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1. Assigning subjects to two matched groups
The participants of the research were students of X MIA 2 and X MIA 5. In the first step, the researcher randomly assigned the samples of the study. Both
classes were then assigned to two groups. X MIA 2 was assigned to an experimental group, whereas X MIA 5 was assigned to a control group.
2. Conducting a pre-test 1
In this step, the researcher observed the students’ mastery in near-
synonyms. The researcher observed it by employing a pre-test to both experimental and control group. The test was used to measure the students’
mastery in differentiating and using near-synonyms. By conducting this instrument, the researcher tried to find out whether the students had any problems
in mastering near-synonyms.
3. Conducting an intervention and observation
This was the most crucial step in this study. Basically, the intervention employed in both groups had the same time allocation and materials which
discussed 7 pairs of near-synonyms. However, the researcher administered different learning media to each group. For the experimental group, the researcher
implemented a picture comparison interactive medium as the learning aid to learn the materials. Below are the examples of a picture comparison interactive medium
implemented in the experimental group. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Figure 3.1 Examples of a Picture Comparison Interactive Medium
Despite the different media implemented in every group, the researcher endeavored to raise fairness between the two different groups. Therefore, the
researcher attempted to use a learning medium which might also have any potential in maintaining
students’ concentration and motivation in the control group. In so doing, the researcher administered PowerPoint slides to the control
group. The slides had fewer pictures and did not directly compare the 7 pairs of near-synonyms side by side as what a picture comparison interactive medium did.
Below are the examples of PowerPoint slides implemented in the control group. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Wedding
ˈ ed.ɪŋ • It is a noun.
• It refers to the occasion the ceremony of
getting married.
1. They haven’t yet settled w hen the
w edding is going to be. 2.
You are invited to my w edding.
Marriage
ˈ er.ɪdʒ
• It is a noun. • It usually refers to the staterelationship of
being married.
They have a long and happy marriage.
Figure 3.2 Examples of PowerPoint Slides
The implementation of both learning media was paid attention. The researcher prepared lesson plans, learning media, and any other instruments
needed for learning process. While the researcher was implementing the learning media, she asked her classmate to be an observer who helped her to observe the
classroom interactions, classroom events, and students’ attitude occurred during the implementation of the learning media. Then, the observation filled in the
observation sheets that have been prepared before.
4. Conducting a post-test 1, another cycle of intervention, and interviews
The researcher assessed whether the learning media have successfully improved the students’ mastery in near-synonyms by administering a post-test.
However, within the research, the researcher realized that there were some hidden factors which might influence the results of the research. The hidden factors might
be the different setting, time, and inner motivation in every student. Campbell, Stanley, and Gage 1963 figured out that there are any internal and external
factors which may influence results of a research. In other words, those factors may become threats towards the validity of the research results. To avoid such
problem, the researcher decided to conduct one more cycle consisting of a pre-test PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 2, intervention, and post-test 2 towards both experimental and control group. The
intervention in the second session was same as the previous session in which a picture comparison interactive medium was implemented in the experimental
group and PowerPoint slides were used in the control group. With the same time allocation as in the first session, the learning material in the second session also
consisted of 7 pairs of near-synonyms. After the second session of intervention, the researcher
revealed the students’ opinion towards the materials and learning media implemented in their class by interviewing some representatives of the
students.
5. Evaluating and reflecting the results
In this step, the researcher reflected everything that happened during the implementation of the learning media. The researcher compared the results of the
pre-tests and post-tests, summarized all of the observation and interview results, and then interpreted all of the collected data. After that, the researcher could
figure out the answers of the problem question.
3.2 Research Setting
This study was conducted at SMA Negeri 7 Yogyakarta. This school is located in Jl. MT Haryono No. 47 Suryodiningratan, Mantrijeron, Yogyakarta.
SMA Negeri 7 Yogyakarta is one of state senior high schools in Yogyakarta which had lots of achievements.
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