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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used in this study. The

research methodology consists of place and time of research, approach and types

of research, the source of data, method of collecting data, procedure of the

research, and technique of analyzing data. The complete information about

research methodology use by researcher in this research will be presented as

follows:

A. Place and Time of Research

1. Place of Research

This research takes place at SMP ! Madiun that is located on

"bdurrahman Saleh #rd street, Madiun $ity. The reason for selecting this

school as the place of research is that there ha%e not been any researches

at this school yet, particularly concerning with the application of films or

songs as learning media in teaching writing.

. Time of Research

This study has been conducted for & months' from "ugust to

(ecember )*+# The research acti%ities that the researcher does during

the time are presented as follows:

!



Table #.+. Time of -esearch

!o. ResearchAc"i#i"ies

$1%

A&'. Se(". Oc". !o#. Dec.

+. Pre-esearch

"rranging for

research design

/bser%ing

related literature

Preparing

research

proposal

). $ollecting data

by pretest and post test

#. "nalyzing data

!. -eporting the

result of study

). The Me"hod and Desi'n of "he Research

1. T*(es of Research

This was a quantitati%e research based on computation and

measurement, operational %ariables and statistics. The design of the

research used e0periment design. 1t concerned primarily with disco%ering

the effecti%eness between or among interrelationship of two %ariables at

the same time. 2est 3+455: +*)6 stated that e0periment design is the

blueprint of the procedures that enables the researcher to test his

hypothesis by reaching %alid conclusions about relationships between

independent and dependent %ariables.

. Desi'n of Research

This reserach is a kind of true e0perimentquasi quantitati%e in the

form of comparati%e study. "ccording to "quino 3)**:&6, true e0periment

!5



method properly seeks answers to question by in%estigate possible cause

and effect relationships by e0posing one or more treatment conditions and

comparing the results to one or more control groups not recei%ing the

treatment, random assignment being essential. The term quasi has a

purpose to appro0imate the conditions of the true e0periment in a setting

which does not allow the control or manipulation of all rele%ant %ariables.

7ay 3+485:)&*6 says that the basic causal comparati%e research

in%ol%ing selecting two groups differing on some independent %ariables

and comparing them on the some dependent %ariable. The following is the

design of the research.

Table #.). -esearch (esign

Gro&( Pre "es" Trea"men" Pos" "es"

7roup: 9+ilms;mo%ies

/+ <+ /)

7roup' 9)

Songs/+ <) /)

ote:

79+: ilms;mo%ies : 90periment group + using films;mo%ies media

79): songs : 90periment group ) using songs

<+ : Treatment using films or mo%ies

<) : Treatment using songs

/+ : Pre test

/) : Post test

3"rikunto, )**: 86

1n this design, the obser%ation was done twice, before and after the

e0periment. The obser%ation that is done before the e0periment 3/+6 is

!8



called pre test, and the obser%ation that is done after the e0periment 3/ )6 is

called posttest. The difference between /+ and /) is assumed as the effect

of the treatment;e0periment.

C. Po(&la"ion+ Sam(le+ and Sam(lin'

1. Po(&la"ion

=" population is a set 3or collection6 of all elements processing one

or more attributes of interest> 3"rikunto, )**: +#*6. ?owe%er,

=Population is number of indi%idual or thing that will make an ob@ect

ofresearch> 3?adi, +44&:5)6. rom the statement abo%e, the researcher

conclude that the population is a number of people that ha%e similar

characteristics and become the ob@ect of the research. The population of

this research was the eighth grade of SMP ! Madiun in the academic

year of )*+#;)*+!.

There are se%en classes, namely A111", A1112, A111$, A111(,

A1119, A111, A1117, A111?, and A1111. The total number of the

students is #*8 students. "ll of them were gi%en 9nglish materials in

teaching and learning process. Moreo%er, they were chosen as the

population of the research based on some reasons, those are:

a. The students were all in the same grade.

b. The students were relati%ely in the same age.

c. The students had been studying 9nglish for the same period.

