SKRIPSI BHS INGGRIS

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CHAPTER III

METHOD OF STUDY

3.1 Location of the Stud

This study is conducted in MTsS Mon Malem, Blang Bintang, which is

located on Jalan Sultan Iskandar Muda, Blang Bintang. It is about four kilometers

from the city. It is a dynamic and strategic village. Most of the students came from

the village or the other areas that are not far from the school.

3.! Po"u#ation

There were many definitions of population. Mursid Saleh !""!#$%& says

that population is group of ob'ects, events or indicators that become targets of the

research. Meanwhile Johnson, (.M $)*%#$$"& states that population is the entire

group of entities or person to which the results of a study are intended to apply.

Brown. + and (owling. $))*#--& also say that population is the notional class

of possible sub'ects and it may be defined at any level of analysis.

The population may be all the individuals of a particular type or more

restricted part of that group. The population in this study was the fsecond year

students of MTsS Mon Malem, Blang Bintang at the academic year !"$!!"$-

which consists of three classes and each class consist of -" students.

/igure !. Students0 opulation of MTsS Mon Malem, Blang Bintang

12 34+SS Male /emale 12. of students

$.

!.

-.

5III +

5III B

5III 3

$6

$-

$7

$8

$%

$*

-"

-"

--

- )-

3.3 Sa$"#e

!)



30

Sample is a sub group of the population that affects the conclusion which

refers to the result Johnson. (.M $)*%#$$$&. +rikunto !""!#$")& says that

sample is a limited number of elements from a population to be representative of

the population.

+ccording to Johnson. (.M $)*%#$$$9$$-& there are two kinds of

samples, the samples are as follows#

$& 1on probability samples consist of two types, they are#

a. + sample of convenience

It contains elements or persons selected because of their accessibility

b. + volunteer sample

It consists of person who volunteers to participate in a study

!& robability samples also has two types, they are#

a. Simple random sampling

It is one techni:ue designed to ensure that the essential characteristics of

the sample being studied are laid those of the population from which the

sample is drawn. In this case, each element has the same chance or being

selected.

b. Stratified sampling

It involves dividing the population in to strata levels& and selecting

samples from within each level.

The method of sampling would be used in this study was the random

sampling. +ccording to Brown. + and (owling $))*#--& the production of a

random sample involve attempting to ensure that each member of population that

you are sampling has an e:ual chance or probability of being selected as a



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sub'ect. +s stated by +ron.+ and +ron. ;.1 $))%#*7& random selection is the

ideal method of picking out a sample to study. In practice, then, a random sample

is one which ensures that each member of the sampling frame has an e:ual

probability of being selected.

<ere, the writer did not take the sample based on the students individually

but based on the group of students in class with the following reasons#

$& The population in this study consists of the classes which are relatively same.

!& =etting the material based on the curriculum.

-& The students who become the ob'ect of the study are in the same level.

6& There is no superior class in the class division.

/inally, the writer took two as the sample of the study the 3lass 5II + that

consist -" Students and 3lass 5III B consists of -" Students. The 3lass 5III + as

e>perimental class and 3lass 5III B as control class.

3.% Re&ea'ch De&i(n

In this study, several procedures would be used in order to get the

empirical data re:uired. The research would be conducted in three ways are as

follows#

$& 2bservation

This method would be used to observe the teaching9learning process and

the students0 activities.

!& ;>perimental Teachcing

+fter conducting the pretest, the writer did the e>perimental treatment.

The writer taught three times a week for e>perimental group by using



32

Multimedia facilities. 2n the other hand, the control group was taugt

without using Multimedia facilities..

-& Test

This study would be carried out through two time test. The writer did the

pre9test for both group before appliyed the treatment and did the post9test

after e>perimental treatments and :uestionnaire for both group.

3.) E*"e'i$enta# T'eat$ent

3.).1 P'e+te&t at Cont'o# ,'ou" and E*"e'i$enta# ,'ou"

re9test was the first activity before the teacher did the teaching9learning

activities and a post test. The students would perform the dialogue. Their voices

would be recorded by the teacher. Because it was the first meeting, the writer

introduced herself to students.

a. lanning

$. Making lesson plan based on the teaching9learning activity

!. reparing the test instrument a series of dialogues consists of four

different dialogues&

-. reparing teaching facilities 4aptop, loud Speaker System, disc&

6. reparing hand9rolled paper and assessments sheets.

