THE USE OF SHORT STORIES AS MEDIA TO DEVELOP STUDENTS READING COMPREHENSION AT ELEVENTH GRADE STUDENTS AT SMKN 1 KEBUN
TEBU
A Thesis Proposal
Submittd as a Partial Fulfillment of the Requairement for S-1 Degree
By :
THARISA SHAFIRA NPM. 2011040208
Study program : English Education Advisor : Dian Reftyawati, M.Pd Co-Advisior : M. Nawawi, M.Pd
English Language Education Departement Tarbiyah and Teacher Training Faculty
UIN Raden Intan Lampung 2024
LIST OF CONTENTS
LIST OF CONTENTS... ii
LIST OF TABLE...iv
LIST OF FIGURE...v
LIST OF APPENDICES... vi
CHAPTER I... 1
INTRODUCTION...1
A. Title Confirmation...1
B. Background of the Problem... 2
C. Identification and Limitation of the Problem...3
D. Formulation of the Problem...4
E. Objective of the Research...4
F. Significance of the Research...4
G. Relevant Research...5
H. Systematics of The Research... 5
CHAPTER II... 7
FRAME OF THEORY AND HYPOTHESIS...7
A. Concept of Reading...7
1. Definition of Reading...7
2. Definition of Reading Comprehension...8
B. Concept of Short Story...8
1. Definition of Short Story...8
2. The Elements of Short Story...8
C. Concept of Media... 9
1. Definition of Media... 9
2. Types of media... 9
D. Hypothesis... 10
CHAPTER III... 11
RESEARCH METHOD... 11
A. Place and Time of the Research...11
B. Research Design...11
C. Population, Sample and Data Collecting Technique...12
D. Operational Definition of Variables...12
E. Research Instrument... 12
F. Scoring Procedure...12
G. Validity and Reliability of the instrument...12
1. Validity of the Test...12
2. Reliability of the Test...13
H. Fulfilment of the Assumption...14
1. Normality Test...14
2. Homogeneity Test... 14
I. Hypothesis Testing... 15
LIST OF TABLE
LIST OF FIGURE
LIST OF APPENDICES
CHAPTER I INTRODUCTION A. Title Confirmation
As a first step in understanding this research, and to avoid misunderstandings, researchers need to explain several things that will be discussed in this research. The title of the research is “THE USE OF SHORT STORIES AS MEDIA TO DEVELOP STUDENTS READING COMPREHENSION AT ELEVENTH GRADE STUDENTS AT SMKN 1 KEBUN TEBU”
A short story is a fictional narrative that is usually shorter than a novel and often focuses on a single incident or character. Short stories are chosen because they are concise, interesting, and able to contain a clear message or theme in a short time.
Using short stories as a teaching medium can help students understand the material more easily because the reading duration is not too long.
Short stories are one form of English literature besides drama, novels, poetry, and verse. Another modern prose style is the short story. A short story is a form of narrative prose whose length cannot be determined, but is too short to be published separately such as a novel or novella (qq.v.). According to Edgar Allan Poe in J.A.
Cuddon (J.A. Cuddon, 2013:345) states that "a short story is a story that focuses on a single or unique effect and in which the totality of its effects is the goal. Short stories can be scenes, episodes, experiences, actions, character or character performances, everyday events, meetings, conversations, or fantasies".
Learning media is very effective in attracting students' interest in learning and knowing something. Media is needed because learning will be better if it involves many senses and students will master learning outcomes optimally if in learning students are allowed to use as many senses as possible to interact with the learning content. According to Soeparno (2018:1), media is a tool used as a channel to convey a message or information from a source (resource) to a recipient (receiver). With the media, students not only activate their sense of hearing and listen to the teacher's explanation, but also their sense of sight, feeling and so on (Dadan Djuanda, 2016:102).
Reading comprehension is the ability to understand, interpret, and analyze the text read. This research focuses on developing students' abilities in understanding reading content, identifying themes, analyzing characters, and understanding story context.
Wooley (Wooley 2011:20) states that "Reading comprehension is the process of making meaning from text. Therefore, the goal is to gain a comprehensive understanding of what is explained in the text rather than gaining meaning from isolated words or sentences"
This research focuses on eleventh grade students at SMKN 1 Kebun Tebu, who are at the senior secondary education stage and preparing for final exams and higher levels of education. Eleventh grade students are considered to be at a mature enough age to be able to analyze and understand more complex texts, so the application of teaching methods through short stories is expected to provide significant results
B. Background of the Problem
Language has an important role in today's life, especially in the era of globalization.
