
investigate in this area, including
problems concerning the factors that may
affect performance and student
perceptions regarding the CBTs.
These evolutions in computers
and ICTs have affected several fields
including educational assessment and
examinations and significantly reshaped
the manner of assessment and exams
mode. This has led to the development of
(CBTs), and/or computerized adaptive
test applications, besides those traditional
paper-pencil tests (PPTs). In many
academic fields, educational
measurement has been moving towards
the utilizing of CBTs, which defined as
exams or assessments that are managed
by computer in either stand-alone or
dedicated network or by other technology
devices linked to the internet or World
Wide Web (www) most of them using
multiple-choice questions.
As now computer-based tests are
launched to be applied especially at
primary and secondary education level,
for such reasons like: their exam results
are scored immediately and reported in
detail, their applications are effective and
reliable, flexible, they reduce the costs for
longterm, make the integration of audio-
visual materials is possible, and enable
the rater to easily adjust the student
response time compared to traditional
PPTK (Cheng, et all 2008).
Due to the popularity of ICTs,
many schools and institutions replacing
the traditional paper and pen assessment
for learners. Students prefer CBT instead
of PBT as they think that CBT would be
interactive, exciting, accurate, secure,
credible, and smooth (Sorana &Lorentz,
2007). Also, several competitive
advantages that CBT has such as less cost,
more security, and high accuracy.
Furthermore, it minimizes the required
efforts to accomplish tasks, and time for
test preparation, marking, scheduling,
recording and analyzing the results
(Terzis, et all 2011).
E. RELEVANT STUDIES
Many studies have been
conducted to explore test takers
perception toward computer based tests,
to investigate the effects of CBT to test
performance, to compare the paper-based
tests with the CBT. As Majdi Al-Qdah
and Islam Ababneh conducted in 2017 to
compare between online and Paper
Exams in order to investigate students
Performances and Perceptions, they
found that the mean and standard
deviation statistical results were found to
be similar between both paper based and
online exams in the MCQ, TF, and
numerical type of questions; while the
essay questions results indicated that the
students preferred to answer on paper
rather than type on the computer screen.
In the followed survey about their
experiences with both exams, the students
indicated to prefer certain aspects of
online exams such as automatic results
and feedback.
Similar to the study conducted by
Majdi 92017), another comparative study
was also conducted in 2014 by
Monirosadat Hosseinia, Mohamad Jafre
Zainol Abidinb, Mostafa Baghdarniac
where they compare the Test Results of
Computer Based Tests (CBT) and the
Paper and Pencil Tests (PPT) among
English Language Learners in Iran. This
study aims at examining the score
comparability of institutional multiple-
choice reading comprehension tests in
two testing methods, i.e. paper-based and
computer-based tests taken by Iranian
first-year English students in Azad
University of Tehran, Iran. In order to
find the results, the researcher required
examining the impact of computer-based
testing (henceforth CBT) on the test score
results, and exploring the relationship
between particular test takers
characteristics such as prior computer
familiarity and computer attitudes as well
as test performance with their test scores.
The findings of the research revealed that
computer familiarity and attitude towards
computer had no significant influence on
the students performance in
computerized test. Additionally,
participants showed more preference on
test features presented on the computer
test. This seems correlate with the
findings from Majdi (2017) however,
most students prefer paper based test for
essay question.
Another research that focus on the
students perception conducted by Lim,
E., CH., Ong, B., KC. Wilder-Smith, E.,
PV. Seet, R., CS. (2006) towards
Computer-based Versus Pen-and-paper undergraduate students who had taken the
Testing in Singapore in 2006. In the exam on CBT were selected from college
research, Lim, et al (2006) examined of science - chemistry department to
medical students attitude about CBT VS examine their perceptions towards CBT.
PBT testing. Through an online survey The researchers examine the possibility of
213 (53.5%) final-year students were using student feedback in the
tested out of which 91 (79.8%) preferred effectiveness of this method in
CBT, 11 (9.6%) preferred PPT format and assessment.
12 (10.5%) were un-sure. The findings of The findings of the research that
the research also revealed that 42 the majority of respondents have positive
indicated that 42 liked CBT because of attitude towards CBT, (83.7 %) of
good quality of images and independent students said they were competent with
of assigned seating positions; 22 liked the use of computer due to their prior
because they could proceed at their own experience. Regarding test
pace; one stated that CBT examinations administration, they reported that there
was fun; 4 enjoyed the convenience of are some errors in the chemical equations,
CBT and 6 cited equality as the reason formulas, construction in the exam
they preferred CBT over PPT. sections, and inadequate time.
Investigation of the students Nevertheless, they achieved the exam
Attitudes toward Computer based Test successfully and reached satisfaction
(CBT) at Chemistry Course was also done through CBT features such as direct
