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Table 3.3 Blueprint of Interview Guideline
Variable Indicators
Item Number Students’ Perception
1. Think Aloud Strategy
2. Interaction
3. Think Aloud Strategy in
Collaborative Discussion 4.
Learner’s satisfaction 1,2,3,4,5,6,7
9,12 13, 15
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3.4.4 Trustworthiness of Data Analysis
In qualitative research, trustworthiness has become an important concept because it allows researchers to describe the virtues of qualitative terms outside of the parameters
that are typically applied in quantitative research. Qualitative inquirers triangulate among different data sources to enhance the accuracy of a study. As indicated by
Denzin and Lincoln 2005 in Lodico 2010, qualitative researchers use more than one method of data collection in the same study and compare the results obtained
through these multiple methods. This process is known as triangulation, which adds
thoroughness, richness, and depth of understanding to the study. Some argue that triangulation increases validity of a qualitative study. Triangulation is the process of
corroborating evidence from different individuals e.g., a principal and a student, types of data e.g., observational fieldnotes and interviews, or methods of data
collection e.g., documents and interviews in descriptions and themes in qualitative research.
There are four types of triangulation; methods triangulation, triangulation of sources, analyst triangulation, and theoryperspective triangulation. The first type of
triangulation is methods triangulation. The researcher checks out the consistency of
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findings generated by different data collection. The second is triangulation of sources. This kind lets the researcher examines the consistency of different data sources from
within the same method. In analyst triangulation or the third type of triangulation, the researcher uses multiple analysis to review findings or using multiple observers and
analysts. On the other hand, theoryperspective triangulation permits the researcher to use multiple theoretical perspectives to examine and interpret the data.
For making this research credible, the researcher screened her findings through methods triangulation. The researcher tends to use triangulation as a strategy that
allows her to identify, explore, and understand different dimensions of the units of study, thereby strengthening her findings and enriching her interpretations. To assess
the findings, the researcher interviewed the students who were categorized as representatives of the samples, gave the students questionnaire, and observed their
reading activity.
3.4.5 Reading Comprehension Test
To answer the third research question, the researcher used pre test and post test to measure the students’ reading comprehension achievement before and after being
treated. The purpose of pre test is to make sure that the students in experimental and control class start from similar ability in reading then post test was to know the
students’ progress or improvement in reading achievement after being treated. The test was in form of multiple-choice test consist of 35 items. For the test instrument, the
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table of specification is needed. Therefore, the researcher provided the following table specification.This test were divided into two sections as follows.
a. Pretest
The pretest was administered in order to find out the student’s reading comprehension
entry point before the treatments in the experimental class. In this test, the students was given multiple choice test in 60 minutes. The test items in the pretest were
identical with the posttest but the number of the items and arrangement of the texts were changed randomly for the posttest.
b. Posttest
The aim of this test was to measure the students’ reading comprehension achievement
after the treatments. In this test, the students were also given multiple choice test of reading comprehension in 60 minutes.
3.4.6 Try Out of the Research Instruments
The try-out was done to prove whether the research instrument had good quality or not. There are four criteria of good test, that are, validity, level of difficulty,
discriminating power, and reliability. Reading comprehension test was tried out in SMA Al-Kautsar Bandar Lampung. However, it was administered for the students
who were not included as the sample of the research. This test was given to XI IPA 5. Further, to calculate those test requirements reliability, discriminating power and
level of difficulty, the researcher uses ITEMAN software.
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As stated previously, to measure the reliability, discriminating power, and level of difficulty, the researcher used ITEMAN software. In this case, Suparman 2011
considers that an item analysis should use nine steps to enter the data using a new file as follows:
1.
Click Start
2.
Select program
3.
Select accessories
4.
Choose and click Notepad
5.
Save click file
6.
Select and click save as, then name the data file, for example: Advread make sure
the file name must not exceed eight letters numbers.
7. The data will appear like shown on the Figure 3.1 below.Figure 3.1 An Example of
Data File Using Notepad on Windows
Suparman 2011
Do not enter after writing the last letter Students’ answer
Number of digits and empty space before students answers
Number of testees Number of answer
Key answer Number of items
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In the following paragraph, the steps of how to analyze the data using iteman program is put forward. There are six steps that have to be done by the item analysis as follows:
1.
Open iteman program, by clicking Start,
2. Select program click iteman
3. Type the name of your data file input as you like on Enter the name of the
input file. For example F:\advread.txt then Enter
4. Enter the name of the output file on Enter the name of the output file. For
example, in this case: F:\advread.output then click Enter
5.
A question will appear. Do you want the scores written to a file? Y N , then type Y and click Enter.
6. Enter the name of your score file on Enter the name of the score: for
example, F:\Advread.scr. Then click Enter. Finish.
To interprete the result of the calculation, the following table would be the guidance for the researcher to determine the reliability, discriminating power and level of
difficulty. The following is the criteria of test item quality based on ITEMAN software:
Table 3.4 Criteria of Test Item Quality
Prop Correct Level of Difficulty – p
0.000 - 0.250 Difficult
0.251 – 0,750
Average 0.751
– 1.000 Easy
Point Biseral Discriminating Power – D
0.199 - Very low ≤ D
0.200 – 0.299
Low 0.300
– 0.399 Average
0.400 High ≥ D
Alpha Test Item Reliability
0.000 – 0.400
Low 0.401
– 0.700 Average
0.071 – 1.000
High
Suparman 2011
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To determine the quality of those tests, the researcher analyzed four criteria of good test as follows.
a. Validity
Validity refers to the extent to which the test measures what is intended to measure. A test can be said valid if the test measures the object to be measured and suitable for the
criteria Hatch, and Farhady, 1982: 251. In this study, the researcher used content validity and construct validity.
Content validity emphasizes on the equivalent between the material that will be given and the items tested. Simply, the items on the test must represent the material that will
be taught. In getting the content validity of reading comprehension test, the researcher
will arrange the materials based on the basic competence in syllabus taken from Curriculum 2013 for eleventh grade of senior high school students.
Another validity that the researcher used is construct validity. To make sure the test reflected the theory on reading comprehension, the researcher examined whether the
test questions actually reflected the means of reading comprehension or not. The test consists of the theory of reading comprehension that obligate the students to be able to
identify main idea, make predictions, interpret problemssolutions, understand vocabulary, and make a generalization. In addition, the researcher made a table of
specification in order to judge whether the test reflects the theory of reading comprehension or not. The following is the table specification of reading
comprehension test:
