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CHAPTER III. RESEARCH METHODS
This chapter presents the research methods applied in this research. It covers research design, area determination method, respondents determination
method, data collection methods, and data analysis methods.
3.1 Research Design
Research design refers to the outline, plan, or strategy specifying the procedure to be used in seeking an answer to the research question Christensen,
2006:299. The research design used in this research was quasi-experimental research with the non-equivalent group posttest-only design. According to
Cohen et al. 2007:282, quasi-experimental research is often used in educational research because it is simply not possible for researchers to undertake true
experiments. Further, t he term “non-equivalent” means the respondents the
students of the experimental and the control groups have not been equated by randomization Cohen et al., 2007:283. Therefore, it affirmed that there was no
random assignment and random selection in this research. Furthermore, Kerlinger in Cohen, 2007:283 says that where matching the experimental and
control groups is not possible, the researcher is advised to use samples from the same population or samples that are as alike as possible.
In the design, two classes were chosen as the experimental and the control groups by considering the result of the homogeneity analysis of the
students’ speaking scores from the English teacher. The researcher used the speaking scores from the English teacher of SMPN 4 Jember because of the
effectiveness of time and energy. Then, the homogeneity analysis using ANOVA was done. According to Christensen 2006:419, ANOVA is the
statistical test applied to data collected on the basis of a simple randomized participants design. It was used to investigate whether or not the groups were
equivalent on the trait being measured before deciding the experimental and the control groups. The experimental group was taught speaking by using media,
that is, Board Games meanwhile the control group was taught speaking without media, Board Games.
After the experimental group received the treatments, both of the groups were given the speaking post-test based on the material which had been given
before by the researcher, that is, recount text. In the post-test, the students were expected to perform a recount text consisting of approximately 10 sentences
based on the topics given. They were given time to make a draft about the topic chosen before peforming it out. The topics provided had been consulted to their
compulsory book and the English teacher so that hopefully the topics were suitable with their level. The topics chosen were 1 My Last Vacation, 2 The
Most Embarrassing Day in My Life, and 3 My Last Birthday. The speaking post-test was administered to find out the mean difference between the two
groups. The research design can be illustrated as follows: Treatment
Post-response measure Experimental group
X Y
Control group Y
Notes : X
: Treatment Y
: Speaking Achievement Christensen, 2006:304
The procedures of the research were described as follows: 1. Conducting the preliminary study by doing an interview with the English
teacher of the eighth grade students of SMPN 4 Jember. 2. Doing the homogeneity analysis to the population all the eighth students
of SMPN 4 Jember by using their speaking achievement scores from the English teacher.
Compare
3. Analyzing the students’ speaking scores from the English teacher by
using ANOVA formula to identify the homogeneity of the population. Since the output showed that the value of significance was 0.974 which
was higher than 0.05, it indicated that the population was homogeneous. Then, there were two classes assigned as the experimental VIII A and
the control VIII F groups by using lottery. 4. Giving the treatments to the experimental group by implementing media,
that is, Board Games. Therefore, the experimental group was taught speaking by using Board Games meanwhile the control group was taught
speaking without Board Games. 5. Administering a try-out to establish the validity and the reliability of the
post-test made by the researcher and then analyzing the results. The try- out was administered to a class which did not belong to the experimental
and control groups. This class was chosen by using lottery and the class was VIII G.
6. Administering the speaking post-test to both the experimental and the control groups.
7. Analyzing the results of the post-test by applying the Independent Sample t-test on SPSS with the significant level of 5 to find out the mean
difference of both groups. Then, the result was consulted to t-table to know whether or not there was a significant effect of using Board Games
on the eighth grade students’ speaking achievement in telling their experiences at SMP 4 Jember in the 20142015 academic year.
8. Making a conclusion from the result of the data analysis to answer the research problem.
3.2 Area Determination Method
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