Chapter III

Methodology

This chapter involves the place and time of the study, the method and design of
the study, the population and sample of the study, the technique of collecting data, the
research instrument, the tryout of instrument, the technique of data analysis, and the
statistical hypothesis.

A. The Place and Time of the Study

The research will be conducted at the eleventh grade students which is located
Al-Hasra Senior High school Bojong sari Baru Depok . This school is chosen for some
reasons; The researcher will be done in the semester of the academic year 2020/2021, and
started from July to finish. Bellow is the schedule that the researcher made for study
The Schedule of Research
No
Activities July Aug Sep Oct Nov Dec
1. Preparation
1.1Ask
permission
1.2 Proposal
1.3 Design
TheInstrument
2. Conducting
Research
2.1Testing
Instrument
2.2Collecting
data
2.3Interpreting
data
3. Finishing

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 Research
3.1 Writing
Report
3.2 Thesis
3.3
Editing/Revision

B. Research Design
In this study, data will be collected from students through their reading
comprehension after giving a treatment. The method used in this study was
quantitative method with quasi experimental design. The experiment was treated to
two groups, one group was taught by using interactive approach (treatment class) and
another group as control class taught without interactive approach (conventional).
Experimental design used in this study aims to investigate the effect of teaching
reading comprehension by using interactive approach and reading interest on students’
reading comprehension. The design used is treatment by level 2 x 2, it consisted of
two independent variables and one dependent variable. The first independent variable
is teaching approach and the second variable is reading interest, while dependent
variable is students’ reading comprehension.

Table 3.1
Research Design
Approach in Teaching Reading
Reading Interests (B) Interactive Approach Conventional
(A1) (A2)
High (B1) A1B1 A2B1
Low (B2) A1B2 A2B2

A1B1= Interactive Approach with high reading interest

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 A2B1= Conventional teaching with high reading interest
A1B2= Interactive Approach with low reading interest
A2B2= Conventional teaching with low reading interest

In this experimental study, there will be use two groups namely experimental
group and control group. The experimental group is student from class X1 A of SMA
Al-hasra Bojong sari Depok which consisted of 25 students who were given
interactive Approach. The control group is students from class XI B of SMA AL-
Hasra Bojong Sari Depok which consisted of 25 students who will be given
conventional teaching method. The two classes received the material on reading
comprehension, explanation text, with the same time allocation. The material
provided in accordance with that specified in the curriculum. The data in this study
are obtained by giving questionnaire on student’s reading interest before the class
started and by giving the final test in each of students either in experimental group or
in control group.
Frequency of meetings in this study is six times meeting (three weeks). Five
meetings are to give the subject matter related to narrative text and once to give the
final test. Each meeting is conducted twice a week for 80 minutes, 40 minutes per
meeting. Both classes receive the same lesson that is “Explanation Text” with the
same allocation of time.

C. Population and Sample

1. Target Population
Target population in this study was all students of SMA Al-Hasra Bojong sari
Depok which had common defining characteristic could be identified. It consisted
of 9 parallel classes in which each class consisted of 25 students.
2. Scope Population
Because of time limitation, the scope population is grade XI students of SMA AL-
hasra Bojong Sari-Depok in academic year 2020/2021 which consists of 4 classes
and each class consisted of 25 students.

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 3. Sample
The sample of this study is determined by cluster random sampling
technique with equal characteristics and probability. Creswell (2012) stated that in
this random sampling technique, research subject in the population are mixed so
that all subject are considered equal and every member of selected groups have
similar characteristics and probability. Thus, the sample of this study are two
classes of eleven Grade from SMA Al-hasra Depok One class as experimental
class consists of 25 students, and the other class as control class consists of 25
students as well.

D. Technique of Collecting Data

Experimental design used in this study was Treatment by Level 2x2. There
were one dependent variable and two independent variables in this study. The
dependent variable is reading comprehension and independent variables are teaching
Approach and reading interest. The technique of collecting data will be used test and
non test technique. Test will be used to obtain result of students’ reading
comprehension, while non test in this case questionnaire will be used to gain
information of students’ reading interest.

E. Research Instrument
In collecting the data, the researcher used two kinds of instrument, test and
non-test instrument. Test instrument designed to measure students’ reading
comprehension before and after treatment. Meanwhile non test instrument consists of
questionnaire, observation and interview.
The test instrument of this research is multiple choices tset of reading
comprehension. It consists of 40 of comprehension questions. The content of the
instrument is developed according to the curriculum of senior high school that
focuses more on the increasing of reading comprehension. The topics are covered in
the instruments reflect the whole materials given for the first and second semester at

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school. The researcher also put the English handbook used by the teacher as a
consideration in developing the test instrument.

