CHAPTER III RESEARCH METHODOLOGY
B. Population, Sampele and Sampling Technique
2. Sample and Sampling technique
27Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, AsgharRazavieh, Introduction to Research ., p. 148.
Beside of population, Donald Ary also explain the definition of sample. “A sample is a portion of a population”.28The sample of the research as respondent is students who sit in the eighth grade of Junior High School 2 Metro, that number 234 students. The number of the class at the eighth grade is 8 classes. Class VIII Hwhich consist of 30 students were chosen to be the sample of this research.
b. Sampling Technique
Cluster random sampling is used to take the sample of this research.
That is to select the intact group as a whole is known as a Cluster sampling. In Cluster sampling, the sample units contain groups of elements(clusters) instead od individual members or items in the population. In this research, the researcher only use one class because the researcher thought it is enough and that class could represent others.
C. The Operational Definition of Variables
Variables in this research are consisted of Cooperative Integrated Reading and Composition technique and student reading comprehension.
1. Cooperative Integrated Reading and Composition Technique
Cooperative Integrated Reading and Composition is the variable which influence the dependent variable. Independent variable in this research is the Cooperative Integrated Reading and Composition technique at the eighth grade of Junior High School 2 Metro in academic
28Ibid.
year 2016 / 2017. Cooperative Integrated Reading and Composition technique can be defined as the reading techniques to give the way and knowledge for students in comprehend the reading text. In this research the students can comprehend the text easily by using Cooperative Integrated Reading and Composition .
2. Reading Comprehension
Reading Coprehensionis the variable which is observed and measured to determine the effect of the independent variable. Dependent variable of this research is the students’ reading comprehension at the eighth grade of Junior High School 2 Metro in academic year 2016 / 2017. Reading comprehension can be defined as knowledge of student in identification the text such us: main idea, topic and the other. The indicators of this variable are:
a. Be able to understand the main idea, topic of passage and answering the question of the text well.
b. Be able predict the purpose of passage, main topic and some of the truth developing or supporting idea.
c. Be able to know the detail information of the text.
In this research the students can identify and analyze the reading text, especially descriptive text. This variable can be measured by using written test especially the type of multiple choice tests. The test consists of 20 questions that have five options; A, B, C, D. The
students would get 5 score if they answer a question correctly and they get zero for wrong answer. Hence the biggest score is 100 and the lowest is 0. The test will be given two times, which are before the treatment or called as pre-test and after the treatment or called post- test.
D. Data Collection Method
To get the data from the Cooperative Integrated Reading and Composition technique and students reading comprehension the researcher uses the data collection method such us:
1. Test
Ary state that “Test are valuable measuring instruments for educational research”.29 It means that a test is one of the tools to measure the students’
basic ability and achievement.Moreover, the researcher uses test as data collection method to measure both of the variable. The researcher measures the reading comprehension of the student by giving reading comprehension test using reading texts.
A test that used in this research is multiple choice of reading comprehension test. There are two tests in this research. The first test is pre-test and second test is post test. The researcher uses the objectives test with the multiple choice test and essay, it consists of 20 items and includes 4 different passages, each the item consist of options: A, B, C, D. Morever, the students answer the following questions, after they read paragraph.
29Ibid., p. 179.
2. Documentation
In getting the information, the researcher was got three kind of source such us: paper, place and people. According to Arikunto said that
“Documentation is the tools which have written like books, magazines, document, regulation, note, etc.”30
The researcher uses the documentation method to get some information about:
a. Effectiveness of Cooperative Integrated Reading and Composition technique and reading comprehension of the the eighth grade of Junior High School 2 Metro in academic year 2016 / 2017.
b. The condition teachers and officials employees in Junior High School 2 Metro in academic 2016 / 2017.
c. The quantity of the students of Junior High School 2 Metro in academic year of 2016 / 2017.
d. Organization structure of Junior High School 2 Metro in academic year of 2016 / 2017.
E. Research Instrument
30SuharsimiArikunto, ManajemenPenelitian, (Jakarta: PT RinekaCipta, 2005),p.158.
