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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
The study was held at SMA Negeri 4 Depok. It located at Jl. Jeruk Raya No. 1 Komplek Sukatani Permai, Tapos, Depok. The writer conducted the studyabout
one month. The study was held in November 11
th
- 28
th
, 2013 at the first semester of the year 20132014.
B. Method and Design of the Study
The method of this study was quantitative method. The design of this study was quasi
– experimental design. The writer used quasi – experimental design of this study to see the effectiveness of pictures series towards
students’ writing skill in narrative text. According to Millan, the purpose of quasi experimental design
is to determine cause and effect between independent and dependent variable. A common situation for implementing quasi-experimental study involves several
classes or schools that can be used to determine the effect of curricular materials or teaching methods.
1
In this study, pictures series was the independent variable which may cause
influence students’ writing skill in narrative text as the dependent variable.
The writer used pre-test and post-test on the control and experiment class, to see the effectiveness of pictures series by looking pre-test, and post-test
measurement and comparing the gained scores between both classes. The effectiveness can be see
n from the improvement of students’ score of experiment class in the post-test. The score was taken by the writer after student had been
given some treatments and from the comparison of both classes. The experiment class was given the technique by using pictures series in the classroom and the
controlled class without using pictures series.
1
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6
th
Edition, Boston: Allyn and Bacon, 2006, p. 24.
C. Population and Sample
The population of this study was eleventh grade of SMA Negeri 4 Depok. It was consist of ten classes and each class consists of 40 students. The writer used
the purposeful sampling technique. Millan stated that, “purposeful sampling
sometimes called purposive, judgment, or judgmental sampling, the researcher selects particular elements from the population that will be representative or
informati ve about the topic of interest”.
2
This sampling used the researcher’s knowledge of the population that a judgment made the samples should be selected
to provide the best information to address the purpose of the study. The samples are selected because of certain characteristic. In this study, the writer took average
level in their writing skill to all population as the sample. The writer has done the pre-test in all classes of eleventh grade. Then, the sample was taken from the
score of pre-test which had average level in score of their pre-test. It was characteristic which the writer means of the sample. Students will be purposively
selected because they have a certain characteristic. The classes for sample were XI. IPA-6 and XI. IPS-3. Thus, the samples consist of 80 students. The XI IPS-3
as an experiment class and XI IPA-6 as a control class.
D. Technique of Data Collecting
In collecting the data, the writer used writing test. Test as the instrument of the study. The writer asked the students to write narrative text using pictures
series. The students had to make a narrative text that consists of minimum three paragraphs. Each paragraph consists of eight sentences and they may use two
pictures in a paragraph. They must think the cohesive, unity, and clarity in their
writing.
2
Ibid., p. 126.
E. Validity and Reliability of the Instrument
According to Hughes, to be valid a test must provide consistently accurate measurements. It must therefore be reliable.
3
Reliable based on Heaton, if the test administer to the same candidates on different occasions, then, to the extent that it
produces differing results, its reliable.
4
To make the test more valid, the writer made commands for the tes writing. First, the writer write explicit specifications
for the test which take account of all that is known about the constructs that are to be measured. The writer also included a representative sample of the content of
these in the test. Second, the writer use direct testing. Its reference should be made to the research literature to confirm that measurement of the relevant
underlying construct has been demontrated using the testing techniques that are be employed.
As a writing test, the writer could require candidates to write down a narrative text based on the picture series. There are some requirements : minimal three
paragraphs, each paragraph consists of eight sentences and the candidates must
think the cohesive, unity, and clarity in their writing.
To administered the writing test, the writer used as analytic score in order to be more reliable in scoring students’ writing. The following rating scale desived
by Jacob, et al.’s 1981:
5
3
Arthur Hughes, Testing for Language Teachers. Cambridge: Cambridge University Press, 2003, p. 50.
4
J. B. Heaton, Writing English Language Test. New York: Longman Inc., 1995, p. 162.
5
op. cit., p. 104.
Scoring Element Scale
Quality Description
Content
30-27
26-22 Excellent to
Very Good
Good to Average
Knowledge – substantive – thorough
development of thesis – relevant to
assigned topic.
Some knowledge of subject – adequate
range – limited development of thesis –
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