The table consisted of six specifications for measuring students’ reading
comprehension. In order to make the test better, the item numbers were randomly chosen and put in the questions. Moreover, the item numbers were divided into
old and even numbers. In order to get good quality instruments, try out was implemented in this
research. Try out for the tests of vocabulary mastery and reading comprehension was used in order to measure the validity and reliability of the two instruments.
The same tests of vocabulary mastery and reading comprehension that consisted of the same numbers of items were used as the try out. The try out was conducted
by involving one class of the eleventh grade students which were different students from the sample of this research. The number of the students was 32
students chosen by the researcher. The try out was done before giving the tests to the sample to check whether the instruments were suitable and usable or not. As
the empirical validity, the results of the tests vocabulary mastery and reading comprehension were computed into ITEMAN. The results were analyzed from the
aspect of discrimination index, difficulty level and distractor analysis. Meanwhile, for the questionnaire of listening strategy, the empirical validity was tested by
using Pearson ProductMoment Correlation with the help of SPSS 16 program.
3.4.4 Interview
The interview was conducted after the analysis of the test score. The interview was purposed to explain and interpret the relationship among the
variables and to describe data on variable of interest which was on the use of metacognitive learning strategy, vocabulary mastery and reading comprehension
In-depth interview was conducted and interview guidelines in form of blueprint was used as seen in table 3.3 in the following.
Table 3.3 Blueprint of Interview
Construct Indicator
Question
Reading Comprehension
Students’ interest in reading
Do you like reading? Why? What do you know about reading?
Students’ knowledge of reading
When you are reading, do you always understand the text? Why?
How do you understand a text? What do you use to comprehend a text or to support
your reading comprehension?
Metacognitive Learning
Strategy Students’ advance
preparation Is choosing the reading that you want to read only
related to your reading comprehension? Students’
understanding checking
How about checking your comprehension several times when reading, is it related to your reading
comprehension?
Students’ self- evaluation
And what about evaluating your comprehension, is it related to your reading comprehension? Why?
Students’ perceptions of
the relationship
between metacognitive learning
strategy and
their reading
comprehension Do the ways have contribution on your reading
comprehension? What are the contributions? Do they help you to comprehend a text? How?
Students’ note taking When you are reading a text, do you take note when
reading and summarize the information in the text? Is taking note when reading useful?
Students’ summarizing
How about summarizing, is it useful for you? Students’ perceptions
of the
relationship between
metacognitive learning strategy
and vocabulary mastery
Do the ways have contribution to your vocabulary mastery?
Do they help you to improve your vocabulary?
Vocabulary Mastery
Students’ perceptions of
the relationship
between vocabulary
mastery and
their reading
comprehension What do you think about comprehending a text by
mastering the English words such as adjectives, adverbs, nouns and others in context?
Is mastering the words based on its context related to your reading comprehension?
Students’ perceptions of the use of
metacognitive learning Which one do you use more to help you to
comprehend texts? Your mastery of the English words such as adjectives, adverbs, nouns in context
