PEMBELAJARAN SUPERKELAS PISCES ATAU IKAN BERBANTUAN PRAKTIKUM VIRTUAL UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS DAN SIKAP ILMIAH MAHASISWA.

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RESEARCH METHODOLOGY

This chapter elaborates the methodology of research conducted to answer

the two research questions previously stated in chapter one. Some big points that

cover in this chapter are research method, hypothesis, subject, data collection,

research procedure, and data analysis.

3.1 Research Method

3.1.1 Research Design

The aims of the research was to find out the effect of mind mapping

technique in improving students’ reading ability in descxriptive text; the

advantages and disadvantages of mind mapping technique in teaching descriptive

text. The research method employed was quantitative method with quasi

experimental design. According to Hatch and Farhady (1982: 24), “quasi

experimental design is used as one of the best research approaches in the research

since it aimed practically to compare true experimentation and the nature of

human language behavior which we wish to investigate.”

There were two groups taken as the investigated groups in this study

which classified as different groups. One group was for the experimental group

that would receive mind mapping technique in teaching descriptive text in its

treatments, while another group would for the control group that receives no

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technique as the treatment in classroom activities. Meanwhile, in the control

group, the students were taught by using conventional method. It means that there

was no method applying in teaching learning process for control group.

In this study, reading test was conducted to find out whether there were

significant changes in experimental group after being given mind mapping

technique or not. The one proposed by Hatch and Farhady (1982), the design of

the study as follows:

Table 3.1

The Experimental Design

Groups Pretest Treatment Posttest

Experimental T1E X T2E

Control T1C _ T2C

Adopted from (Hatch and Farhady, 1982)

Notes:

T1E = Pretest for experimental group

T2E = Posttest for experimental group

X = Treatments

T1C = Pretest for control group

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3.1.2 Variables

There were two variables in this study, independent and dependent

variables. As described by Hatch and Farhady (1982: 15) “the independent

variable is the major variable which you hope to investigate while dependent

variable is the variable which you observe and measure to determine the effect of

the independent variable.”

The variables used were classified into independent and dependent

variables:

1) The independent variable was mind mapping technique because this was

the major variable which was investigated thus it was selected and

measured by the researcher (Hatch and Farhady, 1982: 15).

2) The dependent variable was students’ reading ability in descriptive text

was observed and measured to determine the effect of the independent

variable (Hatch and Farhady, 1982: 15).

3.2. Hypothesis

Hatch and Farhady (1982: 85-86) stated that, “hypothesis can be

considered as the tentative statement about the outcome of the research.” Then,

the research was conducted to examine the hypothesis which is stated as follows:

H0 : there was no difference between reading descriptive text by using mind

mapping technique in experimental and control groups after being given

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3.3 Subject

In the research, the population is the seventh grade students in one of

Junior High School in Bandung. Sample is a part of population (Arikunto, 2010).

The sample of this research were two classes. The first class, 7.8 was the

experimental group and the other, 7.9 was the control group. 7.8 consists of 39

students; meanwhile 7.9 consists of 40 students. Initially, 7.8 consists of 40

students but one of the students moved to another school. Therefore, the total

number of the students of the study was 79 students.

In this research, the researcher just involved 35 students from each class as

the sample of the research. The consideration was based on Hatch and Farhady

(1982: 98) statement who stated that “the total 30 students was chosen since it was

the smallest size required to get sample normally distributed.” Besides, the

consideration of taking the smallest size of sample was to avoid some students

who suddenly absent when they got the treatment sessions or even in the pretest

and posttest. Therefore, the number of the sample was 70 students from both

classes.

3.4 Data Collection

To obtain the data, this research used three instruments namely a reading

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3.3.1 Reading Tests

Reading tests were administered to measure students’ reading ability that

were revealed in their score by using scoring technique. It was used to reveal the

effectiveness of using mind mapping technique in teaching descriptive text. The

reading descriptive test was administered to 70 students as experimental and

control groups. The time allocated for the respondent to finish the test was eighty

minutes. Reading tests in this research used different texts and questions for

pretest and posttest. The test is in the form of multiple choices consisting of 30

items which was taken from book and internet.

