Appendix 1.

Blueprint of Student Questionnaire on Reading Attitude

No Dimension Goal Descriptor Reference

.
1 Student’s To see the student’s RH 1. I read a
Reading reading habit book out of class
Habit (extensively) in general, (any book)
(closed- specifically written in RH 2. I read an
ended) English English book or
any text in English
To see the student’s RH 3. I love to visit
external motivation my school library
toward their reading to read in school-
habit time
RH 4. I love to
read English book
before exam
To see the student’s RH 5. I spend
consistency or more than an hour
endurance in their a day to read
reading habit
2. Student’s To see the student’s MR 6. I read to get
Motivation on purpose on reading to know about
Reading generally something
(closed- To see the student’s MR 8. I read more
ended) motivation on reading when it
in particular situation approaches the
exam dates
MR 9. I read
English book to
practice before
exam
To see whether the MR 7. I read only
student’s motivation when I feel
grow in preferred area interested in
certain title
MR 10. I feel more
motivated to read
novel or non-
academic book
3. The Use of To see whether student RS 11. I read the
Reading consciously uses text in UN using
Strategy strategy while reading reading strategy
(closed- (scanning, etc.)
ended) RS 14. I use the
reading strategy if
only I get difficult to
understand
The student’s belief RS 12. I believe
toward reading strategy that I will
 (related to understand better
comprehension) if I read slowly
RS 15. In UN, I
don’t have to read
all if I have found
the answer
To see whether their RS 13. I use a
reading strategy using dictionary when I
extensive prompt or can't understand
device to help words
4. Student’s To see whether the LD 16. I love to
Perception language use in their read when the
on Language reading affect their reading passage is
Difficulty motivation easy to understand
(closed- To see the student’s LD 17. I feel less
ended) perception when motivated if the
encounter difficulty text has many
unfamiliar
vocabularies
LD 18. I keep
reading though I
don’t know some
vocabularies
To see the students’ LD 19. I try to find
attitude toward difficulty some clues to
in reading guess all about the
text
LD 20. If I don’t
understand the
text, I will read
again from the
start
5. Experienced To see if student have Instruction: If you
student in the an experience of using ever used any
use of particular strategy in strategy in reading
reading reading out of the or you have any
strategy questions given idea out of the
(Open- questions above,
ended) please write down
below:
6. Student’s To see the student’s Instruction: What
opinion about expectation of national do you think about
national exam reading and how reading in UN?
exam reading do the prepare to face it How do you
prepare to face it?
Remark: The descriptor code (i.e. RH 1, RH 2, …, LD 20) is code used to identify and
connect the point between the blueprint and the instrument meant.
 Appendix 2. Student Questionnaire on Reading Attitude

Researcher-made Questionnaire on DEVELOPMENT OF NON-ASSISTED TIMED REPEATED

READING IN SILENT READING FOR PROMOTING EFL STUDENT’S COMPREHENSION: A
PREPARATION TOWARD NATIONAL EXAMINATION
Respondent Name: _________________________
School:___________________________
Direction: Please check (v) and rate yourself honestly based on what you actually do given the
statement using the following scales:
5 – always 4 – often 3 – sometimes 2 – rarely 1 – never
Reading Habit (RH) 5 4 3 2 1
1. I read a book out of class (any book)
2. I read an English book or any text in English
3. I love to visit my school library to read in school-time
4. I love to read English book before exam
5. I spend more than an hour a day to read
Motivation on Reading (MR)
6. I read to get to know about something
7. I read only when I feel interested in certain title
8. I read more when it approaches the exam dates
9. I read English book to practice before exam
10 I feel more motivated to read novel or non-academic
. book
Reading Strategy (RS)
11 I read the text in UN using reading strategy (scanning,
. etc.)
12 I believe that I will understand better if I read slowly
.
13 I use a dictionary when I can't understand words
.
14 I use the reading strategy if only I get difficult to
. understand
15 In UN, I don’t have to read all if I have found the
. answer
Language and Difficulty (LD)
16 I love to read when the reading passage is easy to
. understand
17 I feel less motivated if the text has many unfamiliar
. vocabularies
18 I keep reading though I don’t know some vocabularies
.
19 I try to find some clues to guess all about the text
.
20 If I don’t understand the text, I will read again from the
. start
If you ever used any strategy in reading or you have any idea out of the questions above, please
write down below:
What do you think about reading in UN? How do you prepare to face it?

