Reviewing the whole reading text; 6 Asking questions to the teacher related to the topic; 7 Answering the teacher’s questions correctly. The students were categorized
active when they fulfilled at least six indicators of the seven indicators.
3.5 Data Collection Method
In this research, the researcher used two kinds of data primary data and supporting data. The primary data was collected by reading test and observation
while supporting data was gained by interview and documentation. The following was the discussion about the data collection.
A. Reading Test
Arikunto 2006:150 defines a test as an instrument which is used to measure skill, intelligence, ability or aptitude possess by individual or group. In addition,
McMillan 1992:114 states that a test is an instrument that presents to each subject a standard set of questions that requires the completion of a cognitive task. In
conclusion, test was an instrument or a set of written questions to find how far the quality and the comprehension of respondent to determine a score.
Hughes 2003:11 points out that there are four types of tests. They are 1 Proficiency test, 2 Diagnostic test, 3 Placement test, and 4 Achievement test. In
this research, an achievement test was used in reading to measure the students’
reading achievement after they were given the action. According to Arikunto 2006:128, an achievement test is a test that is used to measure the students’ mastery
after being taught a certain lesson. In short, it could be said that the achievement test was administered after the students were taught reading comprehension by using
SQ3R strategy. In this research, the researcher used teacher-made test. Arikunto 2006:223
states that teacher-made test is a test made by the teacher by using certain procedure. In addition, McMillan 1992:118 confirms that teacher-made test is a test that is used
for examining classroom learning. The test items consisted of word comprehension, sentence comprehension and text comprehension. It was also consulted to the English
teacher and the research consultants to know whether or not the test items were appropriate to the eleventh grade students.
In giving a good test, the researcher should make a test that has validity and reliability. Fraenkel and Wallen 2006:169 explain that validity refers to
appropriateness, meaningfulness, and usefulness of the inferences. Meanwhile, reliability refers to the consistency of the scores. According to Hughes 2003:26 a
test is said to be valid if it measures accurately what is supposed to be measured. In short, it can be concluded that a test is considered valid if it measures what should be
measured. In addition, Hughes 2003:42 says that to be valid a test must provide consistently accurate measurements, it must therefore be reliable. It infers that a valid
test is also reliable. Hughes 2003:19 classifies that there are two kindsof test based on method
of scoring; they are objective and subjective test. It is stated that objective test has no judgment required on the part of the scorer. Thus, scoring is objective. Meanwhile,
when there is judgment called for, the scoring is said to be subjective. The objective test in the form of multiple choices was applied in this research. Hughes 2003:143
confirms that this test is more practical and easier to do. In addition, Fisher and Frey 2007:103-104 state that test in the form of multiple choices is easily administered to
large numbers of students. It could be concluded that the test in the form of multiple choices was simple and easy to score and also give the objective score.
The reading comprehension test was given after doing an action in the first cycle. There were three narrative texts in one test. The titles of the three narrative
texts were “Rabbit and Bear”, “A kind rabbit”, and “The Queen of Arabia and Three
Sheiks”. Those three texts were used because the English teacher at MAN 2 Jember did not use the materials to teach the students before. The narrative text entitled
“Rabbit and Bear” was taken from http:understandingtext.blogspot.com200905
reading-narrative.html ,
then
“A kind
rabbit ”
was taken
from http:www.caramudahbelajarbahasainggris.net2013105-cerita-fabel-bahasa-
inggris-dan -artinya.html , then
“The Queen of Arabia and Three Sheiks” was taken from
http:rezki0910.wordpress.com .
The total number of the test item was 30 test items in the form of multiple choices. It covered word comprehension, sentence comprehension, paragraph
comprehension, and text comprehension. The following was the distribution of the test items: word comprehension 12 items, sentence comprehension 9 items,
paragraph 6 items and text comprehension 3 items. Dealing with scoring, each correct item was scored 1 point, so the total score was 30 points. The wrong answer
was scored zero. The way to score was the total score divided by 30 after that the result was timed 100 points. If they get score 30 points, they will get score 100. The
time allocation for doing the test was 90 minutes. It was the same as the time for English lesson 2x45 minutes. The test items were constructed by the researcher and
then they were consulted to the English teacher and the research consultants. The following was the table specification of reading comprehension test:
Table 3.1 Table Specification of the Reading Comprehension Test No Indicators
Reading text Number of items
1. Word Comprehension Text 1
Text 2 Text 3
1, 5, 7, 9 11, 15, 17, 19
22, 25, 28, 29 2. Sentence Comprehension
Text 1 Text 2
Text 3 2, 4, 6
12, 14, 16 21, 24, 26
3. Paragraph Comprehension Text 1 Text 2
Text 3 3, 8
13, 18 23, 27
4. Text Comprehension Text 1
Text 2 Text 3
10 20
30
B. Observation
Observation in this research was used to obtain the primary data about the students’ active participation in the teaching learning process of reading
comprehension through SQ3R strategy. The students’ active participation was
observed by the English teacher in the first meeting of cycle one. After that, in the second meeting the teacher taught the students and the researcher was the observer.
The observer used the observation guide in the form of the observation checklist. The students were categorized as the active students if they at least fulfill six indicators of
the seven indicators. The following was the observation checklist used to observe students’ active participation;
Table 3.2 Obsevation Checklist of Students’ Participation No.
Name Indicators
Total Active
Passive 1 2 3 4 5 6
7 1.
2. The indicators to be observed were:
1. Surveying the narrative text given individually confidently
2. Formulating some questions individually carefully
3. Reading the whole text in pairs collaboratively
4. Reciting the main points of the text in pairs collaboratively
5. Reviewing the whole reading text in pairs collaboratively
6. Asking questions to the teacher related to the topic confidently
7. Answering questions from the teacher correctly
Active: When the students at least fulfill six indicators of the seven indicators. Passive: When the students fulfill less than six indicators of the seven indicators.
C. Interview
McMillan 1992:132 defines that interview is a form of data collection method
in which questions are asked orally and the subject’ responses are recorded. In this research, interview was conducted with the English teacher at the preliminary
study. It was conducted to gain the information about the problems faced by the students in the reading class, the teacher
’s method in teaching reading, and the class which had the lowest score in reading comprehension achievement. Arikunto
2006:227 divides interview into three categories, namely structured interview, semi structured interview, and unstructured interview. In this research, Semi structure
interview was used during the preliminary study. Arikunto 2006:156 states that semi structured interview is done by bringing a guide or a set of questions that
functions as the main line about the things which are going to be interviewed. It can be said that the list of questions was prepared Appendix B.
D. Documentation
Arikunto 2006:158 says that documentation is one of the techniques used to obtain the data from the documents or written materials. Documents can be in the
form of records, transcripts, books, newspapers, magazines, etc. In this research, the researcher used documentation to obtain the names of the students who became the
research subject taken from the eleventh IPA 3 at MAN 2 Jember and the previous English reading score from the English teacher.
3.6 The Research Procedures