Arikunto defines, “instrument as the tool of research which is used in each method”.31 Furthermore, the research instrument involves:
1. Instrument Blueprint
Instrument in this research was designed and adjusted with the indicators which have been specified. Moreover, instrument used was in the test form that consists of multiple choice questions about various kinds of text in the different themes.
2. Instrument Calibration
Instrument calibration is the scale of measurement which will be used to decide the instrument standard which will be used. Moreover, the researcher will use the standard for test instrument as following.
a. Validity
To get an accurate data, the instrument which the test have a good quality. Therefore, the researcher uses content validity and construct validity. Beside that, construct validity refers to the measurement of the research which has some indicators to measure one aspect or contsruct. In the other word, the instrument would be relevant to the focus of the research. Therefore, the researcher use content validity based on the syllabus and materials at the eighth grader students of Junior High School 2 Metro.
b. Reliability
31Ibid., p. 126.
Reliability means depend performance or trustworthiness. The term means essentiality the same thing with respect to measurement.
Basically reliability is the degree to which a test consistently measures whatever it measure.
F. Data Analysis Technique
To investigate whether there is any positive and significant influence of the Cooperative Integrated Reading and Composition techniqueon reading comprehension among the eighth grade of Junior High School 2 Metro in Academic Year 2016 / 2017, the researcher analyzes the data by using t-test.
According Donald Ary the formulation of t-test as follows:32
1
2 2
N N
N D D
t D
Explanations:
t = t value for correlation sample
D = (difference), difference between pre-test score with post-test score D = The average from difference score (average from D)
D2 = Square of D N = Total of participant
32Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, AsgharRazavieh, Introduction to Research ., p.150.
CHAPTER IV
RESULT OF THE RESEARCH
A. The Data Description
1. The Brief of Junior High School 2 Metro
Junior High School 2 Metro is one of State Junior High Schools in Metro.
It is located on street of Ki Hajar Dewantara 91/15A Iring Mulyo, sub district of East Metro, Metro. It was built on the land area of ±12.850m2 with the following borders: East side bordering by IAIN Metro, north side bordering by Muhammadiyah Metro University, south side bordering by SMK Negeri 3Metro, west side bordering by separation bridge between Metro and East Lampung.
Junior High School 2 Metro that existed first time on 1976 was filial school of SMPN 1 Metro which was led by Mr. D. Soewardi, BA with the number of class seven consist of 3 classes, 12 teachers and 1 official employee. At that time, Hasan Benguh, SH was choosen to be the temporary principals. A year passed by, in 1977 SMPN 1 Metro Filial changed to be Junior High School 2 Metro definitive based on the Decree of the Mini sterof Education Republic of Indonesia number 0364/C/1977 dated August 25, 1977 and Decree of the Departmenof Education and Culture of the Lampung Province Number : 930/I. 12-4/I.6/1978, dated March 13, 1978.
The periods of leadership were as follows:
Hi. HasanBenguh, S.H 1976-1977
Hi. Moehammad 1977-1983
DoedoenAbdoelah 1983-1984
Soewito 1984-1990
Hi. SugengHendroAtmojo 1990-1996 Drs. Hi.SyarifSubing, S.H 1996-1978
Drs. Sutarjo 1998-1999
Drs. Tukiman S 1999-2002
Dra.Indrawati 2002-2006
Drs. Suwarno 2009-2012
Suyitno, S.Pd 2012-now
2. The Condition of Teacher and Employee of Junior High School 2 Metro
Junior High School 2 Metro has professional teachers and officers from various universities and also from various levels of education. This is due to a better quality of the graduates of Junior High School 2 Metro who need to attribute special skills in different majors. Therefore, selected teachers and officers are very helpful in teaching learning process.
The total number of the teachers and officers were 66 people which can be seen as the table below:
TABLE 1
Teacher Education Backgroud
MA / SMA SI S2
3. The Organization structure of Junior High School 2 Metro Figure 1
Organization Structure of Junior High School 2 Metro
4. The Students Quantity of Junior High School 2 Metro
The students’ quantities of Junior High School 2 Metro are 656 people which can be identified as follows;
Table 2
The Quantity of the Students at Junior High School 2 Metro
No Class Total
1 VII 229
2 VIII 234
22 42 2
Students
Teacher Principle
Suyitno, S.Pd
Vice-Principle of Infrastructure&
Society Relation Sudirman, S.Pd Vice-Principle
Curriculum HadiSuyoto, S.Pd Vice-principle of
students Syaripah, S.Pd
3 IX 203
Total 656
Source: school archive taken on august2017.
