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CHAPTER III METHOD OF INVESTIGATION
In this chapter, the writer discusses about research design, subjects, the procedures of experimental research, variables, data collection, and procedures of
collection data.
3.1 Research Design
The method of investigation is held through a quantitative research. According to Hornby 2000:1035 states that quantitative is connected with
amount of number of something rather than with how good it is. In this term quantitative data, the writer used statistical analysis to calculate the numeral data
that were gathered and to analyze them by the use of correlation analysis. These data were expression in the language of mathematics and must, consequently, be
evaluated and interpreted by means of appropriate statistical procedures.
3.2 Subjects 3.2.1 Population
Population is the most significant factor in conducting a research. Gay 1987: 102 states, “The population is the group of interest to the researcher, the
group to which he or she would like the result of the study to be generalized.” This study was conducted at SMA N 1 Bangsri Jepara in the academic in
year 20082009. Before conducting the study, the writer had consulted the head master whether the student of the first grade might be used as a sample of the
study. Having received the head master’s approval, the writer composed the
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instrument of the study, which took the form test and administrated it to the student to collect the data.
In this research a group of people taken as the year ten student of SMA N 1 Bangsri Jepara. The year ten students were chosen to be population because the
writer think that they have studied English for quite a long time for about three years and they still have much time to enhance their ability in reading
comprehension.
3.2.2 Sample and Technique of Sampling
The term sampling is different from sample. According to Kerlinger 1965:18, “Sample is a part of population which is supposed to represent the
characteristic of the population.” Therefore, sample is taken from part of population but not the whole. The part of population that is observed is called a
sample. Sampling is the process of selecting a number of individuals for a study in
such a way that the individuals represent the larger drop for which they were selected Sax, 91978:85.Therefore, sampling is an activity to note and investigate
some of the object selected. Sampling is the method of taking sample. The result of sampling is a form of the estimated value. So, it can be defined as the
estimation of the population condition Marzuki, 1983:41. The sampling technique used in this research is random sampling. Due to
the fact there is some limitedness in this research, it is impossible to observe all the sample in this research. That is way, random sampling was chosen here in
taking and collecting the data. Based on the English final test result, the two
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classes, i.e. X.1 and X.2 show the same average that is: 70. So the two classes are taking as sample. X.1 as control class and X.2 as experiment class. There are two
classes chosen from the four classes of the first year student of SMA N 1 Bangsri Jepara. They are X.1 and X.2. They are equally in their background and predicates
in English X.1 consists of 40 students and X.2 consists of 40 students.
3.3 The Procedure of Experimental Research
In The Experiment, the research design used is the Static Group Comparison Design. The research design is used for two groups of subject in
which each of them is treated with different treatment. Next, both of the groups are measured with test and the results are compared.
The following is the design: Pre-test
Treatment Post-Test
EG
9 X
9
CG 9 -X
9
Kerlinger, 1965:247
EG = Experimental group CG = Control Group
X = Treatment using cloze procedure -X = Treatment using explanation
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In the design above, sample are assigned either to the experimental group upper line or to the control group on lower line. The equalities of the subjects checked
firstly by pre-testing them. Then, the experimental treatment will be given to the experimental group. The two groups were taught by the same topic, but with
different techniques of teaching. The experimental groups were taught by using cloze procedure test in teaching reading narrative text. The control groups were
taught by giving drills and explanation. Both group had the same material. Both cloze procedures pre-test and post-test were given to the groups. The time given
was 45 minutes. The results were counted statistically. The Research Activity
No Activity Week I
Week II Week III
Week IV 1 Try
out test
2 Pre -
test 3 Treatment
1 4 Treatment
2 5 Treatment
3 6 Post-
test
3.4 Variables
Variables are the condition or characteristics that experimenter manipulates control or observes Best, 1981:59-60. There are two kinds of
variables that are independent variable and dependent variable. The former is the condition or characteristics that the experimenter manipulates in his or her attempt
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to ascertain the relationship to observed phenomena. The latter is the measured change in pupils’ performance, attributable to the independent variable.
Tuckman, B.W 1987:58-9 suggests two types of variables; the independent variable and dependent variable. The former is a stimulus variable or input,
operates either within a person or within his or her environment to affect behavior. Since this variable affect behavior this is the variable that must be changed or
manipulated in order to affect the other variable behavior. The later is response variable or output. The change of this variable depends on the dependent variable.
