particular elements from the population that will be representative or informative about the topic of interest.
”
3
The researcher took the average level in their reading skill to all population as the sample. The researcher has done the pre-test in all classes of first grade. The
sample was taken from the score of pre-test which had average level in score of their pre-test. The classes which the researcher took were X IPA 1 and X IPA 2.
Each classes consists of 40 students. Thus, the sample consisted of 80 students. The X IPA 1 as a treatment class and the X IPA 2 as a controlled class.
D. The Technique of Data Collecting
1. Questionnaire The writer used
the questionnaire to measure the students’ reading interest. The questionnaire consisted of twenty-five numbers. The indicators of
questionnaire are two factors that influenced reading interest; they are cognitive and affective aspect. The cognitive aspect included of reading concept and the
affective aspect included of teacher and reading material. The writer used a likert scale to determine the questionnaire scale.
According Wiersma, “A Likert scale contains a number of points on a scale; the points have designations such as ’strongly agree’ to ’strongly disagree’.”
4
The writer distinguished questionnaire into two parts, the positive and negative
question. The answer of questionnaires was divided into four points; strongly agree, agree, disagree, and strongly disagree. Each point had different score. For
positive question, strongly agree got score 4, agree got 3, disagree got 2, and strongly disagree got score 1. Otherwise, for the negative question, strongly agree
got score 1, agree got 2, disagree got 3, and strongly disagree got score 4. The questionnaires were given twice. First, in the pre-test time and second
in the post-test time.. Pre-test was administered before the treatments or before the teacher used the English teens magazine as one of alternative reading materials
3
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6
th
Edition, Boston: Allyn and Bacon, 2006, p. 126
4
William Wiersma, Stephen G. Jurs, Research Methods in Education, Boston: Pearson International Edition, 2009, p. 363
and post-test was administered after the treatments or after the teacher used the English teens magazine as one of alternative reading materials. The content of
questionnaire before treatment was same from the questionnaire after treatment but the questionnaire number was randomized. The questionnaire was divided into
two indicators. The indicators are factors that influenced reading interest. There are:
a. Cognitive Aspect Cognitive aspect included concept of reading. Concept of reading refers to
that particular cluster of ideas and attitudes which people have about reading.
5
b. Affective Aspect Affective aspect is developed from attitudes of significant people, and
from attitudes expressed in different forms of mass media toward the interest activities. The affective aspect included teacher and reading
material.
6
The description of pre-questionnaire and post-questionnaire indicators can be seen in table 3.2 and table 3.3.
Table 3.2 Indicators of the Questionnaire
before Treatment Variable
Indicator Question number
Positive Negative
Reading Interest Cognitive Aspect: Concept of Reading
1, 5, 15, 16, 20
2, 14
Affective Aspect: Teacher
8 7, 9, 22
Reading Material 4, 6, 10, 11,
17, 19, 21 3, 12, 13, 18,
23, 24, 25
5
James Frederick Adams, Understanding Adolescence, Boston: Allyn and Bacon, 1980, p. 83
6
Elizabeth B. Hurlock. Child Development, New York: McGraw-Hill, 1978, p. 423