by Amnah Hassan Dammas in 2006. The scoring, validity, and transparency
fact that Computer Based Assessment ingrading. The bottom line, CBT
(CBT) is being a highly widespread experience will become favorable for
method to assess students fulfillment at students and then will earn its
the university level. Dammas (2006) effectiveness in the context of
through this study, intended to examine assessments methods.
the attitude of the students towards This year, Indonesia made a
computer-based test (CBT) at the KAU - breakthrough in conducting the national
Saudi Arabia Jeddah. He adopted examination. The examination that used
Quantitative approach using survey to be carried out with paper-pencil based
questionnaire to carry out the current test is now conducted using the computer
study using convenience-sampling based tests. Given that this is the first year
technique. The sample consists of (60) of Indonesia conducting the national
 examination by using CBT, it
interesting to investigate
implementation of the CBT for national
examinations. As to narrow the study, the
researcher limits the study on exploring
the students attitude toward the CBT
National Examination, particularly on the
English subject, conducted in SMK Setia
Karya Depok. Therefore, to address the
problems specified in this study, the
research problem is addressed as follow:
What attitude do students have towards
computer based test on English subject of
National Examination?
CHAPTER 3
RESEARCH METHODOLOGY
A. Research Design
The writer chooses a qualitative
approach for this study. In general, qualitative
research methods are especially useful in
discovering the meaning that people give to
events they experience (Bogdan & Biklen,
2003; Denzin & Lincoln, 2000). Qualitative
research questions often begin with how or
what, so that the researcher can gain an in-
depth understanding of what is going on
relative to the topic (Patton, 1987). For the
current study, the writer explores
participants experiences and their perception
on learning by using Indonesian language.
Qualitative case study research served
as the main methodology for this study. Case
is study researchers collect detailed information
the using a variety of data collection procedures
over a sustained period of time. For this
study, the writer collects data through in-
depth interviews and observation where the
study is conducted. Specifically, interviews
are conducted and audio-taped, tapes are
transcribed into word documents. Thus,
documents are reviewed, and data are coded
for emergent themes.
B. Participant
The research setting is in SMK Setia
Karya Depok with 50 of grade nine students
as the participants. The place of the research
is on Jl. Hj. Dimun III No. 16 Perumahan
Taman Cimanggis Permai, Sukamaju, Depok.
C. Research Instrument
In this study, the writers use
questionnaire as the primary resource and
hold observation to support the
information related to the study.
1. Questionnaire
Mills, et all. (2010) state that a
questionnaire is a form with questions
that the individual completes and returns
to the researcher. The individual chooses
or completes answers to questions and
provides basic personal or demographic
information. The questionnaire may be
mailed or online. Questionnaires that are
mailed tend to have lower response rates
than other survey tools, and there is no
opportunity for the researcher to probe or
question answers. In this research, the
writers make the blue print of instrument
in order to make the questionnaire
understandable and easy to categorize.
The blueprint is explained as follows:
The Blueprint of Instrument
Conceptual definition: attitudes is a
cluster of feelings, beliefs, and behavior
tendencies directed towards specific
persons, ideas, objects or groups. These
components are also known as ABC
model.
operational definition: in this research,
attitude is a cluster of feelings, beliefs,
and behavior tendencies directed towards
Computer Based Test on English Subject
of National Examination.
Feeling (Affective) component The
affective component of attitudes refer
to your emotions linked to an attitude
object. Affective responses influence
attitudes in a number of ways. For
example, many people are
afraid/scared of spiders. So this
negative affective response is likely to
cause you to have a negative attitude
towards spiders.
Behavioral component The
behavioral component of attitudes
refer to past behaviors or experiences
regarding an attitude object. The idea
that people might infer their attitudes
from their previous actions
Beliefs (Cognitive) component The
cognitive component of attitudes refer
to the beliefs, thoughts, and attributes
that we would associate with an
object. Many times a person's attitude
might be based on the negative and Commented [MF3]: Kuesioner sudah lumayan, bisa
digunakan
positive attributes they associate with
an object.
Domain: Affective, Behavioral and
Cognitive
1. Indicators of Affective
a. Students feel nervous
b. Students feel happy
- I prefer CBT compared with PBT
- CBT exam was conducted in a
helpful environment for Examinees
2. Indicators of Behavioral
a. Students assume that the implementation
of CBT is more efficient in managing
time.
b. Students are not difficult to have more
stationary
- My previous experience in a computer
on my performance
- The CBT causes me a concern
- CBT was very efficient
3. Indicators of Cognitive
a. Students are sure in doing the test
- I believe that CBT ensured justice and
equity
- CBT is better than PBT
 Table 3.1. Students Questionnaire
SS S TS STS
Saya tidak menemukan kesulitan dalam membuka aplikasi
1
UNBK

