C. Population and Sample of the Study
The population in this study was the students of SMP Al-Zahra Indonesia. In addition, the samples were the eighth grade students. They were class of 8A
and the 8C. The samples were organized into two classes namely the experimental 8C and the controlled class 8A. Each class consisted of 17 students.
In taking sample, the writer used purposeful sampling. In quasi- experimental designs are used the purposeful sampling when it is not possible to
apply random assignment for an experiment. The procedure was selecting a sample to meet the purpose of the study. In addition, the principle gave the two
available classes to be participated in this study as sample with the permission of the English teacher. The samples provided useful information for answering
question and hypothesis.
D. The Instrument of the Study
The writer used a written test as the instrument of the study. The written test conducted in this research included pre-test and post-test. In this research, the
class 8A as the controlled class was not given the treatment of scaffolding technique, however, the class 8C as the experimental class would be given the
post-test after treatment of scaffolding technique.
E. Data Collection
As quantitative study, the writer used test technique. The test used are pre-test and post test. The pre-test refers to a measure or test given to the subjects
prior to the experimental treatment, so in both of class: control and experiment class would be given the same pre-test. After did the pre-test, the writer did post-
test. Post-test is a measure taken after the experimental treatment has been applied. Hence, the post-test conducted in the final of the study to see the
effectivity of the treatment. Control and experiment class will get a same post-test also.
Pre-test has been conducted in 18
th
August 2014 in both of classes: control class 8A and experimental class 8C. The pre-test has been done before the
writer gave any treatment. After did pre-test, the writer taught both of classes about descriptive text. In the control class, this learning-teaching activities runned
as usual without any treatment. Therefore, in the experimental class, the teacher used scaffolding technique as the treatment. For about 6 meetings, the writer
conducted the post-test in both of classes in 1
st
September 2014. All of students submitted their descriptive writing about their idols. There was a difference
between control and experimental class, for control class, the students just submitted their writing, but in experimental class they just have passed some steps
before submiting their writing as the post-test.
F. Data Analysis
Data analysis did after the writer got the students‟ writing scores in both
test: pre-test and post-test. To analyze the writing test and to prove the reliability of the instrument, the writer used analytic scoring. It means the method of scoring
which require a separate score for each of a number of aspects of a task are said to be analytic. The following scale by John Anderson:
3
Table 3.1 The Rubric of Writing Assessment GRAMMAR
6. Few if any noticeable errors of grammar or word order 5. some errors of grammar or word order which do not, however, interfere
with comprehension 4. Errors of grammar or word order fairly frequent; occasional re-reading
necessary for full comprehension 3. Errors of grammar or word order frequent; efforts of interpretation
sometimes required on reader‟s part
2. Errort of grammar or word order very frequent, reader often has to rely on own interpretation
1. Errort of grammar or word order so severe as to make comprehension virtually impossible
3
Arthur Hughes, Testing fo Language Teachers, London: Cambridge University Press, 2003, p. 101.
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