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
Data gathering technique was held by distributing a questionnaire and collecting the students’ final writing assignments. The questionnaire was used to
gather the data about the categories of students’ reading habits and the frequency PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
of their reading activities. Every student received a piece of questionnaire sheet consisting of 33 items. It was distributed on May 16
th
, 2007. Before distributing the questionnaire sheets, the writer explained the aims
of the research, and then explained how to answer the questionnaire. The writer was there when the participants filled in the questionnaire in order to avoid
ambiguous or unclear terms that the participants might face. Besides, the writer also asked permission from the Writing VI teacher to analyze the students’ final
writing assignments. The writer started to analyze the students’ assignments in the
beginning of June 2007.
E. Data Analysis Technique
After obtaining the data, the writer analyzed the m. The writer worked on descriptive statistics in analyzing the questionnaire and transcribed the results in
terms of percentages. In motivation part of the questionnaire, the writer categorized the participants’ responses into three levels. They are high, medium,
and low level of motivation. The criterion was set by counting the mean of motivation score for each participant. Then, the writer determined that the
rounded mean between 4-5 was high, 3 was medium, and 1-2 was low motivation. She carefully analyzed the students’ final writing assignments through the
presence of sufficient and appropriate cohesive devices in their writing. First of all, the writer listed cohesive devices used by the students. Secondly, she checked
whether the cohesive devices they used were sufficient and appropriate. Then, the writer scored the students’ assignments based on the sufficiency and
appropriateness of cohesive devices scores range. The range of cohesion scores were arranged between 1 up to 15 interval scales. It was categorized into three
levels. The scores between 1 up to 5.5 were poor, in which the students used many inappropriate and insufficient cohesive devices in their writing. The scores
between 6 up to 10.5 were fair, in which the students used some inappropriate andor insufficient cohesive devices in their writing. The scores between 11 up to
15 were good, in which the students used sufficient and appropriate cohesive devices in their writing.
In analyzing the data, first of all, the writer counted the correlation coefficient by using Pearson Product Moment Coefficient of Correlation r.The
formula for Pearson Product Moment Coefficient of Correlation is presented as follows.
] 2
2 ][
2 2
[ Y
Y n
X X
n Y
X XY
n r
Σ −
Σ Σ
− Σ
Σ Σ
− Σ
=
where r = coefficient correlation
SX = sum of scores in X-distribution SY = sum of scores in Y-distribution
SXY = sum of the products of paired X- and Y-scores SX² = sum of the squared scores in X-distribution
SY² = sum of the squared scores in Y-distribution n
= number of paired X- and Y-scores subjects By using the result of coefficient correlation, the writer identified the
significance contribution of the results of the students’ reading habits towards PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
writing cohesion. In this case, the writer used regression analysis by employing the SPPS for Windows Program. To calculate the significance contribution of
students’ reading habits towards writing cohesion, the writer used F-test formula as follows.
= F
2 1
1 2
r m
m n
r −
− −
where r = Coefficient correlation
n = total respondent m = total independent variables
The result of regression analysis would be presented in regression equation. The formula for regression equation would be:
Y = a + b
1
X
1
+ b
2
X
2
+ b
3
X
3
where Y = writing cohesion scores
a = constant value b = coefficient of variables
X1 = motivation to read X2 = content of reading types
X3 = reading strategies
By locating the constant value in the regression equation, the formula will be:
Y= -6.671 + 2.195X
1
+ 2.304X
2
+ 0.999X
3
F. Research Procedure