. Sam(le

!4



"ccording to "rikunto 3)*+*: +#*6, =Sample is a part that can

represent all the population obser%ed. 1t is called sample research when

people want to generalize the sample research result>. 1n this research, not

all data and information will be processed and not all people but simply

studied using a representati%e sample. 1n this study, the writer took class

A111 " B A111 7 as the sample.

c. Sam(lin'

1n this research, it is more con%enient to study sub@ect in naturally

occurring groups or clusters. To gain the sample for this research, the

researcher use a cluster random sampling. This means that the researcher

pick up the sample from the a%ailable population by random. "ccording to

Setyosari 3)*+*: +4++4)6,

teknik kelompok atau rumpun (cluster) digunakan apabila populasi

atau sampel yang tersedia adalah berupa unit-unir rumpun dalam

populasi ……Penelitian eksperimental tentang pengaruh metode

mengajar biasanya menggunakan kelas-kelas atau kelompok-

kelompok, dan tidak mungkin mengambil secara acak setiap

individual anak dari setiap kelas. Sampel sering diambil dari

kelompok-kelompok yang telah ditentukan atau tersedia.

1t means that cluster technique use if population or sample is in

cluster units. 90perimental research is impossible to pick up the indi%idual

from class by random. Sample usually pick from groups.

"ccording to this theory, in this study the researcher use cluster

random sampling. 2y random, the researcher decide the sample by lottery.

The first lottery was to determine the e0perimental group. rom se%en

class, the class is selected as e0perimental group is A111 " which consists

&*



of ## students. 90perimental group is taught using mo%ies. Chile class is

selected as control group is A111 7 which consists of #+ students. $ontrol

group is taught using songs.

D. The Techni,&e of Collec"in' "he Da"a

There are some methods of collecting data which can be used for

collecting the data in a research. The researcher uses some techniques as

follows:

1. O-ser#a"ion

/bser%ation has purpose to get the information from the ob@ect of

obser%ation. "ccording to Murray 3)**#:*6 >/bser%ation is gathering

information in%ol%es watching and listening to e%ents then recording what

occurred>. 1t means that obser%ation is the way to research directly by

watching and listening the ob@ect the record what happened in the e%ents.

1n this research, the researcher uses the direct obser%ation so the researcher

in%ol%ed directly in teaching process. 1t is used to find the teaching writing

conditions in eighth grades of SMP ! Madiun in the academic year of

)*+#;)*+! as pre-research.

. Doc&men"a"ion

This research also uses documentation to collect the data. Dincoln

and 7uba 3in 7all et al. )**5: +6 stated, =(ocumentation is as written

communication that are prepared for personal rather than official reasons>.

Chile, 7rabe and Stoller 3)**): +6 say =(ocument gathering is

collection of sets of documents 3interpreted broadly6 that are rele%ant to

&+



the research question 3e.g. inclass e0am' lesson plans' preand posttest,

software, students e0ercises, worksheets, writing assignment or pro@ects,

student record' te0tbooks6>.

2ased on the statement abo%e, it can be said that documentation in

collecting data means collecting all written documents which are rele%ant

to the research question. rom the documentation technique, the researcher

gets some data of the studentsE writing achie%ement and any document

used in teaching writing process in SMP ! Madiun. The data from the

documentation technique are then interpreted and e%aluated as the

information to support this research.

%. Tes" Me"hod

The research instrument is a tool used for capturing data in the study.

1n this study, the research instrument used is a test technique. 2rown

3+44!: )&!6 defines a test as a method of measuring a personEs ability or

knowledge in a gi%en area. " test is used to collect the data of studentsE

writing skill.

E. Proced&re and Me"hod of Da"a Collec"ion

There were some steps in gathering the data in this study, they are

scoring technique, try out, pretest, and posttest.

