Research Setting Data Gathering Technique

c. Construct Validity

The third category which a test must have is construct validity. A test has construct validity if it can be demonstrated that it measures the ability which is supposed to measure Brown, 1987. The test constructed in this research was a kind of grammar test. This test had construct validity since it was able to measure the fourth semester students’ ability in converting direct speech into reported speech.

d. Face Validity

According to Hughes 1989, a test fulfills face validity category if it looks as if it measures what it is supposed to measure. To make the test has face validity, Heaton 1979 states that the test items look right to the other testers, teachers, lecturers, or other persons who know enough about the subject. Based on Heaton’s explanation, the test constructed in this research had been consulted to a lecturer of Structure IV and two English instructors. They said that from its face, the test really measured what it was intended to measure.

2. Reliability

Reliability deals with the consistency of the scores in measuring whatever it is intended to measure Fraenkel Wallen, 1993. The test is reliable if the same test is given to the same subjects or matched subjects on two different occasions, the test itself should yield similar results Brown, 1987. According to Fraenkel and Wallen 1993 there are three methods to measure the reliability of the test. They are test-retest method, equivalent-forms method, and internal consistency method. To measure the reliability of the test constructed, this study used the split-half procedure, which is included in the internal consistency method, since it requires 36 only a single administration of the test. The procedure of this method is that the items are divided into two halves, odd-numbered items and even-numbered items. The odd-numbered items were labeled X and the even-numbered items were labeled Y. Then, the scores of each half were counted. To calculate the reliability of the half test, this study used the Pearson Product Moment formula presented in the figure 3.1.            2 2 2 2 2 1 Y Y N X X N Y X XY N r Figure 3.1 The Pearson Product Moment Formula 2 1 r = the reliability of the half test N = the number of participants X = the number of correct answers from the odd-numbered items Y = the number of correct answers from the even-numbered items The reliability of the full test was then calculated using Spearman-Brown Prophecy formula Hughes, 1989 presented in the figure 3.2. 2 1 2 1 1 1 2 r r r   Figure 3.2 The Spearman-Brown Prophecy Formula 1 r = the reliability of the full test 2 1 r = the reliability of the half test The criteria used to classify the reliability of the test in this study are presented in table 3.2 Best, 1981. 37 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 3.2 The Reliability of the Test COEFFICIENT RELATIONSHIP 0.00 – 0.20 negligible 0.20 – 0.40 low 0.40 – 0.60 moderate 0.60 – 0.80 substantial 0.80 – 1.00 high to very high

E. Data Gathering Technique

The data was collected from the participants’ work through the test of reported speech. The test was given in different time and place to the students of the two classes chosen. The test was conducted in the class during Structure IV lesson. There were some steps done in gathering the data. First, the test papers were distributed to the students. Second, before doing the test, the students were given an explanation to make sure that they understood each part of the test instruction. Third, after finishing the test, the test papers with students’ answers were collected. Last, students’ answers were scored to find out the students’ mastery on reported speech and analysed to identify the types of errors of reported speech. Students’ answers were also used to identify the possible causes of errors by referring to the theory of sources of errors. Since this study focused on the fourth semester students, for those who were not the fourth semester students but taking the class, their works were not scored and not analysed. There were 52 answers collected from the fourth semester students. 38 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

F. Data Analysis

There were two steps used to analyse the data from the test as the instrument of this research. Those steps are explained as follows:

1. Checking and Scoring

This step was started by collecting the student’s answers. Then the students’ answers were checked to show the correct and the incorrect answers. Both the correct and the incorrect answers were given different check marks, circle O for the correct answers and cross X for the incorrect answers. It was intended to make easier to classify the answers. After checking, each item of the test was scored. For all items in part A and part B, the scoring used a scale 1-0, one 1 was for the correct answer and zero 0 was for the incorrect answer. Each correct item then was counted to show the students’ scores. The result of scoring system both of each item and of the total score the sum were presented in the table. Then, the students’ scores were counted and presented in the table of the students’ achievement in the test. The presentation of the students’ achievement in the test would answer problem formulation number one.

2. Classifying

This was the last step of data analysis. The students’ errors were classified based on 1 the types of errors proposed by Dulay et al., 2 the grammatical changes of reported speech, and 3 the types of reported speech. Then the students’ errors were counted into percentage form and presented in the tables of errors based on their types. The presentation of the types of errors would answer problem formulation number two. After presenting the types of errors in the table, this step proceeds to analyse the possible causes of errors based on Brown’s theory, which answered problem formulation number three. 39 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

G. Research Procedure

There were four steps done in conducting this research. First, the researcher started to ask the permission from a lecturer of Structure IV of two classes chosen to conduct the research to the students. Second, the topic of the research and the instrument used were consulted to the lecturer. Third, after the lecturer agreed the research topic and the instrument, then the research was conducted. Fourth, the data gathered from the research was analysed and finally its interpretation was figured out into this paper to answer the problem formulation. 40

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and discussion. The first section of this chapter concerns with the presentation of the students’ achievement in the test. The second section of this chapter presents the data analysis of the research. It includes the reliability of the test and the descriptive statistics of the research. The last section is the discussion which deals with answering the three problems of this research. Those three problems are 1 ‘How far have the fourth semester students of the English Language Education Study Program of Sanata Dharma University mastered reported speech?’ 2 ‘What types of errors do the students make in reported speech?’ and 3 ‘What are the possible causes of students’ errors in reported speech?’

A. Data Presentation

The data of this study were collected from the test which was administered to the fourth semester students of the English Language Education Study Program of Sanata Dharma University. The test, as it was explained in Chapter III, consisted of two parts, multiple-choice part A and filling in the blanks part B. The objective of the first part of the test was that the students were able to recognize the forms of reported speech which were converted from direct speech. The students were also required to understand the meaning of direct speech otherwise they would not be able to convert it into reported speech correctly. The objective of the second part of the test was that the students were able to demonstrate their ability to convert direct speech into reported speech correctly. 41 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The data of the students’ achievement in reported speech both in the whole part of the test and in each part of the test are presented in the tables. Table 4.1 The Students’ Achievement in the Whole Part of the Test Percentage of Correct Answers Number of Students Achieving Percentage of Correct Answers 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10-19 0-9 1 6 10 20 13 2 - - - - It can be seen from table 4.1 that most of the students 20 students achieved 60- 69 of correct answers. There was only one student who achieved the highest percentage 90-100. The students’ lowest achievement fell in the range 40-49. There were two students who achieved it. Table 4.2 The Students’ Achievement in the First Part of the Test Percentage of Correct Answers Number of Students Achieving Percentage of Correct Answers 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10-19 0-9 6 19 19 7 1 - - - - - In table 4.2, it can be seen that most of the students 19 students achieved 80- 89 and 70-79 of correct answers in the first part of the test which consisted of 20 items of multiple-choice. There were 6 students who achieved the highest percentage 42