Language is seen as a tool for the creation and maintenance of social relations.
Language is a human communication system expressed through the arrangement of sounds or written structures. As the main means of communication, language has a very vital role in the lives of every individual throughout the world. Language skills enable a person to interact with other people who come from various language backgrounds. Apart from functioning as a means of communication, language also has a role in conveying a person's ideas and feelings. By using language, people can make statements, convey facts and knowledge, explain or report something, and maintain interactions and social relations between language users. The aim of language teaching is to activate students to communicate in the target language therefore language learning will occur when classroom activities are made real and meaningful for students. In addition, language is also a means of communication across countries. Communication across countries is a factor that shapes the world.
For example, in the spread and development of religion, science, and technology depend heavily on the process of communication. Therefore, there is a need to be able to communicate and understand each other. This communication process must also be able to be carried out by people from various countries who use different languages.
This needs encouragement and effort to create a language that can be understood and used by all people in the world. One of the languages we must master in order to communicate with people in the world is English. Therefore, it is important to understand English as an international language in the world. In the process of language learning, there are four basic skills that should be mastered by the students.
They are listening, speaking, reading and writing.
According to Grellet. P. quoted by Hasbaini and Abdul Manan (2017), reading is one of the four English language skills that students must master in learning English and reading is the key to knowledge or a window to the world. Based on the quote above, reading itself can enrich students' knowledge and experience because they not only accept what the text says but also understand what they have read. Reading comprehension is a good way to develop and obtain meaning from written language (including books and other forms of written language) and build meaning from written language. Reading comprehension means the ability to read text and understand the researcher's intent. This involves using prior knowledge, making predictions, and drawing valuable information among other factors. Reading comprehension is considered the real core of the reading process. Durkin considers comprehension to be the pinnacle of reading skills and the foundation for all reading processes. It can be concluded that comprehension is an important part of reading ability.
Reading comprehension is a fundamental skill that is crucial for students' academic success and lifelong learning. In the context of secondary education, the ability to understand and analyze texts is essential not only for language subjects but also for comprehending content in other disciplines. However, many students struggle with
reading comprehension, which can impede their overall academic performance and future opportunities.
Ghasemi and Hajizadeh (2011) said that the short stories have the unique characteristics thus making the learners especially suitable to be used in reading comprehension. The aim is easy to understand by the students, and also can be developed any kind of teaching material so that the reading learning will not become monotonous and boring. The reason why choosing short stories as materials of reading learning is literary work is often more interesting than the text found in course books. It supported by Setyani (2009) define that the short story is interesting, can also help to stimulate the students' curiosity toward the target culture and language.
Then, the short story is one of the modern prose forms.
At SMKN 1 Kebun Tebu, a vocational high school, the issue of low reading comprehension has been observed among eleventh-grade students. Despite efforts to improve reading skills, many students continue to exhibit difficulties in understanding and interpreting texts. This problem is exacerbated by a lack of engagement with the traditional reading materials used in the classroom. Students often find these materials uninteresting and disconnected from their experiences and interests, leading to a lack of motivation and poor reading outcomes.
In addressing this issue, it is important to explore alternative methods and materials that can enhance students' reading comprehension. One promising approach is the use of short stories as educational media. Short stories offer several advantages: they are concise, engaging, and can cover a wide range of themes and genres. Their brevity allows students to complete readings in a shorter time, which can be particularly beneficial in maintaining their interest and focus. Moreover, short stories often contain rich language and literary elements that can help develop students' analytical and interpretative skills.
Previous research has indicated that incorporating short stories into the curriculum can lead to significant improvements in students' reading comprehension. Given the specific challenges faced by eleventh-grade students at SMKN 1 Kebun Tebu, this study aims to investigate the effectiveness of using short stories to enhance their reading comprehension skills. By focusing on this particular media, the research seeks to provide practical insights and strategies that can be implemented to improve reading outcomes and foster a more engaging learning environment.
In conclusion, addressing the problem of low reading comprehension among eleventh-grade students at SMKN 1 Kebun Tebu requires innovative and effective solutions. The use of short stories as a pedagogical tool offers a promising avenue to achieve this goal. This research will contribute to the development of teaching practices that not only enhance students' reading skills but also cultivate a love for reading and learning.
