Chapter III

Research Methodology
3.1. Research Method
In conducting the research, the researcher used the experimental method. Prasetyo
and Jannah (2005:97) stated that an experimental research is a study that treats or
creates a condition to the subject of research. In this case, treatment that the
researcher means here is communicative language teaching.
The researcher had two classes, one was a control class and the other one was an
experimental class, the treatment using communicative language teaching was only
given to experimental class and the control class did not use CLT. The researcher
used communicative language teaching as the treatment in teaching the experimental
class. It was different from that in teaching the control class because the researcher
did not treat the control class by using CLT in teaching but the researcher used whole
class teaching technique like usual.
3.2. Research Design
Before doing the research, the researcher asked for permission from the headmaster
of

MTsN Rukoh Darussalam Banda Aceh to do this research. After that the

researcher asked for school records and archives. It is used to know the number of
students, number of classes, students name list and teaching schedule. In this study
some tests are used to measure the students speaking skill and are administered

21

twice; namely, the pre-test and the post-test. Here, the pre-test is used to see the
students achievement in speaking skill in form of the picture in monolog
performance before the researcher gave treatment, and the post-test is used to see the
students achievement in speaking skill after the researcher gave treatment. The test
material that is used for both pre-test and post-test is the same. There were six
meetings in this study. The researcher had the limitation of time to teach, each
meeting only lasted 90 minutes, so the researcher used twelve pictures for all
meetings, one or two pictures for one meeting. The researcher also used the same
pictures for pre-test and post-test. The components were valued of speaking skill test;
they are pronounce, structure, vocabulary, fluency, and comprehension. The higher
score of each the component of speaking was scored 6 and the lower score of each the
component of speaking was scored 1.
In collecting the data, the researcher took some steps for the experimental
process. The first step was that the researcher gave pre-test for experimental and
control class. Then, the researcher taught the experimental class for six meetings
by using communicative language teaching. The researcher asked her friend who
has teaching experience in that school to teach the control class. In this case, the
researcher felt concerned about being more parted to experimental class than
control class if she teaches the control class too. Moreover, the control class also
was not taught by their own English teacher since the teacher has a lot of
experience in teaching learning process. The class did not use communicative

22

language teaching but the class also got pre-test and post-test. The method that
is used in control class was whole class teaching method; this method is regularly
used by the teacher of that control class.
There were some steps in teaching process for the experimental class. The first
step was the researcher started the class by giving the pre-section test to the students.
After the students finished the test the researcher started the teaching process by
greeting the students and doing apperception about the subject. After that, the
researcher wrote the topic of the material that they were going to discuss on the black
board. Then, the researcher did the picture about the topic to gain the students
background knowledge about the topic. After that, the researcher gave the vocabulary
about the picture for each student and the researcher read the vocabulary material
loudly and some of the students have to repeat it. For the experimental group, the
researcher divided the students into a group work. The researcher gave the picture for
each students in each group work. Each group consisted of five members. Each
member had their own part in making a text about the picture and the students can
share their idea for the other friends. After the students were divided into a groups,
the researcher adhered the media on the black board to show the students about the
types of pictures to describe the pictures that are related in the text for performance in
front of the class. The component of speaking were pronounce, structure, vocabulary,
fluency, and comprehension. Here, the media were formed by colorful papers and the
researcher had prepared the medias before the explanation about each the picture in

23

each colorful paper at home in order to save the time when teaching. After explaining
the pictures to the students, the researcher led the students to discuss the pictures in
their own group. After finishing the discussion about the pictures, the last step was
that the researcher asked the students again to sit individually and finish the postsection test in form of describing single picture for presentation it in front of the class.
Finally, at the end of meeting, both experiment and control were given post-test.
It is to measure students achievement in speaking skill after applying the method in
students learning process of speaking.
3.2.1. Research Subject
The subject of this research was the first grade of junior high school students at
MTsN Rukoh Darussalam. Based on the researchers experience at this school when
She was an English training teacher for the requirement in finishing her study, the
researcher concluded that it is better for her to take the school as her subject of
research because she has already been familiar with the students and also the teachers
there. These helped the researcher do her research well because there was good
cooperation between the researcher, the students and the teachers in doing this
research.
3.2.2. Population and Sample
The population of this research was the students of MTsN Rukoh Darussalam. From
that population, the researcher selected the first grade students as the sample.
Additionally Cohen et al (2000: 92) stated that sample is a smaller group or subset of

