CHAPTER III

RESEARCH METHOD

This chapter presents nine topics dealing with the research method. Those

are: (1) research design, (2) population and sample, (3) research variable, (4)

research instrument, (5) validity and reliability, (6) normality and homogeneity

testing, (7) data collection method, (8) data analysis and (9) hypothesis testing.

A. Research Design

Research may define as the application of the scientific approach to

study of the problem. It is a way to acquaire dependable and useful

information. According to Ary et al (2006: 21) research is an attempt to solve

the problems by using scientific approach in a systematic way.

This research used experimental design using quantitative approach with

one group Pretest- Posttest design. According to Ary et al (2006:26)

experimental study is scientific investigation in which an investigator

manipulates and constructs one or more independent variables and observes

the dependent variable or variables for variation concominant to the

manipulation of the independent variables. Experimental research can be

done in laboratory, in the class, and in the field. In this study the experimental

research has been done in the class with taking students as population.

Experimental research is classified into pre-experimental design, true

experimental, and quasi-experimental. Pre- experimental research does not

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have random assignment of subject to groups or other strategies to control

extraneous variables. True-experimental research uses randomization and

provides maximum control of extraneous variables. Quasi- experimental

research not randomly selected. This study used pre- experimental design in

the form of one group pretest- posttest design using quantitative approach. In

pre-test and post-test group the observation do two times, before giving

treatment called pre-test and after giving treatment called post-test. In this

study the researcher just puts one group and uses pre-test and post-test to see

the result of the treatments.

Table 3.1 A diagram of One Group Pre test – Post test design:

Y1 X Y1
Pretest Treatment Posttest
Independent variable Dependent variable

The procedure of experimental research that use one pretest – posttest

design:

1. Administering a pretest with a purpose measuring students’ writing

ability in descriptive text of the seventh grade students of MTs AL

HUDA Bandung

2. Applying the experimental treatment by using Tourism Brochures to the

subjects (seventh grade students of MTs AL HUDA Bandung )

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3. Administering a Posttest with purpose to measure students’ writing

ability in descriptive text in the seventh grade students of MTs AL

HUDA Bandung.

In this study, the researcher wanted to know the effectiveness of using

tourism brochures towards students’ writing ability in descriptive text by

conducting pre – experimental research. The impact was assessed by

providing a specific treatment. The effectiveness of using media was known

after knowing the significant differences between the students who were

taught before and after applying Tourism Brochures.

B. Population, Sample and Sampling

1. Population

Population is a generalization area consisting of object/subject/having

quality and certain characteristic that is chosen by the researcher being

studied and concluded. Arikunto (2006: 130) in Encyclopedia of

Educational Evaluation population is a set of all elements processing one or

more attributes of interest.

In this study the population was all of seventh grade students of MTs

AL HUDA Bandung on second semester. The seventh grade students of

MTs AL HUDA Bandung consists of seven (7) classes, the total number of

population is 218, with the following distribution:

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Table 3.2 Population of the Research:

Class X(total of students)

VII-A 25
VII-B 34
VII-C 33
VII-D 31
VII-E 31
VII-F 32
VII-G 32
∑X 218

2. Sample

Sample is a portion of a population. Actually the researcher is unable

to take data or information from all of the population, since the limitation

of time, energy, and accessibility so the researcher takes smaller one called

sample that can reflect the whole population.

Therefore the researcher often need to be able to obtain data from a

smaller group or subset of the total population in such a way that the

information gained is representative of the total population under the

study. Furthermore, Cohen et al (2007) called this smaller group or subset

as sample.

In this case the researcher investigates 31 students from only one

class that is class VIII-D as the experimental group. Because the English

teacher has recommended the researcher to take them to be the sample and

the students of seventh D class had average proficiency in studying

English. This sample is taken by sampling.

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3. Sampling

Sugiyono (2013) states “sampling is technique to take sample”.

The number of sample taken should appropriate to collect the data. The

way to get the representative sample is by considering the nature and the

distribution of population.

Generally, sampling is divided into two types; systematic sampling

called probability sampling and the second, unsystematic non-probability

sampling. The main character of probability sampling is that every

member or element of the population has a known probability of being

chosen in the sample. While non-probability sampling is in which each

element has zero chance to be selected as sample (Creswell, 2008: 142). In

this case, the researcher uses probability sampling. It means that all of

individual in the population can be selected as sample and there is no some

consideration in selecting sample.