7. reparing students0 attendance list

b. +cting

$. Teacher introduced herself to students

!. Teacher called the students0 name



33

-. Teacher e>plained her aim in conducting an action research in the

classroom

6. Teacher introduced the dialogues.

7. Students listen the dialogues

8. Teacher asked students to work in pairs, listen the dialogues and

practice the dialogues.

%. Teacher recorded the test, analy?ed the result of the test and gave

scores to the students.

c. 2bserving

$. 2bserving the students0 activities

!. 2bserving the students0 cooperation in their groups

d. @eflecting

In this step, I evaluated the steps in pre9test and discussed the results of the

observation for the improvement in post test. The result of pre test can be seen in

+ppendi> $.

3.%.! Teachin(+#ea'nin( Acti-it in E*"e'i$enta# C#a&&

A. Fi'&t Meetin(

In teaching9learning activity I, the writer would present the video of

dialoge by multimedia facilities. In order to make the teaching learning process

effective, it was necessary for each member of the class to participate. +nd the

writer conducted the pre9test to measure the student listening ability before

applying multimedia, the result of pre9test can be seen in +ppendi> I. In the first

meeting the writer conducted some procedures as follows#



34

a. lanning

$. 3hoosing the teaching material# introducing

!. +rranging a lesson plan based on the teaching material.

-. reparing the test instrument

6. hand9out consists of a series of dialogues

7. reparing teaching facilities 4aptop, 4oud Speaker System and

tape recorder&

8. reparing observation sheets

%. reparing students0 attendance list

b. +cting

$. Teacher switch on the dialogue to the students

!. Teacher repeat the dialogue

-. Students listened and repeated the teacher

6. Teacher drilled the students

7. Teacher divided the class into group of four each group consists of

four persons&.

8. Students practiced the dialogue until they memori?ed the dialogues

%. Students performed the dialogue in front of the class

c. 2bserving

$. 2bserving the students0 activities

!. 2bserving the students0 cooperation in their groups

-. 2bserving the teaching learning process

. Second Meetin(



35

Basically, the teaching learning activity II is 'ust the same as in teaching

learning activity I. The writer still used multimedia facilities teaching as the

method with improvements during the teaching learning process. The following

procedures were as follows#

a. lanning

$& 3hoosing the teaching material# Hobbies

!& +rranging a lesson plan based on the teaching material

-& reparing the test instrument

6& <and9out consists of series of dialogues

7& 5ideo that was appropriate to the teaching material

6& reparing teaching facilities 4aptop, 4oud Speaker System, and tape

recorder&

7& reparing observation sheets

8& reparing students0 attendance list

b. +cting

$& Teacher show on some video to students

!& Teacher asked the students about those video

-& Teacher asked the students about their activities in spare time

6& Teacher repeat the dialogues

8& Students listened to the teacher

%& Teacher read the dialogue sentence by sentence

*& Students imitated the teacher

)& Teacher drilled the students

$"& Teacher divided the students into group of four



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$$& Students read the whole dialogue

$!& Students performed the dialogue in group

$-& Students performed the dialogue in front of the class

c. 2bserving

$& 2bserving the students0 activities

!& 2bserving the students0 co operation in their groups

-& 2bserving the teaching learning process

C. Thi'd Meetin(

The writer still used multimedia facilities teaching as the method with

improvements during the teaching learning process. The following procedures

were as follows#

a. lanning

$& 3hoosing the teaching material# Hobbies II

!& +rranging a lesson plan based on the teaching material

-& <and9out consists of series of dialogues

6& 5ideo that was appropriate to the teaching material

7& reparing teaching facilities 4aptop, 4oud Speaker System, and tape

recorder&

8& reparing observation sheets

%& reparing students0 attendance list

b. +cting

$& Teacher show on some video to students

!& Teacher asked the students about those video



37

-& Teacher asked the students about their activities in spare time

6& Teacher repeat the dialogues

8& Students listened to the teacher

%& Teacher read the dialogue sentence by sentence

*& Students imitated the teacher

)& Teacher drilled the students

$"& Teacher divided the students into group of four

$$& Students read the whole dialogue

$!& Students performed the dialogue in group

$-& Students performed the dialogue in front of the class

c. 2bserving

$& 2bserving the students0 activities

!& 2bserving the students0 co operation in their groups

-& 2bserving the teaching learning process

3.%.! Teachin(+#ea'nin( Acti-it in Cont'o# C#a&&

The process of teaching9learning activity in the control class in conducted

without using multimedia facilities, the researcher 'ust appliyed the traditional

