Tec Empresarial

P-ISSN: 1659-2395; E-ISSN: 1659-3359

Adaptation of the Procrastination Assessment

Scale-Student (Pass) to Indonesian Version and Its
Validation: Senior High School Students-Data
Driven
Dwi Bhakti Indri M.A, Nur HidayahB, Henny IndreswariC, M. RamliD

Abstract

Procrastination Academic Students-Scale (PASS) is an assessment

tool designed for students. However, there has been no version of
PASS in the Indonesian language; thus, this study aims to adapt
PASS within the linguaculture context of the Indonesian language. In
addition, we also test the measurement model to find the PASS
structure that can be confirmed to be relevant to empirical data. The
development stages involved 4 (four) language experts whose
languages are identical to the Indonesian language. The product was
tested on 501 eleventh graders. The results showed that 6 (six) items
were not well validated. We proceeded with qualitative analysis in the
language aspect so all items could be categorized as relevant to the
empirical data. In other words, PASS within the Indonesian language
context is relevant for measuring high school students’ academic
procrastination.

Keywords: Adaptation, Procrastination Rating Scale, Validation, High

School Students.

INTRODUCTION
Academic procrastination seems to have become inseparable from
our habits. Theoretically, procrastination refers to postponing specific
tasks by individuals, such as writing a paper, preparing for an
examination, reading books to finish some assignments, attending
classes, and finishing academic tasks. Previous research shows that
50% of students in higher education experience academic
procrastination. Savira & Suharsono reveal that 52.1% of the eleventh
graders of the acceleration class show a high level of academic
procrastination, while the rest 47.9% show a low level of academic
procrastination. An experimental study shows that 3.8% of students in
the experimental group show a low level of academic procrastination,
65.4% show a moderate level, and 30.8% show a high level of academic
procrastination (Gading).
The empirical data confirm that academic procrastination is
rather complicated (Aderanti et al., 2013); in other words, academic
procrastination is complex and may negatively impact individuals

AUniversitas Negeri Malang, Indonesia, Email: [email protected]

BUniversitas Negeri Malang, Indonesia
CUniversitas Negeri Malang, Indonesia
DUniversitas Negeri Malang, Indonesia

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

(Talask, 2017). Academic procrastination may hinder students from

achieving academic success (Goroshit, 2018; Goroshit & Hen, 2019).
Academic procrastination is highly correlated with self-esteem, self-
efficacy, and others (Putrisari et al., 2017). Individuals experiencing
academic procrastination tend to develop reasons to reject themselves
or other people, have financial problems, show low academic
performance, and experience distress and depression (Bond & Dryden,
2005; Constantin et al., 2018; Flett et al., 2012; Flett, Hewitt, et al.,
2016; Flett, Nepon, et al., 2016; Giavalisco et al., 2004; Hu et al., 2018;
Klingsieck, 2013; Liu & Feng, 2019; Michinov et al., 2011; Savithri,
2014; Webb & Rosenbaum, 2019; Yockey, 2016; Zahra & Hernawati,
2015; Zhu, 2014). Other studies also confirm that academic
procrastination correlates with the academic achievement of students in
rural and urban areas (Chen & Chen, 2014; Gading, 2020; Rahman,
2019; Zahra & Hernawati, 2015).
Since academic procrastination brings many adverse effects,
efforts must be taken to help students reduce it. If students continue to
experience academic procrastination, they will fail their study. If they
work, they will also fail their job due to low performance.
Many instruments are available to measure academic
procrastination, including (a) API (Aitken Procrastination Scale, (b) TAP
(Tel-Aviv Procrastination Inventory), (c) PASS (Procrastination Academic
Students-Scale), (d) GPS (General Procrastination Scale, (e) TPS
(Tuckman Procrastination Scale), and (f) DPS (Decisional
Procrastination Scale). API (Aitken Procrastination Inventory) consists of
19 items related to academic performance and daily life; all items are
categorized as favorable and unfavorable. TAP (Tel-Aviv Procrastination
Inventory) asks samples to mark which items are relevant (R) and which
are not relevant (NR). GPS (General Procrastination Scale) consists of 20
items; each item comes with 5 (five) alternatives on a scale of 1 (low) to
5 (high). TPS (Tuckman Procrastination Scale) also consists of 20 items,
categorized as favorable and unfavorable. DPS (Decisional
Procrastination Scale) is the only scale using behavioral indicators for
decision-making. PASS (Procrastination Academic Students-Scale) was
developed by Solomon & Rothblum (1984), and it consists of two (2)
parts.
This study aims to adapt the language and culture and validate
the International Test Commission (2017) by modifying the academic
procrastination instrument into Indonesian. The modification or
adaptation started with translation from English into Indonesian. Then,
a validation process was done by a translation expert and content
expert. The validation process continued involving 501 eleventh graders
of SMAN (public senior high schools) in Mojokerto Regency of East Java
Province. The essential things about PASS in this study came from two
aspects: academic procrastination and the reasons for academic
procrastination. The instrument consisted of 44 items, of which 18 were
about academic procrastination, and 26 were about the reasons for
academic procrastination.