2 Saya mengikuti instruksi yang diberikan dengan mudah

3 Saya melakukan login ke dalam sistem dengan mudah

4 Saya mengerjakan ujian dengan mudah melalui CBT

Saya lebih fokus dalam mengerjakan soal ujian melaui

5
komputer

UNBK membuat saya nyaman dan rileks dalam mengerjakan

6
soal

Saya menggunakan waktu untuk mengerjakan UNBK dengan

7
lebih efisien

Saya merasa terbantu dengan adanya Tombol Bantuan didalam

8 aplikasi UNBK dalam mengatasi kesulitan ketika mengerjakan
soal

Saya dapat mengatur waktu dalam mengerjakan soal dengan

9
melihat sisa waktu yang ditampilkan pada aplikasi UNBK

10 Saya merasa antusias mengerjakan soal dengan UNBK

saya lebih semangat belajar untuk mempersiapkan diri

11
menghadapi UNBK

12 saya lebih cepat menyelesaikan ujian dalam aplikasi UNBK

aplikasi UNBK membuat siswa lebih jujur dan mandiri dalam

13
mengerjakan soal

14 saya yakin UNBK menjadikan siswa lebih percaya diri

15 saya berharap kedepannya tetap menggunakan aplikasi UNBK

saya dapat mengaplikasikan UNBK sesuai yang disimulasikan

16
dengan tepat

17 saya membaca seluruh soal lebih jelas dengan komputer

18 UNBK dapat meminimalisir kecurangan

Saya tidak terbebani dalam menyiapkan peralatan yang saya

19
pakai untuk UNBK

saya merasa orang tua saya mendukung pelaksaan ujian

20
berbasis komputer
- Keterangan
- SS = Sangat setuju
- S = Setuju
- TS = Tidak setuju
- STS= Sangat Tidak Setuju
 2. Observation
Although questionnaire were the
primary method of data collection, the
writer also dig the information by
observing the classroom. Observation is
used to clarify or substantiate
participants statements and to provide
thick description of the case (Esterberg,
2002; Merriam, 2002).
The observation is held in the
classrooms where the National
examination is held. The purpose of the
observation is to complete the data that is
provided from the questionnaire and to
gain the information related to the
examination process in the classroom.
D. Data Analysis
This mini research follows the
data analysis and coding procedures
suggested by Creswell (2009) and
Esterberg (2002). Specifically, Esterberg
(2002) suggests that open coding is a
process where you work intensively with
your data, line by line, identifying themes
and categories that seem of interest (p.
158). Additionally, Creswell (2009)
mandated the traditional approach in the
social sciences that allows the codes to
emerge during the data analysis (p. 187).
Once the data from this research
are examined thoroughly through the
open coding process, the writer reviews
the codes for emerging themes in the data.
This research study followed the
Creswells (2009) six steps during the
data analysis process and, although these
steps are described in linear order,
Creswell described an interactive
practice to analysis. That is, there is a
recursive element to following these
stepsthe process is not simply a static,
linear order of analysis.
Step 1: Organize and prepare the
data for analysis. During this step, the
writer reviews audio tapes from
interviews and transferred into word
document transcripts.
Step 2: Read through the data.
This step also aligns with Esterbergs
directive to get to know your data. The
writer reflects on the overall meaning to
gain a general sense of the information
and ideas that the participants conveyed.
Step 3: Begin detailed analysis
with the coding process. The writer
follows Creswells procedure of
organizing the material into segments by
taking the text data and segmenting
sentences into categories. The writer then
labels the categories with terms based on
the actual language from the participants.
Step 4: Use the coding process to
generate a description of the setting or
people as well as categories for these for
analysis. The writer uses this process to
 generate codes for the descriptions, which
then lead to generalizing a small number
of categories or themes. Then, she
analyzes the themes that emerge and
gather the various cases into a general
description for this bounded case.
Step 5: Advance how the
description of the themes will be
represented in the qualitative narrative.
For this step, the writer weaves the
emergent themes into narrative passages,
so that the findings emerged logically
from the participants responses.
Step 6: Interpret the meaning of
the data. To convey the participants
perceptions of their experiences
accurately, the writer focuses specifically
on what they are saying and the
conclusions they draw.
E. Goodness and Trustworthiness
All researchers attempt to design
and implement good/ethical and
trustworthy studies. Indeed, qualitative
researchers believe that if a study is
credible, it has to be good in the ethical
sense and be trustworthy. A sound case
study is significant and complete, utilizes
alternative perspectives and sufficient
evidence and is reported in an engaging
manner (Yin, 2009). However, there are
additional strategies, according to
Merriam (2002) that researchers need to
follow to be ethical and trustworthy:
triangulation, member checks, and peer