process and always used the hand9out book. In the first meeting the writer also

conducted the pre9test to measure the student ablity in the control group and after

three times meeting the teaching learning process the writer conducted the post9

test as the end of test to know the students0 ability in control group.

3.). Po&t+te&t



38

+fter the e>periment was conducted, the writer conducted the posttest. The

writer conducted the test at the same time. The writer and the ;nglish teacher

administered the e>periment and control group together.

In this test, the students performed the dialogue that given in the three

previous meeting and fill up the :uestionnaire. The teacher recorded the students0

voices and distributed the :uestionnaire. The result of the posttest can be seen in

appendi> II

3. / Sco'in( S&te$

Testing listening re:uires the sub'ective 'udgments on the part of the

raters, thus, teacher0 perception of oral assessment and oral assessment rating

scales affect the testing process substantially Aeir, $))"&. To minimi?e sub'ective

'udgments, the writer and the teacher score the students used rating scales

developed by (avid . <arris modified by Aalter Bart? and then the score divided

by two.

In this study, the writer gave oral test to the students and analy?ed their

scores to measure the improvement and gave scores on pronunciation, grammar,

vocabulary, fluency and comprehension. In order for the raw scores to become

more meaningful numerical data, they should be converted to numerical data,

which had been processed to the scale of " to $"", so the scores of the students

was multiply by 6. Then, the processed scores could be used as a basic to make

decisions. If all students, scores were arranged from the highest to the lowest, it

would be easier to know the position of a student in hisher group.



39

The measurement of the students achievement that is suggested by <arris

$)8)# $-6& could be interpreted with the following table.

Ta0#e Student& achie-e$ent

C'ite'ia of Ma&te' ,'ade

)$9$"" ;>cellent

*$9)" 5ery good

%$9*" =ood

8$9%" /air

7$98" oor

4ess than 7" 5ery poor

CHAPTER I2

DATA AALYSIS AD ITERPRETATIO



40

%.! The Re&u#t of the Stud

This study was conducted in four activities. The two activities were

teaching9learning activity. The first activity was pre9test and held in September,

$"th !"$!. The second activity was held in September, $%th !"$!. The third

activity was held in September, $)th !"$!. The last activ ity was post9test and

done in September, !6th !"$!.

%.! Data Ana#&i&

+nalysis means the categori?ing, ordering, manipulating, and summari?ing

of data obtain answers to research :uestions Cerlinger, $)**#$!7&. The purpose

of analysis is to reduce data to be intel ligible and interpretable so that the relation

of research problem can be studied.

In scoring the test, the students called out in turn and the writer tested

them by giving the dialogues relating to the material. In giving scores, the writer

followed rating scale developed by Aalter Bart? Bart? cited in 5alette,

$)*-#$7"&. It showed four items that were important to be scored# fluency, :uality

of communication, amount of communication, and effort to communicate. But in

this study, I did not give score on amount of communication because the students

did not create the dialogue. They only memori?e the given dialogues.

%.3 Data P'oce&&in(

%.3.1 Mean 4516 and Standa'd De-iation 4S16 of The P'e Te&t

6*



41

The highest score of the pre9test was 7", and the lowest score was !7.

Thus, the range is 7" D !7 E !7. So the range is !7. 1e>t, the amount of classes

C& are found by using formula as follows#

C E $ F -.-- log n n E number of sample units&

E $ F --.-- log -"

E $ F 6.))*

E 7.))* 8

So, many classes are 8.

Ahile interval i& E K

R

E8

!7

E 6.$8 6

So, interval class i& is 6

Ta0#e %.1 Di&t'i0ution of P'e+Te&t Sco'e& of E*"e'i$enta# and Cont'o# ,'ou"

C#a&&

Inte'-a#

E*"e'i$enta# ,'ou" Cont'o# ,'ou"

F 5 F5 F5! F 5 F5 F5!

