III. RESEARCH METHOD
This chapter discusses about following topics: research design, population and sample of the research, how the writer collects the data, research procedure,
validity and reliability, scoring system, data analysis, data treatment, hypothesis testing.
3.1 Research Design
Since this research is quantitative research, the researcher applied peer correction in teaching. The research wants to find out the increase of students’ ability in
writing of recount text after they are taught using peer correction. The research used the one-group pretest posttest as research design. This was used to compare
the students’ ability in pre-test and post-test after the treatment was given. The one-group pretest posttest design referring to Hatch and Farhady 1982:20 is
represented as follows: T1 X T2
T1 : Pretest, students’ first draft
X : Treatment, is the application of peer correction in the class. The
Researcher conducts three treatments in this research. T2
: Posttest.
3.2 Population and Sample
The population of this research was the students of the first grade of SMA Negeri 5 Bandar Lampung in the academic year of 20122013. There were seven classes
of first year students. The first year students of SMA N 5 Bandar Lampung have the same ablity. The sample was selected by lottery, so that all of the first year
classes got the same chance to be the sample. The researcher used only one class. The sample of this research was X 6 consisted of 30 students, 14 males and 16
females.
3.3 Data Collecting Technique
Based on the formulation of the problem in the first chapter, the research tried to compile the data through data collecting technique, which is test of writing
recount text. a.
Writing Test of Recount Text The test was given to the student in writing test. According to Harris 1969:69,
writing test is one testing devices which requires the students to compose their own and extend responses to problem set by the teacher. Writing test measures
certain writing abilities more effectively than doing objectives test. Therefore, the researcher used
writing test to get data of students’ ability in writing recount text, by applying it in class.
Instruction that were used by the teacher to examine the writing test: a.
Write a recount text that consists of orientation, series of events and re- orientation optional.
b. Chose one of topics below:
- Good experience happy, travelling, surprise, beach, camping, etc. - Bad experience embarrasing, frightened, sad, etc.
c. Recheck your work before you submit your work to the teacher.
3.4 Validity and Reliability In this section there are two parts that will be discuss further that is validity and
realibility.
3.4.1 Validity
A test can be said valid if the test measures the object to be measured and suitable with the criteria Hatch and Farhady, 1982:250. According to Hatch and Farhady
1982: 251, there are two basic types of validity, content validity and construct validity. Content validity is concerned with whether the test is sufficiently
representative and comprehensive for the test. In the test, students arrange a recount text of the event. The materials we
re adopted from students’ handbook for the first year students SMA.
Construct validity is the process of determining the extent to which test performance can be interpreted in terms of one or more constructs. In this
research, the researcher administed a writing test and the technique, and gave scores of students’ writing based on five aspects of writing: content, organization,
grammar, vocabulary, and mechanic. Therefore, one test is valid because the writing test is composed based on
indicators and the objectives in the syllabus of the School – Based Curriculum
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