CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
This study was conducted to the eighth grade students of SMP IT Cordova located on Jl. Japos Raya, Pondok Jati, West Jurang Mangu, Pondok Aren,
South Tangerang. It was conducted in October - November 2015.
B. Method and Design of the Study
A quasi experimental study was used as the method in this study. It has controlled group but it can’t control the outer variables thoroughly
which influence the implementation of experimental design. It is developed from true experimental design. Furthermore, the design used in
this study was non – equivalent control group design because the writer
will conduct the research by dividing the students into experimental and control group. This design is similar to pre-test post-test control group
design. Both of them has experimental and control groups but this design used non-random sampling meanwhile pre-test post-test control group
design used random sampling. The study compared st udents’ achievement
in mastery of comparison degrees by using inductive technique in experimental group and vice versa for the control group. This quasi
experimental study was divided into steps which were observation, teaching, tests, and analysis.
1. Observation
The writer observed the researched school and asked the students what the difficulties they faced in learning grammar. This observation was
done to know how far the differences between experimental and control groups in this study.
2. Teaching
In this step, the writer gave treatment to both of experimental and control groups with teaching. Although they were given same material,
the writer taught in different ways. The writer taught degrees of comparison to experimental group by using inductive technique and to
control group without using inductive technique.
3. Tests
Tests were pre-test and post-test. The writer gave pre-test to both of experimental and control groups before teaching degrees of
comparison. The objective of giving pre-test is to know the basic knowledge which students have. After being given treatment, they also
were given post-test to know the result of their achievement in learning degrees of comparison. Each of pre-test and post-test consisted of 25
multiple choice questions.
4. Analysis
It was the last step in this study. In this step, the writer calculated the data obtained from students’ result of pre-test and post-test. The
objective of this step is to know students’ learning achievement in
mastery of comparison degrees of both experimental and control groups.
Tabel 3.1 Design of the Study
Sample Pre-test
Treatment Post-test
Experimental Group EG
Control Group CG O
1
O
1
X
E
X
C
O
2
O
2
The description: O
1
: Pre-test for EG O
2
: Post-test for CG
X
E
: The treatment of experimental group by using inductive technique on students’ achievement of mastery of comparison degrees.
X
C
: The treatment of control group without using inductive technique on st
udents’ achievement of mastery of comparison degrees.
C. Population and Sample
The population of the study were the eighth grade students of SMP IT Cordova. There were only two classes and each of class consisted of thirty
students. Thus, the total of the population was sixty students. In sampling technique, the writer used all of the population as the sample. It is called as total
population sampling
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. The writer used this sampling technique because the population were too small. The writer decided to use class 8A and 8B for the
sample. The writer gave pre
– test to both of classes. The writer found that class 8B is higher than 8A in pre
– test scoring. Therefore, the writer decided to use 8A as the experimental class and 8B as the control group because 8A need more
improvement in learning degrees of comparison than the control class.
D. Instrument of the Study
Instruments used in this study were pre – test and post – test. The writer gave
the same test for experimental and controlled group. Before doing pre – test, the
writer conducted validity and reliability test for some items used as pre – test. The
writer conducted the validity and reliability test to other eighth grade students in other school.
The writer used 45 items for the validity test of pre – test and each item was 2
for correct answer and 0 for the wrong one. If the answers are correct, they will get 90. Additionally, the writer also used 30 items for the validity test of post
– test and each item was 3 for the best answer and 0 for the wrong answer. They
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Sugiono, Metode Penelitian Pendidikan, Bandung: Alfabeta, 2012, p. 124.
will also get 90 if they answer the questions correctly. To measure the validity and reliability, the writer used ANATES software.
A language test will be valid if it measures language skills accurately
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because validity is vital to know how accurate the test represents students’ language skill
is. For all of researches, validity is very important to measure what they want to measure by using instrument.
In this study, the writer used ANATES program to know the validity of the test consisted of 75 multiple choice items. By using ANATES, the writer found 38
significant items from the validity test of pre – test and 26 significant items from
the validity test of post – test.
In addition to validity, reliability is also important. Reliability is the degree where an assessment tool produces stable and consistent result. Similarly, Hughes
adds that to be valid a test must provide consistently accurate measurement. It must therefore be reliable.
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In other words, reliability is necessary in the research to assess whether the instrument good or not and whether the students get stable
and consistent result or not after getting that instrument. To know the reliability score, the writer used ANATES.
E. Data Collection
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