CHAPTER
III
RESEARCH
METODOLOGY
3.1
The Research Design
The design of this research is quasi
experimental research, focus on quantitative approach.
According to Hatch and Farhady (1982:24)
The experiment is a method of research that can truly test hypothesis
concerning with casual and effect relationship in the experiment design in
which is “one group pretest-posttest
design”.
It involved one group as experimental
group without control group. The experimental group was taught by using Carousel
Brainstorming Feedback Technique. In this research consists of two variables
the first variable is Carousel Brainstorming Feedback as independent variable
(X) and the second variable is students’ speaking ability as dependent variable
(Y)
Figure
3.1
Sub
Design of the research
|
|
X :
Independent Variable
Y :
Dependent Variable
Z :
The process of applying carousel brainstorming feedback
3.2 Location and time of the
Research
This
research was conducted at second semester students of English teacher Training and Education Faculty of UIR in academic year 2014/2015. This
research was done in one class of second semester students.
3.3 Population and Sample of the Research
When the researcher did the research, it needed
the population and sample in order to apply, test, measure, and know the
process of the research.
3.3.1
Population
Gay (1987: 107) says that
population is a group to which the researcher would like the result of the
study to be generalized and sampling is the process of selecting a number of
represents one the large group from which they selected.
The population in this research is the second
semester students at FKIP UIR Pekanbaru. There are seventh classes. The total
number of the population is 141 students. In order to know the population
completely it is described on the table below:
3.3.2.
Sample
Sampling is the process of
selecting a number of individuals for as study in such a way that the
individual represent the larger group from which they were selected. The
purpose of sampling is to gain information about population rarely is a
conducted that includes the total population of interest of the subject.
In
this case, the technique was used to take the sample is probability method
(often simple random sampling) by naming cards based on every class of the second
semester students of FKIP UIR, and then mixing it for a moment. After that, the
researcher takes one card randomly as a sample of the research and the sample
is class 2B.
Table 3.2
Sample of the Research
3.4
The
Research Material
|
Pre test
|
Treatment
|
Post test
|
|
Married
at the young age
|
Final
exam
Child
abuse
|
Married
at the young age
|
3.5 The Research Instruments
The instrument was the tool used to collect the
data from the respondent of the research. The instrument of this research is
speaking test and then documentation by video recorder. Selecting appropriate research instrument is an important account to
collect the data. To collect the data of study, the researcher applied the
following techniques:
3.5.1
Speaking Test
To collect the data, the researcher used speaking test
while students are doing carousel brainstorming. The speaking test was
discovering, discussing, and reviewing the background knowledge and content of
the topic which already learnt
3.5.2
Documentation
The researcher used the digital camera to get
some photos and used video to record the teacher and students activities in
teaching and learning process. Both photos and video recorder used to get
information data as natural, concretes, and honestly. After that, the researcher
gave the documentation to the raters:
Table 3.5
Names of Raters
|
Names of
Raters
|
Graduated
|
|
Yusti Elida S.Pd
|
UIR
|
|
Deni Ardiansyah S.Pd
|
UIR
|
Next, the raters watch students’ activity while doing
carousel brainstorming in documentation and give the score. Finally, the
researcher took and calculated the scores from raters.
3.6 The
Research Procedure
|
Meeting
|
Teacher’s Activity
|
Students’ Activity
|
|
1
Pre test
|
Pre-activity
·
The researcher gives students
information about topic and its aim
·
The researcher ask students about
their knowledge of the topic
·
The researcher displays the video
about the topic
·
The researcher explains the material
Whilst-activity
·
Teacher gives pre-test to the students
that provide to access the respondents’ ability of speaking subject about
“married at the young age”.
