advantages. First, the scoring is rapid and economical. Second, the students have only to make a mark on the paper Hughes, 1996:76. Third, multiple choice is the most
suitable instruments for testing reading comprehension Heaton, 1991:118. From the statements above, it can be concluded that the objective score in the form of multiple
choice is easy to score and has high reliability. The measurement of
the students’ reading comprehension achievement in finding the information of the reading text covering word comprehension, sentence
comprehension, paragraph comprehension, and text comprehension. The total number of the test item in this research was 20 items. Five items belonged to word
comprehension; five items belonged to sentence comprehension; then, six items were categorized as paragraph comprehension; and the last four items belonged to text
comprehension. Each correct item was scored 5 points, so the maximum score of the test was 100 points. The time allocation for reading comprehension test was 60
minutes. In order to judge whether or not a test had content validity, a specification of the skills or structures that it was meant to cover every question were needed and it
will be included below. Table 3.2 Table of Test Specification
No. Types of Comprehension Number of Items
1. Word Comprehension
1, 2, 3, 11, 12 2.
Sentence Comprehension 4, 5, 13, 14, 15
3. Paragraph Comprehension
6, 7, 8, 16, 17, 18 4.
Text Comprehension 9, 10, 19, 20
3.5.3 Interview
Interview is a dialogue between an interview and the interviewee in which questions are asked orally and the subject’s responses are recorded in order to get the
information that supports the primary data McMillan, 1992:132. As what Cohen, et al. 2007:450 say that
“interview is an important way for researcher to check the accuracy of-to verify or refute the impressions he or she has gained through
observation ”. It can be concluded that interview is a data collection method applied
by asking question between two people to get the information that supports the data. Further, McMillan 1992:133 classifies interview into four types. They are
structured and semi structured, informal and retrospective. Structured and semi structured interviews are verbal questionnaires. They consist of a series questions
designed to elicit specific answers from respondents. It is often used to get the information that can be compared and contrasted. Informal interviews are much less
formal than structured or semi structured interviews. They tend to resemble casual conversations, pursuing the interests of both the researcher and the respondents. The
last type is retrospective interviews. It can be structured, semi structured or informal. A researcher who conducts a retrospective interview tries to get a respondent to recall
and then reconstruct from memory something that has happened in the past. In this research, the researcher used semi structured interview to get some
specific answers from the VII-A grade English teacher of SMPN 3 Rambipuji Jember by using the questions that had been designed in the form of interview guide see
Appendix B, page 70.
3.5.4 Documentation
According to Arikunto 2010:274,
documentation can be in the form of books, magazines, diaries, etc. In this research, documents were used to get the
supporting data about the syllabus and the students’ scores in reading comprehension
test. It can be said that documentation is any written sources that supports the primary data. Just for sure that the documents were not to be analyzed, but it was used as a
basis for comparing the score of the test in this research conducted by the researcher with the previous score obtained from the test conducted by the English teacher.
3.6 Research Procedure
