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CHAPTER III RESEARCH METHODOLOGY
This chapter is divided into several parts. They are place and time of the study, subject and object of the study, method of study, procedure of
inventing, technique of data collecting, technique of data analysis, and the statistical hypotheses.
A. Place and Time of the Study
The research was conducted at SMP Al Huda, which is located at Jalan Utama, Cengkareng, West-Jakarta. Focus on second grade of Junior high
school. The research was held during May 2015.
B. Population and Sample of the Study
In this research, the writer took the second grade of SMP AL Huda Jakarta as the population. The second grade of this school consists of six
classes; namely VIII-1 until VIII-6. The amount of population in that school was about 192 students. The writer took one class to be experimental class
and one class to be controlled class. In this term, the writer choose VIII-6 as the experiment class VIII-2 as controlled class. The consideration of
choosing those classes to be experimental and the controlled classes was based on purposive sampling. In purposive sampling, the researcher chooses
the sample using his experience and knowledge of the group to be sampled.
1
In this term, their English teacher knew their students’ English ability, and their English teacher judged that those two classes have the same ability. It
was also supported by L.R Gay stated in his book that “purposive sampling, referred to as judgment sampling, is the process of selecting a sample that is
believed to be representative of a given population”.
2
Therefore, the English
1
L.R Gay, Geoffrey E. Mills and Peter AIrasian, Educational Research: Competencies for Analysis and application, 9
th
Ed., New Jersey: Pearson Edation, 2009, P. 134.
2
Ibid.
teacher of SMP AL Huda, Mrs Rehan suggested the writer to take those classes as the experiment class and controlled class based other judgment or
assumptions in both of the two classes.
C. Method of the Study
In her research, the writer used a quantitative research design and she also used a quasi-experimental design for her research. The writer chose a
quasi-experimental design because a quasi experimental designed to determine the cause and effect relationship and there is a direct manipulation
of conditions.
3
In a quasi experimental research has characteristic as stated by Nunan that “quasi-experiment research has both pre-test and post-test and has
experiment class and controlled class, but no random assignment of subject”.
4
It means that the writer took the sample from the existing class or the intact class to determine which group will be experiment class and which group will
be controlled class without giving a random assignment for each student in two classes. Thus, there were two classes that the writer taught to increase
vocabulary in different treatment. The group that received treatment was called the experiment class and the group that received a different treatment
or is treated as usual was called controlled class. In experiment class the researcher used English songs as media and in control class the researcher
didn’t use English Songs.
D. Procedure of Inventing
1. Teaching Vocabulary Through Songs The teaching of vocabulary by using songs was done by the writer in
five meetings. Below are the brief explanations about the teaching and learning process to mastery vocabulary by using song:
3
James H, Mc. Millan and Sally Schumacer, Research in Education, Boston: Pearson, Education. Inc. , 2006, p.24.
4
David, Nunan, Research Method in Language Teaching, Cambridge: Cambridge University Press, 1992, p.41.
1 First meeting, the writer explained what she is going to do and emphasize on that students that they are going to mastery
vocabulary by using song for the next three meetings. Then, the writer gave the pre-test to students in order to know the students’
competence in understanding the vocabulary based on the pre- test’s result.
2 Second meeting, the writer played the song by the tittle “Happy”. The writer played the song twice. At first played of the song the
writer asked the students to heard and than mention the words that they had just heard. At the second time the writer gave them print
out of song’s lyric and asked them to heard again. After hearing the song the writer and students discuss about what the song tell about.
Than, the writer asked the students to make group that consist of 6 students and asked them to underline the verb and adjective that
provided on the lyric. After that find out the synonym and antonym of the words.
3 Third meeting, before learning, the writer applied a fun activity which was called ‘Crazy Story’. In this game the writer asked the
students to make a story using vocabulary that was learnt in previous meeting. In learning activity the writer gave the students
missing lyric and asked them to fill in the blank based on the word that they had heard. The title of song that was played is “I
Remember”. Next the writer asked students to make group that consist of five people each group, they asked to discuss what the
song tell about and than presented it in front of the class. The last the writer gave excercises for students.
4 Fourth meeting, before begin the lesson the writer gave fun activity by asked them to guess the title’s song that was played. Than the
writer gave print out lyric “You’re The One” that was miss some words and asked the students to fill in the blank based on the song
that was played. Next the writer asked the students to discuss with
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