C. Techniques of Collecting Data and Instrument
1. The instrument for Collecting Data a. Questionnaire
Questionnaires were used to collect data about how far the students have been motivated in their English learning. The questionnaire consists of several questions about intrinsic and extrinsic motivation that must be answered by respondents according to their actions, reactions, and beliefs by calculating 5 Likert scales. There are:
Strongly Agree (Sangat setuju), Agree (Setuju), Undecided (Ragu-ragu), Disagree (Tidak setuju), Strongly Disagree (Sangat tidak setuju).
The questionnaire used was adapted from the Motivation for Reading in English Questionnaire (MREQ) by Komiyama which has been changed to Indonesian to make it easier for students. It consists of 10 intrinsic motivation questions (shown in table 3.2) and 10 extrinsic questions (shown in table 3.3), but the researcher wants to change some of the question items in it to suit the situation and conditions around students, and change them to Indonesian.
Table 3.2
The Blue Print ofStudents’ Intrinsic Motivation in Learning English
Intrinsic Motivation No Indicator Question
Likert scales Number of Items
Total Ss S R Ts Sts
1 Self-
actualization
Saya suka
belajar banyak hal menarik dalam bahasa Inggris. Seperti halnya berbicara bahasa Inggris
1 5
2 Saya senang
belajar ketika saya
mempelajari hal baru dari materi bahasa Inggris.
2
3 Saya menyukai
pembelajaran bahasa Inggris yang sulit dan menantang.
3
4 Saya suka ketika
topik materi bahasa Inggris membuat saya berpikir lebih banyak.
4
5 Saya suka
mempelajari bacaan-bacaan
yang bagus
dalam bahasa Inggris.
5
6 Needs Saya menikmati
belajar dalam bahasa Inggris untuk
mempelajari apa yang sedang
terjadi di
Indonesia dan di
6 3
dunia.
7 Sulit bagi saya
untuk berhenti belajar bahasa Inggris ketika topik materinya menarik.
7
8 Saya belajar
bahasa Inggris karena saya mengetahui bahwa saya perlu melatih
berbicara bahasa Inggris saya supaya menjadi lebih baik.
8
9 Future goals Saya belajar bahasa Inggris karena saya perlu
melakukannya dengan baik untuk memasuki SMA nanti.
9 2
10 Saya suka
belajar bahasa Inggris tentang materi yang akan saya dapatkan di SMA nanti.
10
Table 3.3
The Blue Print ofStudents’ Extrinsic Motivation in Learning English
Extrinsic Motivation No Indicator Question
Number
of Items Total
Ss S R Ts Sts
1 Test Saya mencoba
untuk belajar dalam bahasa Inggris karena saya
11 3
membutuhkan nilai yang baik dalam ujian.
2 Saya belajar
bahasa Inggris karena saya ingin nilai belajar yang lebih tinggi daripada teman
dan teman
sekelas saya dalam ujian.
12
3 Saya ingin
belajar bahasa Inggris untuk meningkatkan
nilai mata
pelajaran bahasa inggris saya.
13
4 Commendat
ion
Saya suka
belajar berbicara bahasa inggris karena
guru saya
pernah mengatakan
bahwa saya
pandai dalam pelajaran bahasa Inggris.
14 4
5 Saya suka
pelajaran bahasa inggris karena teman-teman saya pernah mengatakan
bahwa saya
pandai dalam berbicara bahasa Inggris.
15
6 Saya suka ketika mendapatkan pujian tentang kemampuan berbahasa Inggris saya.
16
7 Saya belajar
bahasa Inggris karena saya merasa senang ketika dapat menjawab pertanyaan guru dengan benar di kelas.
17
8 Success and its rewards
Saya belajar bahasa inggris
agar bisa
memiliki nilai yang lebih baik dari teman-
teman saya
sehingga bisa mendapatkan hadiah.
18 2
9 Guru saya selalu
memberikan hadiah kepada
murid yang
memiliki nilai tinggi.
19
10 Failure and its penalties
Saya belajar bahasa inggris karena takut mendapatkan nilai yang kecil dan
mendapatkan sebuah hukuman.
20 1
From the questionnaire above, it will then be distributed via Google form to facilitate data collection and shorten the time. Then the Google form link is shared through the available class WhatsApp group, so that it can be accessed by all students.