Post-activity
·
Teacher closes the lesson
|
·
All of students respond it
·
Students do the pre test
|
|
2
Treatment
|
Pre-activity
·
Teacher does the brainstorming to
guide students to the related topic. The topic is about married at the young
age
·
Teachers shows video people’s opinion
married at the young age
·
Teacher introduce the topic of the
lesson
Whilst-activity
·
The teacher explains the material to
the students
·
The teacher explains about the
carousel brainstorming feedback technique along with the example of it
·
The teacher ask students to generate
number of question for the topic to study and write each question on a
separate piece of poster board or chart paper (a big paper)
·
Teacher ask students to divide
themselves into a few groups and will rotate around the room during this
activity
·
Teacher directs each group to stand in
front of a question station and gives
each group a colored marker for writing their ideas at the question stations
·
Teacher informs groups that have of
minutes to brainstorm and write ideas at each question station. (group 1
would rotate to question station 2 group 2 would rotate to question station 3
and so on)
·
Before leaving the final question,
have each group select the top 3 ideas from their station to share with the
entire class
Post-activity
·
Teacher drills the difficult target in
which students cannot understand the question how to come up with their idea
·
Teacher asks about students’ opinions
and difficulties in learning process
·
Teacher makes a conclusion about the
materials that have been learnt
·
Teacher closes the lesson
|
·
Some students respond it
·
Students pay attention
·
Students Listen carefully to all
teacher’s explanation
·
Students try to understand the
question
·
Students make group
·
Students stand in front of a question
station and receiving colored marker
·
Students brainstorming and write ideas
at each question station
·
(group 1 would rotate to question
station 2 group 2 would rotate to question station 3 and so on)
·
Students select the top 3 ideas
·
Students ask the difficulties
·
Students give their opinion about
learning process
·
Students respond well
|
|
3
Treatment
|
Post-activity
·
Teacher does the brainstorming to
guide students to the related topic. The topic is about married at the young
age
·
Teachers shows video people’s opinion
married at the young age
·
Teacher introduce the topic of the
lesson
Whilst-activity
·
The teacher explains the material to
the students
·
The teacher explains about the
carousel brainstorming feedback technique along with the example of it
·
The teacher ask students to generate
number of question for the topic to study and write each question on a
separate piece of poster board or chart paper (a big paper)
·
Teacher ask students to divide
themselves into a few groups and will rotate around the room during this
activity
·
Teacher directs each group to stand in
front of a question station and gives
each group a colored marker for writing their ideas at the question stations
·
Teacher informs groups that have of
minutes to brainstorm and write ideas at each question station. (group 1
would rotate to question station 2 group 2 would rotate to question station 3
and so on)
·
Before leaving the final question,
have each group select the top 3 ideas from their station to share with the
entire class
Post-activity
·
Teacher drills the difficult target in
which students cannot understand the question how to come up with their idea
·
Teacher asks about students’ opinions
and difficulties in learning process
·
Teacher makes a conclusion about the
materials that have been learnt
·
Teacher closes the lesson
|
·
Some students respond it
·
Students pay attention
·
Students Listen carefully to all
teacher’s explanation
·
Students try to understand the
question
·
Students make group
·
Students stand in front of a question
station and receiving colored marker
·
Students brainstorming and write ideas
at each question station
·
(group 1 would rotate to question
station 2 group 2 would rotate to question station 3 and so on)
·
Students select the top 3 ideas
·
Students ask the difficulties
·
Students give their opinion about
learning process
·
Students respond well
|
|
4
Post test
|
Pre-activity
·
Teacher does the brainstorming to
guide students to the related topic. The topic is about married at the young
age
·
Teachers shows video people’s opinion
married at the young age
·
Teacher introduce the topic of the
lesson
Whilst-activity
·
Teacher re-explains about Carousel
Brainstorming Feedback technique and how to apply it in the classroom
·
The teacher ask students to generate
number of question for the topic to study and write each question on a
separate piece of poster board or chart paper (a big paper)
·
Teacher ask students to divide
themselves into a few groups and will rotate around the room during this
activity
·
Teacher directs each group to stand in
front of a question station and gives
each group a colored marker for writing their ideas at the question stations
·
Teacher informs groups that have of
minutes to brainstorm and write ideas at each question station. (group 1
would rotate to question station 2 group 2 would rotate to question station 3
and so on)
·
Before leaving the final question,
have each group select the top 3 ideas from their station to share with the
entire class
Post-activity
·
Teacher drills the difficult target in
which students cannot understand the question how to come up with their idea
·
Teacher asks about students’ opinions
and difficulties in learning process
·
Teacher makes a conclusion about the
materials that have been learnt
·
Teacher closes the lesson
|
·
Some students respond it
·
Students pay attention
·
Students Listen carefully to all
teacher’s explanation
·
Students try to understand the
question
·
Students make group
·
Students stand in front of a question
station and receiving colored marker
·
Students brainstorming and write ideas
at each question station
·
(group 1 would rotate to question
station 2 group 2 would rotate to question station 3 and so on)
·
Students select the top 3 ideas
·
Students ask the difficulties
·
Students give their opinion about
learning process
·
Students respond well
|
3.7
The Data Collection
Technique
3.7.1.
