CHAPTER I INTRODUCTION

1. Background of the Study

1
1. Problem (s) of the Study
2
1. Purpose (s) of the Study
3
1. Scope and Limitation of the
4 Study
1. Significance of the Study
5
1. Hypothesis of the Study (if
6 any)
1. Definitions of Key-Terms
7
CHAPTER II REVIEW OF RELATED
LITERATURE
The contents of the literature review
are adjusted to the variables under
study supported by relevant
research results and theories
CHAPTER III RESEARCH METHODOLOGY
3. Research Design
1
3. Population and Sample/
2 Research Subject
3. Research Instrument
3
3. Treatment for the Study (if
4 any)
3. Data Collection Technique
 5
3. Data Analysis Technique
6
3. Hypothesis Testing (if any)
7
REFERENCES
APPENDIX: Containing research
instruments or data collection guides

Chapter III: Research Method

3.2 Population and Sample / Research Subject
The terms population and sample are used if the
research carried out uses the sample as the research
subject. This term is suitable for quantitative research. In
qualitative research, no sampling technique was carried
out. The purpose of taking research subjects in
qualitative research is to obtain as much information as
possible about the object under study and not to make
generalizations. Thus, the aim of research is to gain
depth in a phenomenon so that the appropriate term is the
research subject or respondent. For more detail, this
section can be broken down into two types of data
sources and respondents / research subjects. In this sub-
chapter, the explanation given includes: (l) identification
and limitations of the population or research subject, (2)
sampling procedures and techniques, and (3) the size of
the sample.

Ada beberapa pendapat yang menyarankan mengenai jumlah

populasi dan sampel/subjek penelitian yang bisa diambil dari
anggota populasi:
1. Untuk pedoman umum saja dapat dikatakan bahwa
bila populasi cukup homogen terhadap populasi di
bawah 100 dapat dipergunakan sampel sebesar
 50%, dan di atas seribu sebesar 15%. Untuk
jaminan ada baiknya sampel selalu ditambah
sedikit lagi dari jumlah matematik tadi. ….Untuk
penyelidikan deskriptif seperti survey, sampel
manusia hendaknya di atas 30 unit besarnya.
(Surakhmad, 2004:100).
2. Untuk sekedar ancer-ancer maka apabila subjeknya
kurang dari 100, lebih baik diambil semua sehingga
penelitiannya merupakan penelitian populasi.
Selanjutnya jika jumlah subjeknya besar dapat
diambil antara 10-15%, atau 20-25% atau lebih,
(Arikunto, 2002).
3. Ukuran sampel untuk penelitian seperti berikut: (a)
Ukuran sampel yang layak dalam penelitian adalah
antara 30 sampai dengan 500; (b) Bila sampel
dibagi dalam kategori (misalnya: pria-wanita,
pegawai negeri-swasta dan lain-lain) maka jumlah
 anggota sampel setiap kategori minimal 30; (c)
Bilamana dalam penelitian akan melakukan
analisis dengan multivariate (korelasi dan regresi
ganda misalnya), maka jumlah anggota sampel
minimal 10 kali dari jumlah variabel yang diteliti;
(d) Untuk penelitian eksperimen sederhana yang
menggunakan kelompok eksperimen dan kelompok
kontrol, maka jumlah anggota sampel masing-
masing antara 10 s/d20 (Roscoe dalam Sugiyono
(2012).

4. There is no clear answer, for the correct sample size

depends on the purpose of the study and the nature of
the population. However it is possible to give some
advice on this matter. Thus, a sample size of thirty is
held by many to be the minimum number of cases if
 researchers plan to use some form of statistical
analysis on their data. (Cohen, 2005).
5. In most research projects, financial and time restriction
limit the number of subjects that can be studied. In
correlational research it is generally desirable to
have a minimum of 30 cases. In causal comparative
and experimental research, it is desirable to have a
minimum of 15 cases in each group to be compared.
For survey research suggests that there be at least
100 subjects in each major subgroup and 20 to 50
in each minor subgroup whose responses are to be
analyzed (Borg and Gall, 1993).

6. Secara umum, untuk penelitian korelasional jumlah

sampel (n) sebanyak 30 individu telah dipandang
cukup besar, sedang dalam penelitian kausal
komparataif dan eksperimental 15 individu untuk
setiap kelompok yang dibandingkan dipandang
 sudah cukup memadai. Untuk penelitian survey
sampel sebanyak 100 individu untuk seluruh sampel
baru dipandang cukup memadai. (Sukmadinata,
2012:261).
7. A qualitative research usually works with small
number of people in the context and study upon the
depth. The subjects of qualitative research tend to
be small in number, purposive rather than random.
The subject determines aspects of the focus, not how many
people representative. Therefore the term of the research
subject is more relevant than population and sample in
qualitative research (Miles and Huberman, 2014:24).

8. Concerning the size of the sample in a

qualitative research, Patton (1996:79) describes
that the sample is small and it does not choose
randomly. The choice of a sample is
 purposeful, so that needs to be considered is
the completion of the acquisition of
information by the diversity of existing
variation, not the number of sample data
source.

