related to the text. In the ending step, the writer and the students did the same thing as the first three meetings.
That was what the writer had done during the implementation of treatment. It had 4 meetings which was each meeting had a different theme. The main point
was the procedures done were similar.
D. The Population and Sample
The writer did the research at the seventh grade students of SMP Pelita Harapan. The population of the seventh grade is 62 students which are divided
into 2 classes, 7A and 7B. Each class consists of 30 and 32 students. The writer took one class from class 7B as the sample of the research. The writer only took
25 students from class 7B because those students followed all stages of research from the beginning until the end. In this research, the sample was chosen by using
the purposive sample technique because it was the English teacher’s
recommendation. The English teacher said that class 7B’s students were passive
mostly. In addition, their family background does not support them to learn English at home or any courses. Therefore, she wanted to know whether the
students can be active after the treatment had been given by the writer. This technique is done because of some considerations such as limited time, energy,
and cost.
2
It can also be selected because of the researcher’s experience and knowledge of the group to be sampled.
3
E. Instrument and The Technique of Data Collection
To get the data in this research, the writer used tests as the research instrument of the pre-experimental research. The tests were:
2
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, Cet. 14, Jakarta: Rineka Cipta, 2010, p. 183.
3
L. R. Gay, Geoffrey E. Mills, and Peter Airasian, Educational Research: Competencies for Analysis and Applications, Ninth Edition, New Jersey: Pearson Education, Inc., 2009, p. 134.
1. Pre-test
The writer held the pre-test at the first meeting. Before the students learnt reading descriptive text through collaborative learning, she gave
them a pre-test measuring the dependent variable. 2.
Post-test The writer gave the post-test after the treatment had been given by
collaborative learning towards students’ ability in reading descriptive text. This test for measuring the dependent variable again.
Before administering the test, the writer tried the pre-test instrument to another class. She wanted to analyze the validity and the reliability of pre-test
instrument in order to check whether it had been good or not to be used. She used software ANATEST to calculate both validity and reliability of the pre-test
instrument. The pre-test instrument consisted of 30 questions of multiple choices. The writer just took 20 questions were valid and reliable.
Based on the results of validity and reliability at the seventh grade students of SMP Pelita Harapan which used software ANATEST, there were 26 questions
were valid and reliable from 30 questions. The questions were valid and reliable: 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25, 26, 28,
29, and 30. Meanwhile, the questions were not valid and reliable: 3, 13, 23, and 27.
For the details of ANATEST’s calculation, it can be seen in appendix 10.
F. The Technique of Data Analysis
The data was obtained from the tests used to know how effective collaborative learning towards students’ ability in reading descriptive text. It was
gained from the students’ pre-test and post-test scores.
To find out the effectiveness of using collaborative learning towards students’ ability in reading descriptive text, the writer used t-test formula which
was adapted from Anas Sudijono. Before using t-test formula, the writer had to seek some formulas below.
4
4
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2008, p. 305-307.