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

METHOD
Research Design
This study aims to adapt the PASS instrument following the
Indonesian culture and to validate the instrument (1984) using the
Indonesian language. The lingua-adaptation of PASS refers to adapting
the instrument from the English version into the Indonesian version.
The translation process covered the interlinguistic and intercultural
aspects. Psychometric analysis was used in the validation process of
PASS in the Indonesian version.

Research Instrument
We employed PASS with 4 (four) indicators: (1) delays in starting
or completing tasks; (2) delays in doing assignments; (3) delays or
differences in time between planned and actual performance; and (4)
doing other activities considered more fun than doing the assignments
or tasks.

The Procedure for Language and Culture Adaptation

The adaptation of the research instrument (a modification of the
International Test Commission 2017) came in several stages, including
(1) translation, (2) validation, (3) back-translation, (4) trial of the
instrument, and (5) data analysis. First, PASS was translated from
English into Indonesian by 2 (two) experts in translation: (a) Mokh. Arif
Bachtiar, M.Pd., a doctoral candidate in Australia with an IELTS score
of 7.0, and (b) Dr. Siti Hajar, BEd., MA TESOL, MEd., a national
translator with a doctoral degree in the English language. Second, after
the translation, the PASS instrument was validated to analyze its
quality by a validator, Dony Marzuki, Ph.D., an expert in the English
language with a doctoral degree and an IELTS score of 7.0. Third, the
PASS instrument went through a back-translation by an expert in the
English language, Millatul Islamiyah, M.Pd., with a master’s degree in
the English language and an IELTS score of 7.0. Fourth, after the back-
translation process, the instrument was taken for a trial involving 501
students of SMAN (public senior high schools) in Mojokerto Regency of
East Java Province. The last stage was data analysis through CFA using
the AMOS software.

Participants
The targets of this study were students of public senior high
schools (eleventh graders) in Mojokerto Regency of East Java Province;
the students were 17 or 18 years old. We had 500 students as our
participants. They all agreed to become our research participants by
filling in the statement letter confirming their willingness to be involved
in the research; this was done to maintain their confidentiality.

Data Analysis
Data were analyzed using CFA with AMOS-20 software. The
analysis aimed at obtaining the psychometric properties of CAMS-R by

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

examining the validity of the internal structure. We used several

parameters to test the accuracy of the hypothesized measurement
model in this present study, including the Goodness Fit Index (GFI),
Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and Root Mean
Square Error of Approximation (RMSEA) (Schumacker & Lomax, 2010).
The loading factor value set as the minimum acceptable value is 0.50
(Hair et al., 2019). We then continued with several steps to ensure
validity and reliability. The convergent reliability of the selected items
was calculated based on Cronbach’s Alpha coefficient, composite
reliability coefficient (CR), and the average value of extracted variance
(AVE). The minimum acceptable value of CR and AVE in this study is
0.50 (Hair et al., 2016). The accuracy of each selected item was
confirmed based on the calculation of discriminant validity and cross-
loading values.

RESULTS AND DISCUSSION

The translation stage involved two language experts chosen based
on the cultural and language aspects. The two language experts had
studied or were studying English abroad, yet both were Indonesian
citizens. Then, we synthesized it to obtain a more original translation
result. In other words, we used the result of the first and second
translations by the language experts as discussion material for a
maximum result. The next stage was validation by a language expert to
assess the synthesis of the translation result. The validation resulted in
a good category for the translation that a back-translation process
could be done.
We conducted the synthesis process based on the translation
result of the two language experts. The synthesis was based on several
considerations, including ease from the language perspective and the
effectiveness of the sentences. For example, the item stating “Sejauh
mana Anda menunda-nunda tugas ini?” was synthesized into “Sejauh
mana Anda menunda tugas ini?”. The other example would be the item
stating “Sejauh mana Anda berkeinginan untuk mengurangi
kecenderungan Anda untuk menunda tugas ini?” was synthesized into
“Sejauh mana Anda ingin mengurangi kecenderungan Anda untuk
menunda-nunda tugas ini?”. The validator assessed the synthesis
results, and it turned out that the translation had a high equivalence.
However, a little revision was needed to improve sentence structures
and dictions without changing the meaning for the following item “Anda
merasa khawatir jika Anda akan mendapat nilai jelek” into “Anda
khawatir Anda akan mendapat nilai jelek”.
The back-translation was done by a translator who did not know
the original PASS version. The back-translation aimed to emphasize
conceptual and cultural equivalence. We had 2 (two) items changed
from the back-translation, item number 9 and number 18. Item number
9 was “To what extent do you want to decrease your tendency to
procrastinate this task?”, and it was changed into “To what extent
would you like to reduce your procrastination tendencies on that