24

the total population in such a way that the knowledge gained is representative of the
total population under study. There are five classes at first degree of MTsN Rukoh
Darussalam, namely: 11, 12, 13 14, and 15. The researcher used two classes as the
sample, one as an experimental class and the other one for control class. In this study,
the researcher used random sample. Moreover, Cohen et al (2000: 100) explained
that in simple random sampling, each member of the population under study has an
equal chance of being selected and the probability of a member of the population
being selected is unaffected by the selection of other members of the population. For
this study the researcher took two classes for sample. The researcher wrote the entire
name of classes in a paper and then divided them, mixed them, and chose two of
them, one for an experimental class and the other one for a control class. After doing
those terms above the researcher found that 13 as his control class of research and 12
as his experimental class. The researcher used both of two classes 1 2 and 13 as her
sample of research.
As stated before, the researcher chose the first year students of MTsN Rukoh
Darussalam in the academic year of 2009/2010 as the population of this research
based on the researcher consideration: The researcher was an English training teacher
of MTsN Rukoh Darussalam. From the experiences the researcher found that the
students had difficulty in students achievement in speaking in MTsN Rukoh is low
when they had silent speaking. It was hard for the students to have the meaning from
the overall passages in the pictures when the researcher taught them using a group

25

and also the researcher found out that the students were interested in learning
speaking in a groups.
3.2.3. Research Instrument: Validity and Reliability
The researcher selected the pictures, which have equal levels of comprehension; she
consulted the teacher in composing her instruments in order to get the most suitable
the pictures for her research. For the instrument should have ten pictures, the
researcher added more picture if there any pictures which have no long text of the
pictures. The pictures are at 200 vocabularies level in the pictures. The researcher
took the pictures from Stepping Stoon book for the first degree of junior high school
students and it was approved by her advisors so it proved the validity of the
instrument that is used in this research. According to Gay (1983) quoted by Sukardi
(2003:121) a validity of instrument is the instrument can be measured what to be
measured. Validity is an important key to effective research, if a piece of research is
invalid then it is worthless. In addition, Campbell and Stanley (1963: 5) mentioned
that there are two types of validity; that is internal validity and external validity.
Internal validity is the basic minimum without which any experiment is
uninterpretable. The need of this validity is the experimental treatments make a
difference in the specific experimental instance. Furthermore, external validity asks
the question of generalizability. It generalized the effect of the populations, settings,
treatment variables, and measurement variables to the research. Moreover, according
to Sukardi (2003:127) the test is reliable if the test has consistent result in measuring
the test of what the researcher want to be measured. It means the test will be reliable
26

if it has a quite significance score when the researcher tests more with the same
instrument.
For the need of this study, the researcher chose some kind of the pictures taken
from other sources. The reasons are: it is difficult to make good texts by herself
because of her limited ability and there are various pictures materials that could be
used. Moreover, to prove the reliability of the instrument in this research, the
researcher used a formula that suggested by Arikunto (2006:180) it used SpearmanBrown form and the instrument has been tested to the students in class 1 2 of MTsN
Rukoh Darussalam. The reliability value of the test is 0.660 with the trust level is
95%. The researcher tabulated the score and calculated the reliability in attachment
10.
Table 1. The Analysis of Reliability by Spearman Formula Picture of
Supporting in the School.
No
1
2
3
4
5
6
7
8
9
10

Studen
ts
A
B
C
D
E
F
G
H
I
J

1
1
1
1
1
1
1
1
1
1
1

2
1
1
0
1
1
1
0
0
1
1

3
0
1
0
1
1
0
1
1
1
1

4
1
1
1
1
1
1
1
1
1
1

5
1
1
1
1
1
1
1
1
1
1

6
1
1
1
1
1
1
1
1
1
1

item
7 8
1 0
1 1
1 1
1 0
1 1
1 1
1 1
1 1
1 1
1 1

27

9
1
1
1
1
1
1
1
1
1
1

10
1
1
1
1
1
1
1
1
1
1

11
1
1
1
1
1
1
1
1
1
1

12
1
1
1
1
1
1
1
1
1
1

Total
score

Ganj
il X

Gen
ap Y

10
12
10
11
12
11
11
11
12
12

5
6
5
6
6
5
6
6
6
6

5
6
5
5
6
6
5
5
6
6

Table 2. Harga Kritik Dari Rho Spearman

N
o
5
6
7
8
9
1
0
1
2
1
4

Interv
al
95%
1
0.886
0.786
0.736
0.683

Kepercay
aan
99%
0.929
0.929
0.929
0.881
0.883

0.648

0.794

0.591

0.777

0.544

0.715

3.2.4. Technique of Data Analysis

To analyze the collected data, the researcher used some steps as follows. First, the
researcher calculated the score to find mean score for both experimental and control
class by using the formula that is suggested by Burns (1995:33):
The mean (M):
X
M N
Where

is the means of the sample

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X
N

is the total amount of all the individual observation

is the sample

Then to find out whether the differences between the experimental class and the
control class are significant, the researcher used the following T-score formula.
Suggested by Burns (1995:140):
M 1 M

2
1

Sd Sd 22
+
N1 N2
t =

Where

the significant comparative coefficient

SD

standard deviation of both sd1 and sd2

n1 and n2

number of sample 1 and 2.

In the formula above, the researcher needs to find the standard deviation between
variable 1 and 2. The formula of each standard deviation 1 and 2 suggested by Hadi
(2004: 288) is:

sd
Where

sd

X2 X
N

( )
N

standard deviation

= sum of score

N = number of sample

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