3.2 Population and Sample

Before stating the number of population and sample, it is necessary to
note the definition of both terms. Best (2001:8) points out that the primary
purpose of research is to discover principles that have universal
applications, and to study a whole population in order to arrive at
generalization.
 Furthermore, Gay (1997:102) states that population refers to the entire
group of subject, and sample refers to the subgroup of the population.
Moore (1983:110) defines a population is a complete set of individuals or
subjects having some common observable characteristics. Sample is any
subject of population.
The population of this research is the whole ninth grade students of
SMPN 2 Tenggarong in academic year 2020/2021. There are six classes of
the eighth grade students with the total number of the students is 201.
Concerning the size of the sample, Borg and Gall (1993:294) points out
that in most research projects, financial and time restriction limit the
number of subjects that can be studied. In correlational research it is
generally desirable to have a minimum of 30 cases. In causal
comparative and experimental research, it is desirable to have a
minimum of 15 cases in each group to be compared.
As a causal comparative research, this research has similar
characteristics as what Borg and Gall (1993) suggested. As a result, the size
of the sample selected is 15 for each group from whole population. So, the
sample members of this research are 15 x 2 = 30. For each class, it is
randomly taken 5 students as the representative sample. The procedures to
select the sample members taken from the population are as follows: First,
the researcher codes the names of each student on piece of paper from every
class. Then, she collects them in the box. Finally he shake it to get 5
students from each class, so that the researcher gets 30 students as
representative samples. The proportion of the sample members taken from
the population is tabulated in the following table.
Table 3.1 The Proportion of the Sample from the Population
No. Classes Population Percentage Sample
1 VIII A 34 15% 5
2 VIII B 32 15% 5
3 VIII C 34 15% 5
4 VIII D 33 15% 5
5 VIII E 34 15% 5
6 VIII F 34 15% 5
201 15% 30

The 30 students are divided into two groups, group A as an

experimental group consists of 15 students who read instagrams, and group
B as a controlled group consists of 15 students who do not read instagrams.

3.2 Population and Sample

Population and sample are two different things that are necessarily
important for the accuracy of a research, since they concern a presentation
of a group as defined by Moore (1993:110) defines that population is a
complete set of individuals or subjects having some common observable
characteristics. A sample is any subject of population. Moreover, Lehman
and Mehrene (2001:17) that population is something which refers to all of
specified group of subject (usually person), and a sample is subgroup op the
population. In addition, Vockell (2003:170) states that techniques to achieve
accessible population from the whole subject is called sampling techniques.
The population may be all individuals of a particular type or a more
restricted part of the group, while a small proportion of population which is
selected for observation and analysis. Sample is required since it is rarely
possible to gather information from the entire population because of time,
fund and available source.
The population of this research is the whole fifth year students of SDN
006 Loa Tebu academic year 2020/2021. There is one class of students
where the total number of the population is 29 students.
Concerning the size of the sample, Arikunto (2002:104) points out that
if the total number of population is lower than one hundred subjects,
the population is taken all, but if the population is large, the sample can
be taken from 10% to 15%, or from 20% to 25%, and if the population
is homogeneous it is not necessary to take more sample (translated).”
Referring to opinion above, the researcher will take all the population
members as the sample, because the total number of population is less than
one hundred. Furthermore, it is not necessary to use the sampling technique,
whole members of population are taken as sample members. Thus, sample
members of this study are the whole fifth year students of SDN 006 Loa
Tebu academic year 2020/2021 with the total number of the students is 29
students.

3.2Population and Sample

 Before stating the number of population and sample, it is necessary to
note the definition of both terms. Best (1981:8) points out that the primary
purpose of a research is to discover principles having universal applications,
and to study a whole population in order to arrive at generalization.
Population refers to the entire group of subject, and sample refers to the
subgroup of the population. Moore (1983:110) defines a population is a
complete set of individuals or subjects having some common observable
characteristics. Sample is any subject of population.
The population of this study is the whole fifth grade students of SDN
015 Tenggarong in academic year 2020/2021. There are two classes of the
fifth grade students with the total number of the students is 45.
To determine the sample size, the researcher considers Borg and Gall’s
opinion (1993:314) stating that “in correlation research it is generally
desirable to have a minimum of 30 cases. In causal comparative and
experimental research, it is desirable to have a minimum of 15 cases in
each group to be compared.”
As an experimental research, this research has similar characteristics as
what Borg and Gall (1993) suggested. As a result, the size of the sample
selected is 15 for each group from whole population. So, the sample
members of this research are 15 x 2 = 30. For each class, it is randomly
taken 15 students. The researcher uses simple random sampling technique to
select the sample. Simple random sampling is sampling technique to give
the similar chance to each member of to be member of sample (Sugiyono,
2006:91).
The steps of taking samples according to Sugiyono (2006:103) are as
follows: Firstly, identifying of the samples. Second, determining of the
sample members. Third, taking samples randomly as the following: the
students’ names are written on the sheet of paper, and then the researcher
puts and shakes them in the bottle, drops them one by one. It is randomly
taken 15 students in each class. In this study, the researcher needs 30
students for the samples of the research. The following is the distribution of
samples of the study.