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

task?”. Item number 18 was “To what extent do you want to decrease
your tendency to procrastinate on these activities?”, and it was changed
into “To what extent would you like to reduce your procrastination
tendencies on that task?”. However, upon checking, the meaning of the
new versions was the same as the original ones. Thus, there was no
change in the synthesis results.
A qualitative test was done to verify the accuracy of the items; the
test involved 6 (six) students in the eleventh grade. If there were
suggestions from the participants, the item could be revised. After the
modification or adaptation, the final version of PASS in the Indonesian
language could be used.
No Original
Back-
Version Translate (1) Translate (2) Synthesis
Translation
(English)
9 To what Sejauh mana Sejauh mana Sejauh mana To what extent
extent do you Anda ingin Anda Anda do you want to
want to mengurangi berkeinginan berkeinginan decrease your
decrease your kecenderungan untuk untuk tendency to
tendency to Anda untuk mengurangi mengurangi procrastinate
procrastinate menunda- kecenderungan kecenderungan this task?
this task? Anda untuk Anda untuk
nunda tugas
menunda tugas menunda tugas
ini?
ini? ini?
18 To what Sejauh mana Sejauh mana Sejauh mana To what extent
extent do you Anda ingin Anda Anda do you want to
want to mengurangi berkeinginan berkeinginan decrease your
decrease your kecenderungan untuk untuk tendency to
tendency to Anda untuk mengurangi mengurangi procrastinate on
procrastinate menunda- kecenderungan kecenderungan these activities?
on these nunda tugas Anda untuk Anda untuk
activities? ini? menunda menunda
aktivitas- kegiatan
aktivitas tersebut?
tersebut?
The instrument trial involved 501 students in the eleventh grade
of 3 (three) SMAN (public senior high schools) in Mojokerto Regency,
including 155 students of SMAN 1 Kutorejo, 206 students of SMAN 1
Gedeg, and 140 students of SMAN 1 Sooko.
The data analysis included (a) choosing items, (b) testing validity,
and (c) testing CAMS-R reliability. Mindfulness was divided into 4 (four)
aspects: academic procrastination and the reasons for academic
procrastination. The results of CFA with AMOS-20 software showed that
all items were well validated, except for 6 (six) items on the PASS
instrument. The 6 (six) items were on indicators of (1) anxiety facing
evaluation, (2) dependence on others, and (3) threat from the task.
The following are the results of the trial involving the 501
students as the research participants:

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

There were 6 (six) PASS items that did not fulfill the validity and
reliability requirements. Thus, a language and cultural adjustment were
needed involving 6 (six) respondents. Then, we synthesized the results.
The following is the result of the language adjustment process:
Statement Items (Before) Statement Items (After)
Anda merasa khawatir guru Anda tidak Anda khawatir jika guru Anda tidak
menyukai tugas yang sudah Anda menyukai hasil tugas Anda
kerjakan
Anda merasa khawatir jika Anda akan Anda khawatir jika mendapatkan nilai
mendapat nilai jelek jelek
Anda menunggu sampai seorang teman Anda menunggu seorang teman
menyelesaikan tugasnya supaya ia dapat menyelesaikan tugas agar bisa membantu
Anda
Ada hal yang Anda perlu tanyakan Ada yang ingin Anda tanyakan kepada
kepada guru Anda, tetapi Anda merasa guru, tetapi Anda tidak bertanya
tidak
Anda merasa tidak memiliki informasi Anda merasa tidak memiliki informasi
yang cukup tentang bagaimana menulis yang cukup untuk menulis
Anda sungguh tidak menyukai tugas Anda sangat tidak menyukai tugas
membuat makalah (menyusun makalah)
The Indonesian version of PASS, which was validated to test the
measuring instrument, was conducted on 501 respondents (class XI
SMAN students in Mojokerto Regency). PASS consists of 2 aspects,
namely the area of procrastination and the reason for procrastination.
After the CFA analysis, there are 6 items that have not been able to
meet the validation standard. Thus, a qualitative test was conducted on
6 (six) students to adjust the language and culture.
Overall, the PASS measurement model has empirical
compatibility or has been confirmed by empirical data. Compared with
the original PASS (Fischer & Corcoran, 1994), this study proves that the

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Adaptation of the Procrastination Assessment Scale-Student (Pass) to Indonesian Version and Its Validation: Senior High School
Students-Data Driven

academic procrastination measurement tool has good evidence of

internal structure divided into two aspects.

CONCLUSION
After the PASS adaptation was carried out in Indonesian and
tested using CFA, the results of selecting items with a loading factor
were of good quality. The PASS measurement model has been confirmed
to have a complete model on empirical data. Therefore, the Indonesian
version of PASS can be used as a valid and reliable measurement tool,
as well as acceptable for high school students in Indonesia.

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