Interview Data Gathering Instrument
University. After conducting the pilot study, the results showed that the tests and questionnaires should be revised in order to make the instruments useable and
comprehensible. The revising involved the grammatical andmorphology errors. Thirdly, the researcher distributed try out for the tests of vocabulary mastery
and reading comprehension and questionnaire of metacognitive learning strategy to XI IPS 2 class. The test of vocabulary mastery consisted of 50 items while
reading comprehension test consisted of 25 items. After being analyzed, the results showed that 16 items of the test of vocabulary mastery were not valid.
Therefore, only 34 items of multiple choices which were valid ware used and 25 items of reading comprehension test which were valid and used to be tested.
Meanwhile, metacognitive learning strategy questionnaire consisted of 10 items. After being analyzed by using Pearson Product Moment Correlation in SPSS 16.0
Program, the results showed that all items of the questionnaire were valid. Therefore, the 10 items of questionnaire were used to be tested for the research.
Fourthly, the researcher distributed the two tests and questionnaire to XI IPS 1 class which was the sample of this research. The students did the questionnaire
of metacognitive learning strategy and reading comprehension test in the same day while the test of vocabulary mastery was done in different day. This tests and
questionnaire were finished in three days. This step provided the students’ scores of the tests of vocabulary mastery and reading comprehension and the
questionnaire of metacognitive learning strategy. Fifthly, after the
students’ scores were analyzed, the researcher computed the data of the scores into SPSS 16.0 program by using the Multiple Regression.
This step gave the results of the quantitative data. The results of computations PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were analyzed by the researcher for the analysis of the quantitative data and to answer the first research question.
Sixthly, the researcher conducted in-depth interview for the qualitative analysis after the quantitative data analysis. The interview was designed in order
to explain the problem in the quantitative data and to answer the second research question related to the correlation of metacognitive learning strategy, vocabulary
mastery and reading comprehension. The interview was given to three selected students.
Lastly, the results of the interview were analyzed through six steps of qualitative data analysis. First, the interview results were prepared and organized.
Second, the results were transcribed. Third, the results were explored and coded. Fourth, the results were represented and reported. Fifth, the results were
interpreted. The last, the results were validated. The results of this step were the interview organization, transcription, interpretation and validation used to support
the quantitative data.