A.

Title
Mapping the English Test for Senior High School Based on Bloom’s
Taxonomy

B. Background of the Study

A test is used as the way to know whether the students have achieved
the learning objectives or not. Regarding to the test, (Kamlasi, 2013) notes
that test has a powerful effect in the language teaching and learning process.
Test is important for teachers in order to measure whether the objectives of
language teaching and learning have been achieved or not. Furthermore;
(Hughes, 2003:5) defines testing as the way in which information about
people’s language ability can be gathered. The information about people’s
ability is very useful and necessary; therefore it needs a test to measure it.
Classroom tests are conducted for one or more of purposes such as to
establish a basis for assigning grades, to determine how well each student has
achieved the course objectives, to diagnose student problems for remediation
and to determine where instruction needs improvement. The function of test is
to help the teachers to know whether the learning objectives have been
reached and to what extent students master the materials taught. Based on this
reason, every teacher must be able to construct good items test to his/her
students. How can we say that it is a good test? Brown, (2004:4) states that a
well constructed test is an instrument that provides an accurate measure of the
test taker’s ability within a particular domain. Constructing a good test is a
complex task involving science and arts. Developing a good test also requires
planning: teacher must determine the purpose for the test, and carefully write
appropriate test items to achieve that purpose. To achieve the learning
objectives, it needs test to assess the students’ ability; therefore, teachers must
carefully plan and design the test.
In writing test items in language testing, testers or teachers need to
know what kind of test is going to be used. Choosing the kind of test is
important for testers or teachers in order to measure the objectives of teaching

1
 and learning in the classroom. Teachers need to consider the guidelines for
constructing good test. They must look at the criteria of developing test items
which refer to language testing. The most important for teachers is considering
the taxonomy of questions that cover knowledge, comprehension, application,
analysis, synthesis and evaluation. Many test items do not match to the criteria
of language testing. In some cases; the items do cover all the taxonomy of
question which proposed by Bloom.
Developing good test items is hard work for every teacher in order to
produce the quality of test items. Regarding to the importance of test items; it
is important to conduct a research on how good the test items are. This
research aims at finding out the types of English test items in the final
semester test for senior high school which are based on Bloom’s Taxonomy
and mapping the types of English test items in the final semester test for senior
high school which are based on Bloom’s Taxonomy. The result of this
research informs the teacher on how to map the questions which are based on
Bloom’s Taxonomy.

C. Objectives of the Research

Good test items require planning which teacher must determine the
purpose for the test, and carefully write appropriate test items to achieve that
purpose. Teachers must consider the criteria of constructing test items; so the
learning objectives are achieved. In other hand; test is powerful to determine
the learning achievement. This research is conducted to obtain the following
purposes.
1) To find out the types of English test items in the final semester test for
senior high school which are based on Bloom’s Taxonomy.
2) To map the types of English test items in the final semester test for senior
high school which are based on Bloom’s Taxonomy.

2
D. Review of Related Literature
1) Test
Many definitions of test have been written in many different books.
There are experts define the term test as described in the following section.
1) Brown (2003:3) defines test as a method of measuring a person’s
ability, knowledge or performance in a given domain.
2) Hughes (2003:3) says that testing is the way in which information
about people’s language ability can be gathered.
3) Brown (2004:3) defines test as a method of measuring a person’s
ability, knowledge or performance in a given domain. Meanwhile,
4) Airasia (2008:9) defines test is a formal, systematic procedure for
gathering information. A test is used by teacher to measure the
students’ learning ability.
5) Magno (2003:1) states that the process of assessment and evaluation is
always part and parcel in the teaching and learning process in every
educational institution whether in basic education or in tertiary
education. In other words, test is defined as a process of evaluating
learning objectives.
In general, the test is needed in many purposes but the important reason
learning process is to measure whether or not the learning objectives have been
reached. There are a number of objectives of test, which are described as follows:
a) To motivate the students in learning.
b) Reinforce learning on the part of the students.
c) Means of gaining teaching and learning objectives.
d) Feedback for teacher.
e) Locating learning problem.
f) Help the teachers to identify the students’ strengths and weaknesses.
g) Help teachers plan and conduct future instruction.
h) Guide students toward improving their own performances.

