RESEARCH METHODOLOGY
A. Research Design
Type of this research is quantitative research. Quantitative research is
„Explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics)‟.22
Besides that, Yogesh Kumar stated that an experimental design is set of a framework for adequate tests of the relations among variables.23 In conclusion, quantitative experiment is a process to get the data by using numeric data to manipulate the active variable and the control variables to solve the research problem. To collect the data, the researcher would administer pre-test before treatment and post-test after treatment.
In this research, the researcher uses quantitative experiment to know the effect of Using Photograph as a Media and Guide Question technique (X1,
X2) on Writing Ability (Y) through a treatment.
Furthermore the researcher describe the procedure of this research as follows:
T1 X T2
22Daniel Muijs, Doing Quantitative Research in Education, (London: Sage Publications, 2004), p. 1.
23Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Delhi, New Age International, 2006), p. 171.
Explanation
T1 : The observed using pre-test to know student‟s writing ability (pre-test grade)
X : Treatment
T2 : The students‟ ability of making narrative text after following the treatment (post-test grade)
B. Operational Definition of Variables
Operational definition is the definition which based on characteristic of the thing that would be defined and it can be observed or measured. Meanwhile, a variable can be defined as a symbol to which numerals or values are assigned.
Often a term required an operational definition.24
In other explanation about operational is definition based on the characteristic of things that can be defined observed of measured in the observation. Based on the statement, the operational definition of variable in this research are:
1. Independent Variable
The independent variable in this research is The Effect of using Photograph as a Media and Guide Question Technique at Tenth Graders of SMAN 2 Sekampung East Lampung. Photograph As a Media (X1) and Guide question (X2) technique can be defined at the writing technique to give the way and knowledge for students in narrative writing ability.
24Simon Kwan and Peter Wolf, Constructs and Variables, DSC 500: Research Methods, 2002, p. 4.
There are two indicators that indicate the students be able to achieve the objectives of Photograph As a Media (X1) as follow:
a. Student can match the image with the story.
b. Student can make narrative text with photograph as a media.
There are two indicators that indicate the students be able to achieve the objectives of Guide Question technique e(X2) as follow:
a. Student can answer the guide question based on the arrangement of the narrative text.
b. Student can compose narrative text based on the guide question.
2. Dependent Variable
Dependent variable is the variable which is observed and measured to determine the effect of the independent. Dependent variable in this research is Writing Ability at Tenth Graders of SMAN 2 Sekampung East Lampung. Writing ability can be defined as a knowledge of students in practice to write. The indicators of this variable are:
a. Student can write a story with generic structure like as;orientation, complication, resolution.
b. Student know how to write, develop topic into good writings and arrange sentences well.
c. Student can write with the accuracy of using sentences and punctuation.
In this research the student can explore their ideas with a good writing, especially narrative text. This variable can be measured by making a narrative text. The test would be given two times, which are before the treatment or called as pre-test and after the treatment or called as post-test.
The test is making a narrative text by using strategy with photograph and guide question. The student would get the score according to rubric measurement of writing ability categories include content, organization, vocabulary, language use, and mechanic. And each categories has speaking score criteria include good, average, fair, and poor. So the highest score is 100 as the total of the score narrative writing ability.
C. Population and Sample Technique 1. Population
Population is all the individuals or units of interest; typically, there is not available data for almost all individuals in a population.25 The population of this research is the students of the tenth graders of SMAN 2 Sekampung. In this research, the whole of the students at the tenth graders is 224 students.
2. Sample
When population is showing all of member, under the population is sample. Sample is a subset of the individuals in a population; there is
25Bret Hanlon and Bret Larget, Samples and Populations, (Madison: University of Wisconsin, 2011), p. 7.
typically data available for individuals in samples.26 In this research, the researcher used the purposive cluster sampling. In this survey, the researcher choosing one class at tenth graders of SMAN 2 Sekampung as a sample which consists of 32 students.
3. Sampling technique
In this research, the researcher used purposive cluster sampling technique. So the researcher uses one class to be observed. This sampling technique is used to know the effectiveness of using photograph as a media and guide question to develop writing ability in narrative text.
D. Data Collecting Technique
To collect the data, the researcher use test, documentation and observation method.
1. Test
According to Donald Ary, etc., A test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. This score, based on a representative sample of the individual‟s behavior, is an indicator of the extent to which the subject has the characteristic being measured.27It means that the test is the most research that used as the main tool to measure the ability of each individual. The test that researcher used to collect the data as follow:
26Ibid.