Appendix 3. Blueprint of Student Questionnaire on Developmental Testing

No Dimension Goal Descriptor Item (s) number

.
1 Student’s To see whether the The instructional 2
Motivation on easier the student read material enhances
Reading the more motivated my motivation to
read
To see whether the The reading 3
student enjoy the strategy and the
reading instruction (the material makes my
use of strategy) reading fun
The strategy is 4
encouraging me to
read more and
consistently
To see whether the The strategy is 4
instructional design encouraging me to
help student retain read more and
reading habit consistently
2. Practicality of To see whether the The instructional 1
the Product students benefit from material makes me
the product read easier
The use of timer or 5
stopwatch
encourage me to
achieve better
result in reading
The features in the 9
book are so helpful
for me
To see whether the The instructional 6
student could use the material provides
product without any clear and
help from somebody understandable
else instruction that
enables me to do
them
I do not need any 7
help from other
when using the
book
3. The To see how The instructional 6
Language communicable the material provides
 Use of the instructional material is clear and
Product understandable
instruction that
enables me to do
them
To see whether the use The instructional 6
of language fits the material provides
student’s level clear and
understandable
instruction that
enables me to do
them
4. The Product To see whether the The material is 8
Design design & layout more encouraging
encourage student to if there are more
read pictures in it
To see the student’s Do you have any Open-ended
opinion about the idea to improve
layout and the structure this instructional
of the instruction material
5. The potential To see how the student Do you have any Open-ended
improvement feels when using the idea to improve
product and their this instructional
suggestion to improve material
 Appendix 4. Student Questionnaire on Developmental Testing

Researcher-made Questionnaire on DEVELOPMENT OF NON-ASSISTED TIMED REPEATED

READING IN SILENT READING FOR PROMOTING EFL STUDENT’S COMPREHENSION: A
PREPARATION TOWARD NATIONAL EXAMINATION
Respondent Name: __________________________ School:___________________________
Direction: Please check (v) and rate yourself honestly based on what you actually do given the
statement using the following scales:
4 – Strongly Agree 3 – Agree 2 – Disagree 2–Strongly
Disagree
Descriptor 4 3 2 1
1. The instructional material makes me read easier
2. The instructional material enhances my motivation to
read
3. The reading strategy and the material makes my reading
fun
4. The strategy is encouraging me to read more and
consistently
5. The use of timer or stopwatch encourage me to achieve
better result in reading
6. The instructional material provides clear and
understandable instruction that enables me to do them
7. I do not need any help from other when using the book
8. The material is more encouraging if there are more
pictures in it
9. The features in the book are so helpful for me
10 The instructional material has a good self-assessment
. that is so encouraging and motivating
12 The reading record (self-assessment) in the material is
. really helpful

Do you have any idea to improve this instructional material, please write your idea or comment
below:
Appendix 5. Blueprint of Interview Guide for English Reading Teacher

No Dimension Goal Descriptor Reference

.
1 The teacher’s To know the teacher’s 1. What do you
belief on belief on national exam think about UN and
national reading its reading
exam and its section?
reading To know the teacher’s 2. How do your
belief about student’s students perceive
perception on reading reading generally?
2. The teacher’s To know how the 4. How is your
perception on teacher perceives the students’
student’s student’s readiness for readiness in UN?
readiness UN through learning
toward To know how the 4a. How do you
national teacher prepares the prepare your
exam students before the students readily
exam facing UN?
4b. Is there any
strategy in reading
taught in the class
to prepare
student’s reading
skill?
3. The To know how teacher 5. Do you think the
teacher’s identifies student’s students love
attempt to reading habit reading?
encourage To know the teacher’s 5a. How do you
student’s strategy to promote promote student’s
reading habit student’s extensive extensive reading
reading habit habit?
4. The To know the obstacle of 3. Is there any
hindrance of teaching reading? obstacle to teach
teaching reading in normal
reading teaching period
during daily
lesson?
To see the result of the 4a. How do you
teacher’s solution on solve those
the existing obstacle in obstacles?
teaching reading 4b. How is the
result after all?
5 The To see the teacher’s 6. What do you
extensive belief on the use of think if student
prompt to external prompt to help have a good
help student students train their source book to
reading teach and to train
their reading skill
independently (or
 self-learning)?
To see the teacher’s 6a. Do you think it
opinion about a helpful may solve the
book which potentially student’s reading
help the students learn problem? If yes,
better in reading what criteria the
book should have
to help the
students?
Appendix 6. Interview Guide for English Reading Teacher

Session : Identification of research projectile

Objectives : (a) to identify the students’ general condition on reading,
(b) to get secondary source of student reading record achievement
(c) to clarify the general assumption about student’s belief
(d) to investigate the teacher’s belief and factual practices (of reading)
(i.e. teaching reading strategy, etc.)
(e) to suggest some students to be parted in the study
(f) to get to know the teacher’s attitude toward UN
Media : Sound Recorder (mobile phone)
Venue : Junior High School:
Qualification : The accreditation of the school indicates ‘A’
Subject : ninth-grade English teachers
Format : semi-structured informal in-depth interview

