Problems :
Treatment :
Figure 2.1 Theoretical Framework Scheme
Low participation Low concept mastery
Process Increasing participation
Increasing concept mastery
Teaching learning process in class
Learning comparative adjectives textually
Passive learners, Less attention
Low achievement under KKM
Applying pictures in teaching comparative adjectives
Learners’ positive perception of the use of
pictures in learning comparative adjectives
Active learners, Higher attention,
Happiness Concept
reinforcement
Learners’ negative perception of the use of
pictures in learning comparative adjectives
Unhappiness
D. Research Hypothesis
After elaborating some theories related to this research, the researcher has assumption or hypothesis which related to the effect of using pictures in learning
comparative adjectives to leaners score and perception. The hypothesis is that using pictures in
learning comparative adjectives can affect to the learners’ score
and can encourage to the learners’ perceptions positively.
29
CHAPTER III RESEARCH METHODOLOGY
In this chapter, research methodology is elaborated to explain a method used in this research. The sub chapters are place and time of study, research design,
population and sample, research instruments, technique of data collection, and technique of data analysis.
A. Place and Time of Study
This research was conducted at Madrasah Tsanawiyah MTs Al- Islamiyah Ciledug Tangerang, which was located on Jl. Raden Fatah No. 36 Sudimara
Timur, Ciledug, Tangerang. The research was held on August 2014.
B. Research Design
The researcher used mixed method to conduct this study. She used that method because she intended to collect both quantitative and qualitative data. The
quantitative data was needed to answer first research question about the effect of the use of
pictures in learning comparative adjectives to learners’ score. To collect those quantitative data, the research used both pre- test and post- test. Then, the
qualitative data was needed to answer second research question about how the learners perceive the use of pictures in learning comparative adjectives. The
qualitative data were collected by using open- ended questions in interview. Moreover, the researcher used explanatory sequential design which gathering
the data sequentially in two phases, with one form of data collection following and informing the other.
1
This design consisted of collecting quantitative data firstly and then collecting qualitative data to help the researcher in explaining or
elaborating on the quantitative results. Creswell states that the second phase or
1
John W. Creswell, Educational Research 4th edition, Boston: Pearson Education, 2012, p. 542
collecting the qualitative data is purposed to refine or elaborate the findings through in-depth qualitative exploration.
2
To get the deep information, the researcher needed to determine what aspect of the quantitative result to follow up on. In this case, the researcher needed to know
what learners’ perceive about the use of pictures in learning comparative adjectives, whether the pictures are motivating, interesting, encouraging,
contextual, practical, understandable, enjoyable, too complex, or ineffective teaching aid for learners in learning the comparative adjectives.
C. Population and Sample
1. Population
The population in this research was learners of second grade of Madrasah Tsanawiyah MTs Al- Islamiyah Ciledug Tangerang academic year 20132014.
There were 181 students of the second grade which are divided into five classes. 2.
Sample
In this research, the researcher took a sample because the population consists of five classes. The sample was randomly assigned as respondents for collecting
quantitative data. Random sampling is a sampling that chooses the population of a research randomly because it has same probability.
3
Prior to the assignment, the population was pre- tested in order to know whether they had the same
background or not. Then, the researcher chose 1 one class of learners randomly because she used pre-experimental design which only needed one group of sample
to be given a treatment.
4
The pre-experimental design was chosen for this research because the researcher intended to conduct the research deeply. She did not only
investigate the effect of the use of pictures in learning comparative adjectives to leaners’ score, but also she intended to investigate the learners’ perception of
using picture in learning comparative adjectives. Hence, the researcher recognized that using one class of learners as respondents of collecting quantitative data was
enough.
2
John W. Creswell, op.cit, p. 543
3
Sukardi, Metodologi Penelitian Pendidikan, Jakarta: Bumi Aksara, 2008, p. 58
4
Ibid., p. 184
