CHAPTER III RESEARCH METHODOLOGY This chapter covers the discussion about research design, population and sample, instrument, technique of data collection, and technique of data analysis. A. Research Design Research design is the plan on how a research conducted. Therefore, research design relates the process of the research itself. Arikunto (2002:30) states that if the researcher wants to know, what, how many, and how long of things, the research is known as descriptive research. She further states that the study that has one variable is a descriptive non-hypothesis testing. This research had only one variable, namely the students’ ability in writing recount text of the tenth grade students of SMAN 1 Sikur in the school year of 2011/2012. It was categorized as descriptive quantitative research. It was aimed at describing phenomena using statistic procedures. To obtain the data, the researcher used the test where the students were asked to make a recount text based on the topic prepared as the data to be analyzed. Then, the data were analyzed by using descriptive statistic. B. Population and Sample a. Population of the Study The population of this research covered all of the tenth grade students of SMAN 1 Sikur in the school year of 2011/2012. The following table indicated the number of population of the study. 23 Table 01: Population of the tenth grade students of SMAN 1 Sikur in the school year of 2011/2012. b. No Class Number of participant 1 X.1 32 2 X.2 32 3 X.3 35 4 X.4 35 5 X.5 35 TOTAL 169 Sample of the Study In taking the sample, for the first time the present researcher determined how many students were involved as the sample in this research. Based on the number of population (Sugiyono, 2003: 97) states that if the population is 1000 by the standard error 1%, the number of the sample is 399 while if the standard error 5%, the number of sample is 258. Referring to the statement above, this study took 169 students as the population. So the present researcher took 114 students as the sample of this research by 5% standard error. C. Research Instrument In scientific research, instrument was very important to be used by the researcher in order to measure the students’ achievement as the sample of the research. Instrument is a set of questions or exercises or other tools which are 24 used to measure skill, knowledge, intelligence, achievement, and attitudes of someone or a group of the people (Arikunto, 1998: 45) Referring to the instrument of the research, the researcher used the test where the students were asked to make a recount text based on the certain topics which had been prepared by the researcher in 90 minutes. Furthermore, the students’ writing was scored based on the contents, grammar, vocabulary, mechanics, and organization aspects. To measure the students’ ability in writing English paragraph, the researcher used the criteria which were quoted from Hughes (2003: 104). The table of criteria is as follows: Table 02: Component of writing assessment Element Level 1 2 3 Content 4 5 6 1 2 3 4 Organization Criteria Does not show knowledge of subject, non substantive, not pertinent, or not enough to evaluate. limited knowledge of subject, little substances in adequate development of topic. some knowledge of subject, adequate range, limitted development of topic, mostly relevant to the topic, but lack of detail. enough knowledge of subject, adequate range, limited development of thesis. Relevant to the topic, but lack of detail. knowledgeable, substantive, relevant to the topic, but limited development of thesis. knowledgeable, substantive, through development of thesis, relevant to an assigned topic. does not communicative, no organization or not enough to evaluate. non-fluent, ideas were confused or disconnected, lacks logical Sequencing and development. non-fluent, ideas stand out, lacks logical Sequencing and development. somewhat choppy, loosely organized but main 25 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Vocabulary Grammar ideas stand out, limited support, logical but incomplete sequencing and development. Logical, ideas clearly stated, but limited development. fluent expression, ideas clearly stated/supported, succinct, well organized, and logical. essentially, translation, little knowledge of English vocabulary, idioms, words form or not enough to evaluate. limited range, constant errors of word/ idiom form, choice, usage, meaning confused of obscured. limited range, frequent errors of word/ idiom form, choice, usage, meaning confused of obscured adequate range occasional errors of word/idiom form, choice, usage but meaning obscured. adequate range few errors of word/idiom form, choice, usage but meaning obscured. sophisticated range, effective word/idiom choice and usage, word form mastery, appropriate register. Virtually no mastery of sentence constructions rule, dominated by errors, does not communicative, no organization or not enough to evaluate. major problem in simple construction, constant errors of negation, agreement, tense, number, word order/function, articles pronouns, preposition and/or fragments, run-ons, deletions meaning confused or obscured. major problem in simple construction, frequent errors of negation, agreement, tense, number, word order/function, articles pronouns, preposition and/or