Variable is something that may vary or differ Brown, 1993:58. It is also defined as a condition or characteristics that the experimenter manipulates,
controls, or observes. Independent variable is the condition of characteristics that the experimenter manipulates in his or her. Attempt to as certain their
relationship to observed phenomena, where as dependent variable is a condition or characteristics that appear, disappear or change as the experimenter introduces
removes or change independent variables Best, 1981:58. Independent variable is selected by the researcher to determine its effect on or its relationship with
dependent variable, whereas dependent variable is observed to determine what effect, if any, the independent might have on it Brown, 1993:10.
In this investigation there are two variables, the two variables are: 1. Independent Variable
The use of cloze procedure in teaching reading comprehension 2. Dependent variable
The students’ achievement in reading comprehension
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3.5 Steps of the Teaching:
Experiment Class Control Class
1. The writer explained the narrative
text. 2.
The writer introduced the text that would be filled by the students.
3. Then the writer explained how to
fill the cloze procedure text for a bout 5 minutes.
4. Getting the class to start doing the
exercise. 5.
After more less 30 minutes the writer asked to the students whether
the students have finished or not. 6.
After the students finished the test the writer asked the students to
submit the test. 1. The writer explained the narrative
text. 2.
The writer introduced the text that would be answered by the students.
3. Then the writer explained how to
answer the test for a bout 5 minutes.
4. Getting the class to start doing the exercise.
5. After more less 30 minutes the writer asked to the students whether the
students have finished or not. 6. After the students finished the test
the writer asked the students to submit the test.
3.6 Data Collection
Saleh 2001:31-3 suggest four types of instruments for gathering data. They are; questionnaire; observation; interview and test. The test here is an
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additional technique. This technique is suggested to be taken if the data cannot be obtained by such techniques above, for instance; if the data is about one’s
proficiency. The test can be conducted either orally, written or practice. In this research, therefore; the writer pleased to take such instrument as; test comprising
pre-test and post-test, questionnaire and field note. The writer takes this instrument based on some considerations that generally they are not expensive.
The field notes are simple, on going and personal. The questionnaires are highly specific, easy and comparative. Finally, the test can be used to test one’s
proficiency. In this investigation, the writer applied two method of collecting the data. These
two methods are document study field research.
3.6.1 Document study
Document study was applied to get the needed information of SMA N 1 Bangsri Jepara such as the number of student, classes and students’ name list. All
those data were collected from the document available at SMA N 1 Bangsri Jepara.
3.6.2 Field research
This research included the cloze procedure test in SMA N 1 Bangsri Jepara.
3.7 Procedures of Collecting Data
As the writer has stated above, that tests could be used to measure students’ proficiency or ability in reading comprehension test that conducted in
this research. They were divided in to one pre test, three formative tests and one
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post test. These tests will be used to measure the students’ progress in reading comprehension. The purpose of giving pre test is going to measure students’
mastery of reading comprehension before being treated by exercise. There would actually be three different kind of cloze procedure that would be taught to the
students. The formative tests were aimed at obtaining the students’ result after being treated by exercises in each cycle. The last tests was called post test. The
purpose of giving post test is to check whether there was a significant progress of students’ English grammar mastery after teaching learning process.
3.7.1 Administering the Cloze Procedure Test
The test was administered within stages, the first stage is pre-test was given before the writer gave the treatment about the techniques how to use the
clues found in the context to enable the student to complete the test correctly. In the pre-test, the writer gave the test in the written form done individually. The test
took 45 minute. And there were 15 blank spaces for the student complete the test. In the post-test the writer took only 30 minutes to the students to fill the
blank space because the writer thought 30 minutes is enough to do the test after the writer gave treatments how to use the clues in the cloze procedure test. There
were 15 blank spaces too. There were 40 students chosen as the samples of this research. These 40
students were gathered in one class. The procedure of administering the test as follows:
1. The writer gave the students the rule of doing the test.
2. The writer distributed the reading passage.
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3. The writer asked the student to fill the blank space in the passage.
4. The students who had completed the passage, submitted to the writer.
3.7.2 Preparation of the Test
The writer selected a narrative text as the pre test and post test. As the treatment, the writer chose three texts. The topics will different from others, the
writer took the instrument from a source. The writer did not give the student information about the topic in student advances
3.7.3 Implementation
The implementation is performing the plan into experiment. In the research, the writer conducted five activities. They are the pre-tests; three teaching
learning processes involving a test existed in each cycle. The last cycle is the post- tests.