Set of Substantive Questions

 Warm-Up Question
1. What do you think about UN and its reading section?
2. How do your students perceive reading generally?
 Main Question
3. Is there any obstacle to teach reading in normal teaching period during daily lesson?
(either coming from the student or teacher or any other)
a. How do you solve those obstacles?
b. How is the result after all?
4. How is your students’ readiness in UN?
a. How do you prepare your students readily facing UN, sir/ma’am?
b. Is there any strategy in reading taught in the class to prepare student’s reading skill?
5. Do you think the students love reading?
a. How do you promote student’s extensive reading habit?
6. What do you think if student have a good source book to teach and to train their reading skill
independently (or self-learning)?
a. Do you think it may solve the student’s reading problem? If yes, what criteria the book
should have to help the students?
 Appendix 7. Expert Appraisal and Validation Sheet

Direction: Please tick (v) and rate yourself honestly based on what you actually see to given
statement using the following scales: 1: Strongly Disagree, 2: Disagree, 3: Agree, 4: Strongly
Agree

Rating Comment
No. Evaluation Criteria
1 2 3 4
1 The developed instructional
material conforms the
authentic strategy i.e. timed
repeated reading
2 The developed instructional
material is appropriately
shaped on the basis of
automaticity theory i.e. break
down according to the word
count and complexity of
headword
3 The developed instructional
material meets the fluency
strategy needed by the
students
4 The developed instructional
material covers relevant
objectives related to national
exam
5 The developed instructional
material articulates the
developed instruction clearly
and understandably
6 The vocab hint in the
developed instructional
material meets the objectives
of developing reading fluency
7 The approach and strategy in
the use of vocab hint meet
the objective of avoiding
student’s discouragement
when encounter unfamiliar
vocabularies
8 The developed instructional
material promotes the learner
to be more autonomous in
reading
9 The developed instructional
material enables the learner
to train their reading skill
independently
10 The language used in the
 developed instructional
material is simple and
relevant to the level of
student’s proficiency
11 The layout and icons or
pictures used help the
learners to be more aware of
the instruction and the
workspace they are within
12 The tutorial page for the main
instruction in reading teaches
the learners clearly and
sufficiently
13 The “My Reading Progress”
has actual effect to the
learners’ encouragement and
motivation growth
14 The design is appropriate
and not exceeding
unnecessary feature or page
15 The material leads the
learners to understand the
benefit of the strategy in
understandable approach
16 The design of the font for the
text is appropriate and
sufficiently convenient to
relevant learner’s reading
17 The self-assessment in the
developed instructional
material helps maintain
student’s learning motivation
Comment

(Bangkok/Surabaya),____ January 2018

Validator,

(Validator’s Name)
 Appendix 8. Heuristic Evaluation Sheet on the Teacher’s Developmental Testing

Direction: Please tick (v) and rate yourself honestly based on what you actually see to given
statement using the following scales: 1: Strongly Disagree, 2: Disagree, 3: Agree, 4: Strongly
Agree

Rating Comment
No. Evaluation Criteria
1 2 3 4
1 The developed instructional
material meets the fluency
strategy needed by the
students
2 The developed instructional
material covers relevant
objectives related to national
exam
3 The developed instructional
material articulates the
developed instruction clearly
and understandably
4 The vocab hint in the
developed instructional
material meets the objectives
of developing reading fluency
5 The approach and strategy in
the use of vocab hint meet
the objective of avoiding
student’s discouragement
when encounter unfamiliar
vocabularies
6 The developed instructional
material promotes the learner
to be more autonomous in
reading
7 The developed instructional
material enables the learner
to train their reading skill
independently
8 The language used in the
developed instructional
material is simple and
relevant to the level of
student’s proficiency
9 The layout and icons or
pictures used help the
learners to be more aware of
the instruction and the
workspace they are within
 10 The tutorial page for the main
instruction in reading teaches
the learners clearly and
sufficiently
11 The “My Reading Progress”
has actual effect to the
learners’ encouragement and
motivation growth
*) This heuristic evaluation is designed mainly to intuitively inspect the developed instructional
material -Non-Assisted Timed Repeated Reading- whether major likelihood of problem would
occur to the learners when they use it1.
Comment

(Bangkok/Surabaya),____ January 2018

Validator,

(Validator’s Name)

1
Novick, David G. and Hollingsed, Tasha, "Usability inspection methods after 15 years of research and
practice" (2007). Departmental Papers (CS). Paper 16.
Appendix 9. Flowchart of Content for Non-Assisted Timed Repeated Reading Material
Appendix 10. Prototype of Non-Assisted Timed Repeated Reading Instructional Material