1. Instrument of Reading Comprehension

a. Conceptual Definition
Reading comprehension is a process to gain the meaning which
actively involved knowledge and experience possessed by readers,
connected to the content of the passage. There were three things in reading
comprehension: (1) knowledge and experience about certain topic, (2) link
back the knowledge and experience to the passage which will be read, (3)
the process to gain the meaning actively according to view he/she
possesses.
b. Operational Definition
Operationally, reading comprehension was measured through a score
gained by the student from objective test, consist of: (1) comprehension in
answering the questions given, (2) finding out the main idea of the passage,
(3) pointing out the reference, (4) implying the content of the passage. The
objective test was a sub-set of test with multiple choices given (option A,
B, C, and D). It meant one correct answer, while the others were to be the
distracters. The correct answer would be graded 1, and the wrong answer
would be graded 0. Total items of the instrument were 40 items. It brings
consequence that the lowest score will be 0, while the highest score will be
40.
c. Blue print
The reading comprehension test was used for a pre-test and a post test. It
was a multiple choice test consisting of 40 items. The test materials are
adapted from some textbooks. The blueprint of reading comprehension in
the following table:

Blue Print Reading Comprehension

No Topic Number of item Total

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 1 Finding Topic of The
Passage
2 Finding the main Idea of the
passage
3 Finding Major and minor
detail
4 Making Inferences
5 Words in context
6 Understanding References
7 Understanding Type of Text
8 Understanding Purpose of
Text
9 Reorganizig/Reading Chart/
Graphic. Etc

C. Validity of instrument
1. Validity
The test items is valid if they really measured what they supposed to
measure. The test items is said to be valid if the value of the correlation is
greater than the r value of the table, or rxy > Y, in the significance level of 5%
or 0.05. To fulfill the validity of the instrument, the researcher applied
Product Moment Correlation formula in SPSS program. The formula is:

Note :
r = time score result X and Y for each respondent
X = score of test instrument X
Y = score of test instrument Y
X2 = quadratic score instrument X
Y2 = quadratic score instrument Y
n= Number of respondent

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 D. Reliability of instrument

Reliability test conducted to determine the consistency of the

interval among the variables and instruments. The point about item tested
was matter which valid. Looking for reliability interval method used was
Cronbach Alpha method, which analyzed the reliability of this method of
measuring instruments from on measurement.

Note:

r11 : Reliability score

i2 : total variance score
t2 : total variance
n= Item score

If the reliability score (r11) is higher than 0.7, the reliability of the
instrument is sufficient. However, if the reliability ( r11 ) is lower than 0.7,
the reliability of the instrument is unreliable. SPSS is used to help
calculating the reliability of the instrument.

2. Instrument of Reading Interest

a. Conceptual Definition
The students’ reading interest is desire of arising out from within oneself
and supported by environment to read and love accompanied to get knowledge what
they read and motivation from within someone’s tendency towards reading.
Attention and looking perfectly and accurately toward reading. The indicators of
students’ reading of SMA Al-Hasra at XI grade is made based on theory on interest,

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in this case, among the whole aspects of interest, and types of interest (situational
and individual interest).

b. Operational Definition
The reading interest of the work was the respondent score which
obtained based on the instrument concerning attention of the students in reading
especially reading text accompanied with existence of follow up from reading
instrument that measured every indicator. In this phase, the instrument of the
questionnaire focuses on the activities of students inside or outside school when
thet have free time. Reading interest is developed on a five point Likert. The five
responses used in the likert scale include: Always, often, sometimes, rarely,
never. Likert Scale is used to measure the attitude, opinion, and perception of a
person or group of event or understanding of respondents about phenomena
c. Blue print
The blue print can be seen from the table bellow

No Aspect Indicator Questions Total

1. a. Spending spare time
by reading for fun
Situational b. Spending spare time
Interests by reading English
Text
c. Reading a tale
d. Reading Some topic
related to English
subject
e. Reading for
information
2 a. Feeling bored while
reading
Individual b. feeling positive

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 Interests attitude for reading

c. Feeling curious
before reading
d. Feeling enthusiastic
during reading
e. Trying to figures out
the troble when
reading
Total 30

