gathered from students’ scores of the questionnaire and tests were processed by using SPSS 16.0 program. This step was done to obtain the range, minimum,
maximum, mean and standard deviation scores followed by the frequency chart of each variable.
3.7.2 Inferential statistics
Inferential statistics was used to test the research hypothesis. The pre- analysis tests were conducted before the statistical analysis was applied. In this
research, the pre-analysis tests consisted of normality and hypothesis test. The normality test was used to find out whether the data obtained the
research variables had a normal distribution of scores of scores or not. In this research, the test used the Kolmogorov-Smirnov test. If p value was higher than
α 0.05, it meant that the scores had a normal distribution.
The hypothesis testing was used to answer the first research question. To test the hypothesis, the data were processed by using the statistic software of
SPSS 16.0. Metacognitive learning strategy and vocabulary mastery were set as the independent variables and reading comprehension was the dependent variable.
An analysis was used to find out how the three variables related. The technique of the analysis was a multiple regression. The multiple regressions are also called as
a multiple relationship consisting of two or more independent variables. It is used to predict one dependent variable Bluman, 2009.
In this research, after analyzing, the quantitative data were presented in some tables and also graphs which including numbers. The table showed the
results of the statistical analysis of the multiple regressions in order to answer the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
research question about the relationship among metacognitive learning strategy, vocabulary mastery and reading comprehension.
3.7.3 Descriptive Qualitative
In this research, descriptive qualitative was used to analyze the qualitative data. Besides, it functioned as the qualitative description and interpretation of the
relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension and to answer the second research question. The
qualitative data were presented as the supporting to the statistical correlation. According to Creswell 2012, qualitative data analysis consisted of six steps.
They were preparing and organizing, transcribing, exploring and coding, representing and reporting, interpreting, and validating the data.
The first step was preparing and organizing. The data that were obtained were prepared to be organized by reading and rereading them. The data were
organized whether those would be organized based on the people, topic, or time period of the research. This step was done after reading the data for several times.
The second step was transcribing. The results from this step were interview transcriptions. “Transcription is the process of converting audiotape recordings or
field notes into text data.” Creswell, 2012:239. Since the data obtained for the qualitative analysis were in form of words, converting these words into a
computer document for analysis was needed to be done in order to make the analysis easier. This step was started by listening to the tapes or recording through
interviewing results. The third step was exploring and coding. “Coding is the process of
segmenting and labeling text to form descriptions and broad themes in the data.” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Creswell, 2012:243. Coding was done by dividing the text data, labeling the segments with codes, examining codes for overlap and redundancy, and collapse
these codes into broad themes. It was done by reading and rereading all of the data of the transcription. In this step, several irrelevant data which appeared to be less
important in the research might be cut. The fourth step was representing and reporting. Representing was related to
how the data were going to be presented. After being represented, the data were then reported in order to make the readers recognize. The data were represented
and reported based on reflecting the students’ words and acts for obtaining understanding from them. The represented and reported data were in a form of
narrative discussion. “A narrative discussion is a written passage in a qualitative study in which authors summarize, in detail, the findings from the data analysis.”
Creswell, 2012: 254. The fifth step was interpreting. In this step, the researcher reflected the
words and acts of the participants and then, described crucial understanding from them. The results from this step were interpretations. “Interpretation in qualitative
research means that the researcher steps back and forms some larger meaning about the phenomenon based on personal views, comparisons with past studies, or
both.” Creswell 2012:257. The interpretations were obtained based on the researcher’s feeling and supported by the data.
The last step was validating the data. Validating data was conducted in order to make sure that the data were completely accurate. According to Creswell
2012:259 , “Validating findings means that the researcher determines the
accuracy and credibility of the findings trough strategies such as member PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
checking or triangulation” For the qualitative data of this research, validating was done by doing member checking.
In this research, the interview data were presented by the researcher in the forms of descriptive details related to the students’ perceptions of the correlation
of metacognitive learning
strategy, vocabulary mastery and reading comprehension. The descriptive qualitative data were essentially used in order to
support and explain the quantitative findings.
3.8 Triangulation
A methodological triangulation was implemented in this research in order to convince the readers about the empirical data in data analysis.
Triangulation was defined as a process of verification in order to increases validity by incorporating
point of views and methods. In the social sciences, this methodological triangulation was the combination of two or more theories, data sources, methods
or investigators of a single phenomenonin one research to converge on a single construct. Moreover, this method could be used in both quantitative validation
and qualitative inquiry studies Yeasmin, 2012.
As a paradigm of triangulation, a mixed method involving a correlational research and a descriptive qualitative research was implemented in this research.
An analysis of the quantitative data was used to find out the correlation between metacognitive learning strategy, vocabulary mastery, and reading comprehension.
Then, the result s obtained from an interview of students’ perceptions were
described to support the quantitative data. Therefore, since the results of the quantitative data were supported by the results of the analysis from the qualitative
data, then, they were considered valid because they supported each other. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