In this research, the researcher chooses one kind of probability

sampling that is simple random sampling because all of the classes have

similar characteristics. According to Creswell (2012) in simple random

sampling any individual has an equal probability of being selected from the

population. The intent of simple random sampling is to choose individuals

to be sampled who will be representative of the population. It means that all

of the element or subject in a population is given an equal probability to be

chosen as sample of study. The result, the researcher took VII-D class as the

sample with 31 students.

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C. Research Variable

A variable is a concept that stands for variation within a class of

objects. Variables can be classified in several ways. The most important

classification is on the basis of their use within the research under the

consideration, when they are classified as independent variables or dependent

variables (Ary et al, 2006:37).

1. Independent variable: variable that consequence of or upon antecedent

variables. In this research the independent variable is tourism

brochures.

2. Dependent variable: is variable that is presumed to be caused by or

influenced by the independent treatment conditions and any other. The

dependent variable of this research is students’ writing ability in

descriptive text.

D. Research Instrument

Research instrument refers to any equipment used to collect the data

(Arikunto, 2010:262). As an experimental research, the instrument used in this

research was tests. According to Ary et al (2006:201) test is a set of stimuli

presented to individual in order to elicit responses on the basis of which a

numerical score can be assigned.

In this case, there are two kinds of tests that should be done by the

researcher, those are as follows:

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a. Pretest

Pretest is the test that given to all students in class VII-D at MTs AL HUDA

Bandung. The test is conducted to know the students’ writing ability in

descriptive text before conducting the treatment. In this pretest, the

researcher asked VII-D students to write a descriptive text consisting of 2

paragraphs which include identification and description. The topic is about

their lovely house during 40 minutes.

b. Posttest

Posttest is the test that given to all students in class VII-D at MTs AL

HUDA Bandung to measure the students’ writing ability in descriptive text

which using Tourism Brochures. In this posttest, the researcher asked VII-D

student to write a descriptive text. That is about “Brochure of Hotel

Srinakarin”. It consists of 2 paragraphs which include identification and

description. And the students had 40 minutes to do the task.

E. Validity and Reliability Testing

As previously mentioned, the researcher used tests as the research

instrument. Both pre-test and post-test were intended to measure students’

writing ability. The tests should fulfill some factors to get the data as well.

The factors tested here is validity and reliability of the tests. By using a valid

and reliable instrument to collect the data, it was expected that the data and

the result of the research itself also valid and reliable.

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1. Validity

Validity is the most important consideration in developing and

evaluating measuring instrument. Ary et al (2006:225) defines validity as

the extent to which an instrument measured what it claimed to measure. In

other words, validity can be defined as the instrument that measures what is

supposed to be measured. In this study, to ensure tests validity the

researcher used content validity and construct validity.

a. Content validity

Content validity means there is correspondence between curriculum

objectives and the objectives being tested. It means that test is said to have

content validity if its objectives are same with the curriculum objectives. It is

sometimes called curriculum validity. The test will be valid if the objectives

of the test do not outside from the curriculum objectives that have been set by

educational policy.

In this case the researcher also learns the curriculum set to know what

students must be able to do in certain level, especially in junior grade. The

researcher found that students in seventh grade of junior high school should

be able to write around three genres: descriptive, narrative and recount. In this

case, the researcher used descriptive text as the topic.

b. Construct validity

A test is said to have construct validity if it can be demonstrated that it

measures just the ability which is supposed to measure (Isnawati, 2012:29).

Construct validity is capable of measuring certain specific characteristics in

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accordance with theory of language behavior and learning. In this study, the

researcher tested the students writing ability by writing test and the technique

of scoring the students writing ability based on five aspects of writing, they

are: content, organization, vocabulary, grammar and mechanic.

In this case, the researcher used holistic scoring rubric by Cohen et al

(2007: 327 - 328):

Table 3.3 Scoring Rubric for Writing Skill:

No. Criteria Score Predicate
The main idea is stated very clearly, and there
is a clear statement of change of opinion. The
Excellent
essay is well organized and coherent. The
1. 90-100
choice of vocabulary is excellent. There are no
major or minor grammatical errors. Spelling
and punctuation are fine.
The main idea is fairly, and change of opinion
is evident. The essay is moderately well
organized and is relatively coherent. The
2. 80-90 Good
vocabulary is good, and there are only minor
grammatical errors. There are few spelling and
punctuation errors.
The main idea and a change of opinion are
indicated but no so clearly. The essay is not
well organized and is somewhat lacking in
3. coherence. The vocabulary is fair, and there 70-80 Average
are some major and minor grammatical errors.
There are a fair number of spelling and
punctuation errors.
The main idea and change of opinion are hard
to identify in the essay. The essay is poorly
organized and relatively in coherent. The use
4.
of vocabulary is weak and grammatical errors 60-70 Poor
appear frequently. Spelling and punctuation
errors are frequent.
The main idea and change of opinion are
absent in the essay. The essay is poorly
organized and generally incoherent. The use of
5. 50≤ Very poor
vocabulary is very weak, and grammatical
errors appear very frequently. Spelling and
punctuation errors are very frequent.
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The individual score:

Content . . . + Organization . . . . + Vocabulary . . . . + Grammar . . . . +

Mechanic . . . = . . . (Total)

Final score: × =

2. Reliability

A reliable test is consistent and dependable. If the students are given the

same test on two different occasions, the test should yield similar results. The

word “similar” is used here because it is almost impossible for the test takers

to get exactly the same scores when the test is repeated the following day

(Isnawati, 2011: 18). According to Heaton (1975: 155) reliability is necessary

characteristic of any good test: for it to be valid all, a test must first be reliable

as a measuring instrument. The range of reliability coefficient is 0-1. In this

case, 0 means not reliable while 1 means perfectly reliable and the closer

reliability coefficient to 1, the more reliable the test is.

In this case, the researcher tests the reliability of tests by using Pearson

product-Moment Formula. Pearson product-Moment Formula required

administration the same test, but it will be held twice. This is known as test-

ratest method (Isnawati, 2012:22. The instruments were tried out to 31

students that were not taken as sample before data collection of this study was

done. The students were same for pre-test and post-test try out. They are then
 40

coded as subject 1,2,3…..31. Furthermore, the formula used to test the

reliability is as follow:

∑ ( )².( )²
rxy=

Where:

rxy = Pearson-product moment reliability coefficient

X = each students score on test X

X = mean on test X

Sx = standard deviation on test X

Y = each students score on test Y

= mean on test Y

Sy = standard deviation on test Y

N = the number of students who took test

After the tried out of tests were done, the researcher analyzed the

score in to the following table:

Table 3.4 Analysis of Pre-test and Post-test try out:

No. Score (X) (X- ) Score (Y) (Y- )

1 95 84.8 10.5 80 77.5 2.5

2 87 84.8 2.5 73 77.5 -4.5

3 92 84.8 7.2 75 77.5 -2.5

4 88 84.8 3.2 85 77.5 7.5

5 87 84.8 2.5 87 77.5 9.5

6 87 84.8 2.5 75 77.5 -2.5

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7 88 84.8 3.2 78 77.5 0.5

8 87 84.8 2.5 83 77.5 5.5

9 78 84.8 -6.5 70 77.5 -7.5

10 85 84.8 0.5 85 77.5 7.5

11 88 84.8 3.2 85 77.5 7.5

12 87 84.8 2.5 70 77.5 -7.5

13 87 84.8 2.5 83 77.5 5.5

14 85 84.8 0.5 78 77.5 0.5

15 87 84.8 2.5 70 77.5 -7.5

16 87 84.8 2.5 75 77.5 -2.5

17 75 84.8 -9.8 56 77.5 -21.5

18 75 84.8 -9.8 65 77.5 -12.5

19 87 84.8 2.5 70 77.5 -7.5

20 86 84.8 1.2 75 77.5 -2.5

21 95 84.8 10.2 82 77.5 4.5

22 90 84.8 5.2 85 77.5 7.5

23 87 84.8 2.5 90 77.5 12.5

24 85 84.8 0.2 80 77.5 2.5

25 84 84.8 -0.8 75 77.5 -2.5

26 75 84.8 -9.8 87 77.5 9.5

27 87 84.8 2.5 76 77.5 -1.5

28 78 84.8 -6.8 67 77.5 -10.5

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29 78 84.8 -6.8 80 77.5 2.5

30 85 84.8 -0.2 80 77.5 2.5

31 85 84.8 -0.2 85 77.5 7.5

∑ =2629 ∑ 21.9 ∑ =2405 ∑ =2.5

The calculation result as follows:

∑( )
Sx =

∑( . )
=

.
=

= 3.93

∑( )
Sy =

∑( . )
=

.
=

=0.201

N = 31

∑( ) .( )
rxy =

.
=
.
 43

rxy = 0.417

The calculation to know the reliability is done manual and using

SPSS 16.00. The result of the calculation shows the reliability coefficient

is 0.417. The ideal reliability coefficient is 1, in this case the calculation is

quite to 1 (0.417~ 1). The test is enough reliable because the value is

0.417, it is between (0.41-0.60: enough reliable).

