04 CHAPTER III Methodology

CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter focuses on methodology of the

research. This part explains the steps to conduct

the research, determining the place and time of the

research, designing the research method,

determining the population and sample, deciding the

data collection technique, making the research

instrument, determining the technique of data

analysis and statistical hypothesis.

A. Place and Time of the Research

The research was conducted in SMA Negeri

Jatinangor which is located in Kabupaten Sumedang.

It took two-four weeks during October 2012 in the

Academic Year of 2012-2013. The activities of the

research were drawn in the table below:

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Table 3.1 Research ScheduleNo Schedule Activity1 June-July 2012 Proposal of research

title2 July-August 2012 Permission of school

research3 August-September

2012Preparation of the research

4 October 2012 Conducting the research, testing the instruments

5 October-November 2012

Collecting and analyzing the Data

6 November-December 2012

Reporting the Research

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January 2013 Correcting and revising the research

8 February-March 2013 Thesis examination

B. Research Method

The method employed in this research was an

experimental method and survey. There were two

classes involved upon the research. First group was

an experimental class and the second was a control

class. Cooperative Learning Method was applied in

the experimental class and the conventional method

was given to the control class. The methods were

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used to get the ratio of students’ writing skills

at the end of the research.

This research involved two dependent variables

(X1, X2) and one independent variable (Y). The first

dependent variable (X1) or experimental variable

was teaching method. The second dependent variable

(X2) or attributive variable was reading interest.

The independent variable (Y) was students’ writing

skill. To obtain the accurate analysis, all

variables were involved in this design. The

research design used in this study was factorial

design 2x2 as shown in the table below.

Table 3.2 Factorial DesignTeaching Method

Reading Interest

Cooperative Learning

Method

(A1)

Conventional Method

(A2)

High (B1) A1B1 A2B1

Low (B2) A1B2 A2B2

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Note:

A1 : Cooperative Learning Method

A2 : Conventional Method

B1 : High students’ reading interest

B2 : Low students’ reading interest

A1B1 : Students’ writing skills with

cooperative learning method in

high students’ reading interest.


conventional method in high

students’ reading interest.


cooperative learning method in

low students’ reading interest.


conventional method in low

students’ reading interest.

C. Population and Sample

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1. Population

The reachable population in this study was the

group of Jatinangor Senior High School. It has

seven class of grade XII. Each class has 30

students. The reachable population was two classes,

namely class XII-1 and XII-2, the Academic Year

2012/2013 in Jatinangor Sumedang.

2. Sample

The sample was determined by (1). deciding

Jatinangor Senior High as the place of research.

(2). deciding students in class XII as a research

class by using random sampling (3). deciding class

XII-1 as experimental class with Cooperative

learning method and class XII-2 as a control class

with conventional teaching method. (4). selecting

and dividing students in an experimental class and

control class into a group of students who had high

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and low reading interests. The selection and

division the group of students were employed by

doing a reading interest survey. From 30 students

in an experimental group, there were 14 students

who had high reading interest and 16 students who

have low reading interest. Meanwhile, from 30

students in a control class, there were 17 students

who had high reading interest and 13 students who

had low reading interest.

The way to select and group students in high

and low reading interest used the calculation

suggested by Arikunto (2006:246-252), which found

the mean of total score of reading interest in each

group. From this calculation, it found that the

means in an experimental class were 103 and the

means in a control class were 102, then students in

an experimental class who had total score higher

than 103 were included in high reading interest and

who had total score less than 103 were included in

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low high reading interest. Students in a control

class who had total score higher than 102 were

included in high reading interest and who had total

score less than 102 were included in low reading

interest. The distribution of students with high

and low reading interest in an experimental class

and in a control class can be shown in the table

below.

Table 3.3 The number of students inExperimental and Control Class

Teaching Method

Reading Interest

Cooperative Learning

Method

(Experimental Class)

(A1)

Conventional Method

(A Control Class)

(A2)

High (B1) 14 students 17 students

Low (B2) 16 students 13 students

Note:

1. There are 14 students with high reading interest

having learned with Cooperative Learning Method.

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2. There are 16 students with low reading interest

having learning with Cooperative Learning Method.

3. There are 17 students with high reading interest

having learned with conventional method.

4. There are 13 students having learned with low reading

interest having learned with conventional method.

The samples can be generalized in population

if they pass in an evaluation. The evaluation used

in validating the samples are internal validity and

external validity (Arikunto, 2006:168-175)

3. Research Design Validity

Since the treatment used in the research

causes the effect, so it is important to control

internal validation and external validation.