C. Identification and Limitation of the Problem 1. Identification of the problem
In order to make this research not deviate from the main problems, the writer identifies the problem of this research as follows:
a. Many eleventh grade students at SMKN 1 Kebun Tebu have difficulty understanding reading texts.
b. Students show a lack of interest in reading the texts used in class. The reading material presented is often considered boring or irrelevant to their daily lives.
c. The limited availability of learning resources, both in the form of textbooks and other interesting and challenging reading materials, is also a problem that hinders the development of students' reading skills.
2. Limitation of the problem
a. This research is limited to eleventh grade students at SMKN 1 Kebun Tebu, so the research results may not be generalizable to students at other levels or schools.
b. The use of short stories as a learning medium may have limitations in terms of genre and text length. The short story chosen must be appropriate to the student's level of ability and interest to be effective.
D. Formulation of the Problem
The author has detailed, identified, and limited the problem of this research. Then the author formulates the problem as follows : Is the use of short stories as a learning medium effective in improving the reading comprehension of eleventh grade students at SMKN 1 Kebun Tebu?
E. Objective of the Research
The objective of this research as follow : To measure students' reading comprehension levels before and after using short stories and to assess the effectiveness of using short stories in improving students' reading comprehension.
F. Significance of the Research
The author hopes that the benefits of this research are as follows:
1. Theoretical Contribution
It is hoped that the results of this research can add insight into reading comprehension, especially through the use of short stories as a student learning medium.
2. Practical Contribution
The results of this research are expected to provide useful contributions to:
A. The Students
Short stories are usually more interesting and easier for students to understand compared to longer texts. Therefore, these results are expected. The use of short stories can increase students' interest and involvement in reading activities, which is an important factor for improving reading comprehension.
B. The Teachers
It is hoped that this research will serve as a practical guide for teachers who wish to implement new strategies in their reading curriculum, providing evidence-based practices that are easy to implement in their teaching methods.
C. Other Researchers
It is hoped that this research can provide a valuable contribution and become a reference for other researchers to conduct further research on similar topics.
G. Relevant Research
This research has relevant to these previous research:
1. By Nisa Dwiyanti F.H, Hery Yufrizal, Muhammad Sukirlan with the title
“Utilizing Short Story To Improve The Students’ Reading Comprehension Achievement”. The purpose of this study was to determine whether there were significant differences in students' reading comprehension after being taught through Short Stories, the aspects of reading most influenced by Short Stories, and students' reactions after being taught through Short Stories. The population of this study was the 2nd grade students of SMAN 1 Sindang Indramayu. One group time series design was conducted to analyze significant differences. In addition, questionnaires and interviews were given to see students' reactions after being taught through Short Stories.
2. Research conducted by Elma Ika Tiara with the title “The Use Of Short Story To Improve Reading Comprehension Of The Tenth Graders At MA Muhammadiyah Sinar Negeri Central Lampung”. The purpose of this study was to determine whether the use of short stories can improve reading comprehension and learning activities of tenth grade students at MA Muhammadiyah Sinar Negeri Lampung Tengah. In addition, students also have difficulty reading English stories.
Therefore, this study was conducted to improve students' reading comprehension through the use of short stories.
3. The research conducted by Donny Adiatmana Ginting, Muhammad Hasan, Muhammad Syafi’i (2020) with the title “The Effectiveness of Short Story To Improve Students’ Reading Comprehension”. This study aims to determine the effectiveness of Short Stories in improving students' reading comprehension. The design of this study is an experimental study consisting of two classes, namely the experimental class and the control class. This study includes pre-test and post-test.
The researcher used simple random sampling to determine the research sample.
4. Research conducted by Leli Julia Sari, Yusnita Nasution (2023) with the title “The Effect Of Using Short Story On Students English Reading Comprehension”. This study aims to determine whether there is a significant influence of the use of short stories on improving reading comprehension of grade VIII students of Mts Yp.
The research method is a qualitative method. In data collection techniques, researchers use pre-test, treatment and post-test by providing a reading comprehension test.
5. By Zumrotun Lutfia, Dodi Widia Nanda, Dina Fitria with the title “The Effectiveness of Using Short Stories on Students' Reading Comprehension”. This study aims to determine the effect of using short stories on students' reading comprehension at MAS Raudlatul Asror Tebo. There are several problems in this study. First, they do not have an understanding of reading and cannot understand the contents of the text. Second, they have difficulty getting information from English texts. Finally, they still have inadequate vocabulary. The purpose of this study was to determine the effectiveness of using short stories in teaching reading.