Table 3.1 Proportion of Samples Taken from the Population

No. Classes Population Sample

1. VA 22 students 15 students
2. VB 23 students 15 students
Total 45 student 30 student

3.2 Research subject

There are fundamental differences in terms of the definition of sample
population in quantitative and qualitative research. In quantitative research,
the population is defined as an area of generalization which consists of:
objects/subjects that have certain qualities and characteristics determined by
the investigator to be investigated and drawn conclusions, while a sample is
a portion of the population. A qualitative research does not use the term of
population, but according to Spradley in Sugiyono (2012:215-216) it is
named social situation which consists of three elements: place, actors, and
activities that interact synergistically. In addition Sugiyono (2012:2017)
confirms that a qualitative research does not use the term of population,
because qualitative research departs from the specific cases that exists in
certain social situations and its result will not be applied to the population,
but it is transferred to another place to have the same common case with the
social situation in the study. The sample in qualitative research is not named
respondents, but as subjects, speakers, participants, informants, friends or
teachers in the study. The sample in qualitative research is not called a
statistical sample, but the theoretical sample because the purpose of
qualitative research is to generate a theory.
Concerning the size of the research subject in a qualitative research,
Patton (1996:79) describes that the sample is small and it does not choose
randomly. The choice of a sample is purposeful, so that needs to be
considered is the completion of the acquisition of information by the
diversity of existing variation, not the number of sample data source.
The same idea is given by Miles and Huberman (1994:27) that to
determine the sample of a qualitative research to tend to be small in
number, purposive rather than random, consisting of people that are
available in their context and study in depth.
As descriptive qualitative research, this study has similar characteristics
as what Mile and Huberman (1994:27) suggested. As the result, the size of
the sample selected is small in number. The researcher will take an English
teacher and 4 students of SDN 013 Tenggarong as subjects of the research.
The subjects of this research are the English teacher and students of SDN
013 Tenggarong who are at the present, teaches and learn at the first
semester of academic year 2020/2021.

Chater III: Research Instrument

3.3 Research Instrument
In this section, it is described the instruments used to
measure the variables under study. The explanation can
be in the form of the type of instrument (test or non-test),
instrument selection technique (taking from standardized
instruments or composing your own). After that, the
procedure for developing instruments or selecting the
tools and materials used in the instrument is explained. If
the instruments used are standardized, it is necessary to
state the level of validity and reliability. While the self-
composed test must explain the validation process which
includes: (1) testing the instrument/try out of instrument
(2) if the instrument is in the form of an objective test, it
must explain the item analysis process which includes
the difficulty level of the items and the discrimination
index, (3) analysis of the instrument validity (criteria,
content, constructs), and (4) the level of instrument
reliability.
The validation procedure for an essay test differs from
a test whose scores are obtained by dichotomy. A
dichotomy score means that each item answered
correctly is given a score of 1, while the wrong one is
given a score of 0. The essay questions are scored based
on the criteria and scale. For example, questionnaire
scoring is used for positive statements: strongly approve
(5), approve (4), undecided (3), disapprove (2), and
strongly disapprove (1), whereas the scoring system for
negative statement was as follows: strongly approve (1),
approve (2), undecided (3), disapprove (4), and strongly
disapprove (5). Or in essay questions, perfect answers are
given a score of 5, less than perfect answers are given a
score of 4, imperfect answers are given a score of 2, and
so on. Relating to the essay test, what is important to
explain is the assessment criteria and efforts to obtain
information about the level of validity and reliability
index. Validity and reliability index can be obtained by
testing using the Coefficient Alfa formula.
For non-test instruments in the form of open
questionnaires, interviews or direct field
observation, what is needed is a data collection
guide. Guidelines must be confirmed with
theorists, peers or experts in the field studied to
obtain accurate information in terms of: material
coverage, level of difficulty in the language used,
procedures and steps for data collection and
interpretation. This technique, called triangulation,
should be used in qualitative research.
Triangulation is carried out in two stages. Firstly, to
prepare a data collection guide at the time the instrument
is prepared. Secondly, when the data has been obtained
and analyzed. Triangulation aims to match the suitability
of the results of the researchers' interpretation of the data
under study against: several sources, methods,
researchers, theories, peer discussions to track the
suitability of the results.
3.3 Research Instrument
To clarify the descriptions about test materials, scoring of the test, and
steps to carry out of the try out test, the researcher presents in the following
sections.
3.3.1Test Materials and Scoring of the Test
The instrument which will be used to collect the data is the researcher-
made test in the form of multiple choices. The test consists of 40 items
dealing with: 10 items of vocabulary test relating to nouns, 10 items of
vocabulary test relating to verbs, 10 items of vocabulary test relating to
adjectives, and 10 items of vocabulary test relating to adverbs. The materials
of the test are adopted from the English text book used in SDN 020
Mangkurawang which entitles Gemar written by Hasyim (2013) and
published by Tiga Serangkai Pustaka Mandiri.
Concerning how to score the test items, the researcher will give 2.5
points for each correct answer. The formula which will be used is drawn by
Sudijono (2007:307) as follows:
S = R x Wt
Where :
S = score
R = right answer
Wt = weight
3.3.2Try out of the Instrument
Before the instrument is tested to the sample members of research, the
instrument will be tried out to 15 students of the fourth year of SDN 009
Tenggarong. The purposes to have the try-out of the instrument are to find
out the information of: item degrees of difficulty, validity and reliability.