3
 2) Types of Test
There are five types of language testing that proposed by Brown (2004).
Those types of language testing are language aptitude tests, proficiency tests,
placement tests, diagnostic tests and achievement tests.
1) Language Aptitude Test
A language aptitude test is designed to measure capacity or general ability to
learn a foreign language and ultimate success in that undertaking. Language
aptitude tests are ostensibly designed to apply to the classroom learning of
any language (Brown 2004:43). Examples: number learning, phonetic script,
spelling clues, Words in sentences and Paired associates
2) Proficiency Test
A proficiency test is not limited to any one course, curriculum, or single skill
in the language; rather, it tests overall ability. Proficiency tests have
traditionally consisted of standardized multiple choice items on grammar,
vocabulary, reading comprehension and aural comprehension.
3) Placement Test
Certain proficiency test can act in the role of placement tests, the purpose of
which is to place a student into a particular level or section of a language
curriculum or school.
4) Diagnostic Test
A diagnostic test is designed to diagnose specified aspects of a language. A
test in pronunciation, for example, might diagnose the phonological features
of English that are difficult for learners and should therefore become part of a
curriculum, (Brown 2004:46).
5) Achievement Test
An achievement test is related directly to classroom lessons, units, or even a
total curriculum. Achievement tests are (or should be) limited to particular
material address in a curriculum within a particular time frame and are
offered after a course has focus on the objectives in question.

4
 3) Principles of Language Test
How good of test should be? How can we say that the test is effective?
These simple questions need serious attention to be answered in order to construct
good test. Brown (2003:19) states that tests must require criteria for testing which
covers practicality, reliability, validity, authenticity and wash back. These five
criteria are discussed in the following sections.
a) Practicality
Practicality in language testing refers to administers, economy and fair.
(Brown 2003:19) states that an effective test is practical. This means that
test is not excessively expensive, stays within appropriate time constraints,
is relatively easy to administer, and has a scoring/evaluation procedure
that is specific and time-efficient.
b) Reliability
A reliable test is consistent and dependable. If you give the same test to
the same student or matched students on two different occasions, the test
should yield similar results.
c) Validity
The most complex criterion of an effective test and arguably the most
important principle is validity, "the extent to which inferences made from
assessment results are appropriate, meaningful, and useful in terms of the
purpose of assessment. This means that validity in language testing refers
to what to test for students.
d) Authenticity
Authenticity is defined as the degree of correspondence of the
characteristics of a given language test task to the features of a target
language task. Brown (2003:28) pointed that in a test, authenticity are
presented in the following ways: the language in the test is as natural as
possible, items are contextualized rather than isolated, topics arc
meaningful (relevant, Interesting) for the learner, sonic thematic
organization to items is provided, such as through a story line or episode
and tasks represent, or closely approximate, real-world tasks.

5
e) Wash back
Every type of tests has wash back effect. It occurs when teachers see the
forms of their students are going to have to take and then as a result, start
teaching for the test. Wash back generally refers to the effects the tests
have on instruction in terms of how students prepare for the test (Brown
2003:28).

4) General Guidelines
Developing good quality of test items is necessary for very tester or
teacher to know. Good quality of test items must requires amount of
requirements of language testing. As it is stated in Airasia and Russell,
(2008:156) that item should cover important objectives, bested clearly, and
simply, contain misleading statements, confusing formatting, or excess
verbiage.
This section describes the general guidelines of test items construction
which are applicable to language testing formats. Brown (2005:43-46)
mentions 10 general guidelines for language testing formats which are
explained in the following sections.
1. The item is correctly matched to the purpose and content of item
2. It is only one correct answer
3. The item written is at the level students’ of proficiency
4. The ambiguous terms and statements are avoided
5. Negatives and double negatives been avoided
6. The item avoids giving clues that could be used in answering other items
7. All parts of the item are on the same page
8. It is only one relevant information
9. Race, gender and nationality bias are avoided
10. At least one other colleague looked over the items.