(Questionaires adapted from Hidi 2001)

d. The rubric of Questionnaires

The five responses used in the Likert scale include: Most of the time, Often, and
Sometimes, Not very often, Almost never. Likert Scale is used to measure the attitude,
opinion, and perception of a person or group of event or understanding of respondents
about phenomena.
Range score in students’ Reading Interests
statements Points
Always 5
Often 4
Sometimes 3
Rarely 2
Never 1
(Adapted from Vagas : 2006)

There are five components of points of reading interest (Always, Often,

Sometimes, Rarely, Never). The maximum score 100% and the scoring were based on the
analytic method. The rating scale proposed by scale Likert to measure high or low the
students' reading interest was stated

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 0%-19,99% Poor
20%-39,99% Fair
40%-59,99% Good
60%-79,99% Very good
80-100% Excelent
(Adapted from scale Likert & Tatang 2010)

e. Validity of the instrument

Validity is a precise degree between data from the respondents and obtained data
from the researcher (Fraenkel: 2012). Validity consists of content validity and constructs
validity. The content validity of the questionnaire refers to the extent to which the test
items reflect the academic disciplines, skills, or behaviours being measured. While
constructing validity or criterion validity to explain individual differences in test scores.
The validity of this research related to the relevancy of the questionnaire to the purpose
of the research. The items in the questionnaire are valid if it can measure what it has to be
measured. The appropriateness of the test could be achieved by using Pearson Product
Momentformula

Note :
r = time score result X and Y for each respondent
X = score of test instrument X
Y = score of test instrument Y
X2 = quadratic score instrument X
Y2 = quadratic score instrument Y
n= Number of respondent

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f. Reliability of the instrument
Reliability test conducted to determine the consistency of the interval among the
variables and instruments. The point about item tested was matter which valid. Looking
for reliability interval method

Note:

r11 : Reliability score

i2 : total variance score
t2 : total variance
n= Item score

If the reliability score (r11) is higher than 0.7, the reliability of the instrument is
sufficient. However, if the reliability ( r11 ) is lower than 0.7, the reliability of the
instrument is unreliable. SPSS is used to help calculating the reliability of the
instrument.

F. Data Analysis Techniques

1. Descriptive Statistic
In this descriptive statistic the data presented in the amount of descriptive
statistics such as the average (mean), the (median), the highest frequency (mode),
standard deviation (standard deviation).
2. Test Data Requirement
Data analysis was conducted using a method of quantitative or statistical methods,
in this research used Two ways ANOVA.

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 a. Normality test
Normality test of data research is performed on six group data: (1) teaching
Approach, (2) reading interest, (3) high reading interests students’ reading
comprehension resulting from interactive approach, (4) low reading interests
students’ reading comprehension resulting from interactive approach, (5) high
reading interest students’ reading comprehension resulting from conventional
approach, and (6) low reading interest students’ reading comprehension
resulting from conventional approach. Normality test is done by using the
Kolgorov-Smirnov test (Suparman, 2012). Data that is considered normal if
the price Fobserved < Ftable tested with a significance level α= 0.05. as for
linear data if Fobserved < Ftable tested with a significance level 2=0.05

3. Homogeneity Test
Homogeneity of the test is designed to test the version of the normal
distribution of the population, the homogeneity of the test carried out by the
Levenu’s test. Research data that has been collected from a homogenous
population if adequate significance is α=0.05. If Fobserved < Ftable, it can be
concluded that data is homogeny or otherwise.

4. Test Hypotheses
 Hypotheses 1
Ho : 10 ≤ 20
(There is no effect of teaching approach towards student’s reading
comprehension).
H1 : 10 > 20
(There is an effect of teaching approach towards student’s reading
comprehension).

 Hypotheses 2
Ho : Int. AxB = 0

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 (There is no interactional effect of teaching approach and reading interest
towards student’s reading comprehension).
H1 : Int. AxB 0
(There is an interactional effect of teaching approach and reading interest
towards student’s reading comprehension).

 Hypotheses 3
Ho : 11 ≤ 21
(Students with high reading interest who are taught by interactive
approach is lower than those who are taught by conventional Approach).
H1 : 11 > 21
(Students with high reading interest who are taught by interactive
approach is higher than those who are taught by conventional approach)

 Hypotheses 4
Ho : 12 ≥ 22
(Students with low reading interest who are taught by interactive approach
is higher than those who are taught by conventional approach).
H1 : 12 < 22
(Students with low reading interest who are taught by interactive approach
is lower than those who are taught by conventional approach.).

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