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
49
CHAPTER IV FINDINGS AND DISCUSSION
In this chapter would be elaborated the findings based on the data gathered in the present study. The data collected from the result of tests and
interview would be analysed in relation with the research questions stated in the first chapter. The findings gathered during the reducing phase, later on,
would be discussed and triangulated in the second part of this chapter.
A. Findings
In this part, the study would present the data to answer the research questions, they were 1 To what extent do the levels of readability of English
textbooks Get Along with English 1 and English for SMK 1 for the tenth grade of vocational school students? 2 Do the readability levels of English
textbooks Get Along with English 1 and English for SMK 1 match to the tenth 8
grade students’ readability at five vocational schools in Majalengka? To answer the first question, this research made use of Fry Graph
readability formula. The formula determined the readability level of English textbooks. There were two textbooks used at five vocational schools in
Majalengka. In which Get Along with English 1 was used in SMKN 1 Maja and SMKN 1 Kadipaten, and English for SMK 1 was used in SMKN 1
Majalengka, SMKN 1 Panyingkiran and SMKN 1 Palasah.
To know the answer of the second research question, this research used a test as an instrument. The result of test indicated the reading level of
students which later on will be contrasted to the Fry graph readability level of English textbooks.
1. The Result of Tests
a. The Result of Readability Level of English Textbooks
Measurement by Using Fry Readability Graph
To determine the readability level of English textbooks, in this study picked out three representative passages which were taken from
both Get Along with English 1 and English for SMK 1. Each was taken from the initial, middle and last part of the textbooks. As elaborated in
the third chapter that 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 textbook.
1 The Readability Level of Get Along with English 1
Drawing the Fry graph readability level needed to find out the average sentences of every 100 words, the value puts on the X axis. The
Y axis was the average syllables of every 100 words. The X value was
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