6
5) Taxonomy of Questions
The major categories of questions in Bloom’s Taxonomy (Bloom,
1956) are knowledge, comprehension, application, analysis, synthesis and
evaluation which discussed in the following section.
1. Knowledge
It refers to specific facts; ways and means of dealing with specifics
(conventions, trends and sequences, classifications and categories,
criteria, methodology); universals and abstractions in a field
(principles and generalizations, theories and structures). Knowledge is
(here) defined as the remembering (recalling) of appropriate,
previously learned information. E.g. Defines; describes; enumerates;
identifies; labels; lists; matches; names; reads.
2. Comprehension
Grasping (understanding) the meaning of informational materials. E.g.
classifies; cites; converts; describes; discusses; estimates; explains;
generalizes.
3. Application
The use of previously learned information in new and concrete
situations to solve problems that have single or best answers. E.g.
Acts; administers; articulates; assesses; charts; collects; computes;
constructs.
4. Analysis
The breaking down of informational materials into their component
parts, examining (and trying to understand the organizational structure
of) such information to develop divergent conclusions by identifying
motives or causes, making inferences, and/or finding evidence to
support generalizations. E.g. breaks down; correlates; diagrams;
differentiates; discriminates; distinguishes.

7
 5. Synthesis
Creatively or divergently applying prior knowledge and skills to
produce a new or original whole. E.g. adapts; anticipates; categorizes;
collaborates; combines; communicates.
6. Evaluation
Judging the value of material based on personal values/opinions,
resulting in an end product, with a given purpose, without real right or
wrong answers. E.g. appraises; compares & contrasts; concludes;
criticizes; critiques; decides.

The levels are initially divided into convergent and divergent,

corresponding to a hierarchy of intended narrow and broad student thinking, and
then each is subdivided into low and high levels. The purpose of convergent
questions is to determine basic knowledge, skills, and understanding in order to
prepare students to apply learning. Divergent questions require students to engage
in critical thinking as they process information. Bloom (1956) classified the level
of convergent into four levels.
a) Level I Low Order Convergent
Questions requiring students to engage in reproductive thinking. The
teacher's intention is to have students recall or recognize information.
Because emphasis is on memorization and observation, students' responses
can easily be anticipated.
b) Level II High Order Convergent
Questions requiring students to engage in the first levels of productive
thinking. The teacher's intention is to have students go beyond recall and
demonstrate understanding of information organizing material mentally.
Although more thinking is involved at this level, student responses till
generally can be anticipated
c) Level III Low Order Divergent
Questions requiring students to think critically about information. The
teacher's intention is to have students analyze information to discover

8
 reasons or causes, draw conclusions or generalizations, or to support
opinions. Because higher-level productive thinking is involved, students'
responses may not be anticipated.
d) Level IV High Order Divergent
Higher order questions requiring students to perform original and
evaluative thinking. The teacher’s intention is to have students make
predictions, solve lifelike problems, produce original communications, and
judge ideas, information, actions, and aesthetic expressions based on
internal or external criteria. Because this level represents the highest level
of productive thinking, students' responses generally cannot be anticipated.

E. Statement of the Problems

The quality of the test items will determine the students’ achievement in
learning process. Considering the importance of constructing good test items;
thus teachers need to make quality of test which are based on the Bloom’s
Taxonomy. Thus; this research comes to answer the following research
questions:
1) What types of English test items are in the final semester test for senior
high school which are based on Bloom’s Taxonomy?
2) How do the types of English test items in the final semester test for senior
high school which are mapped based on Bloom’s Taxonomy?

F. Research Method
This part discusses the methodological aspects of the researcher. It covers
the design of the study, population and sample, instrument, technique of collecting
data, and technique of analysis data.
1) Research Design
The issues which are investigated in this research are analyzing and
mapping the English test for senior high school; therefore this research is
categorized as descriptive qualitative research. Descriptive qualitative research
design is used to solve or answer a problem that is being happened nowadays. The

9
research is done by collecting, classifying, analyzing the data and making
conclusion and report. The aim of this design is to describe something objectively.
Descriptive research is intended to make a systematic and accurate description
concerning the facts and the features of research data.

2) Source of Data
The source of data in this research is documentary data. The documentary
data are used as the source of data in this research. Cohen (2007: 201) said that
there are copious documentary sources of data in research and are helpful for the
researcher, a range of considerations has to be brought to bear on their use.
Furthermore, Prior (2003) in Cohen 2007:201) stated that documents are useful in
rendering more visible the phenomena under study. There are some examples of
documents namely field notes, journal, newspaper, records, biographies,
timetables, technical documents, students’ work sheets, memos, reports,
correspondents, plans, advertisements, prospectuses, archives, stories,
photographs, conversation, speech, policy documents, primary and secondary
sources, books and articles (Cohen 2007:201).