3.7.4 Writing the Instrument
The writer constructed the instrument of the test to the first grade students of SMA N 1 Bangsri Jepara in order to get the data for his final project. The
instrument acquired from “English for SMA 1”. The writer took from this book, because before the writer did the research he observed first and asked to the
English teacher who teaches the class that writer would take as the experiment. The writer takes some texts from the book and change the text became some test.
The test contained from some blanks sized. The test had the purpose to measure the comprehending of the text. The student was ordered the blanks size by reading
the text and searched the answer under which was the texts.
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3.7.5 Try out
According to Madsen 1983:178, “…good evaluation of our tests can help us measure student’s skill more accurately.” Based on the statement above, before
administering the real test pre test and post test the writer conducting a try-out test to assess the test’s quality.
The test validity and reliability was firstly found out to know the Quality of the test. Secondly, the items were analyzed to find out the difficulty index and
discriminating power. The more detail discussion is given below.
3.7.5.1 Validity
Validity is an essential characteristic of a good set of test. Madsen 1983:178 said, “A valid test in one that fact measures what it claim to be
measuring”. There are four kinds of validity, i.e. construct validity, content validity, correlation validity, and criterion related validity. In this study, the writer
only used correlation validity. To conduct the test validity, the writer uses the formula which is called “Product Moment”. The Formula is as the following:
∑ ∑
∑ ∑
∑ ∑
− −
=
2 2
2
Y X
X N
Y X
NXY N
R
xy
Where:
xy
R
= Coefficient correlation of each item N =
The total of object experiment
∑
X
= The total of X scores item.
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∑
Y
= The total of Y score item
∑
2
X
= The total of score
∑
2
Y
= The sum of score of the score item
∑
XY
= Te sum of total square score
The result is being consulted with r product moment, r x y r is valid suharsimi, 1997:69.
3.7.5.2 Reliability of the Test
According to Madson 1983:179, a reliable test is one that produces essentially when the condition consistently on different occasions when the
conditions of the test remain the same. To conduct the reliability, the writer uses the following Pearson Product Moment
Correlation:
2 2
2 2
21 1
∑ ∑
∑ ∑
∑ ∑
− −
= Y
X X
N Y
X NXY
N r
Where:
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r = The reliability of the test
2 21
1
r = The coefficient of the correlation
N = The total of subject experiment
∑
X
= The total of X score item
∑
Y
= The total of Y score item
∑
2
X
= The total of score
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∑
2
Y
= The sum of score of the score item
∑
XY
= Te sum of total square score
3.7.5.3 Item Difficulty
An item is considered to have a good difficulty level if it is not too easy or too difficult for the students examinees, so they can answer the item. If a test
contains many items, which are too difficult or too easy, it cannot function as a good means of evaluation. Therefore, every item should be analyzed first before it
is used in a test.
JS b
P =
Where: P = Item
B = Number of student who student who answered the item correctly JS = Number of students
3.7.5.4 Discriminating Power
The discriminating power is a measure of the effectiveness of an item in discriminating between high and low scores of the whole test. The higher the
values of discriminating power are, the more effective the item will be. Discriminating power can be obtained by using the following formula:
JB BB
JA BA
D −
=
Where: BA = Number of student in the upper group who answered the item correctly
BB = Number of students in the lower group who answered the item correctly
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JA = Number of all students in the upper group JB = Number of all students in the lower group
3.7.5.5 Data Analyzing
The obtained data were analyzed to get the final result. T –test formula was used in this research to analyze the data. It showed the final result from both
experimental and control groups given different treatments. The following is the formula:
⎟⎟⎠ ⎞
⎜⎜⎝ ⎛
+ ⎟
⎟ ⎠
⎞ ⎜
⎜ ⎝
⎛ +
+ −
=
∑ ∑
Y X
y x
N N
NY NX
Y X
M M
t 1
1
2 2
2
Where
x
M = The mean scores of the experimental class
y
M
= The mean scores of the control class
2
X = The total of the square deviation of the experimental class
2
Y = The Total of the square deviation of the control class
X
N = The number of sample of the experimental class
Y
N = The number of sample of the control class
Therefore, the application and the result of the investigation will be discussed in chapter IV.
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CHAPTER IV DATA ANALYSIS