5. Infrastructure
Junior High School 2 Metro has a permanent infrastructure which was divided into several rooms for supporting the teaching learning process.
B. Pre-Test Result
To measure the students reading comprehension the writer used the pre-test before giving the treatment. The student has given 20 items of multiple choice questions that must be answered. It is consist of reading comprehension text, they were gave 40 minutes to finish the test. The result of pretest can be shown as follows:
Table 4
The Pretest Score of Students Reading Comprehension at the Eighth Grade of SMPN 2 Metro
No Initial
Students The Score of Pre-test
1 ABPK 75
2 AP 75
3 ASS 55
4 AS 45
5 AP 50
6 AA 55
7 AF 40
8 AA 40
9 DPH 50
10 DA 75
11 DAW 50
12 FRP 75
13 FSK 45
14 GS 55
15 MA 60
16 MKA 45
17 MAA 30
18 MMP 45
19 PP 30
20 RR 75
21 RDA 50
22 RSW 25
23 RCA 55
24 SN 80
25 SSP 50
26 SAS 45
27 TDP 65
28 UKR 45
29 YTH 50
30 ZA 35
Taken on August 8th, 2017.
Based on the data above, it can be found that the highest score was 80 and the lowest score was 25. Based on the data, the writer then measured the class interval by using the formula as follows:
K= 1 + 3,3 log n K= 1 + 3,3 log 30 K= 1 + 3,3 × 1,47 K= 1 + 4,87 K= 5,87 ≈ 6
R= highest score – lowest score + 1 33 R= 80 – 25 + 1
R= 54 I= 54
6
I= 54
6
I= 9
33Sugiyono, StatistikauntukPenelitian, (Bandung: Alfabeta, 2012), p. 36
The total of class interval of this result pretest research was 9.
After knowing the class interval, the data taken from interval above was put on the table of frequency distribution, as follows:
Table 5.
The Table of Frequency Distribution of Pretest Score Class Interval Frequency Percentage
1. 25-33 2 7%
2. 34-42 3 10%
3. 43-51 13 43%
4. 52-60 5 17%
5. 61-69 1 3%
6. 70-79 5 17%
7 80-88 1 3%
Total 30 100%
If the data was put into graphic, it can be seen as follow:
0%
10%
20%
30%
40%
50%
25-33 34-42 43-51 52-60 61-69 70-79 80-89
Based on the table frequency distribution and graphic above, it can be inferred that 30 students as the research sample can be divided:
1) For the class interval of 25-33, there was only 2 students or 7%.
2) For the class interval of 34-42, there were 3 students or 10%.
3) For the class interval of 43-51, there were 13 students or 43% . 4) For the class interval of 52-60, there were 5 students or 17% . 5) For the class interval of 61-69, there were 1 student or 3% . 6) For the class interval of 70-79, there was only 5 students or 17% . 7) For the class interval of 80-89, there was only 1 student or 3%
The standard value of English in SMPN 2 Metro was 75, so the students who passed the test was the students who got score more than 75, it was only 6 students or 20%.
C. Post-test Result
After analyzing the weakness and understanding of students in reading text, the writer conducted the treatment to help the students in understanding of reading comprehension. The writer asked to the students about the difficulties in answering the exercise and gave more explanation about the reading comprehension by using Cooperative Integrated Reading and Composition technique until the students understood. After the students in this class have been given the treatment and they have understood, further the writer gave the post test to measure their knowing of reading comprehension. The result of post test can be shown as follows:
Table 6.
The Post-test Score of Students Reading Comprehension at the Eighth Grade of SMP N 2
No
Initial Students
The Score of Post-test 1 ABPK 90
2 AP 85
3 ASS 75
4 AS 70
5 AP 80
6 AA 75
7 AF 60
8 AA 65
9 DPH 75
10 DA 90
11 DAW 75 12 FRP 90 13 FSK 70
14 GS 75
15 MA 75
16 MKA 75 17 MAA 65 18 MMP 70
19 PP 60
20 RR 85
21 RDA 80 22 RSW 60 23 RCA 75
24 SN 95
25 SSP 80 26 SAS 80 27 TDP 80 28 UKR 75 29 YTH 80
30 ZA 60
Taken on August 15th, 2017.