3.3.2 Interviews

An interview which also served as the research instrument was used to

support the data in finding out the students’ responses the advantages and

disadvantages of using mind mapping technique in teaching reading descriptive

text. It aimed in getting a description about information related to the process of

the implementation of mind mapping which was not described in the results of

reading test instrument pretest and posttest.

Kind of the interview is semistructured interview. There were five

questions that was administered in the interview section which conducted

personally. It means that the interviewer asked the questions face to face with the

interviewee. Those questions were asked to the students of the experimental group

after the posttest was conducted. There were 35 respondents involved in the

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3.3.3 Class Observation

acquired from the interview. The observation was focused on learning situation

and students’ participation in class. The researcher conducted class observation in

experimental class. As a tool to gain the data during observation, the researcher

used field notes to portray what was going on in the class. The learning situation

and students’ participation in class were the aspects captured on the field notes.

3.5 Research Procedure

3.5.1 Organizing Teaching Procedure

In the research, both classes were taught by the researcher. In preparing

the teaching process, the researcher carried out two steps. The first step was

preparing the appropriate materials for teaching and learning process during the

experiment. The material that was used for teaching and learning process during

period of the experiment was taken from GENRE (Dilengkapi 700 Soal Ujian

Pemahaman) and from the internet. The present study selected and adapted the

materials for the experiment. Then, as the second step, the researcher organized

teaching procedures in control and experimental group.

Moreover, teaching materials and procedures in the experimental group

was highly related to the mind mapping technique in teaching descriptive text.

While in the control group, the conventional method; did not apply any method

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3.5.2 Administering Pilot Test

Pilot test was intended to measure the validity, reliability, and testing the

difficulty level of the test instrument. It was important to be conducted because it

was used as the reflection in making some revisions or changes in the test

instrument. The pilot test was administered to different class of the sample in the

same grade.

Furthermore, pilot test was given to the students before the treatments

began. This research used different instrument in pretest and posttest, but both of

them had the same level of descriptive texts and reading questions. The pilot test

was conducted in two sessions. The pilot test for pretest instrument was conducted

on October 24th, 2011 and posttest instrument was conducted on November 7th,

2011. The test consisted of 40 multiple choice items that was administered to 40

students. The pilot test can be seen in the Appendix D.

3.5.3 Administering Pretest and Posttest

Pretest was administered to both experimental and control groups before

treatments were conducted to experimental group. The pretest is important to be

conducted in the research to check initial ability of the students; whether or not

the students in the experimental and control groups have similar ability in reading

descriptive text. After series of treatments were implemented, posttest was also

administered to the both groups. The posttest is given to both groups to investigate

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affects in teaching learning process. The pretest and posttest instrument can be

seen in the Appendix E.

3.5.4 Conducting Treatments

After performing pretest, the next step was given treatment for both

groups. In conducting the treatment, experimental group was taught by using

mind mapping technique as mention previously and the control group was not

given mind mapping technique as the treatments. Nevertheless, both groups were

in similar condition, the only thing which was different related to the technique

that was implemented in the experimental group. Mind mapping was used in the

pre-activity as a brainstorming of the lesson. This technique helped the students to

know what they had to do with the text they read. The treatments were conducted

in 6 meetings. The schedule of research can be seen in the Appendix B.

3.5.5 Administering Interviews

Interview was administered to the students in experimental group after the

posttest given. There were five questions that should be answered by 35

participants orally. This instrument gave the assessment of the technique used in

students’ perception. By having interview, students were expected to share their

opinion about the treatment that they had experienced. The aim of the interview in

the research was to get the advantages and disadvantages of using mind mapping

technique in teaching descriptive text to improve students’ reading ability

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3.5.6 Conducting Class Observations

observation was conducted as long as the treatments in experimental group;

conducted on October 31st, 2011 till November 17th, 2011. The researcher used

field notes to portray what was going on in the class.