Table 3.5 The result of SPSS 16.00 is as follow:

Inter-Item Correlation Matrix

Rater X Rater Y
Rater X 1.000 .417
Rater Y .417 1.000

F. Normality and Homogeneity Testing

1. Normality Testing

In this study the researcher looks for different mean between pre-

test and post-test. The data will be analyzed using Paired T-test since the

data are from the same sample or the sample only one group. Before

conducting T-test, the researcher should surely assume that the data (in

this case is score in pre-test and post-test) are in normal distribution. To

test the normality the researcher conducts test using SPSS 16.00. The test

of normality is done toward students’ English score in both pre-test and

post test. The data as follows:

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Table 3.6 Students’ score in Pre-test and Post-test:

No Subject Pretest (X) Posttest (Y)

1 A 80 95
2 B 75 87
3 C 75 92
4 D 75 88
5 E 74 87
6 F 70 87
7 G 75 88
8 H 75 87
9 I 60 78
10 J 75 85
11 K 75 88
12 L 75 87
13 M 83 87
14 N 80 85
15 O 73 87
16 P 74 87
17 Q 50 75
18 R 50 75
19 S 70 87
20 T 80 86
21 U 80 95
22 V 75 90
23 W 75 87
24 X 73 85
25 Y 73 84
26 Z 60 75
27 A1 74 87
28 B1 68 78
29 C1 72 78
30 D1 80 85
31 E1 62 85

The hypotheses for testing normality are:

a. H0 : Data is in normal distribution

b. H1 : Data is not in normal distribution.

Critic area is in which H0 is rejected when the significance value is

lower than 0.05 (α = 5%). The analysis is as follows:

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a. Testing data from pre-test using SPSS 16.00.

One-Sample Kolmogorov-Smirnov Test

Pretest
N 31
Normal Mean 72.13
a
Parameters Std. Deviation 8.011
Most Extreme Absolute .253
Differences Positive .166
Negative -.253
Kolmogorov-Smirnov Z 1.408
Asymp. Sig. (2-tailed) .038
a. Test distribution is Normal.

b. Testing data from post-test using SPSS 16.00.

One-Sample Kolmogorov-Smirnov Test

VAR00012
N 31
Normal Mean 85.39
a
Parameters Std. Deviation 5.130
Most Extreme Absolute .244
Differences Positive .176
Negative -.244
Kolmogorov-Smirnov Z 1.359
Asymp. Sig. (2-tailed) .050
a. Test distribution is Normal.

Based on the output from SPSS above is known that the significance value

from pre-test is 0.38 and from the post test is 0.50. Both value from pre-test

and post-test are bigger than 0.05. The sig/p value on pre-test is 0.38 and it is

bigger than 0.05 (0.38 > 0.05). It means that H0 is accepted and H1 is rejected

and the data is in normal distribution. Then, for post-test score the value of

sig/p is 0.50 and that is bigger than 0.05 (0.50 > 0.05). It also means that H0 is

accepted and H1 is rejected and the data is in normal distribution. So, it can be
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interpreted that both of data (pre-test and post-test score) are in normal

distribution.

2. Homogeneity Testing

Homogeneity test is intended to know whether the variance of data

is homogeneous or not. In this case, the researcher wants to know the

variance score in the class (group) sample. The procedure used to test the

variance of homogeneity is by determining F max value. In homogeneity test

F empiric should be lower than F theoretic (table).

No Score X1 2 Score Y22

(pre-test) X1 (post-test) Y2
1 80 6400 95 9025
2 75 5625 87 7569
3 75 5625 92 8464
4 75 5625 88 7744
5 74 5476 87 7569
6 70 4900 87 7569
7 75 5625 88 7744
8 75 5625 87 7569
9 60 3600 78 6084
10 75 5625 85 7225
11 75 5625 88 7744
12 75 5625 87 7569
13 83 6889 87 7569
14 80 6400 85 7225
15 73 5329 87 7569
16 74 5476 87 7569
17 50 2500 75 5625
18 50 2500 75 5625
19 70 4900 87 7569
20 80 6400 86 7396
21 80 6400 95 9025
22 75 5625 90 8100
23 75 5625 87 7569
24 73 5329 85 7225
25 73 5329 84 7056
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26 60 3600 75 5625
27 74 5476 87 7569
28 68 4624 78 6084
29 72 5184 78 6084
30 80 6400 85 7225
31 62 3844 85 7225
2236 163206 2647 226806

SD12 
X 1
 
 X1
2

N1

= − 5195.3

= 69.5

SD 2

X 2
 
 X2
2
2
N2

− 7191.04

= 125.37

F =

SD12 = 69.5

SD22 = 125.37

.
F max =
.