The method used in this study is a quantitative method using a pre-experimental design, one group pretest-posttest. Data collection techniques were taken by providing a pre-test and post-test in the form of multiple choices of 25 questions.
Data analysis techniques to improve reading comprehension used normality tests and paired t-tests.
H. Systematics of The Research
In this thesis consists of three chapters as follows:
Chapter one explains and introduction of Tittle Confirmation, Background of The Problem, Identification and Limitation of The Problem, Formulation of The Research, Objective of The Research, Significances of The Research, Relevant Research, and Systematic of The Research.
Chapter two explains about the Frame of Theory and Hypothesis.
Chapter three discusses the research method consisting of Place and Time research.
Research Design, Population, Sample, and Data Collecting Technique, Operational Definition of Variables, Research instrument, Scoring Procedure, Validity and Readability of The Instrument, Fulfillment of The Assumption, and Hypothesis Testing.
Chapter four discusses about finds and discussion of the data to produce reseach findings.
Chapter five discusses about all the data has been found, then it is decided to conclude to answer all the problems in chapter one, besides that in this closing chapter, the researcher provides recomendations based on conclusions.
CHAPTER II
FRAME OF THEORY AND HYPOTHESIS
Nurhadi (1995: 340) stated that in general reading is an interpretation of written symbols or reading is capturing the meaning of a series of certain letters. Reading is identifying symbols and meanings. Reading can also be translated as the process of identifying and comprehending that traces the message conveyed through the written language system. Reading comprehension is an activity that aims to obtain in-depth information and understanding of what is read. Reading comprehension is understanding the meaning or intent in a reading through writing. This definition emphasizes two main things in reading, namely the language itself and the graphic symbols of writing that present information in the form of reading (Lado in Nurhadi, 1987: 222). So, someone who does reading comprehension activities must master the language or writing used in the reading they read and can capture the information or content of the reading. Reading comprehension is also defined as one type of reading that aims to understand the content of the reading (Sujanto in Nurhadi, 1987: 222). Reading ability is very complex and not just the ability to read techniques but also the ability to understand and define the content of the reading. One of the media used in developing reading comprehension is short stories. Short stories can be an effective medium because they allow students to relate texts to their personal experiences and build meaning actively. (Howard Gardner) States that the use of short stories can help develop students' linguistic intelligence through their involvement with texts, character analysis, and theme identification. Interesting short stories increase students' motivation and involvement in learning. Short stories often contain stories that are relevant to students' lives, attract their attention, and make them more motivated to read. Interesting stories can trigger students' interest and curiosity, which in turn increases their involvement in the reading process. Short stories have a clear narrative structure such as introduction, conflict, climax, and resolution. This structure helps students understand the storyline and identify key parts of the text, which are important for reading comprehension.
A. Concept of Reading
1. Definition of Reading
Reading can be defined as an active process in which the reader engages in recognizing and comprehending information from a text. It involves the reader's active participation and effort to understand and grasp the content of the text being read.
Additionally, reading is seen as a dynamic process where readers connect the information in the text with their existing knowledge and experiences to create meaning. This indicates that readers bring their own background knowledge and understanding to interpret and make sense of the text they are reading.
Harmer emphasizes that reading is a highly interactive activity that requires readers to possess a range of reading skills and comprehension abilities in order to effectively understand the purpose and message conveyed in the text. Therefore, reading entails actively engaging with the text to comprehend and integrate information, and to be proficient readers, individuals must develop reading comprehension skills through practice and exposure to various texts.
2. Definition of Reading Comprehension
Reading comprehension is reading with understand or silent reading.
The aim is to get information, to understand and to draw something from the text. The primary pupose of reading comprehension is to improve the students’
ability to understand english as it is used in written material.
Nuttal defines reading comprehension just as it quoted in Anton (1995:24) as follow : “Reading comprehension means reading comprehension lesson that have traditionally centered on a passage of the text followed by question. Good question are the ones which help readers to contribute actively to the process of making sense of it, rather than expecting understanding just to happen”.
Reading comprehension is the process of understanding and constructing meaning from a piece of text.