3.6 Data Analysis

3.6.1 Scoring Technique

The instrument used in the research is in the form of multiple-choice

questions. The data were collected by using research instrument. After the data

were collected, then the data will be analyzed by using scoring technique. The

score of the students is a number of items which can be answered rightly. The

students’ score on pretest and posttest can be seen in the Appendix F.

3.6.2 Data Analysis on the Pilot Test

The pilot was aimed to check the validity, reliability, and testing the

difficulty level of the instrument. The valid and reliable items were used as the

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3.6.2.1 Validity Test

Validity is a measurement to determine if the instrument is acceptable or

not (Arikunto, 2010: 211). It is important to try out the test instrument and

compute the result with an appropriate formula of validity.

Arikunto (2010) suggests the formula of Pearson Product Moment

Correlation can be used to analyze the validity of each item. Then, to interpret the

data, it can be consulted to the categorization suggested by Arikunto (2010) by

comparing the result from the computation data using SPSS 17 for windows.

Table 3.3

Coefficient Correlation of Validity r value Interpretation 0.800 – 1. 00

0. 600 – 0. 800

0. 400 – 0. 600

0. 200 – 0. 400

0. 00 – 0. 200

Very high

High

Moderate

Low

Very low

Arikunto (2010: 319)

3.6.2.2 Reliability Test

Reliability refers to an instrument which is trusted to use as good

instrument (Arikunto, 2010: 221). A test can be accepted as a reliable test if it can

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For measuring reliability, Arikunto suggests using Cronbach’s Alpha that

was measured by SPSS 17 for windows. Then, the reliability obtained from the

test result was interpreted using the coefficient correlation of reliability as follows:

Table 3.4

Coefficient Correlation of Reliability Coeficient Interval Relation Degree

0,800 - 1,00

0,600 - 0,800

0,400 - 0,600

0,200 - 0,400

0,00 - 0,200

Very high

High

Moderate

Low

Very low

(Arikunto, 2010: 319)

3.6.2.3 Testing of Difficulty Level

Another requirement that needs to be considered as excellent instrument

was testing of difficulty level. Arikunto (2010) argued that difficulty test aims to

get the level of difficulty for each item of the instrument. The difficulty test

analysis that a good item should not be too difficult or too easy (Arikunto, 2010).

The difficulty index (which then represented by P) is obtained by using the

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Where:

P = index of difficulty

B = the number of students who can answer the item correctly

JS = the number of students

Further, difficult level obtained from the test results were interpreted using

the classification of difficulty level as follows:

Tabel 3.5

Difficulty Test Item Interpretation Index of Difficulty Difficulty Degree

0,0 - 0,30

0,30 - 0,70

0,70 - 1,00

Difficult Item

Moderate Item

Easy Item

(Arikunto, 2010)

3.6.3 Data Analysis on Pretest and Posttest

Pretest and posttest were given to both experimental and control groups in

the same procedures. The data gathered through pretest and posttest computed by

using SPSS 17 for windows. Four steps were accomplished to analyze the pretest

and posttest covered normality test, homogeneity test, independent t-test, and

effect size. Before performing the independent t-test, the output data of the pretest

and posttest should fulfill the criteria as stated in Coolidge (2000) as follows:

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2) The data should have a normal distribution;

3) The variance of the two groups must be homogeneous.

For that reason, normal distribution and homogeneity of variance test were

performed before calculating the data using t-test.

3.6.3.1 Normality Distribution Test

Normal distribution test was aimed to investigate whether or not the

distribution of pretest and posttest both of two groups were normally distributed

(Coolidge, 2000). The statistical calculation of normally test used

Kolomogrov-Smirnov in SPSS 17 for windows following three steps below:

1) Setting the level of significance at 0.05 and stating the hypothesis.

H0 : the distribution of scores in experimental and control groups were

normally distributed.

2) Analyzing the normality distribution with Kolomogrov-Smirnov test in

SPSS 17 for windows.