3.2.1 Item Degree of Difficulty

Analysis of item degrees of difficulty aims to identify how good or how
bad an item is. A good item should not be too easy or too difficult. As it is
stated by Arikunto (2009:205), that difficult items will not stimulate
students to study the subject well enough, while too easy items will make
them discouraged and unchallenged. This statement emphasizes that test
items which are categorized difficult and easy are not good to collect the
data of the research. So, to determine whether a test item is good or not, the
researcher uses a measurement which is called degrees of difficulty index.
Just by looking at the index, a test item can be classified into three different
criteria: easy, moderate and difficult. The researcher only uses moderate
items collect the research data relating to the mastery on spelling of
inflectional verbs. The formula which will be used to determine the index of
item degrees of difficulty is based up on Djiwandono (1996:141) as follows:
p = JJB : JPT x 100%
Where:
p = index of item degrees of difficulty
JJB = the number of correct answer
JPT = the number of testees
To interpret the acceptable the degree of difficulty index of the test items,
the researcher follows the criteria which are drawn by Djiwandono
(1996:141) that uses 0.20 to 0.80 as an acceptable items. Items which falls
below 0.20 are difficult items, and those that are exceed from 0.80 are
categorized as easy items. Both too difficult and too easy items will be
dropped under study, and the items that will be used to collect the data are
the items that are in the category of moderate items.

3.3.2.2 Validity Testing

The validity of a test is often defined as the degree to which it measure
what is supposed to measure, or as the extent to which a test does the job for
which it is intended. This idea is relevant to Anderson in Arikunto (2009:65)
states that a test is valid if measures what it purposes to measure.
To know the validity of a test under study, the researcher will use
criterion validity. The criterion validity needs two sets of scores for analysis.
The first scores are obtained from the try out test. The second scores come
from a teacher made test that consisted of the same topics. To analyze the
validity, the researcher will use Product Moment Formula by Carl Pearson
as tool of analysis. The formula of Product Moment by Carl Pearson was
drawn by Sudrajat (2016:221) as follows:

r xy =
∑ xy
√( ∑ x 2 )(∑ y 2 )
Where:
rxy = Coefficient of correlation between variables X and Y
X = the scores of try out test
Y = the scores of teacher-made test
x = the deviation scores of variable X
y = the deviation scores of variable Y
x2’ = Squared summation of x deviation
y2’ = Squared summation of y deviation
xy = Summation of the deviation x multiplied by y
To interpret the validity of the test, the researcher follows the criteria
from Sudrajat (2016:29) which divide the criteria of validity test into five
categories as follow:
Very high : 0.80 – 100
High : 0.60 – 0.79
Fair : 0.40 – 0.59
Low : 0.20 – 0.39
Very low : 0.00 – 0.19
3.3.2.3 Reliability of Instrument
Reliability is the consistency in which a test yields the same result in
measuring what is being measured. To this idea, Anderson in Arikunto
(2009:87) confirms that a reliable measure is one that provides consistent
and stable indications of the characteristics being measured.
To find out the reliability of the whole test of vocabulary that will be
used to collect the data of the study, the researcher will use test retest
technique. This technique requires the same test which is given to the same
subject twice. The first try out test scores are as variable X, and the second
try out test scores are as variable Y. Then, the scores are analyzed by using
Pearson Product Moment Formula by Carl Pearson as tool of analysis. The
formula of Product Moment by Carl Pearson is drawn by Sudrajat
(2016:221) as follows:

r xy =
∑ xy
√( ∑ x 2 )(∑ y 2 )
Where:
rxy = Coefficient of correlation between variables X and Y
X = the scores of the first try out test
Y = the scores of the second try out test
x = the deviation scores of variable X
y = the deviation scores of variable Y
 x2 = Squared summation of x deviation
y2 = Squared summation of y deviation
xy = Summation of the deviation x multiplied by y
To interpret the reliability of the test, the researcher follows the criteria
from Sudrajat (2016:29) which divide the criteria of reliability test into five
categories as follow:
Very high : 0.80 – 100
High : 0.60 – 0.79
Fair : 0.40 – 0.59
Low : 0.20 – 0.39
Very low : 0.00 – 0.19
3.1 Research Instrument
To clarify the descriptions about the instrument materials, scoring of the
instrument, and steps to carry out of the try out the instrument, the
researcher presents in the following sections.

3.1.1 Characteristics and Scoring of Instrument

The instrument which will used to collect the data is a set of
questionnaires on students’ English learning motivation. The questionnaire
is a sum of written questions that is used to get information from the
respondent as the report about the personality and others known (Arikunto,
2009:140). The questionnaire that will be used in this study is direct
questionnaire in which the respondents answer the questions about himself
or herself directly. It can also be called closed questionnaire (Riduwan,
2002:27). The total number of items of questionnaires consists of 40 items
dealing with 20 items of positive statements and 20 items dealing with
negative statements. And, each item of statement had five options.
To clarify the indicators of English learning motivation, the researcher
presents in following table

Table 3.1 Indicators of English Learning Motivation

Motivat- Number of Items
No. ion
Sub Indicators Total
Positive Negative
1. Intrinsic 1. Motivation to do assignment 1, 2 3 3
2. Aspiration motivation 6, 7, 8 4, 5 5
3. Self drive motivation 9, 11 12 3
4. Affiliated motivation 16 17 2
 5. Desire for Study 18,19 20, 21 4
6. Interest 40 22 2
2 Extrinsi 1. Competitive motivation 23 24 2
c 2. Escape motivation 30, 32,35 31, 33 5
3. Score 14, 34 13, 15 4
4. Reward 38, 39 13, 15 4
5. Praise 36 37 2
6. Test 28, 29 10, 27 4
Total 20 20 40

Concerning how to score the items of questionnaires, the researcher uses

Likert’s scale. The following scoring system is used for positive statements:
strongly approve (5), approve (4), undecided (3), disapprove (2), and strongly
disapprove (1), whereas the scoring system for negative statement was as
follows: strongly approve (1), approve (2), undecided (3), disapprove (4), and
strongly disapprove (5).

