42 In analyzing the data, the writer uses t-
test to analyze the students‟ achievement test, by holding a pre-test to know whether or not the two
different classes are relatively at the same level, and post-test to know whether or not there is any significant different achievement of using Audio
Lingual Method and grammar Translation Method in teaching Simple Past tense.
4. The Population and Sample of the Research
The population of this research is the second grade of SMP Islam Al-Fajar Kedaung-Pamulang. The second grade of this school consists of
three classes with 35 students in each class so all of the students in second grade are 105 students.
Since the population is too big that is why
the writer takes sample only two classes there are 70 students, which are taken from
the class 8.1 and 8.2. The sample was taken by purposive random sampling technique where there are 35 students of class 8.1 for experiment
class which is using Audio Lingual Method, and 35 students of class 8.2 for controlled class which is Using Grammar Translation Method in
teaching simple past tense.
5. The Technique of Data Collecting
One of the important things in this research is collecting data. It can determine the result of the research. In the experiment and control
class the writer gives the pre- test to the students in two classes before the lesson to get the sample who have a comparative relatively the same, while
the post-test conducted to determine the growth of learning outcomes with the two methods used in the research. The test consisted of 30 test items;
each item was presented in a multiple-choice answer format, with the correct answer selected from four choices. The test measures the students‟
understanding about the use of the irregular and regular verbs in the simple past tense required in the Junior High School. See Appendix
43 Here is the distribution of the questions‟ type:
No Type
Question Items
1. Simple past tense irregular verbs
1-7, 9-16, 18, 2.
Simple past tenseregular verb 8,17, 19-20,
Next, to know the validity of test items, the writer uses discriminating power and the difficulty item. The use of discriminating
power of the tests item is to know the difference response between the proportions of the high and low groups to the item.
51
The following is the formula to calculate the discriminating power:
52
D = The index of Discriminating power. U = The number of pupils in the upper group who answered the item
correctly. L = The number of pupils in the lower group who answered the item
correctly. N = Number of pupils in each group.
Then, the discriminating scale uses:
53
DP Remark
0.6 – 1.0
Very good 0.4
– 0.6 Good
51
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, London: Heinle Heinle Publisher, 1998, p.135
52
Wilmar Tambunan, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998, p.139
53
J. B. Heaton, Classroom Testing, New York: Longman Inc, 1990, p. 174
D = U-L N