B. Concept of Short Story
1. Definition of Short Story
According to Wright, stories are motivating, rich in language revel in, and inexpensive. He adds that testimonies have to be a vital part of the work of all primary teachers whether or not they may be teaching the mother tongue or a foreign language. Based totally on the definition above,it can be summarized that testimonies are imaginary language and complete collection of occasions in a piece of fiction offered in writing or drama or cinema or as radio or television software which are motivating, wealthy in languages enjoy, and less expensive.
It‟s miles very useful to decorate the teaching learning within the classroom.
One of the literatures is short story. In step with MacMacmilan, “short story is a quick paintings of prose narrative.” It way that short story is a short prose narrative that normally may be examine in brief time. In different word, the reader does now not need tons time to understand what the short story tells about.
Considering the statements above, short story is defined as short fictional narrative in prose that can be read in brief time. Beside that, additionally has same different features in a effort to make the reader be extra loved in reading it than different.
2. The Elements of Short Story
As the some as other fiction work, short story also has its own elements.
Gordon and Kuehner said that the short story has six elements. Meanwhile, Diyanni state there seven elements of the short story. The different consist of, irony and image. According to Diyanni the irony and image are factors on the
way to help the reader to compress a super deal of that means right to into a brief area and recognize the works. However, the two books still have equal explanation once they problematic the other elements which include plot, setting, point of view and tone, theme, and style.
C. Concept of Media 1. Definition of Media
According to Sumantri, media in education or gaining knowledge of refers to the use of a mediator through manner of method of teachers to deliver educational materials and facilitate the gaining knowledge of process. Media is hired in coaching and gaining knowledge of to make the transport of gaining knowledge of substances simpler and greater effective. Additionally, Sadiman defines media as a way of verbal exchange that transmits messages from a sender to a receiver. Based on those definitions, media may be understood as a medium used to transmit statistics from the company to the recipient. In the context of teaching and learning, media refers to the communication tools utilized by teachers to transmit information, such as learning materials, from themselves to students. This approach generates greater interest in learning among students.
2. Types of media
Various styles of media were invented in present day times, making it less difficult for instructors to bring substances in coaching and gaining knowledge of. Arsyad states that media includes 3 components: message, person, and tool.
Educational media were stimulated with the aid of using technological advancements. Arsyad classifies gaining knowledge of equipment into precise sorts primarily based totally on technological development. The types of teaching media can be categorized into three groups: visual media, audio media, and audiovisual media.
a) Visual Media
Visual media, additionally called print media, encompasses any media that scholars can see or touch. Examples consist of pictures, photographs, actual objects, diagrams, thumbnails, textual content, and maps. Visual media traits consist of one-manner verbal exchange and receptiveness, in which the textual content and visuals are provided visually. The improvement of this media surroundings relies upon on language ideas and visible perception. It is student-oriented, and customers can rearrange the information. There are thirteen kinds of textual content, inclusive of narrative, procedural, report, analytical presentation, expository, descriptive, discussion, news, review, anecdote, and misleading texts.
b) Audio Media
Audio media, also referred to as listening media, is typically used for listening and understanding passages. These media exhibit one-way communication. Examples of audio media include radio, tape recorders, cassettes, and CDs.
c) Audiovisual Media
Audiovisual media combines auditory and visual elements. It allows for the visualization of abstract concepts and non-verbal vocabulary.
Audiovisual media overcomes limitations of time, place, and human senses, attracting students' attention and enhancing their knowledge.
Displaying audio and visual messages requires mechanical and electronic machinery. Audiovisual media has characteristics such as linearity, resembling dynamic visuals, realization according to the author's presentation, and serving as a physical representation of real or abstract ideas. It was developed based on principles of behavioral psychology and cognition. The level of interactive participation is relatively low, with a teacher-oriented approach. Examples of audiovisual media include videos, films, and television.
D. Hypothesis
The Hypothesis used in this research are:
H0 : There is no significant difference in reading comprehension between students who use short stories as a learning medium and those who do not.
H1 : There is a significant difference in reading comprehension between students who use short stories as a learning medium and those who do not.
CHAPTER III RESEARCH METHOD
A. Place and Time of the Research
The place used in this research is SMKN 1 KEBUN TEBU B. Research Design
The method used in this study is a quantitative method and quasi-experimental design, this study can provide empirical evidence regarding the effectiveness of usinshort stories as a medium to develop reading comprehension of eleventh grade students at SMKN 1 Kebun Tebu.