Internal validity is about the accuracy of research

design which will be obtained. Internal validity is

dealing with the control of the research from any

distractions in dependent variables, which cause

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the misinterpretation in drawing research

conclusion. In short, internal validity is about

how the treatment really affects the independent

variable.

a). Internal Validity

Internal validity is about of the research

from any distractions in dependent variables, which

cause the misinterpretation in drawing research

conclusion. In other words, internal validity is

about how the treatment really affects the

independent variable. Steps to control the research

were used as follows:

a. The Control of Maturity

The maturity effect of the respondents is

controlled by considering the period of

research. Regarding with this maturity, the

period of the research conduct is relatively

short.

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b. The Control of Research Respondents

To avoid the problem in respondents attendants

in treatment, respondents are checked strictly

and examined by a class teacher. The class

teacher takes the respondents’ performance as a

score.

c. The Control of Research Instruments

To avoid the changing of measurement, research

instrument used in the study is validated and is

assessed the level of reliability.

b). External Validity

External validity takes a significant role in

creating a quality of research conclusion. External

validity is dealing with how the research

conclusion can be generalized and applied in

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population where the samples are used. If the

samples are representatives, the research

instruments are valid and reliable, the data

collection techniques and the analysis are correct,

the research will have high external validity

(Sugiyono, 2008: 267). Reliability is dealing with

the level of consistency and stability of the data

or finding. The reliable or consistent data tend to

be valid. That is why, the control of population

and ecology is needed.

a. The Control of Population

Samples taken have similar characteristics

with the population. In the research, the

target population is class XII students,

Jatinangor Senior High School. During the

treatment, samples are treated based the

procedures. They have a similar right.

b. The Control of Ecology

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Treatment is done during the school day and in

English schedule. The experiment is done by

the researcher and monitored by the class

teacher. The researcher treats the

experimental and control class based on the

lesson plan. Respondents do not know that they

are being investigated. The teaching-learning

activity is running normally as it used to be.

To control the independent variable, the

writing test is used. Obtaining the validity

of the research, the writing test instrument

was validated before.

D. The Technique of Data Collection

1). Pre-Research Activity

There are two ways of data collection, library

and field research. In the library research, any

reference books, articles, journals and website are

read as many as possible dealing with the topic

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discussion. Meanwhile, in the field research, the

researcher tries to get the factual data by giving

test and questioner. The test is used to collect

data of independent variable (Y) which is students’

writing skills. While the questioner is used to

collect data of the first dependent variable (X1)

that is Cooperative Learning method and to collect

data of the second dependent variable (X2) that is

Students’ reading interest.

In pre-research activity, the concept of

Cooperative Learning Method, reading interest and

writing skills was explored. The result of this

exploration is to get clear and précised

comprehension towards the variables. Next, the test

instruments were made. The instruments were reading

interest test and writing skills test. For reading

interest test, the purpose of the test is to obtain

the level of students reading interest, whether it

is high reading interest or low reading interest.

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The test used Likert Scale as suggested by Riduwan

(2003:38-39). The language used for the test is

Bahasa Indonesia since the purpose of the test is

to obtain the level of reading interest, not to

obtain the level of English reading comprehension.

That is why the use of Bahasa Indonesia in the

students’ reading interest is accepted. For the

positive statements, the scale is shown as the

table below.

Table 3.4 Positive Statement in Likert ScaleOption Scale

Strong Agree/Sangat Setuju 5

Agree/Setuju 4

Not Sure/Ragu-Ragu 3

Disagree/Tidak Setuju 2

Strong Disagree/Sangat Tidak

Setuju

1

For the negative statements, the scale is shown in

the following table.

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Table 3.5 Negative Statement in Likert ScaleOption Scale

Strong Disagree/Sangat Tidak

Setuju

5

Disagree/Tidak Setuju 4

Not Sure/Ragu-Ragu 3

Agree/Setuju 2

Strong Agree/Sangat Setuju 1

In terms of student’s writing skill test, to

obtain the score of students’ writing skill, the

evaluation instruments suggested by Brown

(2007:414) were carried out. The scale of the

evaluation was (1) for a true answer and (0) for a

wrong answer. Since there are 30 questions, to get

the scale 100, then number of right answers is

divided by 0.3.

2). The Treatment

The treatment was done towards two classes

(The Experiment Class and Control Class) from

October 2012 to November 2012. It was applied for 8

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(eight meetings) or 3 weeks. From the first meeting

to the last meeting, the treatment in The

Experimental Class used Cooperative Learning Method

and in the Control Class used conventional method.

In the last meeting, the writing test was conducted

in both classes.

3). A Research Procedure

a). Preparation

In preparation stage, a lesson plan, the teaching

materials including worksheet and teaching aids,

and schedule were arranged.

b). During the activities

In this stage, the teaching learning meeting was

conducted based on the schedule. An English subject

for an experimental and control class had 5

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hours/units (one unit= 45 minutes) a week or 3

meetings a week.

c). Post Activities

In this stage, the writing test was conducted in 8th

meeting. Meanwhile, the students’ reading interest

test was held in the 1st meeting.

