BAB I PENDAHULUAN A. LATAR BELAKANG MASALAH HATI MERUPAKAN

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CHAPTER III RESEARCH METHODOLOGY A. Place of the Research The research was conducted at MAN Model Palangka Raya. B. Time of the Research The research was held from October 2015 to July 2016. Table 3.1 Time Schedule of Research Activities Writing Proposal Revising Proposal Seminar on the Proposal

2015

2016

Oct

Nov

Dec

Jan

X

X

X

X

X

X

Feb

Mar

Apr

May

X

X

Jun

Jul

Aug

X

X

X

Sept

X X

Developing research

X

instrument Conducting the research Writing research report Submitting X

thesis for examination

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70 digilib.uns.ac.id


C. Research Method In this study experimental research is chosen. According to Ary, Jacobs, Sorensen, & Razavieh, (2010: 265), an experiment is a scientific investigation in which researcher manipulates one or more independent variables, controls any other relevant variables, and observes the effect of the manipulation on the dependent variable. Thus, the purpose of experimental study is to observe the effect of the manipulation or the treatment of independent variable on the dependent variable. The independent variable of this research is teaching methods. The teaching methods are the factors of this research which are manipulated to know the effect and the relationship to the phenomenon that is investigated. The methods that are used in this study are Reciprocal Teaching and Lecturing Method. These two different teaching methods were applied differently for the groups of the students. In this case, the Reciprocal Teaching group of the students was used as experimental group and Lecturing Method group of students was used as control group. The dependent variable which is known as the outcome variable is the listening skill. The attribute variable in this research is self-esteem. Based on the elaboration, it is a quasi-experimental research because random assignment was not applied and it was impossible for the researcher to change the existing class arrangement for the experiment. The quasi experimental design does not use proper random assignment and typically they recruit people in a way that can cause bias such as using “people on the street”. In compensation commit to user



for this, other methods are used to increase the readability and validity of the experiment, for example by using control group. The most appropriate experimental design for this research is factorial design. A factorial design is one in which the researcher manipulates two or more variables simultaneously in order to study the independent effect of each variable on the dependent variable, as well as the effects caused by interaction among several variables (Ary et al, 2010: 311). This research design allows a researcher to study the interaction of an independent variable with one or more variables. This design is possible to assess the effect or interaction (Tuckman, 1978: 135). Table 3.2 Factorial Design Main Effect

Reciprocal

Lecturing Method

Teaching

(A )

Simple Effect

(A )

High Self-esteem

A B

A B

B

A B

A B

B

A

A

(B ) Low Self-esteem (B )

D. Population, Sample, and Sampling 1. Population of the study The population of the research is the tenth grade students of social class of MAN Model Palangka Raya in academic year of 2015/2016. commit to user



2. Sample of the study The samples that are used in this research are X-S3 and X-S2 students of MAN Model Palangka Raya in the academic year of 2015/2016. X-S3 is the experimental class and X-S2 is the control class. 3. Sampling of the study In this study cluster random sampling was used to select the sample. According to Ary et al., (2010: 154), cluster random sampling is probability sampling by randomly choosing group of individuals who are naturally together. The researcher chose this sampling because it is difficult to apply random sampling individually since the subject of the study are grouped into classes. The steps to take sample were as follows: 1. Writing down the name of the science classes on a piece of paper; 2. Rolling the paper and putting into a can; 3. Shaking the can to mix the pieces of paper; 4. Dropping the rolled one by one twice. 5. The first class that comes out was assigned as the experimental and the second class that comes out was assigned as the control group. Each class was divided into two groups, students who have high self-esteem and those who have low self-esteem. One of two classes was taught by using Reciprocal Teaching, and another one was taught commit to user by using Lecturing Method, so there are four groups:



1. Students with high self-esteem who was taught by using Reciprocal Teaching. 2. Students with low self-esteem who was taught by using Reciprocal Teaching. 3. Students with high self-esteem who was taught by using Lecturing Method. 4. Student with low self-esteem who was taught by using Lecturing Method.

E. Method of Collecting Data In collecting the data, the researcher used test and questionnaire. Brown (2004: 3) states that a test is a method of measuring a person’s ability, knowledge, and performance in a given domain. Test is as a set of questions, exercises of other instruments which are used to measure skill, knowledge, self-esteem, and aptitude of an individual or group (Arikunto, 2002: 127). The test was used to collect the data of the students' listening skill. The questionnaire was used to collect data of students’ self-esteem. 1.