3.1.2 Try out of Instrument

Before the instrument is used to collect the data, the instruments will be
tried out to the 15 of four grade students of SDN 009 Tenggarong. From the
results of the try out test, the researcher will select each item questionnaire
that meets the requirement of the acceptable items to collect the data for this
study. The purpose of try out test is to find the information of: item validity
and reliability. The analysis, the explanation and the formula of every
component of try out of the questionnaires are presented in the following
sections:

3.1.2.1 Item Validity

The researcher will use item validity to identify how good or how bad
every item of questionnaire. To determine whether a test item is good or not,
the researcher has a measurement called item validity coefficient. Just by
looking at this coefficient, an item of questionnaires can be classified into
valid or invalid item. A valid item can be used to collect the data for this
study, whereas an invalid item should be ommitted.

To determine the validity of instrument, the reseacher will use the

corrected item total correlation method. The formula which will be used to
determine the coefficient of item validity is Cronbach Alpha based on
Sugiyono (2012:365) as follows:

k  Si2
r = 1-
(k – 1) St2
Where:
r = coefficient correlation of Cronbach Alpha
k = the number of Items
1 = the constant number
st2 = the total variance
si2 = the variance of item
  = sum of
Furthermore, to calculate the coefficient of item validity of instrument by
using Cronbach Alpha cronbach formula, the researcher will use Statistical
Product and Service Solution (SPSS) program to be easier calculation based
on the guidance line of Sudrajat (2015:371). In addition, to interpret the
acceptable the coefficient of item validity, the researcher followed the
criteria under 5% level of significance or p = 0.05 with the degree of
freedom (df) at 15 that is gained the value of r-table = 0.514. Then, an item
of questionnaires is accepted or good, if an item has a coefficient validity
which is the same as or higher than the value of r-table (0.514). Otherwise,
an item of questionnaires is rejected or bad, if an item has a coefficient
validity which is lower than the value of r-table (0.514).

URL:
http://www.academia.edu/41778961/Pengantar_Statistika_
Pendidikan_disertai_Program_SPSS
URL:
http://www.academia.edu/41557907/Metode_Penelitian_Pendidikan_dengan_
Pendekatan_Kuantitatif
3.3.2.2 Reliability of Instrument
Reliability is the consistency in which a test yields the same result in
measuring what is measure. In this connection, Anderson in Arikunto
(2009:87) confirms that a reliable measure in one that provides consistent
and stable indication of the characteristics being investigated.
To measure the reliability of instrument under the study, the researcher
used test internal consistency method. This technique required a set of
questionnaire which is given once to the sample members of try out, and the
total scores of questionnaires is correlated by using alpha Cronbach formula
based on Sugiyono (2012:365). The formula is as follows:
k  Si2
r = 1-
(k – 1) St2

Where:
r = coefficient correlation of Cronbach Alpha
k = the number of Items
1 = the constant number
st2 = the total variance
si2 = the variance of item
 = sum of

Furthermore, to calculate the coefficient of item validity of instrument by

using Cronbach Alpha cronbach formula, the researcher will use Statistical
Product and Service Solution (SPSS) program to be easier calculation based
on the guidance line of Sudrajat (2015:371). In addition, to interpret the
reliability coefficient of questionnaire, the researcher follows the criteria
from Sudrajat (2016:29) which divide the criteria of reliability into five
categories as follow:

Table 3.2 Criteria of Reliability Coefficient

No. Interval Criteria
1. 0.80 – 1.00 Very high
2. 0.60 – 0.79 High
3. 0.40 – 0.59 Fair
4. 0.20 – 0.39 Low
5. 0 - 0.19 Very Low

A. Finding out the reliability of questionnaire or essay test manually

An analysis of reliability and validity to determine the consistency of
a set of questionnaires or essay tests commonly uses Cronbach Alpha
formula. The reliability analysis of questionnaires or essay tests manually
is exemplified below:

k  si2
r = 1-
(k–1) st2

Where:
r = coefficient correlation of Cronbach Alpha
k = the number of Items
1 = the constant number
st2 = the total variance
si 2 = The variance of item
 = sum of

Example and Explanation:

 Number of Items
NS
1 2 3 4 5
1 3 3 2 5 3
2 4 4 4 4 4
3 4 5 4 4 4
4 4 5 5 5 5
5 4 5 4 4 4
6 5 4 4 5 5
7 5 4 5 5 5
8 5 5 5 4 4
9 2 2 3 5 3
10 4 3 4 4 3

Example and Explanation:

