Chapter Iii - 2018439pbi
Chapter Iii - 2018439pbi
Chapter Iii - 2018439pbi
A. Research Design
is the only type of the research that can test hypotheses to establish cause-effect
single group and provides an intervention during the experiment. This design does
not have a control group to compare with the experimental group. In relation to
the statements, Cohen, (2007) stated that pre experiment design: the one group
pretest-posttest design; the one group posttests only design: the post test was only
nonequivalent design.
Fajar Pekanbaru has participated. The class was get pretest at the beginning and
posttest at the end of this research. The pretest and posttest a result was compared
in order to determine the effect of the treatment. Gay (2012) explained that this
research called the One-group pretest-posttest Design; involve a single group that
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Pekanbaru which is located on Jalan Fajar Labuh Baru Kec. Payung Sekaki
The subject of this research was the second grade students at Islamic Senior
High School Al-Fajar Pekanbaru. The object of this research was the effect of
1. Population
The population in this research was the second grade students of MA Al-
Fajar where second grade students are divided into 2 classes. The total
Table III. 1
The Population of the Second Grade Students
at MA Al-Fajar Pekanbaru
No Class Number
1 XI IPS 1 25
2 XI IPS 2 23
Total 48
2. Sample
this research, the writer will use cluster random sampling. The sample of the
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students.
In order to get the data that are needed to support this research, the writer
used oral production test to gain the information about speaking ability from the
consider the statements given by the teacher. Then students were asked to share
their ideas based on considering statement to measure their speaking ability. The
writer used 2 tests in this research, pre-test and post-test. Pre-test was given to the
students before giving treatment. It was used to measure the students speaking
ability. Post-test was given to the students after giving the treatment to
experimental class. The post test was applied know the development of students
speaking ability after practicing the strategy. The scoring rubric of speaking
ability is as follows:
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Table III. 2
Speaking Rubric
Score Comprehension Fluency Pronunciation Vocabulary Grammar
05 Most parts of Speech Multiple problems with Vocabulary Grammar is
the response not halting and pronunciation/intonation does not rarely
comprehensible uneven with that may convey accurate or
to the listener long pauses interfere with meaning most appropriate
or communication. of the time; for the
incomplete too level.
thoughts. basic for
level.
10 Some parts of Speech Some problems with Vocabulary Grammar is
the response are choppy pronunciation/intonation does not sometimes
comprehensible; and/or slow that may convey accurate
others require with interfere with meaning and/or not
interpretation on frequent communication. some of the appropriate
the part of the pauses, most time; too for the
listener. thoughts are basic for level.
complete. level.
15 Response Some Sounds somewhat Vocabulary Grammar is
comprehensible; hesitation natural. conveys mostly
requires but manages appropriate accurate
minimal to continue meaning most and
interpretation on and of appropriate
the part of complete the time; for the
the listener. thoughts. appropriate level.
for the
level.
20 Response Thoughts Sounds natural Rich and Grammar is
readily expressed varied use of consistently
comprehensible; completely vocabulary. accurate
requires no with few and
interpretation on pauses or appropriate
the part of hesitation. for
the listener. the level.
To know the ability of the students, the writer firstly computes the individual
score to find out the real score of the students from each rater. Scoring system and
classification of students’ score by Harris (1974) was used to score students’ work
Table III. 3
The Classification of Students’ Scores
No Test Score Level of Ability
1. 80-100 Excellent
2. 60-79 Good
3. 50-59 Average
4. 0-49 Poor
Adapted from Harris (1974)
In order to find out whether there is a significant effect of using find the
Fajar Pekanbaru the data were analyzed statistically. In analyzing the data, the
researcher used statistical method that is paired sample t-test formula by using
SPSS.23.0 version.
After found the difference, the researchers’ found out the effect size of the
indication of the magnitude of the differences between your groups (not just
whether the difference could have occurred by chance). The effect size
statistic used in this research is eta squared. For t-test, SPSS does not provide
ta squared
Where:
n2 : Eta Square
t : t obtained
The guidance here from Cohen (1988) is that 0.01= a very small effect;