fragments, run-ons, deletions meaning confused or obscured. effective simple construction, mayor problem in complex constructions, occasional errors in agreement tense, number, word order/function, articles pronouns, preposition but meaning often obscured. Little problem in complex construction, few error of agreement, tense, number, word order/function, articles pronouns, and preposition. effective complex construction, few error of 26 1 2 3 4 5 6 Mechanics agreement, tense, number, word order/function, articles pronouns, and preposition. dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible or not enough to evaluate. frequents errors in spelling, punctuation, capitalization and paragraphing, poor handwriting, meaning confused of obscured. occasional errors in spelling, punctuation, capitalization and paragraphing, poor handwriting, meaning confused of obscured. occasional errors in spelling, punctuation, capitalization and paragraphing, but meaning not obscured. demonstrates mastery of convention, few errors of spelling, punctuation, capitalization and paragraphing. demonstrates mastery of convention, no errors of spelling, punctuation, capitalization and paragraphing. (Nurgiyantoro, 2011: 415) Table 03: Weighting table Element Content 1 6 2 12 3 18 4 24 5 30 6 36 Total …….. Organization 2 4 6 8 10 12 …….. Vocabulary 4 8 12 15 19 23 …….. Grammar 4 8 12 16 20 24 …….. Mechanics 0 1 2 2 3 4 …….. Total (Nurgiyantoro, 2011: 417) a. Try-Out of Instrument To know the validity and reliability of the test before administering it to the students, a try-out test was conducted. The test tried out to the 20 students who were not included to the sample of this study. In this case, the writer choosed the tenth grade students of SMAN 1 Terara in the 27 school year 2010/2011 as the subject of the try out. These subjects were supposed to have similar characteristics to the sample of this research. b. Validity of Instrument Validity of the test is the extent to which it measures what is supposed to measure and nothing else matter (Heaton, 1989: 159). He further says, the test is aimed to provide a true measure of the particular skill which is intended to measure. In addition, (Arikunto, 2002: 160) says that the validity refers to the validity degree of an instrument. An instrument will be called valid if it is able to measure whatever to be measured. c. Reliability of Instrument One of the instrument requirements is the reliability of the instrument. According to (Heaton, 1989: 162), reliability of the test is the consistently measures whatever it measures. It meant that the reliability of a test depended on whatever the test was consistent to measure and what it is going to be measured. To obtain the reliability of the instrument, the researcher used Alpha formula: 2 K 1 b r11 2 K 1 t Where: r11 = the reliability of the test K = the number item in the test αb2 = the total variant of each item 28 αt2 = the total variant (Arikunto, 2002: 193) Based on the calculation of the result of try out test by using alpha formula, it was found that r11 (Reliability) was 0.88. To know whether the reliability of the test is very high, high, average, and very low, the researcher used the following standard: - Coefficient 0.800 up to 1.00 very high - Coefficient 0.600 up to 0.799 high - Coefficient 0.400 up to 0.599 average - Coefficient 0.200 up to 0.399 low - Coefficient 0.00 up to 0.199 very low (Nurgiantoro, 1995: 108) Based on the explanation above, it could be said that the instrument was reliable and could be used as the instrument in this research. (See appendix 1) D. Technique of Data Collection To gain the data, the test was conducted. In this research, the students were asked to arrange a recount text. The time allocation to arrange the sentences was 90 minutes. In conducting the test, the researcher applied some steps, as follows: 1. The researcher gave the test to the students and then explained the instruction of the test. 2. Each of the students was asked to write their identity. 3. The researcher reminded the students to do the text carefully. 29 4. The students were asked to answer the test individually. 5. The students were asked to check their identity and answer before collecting it. 6. After finish answering the test, the answer sheets were collected. 7. Then the researcher analyzed the students’ answer sheet. E. Technique of Data Analysis After gathering the data, the researcher continued to the next step of analyzing the data. 1. Analyzing the data by using the following formula: Final Score Gained score 100 Maximum Score 2. Categorization Determining ideal maximum score and ideal minimum score, in this case, the ideal mean (Mi) and ideal Standard Deviation (SDi) are derived from the formula: Mean (M) = 1/2 (ideal maximum score + ideal minimum score). While, ideal Standard Deviation (SDi) = 1/6 (ideal maximum- ideal minimum score) The data from the test result described into three categories: Mi + 1SDi up to Mi +3 SDi = high Mi- 1SDi up to < Mi+ 1 SDi = average Mi-3 SDi up to < Mi-1 SDi = low (Nurkancana, 1996: 75) 30 3. Percentage To know the percentage of the students’ ability in writing recount text, the researcher used the following formula: P n 100% N Where: P : Percentage ∑n : Sum of Students every Category ∑N : Sum of Students (Sample) 31