1. Scorin' Techni,&e

&)



?eaton 3+45!:+#&6 points out =three types of method in grading

writing score' they are: the impression methods, analytic method and the

mechanical accuracy.>

1n facilitating to analyze the studentsE test result in writing report of

the two groups of this study, the writer attempted to apply analytic method

which =consists of an attempt to separate the %arious features of a

composition for scoring purposes> 3?eaton, +45!:+#6. The writer only

limited to the items as follows:

a. 7rammar refers to appropriate tenses'

b. Aocabulary refers to diction'

c. Mechanics refers to punctuation and spelling'

d. luency refers to style and ease of communication' and

e. -ele%ance refers to the content in relation to the task demanded of the

students 3?eaton, +45!:+#56

"ccording to ?eaton 3+45!:+#6, analytical method is =ideally suited

to the classroom situation: because certain features ha%e been graded

separately, each student is able to see how his particular grade has been

obtained.> ?ere, underlying such reason, the writer attempted to use

?eatonEs 7rid and $ategories as the scoring system of this study.

Table #.#. Scoring 7uidance Taken from ?eatonEs 7rid and $ategories

&#



Cri"eria

of

Mas"er*

Score Cri"erion of Scorin'

luency & Ecellen": flow style, %ery easy to understand, both

comple0 and simple sentences, %ery effecti%e.

! Good: Fuite flowing in style, mostly ease to

understand, and a few comple0 sentences, %ery

effecti%e.

# /air0 style reasonably smooth, not too hard to

understand mostly 3but not all6, simple sentence, fairly

effecti%e.

) Inade,&a"e0 bad style, an effort to understand and

en@oy, comple0 sentences, confusing, mostly simple

sentences or compound sentences.

+ nacce("a-le: %ery hard to understand, cannot en@oy

reading, almost all simple sentences, comple0

sentences, confusing, e0cessi%e use of =and>.

7rammar & Ecellen": mastery of grammar taught on course, only

+

or ) minor mistakes.

! Good0 a few mistakes only 3preposition, articles, etc6.

# /air0 only + or ) ma@or mistakes but a few minor

ones.

) Inade,&a"e0 ma@or mistakes, which lead to difficult to

understand, lack of mastery sentence construction.

+ nacce("a-le0 numerous serious mistakes, no

mastery

of sentence construction, almost intelligible.Aocabulary & Ecellen"0 use of wide range of %ocabulary taught

pre%iously.

! Good0 good use of new words acquired, fairly

appropriate synonym, and circumlocutions.

# /air0 attempt to use words acquired, fairly appropriate

%ocabulary on the whole but sometimes restricted, has

to resort to use of synonyms, circumlocution, etc on a

few creation

) Inade,&a"e0 restricted %ocabulary, use of synonyms

3but always inappropriate6, imprecise and %ague,

affects meaning

+ nacce("a-le0 %ery restricted %ocabulary,inappropriate use of synonyms seriously hinders

communication.

$ontent & Ecellen"0 all sentences support the topic, highly

organized, clear progression of ideas well linked, like

educated nati%e speaker.

! Good0 ideas well organized, links could occasionally

be clearer but communication not impaired.

# /air0 some lack of organization, rereading required

for clarifying ideas.

) Inade,&a"e0 little or no attempt at connecti%ity,

though

reader can deduce some organization,

&!



Cri"eria

of

Mas"er*

Score Cri"erion of Scorin'

indi%idual ideas, may be clearer but %ery difficult to

deduce

+ nacce("a-le0 lack of organization to ser%e that

communication is seriously imparted.

Spelling & Ecellen"0 no error.

! Good0 + or ) minor errors only.

# /air0 se%eral errors, not too hard to understand.

) Inade,&a"e0 se%eral errors, some interfere with

communication, some words %ery hard to recognize.

+ nacce("a-le0 numerous errors, hard to recognize,

se%eral words communication made %ery difficult.

2ased on the scoring guidance abo%e, the ma0imum score is )& for

there are fi%e aspects and each is scored fi%e. The scoring was based on the

analytical method. To get the score of each student, the scoring considered

the fi%e components abo%e. 9ach student should be able to write +*+&

sentences related to the topic and construct them into a report te0t and the

studentsE score were multiplied by !, so the ma0imum score was +**.

