they are reading. Finally, to analyze students‟ Think-aloud, Oster asked students to write their comments towards a chosen text in a paper. Then, he analyzed them. The
analysis he made were used as a reference to set a lesson plan in the further reading activities.
From the previous Think-aloud studies above, it can be seen that Think-aloud surely give students chance to understand a text better. Think aloud enables students
to relate the text they are reading with their background knowledge. Also, it help students to use a good reader‟s strategies. By conducting Think-aloud, students is not
only read a text, but also they try to notice what message in the text that a writer tries to deliver.
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study
This study will be conducted in Sekolah Menegah Kejuruan Vocational School 57 Jagakarsa. The research is going to be conducted on March 2015.
B. Method and Design of the Study
This study is a quantitative study research that uses a quasi-experimental method as its design. It concerns with two variables, namely Think Aloud as dependent
variable and students‟ reading comprehension on narrative reading as its independent variable.
As a quantitative research researcher decides what to study; asks specific questions; collects quantifiable data from participants; analyzes these numbers
using statistics; and conducts the inquiry in an unbiased, objective manner.
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The design used in this quantitative research was a quasi-experimental study. This kind
of study allows the researcher to look at the effects of at least one independent variable and one or more dependent variables.
27
This study is intended to analyze and interpret the data by examining the differences between the teaching reading Narrative texts by using Think Aloud
method in experimental group and teaching reading Narrative texts without using it in controlled group.
In this research, the researcher wanted to see whether the treatment made a difference
on students‟ comprehension in Narrative Reading or not. This research included pre-test and post-test to
measure the students‟ achievement.
26
John W. Creswell, Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research, New Jersey: Pearson Education, 2008, p. 46
27
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education Fifth Edition, New York: McGraw- Hill, 2003, p. 268
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C. The Subject of the Study
The population of this study is 10
th
grade students of SMK 57 Jagakarsa. Then, the writer takes a sample from 2 classes of tenth grade students of academic year
20142015. The sample of this research is seventy students which divided into two classes, namely experimental group and controlled group that consists 35 students for
each. The samples in this study are not chosen randomly, the writer chose them
purposively. Hence, the techniques sampling used by writer in this study is purposive technique sampling as this technique sampling
relies on the researchers‟ judgment when it comes to selecting the units that are going to be studied.
D. Technique of Data Collecting
The technique of data collection that is used in this research is pre-test and post- test for both classes; experimental classes and controlled classes and also
questionnaire for the experimental class. The pre-test will be distributed to students in the beginning of the research before Think-Aloud is applied, while the post-test will
be given at the end of the research. The post-test is intended to find out the significance of the treatment to both classes. The distribution of questionnaire is also
done before and after treatment
E. Instrument
According to Didi Sukyadi and Eneng Uwastun Hasanah in their article, the instruments used in Think Aloud study is divided in two form which are reading
comprehension questions and a standardized questioner of metacognitive awareness of reading strategy.
They stated that reading comprehension questions are intended to check students reading comprehension while questioner of metacognitive awareness of reading
strategy is intended to check students‟ ability to use Think Aloud in their reading
activity
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. The Standardized questioner is adopted from
Mokhtari and Reichard. As the questionnaire is aimed to check students‟ ability to use Think Aloud, thus this
instruments is only distributed to the experimental class before and after treatment. Thus, it can be summed up that the instruments of this study are Reading
comprehension test and a questionnaire
1 Reading Comprehension Test
Based on Richard R. Day and Jeong-suk Park in Reading in a Foreign Language Journal, there are six types of reading question comprehension, which
are literal, reorganization, inference, prediction, evaluation, personal response. They stated that the level of comprehension of them is different. For instance: The
level of literal is lower than inference. It means, to answer an inference question, students more than literal understanding in the text
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. According to them, the writer will develop reading question whose type are literal, reorganization,
inference, and prediction. Evaluation and personal response will not be included as they are not suitable as the form of reading question used in this study is multiple
choice questions. Before being distributed to both control and experimental group, the reading
comprehension test is distributed, the test is pilot-studied. The objective of pilot
study is to check validity and reliability of the instrument. The pilot study is conducted before doing pre-test and post-test. The questions of a pilot study
applied out of control and experimental classes. In this researcher, the writers use 30 questions concerning on narrative texts as
the instrument. As the pilot study has been conducted and the participants‟ answer has been collected, the validity and reliability of the questions will be analyzed
based on the answers.
28
Didi Sukyadi and Eneng Uswatun Hasanah, op.cit., Page 10
29
Richard R. day and Jeong-suk Park.loc.cit.
