Test Instrument of the Study

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b. Test results

This study took the data from the result of readability formulation which was showed by Fry readability graph. The other test result was taken from students’ cloze score. It took from the answer analysis of the test.

c. Interview

Supporting data was also taken from the result of interview the English teacher as well as students. It was intended not only for supporting the information but also convincing the data gathered from the test and determination of textbook readab ility by Fry’s readability graphs.

3. Sorts of Data

The sorts of data in this research consist of quantitative and qualitative data. Quantitative data were taken from the calculation of textbooks readability and the result of tests. The calculation of textbooks readability was presented in the form of graphs. The result of tests was gained to measure students’ comprehension which was presented in the form of percentage scores. Qualitative data were gathered from the interview result and field notes of observation during the research conducted.

E. Time and Place of The Study

1. Time of The Study

This study was done in August —November 2013 in the initial of the first semester academic years 20132014. The time was limited to gain as much as information from the analysis unit. Whenever the study found any facts during this semester as long as enrich the data obtaining was acceptable. Therefore, the more information obtained, the richer data gathered in order to answer the research questions.

2. Place of the Study

This research took place at five vocational schools in Majalengka District West Java. Different major of vocational programs were chosen to get a various performance of students especially when measuring reading comprehension as a weigher of readability formula. The major consists of Tourism program, Technology program, Agriculture program, Computer and Networking program. These programs were the representative from five vocational schools in Majalengka, namely SMKN 1 Majalengka, SMKN 1 Kadipaten, SMKN 1 Maja, SMKN 1 Panyingkiran, and SMKN 1 Palasah. 45

F. Data Collecting Procedure

The quantitative data were gathered from cloze test and fry readability graph as a main data to answers research questions of this study. The qualitative data were gathered from interview as a supportive data to confirm the result of quantitative data analysis. The first was cloze test, as explained before that there were three passages to be tested taken from the textbook. Then students assigned to fill the blanks in the cloze test as explained above. Since there were three passages, the derived into three sessions of test. The result of the test was analysed, the score presented in the form of percentage correct answer, to make it easier in interpreting the ease of reading process. The interpretation of test result was based on Taylor’s Reading Level as shown on table 3.1 above. The second was finding out the readability level of each English textbook that was by determining the X and Y values first. The intersection of X and Y in the graph was the readability level of the textbooks. Assessing the readability level of the textbooks by Fry Graph Readability was by selecting three of 100 words passages as sample from each textbook. The graph was drawn by calculating the average sentences of every 100 words regarding as Y axis, and the average syllables of every 100 words as X axis. Later on the intersection of both averages on Y and X axis regarded as the grade level of the passages. 8 There were three areas of graph as shown below. Two black areas on the top and bottom of the graph indicate the invalid areas. The top black area was invalid, because the words have numerous syllables. And the bottom black area was invalid because the sentences in 100 words are too long. Those make the passages unreadable by the students. While the white area was the readable zone where consists of numbers from 1 —15 which indicates the reading grade level of reader. Number 1 equals with the first reading grade level, number 2 was the second reading grade level until 15 was the graduate reading grade level. 8 William H. Dubay. The Principles of Readability, Costa Mesa, CA: Impact Information. 2004, pp. 44 —46. 46 Graph 3.1 Fry’s Readability Graph 9 The third was interview, it was conducted to the English teachers of the class where the study was done and the representative students. Since the study conducted in five different classes at different vocational school, so the interview intended to an English teachers and two students of each school. The interview was guided by 20 questions related to the use and the content of English textbook. The interviews were recorded by a recorder to avoid the skips information that were given during the interview occured. The result of interview were recapped into interview scripts. Then every answer of teachers and students were coded before representing the result.

G. Data Analysis Procedure

The procedure of data analysis was supported by the answer analysis of the test, the readability grade level of Fry graph and the interview scripts. First of all the data gathered quantitatively, that was from the result of cloze test. After that the second quantitative data gained from the determination of readability grade level. the next step, the data gathered qualitatively, that was from the result of interviews. The first qualitative data gained from the English teachers, and the second one gained from the result of students’ interview. After that the main data from tests were triangulated with the common senses knowledge which has been previously and the supporting data from interview result. The last concluding the data whether the second research question answered or not that was does readability level of English textbooks match to the tenth grade students’ readability in five vocational schools in Majalengka? To have a clear map concept of the data analysis from the beginning to the end of the study, It could be seen on the figure 3.1 below. 9 National Partnership for Women and Families. Fry Readability Formula; an Overview. .........: ........., 2009, p. 1. 47 Figure 3.1. Concept of Data Analysis Procedure Adopted from Creswell

H. Trustworthiness

This research was a mixed method study which the data collected quantitatively and qualitatively. Both quantitative and qualitative study needed to proove the validity of data. The validity of quantitative data had been explained before. The validity of qualitative one was called trusworthiness. Regarding trustworthiness in qualitative research, Sandelowski argued as quoted by Rolfe that issues of validity in qualitative studies should be linked not to „truth’ or „value’ as they are for the positivists, but rather to „trustworthiness’, which „becomes a matter of persuasion whereby the scientist is viewed as having made those practices visible and, therefore, auditable’. 10 Rallis and Rossman, define trustworthiness as “a set of standards that demonstrates that a research study has been conducted competently and ethically .” 11 From both definitions known that trustworthiness of a qualitative research was when it was visible and auditable and met the standard of competent and ethics. To ensure that this research was a trustworthy study, it adopted transferability as its trustworthiness. Transferability was an external validity which “is concerned with the extent to which the findings of one study can be applied to other situations.” 12 Since this study was inspired by the previous studies of Daniel Kasule in Swaziland and Perekem and Agbor in Bayelsa Nigeria. 10 Gary Rolfe. Methodological Issues in Nursing Research; Validity, trustworthiness and rigour: quality and the idea of qualitative research. The Author. Journal compilation 2006 Blackwell Publishing Ltd. 2006, p. 305. 11 Sharon F. Rallis and Gretchen B. Rossman. Ethics and Trustworthiness, in Juanita Heigham and Robert A. Croker eds, Qualitative Research in Applied Linguistics: A Practical Introduction, USA: Palgrave MacMillan. 2009, p. 264. 12 Andrew K. Shenton. Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22 2004 IOS Press, p. 69. Sequential Explanatory Design Quantitative data collection Interpretation of Entire Analysis Quantitative data analysis Qualitative data collection Qualitative data analysis