UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir.

PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris Answer Paper Final Test for Research Methodology From Dr. Yugianingrum, M.S Signature: _______________________ Name : BAMBANG WIDYANARKO Std. No : 1204679

PART I 1. d 2. b 3. d 4. b 5. d 6. a 7. c 8. d 9. b 10.a 11. c 12. a 13. d 14. c 15. c 16. c 17. c 18. b 19. a 20. b

PART II The reading scores of English in directorate final test of the ninth grade students of SMPN 1 Cianjur is far from satisfactory (mean=55). Since the expected score is 70, the parents and the school administration urge the teachers to improve students reading score and it is necessary to detect the cause for such low achievement. Compared to the traditional three-phase technique, the teaching of critical reading strategies is proposed. The critical reading strategies are chosen as they will train students in the skills of summarizing, questioning, clarifying, and predicting, and help improve students score on such a test.

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris

PART III 1. The purpose of the research: The study attempts to investigate the effectiveness of teaching critical reading strategies in improving students reading scores on English directorate final test of the ninth grade students of SMPN 1 Cianjur.

2. The research question: A. The main research question: Does teaching critical reading strategies have any significant effect on students reading scores?

B. The sub-questions: i. Do the Experimental and control groups have the same initial level of reading comprehension indicated by the reading pretest given before the treatment? ii. Do the experimental and control groups have better score in their posttest? iii. Do the posttest scores of the students learning to use critical reading strategy and those learning under traditional method of teaching differ significantly? iv. Does the traditional three-phase reading technique improve the control group students use of reading strategies? v. Does the teaching of critical reading improve the experimental group students use of reading strategies?

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris

3. The possible time scales of the research: Month Week Activity Pilot study /preliminary study - Constructing test items - Validity analysis - Reliability analysis 1 - Testing the distributional nature of data - Initial differences - Constructing the questionnaires Constructing the questions for interviews Note

Study of Literature and writing proposals

I 2

Designing the research: - Selecting the design - Consulting expert Site survey and consolidation of resources 3 - Contacting Authorities - Paper of approval First encounter with sample and population - Choosing EG and CG by tossing coin 4 - Pre-Test for EG and CG - Analysis of EG and CG scores - Pre Questionnaires for EG and CG 1 Treatment for EG : 1st meeting Treatment for EG : 2nd meeting Treatment for EG : 3rd meeting Treatment for EG : 4th meeting

II

2 3 4

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris

1 2 III 3 4 1 2 IV 3 4 1

Treatment for EG : 5th meeting Treatment for EG : 6th meeting Treatment for EG : 7th meeting Treatment for EG : 8th meeting Treatment for EG : 9th meeting Treatment for EG : 10th meeting Treatment for EG : 11th meeting Treatment for EG : 12th meeting Post-Test for EG and CG Post-Questionnaires Analyzing the scores for significance using t-test Analyzing the result of the Post-Questionnaires

using t-test Analyzing the improving scores for significance using t-test for EG and CG

Reflection: - Interpreting the result 3 - Noting the strength and weakness of the study - Suggesting further research and development

Reporting - Writing the report for related parties

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris

4. The main methodology of the research: A. Quantitative method This research will use quantitative method with the Quasi experimental design called non-equivalent control group. This is chosen as subject randomization is impossible or the school administrator wants the students stay in their natural setting. One class is the experimental group and another is the control group. The population of the research will be the ninth grade or class IX students of SMPN 1 Cianjur under the RSBI program. There are nine classes of these class IX students. The quantitative data are taken from pretest and post test. Later analysis is made to find out the significance of the improvement in students pretest-posttest scores using inferential statistic call t-test procedures. The data taken from questioners is analyzed the use of reading strategies by students.

B. Qualitative method The qualitative method is used to analyze the data taken from interviews. The interview itself is applied as a tool for triangulation in the process of verification that increases validity by incorporating three different viewpoints and methods.

