CHAPTER III RESEARCH METHOD
E. Research Instrument
In this research, the researcher used narrative writing test as an instrument. Writing test is one way to measure the students’ ability. According to Djaali (2000, as cited in Ismawati, 2003, p. 82) test is a tool that is used to measure knowledge or object mastery in a set of content or certain material.
The researcher gave a writing test to get the score on students’ writing ability after being given a different treatment. In assessing the students writing ability on flipped classroom model reproduced by them.
There are two test, pre-test and post-test that were given to the sample of this research. The pre-test gave to the class before treatment to see how far students have the ability in writing. After the receiving the pre-test then the experimental group will receive treatment the strategy will be applied.
Meanwhile the control group will have a traditional treatment (conventional treatment based on the steps that usually done by the teacher). After receiving treatment, the experimental and control group will be given post-test.
The researcher will ask to give students a task to write a paragraph with the topic to be given. In this study, students will be asked to write narrative text about legenda and fairy tales. The participants will be asked to write a short
composition of narrative text in 45 minutes. The written test of narrative text is intend to find out students' writing ability of narrative text.
The researcher assessed the students work by using five aspect namely content, organization, vocabulary, language use, and mechanics. Followings are scoring rubrics according to Jacob et al., :
Table 3.4
Scoring Rubric of Writing Component of
Writing
Score Criteria
Content
27-30 Very good: complete information, substantive story, complete story development, relevant with the problem.
22-26 Good: enough information, enough of being substantive, limited story development, relevant with the problem but incomplete.
17-21 Fair: limited information, lack of being substantive, incomplete story development, lack of problem.
13-16 Bad: there is no content and problem.
Organization (Organization of the
Content)
18-20 Very good: fluent expression, clear in expressing the idea, complete, well organized, logic, cohesive.
14-17 Good: lack of being fluent, unorganized but clear in stating the main idea, limited supporting
material, logic but incomplete.
10-13 Fair: not fluent, irregular idea, illogic sequence and idea development.
7-9 Bad: not communicative,
unorganized, and worthless.
Language Use (Grammar)
18-20 Very good: correct in word choice/
diction, master in word forms.
14-17 Good: sometimes incorrect in choosing the word but does not change the meaning.
10-13 Fair: limited in using the word, often make errors in using vocabulary and can change the meaning.
7-9 Bad: bad in choosing the word, lack of vocabulary, worthless.
Vocabulary (Diction)
22-25 Very good: effective in applying complex construction, only few language errors appear.
18-21 Good: simple construction but effective, few errors appear in complex constructions, there are some errors but do not change the meaning.
11-17 Fair: serious errors in sentence constructions, unclear meaning.
5-10 Bad: not master the syntactical construction, many errors, not communicative, worthless.
5 Very good: master writing rules,
Mechanic (Spelling)
only some errors in spelling.
4 Good: sometimes there is spelling error but does not change the meaning.
3 Fair: often do spelling errors, unclear meaning.
2 Bad: not master writing rules, many spelling errors, unreadable writing, (Adapted from Jacobs et al., (1981) in Weigle (2002, p. 116)).
Table 3.5
Classification of student abilities based on aspects (Ananda and Fadhli, 2018):
Interval Value Predicate Ability Score
1 2 3
80 – 100 A Excelent
70 – 79 B Very good
60 – 69 C Good
50 – 59 D Low
0 – 49 E Fail
In analyzing of validity test item. Validity testing is the important part since the test is used as an instrument to collect the data. The validity was used to ensure that the test was suitable to use. The researcher used SPSS, as follows:
1. Validity test
The most complex criterion of an effective test and the most important principle of language testing is validity. According to Donald Ary
et al., (2010, p. 225) stated that validity is the most important consideration in developing and evaluating measuring instruments. Donald added that validity can be defined as the extent to which an instrument measured what it claimed to measure. The focus of recent views of validity is not on the instrument itself but on the interpretation and meaning of the scores derived from the instrument.
The test can measure a certain objectives that appropriate with the material or the content of learning that is given (Arikunto, 2006: 82). It means that the content of test must appropriate with the material that exist in the curriculum. Moreover, the instrument in this research fulfilled the requirement of having content validity since the test was designed based on the standard and basic competence in K13.
Table 3.6
Standard Competence and Basic Competence in K13 Curriculum
Standard Competence Basic Competence
3.8 Distinguishing social functions, text structures, and linguistic elements of several oral and written narrative texts by giving and asking for information related to folk legends, simply, according to the context of their use.
4.8 Capturing contextual meaning related to social functions, text structure, and linguistic elements of simple narrative, spoken and written texts related to folk legends.
Based on the matrix above, it can be seen that narrative text was one of the text that must be mastered by the tenth grades students of Senior High School in K13 curriculum. So, the content of the test in this study used narrative text, since it was suitable for tenth grades.