THEORETICAL FRAMEWORK
D. Instrument of the Research
In this research, the researcher used a test and questionnaire as the instrument. Before the researcher held a pre-test, post-test, and questionnaire, she had done the validity and reliability of a test by using ANATES, then the validity and reliability of questionnaire by using IBM SPSS statistic v.24.
3 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kualitatif, Kuantitatif, dan R&D, (Bandung: Alfabeta, 2010), p. 215.
4 L. R. Gay, Educational Research: Competencies for Analysis and Application, (New Jersey: Pearson Education, 2009), p.141.
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1. Test
The researcher used pre-test and post-test to know the different achievement between experimental class and controlled class before and after the treatment. Each of pre-test and post-test consisted of 50 multiple- choice questions. As a result, the researcher took 30 question items test with good validity for the eighth-grade students of MTsN 1 South Tangerang. The specification of the pre-test and post-test will be shown in appendix 1 and 2. ANATES program is used in this research to measure the validity and reliability of the instruments.
a. Validity
Validity is a test used to develop and evaluate measurement instruments. Validity is also defined as a tool to measure the extent to which an instrument measures what is claimed to be measured. The focus of the view of validity is not only on the instrument but also on the interpretation and meaning of scores derived from the instrument.5 Simply, it can be said that a test will be valid, if it measures accurately what is intended to measure. Therefore, related to the research, the test is aim to measure the students‟ vocabulary mastery. The validity of each item (rcount) is compared with rtable. In this case, rtable is 0.3610. If rcount > rtable the test items are valid, with the significance level 0.05.
The result of the validity test is showed at appendix 3 and 4.
Table 3.1Validity Items of Pretest and Posttest Pretest Post-test
Total Item Tested 50 50
Total Subject 30 30
Total Significance Item 25 27
5Donald Ary At All, Introduction to Research in Education, 8th Edition, (Canada:
Wadsworth Cangage Learning, 2010), p. 225.
b. Reliability
Consistency of an instrument was related to Reliability. A test has to be reliable if it is used in the same situation on repeated occasions and the result of measurements obtained relatively consistent.
Cresswell said that reliability is the stability and consistency of students‟ scores when administered the instrument many times at different times.6 The researcher concludes that reliability helps the researcher to know the instrument research was suitable to use in pre- test and post-test or not.
Table 3.2 Reliability Criteria The Correlation Value Classification 0.81 – 1.00 Very high
0.61 – 0.80 High
0.41 – 0.60 Enough
0.21 – 0.40 Low
0.00 – 0.21 Very low
The reliability value achieved from the pretest is 0.64 and from the post-test is 0.74. According to the reliability criteria in table 3.2, the value of both pretest and post-test is high.
2. Questionnaire
The researcher used a questionnaire to get the data about students‟
motivation of MTsN 1 South Tangerang in the eighth grade. This questionnaire was made by adapting a questionnaire prepared by Indriani Anggari in her thesis entitled The Impact of Using Videos on Students' Writing Competence and Their Motivation in Writing Analytical Exposition Text. The researcher made 42 questions, which the 35 of them are valid items and 7 are invalid items. Thus, this questionnaire consists of 35 valid items which are divided into 21 positive statements and 14
6 J. W. Creswell, op.cit, p.159.
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negative statements. There are two aspects that are measured on this questionnaire, Intrinsic Motivation, and Extrinsic Motivation. Each aspect has some indicators and these will be detailed in the appendix 5.
In this questionnaire, the researcher used Likert scale to measure the respondent attitudes and opinions which is divided into five options those are Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree.
These are alternative options of Likert scoring scale:
Table 3.3 Likert Scoring Options7
Alternative Options Score
Positive Negative
Strongly Agree 5 1
Agree 4 2
Neutral 3 3
Disagree 2 4
Strongly Disagree 1 5
Before the researcher distributed the instrument to the respondents, the researcher analyzed two aspects from the questionnaire. Those aspects were the validity and reliability of the questionnaire instrument. This analysis is carried out to determine whether the instrument is feasible or not to be distributed.
a. Validity
Decision making that an item is valid or not, is determined by the comparison between the calculated price and the rtable price, where for the rtable price a significance level of 5% is obtained at the free degree (db) = n-2. Based on the price rtabel for a significant level of 5% and db = 40 the results obtained rtable = 3.044. Thus, decision making is formulated as follows.
(1) if r count > r table then the item is valid (2) if r count < r table, the item is invalid.
7 Sugiyono, Op. Cit., p. 94
Based on the results of the calculation of item validity, it was found 7 question items did not meet the requirements because of r count < r table. The seven items are numbers 28, 29, 30, 33, 37, 38 and 41. Items that are declared valid so that they are used as research instruments are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 31, 32, 34, 35, 36, 39 and 40. A summary of the test results can be seen in the appendix.
b. Reliability
Based on the alpha Cronbach formula, the calculation of the reliability of student motivation instruments, which includes 42 including 7 invalid items, is obtained by the price of r = 0.855. While the second calculation contains only valid items, which are 35 items, the reliability price is r = 0.919. It appears that the more valid the instrument, the higher the reliability price.
Table 3.4 Reliability of the Instrument
Reliability Statistics Cronbach's Alpha N of Items
,855 42