27Donald Ary, et.al.,Introduction to Research in Education, (USA: Wadsworth, Cengage Learning, 2010), p. 201.
a. Pre-test
The researcher gives pre-test in order to know their basic knowledge. In this case the students‟ writing ability in narrative text that they have achieved.
b. Post-test
The post-test is held in order to know the students‟ writing ability in narrative text after being taught photograph and guide question. The post-test has been done after the treatment, in this case the test is written test making narrative text in order to know whether this method is effective or not to develop students‟ writing ability.
2. Documentation
Documentation defined as documents supplied as proof of evidence of something.28 The researcher used documentation method to get the detail information about the profile, history and the organization structure at SMAN 2 Sekampung.
3. Observation
Observation is “A systematic method of data collection that relies on a researcher‟s ability to gather data through his or her senses”.29
28Susan Pirie, Documentation and Record Keeping, (Canada: East Surrey Hospital, 2010), p. 22.
29Zina O‟Leary, The Essential Guide To Doing Research, (London: Sage Publications, 2004), p. 170.
Observation also defines as “technique collecting data it done with doing observation with detail note and systematic”. In this research the researcher use the non-participant observation because the researcher only observed it and noted it. The researcher observed the location of the research, the condition of the students directly to get the data. The researcher used the observation sheet to note information in that information.
E. Research Instrument
The functional of using research instrument is also to get the data that useful when the researcher has done to collect information in the field. The research instruments are:
1. Instrument Blueprint
The instrument blueprints which would be used follow as:
a. The instrument which would be used for the test includes the pre-test and post-test. The test is taken from the students‟ narrative writing assignment. The test would be taken from the score of the students‟
after making a narrative writing. The researcher use photograph as a media to support the guide question as strategy. Guide question given in form of 5W+1H question. Then, the student should make a narrative text in written form. The score of test would be taken after giving treatment by implementing photograph as a media and guide question strategy.
b. The instrument which would be used in documentation method is documentation guidance, as follow; 1) Documentation about teachers and official at SMAN 2 Sekampung; 2) Documentation about students of SMAN 2 Sekampung; 3) Documentation about the organization structure of SMAN 2 Sekampung.
c. The instrument which would be used in observation method is observation guidance as follow; 1) Observation the location sketch of SMAN 2 Sekampung; 2) Observation the establishment of SMAN 2 Sekampung; 3) Observation about building of SMAN 2 Sekampung.
2. Instrument Calibration
Instrument calibration is the scale of measurement which would be used to decide the instrument standard which would be used. There are three distinct aspect of validity, they are content validity, criterion validity, and construct validity. Moreover, in this research, the researcher only sees from content and constructs validity. Content validity refers to whether or not the content of the manifest variables is right to measure the latent concept that the researcher tries measure.30 The focus of the content validity is on the adequacy of the sample and not simply on the appearance of the test. It means, the items of the test should represent the material being used. The researcher would compose the test instrument based on the subject matter content of syllabus.
30Daniel Muijs, Doing Quantitative Research., p. 66.
Meanwhile, construct validity is concerned with whether is test is actually in line with the theory of what it means to know the certain language knowledge or certain language skill. It is evident that knowing the structure means that the students are able to construct or generate new ideas, in a certain occasion. Related to this theory, the test items given here should really measure or really test the students‟ ability to generate or construct new ideas. Moreover, the researcher would collect the data by using the test. The test is writing a narrative text. Teacher would give opportunity to use photo and students should make a narrative text based on the photo.
F. Data Analysis Technique
The researcher used simple statistical formula to comparing the result of the pre-test and the post-test. The data would be analyzed by using T-test formula to know the significant and treatment effect. Before analyzing the data by using T-test, the researcher would account the variants of populations.
T =
∑
(N∑ 2 – (∑ )2) N – 1
Explanation:
T = Score of T-test
∑ = Total of difference between pre-test and post-test
∑ 2 = Total of the difference between pre-test and post-test (quadratic(2)) N = Total of the participants.
33 CHAPTER IV
RESEARCH RESULT AND DISCUSSION
A. Description of Data 1. Research Setting
a. School Profile of SMAN 2 Sekampung East Lampung
SMAN 2 Sekampung East Lampung is located on Jl. Sidomulyo Sekampung East Lampung. It was established on November 29, 2007.