5. The threats: a. Threats for internal reliability One of the factor contributing to internal reliability is the consistency of the test items. In order to gain meaningful data from the tests, the internal validity has to be measured. This can be carried out by test-retest, splithalf, or consistency. Internal consistency reliability is a measure of how intercorrelated the items of a measure are. When the items of a measure are highly intercorrelated, it means that the items are all apparently

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris measuring the same characteristic or trait. The formula used to do so, as suggested by Hatch and Farhady (1982:247), is the Kuder-Richarson formula #20.

b. Threats for external reliability For external reliability, the concern of threats is put upon the extent to which the tests used will vary from one use to another. The external reliability of the tests and questionnaires can be assessed using the testretest method (Hatch and Farhady, 1982:247) . This involves testing the same participant twice over a period of time on the same test. Similar scores would suggest that the test has external reliability. All of these procedures should be done at the preliminary stage of the study. . c. Threats for internal validity There are three major factors considered as the threats for internal validity (Nunan and Bailey, 2009:84-88): (1) experiences (history, testing, and expectancy); (2) participants (selection, maturation, mortality, etc.); and (3) instrumentation (measurements or observation procedures). The threat from testing, for example, exists when taking the pre-test influences students performance in their post-test. To overcome this, different sets of pre-test and post-test are used. For participants, the threat comes from the use on non-randomized subjects. This is overcome by doing analysis of homogeneity as to say that the groups are having the same level of ability before the treatment. Such analysis is based on the pre-test scores. As the study also uses qualitative interview, the threat from observation procedures is managed by observer-training, rater training, and the careful piloting of all questionnaires and data collection.

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris d. Threats for external validity The threat for external validity here means whether the result of the experiment can be generalized to other groups outside the experimental setting. Being a quasi-experimental research, this study is subject to have weakness in term of external validity for the absence of randomization. At least, the result of this study could be confidently generalized to other groups in the population of all class IX students of this school. At this point, the measure of internal reliability, external reliability, internal validity, hypotheses testing, and statistical analyses have to be carried out and explained sufficiently.

6. Data analyses This quantitative method is used in analyzing and interpreting quantitative data as mentioned in the above table of time-scaling. Some statistical calculations used are T-test, correlation and variance analysis. The quantitative methods is mainly used in the study as it is essential to answer the research questions such as (i) whether the Experimental and control groups have the same initial level of reading comprehension indicated by the reading pretest given before the treatment and (iii) whether the teaching of critical reading strategies improves EG students reading score significantly. It is also used to answer the question (iv) and (v) concerning data from the employment of questionnaires (pre-post). Statistical analyses used are: 1. Internal Reliability analysis: -Kuder-Richardson 20 formula for internal consistency is used the result then interpreted to say that the test items are reliable. 2. External reliability analysis - Test and Retest procedures is used. The result is to say that test items and the questionnaires are said to give reliable result.

UNIVERSITAS PENDIDIKAN INDONESIA Program Magister Sekolah Pascasarjana Kelas Kerjasama Dir. PTK Kemdikbud Program Studi Pendidikan Bahasa Inggris 3. Internal validity analysis Point-biserial formula is used to say that each test item is a discrete variable correlated to all items as a continuum variable. 4. Normal Distribution a. Homogeneity: F-value is used. b. Normality : z-Score distribution table c. Initial differences : t-test comparing EG and CG 5. Pre-test vs. Post-test analysis for both EG and CG (t-test) 6. Post test analyses :EG vs. CG: (t-test) 7. Interview analysis : Qualitative data are taken then displayed using descriptive statistic with certain criteria of most, average, or small number to explain the central tendency. 8. Questionnaires analysis The analysis of pre-questionnaire and post-questionnaire is carried out and describe using percentage.

REFERENCES: Hatch, E.M., & Farhady, H. (1982). Research design and statistics for applied linguistics. Rowley, MA: Newbury House Nunan, D. & Bailey, K.M. (2009). Exploring Second Language Classroom Researh: a comprehensive guide.Boston, MA: Heinle Cengage Learning.