1n classifying the score, the writer used the measurement of studentsE

achie%ement suggested by ?arris 3+44:+#!6 that is placing the score into

some categories as follows:

Table #.!. Scoring 7uidance by ?arris

Grade Cri"eria of Mas"er* Le#el

" 4+ B +** 90cellent

2 8+ B 4* Aery good

$ 5+ B 8* 7ood

( + B 5* air

9 &+ B * Poor

Dess than &* Aery poor

. Tr* O&"

&&



The instrument to collect the data will clearly affect to the quality of

the data obtained. " good instrument is to fulfill two important

qualifications, they are %alid and reliable. Therefore, to measure the

%alidity and reliability of the instrument it should be tried out first to the

students in another class. Try out is also important since =try out is a kind

of pretesting, which pro%ides opportunities for the testmaker to try out

the test directions and to check the estimated time required to work the

items of the test. 1f the directions are not clear to the sub@ects, this should

certainly be noted at the time of pretesting, so that the instructions can be

clarified in the final form> 3?arris, +44:+*!6. Thus, through try out, it

could be identified whether the test instrument is %alid and reliable or not.

This try out was also to identify the appropriateness of the scoring system

applied on the instrument.

%. Pre2Tes"

Pretest was gi%en before doing the e0periment in starting the data

collection to identify the writing report achie%ement. The test was in the

form of writing test. "fter ha%ing been e0plained about what they were

going to do, the students were gi%en the instrument. They were to write the

te0t in !* minutes.

3. Pos"2Tes"

Posttest was gi%en after conducting all the acti%ities during

treatment. 1t was to measure the studentsE achie%ement in writing report

after the treatment. The test was also as the same as the pretest, i.e.

&



writing report te0t with the same. The e0perimental group was shown a

mo%ie before starting to do their post test. The control group, on the other

hand, was not gi%en the similar method with the e0perimental one. The

students of the control group were songs to help them in doing posttest.

/. Research Ins"r&men"

1nstrument is important thing in an e0periment since it will affect on the

data obtained. "s Gerlinger 3+4&: ++86 states =an instrument plays an

important role in a study in the sense that the reliability of data obtained.>

"rikunto 3)*+*: )*#6 also defines that research instrument is = Alat atau

asilitas yang digunakan oleh peneliti dalam pengumpulan data agar

pekerjaannya lebih mudah dan hasilnya lebih baik, dalam arti lebih cermat,

lengkap, dan sistematis sehingga lebih mudah diolah. 3a de%ice used by the

researcher while collecting data to make his work easier and get a better,

complete and systematic result in order to make the data easy to be processed6.

1t is important to use instrument in doing e0periment. 1n this study, the

test was used as the instrument to obtain the data that is the studentsE ability in

writing. Test can be defined as =a set of techniques, procedures, or items of

measuring a person ability, knowledge, or performance in a gi%en domain>

32rown, )**!:#6.

The writer carried out the writing test in this research since the aim of

this study is to in%estigate the studentsE achie%ement in writing after ha%ing

been gi%en the treatment. The writer particularly chose writing composition

test to be implemented on this study. =The writing of a composition is a task

&5



which in%ol%es the students in manipulating words in grammatically correct

sentences and in linking those sentences to form a piece of continuous writing

which successfully communicate the writerEs thoughts and ideas on a certain

topics> 3?eaton, +45!:+)56. ?a%ing gathered the data, then the studentsE result

was scored based on a scoring guidance.

?arris 3+44: +#6 states that all good tests possessed three qualities, i.e.

%alidity, reliability, and practicality. The test that the researcher use has to be

appropriate in terms of four ob@ecti%es, dependable in the e%idence it pro%ides,

and applicable to our particular situation. Those characteristics of a good test

will be e0plained further below.

1. 4alidi"* of "he Tes"

"ccording to ?arris 3+44: +4)+6 states that %alidity is distinguished

into three kinds. They are content %alidity, empirical %alidity, and face

%alidity. 1n this study, the writer concerns to content %alidity because

content %alidity is particularly important to achie%ement test. 1n content

%alidity, a %alid instrument is an instrument which has high %alidity. /n

the contrary, an in%alid instrument is an instrument which has low %alidity.