Listening Test The listening test was used to collect the data of students’ listening

skill. The test was conducted after the treatment. It is in the form of multiple choices of comprehension questions. In the test, the researcher related the indicators of listening skill with the blue print and the test instruments. From these indicators, 35 items of multiple choice items was developed. Then the test was tried out to the students whose class does not belong to the commit to user



experimental and the control one. The students were given 60 minutes to take the test. After conducting try out test, the data were analyzed to find out the valid and the reliable items. According to Brown (2004: 19), the principles of good test should satisfy for the conditions as follows; validity, reliability, practicality, authenticity, and backwash. Therefore, the result of the try out was analyzed to find out the validity and reliability. If the items are valid, the items were tested to the students of experimental and control group. a. Validity Validity refers to the degree to which a test measures what is supposed to be measured (Gay, 1992: 155). To determine the internal validity of test, the researcher applied the following formula:

Note: r

: the coefficient of validity of item i : the mean of correct answer for item i : the mean of total score : the proportion of student who responds correctly for the item i : the proportion of student who responds incorrectly for the item i

: the standard deviation in which

St =

Note:

∑

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∑ 2 : total variance of item : the number of subjects in all groups

n If the

is higher than

, the item is valid. (Ngadiso, 2009: 1)

b.

Reliability Reliability refers to the consistency or stability of the scores we get

from our tests and assessment procedures (Johnson and Christensen, 2000: 100). In determining the internal reliability of the test, the researcher used the formula below:

1

∑

Note: : coefficient of reliability k

: the number of valid items on the test

p

: the proportion of student who responds correctly of each item

q

:the proportion of student who responds incorrectly of each item : observed score variance

in which, q = 1 – p If the

is higher than

, the item is reliable (Ngadiso, 2009: 2-3)

2.

Self-Esteem Questionnaire The purpose of using questionnaire is to get the information from

research participants about their self-esteem. commit to user Wilson and Mclean in Cohen, et



al. (2005: 262) believe that questionnaire is a widely used and useful instrument for collecting information. This kind of information can be transformed into numbers or quantitative data by using the scaling or ratingscale methods or by counting the number of respondents who give a particular response, thus generating frequency data. The result of the questionnaire was used to classify students into two groups, students with high self-esteem and low self-esteem. The researcher employed median to classify the sample. The students who have greater score than median were classified into high self-esteem students and the rest or the students who have fewer score than median were classified into low selfesteem. Moreover, the researcher used a likert scale using four point scales instead of five points, in which the interval between each point on the scale is assumed to be equal. To avoid neutral answer, the undecided point wass omitted. It was used to register the extent of agreement and disagreement to a particular statement. The items of the questions were in the positive and negative direction. Table 3. 3. The Score of Self-Esteem Questionnaire Answer

Positive Items

Negative Items

Strongly agree

4

1

Agree

3

2

Disagree

2

3

Strongly disagree

1

4

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Before administering the questionnaire, validity and reliability of the instrument was examined. To do this, a try out was conducted to the students who are not belong to the sample. Then, the scores of the try out were examined to find out the validity and reliability. The formula is given below: a. Validity

∑ ∑

∑

where : : coefficient of validity ∑

: total of items variance

∑

: total variance of item

∑

: total variance

The result of

is then compared with r table of Product Moment at the

level of significance α = 0.05. The item is valid if

is higher than

or

.

(Ngadiso, 2009: 1) b. Realibility

1

1

where: : coefficient of reliability : total of valid items ∑

: total of all variance item : total variance

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∑



The result of

is then compared with r table of Product Moment at

the level of significance α = 0.05. The item is valid if

is higher than

.