3) Instrument
The instrument is important to be is used in the research. The instrument
of this research is English Test Sheet. The English test which are used by the
English teachers for final semester test in senior high schools.
4) Technique of Collecting Data
In collecting the data about test item, the researchers apply the following
steps.
a) Identifying
In identifying process, the researchers identify the English test sheets
which are used for final semester test in senior high school.
b) Asking Permission
In this part; the researchers ask permission to the headmaster and English
teacher to their English test sheet as the instrument of research.

10
 c) Selecting
In selecting part, the researchers select the English test sheets which are
used in the final semester test for senior high schools.
e) Documenting
In documenting part, the researchers document the English test sheets
which are used in the final semester test for senior high schools.

5) Technique of Data Analyses

As mentioned in the previous part, the study is descriptive that is to find
out and map the test items. In this case the researchers apply the following steps:
a) Codifying
In this part the researchers will code each test items which are used in
the English test sheet. The researchers will give code on each type of
oral question which is based on the Blooms’ Taxonomy.
b) Classifying
In this section, the researchers will classify the data into categories of
test item. The focus on the level of difficulty based on the Bloom’s
Taxonomy namely lower and higher level.
c) Analyzing
The researchers will analyze the data based on categories of Bloom’s
Taxonomy; knowledge, comprehension, application, analysis,
synthesis and evaluation.
d) Discussing
In this part, the researchers will discuss the results as the findings of
the research. The discussions refer to problems of the research contains
two part namely describing and mapping the item test based on
Bloom’s taxonomy.

11
G. Jadwal Pelaksanaan Penelitian
Pelaksanaan penelitian ini dilaksanakan selama 4 bulan dengan 5 tahap
yaitu persiapan, penelitian, olah data, seminar hasil dan pembuatan laporan.
Berikut adalah table pelaksanaan penelitian.

Tabel 1
Jadwal Pelaksanaan Penelitian

Kegiatan Bulan I Bulan II Bulan III Bulan IV

Persiapan X
Pelaksanaan Penelitian x
Olah Data X
Seminar Hasil X
Pembuatan Laporan X

H. Personalia Penelitian
Personalia penelitian in terdiri dari 2 orang dosen program studi
Pendidikan Bahasa Inggris. Data dapat dilihat pada tabel di bawah ini.

Tabel 2
Personalia Penelitian

1. Ketua Pelaksana Penelitian :

Nama Lengkap : Imanuel Kamlasi, S.Pd., M.P.d
NIP/NIDN : 198111272014041001/027118101
Pangkat/Golongan : Penata/IIIC
Jabatan Fungsional : Lektor
Waktu untuk penelitian : 4 Bulan

2. Anggota Pelaksana Penelitian :

Nama Lengkap : Drs. Anselmus Sahan, M.P.d
NIP/NIDN : 196504192003121001/0019046506
Pangkat/Golongan : Penata Tkt. I/IIID
Jabatan Fungsional : Lektor
Waktu untuk penelitian : 4 Bulan

12
I. Biaya yang Diperlukan
Jumlah biaya yang dibutuhkan dalam penelitian ini adalah Rp. 7.500.000
(Tujuh Juta Lima Ratus Ribu Rupiah) dengan perincian sebagai berikut:

Table 3
Biaya yang Diperlukan

No Kegiatan Jlh Satuan Jumlah

A. Honorarium
Ketua 1 org @ 1.500.000 1.500.000
Anggota 1 org @ 750.000 750.000
B ATK
Kertas HVS 2 rim @ 50.000 100.000
Kerta F4 1 rim @ 50.000 50.000
Tinta Hitam 1 btl @ 60.000 60.000
Tinta Warna 3 btl @ 60.000 180.000
Type-X 1 bh @ 5.000 5.000
Hekter sedang 1 bh @ 25.000 30.000
Isi hekter 1 dos @ 5.000 5.000
Tas Map 2 bh @ 25.000 50.000
Metrai 3000 5bh @ 4.000 20.000
Metrai 6000 8bh @ 7.500 60.000
Fotocopy 600 lbr @ 250.000 150.000
Flashdisk 16 GB 1 bh @ 150.000 150.000
Penjilitan 12 bh @ 7500 90.000
D Pengolahan Data
Analisis Data 2 org @ 100.000 200.000
Validasi data (Validasi Ahli) 2 org @ 250.000 500.000
E Transportasi
Sewa Mobil 1 hr @ 600.000 600.000
Transportasi Lokal (BBM) 20ltr @ 6.500 130.000
F Konsumsi wkt penelitian 10 ktk @ 22.000 220.000
G Seminar Hasil
Nasi 50 dos @ 25.000 1.250.000
Aqua 2 dos @ 25.000 50.000
Spanduk 1 bh @ 150.000 150.000
H Biaya Jurnal Artikel 1 bh @ 750.000 750.000
I Pembuatan Proposal 200.000 200.000
J Pembuatan Laporan Akhir 250.000 250.000
Jumlah 7.500.000

