b. Post-test Post-test was conducted also for both classes and it was conducted after
the treatment. The purpose of this test is to find out the growth of the score to measure the effectiveness of using English teens magazine to improve
students ’ reading interest as the cognitive aspect. The test used in this post-
test was reading comprehension which consisted of 25 multiple choice questions. The texts of reading comprehension test include of narrative,
recount, and procedure text. The text which is used in this post-test were different with the text in pre-test, but the questions used toward the text given
are in the same difficulty level like the questions used in pre-test. The texts were adopted on English teens magazine.
E. Validity Internal Control
The instrument used in this research are questionnaire and reading comprehension test. Before the writer applied these instruments to the students as
the sample of this research, these instruments were tested to another students in the same grade. This step is needed to see the validity of this instrument before it
would be applied to the sample of research. 1. Questionnaire
The writer made 30 questionnaires. The writer tested the questionnaire firstly to the students in the different school, SMA N 8 South Tangerang, but it
was still in the same grade. The writer analysed the questionnaire to see the validity and the reliability using Product Moment correlation in Microsoft Excel.
The category validity can be seen in Table 3.4.
Table 3.4 Category of Validity
After the writer analyzed the validity of this questionnaire, there were 5 questionnaire not valid and it was just 25 questionnaires which were valid to be
used in this research. The next step, the writer analysed the reliability of the questionnaire used Alpha Cronbach. The instrument was reliable if r hitung r
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r table. The calculation result was 0.646 and r table was 0.361. So, r11 r table 0.646 0.361. It means that the questionnaire was reliable. The questionnaire
which is given in the pre-test time was same in the post-test time. In the post-test time, the writer randomized the number of questionnaire.
2. Reading comprehension test a. Pre-test
First, the writer made the instrument for pre-test consisted of 30 multiple choice test. The writer tested this instrument for pre-test firstly to the
students in the different school, SMA N 8 South Tangerang, but it was still same grade. The writer analyzed this instrument to see the validity using the
formula of item analysis in test. The validity could be seen from the result of calculation in index of difficulty ID and discriminating power DP of each
answer of question. The criteria of index of difficulty can be seen in table 3.5 and discriminating power in table 3.6.
Validity Category
0.80 – 1.00
Very High 0.60
– 0.80 High
0.40 – 0.60
Medium 0.20
– 0.40 Low
0.00 – 0.20
Very Low 0.00
Not Valid
Table 3.5 Index of Difficulty
ID
VE = Very Easy 0.80
ME = Moderately Easy 0.71 - 0.80
MeDi = Medium Difficult 0.51 - 0.70
MoDi = Moderately Difficult 0.31 - 0.50
VeDi = Very Difficult 0.00 - 0.30
Table 3.6
Discriminating Power
DP
E = Excellent 1.0 - 0.40
G = Good 0.30 - 0.39
M = Mediocre 0.20 - 0.29
P = Poor 0.00 - 0.19
W= Worst -0.01
After the writer analyzed the calculation of this test, there were only 21 numbers of questions which were valid to be used as the pre-test of this
research. In order to make the writer easier to calculate the data, the writer revised 4 questions from this test. There is 5 questions eliminated from this
test. So, the final pre-test used in this research was a test consisted of 25 multiple choice questions.
b. Post-test For the post-test, the writer made a reading comprehension test consisted
of 30 multiple choice questions. The writer tested this instrument for post-test firstly to the students in the different school, SMA N 8 South Tangerang, but it
was still same grade. The analysis of validity used in this test same as the analysis used in pre-test. In the post-test validity analisis, the writer also used
item analysis formula which the validity could be seen from the result of calculation in index of difficulty ID and discriminating power DP of each
answer of question. After the writer analyzed the calculation, there were only 22 multiple choice questions which were valid to be used as the post-test of
this research. The writer revised 3 questions in this test to make the total numbers of questions same with the pre-test. There are 5 questions eliminated
from this test. So, the final post-test used in this research consisted 25 multiple choice questions.
F. Technique of Data Analysis
1. Questionnaire The writer used statistical analysis to analysed the data in this research.
Firstly, the writer determined the scale of questionnaire used a Likert scale. The questionnaires were divided into two parts; the positive and negative statements.
Second, the writer analysed the result of the questionnaire and gave the frequency for each questionnaires. Next, the writer compared the score of questionnaire
between pre-questionnaire and post-questionnaire in the treatment and controlled class. The last, the writer decided the maximum, minimum, median, quartile I, and
quartile III. After that, the writer interpreted the score of questionnaire with this category Table 3.5.
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Table 3.7 Interpretation Score of Questionnaire
Categories Interpretation
Quartile III Score Maximum Success
Median Score Quartile III Success enough
Quartile I Score Median Less success
Minimum Score Quartile I Unsuccess
2. Reading Comprehension test The writer compared the score of pre-test and post-test in the treatment
and controlled class. After that, the writer analyzed the gained score between the pre-test and post-test. Before analyzing the hypothesis, the writer had to analyze
the normality of the data. This analysis is used to see whether the data got in the
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http:graphics8.nytimes.compackagespdfnational13apply_questionnaire.pdf It was
accessed on 23rd December 2013
