Conceptual Framework THEORETICAL FRAMEWORK

write the time. In the middle step, the writer divided the students into some groups. She gave a text based on the theme for each group. After giving the text, the writer asked for students to understand and to answer the questions related to the text. In the ending step, the writer and the students checked the answers. After checking the answers, the writer gave confirmation based on students’ work results. The next meeting’s theme was Idol. In the beginning step, the writer did ask and question session about famous people. Then, the writer asked students’ favorite idol. Next, the writer did ask and question session about adjectives. It was required in making a descriptive text about idol. It meant that students described everyone, they needed to write how people looked like by using adjectives. In the middle step, it was same as the first meeting: dividing the students into some groups, giving a text about famous people for each group, and asking for them to understand and to answer the questions related to the text. In the ending step, the writer and the students did the same thing as in the first meeting. The third meeting’s theme was Tourism Object. In the beginning step, the writer did ask and question session about famous tourism objects. Then, the writer asked students’ favorite tourism object. Next, the writer did ask and question session about adjectives. It was required in making a descriptive text about idol. It meant that students described a place, they also needed to write how it looked like by using adjectives. In the middle step, it was same as in the first and in the second meetings: dividing the students into some groups, giving a text about famous tourism object for each group, and asking for them to understand and to answer the questions related to the text. In the ending step, the writer and the students did the same thing as in the first and in the second meetings. The last meeting’s theme was Health. In the beginning step, the writer did ask and question session about kinds of sports. Then, the writer asked students’ favorite sports and famous athletes. In the middle step, it was same as the first three meetings: dividing the students into some groups, giving a text about health for each group, and asking for them to understand and to answer the questions 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.