25
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research methodology. It consists of six parts. They are research method, research setting, research subject, instruments and data
gathering technique, data analysis technique, and research procedure.
A. Research Method
The method used in this research was survey research. According to Fraenkel and Wallen 2008: 390, survey research is a research in which the
information is gathered from a group of people with a purpose to obtain the description of some aspects or characteristics of the group. The information can be
obtained through asking questions to a sample, not merely all members of the population. In this research, a survey, with a test as the instrument, was conducted
to answer the first research question. The survey was aimed to find errors in forming indirect speech among the fourth semester students of ELESP of Sanata
Dharma University. To acquire the answer to the second research question, which was aimed to
find the possible causes of errors made by the students in forming indirect speech, a library study is used. It means that the researcher analyzed the errors made by
students and then related the finding to some existing theories about the causes of errors.
26
B. Research Setting
This research was carried out on May-June 2012. It was the even semester in 20112012 academic year of English Language Education Study Program
ELESP of Sanata Dharma University. Since the focus of the research was about forming indirect speech, which was commonly taught in Structure Classes, the
researcher set Structure IV Class in ELESP as the setting of the research. They were Structure IV class B and Structure IV Class D. The research for class B was
conducted on May 30, 2012. While, on June 6, 2012, the researcher conducted the research in class D.
C. Research Participants
This research focused on errors in forming indirect speech among the fourth semester students of ELESP of Sanata Dharma University. It means that
the target population of this research was the fourth semester students of ELESP. In this case, the fourth semester students were those who entered the university in
20102011 academic year, and they were in the second year of their study in ELESP.
Fourth semester students were chosen since the researcher considered that they have learned indirect speech in their previous Structure Class. They learned
indirect speech when they were in the third semester, especially in Structure III Class. By conducting this research, the researcher would be able to analyze what
errors they still made in forming indirect speech after they learned it in the previous semester. The finding of this research could also be used by the fourth
27
semester students as the guideline in mastering indirect speech by learning from the errors they still made. It is important for them to master indirect speech in case
they need to teach their students about indirect speech in their real teaching. The researcher assumed that all members of the fourth semester students’
population had equal ability in forming indirect speech because they had taken Structure III classes, where they learned about indirect speech. Thus, it was
expected that there was no significant difference in their ability in forming indirect speech. The samples chosen were two Structure IV Classes based on the
reason that indirect speech was taught in Structure Classes. Specifically, the classes chosen were Structure IV class B and Structure
Class D of 20112012 academic year. It was assumed that the students of those two classes were able to represent the characteristics of the fourth semester
students’ population. From the sample chosen, the researcher eliminated the students who were not from 20102011 academic year since it is considered that
they had different grammar mastery from 20102011 academic year students.
D. Instruments and Data Gathering Technique
The researcher used test as the instrument. Test, according to Brown 2004, is “a method of measuring a person’s ability, knowledge, or performance
in a given domain” p. 3. It helped the researcher to measure students’ knowledge in forming indirect speech. From the students’ answers to the questions in the test,
the researcher was able to find out the errors in forming indirect speech among the fourth semester students of ELESP of Sanata Dharma University.
28
Due to the importance of test as the instrument in this research, the test was designed based on test requirements. An effective test should have validity
and reliability.
1. Validity
Gronlund, as cited by Brown 2004, states that validity, which is the most important standard of effective test, is “the extent to which inferences made from
assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment” p. 22. It is simply said that a test will be valid if it really
measures what should be measured. In this research, the test was the instrument to measure students’
knowledge about indirect speech. Thus, the test designed in this research should really measure the students’ knowledge about indirect speech. There are some
types of validity: content validity, construct validity, and face validity.
a. Content Validity
Brown 2004 states that “…if it requires the test taker to perform the behavior that is being measured, it can claim content-related evidence of validity,
often popularly referred to as content validity” p. 22. The test was intended to find errors made by students in forming indirect speech. To be valid in the
content, the test should demand the students to form indirect speech by changing direct speech into indirect speech. Since indirect speech has some types, the
researcher provided the basic types of indirect speech in the test item. The distribution of each type is shown in Table 3.1.
29
Table 3.1: Test Items Distribution based on the Basic Types of Indirect Speech Types of Indirect Speech
Total Number Number
Statement 5
1, 6, 11, 16, 21 WH-Question
5 2, 7, 12, 17, 22
Yes-No Question 5
3, 8, 13, 18, 23 Command
5 4, 9, 14, 19, 24
Exclamation 5
5, 10, 15, 20, 25
Besides distributing the test items based on the types of indirect speech, the researcher also distributed the types of shifts in each item. The purpose of
distributing all types of shifts in the test items was to know in what kind of shifts students still made errors.
b. Construct Validity
Brown 2004 explains that to have construct validity, a test should demonstrate the elements of the test subject. For instance, in a speaking interview
test, all aspects in speaking should be involved, such as fluency, accuracy, pronunciation, and vocabulary. Hence, in conducting a speaking interview test,
the test takers should be demanded to speak in order to find students’ ability in fluency, accuracy, pronunciation, and vocabulary.
In this research, the test was aimed to find errors made by students in forming indirect speech. From that reason, written test in the form of transferring
direct speech into indirect speech was used. The test would be in the form of filling-in the blank. There would be 25 items of direct speech and the test takers’
task was to change them into indirect speech. The students would not rewrite all parts of the indirect speech because the researcher had provided the reporting
clause to be continued by the test takers. The aim of using fill-in the blank test
Kategori