13
Bibliography
Araisa, W. P. & Russel, K. M. 2008. Classroom Assessment: Concept and
Application. McGraw-Hill Companies: Singapore

Brown, D. H. 2004. Language Assessment: Principles and Practices. San

Francisco State University

Brown, D. J. 2005. Testing in Language Programs. McGraw-Hill Companies:

Singapore

Bloom, B. S. 1956. Taxonomy of Educational Objectives: the Classification of

Educational Goals, Handbook I: cognitive Domain. New York: David
McKay Co.

Cohen, L. at. el. 2007. Research Methods in Education. Sixth Edition. Routledge:
London-New York.

Fulcher, G. & Davidson, F. 2007. Language Testing and Assessment. Routledge

Tylor & Francis Group: London- New York

Hughes, A. 2003. Testing for Language Teacher. Second Edition. Cambridge

University Press: London

Kamlasi, I. 2013. Developing Portfolio as an Alternative Testing Device in

Descriptive Text Writing. Journal of Educational Research and Evaluation
Vol. 2 No. 1 Juni 2013. http://journal.unnes.ac.id/sju/index.php/jere

Lorin, W. A & David R. K. 2001. A Taxonomy for Learning, Teaching and

Assessing. Addison Wesley Longman Inc: New York

Matra, D. S. 2014. Teacher Questioning in Classroom Interaction. A Journal of

Culture, English Language Teaching and Literature (Celt). Vol. 14, No.1,
pp. 1-128, Semarang, July 2014 website: http://www.journalcelt.com
http://journalcelt.blogspot.com

Mutay, C. N. 2012. Critical Review of Oral Questioning Technique in Secondary

School English Language Teaching in Eldoret Municipality, Kenya.
Journal of Emerging Trends in Educational Research and Policy Studies
(JETERAPS) (ISSN: 2141-6990

Nitko, Anthony, J. 1983. Educational Test and Measurement: An Introduction.

Harcourt Brace Jovanovich, Inc. New York

Pierangelo, R & Giuliani, G. 2008. Understanding Assessment in the Special

Education Process. Corwin Press: USA

14
Stevens, D. D. & Levi, A. 2005. Introduction to Rubrics. Stylus Publishing, LLC:
Canada

Tim Penyususn. 2017. Panduan Pelaksanaan Penelitian dan Pengabdian

Masyarakat. Lembaga Penelitian dan Pengabdian Masyarakat (LPPM)
Universitas Timor: Kefamenanu

Tofade, et. ell. 2013. Best Practice Strategies for Effective Use of Questions as a
Teaching Tool. American Journal of Pharmaceutical Education 2013; 77
(7) Article 155.

Weigle, C. S. 2009. Assessing Writing. Cambridge University Press: New York

Wilen, W. W. 1991. Questioning Skills, for Teachers. What Research Says to the
Teacher. Third Edition. National Education Association: Washington

15
 SURAT PERNYATAAN
KETUA PENYUSUL

Yang bertanda tangan di bawah ini:

Nama : Imanuel Kamlasi, S.Pd., M.Pd.
NIDN : 0827118101
Pangkat/ Golongan : Penata/IIIC
Jabatan Fungsional : Lektor
Dengan ini menyatakan bahwa proposal yang saya dengan judul: “Mapping the
English Test for Senior High School Based on Blooms’ Taxonomy” yang
diusulkan dalam skema penelitian untuk tahun anggaran 2018 bersifat original dan
belum pernah dibiaya oleh lembaga/sumber lain.
Bilamana di kemudian hari ditemukan ketidaksesuaian dengan pernyataan ini,
maka saya bersedia dituntut dan diproses sesuai dengan ketentuan yang berlaku
dan mengembalikan seluruh biaya penegusaan yang sudaah diterima ke Kas
Negara

Demikian pernyataan ini dibuat dengan sesungguhnya dan dengan sebenar-

benarnya.

