practice, and immediate feedback which can lead to the optimal use of learning time. As a result, it can be predicted that using CALL in teaching past tense can
be effective.
G. The Theoretical Hypothesis of the Study
From the explanation above, it can be hypothesized that computer-assisted language leaning CALL is effective in teaching past tense to the tenth grade
students of SMAN 5 Tangerang Selatan.
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CHAPTER III METHODOLOGY OF THE STUDY
A. The Place and Time of the Study
This study was conducted to the tenth grade students of SMAN 5 Tangerang Selatan whose school is located in South Tangerang. In conducting this study, the
writer needed four meetings. The first meeting was to give students a pre-test; the second and third meetings were to give students treatments; while the fourth
meeting was to give students a post-test. As planned by the writer, these all meetings were held on the third and fourth weeks of April, 2015.
B. The Method and Design of the Study
The method of this study was a quasi-experimental method employing pre- and posttest design. Quasi experimental method was used because there was a
situation in which the writer did not have a possibility to assign individual students from each class to groups randomly, since it would disturb the classroom
learning process. Therefore, the writer chose to select whole students in two classes as experimental and control groups. The two groups were given a pretest
before treatment and only the experimental group was given a treatment using CALL while the control group was taught using conventional teaching technique.
At the end, both of the groups were given a posttest to check their final past tense scores. The following figure gave picture about this study design:
1
Figure 3.1 Pre- and Posttest Design
Selected experimental group
Pretest Experimental treatment i.e. using
CALL Posttest
Selected control group
Pretest No experimental treatment i.e. using
conventional teaching technique Posttest
1
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Boston: Pearson Education, 2012, p. 310.
C.
The Population and Sample of the Study
The population of this study was the entire tenth grade students of SMAN 5 Tangerang Selatan. The tenth grade students at this school were 262 students
which were divided into seven classes i.e. X-1 consisting of 37 students, X-2 consisting of 36 students, X-3 consisting of 38 students, X-4 consisting of 38
students, X-5 consisting of 38 students, X-6 consisting of 37 students and X-7 consisting of 38 students. Thus, the population of this study was 262 students of
the seven classes In taking samples for this study, the sampling technique that was used was
purposive sample or what was called as a judgment sample. It was a sampling technique in which the researcher selected the study sample using her experience
and knowledge of the group to be sampled.
2
In other word, the researcher was allowed to use her consideration or judgment in selecting sample that was
believed to be representative of a given population. And, since the researcher only used her belief and consideration to select the samples; this sampling technique
did not guarantee that the selected samples were trully representative as random sampling did. In this case, the study samples that were considered to be
representative were class X-3 and X-4. It was because, as suggested by the English teacher at the school, the two classes had English quality which was not
too far different. It wa s proved by the result of students‘ average pretest scores
from the two classes. Class X-3 got average score around 40.86, while class X- got average score around 48.03. Class X-3 was then used as sample for the
experimental group and class X-4 was used as a sample for the control group.
D. The Instrument of the Study
The instruments that were used in this study were test and interview. Test was used as a main instrument for this study, while the use of interview was as a
secondary instrument for this study.
2
L. R. Gay, et.al, Educational Research, New Jersey: Pearson Education, 2009, p. 135-136