NS Number of Items X2
 1 2 3 4 5 X
1 3 9 3 9 2 4 5 25 3 9 16 256
2 4 16 4 16 4 16 4 16 4 16 20 400
3 4 16 5 25 4 16 4 16 4 16 21 441
4 4 16 5 25 5 25 5 25 5 25 24 576
5 4 16 5 25 4 16 4 16 4 16 21 441
6 5 25 4 16 4 16 5 25 5 25 23 529
7 5 25 4 16 5 25 5 25 5 25 24 576
8 5 25 5 25 5 25 4 16 4 16 23 529
9 2 4 2 4 3 9 5 25 3 9 15 225
10 4 16 3 9 4 16 4 16 3 9 18 324
40 40 40 45 40 205 4297
1600 1600 1600 2025 1600 SSs = 8425
168 170 168 205 166 SSi = 877

Based on the table above, it is found the values of : ∑Xt = 205, ∑Xt2 = 4297, SSi
= 877, SSs = 8425.

Procedures to calculate the reliability of essay test or questionnaire by

using Cronbach Alpha formula are as follows:
1. To find out the total variance of he test (st2) by using the following
formula:

∑Xt2 (∑X)2 4275 (205)2

2
st = - = - = 429.7 – 420.25 = 9.45
2 2
N N 10 10

2. To find out the variance of he test item

(si2) by using the following formula:

SSi SSs 877 8425

si2 = - = - =
2
N N 10 100

= 87.7 - 84.25

si2 = 3.45

3. To find out the coefficient correlation of Cronbach

Alpha by using the following formula:
 k ∑si2
r = 1-
(k–1) st2

5 3.45
r = 1-
(5-1 ) 9.45

5
r = ( 1 – 0.3651)
4

r = (1.25) (0.6349)

r = 0.793625 rounded off = 0.794

Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance if Corrected Item- Alpha if Item
Item Deleted Item Deleted Total Correlation Deleted
Item_1 153.40 311.543 .928 .675
Item_2 154.07 286.781 .928 .989
Item_3 154.07 311.210 .934 .227
Item_4 154.07 286.781 .928 .989
Item_5 154.07 286.781 .928 .989
Item_6 154.27 306.781 .928 .376
Item_7 155.80 319.314 .928 .897
Item_8 153.87 292.838 .928 .835
Item_9 154.20 303.886 .935 .261
Item_10 154.07 286.781 .934 .989
Item_11 154.20 291.886 .937 .720
Item_12 155.20 320.457 .931 .397
Item_13 156.13 302.124 .928 .316
Item_14 154.07 286.781 .928 .989
Item_15 154.07 286.781 .261 .989
Item_16 153.40 311.543 .989 .887
Item_17 154.20 308.171 .720 .102
Item_18 154.07 286.781 -.206 .989
Item_19 154.00 287.143 .316 .955
Item_20 154.07 286.781 .989 .989
Item_21 154.07 286.781 .989 .989
Item_22 155.27 309.924 .000 .765
Item_23 154.07 286.781 .934 .989
Item_24 154.00 287.143 .937 .989
Item_25 156.40 311.543 .931 .421
Item_26 154.00 287.143 .928 .102
Item_27 154.07 286.781 .928 .989
Item_28 154.00 287.143 .928 .955
Item_29 154.07 286.781 .934 .989
Item_30 154.07 286.781 .937 .989
Item_31 156.07 306.352 .928 .029
Item_32 156.40 311.543 .000 .934
Item_33 154.67 309.524 .026 .937
Item_34 154.27 292.495 .582 .931
Item_35 154.07 286.781 .989 .928
Item_36 154.07 286.781 .989 .928
Item_37 154.07 286.781 .989 .928
Item_38 156.33 309.095 .262 .934
Item_39 154.33 312.524 -.057 .937
Item_40 154.07 286.781 .989 .928

Case Processing Summary

N %
Cases Valid 15 100.0
Excludeda 0 .0
Total 15 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's
Alpha N of Items
.894 40
3.3 Research Instrument
Arikunto (2009:160) states that research instrument is a facility which
is used by the researcher in collecting the data in order to make the research
is easier and gives a better result. In addition, Sugiyono (2010;59) states that
in qualitative research, the main instrument of the research is researcher
herself/himself who has function to choose the research focus, select the
informant as data source, collect the data, assess the quality of data quality,
analyzing the data, interpret the data, and make conclusion. Relating to the
data needed in this study, the researcher will use research instrument:
3.3.1 Observation
Observation involves closely watching particular classroom events, and
objectively recording then in the same way. Richards and Schmidt
(2002:370) state that observation in language classrooms is the purposeful
examination of teaching and/or learning events through systematic process
of data collection and analysis. Observation of teaching is a widely used
activity in teacher education programmers. A closely observation is used to
collect the natural setting of the teaching strategies in teaching English used
by teacher in the classroom. It is used to know what types of teaching
strategies, how to apply the teaching strategy, and student’s response to the
teaching strategy used by the teacher in the classroom. The researcher
observes the strategy in teaching English and learning activity of the
students during classroom activities. During the observation, the researcher
takes some notes and types all the conversation the classroom activities. To
complete the observation, the researcher conducts observation guide to
identify teaching strategies in teaching learning process used by English
teacher in the classroom.
3.3.2. Field Notes
Field notes are the permanent record of field procedures and the data
collected in those procedures. Field notes are made according observer’s
detail description of what has been observed. Merriam in Sulatri (2009:28)
suggests that in working with field notes the researcher has to include five
important points, they are : (1) setting refers to the physical aspect from
setting, (2) participant, (3) activity and interaction, (4) frequency and
duration, and (5) suitable factors mean the unpredictable activity that may
be occurring. In this study, data are obtained from classroom observation,
that includes participant, activity and interaction, frequency and duration,
and subtle factors mean unpredictable activity that may be occured.