At the moment the principal is Budi Rahayu, S.Pd, M.M.Pd.
b. The Buildings of SMAN 2 Sekampung East Lampung
SMAN 2 Sekampung East Lampung has following buildings: 23 classroom, 1 principal‟s room, 2 teacher‟s room, an administrasi staff‟s room, a mosque, a science laboratory, a biology laboratory, a language laboratory, 4 bathroom, 3 canteens, 1 cooperation room, an auditorium, a ceremony yard and parking area.
c. The Condition of Teachers and Official Employees in SMAN 2 Sekampung East Lampung
The numbers of teachers and official employees in SMAN 2 Sekampung East Lampung are :
Table 3
The Condition of Teachers and Official Employees in SMAN 2 Sekampung East Lampung
No .
Name Sex Occupation
1. Adi Haryono Male Administration Staff
2. Agung Widodo Male Sport Teacher
3. Agus Fahim Male Islamic Teacher
4. Agus Susanto Male Chemistry Teacher
5. Ahmad Safe'i Male Physics Teacher
6. Amin Rahayu Female Biology Teacher
7. Aprilia Handayani Female English Teacher 8. Aprilia Widiyastuti Female Islamic Teacher
9. Arini Female Art Teacher
10. Astri Mela Agustin Female Entrepreneurship Teacher
11. Budi Rahayu Male Principal
12. Dewi Eniwati Female Biology Teacher
13. Dewi Kartika Rini Female Indonesian Teacher
14. Dian Hariani Female English Teacher
15. Dian Noviyanto Male Lampungnese Teacher
16. Edi Yanto Male Sociology Teacher
17. Endang Argawati Female Chemistry Teacher
18. Endang Murniyati Female Pancasila Teacher 19. Endang Supriatin Female History Teacher
20. Eni Dwi Astuti Female Administration Staff 21. Eryanti Yustisia Female Economics Teacher
22. Etik Sariwati Female Sociology Teacher
23. Fajar Dwi Ismayati Female Economics Teacher 24. Fajar Dwi Ismayati Female History Teacher 25. Feta Alfiriana Female Administration Staff
26. Fitri Paullina Female English Teacher
27. Herlin Faulina Female Mathematic Teacher
28. Heru Yudo Zuwono Male Entrepreneurship
Teacher
29. Indiati Female Art Teacher
30. Kusri Male Gardener
31. Luluk Hidayati Female Counselor
32. Lya Oktaviani Female Administration Staff
33. Margono Male Administration Staff
34. Megawaty Lathan Female Mathematic Teacher
35. Mugiarto Male Pancasila Teacher
36. Muhammad Nurhuda Male Entrepreneurship
Teacher
37. Mustatun Female Geography Teacher
38. Novita Ferliana Female History Teacher
39. Ratna Utami Dewi Female Mathematic Teacher
40. Risky Destian Male Administration Staff
41. Robertus Aji Suganda Male Sport Teacher
42. Robitoh Female Islamic Teacher
43. Rohimah Female Mathematic Teacher
44. Sari Yuliani Female Lampungnese Teacher
45. Silvia Madhona Female Economics Teacher
46. Sitaresmi Kusumaningrum Female Biology Teacher
47. Siti Asiyah Female Economics Teacher
48. Sri Suparti Female Physics Teacher
49. Sri Wulandari Female Mathematic Teacher
50. Sukesi Female Chemistry Teacher
51. Sulistyo Adhi Nugroho Male Sociology Teacher
52. Sumirah Female Indonesian Teacher
53. Supardi Male Sport Teacher
54. Surtini Female Indonesian Teacher
55. Suwarti Female Pancasila Teacher
56. Suyanti Female Biology Teacher
57. Tisna Yuniarsih Female English Teacher
58. Turyanto Male Pancasila Teacher
59. Umi Faizah Female Art Teacher
60. Wayan Murnita Meilani Female Mathematic Teacher Source: Documentation of SMAN 2 Sekampung in the Academic Year
2020/2021 on February 17, 2020
d. The Quantity of SMAN 2 Sekampung East Lampung
The quantity of SMAN 2 Sekampung East Lampung student in the in the Academic Year 2020/2021 that can be identified as follows:
Table 4
The Quantity of SMAN 2 Sekampung East Lampung Student in The Academic Year 2020/2021
Male Female Total
293 393 686
Source: Documentation of SMAN 2 Sekampung in the Academic Year 2020/2021
e. Organization Structure of SMAN 2 Sekampung
The organization structure of SMAN 2 Sekampung in the academic year 2020/2021 can be identified as follows:
Figure 2
Organization Structure of SMAN 2 Sekampung in The Academic Year 2020/2021
Principal Budi rahayu, S.Pd, M.M.Pd
Administration Staff
Teacher Vise Principal Of
Curriculum Aprilia Handayani
A.Md, S.Pd
Vise Principal Of Student Endang Argawati
S.Pd
Vise Principal Of Infrastructure Adi Haryono
S.Pd.I
Vise Principal Of Society Relation Eryanti Yustisia
S.E.
