CHAPTER III METHOD OF RESEARCH
G. Technique for Analyzing the Data
b. Reliability
The researcher conducted the try out in order to find out the reliability of the instrument of reading comprehension test by using SPSS 22. There were some categories of reliability which can describe how high and low it is.
Table III.6. Reliability of the test
Coefficient Reliability Interpretation 0,80 < r11 ≤ 1,00 Very high 0,60 < r11 ≤ 0,80 High 0,40 < r11 ≤ 0,60 Moderate 0,20 < r11 ≤ 0,40 Low -1,00 < r11 ≤ 0,20 Very low
(Guilford, 1956, p.145)
Guilford said that the rule of thumb of reliability is <0,60. That means the test is reliable if the value is more than 0,60 or above. To check the reliability of the test, the writer used SPSS 22 application for windows and the result as table below:
Reliability Statistics
Cronbach's
Alpha N of Items
.884 50
Based on the table above, it shows that the reliability of reading comprehension as dependent variable of this study is 0,884 and categorized very high.
2. How the students’ reading attitude was and 3. How the students reading comprehension was. The writer calculated the frequency of self concept and reading attitude wheter it is categorized as positive or negative self concept or not, and positive and negative reading attitude or not.
2. Statistical analysis a. Normality test
The researcher used the normality test to determine whether the data set is well-modeled by a normal distribution and how to compute how likely it is for random variable underlying the data set to be normally distributed. After that, the researcher decided it whether it distributes normal or not by referring to the rule.
b. Correlational analysis
After the researcher used normality test which produce not normal of data and normal of data, the researcher will use non parametric test from Spearman’s rho. There are two criteria of correlation, positive and negative correlation. Positive correlation means that one variable influences another variable and negative correlation means that one variable is contrastive from another variables. Then, the researcher categorized it with the category of correlation as table below:
Table III.7 Correlational table Rxy Correlationl level 0,00-0,199 Very weak
0,20-0,399 Weak 0,40-0,599 Enough 0,60-0,799 Strong 0,80-1,000 Very strong
(Ridwan, 2003, p228)
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CHAPTER IV
FINDING AND DISCUSSION
A. Finding of the Study
1. Descriptive analysis
The researcher tries to give the general information about self-concept, reading attitude and reading comprehension. Also, the researcher describes it.
Sugiyono (2004) stated that descriptive analysis is used to analyze data by describing data that has been collected as it is without intending to make conclusions that applied to the public.
a. Self concept
Based on the result of questionnaire, the researcher finds out that among 113 students from English department, all of them have positive self-concept (100%). Every students has score more than 60 and it can be categorized positive self-concept, because the category of positive self-concept is for students who have score >60. The mean score of self-concept is 78,71. The complete calculation can be seen in appendix II.
100%
0%
self-concept
positive nagative
b. Reading attitude
In this section, there are two categories in reading attitude, positive and negative. Trough the result of questionnaire that is given to third semester students, in which there are 113 student and it has mean score 65.34. It means that most of them have positive attitude in reading. There are 110 (97) students who have positive attitude and 3 (3%) have negative attitude.
Mostly, they realize that reading is important to expand the knowledge, have the modern state of mind, getting information, even the future career, because English is as lingua franca and used by at least a quarter of world’s population. The complete calculation can be seen in appendix II.
c. Reading comprehension
In this section, the researcher gives the test for the students that relates to reading skill. There are five categories in reading, excellent for students who get score 80-100, good for students who get score 70-79, sufficient for students who get score 60-69, poor for students who get score 50-59 and very poor for students who get <49.
Based on the result of the test, there is only 1 (1%) student categorized as excellent, 4 students as good (3%), 15 (13%) students get sufficient, 31 (27%)
97%
3%
READING ATTITUDE
positive negative
students get score poor and 62 (55%) get score very poor. It means that mostly of total number have low in reading and the mean score shows 47,83.The complete calculation can be seen in appendix II.
2. Statistical analysis a. Normality test
This test is carried out to check whether the data is normally distributed or not. In measuring the data, the researcher uses the SPSS 22 for windows and then adjusts it with the indicator of the normality test. Therefore, if the significance value is higher than 0,05, it means the data is normally distributed. In the other hand, if the significance value is lower than 0,05, so it is not normal. Because the sample is ≥50, so the rule of significance score in normality test is using Kolmogorov-smirnov. The result of the data that has been calculated by SPSS 22 for windows shows the significance score for self-concept is 0,190, in which is >0,05 and can be concluded that data is normally distributed.
1% 4%
13%
55% 27%
very good good sufficient poor very poor
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
selfconcept .073 113 .190 .984 113 .191
a. Lilliefors Significance Correction
Meanwhile, the significance score of reading attitude is 0,200, it shows that data is >0,05 and can be concluded that data is normally distributed.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
readingattitude .070 113 .200* .969 113 .009
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Last, the result of reading comprehension, in which the significance score is 0,003, it means that the data is <0,05 and concluded abnormally distributed.
Based on the explanation among three variables, the data shows that one of them/reading comprehension is abnormally distributed.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
Readingcomprehension .107 113 .003 .982 113 .143
a. Lilliefors Significance Correction
a. The correlation between self-concept and reading comprehension After checking the normality of test by using SPSS 22 for windows, the result showed that the data from self-concept is normally distributed and reading comprehension isabnormally distributed. Then, the researcher continues the test with non parametric test to find out the correlation between self-concept
and reading comprehension. Based on the calculation from SPSS 22, the result of self-concept and reading comprehension by N=113shows that significant value is 0,518>0,05 and concluded not significant. Meanwhile the correlationcoefficientvalue is r=0,061 and categorized very weak. Thus, although there is correlation 0,061 from N=113, unfortunately it is not significant because the significant value is higher than 0,05. It is positive correlation, means that more positive self-concept of students, higher achievement the students get in reading comprehension or contrary.The complete calculation can be seen in appendix III.
b. The correlation between reading attitude and reading comprehension After checking the normality of test by using SPSS 22 for windows, the result showed that the data from self-concept is normally distributed and reading comprehension isabnormally distributed. Then, the researcher continues the test with non parametric test to find out the correlation between self-concept and reading comprehension. Based on the calculation from SPSS 22, the result of self-concept and reading comprehension by N=113shows that significant value is 0,331>0,05 and concluded not significant. Meanwhile the correlationcoefficientvalue is r=-0,092 and categorized very weak. Thus, although there is correlation-0,092 from N=113, unfortunately it is not significant because the significant value is higher than 0,05. It is negative correlation, means that the more positivestudents’ attitude in reading, lower achievement the students get in reading comprehension.The complete calculation can be seen in appendix IV.
c. The correlation among self-concept, reading attitude and reading comprehension.
The result shows that significant score is 0.929<0,05. Meanwhile, the correlation score among variables shows r= -0,009 and categorized very weak.
It is negative correlation means that one variable does not really affect another variable. To sum up, there is correlation among self-concept, reading attitude and reading comprehension, although it is not significant because the significant score is higher than 0,05. The complete calculation can be seen in appendix V.