Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This study is to investigate wh ether role play can improve students’
speaking skill in vocational school. Specifically, this study is to find out the answering of the research questions that were mentioned in previous chapter. The
researc her measures students’ speaking skill through speaking test to determine
the effectiveness of treatment. There are two variables in this reaserch: 1 dependent variable which is students’ speaking skill,and 2 independent variable
which is role play technique. This chapter presents methodology of the study that consists of research
design, population and sample, research procedures, data collection, and data analysis.
3.1. Research Design
This study used a quasi-experimental study. It is a type of evaluation which aims to determine whether a program or intervention has
the intended effect on a study’s participants. The study used qualitative and quantitative mixed approach. Quantitative approach is used to
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
analyze the data of speaking score, while quantitative approache is used to analyze the data of questionnaire and interview. Mixed approach designs is
procedures for collecting, analyzing, and mixing both quantitative and qualitative data in a single study or in multiphase series in study Creswell:
2008. Beins 2012; p.130 said that experiment study is a research project
in which the investigator creates initially equivalent groups, systematically manipulates an independent variable, and compares the groups to see if the
independent variable affected the subsequent behavior.
There are some elements to design the quasi experimental like purposed by Kranzler 1999; 96:97:
Table 3.1 The Quasi Experimental Design
Pre-response Treat ment measure
Post-response measure
Difference Experimental Y
Group X
Y PreY - PostY
Control Group Y Y
PreY - PostY
3.2. Population and sample
3.2.1. Population
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Population of the study was the eleventh grade students in one of vocational schools in Sumedang in academic year of 2012-2013 which
was grouped into 14 classes. Each class consists of about 35 students. It means that the total population was about 490 students.
3.2.2. Sample
The sample was taken ramdomly. There are two clasess as samples of this study, G1 as treatment or experimental group and G2 as control
group. Not all of students became the sample of the study because the time is limited in conducting pre-test and post-tes. The sample for each
group is about 20 students. As proposed by Coolidge 2000 that the sample should be randomly drawn from the population and the sample
should be relatively large. The sample was representative of the population.
3.3. Research Procedures
There were several steps or procedures in completing the study that will be explained as follow:
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1 Preparation
The first preparation was organizing the teaching technique. Role Play technique was given in the experimental group, while usual or
conventional technique was given in the control group. The researcher also prepared the teaching material and lesson plan.
The second preparation was organizing instruments of the study consisting of the speaking test, questionnaire, and interview.
2 Administering Pre-Test
Pre-test was one of the speaking tests. The experimental group and control group were asked to make conversation according to the situation
given by teacher and performe it in front of the class. During the students performance in front of the class, the teacher assessed
the students’ speaking skill according to the scoring system which had been provided.
3 Experimenting
After pre-test, the researcher did experiment. Role play technique as treatment was given to the experimental group and conventional
technique was given to the control group. The treatment accomplished in 6 meetings.
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4 Administering Post-Test
Post test was done to find out the improvement of students’
speaking skill after treatment. Similar to pre test, post test was given to experimental group and control group, they were asked to make
conversation according to the situation given by teacher and perform it in front of the class. During the students performance, the teacher assessed
them.
5 Administering questionnaire and interview
Questionnaire and interview were to find out the students’ response
toward the use of role play in teaching English. Questionnaire and interview were given to experimental group and the researcher record it.
6 Analyzing and interpreting the data
The researcher analyzed and interpreted the data from speaking test, questionnaire, and interview in quantitative and qualitative approach
mixed
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The study was held in eight meetings for each group. Schedules of the treatment is described as follow:
Table 3.2 The Schedule of the Treatment
Meetings Treatment
Date
1st meeting Pre-Test
October 8th 2nd meeting
Material: Hobbies and interest preparation for role play
October 10th
3th meeting Material: Hobbies and interest
role play October 15th
4th meeting Material: Telling peopl
e’s job and educational background
preparation for role play October 17th
5th meeting Material: Telling peolpe’s job
and educational background role play
October 22th
6th meeting Material: curriculum vitae
role play October 24th
7th meeting Material: presenting the data October 29th
Dwi Undayasari, 2013 The Use of Role-
Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
and fact role play
8th meeting Post-Test
October 31th
3.4. Data Collection
