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and awareness and checklist of students’ participation which were occupied in
pre-cycle, first and the second cycle.
c. Observation.
Observation was conducted by the observers of this research during the teaching-learning process in the first and second cycle. The function of this
activity was to monitor and evaluate the whole implementation in this research. The result contributed to draw research findings supporting those of tests or
questionnaires.
7. Instruments of Collecting Data
The data in this study were gathered from the following instruments: multiple choice reading tests
, questionnaire survey on students’ initial condition, survey questionnaire of reading interest and awareness, group participation
checklist and observation sheet.
a. Multiple Choice Reading Tests.
The multiple choice reading tests in this study were compiled from several reading test-
books, they are “Genre Dilengkapi 700 Soal Uji Pemahaman” by Otong Setiawan Djuhari, “English Text Types” by Rudi Hartono,
and “An English Course Focused on Reading and Translation Ability” by A. Ghani Johan. On scoring the
students’ works, the lecturer used the manual rubric for multiple choice tasks correct answer = 1 point, incorrect = 0.
b. Survey Questionnaire on Students’ Initial Condition
Initial condition means a certain condition where the students have not got any treatment yet. This survey questionnaire was given to the students in the
© Master Program in Linguistics, Diponegoro University www.eprints.undip.ac.id
beginning of the class after they did a pre-test. There were seven 7 questions employed in this questionnaire. It was intended to find out the students’
knowledge of genre texts. Thus, the lecture could measure their ability on genre texts and gave an appropriate treatment t
o improve the students’ ability.
c. Survey Questionnaire on Reading Interest and Awareness.
This survey questionnaire was designed by modifying the model of students’ survey checklist of interest and awareness of self-assessment in writing
from O’Malley 1996:154. Some irrelevant points in the checklist were removed and replaced with the relevant ones concerning with the issues in this study.
d. Checklist of Students’ Participation in Group Discussions
Checklist of
students’ participation in group discussions was taken
following the model of Forster and Masters 1996. It was intended to obtain the information about the students
’ participation in group discussions in both two cycles. The result of this checklist supported the findings of this study.
e. Observation Sheet
