48 Furthermore, according to Ary et al. 2002, there are some purposes of the
document analysis in educational research p. 442. They are 1 to identify bias, prejudice, or propaganda in textbooks, 2 to analyze types of errors in students
writing, 3 to describe prevailing practices, 4 to discover the level of difficulty of material in textbooks or other publications, 5 to discover the relative
importance of, or interest in, certain topics. The purpose of document analysis in this research referred to the second purpose as mentioned above, which is to
analyze types of errors in students writing. The researcher analyzed subject-verb agreement errors in the written documents, which were students’ written work of
their Progress Test II.
B. Research Setting
This part explains where and when the research was conducted. The researcher conducted the research in class B of Paragraph Writing at ELESP.
Then, the research was conducted from March 2011 until June 2011.
C. Research Participants
This part elaborates the participants of the research as well as the method of sampling used in this research. First of all, the researcher tried to explain the
participants in this research. Students in class B of Paragraph Writing at ELESP in 2010 2011 academic year were chosen as the participants of the research. It was
due to the assumption that in Paragraph Writing class, students were likely to make errors, particulary, in subject-verb agreement. Then, students in Paragraph
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49 Writing class were new students at ELESP. In addition, they were only equipped
with the theory of writing from Basic Writing class in semester one. Therefore, the researcher considered that they had not been able yet to write sentences whose
subject-verb agreement were all correct. Thus, the researcher expected that they would be able to find and to analyze subject-verb agreement errors that were made
by students in their written work. Furthermore, because the researcher also considered the accessibility to the respondents, time, and financial reason, the
researcher, therefore, only chose thirty students in class B of Paragraph Writing at ELESP as the participants in this research. According to Ary et al. 2002, there is
no general rule about the number of participants to involve in a qualitative and the size of sample is influenced by such practical considerations as time, money, and
availability of participants p.430. Then, the researcher considered students in the selected class as the representative of students’s subject-verb agreement errors in
other Paragraph Writing classes. After giving the explanation on the participants in this research, the
researcher, then, tried to inform the method of sampling in this research. The researcher chose cluster random sampling as a method of sampling in this
research. Cluster random sampling can be defined as the selection which focuses on groups or clusters of subjects rather than individuals Fraenkel Wallen,
2009, p. 95. Students in a Paragraph Writing class of ELESP, who can be considered the representative of students’ errors of subject-verb agreement in
other Paragraph Writing classes, became the sample of the research.
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D. Instruments and Data Gathering Technique