3.3.3 Interview
To complete the observation, the researcher conducts interview with his
plan in managing the class. The additional interview uses crosscheck the
data interpretation. Data are obtained from informal interview for teacher
which are drawn in terms of: (1) the teachers’ experience in teaching
English, (2) the difficulties of teaching learners, and (3) teaching strategies
in teaching process used by the teacher. And to clarify the data from
teachers’ interview, informal interview for students are drawn in terms of:
(1) the students experience in the teaching English and (2) the difficulties of
learning English.
3.3.4 Questionnaire
A questionnaire is a sum of written questions that is used to get
information from the respondent as the report about the personality and
others known (Arikunto, 2009:140). The questionnaire that will be used in
this study is direct questionnaire in which the respondents answer the
questions about himself or herself directly. A set of questionnaire is used to
add the data which are obtained by the instruments (observation, and
interview) relating to the data on teaching strategies of English by by the
English teacher.
3.3 Research Instrument
The researcher uses two sets of research instruments to collect the
data for this study, namely vocabulary test and sentences translation test.
The characteristics, and scoring of research instument are described in the
following descriptions:

3.3.1.1 Test Characteristics and Scoring of the Test

The instrument which will be used to collect the data on vocabulary test
iss a written test in the form of multiple choice. The materials of vocabulary
test are adapted from English Textbook used in SDN 006 Loa Tebu entitled
Bahasa Inggris which was written by Winasis (2013) and published by
Swadaya Murni. The total number of test consists of 40 items dealing with
13 items relating to the theme of Family, 14 items relating to theme of
Foods and Drinks, and 13 items relating to the theme of Our Class. The
reason why the researcher related the vocabulary test to the those themes is
because the test focuses to see the students’ mastery on English vocabulary.
Concerning how to score the the vocabulary test, the researcher gives 2.5
points for each correct answer. The formula which is used is drawn by
Sudijono (2007:307) as follows:
S = R x Wt
Where :
S = score
R = right answer
Wt = weight
3.3.1.2 Characteristics and Scoring of Sentence Translation Test
The instrument that will be used to collect the data on sentence
translation test is an essay test. The total number of sentence translation test
iss 20 consisted of 10 items dealing with sentences translation from
Indonesian into English, and 10 items dealing with sentences.translation
from English into Indonesian.
Furthermore, dealing with how to score sentences translation test, there
are many aspects that should be considered including the criteria of good
translation and components of writing process. In writing process there are
some indicators such as ideas, grammar, vocabulary, organization and style.
So the researcher restricted the the indicators which are tested, they are idea,
grammar, and vocabulary. To clarify the three indicators of translation
ability which are evaluated, the researcher makes analysis unit of translation
based on Harris (2004:84) that can be seen in the following table:

Table 3.2. Translation indicators

Level
Criteria Comments
Idea
5 The same idea with the source language, relevan to the subject
matter
4 Mostly relevant with the source language, mostly relevant to the
subject matter.
3 Nearly the same with the source language, nearly relevant to the
subject matter.
2 Does not show the same idea and not relevant to the subject matter.
 Grammar
5 Make few (if any) noticeable errors of grammar or word order.
4 Ocassionally make grammatical and or word errors which however
obscure meaning
3 Make frequent errors of grammar and word order which occasionally
obscure meaning
2 Grammar and word order make comprehension difficult must be
often rephrase sentence and/or restrict himself to basic pattern
1 Errors in grammarand word order so severe as to make translation
virtually unintelligible
Vocabulary
5 Use vocabulary and idiom in virtually that of a native speaker.
4 Sometimes uses inappropriate terms and/or must rephrase ideas
because of lexical inadequacies
3 Frequently uses the wrong words; translation somewhat limited
because of inadequate vocabulary
2 Misuse of words and very limited vocabulary make comprehension
quite difficult
1 Vocabulary limitation so extreme as to make translation impossible

In addition, to get the raw score of sentences translation test of the ninth
grade students of SMP Negeri 2 Tenggarong in academic year 2011/2012,
the scores on each element of sentence transltion were totalized as
exemplified in the following table.
Table 3.3 Scores of Sentence Translation Test
 Components of Translations
No. Total Scores
Ideas Grammar Vocabulary
1.
2.

