CHAPTER III RESEARCH METHOD
C. Research Instruments
1. Reading Attitude Questionnaire
Questionnaire was used to know students’ reading attitude toward reading in English as foreign language. The researcher adapted students’ reading attitude questionnaire by Hakki (2010). The questions of this questionnaire were designed to reflect the theories of attitude toward reading (e.g. Wigfield and Guthrie, 1995;
Mori, 2002; Reeves, 2002; Yamashita, 2004; Kondo-Brown, 2006). But, since this questionnaire was originally written in English, in this research it was translated into Indonesian language to help the students understand the items. In translating the questionnaire into Indonesian language, the researcher was helped by Indonesian language teacher to reconstruct appropriate sentences and items of the questionnaire. The indicators of the Foreign Language Reading Attitude can be seen as follow:
Table 5. Indicators of Reading Attitude Questionnaire No Indicators Sub-indicators Number of
Items
Total Number of Items
Type of test 1 Intrinsic Reading enjoyment 1, 2, 3, 4, 5,
6, 7, 8 8 items Likert Scale Individual development 18, 19, 20,
21, 22, 23
6 items 2 Extrinsic extrinsic utility value of
reading 13, 14, 15,
16, 17 5 items
foreign language
linguistic utility 9, 10, 11, 12 4 items
Total 23 Items 23 Items
Originally, there were 31 items on the questionnaire. But, in this research, the items that were used as questionnaire only 23 items which consists of 2 negative and 21 positive items. (see appendix 8 page 166). The unnecessary items were deleted due to the different level of research’s sample and overlapping items.
a. Validity of questionnaire
The researcher used ready-made questionnaire by Hakki (2010). Hakki (2010:2) gave the tryout of reading attitude questionnaire to 443 undergraduate students at Çanakkale Onsekiz Mart University in Turkey. The participants were randomly selected from different programs with different first language use too.
He reported that the reliabilities and validities for all aspects of the 31 items in each sub-sale as follow: 0.94 was calculated for the first subscale with 16 items;
0.87 for the second with 6 items; 0.84 for the third with 5 items; 0.75 for the fourth with 4 items and finally 0.81 for the 5th with 3 items, all estimated values indicating a high level of reliability.
As this research adapted a ready-made questionnaire, the use of this questionnaire had been permitted by Prof Hakki as the creator of the original questionnaire (see appendix 7 page 165). But, since in this research there were only 23 items of questionnaire used. So, the researcher still gave try out the questionnaire to find out the validity and reliability of the reading attitude questionnaire. It was given to the XI science class of SMAN 1 Curup Selatan (see appendix 9 page 168). It was done because there were some differences of characteristics between English students in university and High School students.
The researcher also discussed the questionnaire with the advisors, whether there would be some statements in the questionnaire would be deleted or changed by the researcher because they were not related or overlapping to the topic of this research. Then, the researcher analyzed the data of questionnaire by using Pearson Product Moment (Correlation Matrix) to find out the validity by using SPSS 17 for Windows or can be used the following formula:
(Arikunto, 2008:72) Note:
rxy : Coefficient correlation between x and y variables N : Numbers of students
∑x : Sum of x
∑y : Sum of y
∑x2 : Square of x
∑y2 : Square of y
∑xy : Total scores of cross product x and y
( )( )
{ ∑
−∑ ( ) ∑
−∑ } { ∑ ∑
−( ) ∑ }
= 2 2 2 2
y N
x N
y x xy r N
x y
xy
Validity Categories:
0.800 – 1.000 = very high 0.600 – 0.799 = high 0.400 – 0.599 = low
0.200 – 0.399 = very low. (Arikunto, 2008:74 ).
Based on the result validity analysis of questionnaire’s try out, there were nine items deleted, they were: number 3, 4, 5, 8, 11, 13, 15, 17, and 21. It means that there were 14 items of reading attitude questionnaire (see appendix 10 page 169).
b. Reliability of Questionnaire
The concern of reliability is how far can we depend on the result that a test produces or, in other words, could the rseluts be produced consistently. In this research, the reliability of the items was analyzed by using Alpha Cronbarch analysis (Flanagan, 2012). The researcher used SPSS 17 for Windows to analyze it. The formula of Alpha Cronbarch is as follows:
(Flanagan, 2012)
The reliability coefficient of the test should be at least 0.70 and preferably higher, so the questionnaire or test could be used by the researcher as the instrument of the research. The categories of reliability are as follow:
1 1 ∑
Note:
n : is the number of components s2i : the estimates of the variances of the n s2sum : the variance of the sum of all items
Table 6. The General Guidelines of Reliability Coefficients
Reliability Interpretation .90 and above Excellent reliability; at the level of the best standardized tests.
.80 - .90 Very good for a classroom test.
.70 - .80 Good for a classroom test; in the range of most. There are probably a few items which could be improved.
.60 - .70 Somewhat low but enough. This test needs to be supplemented by other measures or there are probably some items which could be improved.
.50 - .60 Suggests need for revision of test, unless it is quite short (ten or fewer items). The test definitely needs to be supplemented by other measures (e.g., more tests) for grading.
.50 Questionable reliability. This test should not contribute heavily to the course grade, and it needs revision.
Source: Office of Education Assessment, University of Washington (2005:4) Based on the result reliability analysis of questionnaire’s try out, this questionnaire was categorized reliable because the result of reliable analysis is 0.850 (see appendix 11 page 170). It means that, this questionnaire is very high reliable. It can be categorized as a very good instrument for a classroom test.
Overall, after doing the try out for reading speed test there were some items of the questions that could be used in this research due to its validity and there was no items deleted due to its reliability. There were nine items deleted, they were: number 33, 4, 5, 8, 11, 13, 15, 17, and 21. So, there will be only 14 items of reading attitude questionnaire in this research (see appendix 12 page 171).