stated here is that the students does not like to read narrative text in and outside the classroom.
Those explanations above seemed to be the reason why the writer wanted to conduct this study. Therefore, to get the students motivation to read and
comprehend the text, the teachers need an appropriate method and technique. One of the alternative technique is by using mind mapping technique in teaching
narrative text. Mind mapping technique is one solution that can be offered to solve those problems. Because, in making a mind map, the students requires creative
aspects in the process which is fun to do and hopefully will change the way the students see the process of learning narrative text. So that, the teacher can
encourages the students to be motivated in learning narrative text and enhance their reading comprehension.
F. Theoretical Hypothesis
Hypothesis is a temporary answer or a conclusion of the research. To find out is there any effectiveness of using mind mapping technique on students
’ reading of narrative text, therefore the hypothesis of this research is, that reading
of narrative text is more effective by using mind mapping technique compared to reading of narrative text without using mind mapping technique.
30
CHAPTER III RESEARCH METHODOLOGY
This chapter describes the place and time of the research, method and research design, population and sample of the research, technique of collecting
data, technique of data analysis, and statistical hypothesis.
A. Place and Time of the Research
This study was conducted at MAN 19 Jakarta. It was located at Jalan H. Muchtar Raya H. Jaelan III RT. 0501, Petukangan Utara, Jakarta Selatan. This
study was conducted since February 25 to June 4, 2014.
B. Method and Research Design
1. Method
This study was conducted using an experimental design to examine cause and effect relationship between mind mapping technique and students
’ motivation in reading narrative text. According to Hong, this kind of design is used to
examine cause and effect relationships by testing hypothesis about manipulated variables.
1
More specifically, the writer used quasi experimental design. Quasi experimental design is a development design from true experimental design.
2
Quasi-experimental design is a research that operates without random assignment of participants to condition.
3
Christensen stated that what makes a design quasi- experimental is the absence of random assignment.
4
It means that the writer cannot rely on randomization to create comparability of participants in both
experimental and control classes. This is based on the fact that getting control group for the research such as in educational field is difficult and this design is
1
E. Hong, Quasi-Experimentation: Two Group Design, USA: Elsevier Ltd., 2010, p. 128.
2
Sugiyono, Metode Penelitian Pendidikan, Bandung: Alfabeta, 2012, p. 114.
3
Linda Heath, Quasi-Experiment, USA: Loyola University Chicago, 2005, p. 255.
4
Larry B. Christensen, Experimental Methodology, USA: Pearson Education, Inc., 2006. p. 333.
developed to overcome this difficulty faced by the researchers.
5
Therefore, the
writer cannot randomize the sample, because if the sample was selected randomly, the sample would be heterogen which would be difficult to conduct the research.
2. Research Design
Based on Christensen, quasi experimental design is divided into seceral design which are nonequivalent comparison group design, time-series design, and
regression discontinuity design.
6
From those three designs, the writer used nonequivalent comparison group design, because the limitation of the time and
number of population in this study made it was not possible to use time lapse and regression design, as it might take a longer time and there might be a cut of some
number of the sample that have been selected. Christensen added that when a better design cannot be used, nonequivalent comparison group design is
frequently recommended.
7
By using nonequivalent comparison group design, the writer did not randomly assign research units to experimental and control class.
8
It means that the writer cannot randomly assign the treatment given to the sample group and so
does in assigning experimental and control group. In this design, one treatment group and one no-treatment comparison group are used, with a pretest and posttest
observation for each condition.
9
Based on that, this study engaged one experimental class and one control class. The writer selected two out of five
classes of the same level through a test about narrative text. Two classes that have been selected then were given a pretest. After that, the experimental class was
treated by teaching narrative text using mind mapping technique while control class was taught narrative text without using mind mapping technique.
Furthermore the posttests were given to both of the classes and the results were compared. Nonequivalent comparison group design is formulated as follow:
5
Sugiyono, op. cit.
6
Christensen, op. cit., p. 328.
7
Ibid., p. 332.
8
Hong, op. cit.
9
Heath, op. cit., p. 258.