With a questionnaire format as shown below:
Figure 3.1
Learning motivation questionnaire used in Google forms b. Picture for Assessment
The second data collection is a picture for assessment. The picture for assessment is an oral test that is used to assess how far the students speaking by assessing the meaning of the picture presented. At its completion, students are given several picture cards randomly. In the picture there is a simple dialogue about the asking-for-attention material, then, they are asked to answer the illustrated dialogue with a
sentence containing the expression of asking-for-attention from the selected pictures. From the sentences they created, they are required to answer the picture according to the aspects of speaking (pronunciation, grammar, vocabulary, fluency, and comprehension). In addition, the assessment used is the target value that has been adapted from the target of the oral test assessment by JB Heaton then the results of the oral test were assessed by the researcher subjectively.
The pictures used are collected from the internet as many as 12 pictures.
a)
Source: Buku Tema Kelas 3
b)
Source: Kabar Banten.com
c)
Source: Islamramah.com
d)
Source: Buku Tema Kelas 2
e)
Source: Freepik.com
f)
Source:Majalahjustforkid.com
g)
Source: Buku Bahasa Inggris kelas 8
h)
Source: Buku Tema Kelas 6
i)
Source: Kompasiana.com
j)
Source: Lovepik,com
k)
Source: Lovepik.com
l)
Source: PNGWing.com Figure 3.2
Picture cards for students oral test 2. Instrument Testing
To produce correct data, the instrument used must also have standards of validity and reliability. Therefore, researchers must ensure that
the instrument is declared valid and reliable. It is necessary to test the validity and reliability of the instrument
a. Instrument Validity Test
This test is used to measure the validity of the questions in the questionnaire. The item is declared to be valid if the questions can measure well something to be measured. In other words, the validity test aims to determine the suitability of the measuring instrument for the question item.38
The validity test process used in this research is a construct validity test. The test is carried out by connecting each question item to the total score of each variable using the Pearson correlation in the IBM SPSS Statistics 20 application. The validity level of the question items can be seen from the correlation value between each question item and the resulting total score.
Ifrcount value >rtable = valid Ifrcount value <rtable = invalid
Thertable value can be seen in the guidelines for the distribution of the rtable value of 5% with the number of respondents (N) used. The following table is the distribution of rtable value significance 5% and 1% to be used.39
38Modul Laboratoriom Statistika Program Studi Manajemen: Aplikasi Software Spss dan Smart PLS Universitas Internasional Batam, 2016: 24.
39Akhmad Rozali, “Validitas dan Reliabilitas Menggunakan SPSS,” Akhmad Rozali, Mei 13, 2019, video, 4:29,https://youtu.be/Ox8lyzdlg5U.
Table 3.4
Distribution ofrtable value Significance 5% and 1%
N The level of Significance
N The level of Significance
5% 1% 5% 1%
3 0,997 0,999 10 0,632 0,765
4 0,950 0,990 20 0,444 0,561
5 0,878 0,959 30 0,361 0,463
6 0,811 0,917 40 0,312 0,403
7 0,754 0,874 50 0,279 0,361
8 0,707 0,834 55 0,266 0,345
9 0,666 0,798 60 0,254 0,330
b. Instrument Reliability Test
Reliability testing is a test process that must be taken in a quantitative study to find out whether the answers to question items can be consistent and stable over time. Measurement of the reliability test in this study used the IBM SPSS Statistics 20 application. Question items will be declared reliable if the Cronbach Alpha value that appears is greater than 0.6, which means that the questions on the questionnaire can be accepted and declared stable, trusted, and consistent.40
D. Techniques of Data Analysis 1. Assessing Motivation
The questionnaire in this study contained 20 items that were adapted from the MREQ by Komiyama, using a five Likert scale assessment, they are: Strongly Agree (Sangat setuju), Agree (Setuju), Undecided (Ragu-ragu), Disagree (Tidak setuju), Strongly Disagree (Sangat tidak setuju). Each option has a different score based on the Likert Scale Rating below.41
40Modul Laboratoriom Statistika, 24.
41Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D (Bandung: Alfabeta, 2010): 135.
Table 3.5
The Likert Scale Rating
Option Score
Score Number Rating Score
Strongly Agree 1 5
Agree 2 4
Undecided 3 3
Disagree 4 2
Strongly
Disagree 5 1