CHAPTER III RESEARCH METHODOLOGY
To verify the hypotheses empirically and to transform the data, this particular chapter elaborates the design of the research, how to collect the data
from the subject, how to analyze the data. This chapter also explains the research procedure, validity and reliability of the test instrument, data treatment, and
hypothesis testing.
3.1 Research Design
The research was designed on a combination between quantitative and qualitative study. The mixed-method approach was designed in sequential
explanatory strategy. The purpose of this sequential explanatory strategy is to “use qualitative results to assist in explaining and interpreting the findings of a
primarily quantitative study” Creswell, 2009:203-211 which in our case was to explain and interpret the quantitative results by collecting and analyzing follow-up
qualitative data. In this case, the qualitative data collection of the process before, during, and after metacognitive strategy training is used to support the quantitative
data of students’ speaking aspects development.
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In quantitative research, this research is a pre-experimental and descriptive quantitative design. The quantitative research is in the one-group pretest-posttest,
pre-experimental design . It can be presented as follows:
T1 X T2
Note: T1
: Pretest T2
: Posttest X
: Treatment Metacognitive Strategy Training
In quantitative design, the researcher discovered information on aspects of speaking skill that can be promoted after conducting metacognitive strategy
training.
Qualitative design is used to support the findings in speaking performance improvement after the training. In qualitative design, the researcher elicited the
information the process of employing metacognitive strategies in relation to students’ active engagement during the training, and what metacognitive strategy
use was used most, and the proposed model of training for secondary students.
Questionnaire and observation were employed to see the process in transforming declarative knowledge to regulation knowledge of metacognition in speaking.
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3.2. Subjects
Subjects in this study were students from Senior High School in the second level. The researcher chose them as the subject of the study because they
had learnt material of English at senior high school setting.
The population of this research was secondary students of SMAN 4 Bandar Lampung majoring in science. There were three classes of secondary
students. Each class consists of 35 to 38 students. In determining the class the researcher used simple random probability sampling by using dice so that all the
secondary classes got the same chance to be the sample.
3.3. Source of the Data
The data of this study were in the form of: Students’ speaking aspects before and after the training
Students’ active engagement during the training in form of observation result
Students’ active engagement during the training in form of questionnaire result
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