Kefamenanu, 22 Februari 2018

Mengatahui, Yang menyatakan,
Kepala LPPM

Dr. Paulus Klau Tahuk, S.Pt., M.P Imanuel Kamlasi, S.Pd., M.Pd.
NIP 197209012005011002 NIP 198111272014041001

16
 Biodata Ketua

Imanuel Kamlasi, S.Pd. M.Pd. dilahirkan di Manufui, Kabupaten Timor

Tengah Selatan, Nusa Tenggara Timur. Peneliti menyelasikan pendidikan Dasar
di SD Negeri Fatunake (1993), Sekolah Menengah Pertama di SMP Negeri
Oinlasi (1996), Sekolah Menegah Atas di SMA Kristen 1 Soe (1999). Peneliti
melanjutkan pedidikian tinggi di Universitas Nusa Cendana Kupang pada Prodi
Pendidkan Bahasa Inggris dan tamat pada tahun 2004. Setelah wisuda, peneliti
bekeja sebagai Dosen Luar Biasa pada Prodi Pendidikan Bahasa Inggris
Universitas Timor selama 2 tahun. Pada tahun 2006, peneliti diangkat menjadi
dosen tetap pada Prodi Pendidikan Bahasa Inggris Universitas Timor sampai
sekarang. Pada tahun 2010 -2012, peneliti melanjutkan pendidikan Stara Dua (S2)
pada Prodi Pendidikan Bahasa Inggris Program Pacrasarjana Universitas Neggeri
Semarang.
Jurnal artikel yang dipublikasikan di jurnal nasional ber-ISSN adalah
Developing Portfolio as an Alternative Testing Device in Descriptive Text
Writing (2013). The Use of Total Physical Response (TPR) in Teaching Speaking
to Young Learners (2014). Descriptive Text Writing of the Second Year Students
of English Study Program of Timor University (2015). Politeness Strategies in
Kupang Malay (A Pragmatics Analysis on Spoken Language in Kupang Malay)
(2015). Evaluating Reading Text in the Textbook of English on Sky 2 (2015),
Grammatical Errors in Writing of the Second Class Students of SMA Kristen 1
Soe (2016). The Positive Politeness in Conversations Performed by the Students
of English Study Program of Timor University (2017). A Study on Positions and
Functions of Wh-Questions Words in Amanatun Dailect of Meto Language
(2017). Pengabdian pada Masyarakat adalah Pemilihan Buku Teks Bahasa Inggris
yang Berkaulitas bagi Guru-Guru Bahasa Inggris di SMKS Dua Putra Biinmaffo
(2016). Bimbingan Belajar Bahasa Inggris bagi Anak-anak SD (2017).
Selama berkarir; peneliti menjabat sebagai Ketua Program Studi
Pedidikan Bahasa Inggris pada tahun 2007-2010 dan sebagai Kepala UPT.Bahasa
pada tahun 2014 sampai sekarang. Contact Person Hp. 085239295604.

17
 Biodata Anggota

Drs. Anselmus Sahan. M.Pd. dilahirkan di Manggarai pada tanggal 19

April 1965. Peneliti menghabiskan pendidikan SD, SMP dan SMA di kampung
halamannya di Kabupaten Manggarai, Propinsi Nusa Tenggara Timur (NTT).
Peneliti tamat Strata Satu (S1) Pendidikan Bahasa Inggris di Universitas Katolik
Widia Mandira (UNIKA) Kupang pada tahun 1992. Pada tahun 2008 -2010,
peneliti melanjutkan pendidikan Stara Dua (S2) pada Prodi Pendidikan Bahasa
Inggris Program Pacrasarjana Universitas Negeri Semarang.
Jurnal artikel terbaru yang dipublikasikan di jurnal nasional adalah “The
Descriptive Study on Question Words in Amanatun Dialect of Meto Language”.
Saat peneliti bekerja sebagai dosen tetap di program studi Pendidikan Bahasa
Inggris Fakultas Ilmu Pendidikan Universitas Timor.

18