review.
1. Triangulation
Using multiple investigators, sources
of data or data collection methods to
confirm emerging findings.
2. Member checks
Taking data and interpretations back
to the people from whom the data
were derived, and verifying its
plausibility.
3. Peer review
Discussing the process of the
study and the congruency of emerging
findings with data and the tentative
interpretations with colleagues.
CHAPTER IV
Research Findings
Data description is a description of
the status of data to explain the results of
research. The results of the study itself are
intended as the overall data obtained in the
study. As has been known that this study aims
to determine the attitude of students in
implementing computer based test. Face up.
The description presented includes the
percentage of MTs al-Hidayah students'
answers in the questionnaire in term of facing
the Computer-Based National Examination.
Attitude level of students reviewed in this
study based on three domains, affective,
behavoiur and cognitive. The following
results are presented based on student attitude B. Behaviour
based on ABC model: Behind the statements of students
behaviour facing a computer-based national
A. Affective exam given the total amounted to 4 items.
Affective aspect statement items From the calculation of scores on the level of
about the attitude of students facing the mental readiness students face the national
computer-based national exams are given a computer-based exam obtained the highest
total of 10 points. From the calculation of the score of 16 and the lowest score 6. Based on
total score on the attitude level of students the data analysis, the level of bhaviour of
facing computer-based national exams MTS Al-Hidayah students faced the national
obtained the highest score of 60 and the computer-based test. Most (70.69) MTs Al-
lowest score 19. Based on the data analysis, Hidayah stated that they prefer CBT because
the attitude level of MTs Al-Hidayah Depok CBT can apply their experience using
students faced the computer-based national computer with exam material. And also Most
examination. Most of the students (73.62%) students (55.75%) MTs Al-Hidayah depok
stated that CBT is very helpful in facilitating stated with the implementation of computer-
them in the national exam. Then some based national exams, they can focus more on
students (65%) MTS Al-Hidayah stated the exam material. The data above states that
prefer to do the test of national exam by using some students showed positive attitude
CBT facility rather than PBT (paper based toward the implementation of national
test). The data above states that some students examination using CBT. The above
showed positive attitude toward the interpretation can be described in diagram
implementation of national examination form as follows:
using CBT. The above interpretation can be
described in diagram form as follows:
STUDENT ATTITUDE IN
CBT
STUDENT ATTITUDE IN show
negative
Show Show positive
positive
CBT attitude
attitude
attitude
show negative
attitude
show
negative Show Show positive
attitude positive attitude
attitude
show negative C. Cognitive
attitude
In cognitive domain statement, students
face a computer-based national exams given
a total of 6 points. From the calculation of
scores on the level of mental readiness
students face computer-based national exams
obtained the highest score of 24 and the
lowest score 4. Based on the data analysis, the
cognitive domain of MTS Al-Hidayah
students faced the national computer-based
test. Most (65,50) MTs Al-Hidayah stated
that they prefer CBT because CBT is more
efficient. And also Most of the students
(80.75%) MTs Al-Hidayah depok
menyatakkan with the implementation of
computer-based national exams can minimize
cheating. The data above states that some
students showed positive attitude toward the
implementation of national examination
using CBT. The above interpretation can be
described in diagram form as follows:
STUDENT ATTITUDE IN CBT
show
negative Show Show positive
attitude positive attitude
attitude
show negative
attitude
CHAPTER V
CONCLUSION
Based on the resuearch findings on
students' attitude about the implementation of
computer-based National Examination in
MTs Al-Hidayah Depok, the following
conclusions are obtained: (1) MTs Al-
Hidayah Depok prefer CBT in facilitating the
in national examination. Students rediness
ischaracterized by having a high confidence
and know the description of the
implementation of National Examination
through socialization and simulation.(2)
Implementation of CBT have a lot of benefits
such as more effective implementation,
minimize budget and delivery of questions
and results of the student exam faster.
Nevertheless, because of CBt for national
examination is new is a new system so that
there are some problems . (3) Students are
strongly agree with the implementation of
CBT for National Examination Exam able to
minimize the occurrence of fraud committed
by various parties
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