CHAPTER III RESEARCH METHODOLOGY
C. Research Instrument and Data Collection
In data collection, the instrument is very important in research, because the instrument is a measuring tool and will provide information about what we are researching. In this study, there is a variable whose characteristics you want to know, which can be done by measuring. To measure the characteristics of a variable, a measuring instrument is needed called an instrument. According to Sugiono, a research instrument is a tool used to measure the observed natural and social phenomena. Meanwhile, according to Purwanto, research instruments are tools used to collect data in research. In
49 Creswell, J. Educational research: planning, conducting, and evaluating qualitative and quantitative research. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
50 Fraenkel, Wallen & Hyun, “How to design and evaluate research in education (8th ed.)”, (New York, NY: McGraw Hill Companies, Inc. 2012)
data collection, there are two instruments used in this study.51 The instrument that the researcher uses is a questionnaire about the student's personality type and a reading achievement test given to second-level students.
1. Questionnaire
Questionnaires are some written statements that used to obtain information from respondents in terms of reports about themselves or things they know. A questionnaire is one of the data collection techniques by making data containing several questions or statements that must be answered by the research subject.52 In this study, a questionnaire was used to collect data about the personality types of students.
The questionnaire used is closed-ended question. Closed-ended question is defined as question types that ask respondents to choose from a distinct set of different predefined answer, such as yes or no.53 Students were asked to choose one answer that suits their characteristics by giving a sign (x) or a checklist (√). In addition, the researcher gave a questionnaire in the Indonesian version so that respondents had better understand the questions asked. This means that the questionnaire has available answers and respondents choose between the available answers. The questionnaire was distributed during the research phase and the researcher distributed personality tests taken from the Personal Inventory of Style by Eysenk (EPI). The structure of the Personality Questionnaire consists of the
51 I Komang Sukendra, "INSTRUMEN PENELITIAN" (Pontianak : Mahameru Press, 2020) p. 1
52 Sugiono, “Me12tode Penelitian Kualitatif Dan Kuantitatif” (Bandung: Alfabeta, 2014) p.37
53 Hardiyanti, Mis13bah & Hadi, “The Relationship Between Students‟ Personality And Speaking Performance” ELTIN Journal, Vo14lume 9/No 1, April 2021 p. 5
general traits of Introverts and Extroverts. The Personality Questionnaire consists of some sentence items that indicate: introverted and extroverted traits.
EPI is a self-report personality inventory based on Eysenck‟s in Mall Amiri (2013:19) factor analysis of personality which assumes two most important being introvert and extrovert. The original version of this test contains 57 yes/no questions based on which the degree of extrovert and introvert becomes clasified, but only 24 of them related to measuring the degree extrovert and introvert.
Table 3. 2
Eysenck Personality Inventory Specification Indicator Items in the Questionnaire Extraversion-
Introversion
1, 3, 5, 8, 10, 13, 15, 17, 20, 22, 25, 27, 29, 32, 34, 37, 39, 41, 44, 46, 49, 51, 53, and 56
Neuroticism
2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52, 55, and 57
Lie 6, 12, 18, 24, 30, 36, 42, 48, and 54
Source: Heinemann Educational Publishers (2004)
Since the researcher, only use 24 items („E score‟) because „E score‟
would be measured to know students extraversion-introversion personality. Therefore, the researcher adopts the questionnaire only the items number randomly without changed the answer key.
Table 3. 3 E Score Table
Question Answer Question Answer
1 Yes 29 No
3 Yes 32 No
5 No 34 No
8 Yes 37 No
10 Yes 39 Yes
13 Yes 41 No
15 No 44 Yes
17 Yes 46 Yes
20 No 49 Yes
22 Yes 51 No
25 Yes 53 Yes
27 Yes 56 Yes
Source: Heinemann Educational Publisher
Firstly, to know E score, the writer checked all answer questionnaire and place an E‟ by the side of any answer which matched with E score table below. Then, the researcher counted the number of „E‟ to know the total of E score. High score (13-24) was indicated as extravert while low score (under 12) was indicated as introvert and the subject who scored 12 was consider as neutral (ambivert).
2. Reading Test
Another instrument, to obtain information about students' reading comprehension, is a reading comprehension test. In this study, the researcher used objective tests to collect data. The content of the reading test is adjusted to the curriculum. The competency standards set by National Education for ninth grade students include narrative texts. The purpose of this test is to demonstrate the strengths and weaknesses of students' reading comprehension. The participant also has given a validated reading test. The test constructed in multiple-choice items. Thus,
they need to choose the best option for the correct answer on their understanding of the text. However, multiple-choice is the collected data that is used to measure students' reading achievement and the test material focused on narrative text. The reading test consists of 25 items in multiple- choice question with the four choice answers. The text consist a few paragraphs, and the students answer the question based on the text.
Table 3. 4
The Blue Print of Reading Test
Indicator Item Number Total Item
Main Idea and Topic 1, 6, 11, 18, 21 5
Stated Detail Question 4, 8, 14, 17, 23 5
Inferences 5, 7, 12, 16, 22 5
Pronoun Reference 2, 10, 13, 19, 24 5
Vocabulary Question 3, 9, 15, 20, 25 5
Total 25
In scoring the students‟ result of the test, the researcher used Henning‟s formula with the ideal higher score is 100. The score were calculated by using this formula:
In which:
S : the score of the test R : the total of right answer N : the total items
Then, the score were put into category to know the level of students listening achivement. The students score are categorized as follows:
Table 3. 5
Interpretation of Product Moment Correlation
Score Interval Category
86 – 100 Very Good
71 – 85 Good
56 – 70 Average
46 – 55 Poor
0 - 45 Very Poor
Source: SMP Negeri 1 Sukowono