C. Research Instruments
There were two instruments being employed by the writer. The first one was a questionnaire which was aimed to gain data about the students’ reading
habits. The second one was the Writing VI class students’ final papers. The questionnaire on the students’ reading habits was divided into three
sections. The first one was concerned with the students’ motivation to read, containing nine questions. The second one was to investigate the types of reading
texts. They were categorized into two main types, fiction and non-fiction texts, consisting of 16 questions which were formed into more specific questions from
the two main types of reading texts. The last one was the types of reading strategies, containing eight questions. In brief, there were 33 items in the
questionnaire. The questionnaire was designed with categorical Likert-scale which was
arranged in ordered series: “never”, “seldom”, “sometimes”, “frequently”, and “always”. The scoring of each item was on a 1 to 5 ordinal scales, depending on
the chosen option. The detailed format of the questionnaire is provided in Appendix 1.
In conducting a scientific research, it is necessary to determine the accuracy and consistency of a research instrument. Therefore, the validity and
reliability of the research instrument were discussed as follows.
1. Validity of the Research Instrument
Hughes 1989: 22 defines that a test is said to be valid if it measures what it is intended to measure. He divides validity into four types of validity namely
content validity, criterion-related validity, construct validity, and face validity. Among those types of validity, the writer used content and construct validity in
her study. A test is said to have content validity if its content represents samples of the language skills, structures, etc. Hughes 1989: 22. The content validity of
the research instrument was justified by the theories used in such research. In order to attain the construct validity, a blueprint of the test was made by the writer
to ensure that the language functions to be tested were represented in the test item. There were three indicators used in the questionnaire. The first one is
motivation which referred to the theory of second language learning strategies Ellis, 1997. The motivation being observed in this research is classified into two
kinds of motivation, such as integrative and instrumental motivation. The second one is the types of reading texts, which is classified into fiction and non- fiction
texts according to Hiscar 2004. The last one is reading strategies which are applied according to reading purposes as proposed by Grabe and Stoller 2002.
2. Reliability of the Research Instrument
Reliability indicates the consistency of a measurement. Hatch and Farhady 1982: 244 define the reliability of a test as “the extent to which a test produces
consistent results when administered under similar conditions.” In this case, the writer applied internal consistency method. According to Hatch and Farhady
1982: 246 “internal consistency methods estimate reliability from a single administration of a single test.” In this research the writer followed the procedure
of Alpha-Cronbach coefficient as one of the internal consistency methods. The formula is:
−
− =
∑
2 2
2
1
x i
x
s s
s K
K α
where K
= number of items on the test
∑
2 i
s = sum of variances of the item scores
2 x
s
= variance of the test scores all K items An instrument could be reliable if the reliability coefficients
α is higher
than 0.70 Fraenkel and Wallen, 1993: 296. From the calculation of Alpha- Cronbach formula, the writer found that the reliability coefficients
α of
motivation to read was 0.74, types of reading texts was 0.88, and reading strategies was 0.73. Thus, the questionnaire was reliable for the research. The
detailed result from SPSS for Windows computation is attached in Appendix 5. The second instrument was the Writing VI students’ final papers. In this
case, the writer analyzed their writing cohesion through the presence of sufficient and appropriate cohesive devices. The types of writing were matched with the
topic of writing which was learned by the students at that time. They might be in three major types of writing namely description, narration, andor exposition.
D. Data Gathering Technique
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