Student Homeroom
Teacher Guidance And
Counseling
Student SStudent
2. Research Data
a. The Result Of Student Pre-Test
The researcher conducted pre-test in the first meeting of research is order to find out the initial differences between the groups who have similar level. The pre-test used in this research is essay test. The result of pre-test can be identified as follows:
Table 5
The Result of Narrative Writing Ability Pre-Test at The X-2 Graders of SMAN 2 Sekampung
No. Students Initial Sex Score Explanation
1. ABH M 76 Average
2. AAS M 66 Average
3. AA M 64 Low
4. AGN F 60 Low
5. BLP M 63 Low
6. CV F 56 Low
7. DPS F 55 Low
8. DS M 78 Average
9. FN F 68 Average
10 GR F 78 Average
11. IR M 68 Average
12. KS M 70 Average
13 NIJ F 68 Average
14. OB M 60 Low
15. PRS F 74 Average
16. RS F 73 Average
17. RAR F 68 Average
18. RON F 62 Low
19. RF M 68 Average
20. RSA M 87 High
21. RA F 70 Average
22. SBA M 66 Average
23. SY F 75 Average
24. SM F 71 Average
25. ZR M 73 Average
26. ROS M 75 Average
27. RPA M 60 Low
28. SNR M 87 High
29. TN F 76 Average
30. URS F 62 Low
31. VA F 64 Low
32. VA M 76 Average
33. WGK M 76 Average
34. ZNS F 69 Average
35. ZC M 68 Average
∑ 2421
69,17
Source: The result of pre-test at the X-2 of SMAN 2 Sekampung on Monday, February 17,2020.
Based on the result pre-test narrative writing ability above, the highest score is 87 and the lowest score is 55. The writer measured the class interval using the formula according to Suharsimi Arikunto‟s opinion, as follows:
R= t−r Note:
R = Class Interval
t = the Highest Score = 87 r = the Lowest Score = 55 R = 87 – 55
= 32
K = 1 + 3,3 log 35 = 1 + 3,3 . 1,54 = 1 + 5,09 = 6,09 → 6 P =
=
= 5,3 → 5
After knowing the class interval, the data taken from interval above as put on the table of frequency distribution as follows:
Table 6
The Table of Frequency Distribution of Narrative Writing Ability Pre-Test Score
No. Class Interval Frequency Percentage
1. 55 ─ 59 2 5,7 %
2. 60 ─ 64 8 22,86 %
3. 65 ─ 69 9 25,7 %
4. 70 ─ 74 6 17,14 %
5. 75 ─ 79 8 22,86 %
6. 80 ─ 84 1 2,86 %
7. 85 ─ 89 1 2,86 %
Total 35 100 %
Figure 3
Chart of the students’ narrative writing ability pre-test
0 5 10 15 20 25 30 35 40
55 ─ 59 60 ─ 64 65 ─ 69 70 ─ 74 75 ─ 79 80 ─ 84 85 ─ 89 Total
Frequency Percentage
Based on the table frecuency and chart, it shows that the score pre-test at the high level is 2 (5,72%) in score 80-89, at the average level is 23 (65,7%) in score 65-79 and the level low is 10 (28,56%) in score 55-64. So, the result of pre-test narrative writing ability is at the average level.
b. Post-Test Result
After analyzing the weakness and understanding of student in narrative writing text, the writer conducted the treatment to help the student in understanding of narrative writing ability. The writer ask to the student about the difficulties in narrative writing and gave more explanation about narrative writing by using photograph as a media and guide question until the student understood. After the student in this class have been given the treatment and they have understood, further the writer gave the post test to measure their knowing of narrative writing ability.
