commit to user 86
There were two factors that was manipulated at the same time: teaching techniques factor A and the student’s linguistic intelligence factor B, where
each of the two factors had two variations. Thus, this research was conducted using 2 x 2 design of factorial design.
Table 3.2. 2x2 Factorial Design Teaching Technique A
Linguistic Intelligence B Experiment group
Note-Taking Pairs
A
1
Control group Directed Reading-
Thinking Activity
A
2
High Linguistic Intelligence
B
1
A
1
B
1
A
2
B
1
Low Linguistic Intelligence
B
2
A
1
B
2
A
2
B
2
This research was designed to describe and to prove the influence of using
the teaching techniques Note-Taking Pairs and DR-TA and the student’s linguistic intelligence upon the student’s reading competence.
C. Population, Sample, and Sampling
In this research, the population of the research was all the evening class of the second semester students of English Education Study Program of STKIP–
PGRI Pontianak in the academic year of 20112012. It consisted of 98 students, whom were grouped into three classes; Class A 38 students, Class B 30
students, and Class C 30 students. From the population, there were two classes which were used as the
sample of the research. The two classes were classified into experiment group class and control group class. The experiment group class was taught by using
Note-Taking Pairs technique and the control group class was taught by using DR-
commit to user 87
TA technique. Students in each class were divided based on their linguistic intelligence.
The sample was taken by using cluster random sampling. The researcher randomly took the two groups of classes from the population by using lottery.
Thus, this research was named as a compromise design or a quasi-experimental research. Due to the population consisted of three classes; it could be assumed that
the population had three groups or clusters. Then, two groups or clusters were chosen as the experimental group and the control group.
In determining the experimental and the control groups, the following steps were used.
1. The classes A, B, C were written in three pieces of paper.
2. Then, the three pieces of paper were put in a cup and two pieces of paper
were taken from the cup. The first piece of paper that was taken from the cup was experimental group and the second one was control group.
As a result class B and C were used as sample of this research. Class B was the control group and class C was the experimental group.
D. The Technique of Collecting Data
To support the research, it was needed to collect the data. In this research, the data were collected from the students by using multiple-choice test of the
reading test and the linguistic intelligence test. The tests were used as instruments in collecting the data. The reading test was dealing with the student’s competence
in understanding reading texts while the linguistic intelligence test was dealing
commit to user 88
with the student’s competence in verbal intelligence included the knowledge and the usage of the language itself.
The instruments were tried-out before they were used for collecting the data to ensure that they were valid and reliable. Therefore, the scores of try-out
were analyzed in term of their validity and reliability. Validity is used to measure the fit or the proper items which are used as the instrument. Mackay and Gass
2005: 107 explain that validity is to reflect what we believe they reflect and that they are meaningful in the sense that they have significance not only to the
population that was tested, but also for most experimental research, to a broader, relevant population.
Meanwhile, reliability refers to the consistency of the measure. Crano and Brewer 2002: 36 explain that the concept of reliability derives from classical
measurement theory, which assumes that the score obtained on any single measurement occasion represents a combination of the true score of the object
being measured and random errors that lead to fluctuations in the measure obtained on the same object at different occasions.
Validity and reliability are the most important characteristics of measuring instrument. The entire valid and reliable test were used to test the students after
getting some treatments. In this research, both the tried-out of reading test and the linguistic intelligence test consisted of 100 items. The kinds of validity and
reliability being analyzed of both reading test and linguistic intelligence test were internal validity and internal reliability. The formulas of the validity and the
reliability for both reading and intelligence test were as follows.
commit to user 89
1. Validity of test items
痀
Where: a.
∑ u
b.
∑
∑
c.
∑
∑
Note: 痀
: the coefficient of validity : the proportion of correct response on a single item
: the proportion of incorrect response on the same item : the variance of scores on the total test
: the mean of score per item : the mean of total
To know whether the test item was valid or not, 痀 was compared with 痀 .
If 痀
痀 , the test item was valid, but if 痀 痀 , the test item was invalid or drop.
2. Reliability of test items
痀
e e 1 1
∑
commit to user 90
Where: ∑ X
∑ X n
n Note:
痀
: the coefficient of reliability : the proportion of correct response on a single item
: the proportion of incorrect response on the same item : the variance of scores on the total test
e : the number of valid item
To know whether the instrument was reliable or not, 痀
or 痀 was
compared with 痀 . If 痀
痀 , the instrument was reliable, but if 痀 痀 , the
instrument was not reliable.
E. The Technique of Analyzing Data
