CHAPTER III RESEARCH METHODOLOGY
F. Data Analysis Technique
4. Instrument Calibration
Instrument calibration is scale of measurement which will be used to screening or examination of instrument items that made by researcher.
The researcher used objective test. The researcher composed the instrument based on the subject matter content which will be researched.
The instrument that was composed represents the subject that has been measured. The test which was given to the students was written test.
a. Validity
The researcher should know the validity of the test to know whether the test have a good validity or not. Validity refers to “benefit of the test not to test itself. Test in valid if the measure what it purpose to measure.
b. Reliability
Reliability is the extent to which a test produces consistent result when administered in the same conditions. In other word, whether it consistent predictability and accuracy.
frequencies which used to observe and the frequencies in hope. The researcher analyzed the data by using Chi-Square.46
The formulation of Chi-Square:
𝑥2 = 𝐹𝑜 − 𝐹𝑒 2 𝐹𝑒
Note:
𝑥2 = 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑐ℎ𝑖 𝑠𝑞𝑢𝑎𝑟𝑒 Fo = observed frequency Fe = expected frequency
The researcher analyzed data using t-test to investigate whether there is influence of Choral reading method toward students reading comprehension ability at the seventh grade of SMPN 3 Batanghari. The researcher analyzed the data by using t-test. According to Donald Ary the formulation of t-test as follows:47
t =
𝐷
∑𝐷 2 − ∑𝐷 2 𝑁
𝑁 𝑁−1
Notes :
t = t value for correlation sample
D = (differences), differences between pre-test score with post-test score.
D2= square of D
N = the number of sample
46 C.R. Kothari, Research Methodology: Methods & Techniques, (New Age International (P) Limited, Publishers, 2004, p.233
47 Donald Ary, et.al, Introduction to Research, p. 177
36 CHAPTER IV
RESULT AND DISCUSSION
A. Description of the Data
1. The History of SMPN 3 Batanghari
SMP N 3 Batanghari was founded by the government in 2004.
SMP N 3 Batanghari is located in the village of Batang Bumiharjo 39 Polos East Lampung District SMP N 3 Batanghari was established by the government by land area of 10.000 m2 , building area of 1.107 m2 , 3.000 m2 yards wide, extensive sports grounds 350 m2 and 5.543 m2 garden.
SMP N 3 Batanghari began to receive an operating permit on October 1st 2003 and operational in 2004/2005.
Since it was established the leader headmaster of the school had been changed as follow:
a. Drs. Sunardi (2005 until 2009).
b. Dra.R. Sunaryanti (2009 until 2011).
c. Hj. Ngatemi, S. Pd (2011 until 2014).
d. Mursidi, S.Pd (2014 until 2017).
e. Ahmad Saidi, S.Pd , M.M (2017 until now).
a. Vission and Mission of SMP N 3 Batanghari.
1) Vision School: “Be the ideal school” with indicators:
a) Excellent in academic.
b) Excellent in the field of nonacademic.
c) Excellent in performing.
b. Mission of SMP N 3 Batanghari.
Based on above vision, the mission determined to make it happen as follows:
1) Supplying of school facilities and infrastructure to support the effectiveness and efficiency of teaching and learning activities to produce quality graduates.
2) The implementation of effective learning and guidance so that every students’ can advance optimally appropriate with their potential.
3) Giving the intensive achievement motivation through about the school to students’.
4) Foster appreciation of the teaching of religion and culture of the nationso that the source of wisdom in the act.
5) Implementing participatory management by involving the whole school community and local community school.
6) Improving the welfare of teachers and employees.