The formula used in measuring the %alidity of an instrument

according to "rikunto 3)**5: 46 is by using Product Moment ormula

below:

( )( )

( ){ } ( ){ }∑ ∑∑∑∑∑ ∑

−

−=

)))) y y ! " " !

y " "y ! r "y

Chere:

&8



r0y : %alidity of the item

: total number of the respondent

H0 : the sum of total item

Hy : the sum of item score

H0y : the sum of item score multiplying the total score

H0) : the sum of the square of the total item

Hy) : the sum of the square of the item score

Then, the result of r #$ is consulted to r tabel product moment with α I &J.

Chen r #$ K r tabel the test item is considered to be %alid and when r #$ L r tabel ,

it is in%alid.

. Relia-ili"* of "he Tes"

?uman error, sub@ecti%ity and bias may enter into scoring process, so

two raters are needed to score the test. "ccording to 2rown 3)**!: )+6,

=raterreliability issues are not limited to conte0t where two or more scores

are in%ol%ed.> "ccording to Madsen 3in 7aluh )**4: !*6, a reliable test is

one that produces essentially when the consistently on different occasions

when the conditions of the test remain the same. The reliability of the

%ariables, which follows:

r ++ I

∑−

−

)

)

+

+ t

b

k

k

σ

σ

&4



1n which:

r ++ I instrument reliability

k I number of test

)

bσ I question of test might show the reliability of test, used G-.)*

formula as %ariance

)

t σ I number of test %ariance.

The result of r ++ is then compared with r tabel of product moment with α I

*,*&. The item is reliable if r ++ is higher than r tabel or r ++ L r tabel .

%. I"em Anal*sis

"ccording to Tinambunan 3+488: +#56, the function of item analysis

is to ree0amine each item to find out its strength and weakness. This item

analysis in%ol%es analysis of inde0 of item difficulty and inde0 of

discriminating power.

a. 1tem (ifficulty

?eaton 3+45&: +5)6 says, =The inde0 of difficulty of an item

simply shows how easy or difficult the particular item pro%ed in the

test>. 1t is needed to identify whether an item is difficult or easy one.

"ccording to "rikunto 3)**5: )*56 to calculate the inde0 of difficulty

of an item, we can use the following formula which is found by

(ubois:

P I %S

&

1n which:

*



P I inde0 of difficulty

2 I The number of students who answered correctly

S I The total number of students

The inde0 of difficulty can be classified as follow:

P L *,#* : difficult

*,#* B *,5* : medium

P K *,5* : easy

b. (iscriminating Power

The inde0 of discriminating power is needed to identify whether

or not the item

can be used to differentiate the more able students from

the less able students.

?eaton 3+45&: +586 states =the discrimination

inde0 of an item indicates the e0tent to which

the item discriminates

between the testees, separating the more able testees from

the less

able.>

"ccording to "rikunto 3)**5: )+#6 the calculation of the

discrimination

power can be formulated as follows:

' I &

&

A

A

%

&

%

&−

ote:

+



( I (iscrimination inde0

2" I The number of students in the upper group who answered the

item correctly

22 I The number of students in the lower group who answered the

item correctly

" I The number of students in upper group

2 I The number of students in lower group

The classification of the discrimination inde0 is presented below:

( L *,* : %ery poor

*,* L ( ≤ *,)* : poor

*,)* L ( ≤ *,!* : fair

*,!* L ( ≤ *,5* : good

*,5* L ( ≤ +,** : e0cellent

/. The Techni,&e of Anal*5in' Da"a

"s a requirement for the ttest, firstly the data ha%e to be tested using

balanced, normality, and homogeneity tests. The discussion of normality test

and homogeneity test are as follows.

1. )alanced Tes"

)



2ased on Cinner in 2udiono 3)**!: +56, before the e0periment is

conducted by using ttest at the significance le%el of α I *,*& to find out

that e0periment group + and e0periment group ) ha%e the same or

balanced initial ability.

