to identity owned by students and will affect student ‟s learning outcomes
both in cognitive, affective and psychomotor domains. Student ‟s learning
outcomes by cooperative learning methods of Team Games Tournament TGT is expected to be higher compared with the results of student
learning by uses conventional learning method. Based on the research framework, can be arranged the research paradigma
as follows:
Figure 3. Research Paradigma
D. Research Hypothesis
The hypothesis is a statement or allegation temporary to a research problem that the truth is still weak and should be tested empirically Iqbal
Hasan, 2004: 31. Based on the problem formulation has been stated previously, the hypothesis in this research, are:
1. There are differences between student‟s learning outcomes by using
Teams Games Tournament TGT learning method and by uses conventional learning method in grade X Accounting in the subject
Introduction to Finance and Accounting at material Payback Period and Net Present Value NPV in SMK Negeri 1 Wonosobo Academic Year of
20142015? 2.
There are differences of student‟s learning outcomes between students who have Informational Style, Normatif Style and Diffuse-Avoidance
Style in grade X Accounting in the subject Introduction to Finance and Accounting at material Payback Period and Net Present Value NPV in
SMK Negeri 1 Wonosobo Academic Year of 20142015? 3.
There are effects of interaction in the usage of Teams Games Tournament TGT learning method with Identity Style as moderating variable to
improve learning outcomes in grade X Accounting in the subject Introduction to Finance and Accounting at material Payback Period and
Net Present Value NPV in SMK Negeri 1 Wonosobo Academic Year of 20142015?
CHAPTER III RESEARCH METHOD
A. Types of Research
This research is a quasi-experiment. It is aimed to obtain information that can be gained by actual experiment in a state that does not allow for control
andor manipulate all relevant variables Sumadi Suryabrata, 2012: 92. This research used the experimental group and the control group. Researcher
provided the treatment to the experimental group, while the control group was not given the treatment. This research used a quantitative approach, where
results of analysis presented in form of numbers then described and interpreted in a description Iqbal Hasan, 2004: 30. Results of this research were
indicated by the students ‟ learning outcomes in cognitive, affective and
psychomotor domains.
B. Research Design
According to Selltiz in Ertambang Nahartyo 2013: 75, research design is the overall order of conditions for collecting and analyzing data in a way to
achieve research objectives efficiently. Design of this research is “3 × 2”
factorial design which is interpreted in the following matrix:
Table 1. Research Design Learning Methods
Teams Games Tournament TGT
Conventional Identity
Style
Informational Style IS-T
IS-C Normatif Style
NS-T NS-C
Diffuse-Avoidance Style DAS-T
DAS-C Source: Ertambang Nahartyo, 2013: 100
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