3) Comparing the Asymp.sig (probability) with the level of significance for

testing the hypothesis. If the Asymp.sig was more than the level of

significance (Asymp.sig > 0.05), the null hypothesis (H0) was not rejected

and the data was normally distributed. Hence, if the Asymp.sig was less

than the level of significance (Asymp.sig < 0.05), the null hypothesis (H0)

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3.6.3.2 Homogeneity of Variance Test

In an experimental research, one of the requirements that should be

fulfilled is experimental group and control group must be homogeneous or having

same characteristics (Arikunto, 2010). Homogeneity of variance was used to

check whether the experimental and the control group posttest scores were

homogeneous or not. The analyzing of variance homogeneity used Levene test in

SPSS 17 for windows follows the steps below:

1) Setting the level of significance at 0.05 and stating the hypothesis.

H0 : the variances of the experimental and control groups were

homogeneous.

2) Analyzing the homogeneity of variance by using Levene test in SPSS 17

for windows.

3) Comparing the Asymp.sig (probability) with the level of significance for

testing the hypothesis. If the Asymp.sig was more than the level of

significance (Asymp.sig > 0.05), the null hypothesis (H0) was not rejected.

It suggested that the variance of data were homogeneous. However, if the

Asymp.sig was less than the level of significance (Asymp.sig < 0.05), the

null hypothesis (H0) was rejected. It clarified that the variance of data were

not homogeneous.

3.6.3.3 Independent t-test

After revealing the result of normality and homogeneity test, the next

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that “independent t-test was used to seek the difference between the mean of both

classes, experimental and control groups.” The independent t-test was conducted

to see whether there was a significance difference between the experimental and

control group’s score on pretest and posttest. The steps of the independent t-test

calculation are as follows:

1) Setting the level of significance at 0.05 (two-tailed test) and stating the

hypothesis.

H0 : there was no difference between the mean in experimental and

control groups.

2) Analyzing the independent t-test by using SPSS 17 for windows.

3) If the t obtain value was less than to t critical value at the level significance

0.05 (two-tailed), the null hypothesis (H0) was not rejected, and it can be

concluded that there was no significance difference between the two

means. On the other hand, if t obtain value was more than or equal to t

critical value at the level significance 0.05 (two-tailed), the null hypothesis

(H0) was rejected, and it means that there was significance difference

between the two means.

3.6.3.4 Effect Size

Led by Arikunto (2010) work, calculation of the effect size is important to

be administered to determine the effect of the influence of independent variable

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effect of the independent variable in practical terms. If the treatment worked well

then there will be a large effect size. The formula of effect size is:

Where:

r = effect size

t = tobt or t value from the calculation of the independent t-test

df = N1 + N2 – 2

After the value of r has been obtained, the scores are matched with the

following scale to interpret the effect size.

Table 3. 6 Effect Size Value

Effect Size r Value Small

Moderate

Large

0.100

0.243

0.371

(Arikunto,2010)

In addition, to support the quantitative data which were taken from the

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3.6.4 Data Analysis on Interview

Interview was one of the instruments to collect the data. It consists of

some questions that should be answered by the students orally. The interview data

were transcribed to obtain the information about mind mapping technique

implementation from the students’ perception. The administering of interview was

aimed to find out the advantages and disadvantages of mind mapping technique

which had been used in teaching reading descriptive text.

The data analysis was done to collect the required data, then the

conclusion was made after completing the whole process of the research.

According to Miles and Huberman (1994), the interview data was analyzed

through four steps such as transcribing the interview, categorizing the data into

selected categorize, presenting, and interpreting the result of interview.

Kind of the interview that would be applied in this research was

semistructured interview. According to Hatch and Farhady (1982: 395), “semi

structured interview consists of mostly open-ended questions, provide response

option to interviewees, and record their response.” There were five questions that

was administered in the interview section. Those questions were asked to 35

students of experimental group after the posttest was conducted. The

interpretation of interview result would be given in the next chapter that would be

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3.6.5 Data Analysis on Class Observation

researcher conducted class observation in experimental class. The researcher used

field notes to portray what was going on in the class. The learning situation and

students’ participation in class were the aspects captured on the field notes.

