experiment class and control class. He did the research for six meeting by using ICT when teaching English to the first grade students of SMP Darussalam Ciputat.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the study, method of study, population and sample, techniques of data collecting, technique of data analysing, and statistical
hypothesis.
A. Place and Time of the Study
The writer conducted the research for about five months, starting from July to December 2014. Then, she took the data at the first year of SMAN 87 Jakarta. The
school is located at Jalan Mawar II, Pesanggrahan-Jakarta Selatan. She chose this school because the English teachers seldom use social networking sites in teaching
and learning process.
B. Method of Study
The design of this study is quantitative by using quasi-experiment with pre- test and post-test in which the writer used Facebook when giving some writing
assignments to the tenth grade of SMA Negeri 87 Jakarta. There were two variables involved in this research. They were Social
Networking site as an independent variable and writing recount text as a dependent variable. The writer compared the results of two classes of the first year students of
SMA Negeri 87 Jakarta, to know if there are any significant differences in teaching writing of recount text with and without using Social Networking site Facebook.
They were experimental class and controlled class. She used Facebook when giving some assignments in experimental class and she did not use it in controlled class.
C. Population and Sample
The experiment was done at the first year of SMA Negeri 87 Jakarta that involved the process of teaching writing by using Social Networking site; Facebook.
The population of the research was the tenth grade of students SMA Negeri 87. There are six classes consist of X MIA 1, X MIA 2, X MIA 3, X IIS 1, X IIS 2, and X IIS 3,
so there are 215 students in all. The sample of research is two classes that are X IIS 2 as controlled class and
X IIS 3 as experimental class. They were chosen by using purposive sampling technique because of some considerations. There are the same curriculum, subject
material, and the teacher of those classes. Purposive sampling technique, according to Husaini Usman and R. Purnomo Setiady, is used when the researcher only take the
sample which is suitable with the purpose of the research
1
. The writer took only 50 students as the sample; 25 students from X IIS 2 and 25 students from X IIS 3.
D. Techniques of Data Collecting
To collect the data, written test was used as an instrument. The test was divided into two tests, pre-test and post-test. The pre-test was given to the students
before the treatment and the post-test after the treatment. Either in pre-test or in post- test, students had to write at least there paragraphs about their past experience.
The design used in this quantitative research was a quasi-experimental study which involved two classes experimental class and controlled class. This kind of
study allows the researcher to look at the effects of at least one independent variable and one or more dependent variables.
2
Independent variable in experimental research is also frequently referred to the experimental or the treatment variable. In
this research, the researcher wanted to see whether the treatment made a difference
1
Husaini Usman and Purnomo Setiady, Pengantar Statitika Edisi Kedua,Jakarta: Bumi Aksara, 2008, p.186
2
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education Fifth Edition, New York: McGraw- Hill, 2003, p. 268
or not. As the final, the result of pre-test and post-test are collected and compared. Some techniques used in collecting data in research are:
1. Pre-test
The writer gave the students pre-test for both experimental class and controlled
class before the lesson to know the students’ skill of writing recount text. The pre-test was an essay test which they must tell their past holiday activity in 45
minutes.
2. Treatment
The writer taught recount text in the experimental class and controlled class. She gave both classes the same materials but with different media in doing some
assignments. The experimental class ’ students used Facebook in writing recount text
task which they had to write, upload, give comments, and interact with the teacher
and the other students. Meanwhile, the controlled
class’ students only wrote and gave feedback or comments in their book and interacted with the teachers and students
only in the classroom.
3. Post-Test
The next step, the writer gave the post-test to both classes after the lesson finished. In the post test, learners had to choose one of three topics to write in 45
minutes, they are Junior High School best moment, embarrassing moment, and sad moment.
The results of pre-test and post-test was collected and compared to know the effectiveness of using Social Networking site Facebook in teaching writing of
recount text.
4. Interview
Finally, three students were interviewed by some questions that consist of advantages of peer assessment and using FB in teaching writing. The purpose of
interviewing the students was to know whether their activities in Facebook were beneficial for them or not.
E. Technique of Data Analyzing
Rubric of written test assessment from Arthur Hughes’ book was used in a
ssessing students’ writing test:
3
Table 3.1. RUBRIC OF WRITTEN TEST ASSESMENT No.
Aspects Scale
Criteria
1. Grammar
6 Few if any noticeable errors of grammar of
word order.
5 Some errors of grammar or word order which
do not, however, interfere with comprehension.
4 Errors of grammar or word order fairly
frequent; occasional re-reading necessary for full comprehension.
3 Errors of grammar or word order frequent;
efforts of interpretation sometimes required on
reader’s part.
2 Errors of grammar or word order very frequent;
reader often has to rely on own interpretation.
1 Errors of grammar or word order so severe as to
make comprehension virtually impossible.
2 Vocabulary
6 Use of vocabulary and idiom rarely if it all
distinguishable from that of educated native writer.
5 Occasionally uses inappropriate terms or relies
on circumlocutions; expression of ideas hardly
impaired.
3
Arthur Hughes, Testing for Language Teachers-2
nd
Ed. UK: Cambridge University Press, 2003, p. 101-102.