F max = 1.80

df1 = N1- 1 = 31-1 = 30

df2 = N2- 1 = 31-1 =30

The calculation shows the result of Fmax is 1.80. Furthermore, the

homogeneity is fulfilled if Fmax calculation is lower than F table. The value of F

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table in 5% level and df1=df2=30 is 1.84. It can be said that the result of Fmax

calculation is lower than F table or Ftable > Fcalculation (1.84 > 1.80). It means that

the variance value in the class sample based on pre-test and post-test score is

homogeneous.

G. Data Collection Method

Data collection method is the method that is used by the researcher to

collect data. The data collection method in this research was done in three

steps:

1. Pre test

As stated previously, the researcher administered pre-test that has

been tried out before the treatment was given. It was done on Friday,

May 9th 2014. In this pretest, the researcher asked VII-D students to

write a descriptive text about their house during 40 minutes.

2. Treatment

After administering the pre-test, the researcher gave the treatment

to the students. The treatment was applied on Friday, May 16th 2014

and on Thursday, May 22th 2014. The researcher applied the tourism

brochure in teaching a descriptive text. In the first treatment; the

students invited to describe “Brochure of Bung Karno Grave”, and in

the second treatment, the students invited to describe “Brochure of

Waterland Mojokerto”.

Table 3.7 Procedure in treatment:

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No Steps Teacher Activities Students Activities

1 Opening Greeting  Answer greeting
 Brain storming
2 Main Introduction the  Pay attention
Teaching material about
descriptive text
Giving explanation about  Listen the
descriptive text explanation from
the teacher
 Giving the students
example of descriptive
text
 Asking the students to
identify the generic
structures of
descriptive text
 Giving the students
brochure of Bung
Karno Grave
 Asking questions to the  Students answer
students about Bung the teacher’s
Karno Grave questions
 Asked students to  Describing the
describe the brochure Bung karno
of Bung Karno Grave Grave

Reviewing the previous  Giving responses

materi

 Giving the students

brochure of Waterland
Mojokerto
 Asking questions to the  Answer the
students about teacher’s
Waterland Mojokerto questions
 Asked students to  Describing the
describe it Waterland
Mojokerto

3 Closing  Asking the students  Giving responses

about descriptive text
 Giving
evaluation/feedback
about students’ errors
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3. Post-test

The last method used to collect the data was administering post-

test. Post-test was administered to the group after being exposed with

tourism brochure as the treatment. It was done on Friday, May 23th

2014. In the post-test, the researcher asked VII-D students to write a

descriptive text, it is about “Brochure of Hotel Srinakarin”. The

purpose of administering post-test in this study was to observe and

measure any changes of the students’ writing ability after being taught

by using tourism brochure.

H. Data Analysis

In quantitative research to analyze the data is by using statistical data

analysis. The data gotten from the field is numerical data and can be formulated

using statistical method.

In data analysis, the researcher used t-test and SPSS 16.00 program to

know the effectiveness and to get stronger conclusion. The t-test is taken from

the students’ test result which is conducted before and after being treatment or

taught by using tourism brochure.

The researcher used t-test to calculate the numerical data from pretest and

posttest. The formula is according to Arikunto (2006:306):

t =
∑
( )
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Where:

Md : means of different pre-test and post-test

Xd : deviation in every subject (d – Md)

∑x2d : total of quadrate deviation

N : subject of sample

I. Hypothesis Testing

The hypothesis of this study was as follow:

1. If T-Test score is bigger that T-table, the alternative hypothesis (Ha) is

accepted. It means that there is different score to the seventh grade before

being taught by using tourism brochure and after taught using tourism

brochure. The difference is significant.

2. If T-Test score is smaller than T-table, the null hypothesis (Ho) is rejected.

It means that there is no different score to the seventh grade before being

taught by using tourism brochure and after taught using tourism brochure.

The difference is not significant.