2. Data of the Teachers and Official Employees SMP N 3 Batanghari The number of teachers and official employees of SMP N number 3 Batanghari in academic year of 2017/2018 are 39 that can be identified based on the educational background as follow:
Table 4
Data of teachers and official employees
No Name Sex Occupation
1 Ahmad Saidi, S.Pd, M.M Male Headmaster
2 Subandi, S.Pd
Male Vice HM Student/Indonesia Language Teacher 3 Subadi, S.Pd
Male Vice HM Curiccullum/IPS Teacher
4 Samsul, S.Pd
Male Vice HM infrastructure/
Indonesia Language
5 Drs. Budiono Male Vice HM Social/IPS
6 Budi Utomo, S.Pd Male Mathematics/ Computer
7 Dra. Sri Hayati Female Mathematics teacher
8 Dra. Zuriati Female Counselor Teacher
9 Drs. Warsito Male Counselor Teacher
10 Dwi Haryani, S.Pd Female Computer Teacher
11 Dwi Wuryani S.Pd Female IPS Teacher
12 Esti Rahayu, S.Pd Female IPA Teacher
13 Habthin Masrijah, S.Pd Female IPA Teacher
14 Hernili, S.Pd Female Lampung Language
15 Maisyaroh, S.Pd Female IPS Teacher
16 Marhanah, S.Pd Female Civic Teacher
17 Maryanah Pradenta Ayu,
S.Pd Female Computer Teacher
18 Media Eka Suswanti, Female Lampung Language Teacher
S.Pd, M.M
19 Nelly Septa Sari, S.Pd Female Computer Teacher
20 Paijan Winarto, S.Pd Male Penjas Teacher
21 Puji Susilo Pratomo, S.Pd Male Penjas Teacher 22 Ramijan, S.Pd
Male Librarian/Indonesia Language Teacher 23 Ristri Fatimah, M.Pd. I Female Islamic Teacher
24 Rustinah, S.Pd Female Mathematics Teacher
25 Setiti Ernawati, S.Pd Female English Teacher
26 Sih Budiwati, S.Pd Female English Teacher
27 Siti Romlah, S.Pd Female Leader of lab/Science
28 Slamet Subarno, S.Pd Male Civic Teacher
29 Sri Sulistiyowati Female Indonesia Language
30 Sukamto, S.Pd Male English Teacher
31 Sumadewi, S.Pd Female Science Teacher
32 Sumyati, S.Pd Female Islamic Teacher
33 Wahyu Pramono Putra,
S.Pd Male Art Teacher
34 Wiwik Sudarmiyati, S.Pd Female Sciene Teacher
35 Yeni Haryani, S.Pd Female Counselor
36 Agus Yulianto, S.Pd Male Leader of administration 37 Fitri Apriyani Female Staff of administration
38 Rahayu Herman Male Security
39 Dede Male Office Boy
Source by: Documentation of SMPN 3 Batanghari in the Academic year of 2017/2018
3. Data of Students at SMP N Batanghari
SMP N 3 Batanghari has 428 students, and about 20 students each class, it divided into some classes that could identify as follow:
Table 5
Total of Students at SMP N 3 Batanghari
No Class Sex
Amount
Male Female
1 VII 62 90 152
2 VIII 72 75 147
3 IX 63 66 129
Total 197 231 428
Source by: Documentation of SMPN 3 Batanghari in academic year 2017/2018
TEACHER 4. Structure Organization of SMPN 3 Batanghari
Structure Organization of SMP N 3 Batanghari in academic year of 2017/2018
Headmaster
Ahmad Saidi, S.Pd,M.M School commitee
Iksanudin UR. TATA USAHA
Agus Yulianto, S.Pd
Vice HM Public Relation Drs. Budiono Vice HM
uriculum section Subadi, S.Pd Vice HM
Infrastructure Samsul, S.Pd
Vice HM Students Section
Subandi, S.Pd
School Coorperation
Section Habthin M, S.Pd Counselor
Dra. Zuriati
WALI KELAS
Social section Dwi W, S.Pd Evaluation
Section Budi Utomo, S.Pd
Pembina OSIS Puji Susilo P, S.Pd
7 K section Dwi Wuryani,S.Pd
UKS section Maesyaroh, S.Pd
Librarian Ramijan, S.Pd
Laboratory Siti Romlah,
S.Pd
SISWA
5. Facilities and Infrastructure of the School
SMP N 3 Batanghari has permanent facilities and infrastructure that divided into several rooms for teaching purpose such as:
a. Class Room :16 Rooms
b. Laboratory
1) Laboratory Computer : 1 Room c. Office and Staff Room:
1) Principal Room : 1 Room 2) Administration room : 1 Room 3) Kitchen room : 1 Room d. The Library : 1 Room
e. UKS room : 1 Room
f. Mosque : 1 Room
g. The Counselor Room : 1 Room h. Parking Bicycles/ Motorcycle: 1 Room i. Basket ball field : 1 field j. Badminton field : 1 field k. Volley field : 1 field
l. Toilet : 6 Rooms
m. Canteen : 3 rooms
6. The Location Skecth of SMPN 3 Batanghari
location sketch of SMP Negeri 3 Batanghari
MOSQUE
TEMPAT WUDHU
PARKING AREA
GUDAN G
TOILET
CANTEEN
VII 2
VII1
VII3 LAB.