E. Research Variables

In this study, there are two dependent

variables. They are (1). teaching method, which is

Cooperative Learning Method and conventional

method, and (2). reading interest which consists of

high reading interest and low reading interest.

After conducting the reading interest test, the

classes then were treated with writing subject.

Writing was used as the subject with the initial

assumption that students who have higher reading

interest, they tend to have good writing skills

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than students who have low reading interests. The

writing subject was explored and analyzed, then the

elements or writing were exposed. Some elements of

writing were generating the ideas, narrowing down

the topic, understanding the topic sentence, main

idea, supporting ideas, discourse, grammar,

punctuation and mechanics (Brown: 2007: 413).

F. Instrument of the Research

In this research, 2 (two) research instruments

were made in terms of Students’ reading interest,

which consists of 30 questions and of students’

writing skills, which consists of 30 questions.

To obtain the empirical data and to indicate the

effect of dependent variables towards independent

variable, questioners were used to indicate the

students’ reading interest and writing tests were

conducted to uncover the effect of dependent

variables towards an independent variable.

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1. Students’ reading interest Variable

a. Conceptual Definition

Reading interest is a high willingness

or eagerness towards reading texts. Reading

texts here are not only textual books, or

school books, but any books, such as

novels, comics, information on internet,

television, mobile phone, etc. Individual

interest has been viewed as a relatively

long-lasting predisposition to reengage

with particular objects and events.

Increased knowledge, value, and positive

affect have been connected with individual

interest

b. Operational Definition

Students’ reading interest is the total

score that students achieved in answering

the questions of students’ reading interest

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instrument. Scale of measurement is the

interval which is transformed to be nominal

scale using Likert scales.

c. The Framework of Reading Interest

Instruments

The reading interest instruments are

arranged and developed by considering the

background theory of reading interest.

Furthermore, the instruments are tested to

60 respondents . The purpose of the test is

to obtain the level of validity and

reliability. of the instruments. Here are

the framework of reading interest

instruments.

Table 3.6 The Framework of Reading InterestNo Measured Aspects Questions No Total

1 Awareness 1, 2, 3, 4, 5, 6, 7, 8, 9, 11 10

2. Ability 10, 12, 13, 14, 15, 16, 17, 10

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18, 21, 22

3 Interest 19, 20, 23, 24, 25, 26, 27,

28, 29, 30

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d.Students’ Reading Interest instrument

Validity

To measure the validity of students’

Reading instrument, the Product Moment

Correlation was made, by making correlation

item scores and total scores. The formula

is

rxy=nΣxy−(Σx ) (Σy)

√(nΣx2−(Σx )2 (nΣy2−(Σy)2))

Note:

r = r-count

Xi = variable score

Yi = variable total score of each

respondent

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N = total respondent

(Arikunto, 2006: 170)

e. Reading Interest Variable Reliability

To obtain the reliability of student’s

reading interests, the formula of Alpha

Cronbach was engaged as follow:

r11 = [ k(k−1) ] [1−∑αb2

αt2 ]Note:

r11 = instrument reliability

k = total questions

∑αb2 = total each variant

αt2 = total variants

The developing process of reading

interest instrument was begun by organizing

the instruments using Likert Scales. It

consisted of 30 questions based on the

indicators of Student’s reading instrument

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variables. The validity process was

conducted by analyzing the data of

student’s reading instruments, which are

coefficient of correlation and reliability

with the total result of 30 questions.

2. Students’ Writing Skill Variable

a. Conceptual Definition

Writing is the representation of

language in a textual medium through the

use of a set of signs or symbols. Writing

is a process which presents certain

sequences from pre-writing activities to

revision.

b. Operational Definition

Students’ writing skill is the score

being achieved by students after following

the learning process that can be measured

http://en.wikipedia.org/wiki/Media_(arts)

http://en.wikipedia.org/wiki/Text_(literary_theory)

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on the cognitive aspects, which are

knowledge, comprehension, application and

analysis. Writing skills are specific

abilities which help writers put their

thoughts into words in a meaningful form

and to mentally interact with the message.

c. Instrument of Students’ Writing skill

variable

To measure the students’ writing skill,

the instrument is made based on the

understanding of writing elements, which

are: organization, content, discourse,

syntax, vocabulary, mechanics (Brown, 2007:

413-417). The writing material used for the

primary data is writing material of class

XII. The framework of writing instruments

can be shown in the table below:

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Table 3.7 The Framework of Writing InstrumentNO Measured Aspects No of Questions Total

1 Organization 1, 2, 3, 4, 5 52 Content 11, 12, 13, 14, 15 53 Discourse 6, 7, 8, 9,10 54 Syntax 16, 17, 18, 19, 20 55 Vocabulary 21, 22, 23, 24, 25 56 Mechanic 26, 27, 28, 29, 30 5

TOTAL 30

d. Instrument of Students’ Writing Skills

variable

The developing process of Students’

writing skills instrument was started from

organizing the multiple choices instrument

consist of 30 questions based on the table

above. The instruments were taken from

National Examination tests (Ujian Nasional) and

elaborated with the measured aspects. It

was based on the national curriculum.

