CHAPTER III METHODOLOGY
This chapter presents some parts dealing with the procedure of this study. They are research method, research participants, research setting, research instrument, data
gathering technique, data analysis, and research procedure.
A. Research Method
The method used in this research was a survey. A survey is a research method, which is conducted to collect information about characteristics of a population
Fraenkel Wallen, 1993. This research collected information from a sample rather than from every member of population. The purpose of survey conducted in this
research was to figure out how far the fourth semester students of the English Language Education Study Program of Sanata Dharma University had mastered
reported speech, what types of errors that students made in reported speech, and what possible causes of students’ errors in reported speech were.
B. Research Participants
The participants of this study were the fourth semester students of the English Language Education Study Program of Sanata Dharma University in the academic
year of 20062007. They were chosen since they had learnt reported speech in Structure IV. They had also learnt reported speech when they were in the second
semester in Structure II. Since they had learnt reported speech twice, it was assumed that they would make fewer errors in their reported speech test.
32 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
As the fourth semester students of the English Language Education Study Program of Sanata Dharma University were in a great number, a sample was selected
to represent the population as a whole. Then the result of the data analysis of sample would be generalised to the population.
A representative sample applied in this research was cluster sampling in which groups, not individuals, were randomly selected Gay, 1992. There were two classes
chosen as the clusters of this research. All the students in each of the two classes were included as the sample.
C. Research Setting
This research took place in the English Language Education Study Program of Teachers Training and Education Faculty of Sanata Dharma University. This
research was conducted during the period of the even semester in 2007. This research was conducted in Structure IV class. There were two classes of Structure IV chosen
in this research.
D. Research Instrument
The instrument used to gather the data in this study was a test. A test was a method of measuring student’s ability or knowledge in reported speech Hughes,
1989. There was one type of reported speech test in written form, which was
constructed for two classes. The test consisted of two parts. The first part was twenty items of multiple-choice. The objective of this part was that the students were able to
recognise the forms of reported speech, which were converted from direct speech. In 33
this part, the students were also required to understand the meaning of direct speech otherwise they would not be able to convert it into reported speech correctly and
appropriately. The second part was ten items of filling in the blanks. In this part, the students were asked to fill in the blanks with the correct reported speech. The
objective of this part was that the students were able to demonstrate their ability to convert direct speech into reported speech correctly. Those parts of test, multiple-
choice and filling in the blanks, were constructed to get a good language test Heaton, 1975.
A test used as the instrument of this research should possess two important characteristics namely validity and reliability Ary, Jacobs, Razavieh, 1990.
Those two characteristics are discussed further below.
1. Validity
One criterion to be a good test is that it should have test validity in which a test measures what it is intended to measure Hughes, 1989. There were four categories
of validity used in this study. They were content validity, criterion-related evidence of validity, construct validity, and face validity. The following are the further
discussion on those categories of validity followed by the evidences found in the test.
a. Content Validity
A test is said to have content validity if it covers the elements of the language intended to be tested Hughes, 1989. This validity also refers to the relevancy of the
content of the test to the purpose of the test Brown, 1987. The test constructed in this study had content validity as its content was relevant
to the purposes of the test, which were to measure the students’ mastery on reported 34
speech, find out the students’ errors in reported speech, and figure out the possible causes of students’ errors. The test also had content validity as it covered all samples
of reported speech. Table 3.1 shows the blue print of the reported speech types in the test.
Table 3.1 The Blue Print of the Reported Speech Types in the Test No
Types Item Numbers
Total
1 Statement
1A, 2A, 3A, 21B, 22B
5 2
Question 4A, 5A, 6A, 7A
23B, 24B 6
3 Command
8A, 9A, 10A 25B, 26B, 27B
6 4
Request 11A, 12A, 13A
28B 4
5 Suggestion and Advice
14A, 15A, 16A 29B
4 6
Exclamation 17A, 18A, 19A, 20A
30B 5
30 The test used in this research contained all samples of the grammatical changes
of reported speech. A table of the grammatical changes of reported speech in the test is presented in the appendix as the evidence see appendix 5.
b. Criterion-Related Evidence of Validity
This validity refers to how far results on the test agree with those provided by some independent and highly dependable assessment of the students’ ability
Hughes, 1989. This validity emphasises on the criterion itself, not on the instrument. The criterion here can be the second test or other devices that also test
the students’ ability. Since there were no other devices or second test, which tested reported speech, this study could not show that the test fulfilled criterion-related
evidence of validity. 35
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