6%97" % !6 $8* 6"-! ! $! !6 !**6-968 ! !" 6" *"" ! * $8 $!*

-)96! " $8 " " * 6 -! $!*

-79-* " $! " " $$ " " "

-$9-6 " * " " " 96 " "

!%9-" ) 6 -8 $66 7 9* 96" -!"

!-9!8 $! " " " ! 9$! 9!6 !**

-" !66 6)%8 -" * $$7!



42

+= ∑

in

fx x X e .

GG

E !6.7 F

6.-"

!66

E !6.7 D *.$- > 6&

E !6.7 F -!.7!

E 7%."!

+= ∑

in

fx xc X .

GG

E -8.7 F

6.-"

*

E -8.7 F ".!8 > 6&

E -8.7 F $."6

E -%.76

Se E

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fxi

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E 6 !&$-.**8.$87 −

E 6 ").88*8.$87 −

E 6 %%.))



43

E 6 > ).)*

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Sc E

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44

E6-.!"$!.$7

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/rom statistical analysis, it is found that the t9score of pre9test of both

groups is !.!%. The critical value of t9score for degree of freedom 8" is $.8% at the

level of significance "."7. The result indicates that t9score is bigger than $.8%.

%.3.! Mean 45!6 and Standa'd De-iation 4S!6 of The Po&t Te&t

The highest score of the post9test was $"", and the lowest score was -7.

Thus, the range is )" D -7 E 77. Therefore, interval class C& is#

So, range is 87

C E $ F -.-- log n n E number of sample units&

E $ F --.-- log -"

E $ F 6.))*

E 7.))* 8

So, interval i& E K

R



+= ∑

in

fx x X e .

GG

45

E8

77

E ).$

)

In the following, we turn to compare the post9test scores of both groups.

It can be seen in the following table#

Ta0#e %.! Di&t'i0ution of Po&t+Te&t Sco'e& of E*"e'i$enta# and Cont'o#

,'ou"

C#a&&Inte'-a#

E*"e'i$enta# ,'ou" Cont'o# ,'ou"F 5 F5 F5! F 5 F5 F5!

*!9)" ) !% !6- 878$ " 67 " "

%-9*$ " $* " " " -8 " "

869%! ) ) 86 7%8 " !% " "

7798- $! " 9" " ! $* -8 86*

68976 " 9) " " % ) 8- 78%

-%967 " 9$* " " $8 " " "

!*9-8 " 9!% " " 7 9) 967 6"7

-" -"% %$-% -" 76 $8!"

E 7) F

).

-"

-"%

E 7) F $".!- > )&

E 7) F )!."%

E $7$."%



46

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in

fx xc X .

GG

E 6$ F

).-"

76

E 6$ F $.* > )&

E 6$ F $8.!

E 7%.!

Se E

!!

−

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fx

n

fxi

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%$-%

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E ) !

&!-.$").!-% −

E ) 87.$"6).!-% −

E ) 87.$--

E ) > $$.76

E $"-.*8

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−



47

E ) !&*.$76−

E ) !6.-76−

E ) %8.7"

E ) > %.$!

E 86."*

t E

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!

$

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$

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G

n

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n

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+

−

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+

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*%.)-

+

E*%.$-878.-7)

*%.)-

+

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E!*.!!

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E 6.!$

/rom the statistical analysis, it is found that the post9test t9score of both

group is 6.!$. The critical value of t9score for the degree of freedom 8" is $.8% at



48

the level of significance "."7. The result indicates that t9score is bigger than $.8%

It means that there is significance different between the two groups.

%.% Di&cu&&ion

+fter conducting the research, it can be seen clearly the result found in

the field of research. The result of the study shows there is no significant

difference between two groups before using multimedia facilities. It is logical

because the students in control group have not been treated by using multimedia

facilities. +fter, the writer applied the multimedia facilities to e>perimental group,

there is a significant different between the two9groups. It is proved that the t9score

of post9test is bigger than t9table.

Based on fact, it is underlined that in this research the hypothesis is

accepted and well proved, the teaching listening by using multimedia facilities has

the possitive influence.

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SKRIPSI BHS INGGRIS