KOM
VII6
C A N T E E N
OFFICE
GUDANG
LIBRARY
VII 4
VII 5 VIII 1
VIII 2
KOPERA SI
VIII 6
OSIS ROOM VIII 3
VIII 4 VIII 5
IX 1 IX 2
IX 6
IX 3
TOILET VOLYBALL FIELD
FUTSAL/ BASKET FIELD
IX 5
IX 4 BADMINTON
FIELD
B. Research Data Description 1. The students pre-test result
To measure the students’ reading comprehension ability the writer used the pre-test before giving the treatment. The students was given 10 items of essay questions that must be answered. It was consist of reading comprehension text. They were given 40 minutes to finish the test. The result of pre-test can be shown as bellow:
Table 6
The Pre-test Score of Students’ Reading Comprehension at the Seventh Grade of SMP N 3 Batanghari
No Name Score
1 ADL 65
2 AO 70
3 AA 45
4 AP 40
5 AA 55
6 AP 80
7 BO 30
8 DDS 35
9 DS 50
10 DS 40
11 DS 45
12 DK 50
13 EDC 60
14 FS 55
15 SA 55
16 IS 70
17 LA 65
18 NI 45
19 RDS 50
20 SWHD 55
Total (ƩX) 1065
Maximal Score 80
Minimal Score 30
Average 53,25
Taken on Juni 17th, 2017
Based on the data above, it can be found that the highest score was 80 and the lowest score was 30. Based on the data, the writer then the class interval by using the formula as followed:
K = 1 + 3,3 log n K = 1 + 3,3 log 20 K = 1 + 4,29 K = 5,29 = 5
R = highest score – lowest score + 12 R = 80-30+1
R = 51 P = 𝑅
𝐾
P = 51
5
P = 10,2 = 10 Note :
R = A distance fromm score maximum and score minimum K = The number of interval class
P = The leght of interval class
The total of class interval of this result pre-test research was 11. After knowing the class interval above was put on the table frequency distribution, as followed:
Table 7
The table of frequency distribution of pre-test score
No Interval Frequency Percentage
1 70 – 80 3 15
2 60 – 69 3 15
3 50 – 59 7 35
4 40 – 49 5 25
5 30 – 39 2 20
Total 20 100 %
If the data was put into graphic, it can be seen as followed:
Based on the table frequency distribution above, it can be inferreed that 20 students as the research sample can be devided:
a. For the class interval of 30-39, there were 2 students or 10%
b. For the class interval of 40-49, there were 5 students or 25%
0 1 2 3 4 5 6 7 8
30 - 39 40 - 49 50 - 59 60 - 69 70 - 80
frequency
class interval
figure 2
c. For the class interval of 50-59, there were 7 students or 35%
d. For the class interval of 60-69, there were 3 students or 15%
e. For the class interval of 70-80, there were 3 students or 15%
Based on the table above, it can be seen that the students who passed the test was the students got score more than 70. There were 3 students or 15% who got it. Then, the students who failed the test was the students got score under 70 and there were 17 students got it.