In addition, to classify the students’ scores on sentence translation

achievement, the researcher used the following formula drawn by Sudijono
(2007:161) as follow:
A = Excellent
M + 1.5 SD
B = Good
M + 0.5 SD
C = Fair
M – 0.5 SD
D = Poor
M - 1.5 SD
E = Fail

Where:
M = mean
SD = Deviation Standard
3.3.2 Try out of the Instrument of Vocabulary Test
Before the vocabulary test was used to collect the data, the test was
tried out to the 20 of ninth grade students of SMP Negeri 2 Tenggarong who
were not selected as sample students of the research. The total number of
items before carrying out the try out test was 50 items. From the result of
the try out test, the researcher analyzed: item degrees of difficulty, validity
and reliability of the test. The procedures of tryout and formulas that were
used to analyze the results of try out are described in the following sections:

3.3.2.1 Difficulty Index of Vocabulary Test

The researcher used degree of difficulty index to identify how good
or how bad every item of vocabulary test. To determine whether a test item
was good or not, the researcher had a measurement called degrees of
difficulty index. Just by looking at this index, a test item could be classified
into three different criteria: easy, moderate and difficult.
The formula which was used to determine the index of item degrees
of difficulty was based up on Djiwandono (1996:141) as follows:
p = JJB : JPT
Where:
p = index of item degrees of difficulty
JJB = the number of correct answer
JPT = the number of testees
To interpret the acceptable the degree of difficulty index, the
researcher followed the criteria which were drawn by Djiwandono
(1996:141) that used 0.20 to 0.80 as an acceptable items. Items falling from
below 0.20 were difficult items, and those that exceed from 0.80 were too
easy items. Both difficult and too easy items were dropped under study.
Based on the result of degrees of difficulty analysis of vocabulary
test, it was found that there were 40 items that achieved the degrees of
difficulty from 0.20 to 0.80, and there were ten items that should be dropped
because those items were either too easy or too difficult. The items that were
dropped included items numbered: 4 (p=0.15), 10 (p=0.15), 15 (p=0.90), 20
(p=0.90), 25 (p=0.15), 30 (p=0.15), 33 (p=0.90), 36 (p=0.10), 41 (p=0.95)
and 50 (p=0.10). There were four items which were categorized as easy
items, and there were six items that were categorized as difficult items. To
summarize the result of degrees of difficulty analysis based on the result of
try out test was presented in the following table.
Table 3.4 The Summary of Degrees of Difficulty Analysis on Vocabulary
Test

No Number of Items Value Criteria Total

.
1 4, 10, 25, 30, 36, 50 0.00 – 0.19 Difficult 6
2 1, 2, 3, 5, 6, 7, 8, 9, 11,
12 13, 14, 16, 17,18, 19, 21,
22, 23, 24, 26, 27, 28, 29,
0.20 – 0.80 Moderate 40
31, 32, 34, 35, 37 38, 39,
40, 42, 43, 44, 45, 46, 47,
48, 49
3 15, 20, 33, 41 0.81 – 1.00 Easy 4
Total 50
The relationship between students’ self esteem and students’ speaking
ability
Self confi

3.3.2.2 Validity Testing of Vocabulary Test

The validity of a test is often defined as the degree to which it
measure what is supposed to measure, or as the extent to which a test does
the job for which it is intended. It is relevant to Anderson’s opinion in
Arikunto (2009:65) that confirms a test is valid if it measures what it
purposes to measure. For some types of tests for which are good
independent criteria are available, statistical coefficient of validity can be
obtained. There are coefficient correlation between scores on the test and the
criterion measured.
To find out the validity of vocabulary test under the study, the
researcher used criterion validity. The criterion validity needed two sets of
scores for analysis. The first scores were obtained from the try out test. The
second scores derived from a teacher made test that consisted of the same
topics. To analyze the validity, the researcher used Product Moment
Formula by Carl Pearson as tool of analysis. The formula of Product
Moment by Carl Pearson was drawn by Arikunto (2009:70) as follows:

N ( XY) - (X) (Y)

rxy =
[N( X2) - (X) 2] [ N (Y2) – (Y) 2]
Where:
rxy = coefficient of correlation between variable X and variable Y.
N = the number of testees
X = the scores of try out test
Y = the scores of teacher made test
X2 = squared of X
Y2 = squared of Y
XY = multiplication of X and Y
∑ = the summation of
To interpret the validity, the researcher follows the criteria from
Djiwandono (1996:154) below:
Very high : 0.80 – 100
High : 0.60 – 0.79
Normal : 0.50 – 0.59
Low : 0.30 – 0.49
Very low : 0.00 – 0.29
Based on the validity calculation of vocabulary test, the value of
validity was 0.766. This value was in the position of 0.60 – 0.79 which
indicated that the test had high correlation. This meant that the test
developed under the study had a high appropriateness to collect the data on
vocabulary test.

3.3.2.3 Reliability of Instrument

Reliability is the consistency in which a test yields the same result in
measuring what is measure. In this connection, Anderson in Arikunto
(2009:87) confirms that a reliable measure in one that provides consistent
and stable indication of the characteristics being investigated. To measure
the reliability of the vocabulary test under the study, the researcher used test
retest technique. This technique required the same tests which were given to
the same subject twice in difference time. The first test scores were as
variable X, and the second test scores were as variable Y. Then, the data
were analyzed by using Pearson Product Moment Formula by Carl Pearson
as tool of analysis. The formula which was used and the interpretation
techniques of the reliability were the same as which were used in the
validity.
Based on the reliability calculation of vocabulary test, the value of
validity was 0.889. This value was in the position of 0.80 – 1.00 which
indicated that the test had very high correlation. This meant that the test
developed under the study had a very high stability to collect the data on
vocabulary test.