According to Cresswell (1994), quantitative research is a method for testing certain theories by examining the relationship between variables. Usually, these variables are measured by research instruments so that data consisting of numbers can be analyzed based on statistical procedures. Meanwhile, according to Creswell (2014), quantitative research is research that uses a deductive approach to test hypotheses and explain the causal relationship between the variables studied. Data collection methods in quantitative research generally include surveys, experiments, and secondary data analysis.
Thus, it can be concluded that quantitative research is a research method that prioritizes the collection of data in the form of numbers or statistics to answer research questions objectively and scientifically. Researchers who use this method are expected to be able to present research findings that are trustworthy and reliable.
Meanwhile, according to Sugiyono, quantitative research is research that is conducted by collecting data that can be measured numerically, either through filling out questionnaires, observation, or processing secondary data. The data that has been collected is then analyzed using statistical methods to obtain objective and reliable conclusions.
The purpose of quantitative research is to develop a mathematical model.
Where this research does not only use theories taken from literature or theory studies, but it is also very important to build hypotheses that are related to the natural phenomena to be studied.
So this quantitative research has an important purpose in making measurements. After all, measurement is the center of research, because the results of the measurements will help in seeing the fundamental relationship between empirical observations and quantitative data results. Another purpose of quantitative research is to help determine the relationship between variables in a population. It also helps in determining the research design. Talking about quantitative research design, it has two forms, namely descriptive studies and experimental studies. It is said to be descriptive study research if the researcher only tests the relationship between variables only once. While what is meant by experimental study research is if the researcher makes measurements between
variables before and after the research. So, these before and after measurements are none other than to find out cause and effect. It can also be used to find out what phenomena are being researched.
This research is experimental, meaning that if there is strict control over the variables involved, such as using a control group and an experimental group to compare the results. If the research design does not use full randomization, it is called quasi-experimental. The aim is to see the direct effect of using short stories on students' reading ability. This study can be said to be an educational experiment because it attempts to test the hypothesis about the effectiveness of a learning method or media (short stories) in improving students' reading comprehension skills at the eleventh grade level.
C. Population, Sample and Data Collecting Technique
The population in this study were all eleventh grade students of SMKN 1 KEBUN TEBU who were targeted for developing reading comprehension through the use of short stories. Samples from the population were selected to participate in the study. The data collection techniques used were questionnaires and interviews. By using these data collection techniques, researchers can obtain comprehensive information about the effectiveness of using short stories in improving students' reading comprehension.
D. Operational Definition of Variables
Operational Variables The understanding of the use of short stories is measured through the frequency and type of activities, so that students' ability to understand and analyze short story texts is measured through questionnaires and interviews.
Variables that affect reading comprehension that must be controlled include early reading skills and social factors, students' motivation levels and involvement in reading short stories, measured through questionnaires and interviews.
E. Research Instrument
An instrument is a tool for measuring, observing, or documenting data. This instrument contains specific questions and possible responses that you create or develop before the research in sequence, the instrument is a tool for collecting in the form of a questionnaire, a set of test questions, observation sheets, etc. In this study, the instruments used were questionnaires and interviews.
F. Scoring Procedure
G. Validity and Reliability of the instrument
The validity of a research instrument is determined by its validity and reliability.
Instrument validity concerns how far the measurement accuracy is against what will be measured, while reliability concerns how far the measurement can be trusted. An instrument is said to be valid if it can reveal data from variables accurately without deviating from the actual situation. An instrument is said to be reliable if it can reveal reliable data. According to James A. Black and Dean J.
Champion, measuring instruments have at least two important tools that are of concern to social scientists, namely validity and reliability.
1. Validity of the Test
Validity is a description of the correct conclusion based on data obtained through the use of an instrument. The definition of instrument validity in the
context of quantitative research is the level of accuracy of the instrument in measuring what should be measured. This means that validity shows that the instrument is able to reveal data precisely and accurately about the attributes it is prepared to measure. Validity is related to the purpose of measurement, so that each scale can only produce valid data for one particular measurement purpose (Azwar, 2016:10). The measuring instruments commonly used are questionnaires and tests. In this context, the questionnaire measuring instrument must be designed in such a way that it can be used as the right instrument to obtain, find, describe, explore, and compare various information, topics, and research variables. To measure its validity properly, researchers will use content validity and construct validity.
