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the situations cannot be entirely controlled or manipulated by the researcher Nunan,
1992: 137. This study, therefore, applied quasi-experimental research because the
researcher could not have a true situation like in true experimental design. A true experiment possesses several requirements Campbell, 1991: 260. First,
the subjects of the research are randomly assigned to the experimental and control group. The writer could not meet this requirement because she could not change the arrangement
of the class and the students who had been determined by the school. Second, a maximum control should exist over the independency between groups and among the
subjects of each group. The result of the treatment is greatly influenced by the interaction among them. The writer could not control this independency. Third, there should be a
control to the possible extraneous variables – variables which come out of the experiment
variables – such as students’ participation to a certain course. The extraneous variables
also influence the result of the treatment. In line with Campbell, Nunan 1992: 41 underlines that a quasi
– experiment has several characteristics: it has both pre
– and posttest; it has experimental and control groups; it has no random assignment of subjects.
There are at least two groups in this quasi-experimental method, namely control group and experimental group. In this study, the control group is the class that was taught
using synthetic phonic method and the experimental group was the class that was taught by analytical phonics method. Before given the treatment, the students did the pretest in
order to measure the students’ basic skill. Knowing the treatment was used to make sure that those two groups have the same ability so that the researcher could make sure that
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the groups have the same ability. After the treatment, the groups were given a post-test to know the progress after the treatment.
In addition, before the treatment, the writer also gave a questionnaire about studen
ts’ self-confidence. The students’ self-confidence is classified into high and low. The proposed research design of the independent and dependent variables can be
seen at the following figure:
Factor A Factor B
Teaching Methods Analytical Phonics
Experimental Group
A
1
Synthetic Phonics Control Group
A
2
STUDENTS’ SELF-
CONFIDENCE High
B
1
A
1
B
1
A
2
B
1
B
1
Low
B
2
A
1
B
2
A
2
B
2
B
2
A
1
A
2
Figure 1. Factorial Design 2x2
Note:
A
1
B
1
: The mean score of listening test of students having high self-confidence who are taught by using analytical phonics.
A
2
B
1
: The mean score of listening test of students having high self-confidence who are taught by using synthetic phonics.
A
1
B
2
: The mean score of listening test of students having low self-confidence who are taught by using analytical phonics.
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A
2
B
2
: The mean score of listening test of students having low self-confidence who are taught by using synthetic phonics.
A
1
: The mean score of listening test of experimental class which is taught by using analytical phonics.
A
2
: The mean score of listening test of experimental class which is taught by using synthetic phonics.
B
1
: The mean score of listening test of students having high self-confidence. B
2
: The mean score of listening test of students having low self-confidence.
C. Subject of the Study 1. Population
