Previous Study THEORETICAL FRAMEWORK

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CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of the Research

This research was held on March 30th up to April 28th 2015. This research was conducted at SMP Nusantara Plus, Ciputat. It is located at Jl. Tarumanegara Dalam No. 1 Ciputat – Tangerang Selatan.

B. The Research Design

In this research, the researcher used a quasi-experimental design. Gay et al. stated that a quasi-experimental design can be applied by the researcher when assign of the subjects to groups randomly is impossible. 1 According to Nunan, there are some characteristics of quasi-experimental design. The first has both pre- test and post-test. The second has experimental and control class. The third assign the subjects nonrandomly. 2 This quasi-experimental design attempted to find out the effectiveness of using photograph towards students’ skill in writing recount text. Furthermore, the variables examined in this research are photograph as the independent variable and recount writing as the dependent variable. The procedures that used in this quasi-experimental design are as follows: 1. Pre-test The pre- test was conducted in the first meeting to measure students’ writing skill in recount text before treatment. The researcher gave a writing test. The students both in experimental and control class were asked to write a recount text. The topic that was given to the students both in experimental and control class is the same. The topic is about “My Experience When I Went to My Hometown”. 1 Gay et al., Educational Research, Nineth Edition, New Jersey: Pearson Education, Inc., 2009, pp. 258 —259. 2 David Nunan, Research Method in Language Learning Cambridge: Cambrige University Press, 1992, p. 41. 2. Treatment In the treatment, the researcher conducted teaching and learning process both in experimental and control class in three meeting. The students in experimental class and control class were taught by using different method. The students in experimental class were taught by using photograph while the students in control class were taught without using photograph. In the first meeting of treatment, the researcher explained about recount text and how to write it. Then, in the next two meetings, the researcher asked the students to practice to write recount text. In experimental class especially, the students wrote recount text based on their own photograph. The procedure of teaching writing recount text through photograph in treatment explained as follows: a. Teaching Preparation There were several preparation that should be prepared by the teacher before teaching writing recount text through photograph. The first, the teacher should choose the topic of recount text that will be written by the students. In this case, the topic should be based on the real life. In this research, the researcher as the teacher would choose the topic about “Visiting Recreation Place” and “ My Experience When I Attended School EventSchool Festival in My School ”. The second, a few day before writing activity, the teacher would give instruction to the students to bring their own photograph. In this case, they should bring their own photograph when they were visiting recreation place. Their own photograph when they were visiting recreation place would be utilized as a visual medium in writing recount text for the first practice. For the second practice of writing recount text, the researcher would utilize photographschool documentation when the students of SMP Nusantara Plus celebrated maulid of prophet Muhammad and when the students of SMP Nusantara Plus hold the stage art. The third, the researcher prepared worksheet for the students to write the recount text. b. The Implementation of Utilizing Photograph as a Visual Medium in Teaching Writing Recount Text. In teaching writing, the students would be guided by the teacher in doing writing activity. There are three stages of teaching namely opening activity, main activity and closing activity. 1 Opening Activity In this activity, the teacher greeted the students. After that the teacher checked the attendance list. Then, the teacher made sure the students were ready to learn. Next, the teacher activated the students’ background knowledge related to the lesson that would be discussed by asking some questions to the students. After that, the teacher explained the students about the goal of learning that had to be reachead by them, the students are required to be able to write a recount text in the context of daily life. 2 Main Activity The first, the teacher explained about the definition, communicative purpose, generic structures, language features and how to write recount text. The second, the teacher showed recount text that written based on the photograph as the example. The third, the teacher asked the students to observe the example the recount text. The last, the teacher asked the students write recount text based on their own photograph. 3 Closing Activity This stage, the teacher concluded the lesson with the students. The teacher made sure that all of the students were participating in concluding the lesson by giving their own opinion. If the teacher found the students who still confused or had problem the teacher had to give further explanation. 3. Post-test The post- test conducted in the last meeting to measure students’ skill in writing recount text after getting the treatment. The researcher gave a writing test. The students both in experimental and control class asked to write a recount text. The topic that was given to the students both in experimental and control class is