Triangulation enabled the researcher to gain multiple sources of information about the same phenomenon.
The researcher uses document, questionnaire, and interview for data triangulation. The results are aligned each other. A methodological triangulation
was implemented in this research to convince the readers about the empirical data in data analysis. Triangulation was defined as a process of verification to increase
validity by incorporating point of views and methods. This methodological triangulation was the combination of two or more theories, data sources, methods
or investigations of a single phenomenon one research to converge on a single construct. Moreover, this method could be used in both quantitative validation
and qualitative inquiry studies Yeasmin, 2012. Triangulation involves comparison the information from three different
points Hopkins, 2008, in this case are the lecturer, the students and the researcherthe observer. The basic principle of triangulation is that collecting
observationsaccounts of a situation from a variety of angles and then comparing and contrasting them. In comparing different accounts, the points where they
differ, agree, and disagree should be noted. Elliot, 1991. This research involved a correlational research and a descriptive
qualitative research. An analysis of the quantitative data was used to find out the correlation between attitude, discipline, motivation, and learning success. Then,
the results 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. Furthermore, below is the detail explanation of the validity of each instrument:
a. Validity of the Document
In this research, the researcher uses students’ report book on Senior High school and attendance list at class in a semester as the document data. Those
documents are checked by the two experts; they are the researcher’s supervisor
and the lecturer at ABA Pignatelli.
b. Validity of the Questionnaire
On designing the questionnaire, firstly the researcher makes the goals and objectives are clearly defined. The assessment measure has been matched with the
goals and objectives. After the list of questionnaire items and the assessment have been made, those are reviewed to obtain feedback by the two experts; they are the
researcher’s supervisor and the lecturer at ABA Pignatelli. The researcher also gets the students involved; have the students look over the assessment of the
questionnaire.
c. Validity of the Interview
On designing the interview question list, firstly the researcher makes the interview blueprint to make a grid of the first question. The questions made are
the development of the questions in the questionnaire. After that, the questions are consulted and a
pproved by two experts; they are the researcher’s supervisor and the lecturer at ABA Pignatelli. The researcher also avoids asking questions just
depending on a pilot interview. The interviewee is given a chance to sum up and clarify the points they have made.
11. Reliability
Reliability is a major concern when a test is used to measure some attribute or behaviour Rosenthal and Rosnow, 1991. For instance, to understand
the functioning of a test, it is important that the test which is used consistently discriminates individuals at one time or over a course of time. In other words,
reliability is the extent to which measurements are repeatable –when different
persons perform the measurements, on different occasions, under different conditions, with supposedly alternative instruments which measure the same
thing. In sum, reliability is consistency of measurement Bollen, 1989, or stability of measurement over a variety of conditions in which basically the same
results should be obtained Nunnally, 1978. Bollen 1990 explains that reliability is that part of measure that is free of
random error and in the description of reliability requires that the measure be valid. Because reliability is consistency of measurement over time or stability of
measurement over a variety of conditions, the most commonly used technique to estimate reliability is with a measure of association, the correlation coefficient,
often termed reliability coefficient Rosnow and Rosenthal, 1991. The reliability coefficient is the correlation between two or more variables which measures the
same thing.
a. Reliability of the Document
On this research, the researcher uses report book and attendance list as the data instrument. In this case, the researcher cannot verify the reliability of the
document instruments but the researcher can do make the assumption of it. The researcher assumes that the assessment in both the report book and the attendance
list is reliable and valid. Also, the researcher assumes that the assessment has the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
internal consistency of the scoring. The scores should be thought of as random samples of particular occasions Nunnally, 1978.
b. Reliability of the Questionnaire
Estimating reliability is internal consistency. Reliability can be improved by writing items clearly, making questionnaire instructions easily understood, and
training the raters effectively by making the rules for scoring as explicit as possible Nunnally, 1978, for instance. Thus, the researcher makes the
questionnaire blueprint first as a guide on designing the questionnaire. The researcher makes different sets of question that can measure the same factor. The
researcher also gives the questionnaire twice to the students to improve the reliability. Having finished the questionnaire, the researcher done the cross
checking to recheck to questionnaire result.
Figure 3.4. Data Gathering Technique, Instruments, and Data Analysis Technique