a. Content Validity
Content validity is the basic capital in a research instrument, because content validity will state the representation of aspects measured in an aspect. Content validity shows how well the test represents the amount of information and abilities that students should be able to master. Content validity is determined by a careful evaluation of the subject matter, syllabus, objectives, and opinions of subject experts. Content validity relates to the parts of the statements arranged in the questionnaire or test covering all the material to be measured. If a test reflects all parts of the construct, then the test is said to have content validity. The content of the test, survey, or measurement method that covers every relevant part of what will be measured in order to produce tested findings. To obtain content validity, the test will be adjusted to the syllabus for grade eleven vocational high schools.
b. Construct Validity
Construct validity is a form of how effectively a measuring instrument can measure the concept it wants to measure. Construct validity is important to ensure that the measurement method is in accordance with the construct being measured. Construct validity is important in research involving concepts that cannot be measured or observed directly, such as intelligence and self-confidence. Construct validity refers to the extent to which scores on a particular instrument are in accordance with other measurements and in accordance with theoretically given hypotheses related to the concept being measured. Construct validity emphasizes more on how far the instrument that is prepared is theoretically related to measuring the concept that has been prepared by the researcher.
2. Reliability of the Test
According to Azwar (2012), reliability is a measurement that is able to produce data that has a level of consistency, trustworthiness, and stability.
However, in its core concept, reliability is the level of trust in the results of a measurement. Reliability is a tool used to measure the consistency of a questionnaire which is an indicator of a variable or construct. A questionnaire is said to be reliable if a person's answer to the question is consistent over time (Ghozali, 2006). In general, reliability can be interpreted as the consistency of a method and research results. However, some statisticians specifically explain that reliability is the consistency between methods, conditions, and results.
The understanding of these experts explains the concept of reliability as the consistency of a research result using various research methods in different
conditions (place and time). Therefore, the important purpose of this research instrument reliability test is to measure the consistency of the measuring instrument used by quantitative researchers. In this situation, researchers want to know whether or not there is accuracy in the measurement results for the same sample at different times. In other words, a research instrument, such as a questionnaire, is declared reliable if the instrument can provide consistent values for each measurement. In quantitative research, there are two common methods used by many researchers to determine the level of reliability.
a. Test-Retest Reliability
The test-retest approach is used when researchers conduct tests on the same research sample at different times. In other words, a respondent is given the same questionnaire or test at different times, then the results of the two tests are correlated to see the consistency of the results. The higher the level of correlation in the first and second tests, the better the reliability of the comparison of the measurements.
b. Internal Consistency
Internal consistency is done by using one form of test that is used only once on a group of subjects (single-trial administration). By presenting one test only once, the problems that may arise in the two previous reliability approaches can be avoided. So this method has a high practical value and efficiency compared to the retest method and parallel form. The meaning of internal consistency itself is the consistency between the items in the test as an indication that the test in question has a reliable measurement function. Internal consistency aims to see the consistency between parts of the test. So after the score of each item is obtained from a group of subjects, the test is divided into several parts. The test to be measured for reliability can be divided into two parts, three, four, or even divided into parts as many as the number of items so that each part contains only one item. Although it is not a requirement, it is highly recommended to make the number of items in each part the same so that the parts are balanced.
H. Fulfilment of the Assumption 1. Normality Test
Normality test is a statistical process to determine whether the distribution of data in a variable follows a normal distribution or not. In this normality test, the data obtained is usually in the form of values or scores, for example from the Likert scale. The data obtained is usually in the form of values or scores, for example from the Likert scale. The normality test is carried out to determine whether the questionnaire score data is normally distributed or not.
If the data is normally distributed, then statistics such as the Liliefors Test can be used.
Accept Ho if Lo < Lα = Normal Reject Ho if Lo > Lα = Not Normal 2. Homogeneity Test
After the author obtains the conclusion of the normality test, the researcher conducts a homogeneity test to determine whether the data is homogeneous or not. In this study, the researcher uses statistical calculations using SPSS (Statistical Package for Social Science). The homogeneity test uses Levene's
Test. While the criteria for accepting or rejecting the homogeneity test are as follows:
Ho is accepted if sig ≥ a = 0.05 Ha is rejected if sig < a = 0.05
The hypothesis for the homogeneity test is formulated as follows:
Ho = the variances of the data are homogeneous Ha = the variances of the data are not homogeneous I. Hypothesis Testing
