C. Population and Sample
The population of this study is 11
th
grade of students at SMA N 4 Kota Tangerang Selatan which consisted of around 350 students. This grade had 10
classes, each class consisted around 35 students. This grade also divided into two programs, those were science class and social class. This population was chosen
because exposition text was taught in that grade. The process of gaining the sample of study, the writer used purposive
sampling to find sample. Purposive sampling was one of form in nonprobability sampling which was also referred to judgment sampling, it is means that sample
elements judged to be typical, or representative for the research, the sample was chosen from the population.
4
Then, based on the writer ’s interview with the
writer’s supervisor who teached eleventh grade in social class at SMA N Kota 4 Tangerang Selatan was chosen from two classes which had similar characteristic
in learning English. Those classes were XI Social 2 as experimentall class and XI Social 3 as controlled class, each class consisted 35 students.
D. Instrument of the Research
The research instruments used here was reading test which focused on reading comprehension of exposition text test. The test instrument was divided
into two sections: pre-test and post-test. The pre-test and post-test instrument were used multiple-choice questions which were taken from some books of English 11
th
grade related to reading in exposition text and other resources. The writer created 25 multiple-choice questions for pre-test and 25 for post-test, then before the test
administer to students, the writers checked the validity and the reliability of the test instruments. To measure validity of the instrument the writer will use content
validity and reliability of the instrument, the writer used ANATEST. The result of ANATEST was atteched at the appendix.
4
Donald Ary et al. op. cit, p. 156
E. Data Collection Techniques
Data collection technique used pre-test and post-test. A pretest provides a measure on some attribute or character that assess for participants in an
experiment before they receive treatment, while posttest is conducted after treatment.
5
The pre-test was given to both groups of experimental and controlled in order to findout student abilities in reading comprehension of exposition text
before giving treatment using blended learning. After the treatment, post-test was distributed into both classes, the function of this post-test was to find out whether
any improvement in reading ability between experimental class which had been given treatment with controlled class which was not deserve any treatment.
F. Procedure of Intervention
Before doing the research, the writer asked the subject teacher which class was appropriate for the writer to cunduct the research. Since she only teached
social class then she proposed XI social 2 adn X1 social 3 as the sample for reserach. From her suggestion the writer chosed those class and chosed XI social
2 as the experiment class and XI social 3 as a control class. Each group attended two meetings per week except day off. The duration of
the research was six meetings including pre-test and post-test. The first meeting was for pre-test, the second to fifth meetings were for giving intervention, and the
last meeting was for post-test. In addition, the writer’s roles in this study was the
one who given intervention or treatment for experimental group and controlled
group.
Here as the sport the online meeting the writer used quipper school.
Through this learning platform, students got additional online materials telling about exposition
text, online assignment about exposition text and facilitated with online messaging if they wanted to ask, then those were integrated with face-to-face
learning activity. Students got print feedback after doing online learning and discussed it in face to face meeting in order to develop students reading
comprehension skill.
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John W.Creswell, op.cit, p. 297
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