Based on the data above, it can be found that the highest score was 95 and the lowest score was 60. Based on the data, the writer then measured the class interval by using the formula as follows:
K= 1 + 3,3 log n
K= 1 + 3,3 log 30 K= 1 + 3,3 × 1,47 K= 1 + 4,87 K= 5,87 ≈ 6
R= highest score – lowest score + 1 34 R= 95 – 60 + 1
R= 36
I= 36𝑅
𝐾6
I= 36
6
I= 6
The total of class interval of this result pretest research was 6.
After knowing the class interval, the data taken from interval above was put on the table of frequency distribution, as follows:
Table 7.
The Table of Frequency Distribution of Post-test Score Class Class Interval Frequency Percentage
1. 60-65 6 20%
2. 66-71 3 10%
3. 72-77 9 30%0
4. 78-83 6 20%
5. 84-89 2 6,7%
6. 90-95 4 13,3%
Total 30 100%
If the data was put into graphic, it can be seen as follow:
34Sugiyono, StatistikauntukPenelitian, .
Based on the table frequency distribution above, it can be inferred that 30 students as the research sample can be divided :
1) For the class interval of 60-65, there were 6 students or 20%.
2) For the class interval of 66-71, there were 3 students or 10%.
3) For the class interval of 72-77, there were 9 students or 30%.
4) For the class interval of 78-83, there were 6 students or 20%.
5) For the class interval of 84-89, there were 2 students or 6,7% . 6) For the class interval of 90-95, there were 4 students or 13,3% .
Based on the table above, it can be seen that the students who passed the test was the students who got score more than 75, there were 21 students or 70%.
D. Hypothesis Testing
After applying the test and getting the documentation, the writer analyzed the data by using analysis of t-test in order to prove whether there is the influence of Cooperative Integrated Reading and Composition technique on
6
3
9
6
3
4
20% 10% 30% 20% 6.70% 13.30%
0 2 4 6 8 10
60-65 66-71 72-77 78-83 84-89 90-95
the students’ reading comprehension at the eighth grade of SMP N 2 METRO, as follows:
1. Preparing the table in order to prove whether there is the influence of Cooperative Integrated Reading and Composition technique on the students’ reading comprehension at the eighth graders of SMP N 2 METRO.
Table 8.
The List of Pretest Score and Post test Score Students’ Reading Comprehension at the Eighth Grade of SMP N 2 METRO
No Initial Students
The Score Of Pre Test
The Score Of Post
Test
D D2
1 ABPK 75 90 15 225
2 AP 75 85 10 100
3 ASS 55 75 20 400
4 AS 45 70 25 625
5 AP 50 80 30 900
6 AA 55 75 20 400
7 AF 40 60 20 400
8 AA 40 65 25 625
9 DPH 50 75 25 625
10 DA 75 90 15 225
11 DAW 50 75 25 625
12 FRP 75 90 15 225
13 FSK 45 70 25 625
14 GS 55 75 20 400
15 MA 60 75 15 225
16 MKA 45 75 30 900
17 MAA 30 65 35 1225
18 MMP 45 70 25 625
19 PP 30 60 30 900
20 RR 75 85 10 100
21 RDA 50 80 30 900
22 RSW 25 60 35 1225
23 RCA 55 75 20 400
24 SN 80 95 15 225
25 SSP 50 80 30 900
26 SAS 45 80 35 1225
27 TDP 65 80 15 225
28 UKR 45 75 30 900
29 YTH 50 80 30 900
30 ZA 35 60 25 625
∑ D 700
∑ D2 17900 23,3
The average of D= (700:30) = 23,3
2. Putting the data above into the formula of t-test in order to get “tobserved”
1
2 2
N N
N D D
t D
30 1
30
30 17900 700
3 , 23
2
t
870 3 , 16333 17900
3 , 243
t
870 7 , 1566
3 ,
23 t
8008 , 1
3 ,
23
34 , 1
3 ,
23
t = 17,388
To know the critical value of t-test (ttable), the writer firstly counted df, dfis degree of freedom. The formulation of df = N-1. N is the number of research population:
df = N-1
= 30-1
= 29
Furthermore, the writer demonstrated the data which was analyzed by using t-test in SPSS in the table below.