or

(Ngadiso, 2009: 1) F. Method of Analyzing the Data The researcher used descriptive analysis and inferential analysis in this research. The descriptive analysis was used to know the mean, median, mode, and the standard deviation of the score of listening test. The normality and homogeneity test were used to know the normality and homogeneity of the data. The normality of the data was analyzed by using the following formula: |

|

In which,

1

If Lo is lower than Lt or (Lo < Lt), it can be concluded that the sample is in normal distribution. The homogeneity of the data was analyzed by using the following formula: commit to user



log 2 If

is lower than

1

, it can be concluded that the data are

homogeneous. After testing the normality and homogeneity of the data, the hypothesis testing was conducted by using multifactor analysis of variance 2X2. Ho is rejected if Fo > Ft. If Ho is rejected the analysis is continued to make the comparisons of the groups' mean scores on the personal efficacy subscale using Tukey test. The design of multifactor analysis of variance is as follows: Table 3. 2. Factorial Design 2 x 2 ANOVA Main Effect

Reciprocal Lecturing Method Teaching (A )

Simple Effect

(A )

High Self-esteem A B

A B

B

A B

A B

B

A

A

(B ) Low Self-esteem (B )

Note A

: The mean score of listening test of experimental class which is taught by using Reciprocal Teaching.

A

: The mean score of listening test of experimental class which is taught by using Lecturing Method.

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B

: The mean score of listening test of students having high self-esteem

B

: The mean score of listening test of students having low self-esteem.

A B

: The mean score of listening test of students having high self-esteem who are taught by using Reciprocal Teaching.

A B

: The mean score of listening test of students having high self-esteem who are taught by using Lecturing Method.

A B

: The mean score of listening test of students having low self-esteem who are taught by using Reciprocal Teaching.

A B

: The mean score of listening test of students having low self-esteem who are taught by using Lecturing Method. The data were analyzed by using the following ways: 1. The total sum of squares:

∑

2. The sum of squares between group:

∑

∑

∑

∑

∑

3. The sum of squares of within groups:

4. The between columns sum of squares:

∑

∑

∑ commit to user

∑

∑

5. The between rows sum of squares:

∑



6. The sum of squares of interaction:

The number of degrees of freedom associated with each source of variation: 1. df for between columns sum of squares = C – 1 2. df for between row sum of squares = R – 1 3. df for between groups sum of squares = G – 1 4. df for within group sum of squares = ∑ n – 1 5. df for interaction = (C-1) (R-1) 6. df for total sum of squares = N - 1

Note: C = the number of columns R = the number of rows G = the number of groups n = the number of subjects in one group N = the number of subjects in all group

After analyzing the data by ANOVA test, the researcher used Tukey test to know the level of mean differences. The finding of q is found by dividing the difference between the means by the square root of the ratio of the within group variation and the sample size. The formulas are as follows: commit to user



1. The difference between Reciprocal Teaching and Lecturing Method:

2. The difference between the students who have high self-esteem and the students who have low self-esteem:

3. The difference between Reciprocal Teaching and Lecturing Method for the students who have high self-esteem:

4. The difference between Reciprocal Teaching and Lecturing Method for the students who have low self-esteem:

:

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The statistic test is obtained by dividing the difference between the means by square root of the ratio of the within group variation and the sample size. G. Statistical Hypothesis The researcher formulated the statistical hypotheses that consist of null hypothesis (H0) and alternative hypothesis (H1). The statistical hypotheses are as follows: 1. The difference in listening skill between students who are taught by using Reciprocal Teaching and students who are taught by using Lecturing Method. H 1 : µA1 = µA2 H 1 : µA1 >µA2 H 1 : There is no significant difference in listening skill between the students who are taught by using Reciprocal Teaching and students who are taught by using Lecturing Method. H 1 : The students who are taught by using Reciprocal Teaching have better listening skill than students who are taught by using Lecturing Method. 2. The difference in listening skill between students who have high selfesteem and the students with low self-esteem in listening comprehension: H 2 : µB1 = µB2 H 2 : µB1 >µB2 H 2 : There is no significant difference in listening skill between the commit to user students who have high self-esteem and students who have self-



esteem. H 2 : The students who have high self-esteem have better listening skill than the students who have low self-esteem. 3. The interaction between teaching methods and students' self-esteem in teaching listening: H 3 : µA x µB = 0 H 3 : µA x µB  0 H 3 : There is no interaction between teaching methods and students' self-esteem in teaching listening. It means that the effect of teaching methods on listening skill does not depend on self-esteem. H 3 : There is an interaction between teaching methods and students' selfesteem in teaching listening. It means that the effect of teaching methods on listening skill depends on self-esteem.

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BAB I PENDAHULUAN A. LATAR BELAKANG MASALAH HATI MERUPAKAN

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