"ccording to 2udiono 3)**!: +8&6 the procedures of ttest are as

follows.

a. (etermine the hypothesis

?o : + I ) I # I N n 3all of population ha%e same ta%erage

count6

?+ : + O ) O # I N n 3all of population not ha%e same ta%erage

count6

b. De%el of significancy : I *,*&

c. Statistical test

t I

(

)

)

)

+

)

+

)+

n

S

n

S

# #

−

−

+

63)

)

−

−Σ=

n

# " iS i 3Sud@ana, )**+: 4&6

ote:

t I the significant score of group

# + I a%erage score of e0periment group + test

# ) I a%erage score of e0periment group ) test

)

+ s I the %ariance of e0periment group +

)) s I the %ariance of e0periment group )

#



n+ I total number of the member of e0periment group +

n) I total number of the member of e0periment group )

s) I combined %ariance

s I combined standard de%iation

d. $ritical area:

(f I tQt L tR;)' n+ n) B ) atau t K tR;)' n+ n) B )

e. (ecision : ?* re@ected if t ∈ (f

f. Summary

Two populations is balanced if ?* accepted

32udiyono, )**#: +&+6

. !ormali"* Tes"

2ased on 2udiono 3)**!: +5*6, normality test is used to know

whether the data ha%e normal distribution or not. 1n order to test the

normality, the researcher uses Dilliefors formula. The procedures are as

follows.

a. ?a%ing an obser%ation of <+, <), <#, N <n. The result <+, <), <#, N

<n become standard number U+, U), U#, N Un by using the formula Ui

IS

# #i − I 3 # is the a%erage while S is standard de%iation of the

sample6.

b. Vsing standard number distribution list for each of the standard

number, then count the probability 3Ui 6I P3U W Ut6.

!



c. $ounting of proportion of U+, U), U#, N Un which less than or equal to

Ui. 1f the proportion stated by using S3Ui6, so S3Uo6 is the number of

U+, U), U#, N Un which is less than or equal to Ui di%ided by n.

d. $ounting the result of 3Ui 6 S 3Ui6 then state the absolute %alue.

e. Taking the highest %alue among the absolute %alues from that result.

The ma0imum result of 3Ut 6 S 3Ui6 is Do.

$riteria:

a. Do 3D obtained6 K Dt 3D table6 I data do not ha%e normal

distribution Do

b. 3D obtained6 W Dt 3D table6 I data ha%e normal distribution.

%. Homo'enei"* Tes"

2ased on Cinner in 2udiono 3)**!: +56, homogeneity test is used

to know whether the data is homogeneous or not. 1n order to test the

homogeneity, the researcher use steps below:

a. $omputing the S of each %ariance 3sample groups: e0perimental and

control group6 with formula:

+

63 )

)

+)

−

Σ

−Σ=n

n

#

# S

i

i

b. $omputing the Smerge from the computing step + with formula:

{ }6+3

6+3 )

)

−Σ

−Σ=

i

ii

n

S nS

c. ind the log S)

&



d. $omputing the 2 from step c with formula: 2 I 3log s)6 Σ3ni+6

e. $omputing the )

o χ with formula: )

χ I 3ln +*6 2 B Σ3ni B +6log )

i s

Chere:

) χ I the homogeneity test

n I the total samples that is used

ni I the total sample in each class.

S I the total %ariance

$riteria:

+6 )

o χ L table

χ I the data are homogeneous.

)6 )

o χ K table

χ I the data are not homogeneous

3. H*(o"hesis "es"

The researcher uses t test to analyze the data of writing skill achie%ed

by the eighth grade studentsE writing skill of SMP ! Madiun in the

academic year of )*+#;)*+! who ha%e been taught using films and taught

using songs. The t test to analyze the data, with the following formula:

)+

)+

*++

nnS

" "t

+

−=

3Sud@ana, )**+: )#46

Chere:

t* I significant figures the %alue of group

0+ I a%erage of studentsE writing score test who ha%e been taught using

films 3e0periment group +6



0) I a%erage of studentsE writing score test who ha%e been taught using

songs 3e0periment group )6

S I standard de%iation

n+ I the number of the e0periment group +

n) I the number of the e0periment group )

with the determination criteria specified hypothesis, namely:

?ypotheses is re@ected if t* W t 3+ B R' df6

?ypotheses is accepted if t* K t 3+ B R' df6

5

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