24
CHAPTER III RESEARCH METHODOLOGY
The objective of the study is to find out whether or not using peer tutoring is effective toward
s students’ understanding in using simple past tense. The indicators of the peer tutoring effectiveness are increasing
students’ score and students have better understanding of the materials. Since
the students’ score on post-test is higher than score on the pre-test,
peer tutoring is effective towards students’ understanding in using simple past tense.
A. Place and Time
The study was conducted in MTs Negeri 19 Jakarta located in Jalan Pinang Kalijati Pondok Labu, Jakarta Selatan.
It took place for about four months or during PPKT
occurred on March until June 2013.
B. Population and Sample
This study was distributed to students in eighth grade of MTs N 19 Jakarta. This study was a quasi-experimental study. Technique in choosing the sample was
purposive sampling. Purposive sampling is a technique to decide object for study based on some considerations that enable writer easy to conduct the study. The
writer’s considerations for choosing two classes were: 1 these two classes have same characteristics in learning, so it can avoid other variable to influence the study,
2 based on the information from their teacher, these two classes have better achievement than other classes, 3 the students of VIII
– 1 and VIII – 3 are more cooperative than others to be in groups. The sample consisted of 48 students from
two classes. Each class consisted of 24 students.
C. Research Method and Design
This study was conducted by using quasi-experimental design. Quasi- experimental research is designed to estimate the causal impact of an intervention on
its target population. This study specifically lack of the element of random assignment to treatment or control. It involves the use of intervention, but not random
assignment of participants to groups.
1
The writer gave the materials of simple past tense in two classes. The experimental class was taught using Peer tutoring technique
and then the control class was not. The writer used The Pretest and Post-test group design. The pretest-posttest
control group design requires at least two groups. Both groups are administered a pretest, each group receives different treatment, and both groups are post-tested at the
end of the study. Posttest scores are compared to determine the effectiveness of the treatment.
2
The steps were: Firstly, the writer used tests to collect the data. The tests are pre-test and post-test to both of the experiment and the controlled class. The pre-test
was given before the treatment. There are 20 questions of multiple choices. The questions of the pre
– test are about simple past tense. Secondly, the writer gave material of Simple Past tenses to both the
experimental and controlled class. In experiment class she gave the material of simple past tense using peer tutoring technique. The procedures of implementation in the
classroom were two times a week and it takes two weeks of meeting. The steps were the six selected students were asked to teach their friends. The students are divided
into six groups and each group has a tutor and after that the tutor started to teach their friends about simple past tense that the writer gave. Then they worked in groups.
1
Creswell, John, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research ,
Boston: Pearson Education Inc. 2012. p. 309.
2
R.L Gay, et al. Educational Research: Competences for Analysis and Application. New Jersey: Pearson Education, Inc, 2009, p. 20.
During the peer tutoring program in the classroom, the writer’s role was just as a
facilitator. If the students had questions, they asked to their tutor. The post-test was given at the end of the meetings in order to know the
difference achievement between the experiment class and controlled class. The form of the pre-test and post test is similar.
D. Instruments
The writer used test as an instrument of the research. The pre-test was given before the learning process. While the post-test was given after getting treatment in
order to know the different achievement between the experimental class and controlled class. The test consists of 20 questions of multiple choices. The test was
about simple past tense. It includes patterns of simple past sentences: positive, negative, and interrogative and also about regular and irregular verbs. The questions
are completing sentences and arranging the scrambled sentences into good order. The validity of a test is the extent to which it measures what it is supposed to
measure. This research uses content validity to check the validity of instrument. A test is said to have content validity if its content constitutes a representative sample of
the language skill, structure, etc. Content validity is concerned with what goes into the test.
3
A content of the test should be decided by considering the purpose of the assessment and then draw up a list known as a content specification. The content
specification is important because it ensures as far as possible that the test reflects all the areas to be assessed in suitable proportion. The instrument is line with the
syllabus, as an evidenced in the following examples:
3
J.B. Heaton,Writing English Language Tests, New York: Longman, Inc., 2003,p. 159.
Kategori