2. The students post test result
A post-test was to measure the students’ reading comprehension ability after being giving a treatment. The types of pre-test and post-test were similar. This test was followed by 20 students. The result of post-test can be shown as followed:
Table 8
The Post-test Score of Students’ Reading Comprehension at the Seventh Grade of SMP N 3 Batanghari
No Name Score
1 ADL 85
2 AO 90
3 AA 75
4 AP 60
5 AA 75
6 AP 95
7 BO 55
8 DDS 60
9 DS 75
10 DS 55
11 DS 65
12 DK 70
13 EDC 75
14 FS 75
15 SA 85
16 IS 95
17 LA 75
18 NI 75
19 RDS 70
20 SWHD 70
Total (ƩX) 1475
Maximal Score 95
Minimal Score 55
Average 73,75
Taken on, Juli 18th 2017
Based on the data above, it can be found that the highest score was 80 and the lowest score was 30. Based on the data, the writer then the class interval by using the formula as followed:
K = 1 + 3,3 log n K = 1 + 3,3 log 20 K = 1 + 4,29 K = 5,29 = 5
R = highest score – lowest score + 12 R = 95-55+1
R = 41 P = 𝑅
𝐾
P = 41
5
P = 8,2 = 8 Note :
R = A distance fromm score maximum and score minimum K = The number of interval class
P = The leght of interval class
The total of class interval of this result pre-test research was 9.
After knowing the class interval above was put on the table frequency distribution, as followed:
Table 9
The table of frequency distribution of pre-test score
No Interval Frequency Percentage
1 87 – 95 3 15
2 79 – 86 2 10
3 71 – 78 7 35
4 63 – 70 4 20
5 55 – 62 4 20
Total 20 100 %
If the data was put into graphic, it can be seen as followed:
0 1 2 3 4 5 6 7 8
30 - 39 40 - 49 50 - 59 60 - 69 70 - 80
frequency
class interval
figure 2
Based on the table frequency distribution above, it can be inferreed that 20 students as the research sample can be devided:
a. For the class interval of 55-62, there were 3 students or 15%
b. For the class interval of 63-70, there were 2 students or 10%
c. For the class interval of 71-78, there were 7 students or 35%
d. For the class interval of 79-86, there were 2 students or 10%
e. For the class interval of 87-95, there were 3 students or 15%
Based on the table above, it can be seen that there are 16 students or (80%) who passed the test and there were 4 students or 20% who failed the test.
C. Hypothesis Testing
After applying the test and getting the documentation, the researcher analyzed the data by using analysis chi-square and t-test in order to prove whether there is the influence of Choral Reading Method toward students’
reading ablity at the seventh grade of SMP N 3 Batanghari, as followed:
1. Putting the data into the formula Chi-Square (X2)
After administering the written test method, the researcher analyzed the data by using of Chi-Square (X2) with two variables in order to prove whether there is a positive and significant influence of Choral Reading Method toward students’ reading ablity at the seventh grade of SMP N 3 Batanghari, as followed:48
48 C.R. Kothari, Research Methodology: Methods & Techniques, (New Age International (P) Limited, Publishers, 2004, p.233
𝜒2 = 𝐹𝑜 − 𝐹𝑒 2 𝐹𝑒
Table 10
The Contingency Table of the expected Frequency at the Result of Students’
Reading Comprehension Ability in Pretest and Posttest
Variables Category
Total
Good Fair Bad
Pre-test 0 5 15 N = 20
Post-test 3 12 5 N = 20
Total Cn = 3 Cn = 17 Cn = 20 N = 40
Hypothesis testing by using Chi-square analyzed as followed:
Table 11 The Testing of Data
Sel: f0 fe =
𝐶𝑛 𝑥 𝑅𝑛
𝑛 f0-fe (f0-fe)2 (𝑓0 − 𝑓𝑒)2 𝑓𝑒
1 0 3𝑥 20
40 = 1,5 -1,5 2,25 1,5
2 5 17 𝑥 20
40 = 8,5 -3,5 12,25 1,44
3 15 20 𝑥 22
40 = 10 5 25 2,5
4 3 3 𝑥 20
40 = 1,5 1,5 2,25 1,5
5 12 17𝑥 20
40 = 8,5 3,5 12,25 1,44
6 5 20 𝑥 22
44 = 10 -5 25 2,5
Total Fe = 40 0 - 10,88
From the data above, the value of Chi-square was 10,88. Then, know the critical value of chi-square the reseacher firstly counted df, it was degree of freedom. The formulation of df:
Df = (c-1) (r-1) = (3-1) (2-1) = 2
Note :
Df = degree of freedom C = column
R = row
Table 12
The Table of Critical Value of Chi-square Level of significant 5% 1%
Df 2 5,9914 9,2103
a. The critical value of X2 table for 5% level was 5,9914 b. The critical value of X2 for 1% level was 9,2103
From all data analysis above, it could be known that:
a. X2observed = 10,88
b. X2table of expectancy = 5% (5,9914) and 1% (9,2103)
The degrees of freedom is 2, so the values of X2table on degrees of freedom are 5% = 5,9914) and 1% = 9,2103).
2. Putting the data into formula t-test
To find whether there is positive and significant influence of Choral Reading Method toward students’ reading comprehension at the seventh grade of SMPN 3 Batanghari. The researcher used t-test formula.
Firstly, the researcher prepared the table and put the data into the t-test formula as bellow to get tobservation.
a. Preparing the table in order to prove whether there is the influence of of Choral Reading Method toward students’ reading comprehension at the seventh grade of SMPN 3 Batanghari.
Table 13
The Score Pre-test and Post-test result of the Students Reading Comprehension Ability No Name Pre-test
(X1)
Post-test (X2)
D (X2-X1)
D2 (X2-X1)2
1 AJL 65 85 20 400
2 AO 75 90 15 225
3 AA 45 75 30 900
4 AP 40 60 20 400
5 AA 55 75 20 400
6 AP 80 95 15 225
7 BO 30 55 15 225
8 DDS 35 60 25 625
9 DS 50 75 25 625
10 DS 40 55 15 225
11 DS 45 65 20 400
12 DK 50 70 20 400
13 EDC 60 75 15 225
14 FS 55 75 20 400
15 SA 55 85 30 900
16 IS 70 95 25 625
17 LA 65 75 10 100
18 NI 45 75 30 900
19 RSD 50 70 20 400
20 SWH 55 70 15 225
∑D 405 ∑D2 8825 20,25
The average of D = (405:20) = 20,25
b. Putting the data above into the formula of t-test in order to get
“tobserverd”
) 1 (
)
( 2
2
N N
N D D
t D
t = 20,25
8825 − 405 2 20 20 20−1
t = 20,25
8825 − 164025 20 20 19
t = 20,25
8825 − 8201 ,25 380
t = 20,25
623 ,75 380
t
=
20,251,64
t = 20,25
1,28
t = 15,820
To know the critical value of t-test (ttable), the researcher firstly counted df, df is degree of freedom. The formulation of df = N-1.49 N is the number of research population:
df = N-1 = 20-1 = 19
After considering the t-test table by using df 19, so it can be found that:
Table 14
The Table of Critical Value of t-test
Level of significant 5% 1%
Df 19 1.729 2.860
1) The critical value of t-test (ttable) for the 5% level is 1.729 2) The critical value of t-test (ttable) for the 1% level is 2.860 Based on the data analysis above, it can be found that:
1) “tobserved” = 15.820 2) “ttable” level of 5% = 1.729 3) “ttable” level of 1% = 2.860
It means that “tobserved” higher that “ttable” or it can be written as 1.729 < 15.820 > 2.860. From the value above, it can be inferred that there is positive and significant influence of Choral Reading Method toward students’ reading comprehension at the seventh grade of SMPN 3 Batanghari.