To know the level of students‟ writing ability, the writer determines the minimum passing grade (MPG) in that school. It is equal to 75. If the value obtained by the student under the KKM then student is declared incomplete and if the student gained greater than or equal to KKM, the student expressed completed. For more details value distribution can be seen in the table below:
Table 7
The Result of Narrative Writing Ability Post-Test at The X-2 Graders of SMAN 2 Sekampung
No. Students Initial Sex Score Explanation
1. ABH M 90 High
2. AAS M 88 High
3. AA M 76 Average
4. AGN F 88 High
5. BLP M 88 High
6. CV F 88 High
7. DPS F 74 Average
8. DS M 96 High
9. FN F 88 High
10. GR F 92 High
11. IR M 76 Average
12. KS M 76 Average
13 NIJ F 78 Average
14. OB M 78 Average
15. PRS F 88 High
16. RS F 94 High
17. RAR F 78 Average
18. RON F 72 Low
19. RF M 78 Average
20. RSA M 92 High
21. RA F 80 Average
22. SBA M 62 Low
23. SY F 92 High
24. SM F 82 Average
25. ZR M 88 High
26. ROS M 88 High
27. RPA M 62 Low
28. SNR M 88 High
29. TN F 96 High
30. URS F 68 Low
31. VA F 70 Low
32. VA M 88 High
33. WGK M 78 Average
34. ZNS F 82 Average
35. ZC M 88 High
∑ 2896
82,74
Source: The result of post-test at the X-2 of SMAN 2 Sekampung on Thursday, February 20,2020.
Based on the student English learning result above, the writer measured the class interval using the formula according to suharsimi arikunto‟s opinion, as follows:
R = t−r Note:
R = Class Interval
t = the Highest Score = 96 r = the Lowest Score = 62 R = 96 - 62
= 34
K = 1 + 3,3 log 35 = 1 + 3,3 . 1,54
= 1 + 5,09 = 6,09 → 6 P =
=
= 5,66 → 6
After knowing the class interval, the data taken from interval above as put on the table of frequency distribution as follows:
Table 8
The Table of Frequency Distribution of Narrative Writing Ability Post-Test Score
No. Class Interval Frequency Percentage
1. 62 ─ 67 1 2,86 %
2. 68 ─ 73 4 11,43 %
3. 74 ─ 79 9 25,7 %
4. 80 ─ 85 3 8,57 %
5. 86 ─ 91 12 34,29 %
6. 92 ─ 97 6 17,14 %
Total 35 100 %
Figure 4
Chart of The Students’ Narrative Writing Ability Post-Test
Based on the table frecuency and chart, it shows that the score post-test at the high level is 18 (51,43%) in score 86-97, at the average level is 12 (34,27%) in score 74-85 and the level low is 5 (14,29%) in score 62-73. So, the result of pre-test narrative writing ability is at the high level.
B. Hyphotesis Testing
After the writer collect the data through test, documentation, observation, the writer analyzed the data by using analysis of t-test in order to find whether there is the effect of the teacher‟s professional competence toward the students English learning result at the tenth graders of SMAN 2 Sekampung.
0 5 10 15 20 25 30 35 40
62 ─ 67 68 ─ 73 74 ─ 79 80 ─ 85 86 ─ 91 92 ─ 97 Total
Frequency Percentage
Preparing the table in order to find whether there is the effect of the teacher‟s professional competence toward the students English learning result at the tenth graders of SMAN 2 Sekampung.
Table 9
The List of Pre-Test Score and Post-Test Narrative Writing Ability Score at The Tenth Graders of SMAN 2 Sekampung
No. Student Initial
The Score of Pre-Test
The Score of
Post-Test D D2
1. ABH 76 90 14 196
2. AAS 66 88 12 144
3. AA 64 76 12 144
4. AGN 60 88 28 784
5. BLP 63 88 25 625
6. CV 56 88 32 1024
7. DPS 55 74 19 361
8. DS 78 96 18 324
9. FN 68 88 20 400
10 GR 78 92 14 196
11. IR 68 76 8 64
12. KS 70 76 6 36
13 NIJ 68 78 10 100
14. OB 60 78 18 324
15. PRS 74 88 14 196
16. RS 73 94 21 441
17. RAR 68 78 10 100
18. RON 62 72 10 100
19. RF 68 78 10 100
20. RSA 87 92 12 144