3. The Experiment of Test Instrument

a. Test of Validity

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In this research, the test of validity

is conducted by correlating each question

to the total scores of each variable. The

correlation numbers that are cultivated

statistically need to be compared to the

critical numbers of coefficient (r) in the

correlation table. If F-observed > F-table, it

means the data are significant (valid) and

can be used in the experiment of research

hypothesis. On the other hand, If F-observed <

F-table, it means the data are not significant

(invalid) and cannot be used in the

experiment of research hypothesis.

The product moment correlation was used by

making correlation item scores and total

scores. The formula is

rxy=nΣxy−(Σx ) (Σy)

√(nΣx2−(Σx )2 (nΣy2−(Σy)2))

Note:

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r = r-count

Xi = variable score


respondent


(Arikunto, 2006: 170)

b. Test of Reliability

Reliability is used to measure the consistency

of measurement tool in a certain research.

After conducting validity test upon the

questions and statements that will be used in

this research, it will be then continued with

the reliability test. The objective of

reliability test is to observe the collecting

data instrument. It needs to show accuracy,

stability or consistency of observed

instruments in some certain occurrences which

are conducted in different period of time. The

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test of reliability was conducted upon valid

questions and statements only. The formula of

Alpha Cronbach was engaged as follow:

r11 = [ k(k−1) ] [1−∑αb2

αt2 ]Note:


k = total questions



G. Technique of Data Analysis

The data analysis is used to examine the

hypothesis. Steps which are used to examine the

hypothesis are by examining the normality and

homogeneity of data test by using P-P plot test,

Kolmogorov-Smirnov (KS) test, and Levene’s test.

The test of validity, reliability, normality and

homogeneity used Statistical Packages For Sosical Sciences

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(SPSS) software 16.0, getting the accurate

calculation of data analysis (Abdullah, 2012: vi).

The hypothesis testing used two ways ANOVA.

1. Test of Validity

Validity test is conducted to measure the

accuracy of the instrument used. The high

validity instrument possess low error variant

which means the collected data is valid.

The formula of validity test:

r = n.∑ iXiYi−∑iXi.∑ iYi

√n.∑ i−(∑iXi )2√n.∑ i−(∑iYi )2

Note:

r = r-count

Xi = variable score


respondent


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In this research, the validity test was

conducted by correlating each question to the

total scores of each variable. The correlation

score gained statistically needed to be

compared to the r correlation score on the

table. If r-count > r-table means the data is

valid and can be used in the research

hypothesis. On the other hand, if r-count < r-

table means the data is valid and cannot be used

in the research hypothesis.

2. Test of Reliability

Reliability test is conducted to measure

the accuracy, stability or consistency of

observed instrument. It need to show accuracy,

stability or consistency of observed

instrument in some certain occurrences which

conducted in different period of time. The

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test of reliability is conducted upon valid

quest ions and statements only.

The formula of validity test:

r11 = [ k(k−1) ] [1−∑αb2

αt2 ]Note:


k = total questions



The correlation coefficient of reliability

is measured by comprising counted coefficient

(r-h) to r table (r-t) on the significant

level of 5%. To acknowledge the effect of

teaching method (X1) and students’ reading

interests (X2) toward students’ reading

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writing skills (Y) can be measured by multiple

regression of statistic analysis.

The formulation of multiple regression with

2 independent variables and 1 dependent

variable, generally noted as below:

Mathematically Y = f (X1, X2) … (1), then

described as follow:

Y = a + b1X1 + b2X2 + E ………...(2),

Y = Students’ Writing Skills score

a = value of Y on the intersection between

linear to vertical Y X1 = Cooperative

Learning method

X2 = Students’ Reading Interests

b1, b2 = slope connected to X1 and X2

variable

H. Statistical Hypothesis

The statistical hypothesis is formulated

as follows:

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1. Hypothesis 1 Ho : αy1= 0 and H1: αy1> 0

If T-observed > T-table, means H0 is rejected and

H1 is accepted.

2. Hypothesis 2 Ho : αy2 = 0 and H1: αy2> 0

If T-observed > T-table, means H0 is rejected and

H1 is accepted.

3. Hypothesis 3 Ho : αy1.2 = 0 and H1: αy1.2 > 0

If F-observed > F-table, means H0 is rejected and

H1 is accepted.

04 CHAPTER III Methodology

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