49 Donald Ary, et.al, Introduction to Research in Education, (Canada: Wadsworth, 2006),p.173
D. Interpretation
1. Interpretation of “X2observed”
If X2observed > X2table, Ha is accepted and Ho is rejected If X2observed < X2table, Ha is rejected and Ho is accepted
The critical value of “X2observed” was 10,88, in conclusion, Choral Method can influence students’ reading comprehension ability at the seventh grade of SMP N 3 Batanghari.
2. Interpretation of “tobserved”
The researcher formulated to “tobserved” to “ttable” as followed:
a. if tobserved > ttable, Ha is accepted and Ho is rejected b. If tobserved < ttable, Ha is rejected and Ho is accepted
The researcher has formulated the Alternative Hypothesis (Ha) such as : “there is a positive and significant influence of Choral Reading Method toward students’ reading comprehension ability at the seventh grade of SMP N 3 Batanghari.
Finally, the data confirmed that “tobserved” = 10.88 is higher than “ttable” 1.729 in 5% and 2.860 in 1%. Therefore, it can be concluded that “ there is a positive and significant influence of Choral Reading Method toward students reading comprehension ability at the seventh grade of SMP N 3 Batanghari.”
E. Discussion
In this research there are two variables, independent variable that is Choral Reading Method (X) and dependent variable, that is Reading Comprehension Ability (Y). The variables were tested by using formula of Chi-square and T- test to investigate whether there is a positive and significant influence Choral Reading Method toward students’ reading comprehension ability at the seventh grade of SMP N 3 Batanghari.
During the research, the researcher found many problems. They not interested to read the English text, they had low ability to comprehend the text, the teacher used conventional method and the students had the difficulties in reading comprehension ability. So, the researcher used Choral Reading Method to solve the students’ problems.
The researcher also observed that choral reading method was an good method to apply. The researcher recommanded this method because choral reading method interested the students to read more. So, they were be more active and easier in learning process. They were given much more opportunities to explore all of their ability, especially in reading. So it has proved that choral reading method can be used as an alternative method to reading comprehension.
F. Limitation
This research was conducted at SMP N 3 Batanghari. The subjects of the research were the seventh grade at the second semester in the Academic year
2017/2018. The research not discussed all of the problems that are faced by the students, but focus on the students’ reading comprehension ability problem in learning English as a foreign language. So, the result of it cannot be generalized.
59 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After implementing Quantitative research at the seventh grade of SMP N 3 Batanghari and according to the result of pre-test and post-test, it could be summarized that there was a positive and significant influence of implementing Choral Reading Method in teaching descriptive text. It means that using CR Method in teaching reading is helpful. It could be shown from the result of pre-test and post-test.
There was a significant influence of CR Method toward students’ reading comprehension ability at the seventh grade of SM P N 3 Batanghari. It could be seen from the critical value “X2observed” = 10,88 and “X2table” in 5% = 5,9914, and 1% = 9,2103, the data confirmed that “X2observed” was higher than
“X2table”. Besides, the data confirmed that “tobserved” = 15.820 was higher than
“ttable” in 5% = 1.7291, and 1% = 2.8609.
Based on the analysis data above, the researcher concluded that “there was a positive and significant influence of Choral Reading Method toward students’ reading comprehension ability at the seventh grade of SMP N 3 Batanghari in academic year 2017/2018.”
B. Suggestion
1. For the teacher
a. The teachers are suggested to apply Choral Reading Method as a variation in comprehending the reading text which can help them to read well.
2. For the students
a. Students are suggested to expand the knowledge by comprehending the reading text well.
3. For the headmaster
a. The headmaster is suggested to support the English learning process by preparing the facilitation and instrument completely.
b. The headmaster is suggested to concedere the English syllabus based on the real problems faced by the students.
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