According to Miles and Huberman (1994), the class observation data was

analyzed through three steps such as typing the data, categorizing the data into

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75 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the study and suggestions for

future research in the related topic. The conclusions of the study are based on the

findings and the discussions in the previous chapter.

5.1 Conclusions

This research is concerned with the effectiveness of mind mapping

technique in teaching reading descriptive text to seventh graders. The purpose of

this research is to investigate whether or not the technique had increased the

experimental group’s scores when compared to the control group. Besides, this

study also is aimed to discover the technique’s advantages and disadvantages.

Based on the research findings and the discussion, it can be drawn that

mind mapping technique is effective in teaching reading descriptive text. It can be

seen from the computation result of independent t-test in SPSS 17 for windows

which shows that t obtain value (4.602) is more than t critical value (1.96) at the

level significance 0.05 (two-tailed) which indicates that the null hypothesis (H0) is

rejected. It means that there is significant difference between the posttest score of

experimental and control group after the treatments.

Furthermore, mind mapping as a visual diagram has successfully

motivated the students to read the descriptive text in a joyful way. Mind mapping

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images, not sentences. The use of keywords, colorful pictures, and symbols in

mind mapping help the students remember information from the text. Reading by

using mind mapping also not only can be seen as a receptive skill but it also can

be seen as a productive skill.

Moreover, the use of mind mapping technique is not only limited for the

junior high school students, but also this technique is really flexible to be applied

in all grades such as for elementary school students, senior high school students,

even for college students. It can happen because the readers in all grades like a

joyfull process in comprehending the text. Mind mapping can encourage the lower

learners to read the text quickly by focusing on the keywords, while the faster

learners will be faster in comprehend the text.

5.2 Suggestions

The suggestions below are addressed to English teachers and to next

researchers which have similar field with the present research.

Teachers are suggested to give brainstorming before asking the students to

make a mind mapping. It is important to be conducted in order to make the

students know what they have to do with the text they read, what kind of

information that they need to find from the text.

Furthermore, the teachers should prepare a good lesson plan and the

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class. At the last activity, it will be better if the teachers can discuss the mind

mapping that has been made by the students and give reward for the most

interesting one.

For further researchers, it is recommended that mind mapping technique

be implemented in other genres. Besides, the researchers also suggested to

investigate the effectiveness of using mind mapping technique in improving other

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PEMBELAJARAN SUPERKELAS PISCES ATAU IKAN BERBANTUAN PRAKTIKUM VIRTUAL UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS DAN SIKAP ILMIAH MAHASISWA.

TABLE OF CONTENTS

APPROVAL PAGE

CHAPTER II THEORETICAL FOUNDATION ... 11

CHAPTER IV FINDINGS AND DISCUSSION ... 49

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 75

1.2 Statements of Problems

1.4 Limitation of the Study

1.5 Significance of the study

1.6 Research Method

1.6.2 Hypothesis

1.6.4 Data Collection

1.6.5 Data Analysis

1.7 Clarification of Terms

1.8 Organization of Paper

31 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method

Table 3.1

3.2. Hypothesis

3.3 Subject

3.4 Data Collection

3.3.2 Interviews

3.3.3 Class Observation

3.5 Research Procedure

3.5.2 Administering Pilot Test

3.5.3 Administering Pretest and Posttest

3.5.4 Conducting Treatments

3.5.5 Administering Interviews

3.5.6 Conducting Class Observations

3.6 Data Analysis

3.6.2 Data Analysis on the Pilot Test

Table 3.3

Table 3.4

Tabel 3.5

3.6.3.1 Normality Distribution Test

3.6.3.2 Homogeneity of Variance Test

3.6.3.3 Independent t-test

3.6.3.4 Effect Size

After the value of r has been obtained, the scores are matched with the

3.6.5 Data Analysis on Class Observation

75 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

5.2 Suggestions

BIBLIOGRAPHY