comprehension score after they were taught by using SQ3R technique by the researcher and the English teacher collaboratively.
3.4.3 Narrative Text
Narrative text was used in this research. Narrative was a story about a series of events which usually happened in sequence and often with one causing
another. Meanwhile, the main purpose of narrative text was to entertain or to inform the readers. There were three generic structure of narrative text including
orientation, complication, and resolution. There are some kinds of narrative text such as fairy tale, legend, myths. In
this research, fable was chosen as the teaching reading material. In the first cycle, there was one text in meeting 1 entitles “The Young Zebra and The Tiger”, one
text in meeting 2 entitles “The Grey Rabbit”, and one text in the reading comprehension test entitles “Penta the Penguin” that were used. Moreover, in the
second cycle there was one text in meeting 1 entitles “The Antelope, the Cockerel and the Coconut”, one text in meeting 2 entitles “Timmy and Mowy”, and one
text in the reading comprehension test entitles “Lady Bird’s Regret”.
3.5 Data Collection Method
In this research, there were two kinds of data used by the researcher covering primary data and supporting data. The primary data was collected from
reading test and observation while the supporting data was gained through interview and documentation. Further, the data collection method was presented
respectively in details in the following parts:
3.5.1 Reading Test
McMillan 1992:114 states that a test is an instrument that presents to each subject a standard set of questions that requires the completion of a cognitive
task. In addition, Hughes 2003:11 defines that there are four types of tests covering proficiency test, achievement test, diagnostic test, and placement test.
For gaining the primary data about the students’ reading comprehension
achievement, an achievement test was applied in this research. According to McMillan 1992:117, an achievement test is commercially prepared, with the
characteristics previously indicated, and measures present knowledge and skills of a sample of relevant content. In other words, the achievement test was established
after the students were taught reading comprehension by using SQ3R technique. A good test must have validity and reliability. Validity has been defined as
referring to the appropriateness, correctness, meaningfulness, and usefulness of the specific inferences researchers make based on the data they collect Fraenkel
and Wallen, 2012:148. In addition, Hughes 2003:26 states that a test is said to be valid if it measures accurately what is supposed to be measured. Based on
those two definitions, it could be concluded that a test was said to be valid if it measured what should be measured. A test was considered reliable if it provided
consistent results though the test was given at different time. In this research, content validity was used. Hughes 2003:42 defines that to be valid a test must
provide consistently accurate measurements, it must therefore be reliable. In other words, a valid test was also reliable. To make sure that the reading comprehension
test in this research was said to be valid and reliable, the researcher used the curriculum as the guidance. Besides, the researcher also consulted with the
English teacher of SMPN 1 Jelbuk. To construct the achievement test, the researcher consulted the items to the
English teacher of SMPN 1 Jelbuk. According to Hughes 2003:19, there are two kinds of test based on the method of scoring; they are objective and subjective
test. Moreover, it is stated that if there is no judgment required on the part of the scorer, and then the scoring is objective. Meanwhile, when there is judgment
called for, the scoring is said to be subjective. For measuring students’ reading comprehension achievement, the objective test in the form of multiple choice was
applied in this research. Hughes 2003:143 confirms that this test is more practical and easier to do. The students just needed to choose one correct answer
in achievement test in the form of multiple choice. Besides, it also enabled the researcher for scoring the test consistently because there was only one correct
answer on each test item.
Students were given the reading comprehension test after doing the action in each cycle. There were 25 items in the reading comprehension test in the form
of multiple choice. It covered finding general information and specific information. The number of narrative text used in the reading comprehension test
was one text on one test. The test consisted of finding general information 11 items and finding specific information 14 items in cycle 1 and finding general
information 13 items and finding specific information 12 items in cycle 2. The time given to administer the reading comprehension test was 80 minutes. Dealing
with the scoring, each correct item of finding general information and specific information was scored 4 points. If the students could answer all the questions
correctly, it means that they could get score 100 for their reading comprehension test. The data gained from reading comprehension test were analyzed
quantitatively by using two formulas for getting the mean score and finding the percentage of the students who got at least 75 and 75 was the standard minimum
score of SMPN 1 Jelbuk. The table specification of the reading comprehension test is in the following:
Table 3.1 The Specification of the Reading Comprehension Test in Cycle 1 Kinds of Comprehension
Number
General Information 1,7,8,11,12,15,16,21,23,24,25
Specific Information 2,3,4,5,6,9,10,13,14,17,18,19,20,22
Table 3.2 The Specification of the Reading Comprehension Test in Cycle 2 Kinds of Comprehension
Number
General Information 1,3,4,7,10,12,16,17,20,21,22,24,25
Specific Information 2, 5, 6, 8, 9, 11, 13,14,15,18,19,23
3.5.2 Observation
