It differences with other techniques that usually just emphasize students’ memorize
individually in learning vocabulary.
D. Research Hypothesis
The statistic hypothesis states: 1.
Alternative Hypothesis Ha : “There is a significance difference of students’ vocabulary achievement
between students who are taught by demonstration technique and students who are taught without by using demonstration technique
.” 2.
Null Hypothesis Ho : “There is no significance difference of students’ vocabulary achievement
between students who are taught by demonstration technique and students who are taught without by using demonstration technique
.”
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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research
The writer held this research at Madrasah Tsanawiyah Negeri 13 of Jakarta. It was focused in the
classroom process at seventh grade students’ of academic 20132014. The research was held during the second term and the writer did the
research from March 28, 2014 until April 11, 2014.
B. Method of the Research
In collecting data, the writer used experimental research. The writer took to use quasi-experiment in this research. There were involved two classes for the
research, namely experiment class and control class. Before starting the treatment, the writer gave pre-test see appendix 6
to know the students’ competence toward their vocabulary. After the writer gave the pre-test, in first meeting the
writer taught the vocabulary by using demonstration technique in experiment class and without using demonstration in control class. Then in last meeting, the
writer gave post-test see appendix 8 to find out whether there was an effectiveness using dem
onstration technique toward the students’ vocabulary. Both of pre-test and post-test are multiple-choice question because in order to
take easy find out the result of the data.
C. Population and Sample
The population of this research is seventh grade students at MTs. Negeri 13 of Jakarta. The seventh grade students of this school consist of four classes with
about 30-38 students in each class. In selecting sample, the writer got recommendation class from the English teacher for the sample in this research.
Therefore this research used purposive sampling. The purposive sampling is “The
technique of sample by take the subject not based on the stratum, random or area but based on the specific purpose. Commonly, this technique will take with some
consideration, such as time limit, personnel, and donation”.
1
Then, the writer divided into two classes; they are VII-F class and VII-G class. VII-F is used as
experiment class which consists of 32 students, and then VII-G is used to control class which consists of 32 students too. The total is 64 sixty four students to be
sample of taken data and they are selected purposively as sample of the study.
D. Technique of Data Collection
Collecting the data is one of the important things in this research. To make data accurately, the writer collected the data by using the
test to students’ vocabulary. The test was given to get the objectives data of
students’ vocabulary by using the treatments. The writer applied into two tests, those are pre-test and
post-test. Pre-test was given in the beginning of attending class; before doing the treatment, and then post-test was given at the end of treatment meeting or in the
last meeting after doing the treatment. Before administering the pre-test, the writer analyzes the validity of pre-test
instrument in order to find out whether the test is valid or good to be used. The writer used software A ATEST to calculate the instruments’ validity. In this
research, the writer implemented content validity to analyze validity of test. It depends on a careful analysis of the language being tested and of the particular
course objective. There is strong tendency, especially multiple-choice testing, to test only those areas of the language which lend themselves readily to testing. To
make the instrument test, the writer consulted it with English teacher, which is about descriptive and procedure text based on English material at seventh grade.
Based on the result o f instrument’s validity that was examined in SMP egeri
89 of Jakarta, it was gotten the data from 45 forty five questions multiple
1
Suhassimi Arikunto, Prosedure Penelitian Suatu Pendekatan Praktek Edisi Revisi 5, Jakarta: PT Rineka Cipta, 1998, p. 117
choices that was examined there are 32 thirty two questions that was valid siginifikansangat signifikan through ANATES software. Instrument that was
valid are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 18, 20, 22, 23, 24, 25, 27, 28, 30, 31, 32, 33, 36, 37, 38, 40, 41, 44, and 45. While the instrument that was not valid
NANminus are 1, 13, 16, 17, 19, 21, 26, 29, 33, 34, 39, 42, and 43. After the writer found out the valid questions, then the writer gave pre-test.
The test is objective test which contains 30 thirty multiple choices questions for students in experiment and control class. Then, the writer gave post-test; it was
given after the writer taught English vocabulary by using demonstration technique in experiment class and without using demonstration in control class. The post-
test was also given that contains 30 thirty multiple choices questions to both of class. The writer gave all questions of multiple choices based on material of
vocabulary at seventh grade and the result of pre-test and post-test were collected and compared. The tests were used as a data, to find out the effectiveness
demonstration techniques toward the students’ vocabulary at experiment class.
E. Technique of Data Analysis
The technique of data was conducted to analyze the validity and then pretest and posttest of the questions. This research was focused for seventh grade
students at MTs. Negeri 13 of Jakarta. After the writer collected the data, then the writer analyzed the result of data from pre-test and post-test and then related both
of them through the formulas of validity and reliability. The writer used the formula that is independent sample T-test. The formula used as follow according
to Anas Sudijono:
2
2
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2005, p.324-325.
