22
CHAPTER III RESEARCH METHODOLOGY
A.
Place and Time of the Study
This research was held on 20
th
Nov up to 2
nd
Des 2016. This research was conducted at SMP Nusantara Plus. It is located at Jl. Tarumanegara Dalam No. 1
Ciputat, Kota Tangerang Selatan, Banten.
B. Method and Research Design
The method of this study was quantitative method. The researcher used in this study was a quasi-experimental design. According to Creswell, quasi-
experimental design seeks to determine if a specific treatment influences an outcome. The researcher assesses this by providing a specific treatment to one
group and with holding it from another and then determining how both groups scored on an outcome. Experiments include true experiments, with the random
assignment of subjects to treatment conditions, and quasi-experiments that use nonrandomized assignments. Include within quasi-experiments are single subject
design.
1
In this research, the students in the experimental class were taught by using Picture Series and the students in the controlled class were taught without
using Picture Series. The research was done for five meetings, including giving the pre-test, treatment, and post-test. Pre-test was done to collect the data by
measuring students’ performance before they received a treatment. Meanwhile, post-
test was done to measure students’ performance after a treatment. There were two variables which involved in this research. They were
Picture Series as the independent variable and recount text as the dependent variable.
1
John. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, United States of America, SAGE Publications, Inc., 2014, Fourth Edition, p. 42.
C. Population and Sample
The population of this research was the eighth grade students of SMP Nusantara Plus which consists of four classes. The total number of population was
104 students. Class VIII –1 consists of 25 students, class VIII–2 consists of 25
students, class VIII –3 consists of 27 and class VIII–4 consists of 27 students.
In selecting the sample, the researcher used purposive sampling technique. Purposive sampling is also known as judgmental, selective or subjective sampling
is a sampling technique in which researcher relies on his or her own judgment when choosing members of population to participate in the study. This technique
was used to determine the sample with certain consideration.
2
There were two classes as the sample. The first class was VIII
–1 as the experimental class and the second class was VIII
–2 as the controlled class. The researcher chose VIII–1 and VIII
–2 as the sample, because the researcher was suggested by the English teacher of SMP Nusantara Plus Ciputat to do the research at both classes.
D.
The Research Instrument
The research instrument used in this research was a writing test. The researcher gave the writing test in pre-test and post-test. Pre-test was given to the
students to measure their writing ability of recount text before the treatment while the post-test was given to the students to measure their writing ability of recount
text after getting the treatment. The topic that was given to the students both in experimental and controlled class is the same. The topic of pre-test is about
―My Experience that Happened in My Life
‖ and the topic of post-test is about ―My
Unforgettable MomentEventExperience that Happened in My Life‖.
E. The Technique of Data Collection
The technique of collecting data in this research used quantitative data. The quantitative data obtained from the students’ score in pre-test and post-test. In
2
Sugiyono, Metode Penelitian Kuantitatif, Kualitataif dan R D, Bandung: Alfabeta, 2012, p. 124.
analyzing and assessing the students’ writing test in pre-test and post-test, the analytic scale was used as described in table 3.1.
3
Table 3.1 Scale for a
ssessing the students’ writing test
Categories Score
Criteria Content
30 —27
EXCELLENT TO VERY GOOD: Knowledge.
Substantive. Thorough
development of thesis. relevant to assigned topic.
26 —22
GOOD TO AVERAGE: Some knowledge of subject. Adequate range.
Limited development of thesis. Mostly relevant to topic, but lacks detail.
21 —17
FAIR TO POOR: Limited knowledge
of subject. Little
substance. Inadequate development of topic. 16
—13 VERY POOR:
Does not show knowledge of subject. Non- substantive, non pertinent, or not enough to
evaluate. Organization
20 —18
EXCELLENT TO VERY GOOD: Fluent
expression. Ideas
clearly statedsupported. Succinct. Wellorganized.
Logical sequencing. Cohesive. 17
—14 GOOD TO AVERAGE:
Somewhat choppy. Loosely organized but main ideas stand out. Limited support.
Logical but incomplete sequencing.
3
Arthur Hughes, Testing for Language Teacher, Second Edition, United Kingdom: Cambridge University Press, 2005 p. 104.
Kategori