Table 9.
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pretest 30 25 80 52.33 14.724
Posttest 30 60 95 75.67 9.444
Valid N (listwise) 30
The table above demonstrated that the total sample of pretest or before treatment was 30 with the minimum value was 25 and maximum 80, mean of
pretest was 52,33 with the standard deviation was 14,724. Meanwhile the total sample of post test or after treatment was 30 with the minimum value was 60 and maximum 95, its mean of post test was 75,67 with the standard deviation 9,444.
Moreover, the table below illustrated the result of the calculation of t test in SPSS.
Table 10 Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
Pre test –
Post test 23.333 7.350 1.342 26.078 20.589 17.388 29 .000
The table above illustrated that the mean of pretest X1 and post test X2 result was 23,333 and it’s the standard deviation was 7,350 with standard error mean was 1.342, t observed was 17,388 with degree of freedom was 29 to confidence interval of the difference 95%.
After considering the t-test table by using df 29. so it can be found that :
Level of significant 5 % 1 %
df29 1,699 2,462
1. The critical value of t-test (ttable) for the 5% level is 1.699 2. The critical value of t-test (ttable) for the 1% level is 2.462 Based on all the data analysis above, it can be found that:
1. “tobserved” = 17,388 2. “ ttable“ level of 5% = 1,699
“ ttable“ level of 1% = 2,462
Its mean that “t observed” higher than “ ttable“ or it can be written as 1.699<17,388>2.462. From the value above, it can be inferred that there is positive and signficant influence of using Cooperative Integrated Reading and Composition technique on the students’ reading comprehension at the eighth grade of SMP N 2 METRO in academic year 2016 / 2017.
E. Interpretations
In this research, all of the tests had done individually by the students. Its benefit was to know the influence of using Cooperative Integrated Reading and Composition technique on the student’s Reading comprehension from the result of those test, there was different score of students. It can be seen from the result of the students’ pre test and post test.
- If t observed> t table, Ha is accepted and Ho is rejected.
The writer has formulated the Alternative Hypothesis (Ha) such as:
“There is a positive and significant influence of Cooperative Integrated Reading and Composition technique on the students’ Reading comprehension at the eighth grade of SMP N 2 METRO in academic year 2016 / 2017”.
Finally, the data confirmed that “t observed” = 17,388 was higher than
“ttable” level of significant 5% = 1,699 and “ttable” level of significant 1% = 2,462. Therefore, it can be concluded that Ha isaccepted and Ho is rejected. It means that there was a positive and significant influence of Cooperative Integrated Reading and Composition technique on the students’ Reading comprehension at the eighth grade of SMP N 2 METRO in academic year 2016 / 2017.
F. Discussion
Reading comprehension ability is the process to get information from the written language in order to get meaningful message, knowledge, suggestion which is sent by the writer. But, there still many students find some difficulties in comprehending the reading text.
Teaching reading needed a right technique to be used in order to make it successful. Therefore, the teacher must be able to choose the proper technique and should be creative to encourage the students to comprehend the reading text by using the right technique. In this research, the writer has implemented a technique by using Cooperative Integrated Reading and Composition technique in order to reach the teaching learning objectives.
The result indicated that the students’ ability in comprehending the reading text improved after they were taught by using Cooperative Integrated Reading and Composition technique. It was proved by the mean score of pre test that improve from 52.33 before treatment up to 75,67 after the treatment.
Further, from the computation of t-test, it was gained that at the significant level of 1% and 5%, tobserve was higher than ttable that was 1.699<17,388>2.462. This mean that the hypothesis proposed by the witer was accepted.
G. Limitations
This research was conducted at SMP N 2 METRO. The subject of the research were the eighth graders at the first semester in academic year 2016/2018. The result of this research did not discuss all of the problem that faced by the students but focus on students’ reading comprehension problem in learning English as a foreign language.