The Pre-test Data
The
researcher took the test without applying the Carousel Brainstorming Feedback technique.
The data directly was taken by the researcher without applying treatments to
the students. It was used to know students’ basic speaking ability.
3.7.2.
Treatment
The
students at that time were taught by the Carousel
Brainstorming Feedback technique for several meetings,
starting from the second meetings to the third
meetings. Students had to get used to
the technique in order to practice their speaking.
3.7.3
Post-test Data
After
teaching and learning process were finished the researcher got post-test data
by asking students to speak orally and tried to argue about the topic that had
been given by the researcher.
3.8
The Data Analysis Technique
The first
step to analyze the data was the researcher collected the data, then research
analyzed students’ speaking ability whether their speaking was good or not
based on component of speaking.
Based on Harris (1989) speaking
test should be consist of four components to be rated. They have typical scale
where each of component has a set of qualities (level) to be rated of possible
rating. Harris described the rating as follow:
Table
3.8: Scoring Rubric of Speaking
|
Aspect
|
Level
|
Explanation
|
Score
|
|
Pronunciation
|
5
4
3
2
1
|
Have view traces of foreign accent
Always intelligible though one is conscious of
define
Pronunciation problems necessitate concentrated
listening and occasionally to misunderstanding
Very hard to understand because of pronunciation
problem must frequently be asked to repeat.
Pronunciation problem so several as make speech
virtually unintelligible.
|
81-100
61-80
41-60
21-40
0-20
|
|
Grammar
|
5
4
3
2
1
|
Makes few (if any) noticeable errors of grammar or
word order.
Occasionally makes grammatical and or word order
errors which do not. However obscure meaning.
Makes frequently errors of grammar and word order
which occasionally obscure meaning.
Grammar and word order error make comprehension
difficult must often rephrase sentence and restrict him basic pattern.
Error in grammar and word order so several as make
speech.
|
81-100
61-80
41-60
40-21
0-20
|
|
Fluency
|
5
4
3
2
1
|
Speech as fluency and effortless that a native
speaker.
Speed of speech seems to be slightly affected by
language problem.
Speed and fluently as rather strongly affected by
language problem.\
Usually hesitant often into silence by language
limitation.
Speech is also halting and fragmentary as to make
conversation virtually.
|
81-100
61-80
41-60
21-40
0-20
|
|
Vocabulary
|
5
4
3
2
1
|
Use of vocabulary an idiom’s virtually that a
native.
Sometimes uses inappropriate term and / or must
rephrase ideas.
Frequently uses the wrong words conversation so
what limited because of inadequate vocabulary.
Misuse of word and very limited vocabulary make
comprehension quite difficult.
Vocabulary limitation extreme as to make
conversation virtually impossible.
|
81-100
61-80
41-60
21-40
0-20
|
Based
on Harris (1989)
The data was be
collected and analyzed by using statistic in this research. The researcher uses
T-test formula. The steps are following formula:
1.
To find out the mean score
of the students in speaking the following formula was used:
=
: The mean score of the test
X:
The students’ total score
N
: The number of the students.
(Hatch
and Farhady, 1982:55)
2.
Standard Deviation of
Students’ score
S= 
S : Standard Deviation
N : The number of students
: The mean score
X:
Summation score
(Hatch
and Farhady, 1982:59)
3.
In order to know the
increase of student’s speaking ability the researcher compared the average
score of Pre-test and Post-test in T-test formula.
T-test= 
Where,
T-test : The value of comparing two means
X1 : Mean of the score in pre-test
X2 : Mean of the score in post-test
S1 : Standard deviation of pre-test
S2 : Standard deviation of post-test
N1 : Number of the sample in pre-test
N2 : Number of the sample post-test
4.
Finding degrees of
freedom
df=N-1
df : The degree of freedom of experimental
group
N : The number of individual in
Experimental group
L : Constant Number
(Sudjana,
1996: 146)
Then, to interpret the data
analysis, the researcher analyzed the data analysis by counting the students’
scores into percentages by following students’ score interval. The formula used
by the researcher was suggested as follows.
The Classification of Student’s
Score
|
No
|
Test Score
|
Level of Ability
|
|
1
|
71-100
|
Excellent
|
|
2
|
60-70
|
Very good
|
|
3
|
40-59
|
Good
|
|
4
|
0-39
|
Low
|
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