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Chapter III

The document describes the research methodology used in a study. It used an experimental research method to test the effectiveness of using audio-lingual teaching on pronunciation for 8th grade students. All 27 students from two classes were used as the sample. Data was collected through observations of lessons, pre-tests and post-tests of students performing dialogs, and analyzed using a t-test to compare experimental and control class results before and after treatment.

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Akrom M. Alhaq
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49 views

Chapter III

The document describes the research methodology used in a study. It used an experimental research method to test the effectiveness of using audio-lingual teaching on pronunciation for 8th grade students. All 27 students from two classes were used as the sample. Data was collected through observations of lessons, pre-tests and post-tests of students performing dialogs, and analyzed using a t-test to compare experimental and control class results before and after treatment.

Uploaded by

Akrom M. Alhaq
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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CHAPTER III

RESEARCH METHODOLOGY
3.1 Method of Research
Methodology of research is a set of method used in research to
discover, develop and examine new facts. A research method is a particular way in
studying a problem. In this chapter will be explained to determine the rule and the
procedure of the research.
Gay, (1992:298) stated that the experimental method is the only
method of research that can truly test hypotheses concerning cause-and-effect
relationships. It represents the most valid approach to the solution of educational
problems, both practical and theoretical, and to the advancement of education as
a science.
Based on the statement above, the writer decides to use experimental
research method. This is the suitable method to run the research. This method can
be used to find out whether Audio-lingual is effective in teaching pronunciation to
the eight grade students of SMP Al-Muflikhun.

3.2 Population and Sample


There were many definitions of population. Saleh (2002:17) says that
population is group of objects, events or indicators that become targets of the
research. Meanwhile, Johnson, (1987:110) states that population is the entire
group of entities or person to which the results of a study are intended to apply.
Brown and Dowling (1998:33) also say that population is the notional class of
possible subjects 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 eight grade
students of SMP Al-Muflikhin in the academic year 2010/2011 which is consists
of two classes, 8A and 8B. 8A consists of 14 students and 8B consists of 13
students.
Sample is a sub group of the population that affects the conclusion
which refers to the result (Johnson, 1987:111). Arikunto (2002:109) says that
sample is a limited number of elements from a population to be representative of
the population.
In this case, the writer uses Arikuntos theory about how to determine
the sample size that is if the population is less than 100, it is better to take all of
them as the sample. So, the writer decides to take all of the eight grades students
of SMP Al-Muflikhin as the sample. The writer uses simple random sampling for
the research because the population is homogeny.
3.3 Technique of Collecting the Data
In this study, several procedures would be used in order to get the
empirical data required. The research would be conducted in three ways are as
follows:
1) Observation
This method would be used to observe the teaching-learning process
and the students activities.
2) Test
This study would be carried out through four activities. The two
activities were teaching-learning process. In the third activity, the students did

the posttest and questionnaire. Before giving the three last activities, the writer
gave a pre-test.
Furthermore, the test will be given in two forms, they are Pre-test and
Post-test.
A. Pre-test

Pre-test was the first activity before the teacher did the teaching-learning
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. Planning
1) Making lesson plan based on the teaching-learning activity
2) Preparing the test instrument (a series of dialogues consists of four
different dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape recorder)
4) Preparing hand-rolled paper and assessments sheets.
5) Preparing students attendance list.
b. Acting
1) Teacher introduced herself to students.
2) Teacher called the students name.
3) Teacher explained her aim in conducting an action research in the
classroom.
4) Teacher introduced the dialogues.
5) Students read the dialogues
6) Teacher asked students to work in pairs, read the dialogues and
performed the dialogues.
7) Teacher analyzed the result of the test and gave scores to the students.
c. Observing

1) Observing the students activities


2) Observing the students cooperation in their groups
d. Reflecting
In this step, the writer evaluated the steps in pre-test and discussed the
results of the observation for the improvement in post test.
B. Post-test

In the last activity, the students did a post-test. In this test, the students
performed the dialogue that given in the three previous meeting.
a. Planning
1) Making lesson plan based on the teaching learning activity
2) Preparing the test instrument (a series of dialogues)
3) Preparing teaching facilities (board marker, eraser, and tape
recorder)
4) Preparing hand-rolled paper and assessment sheets
5) Preparing students attendance list
b. Acting
1) Teacher distributed the handout to students
2) Teacher introduced the dialogues
3) Students read the dialogues
4) Teacher called students name
5) Students performed the dialogue
6) Teacher recorded the test and noted the score for each category
c. Observing
1) Observing the students activities
2) Observing the students co operation in their groups
d. Reflecting

Reflecting was done at the end of teaching learning activity II by


observing and analyzing the results of observation in teaching learning
activity. Reflecting in this step was done to discuss the results of
observations to make a conclusion.
3.4 Design of the Research
In this research, the writer uses the two groups pre-test and post-test
design. Thus for the design, the observation is done twice, before and after
treatment. The design of research as follow:
E
C

O 1 X 1 O2
O 3 X 2 O4

O1 : Observation that is done before treatment for Experimental class.


X1 : Treatment
O2 : Observation that is done after treatment for experimental class.
O3 : Observation that is done before treatment for control class.
X2: Treatment
O4 : Observation that is done after treatment for control class.

3.5 Procedure of the Data Analysis


To measure the effectiveness of the technique towards the students
language production, the writer compares the result of pre-test (X 1) and post-test
(X2).
The interpretations of the students achievement were presented in a
nominal data. The nominal data calculated by using formula t-test

T=

M X M Y

X 2+ Y 2
N X + N Y 2

][

1
1
+
N X NY

: t-value

Mx

: Mean of Experimental Class

My

: Mean of Control Class

X2

: Standard Deviation of Experimental Class

Y2

: Standard Deviation of Control Class

Nx

: Numbers of Experimental Class

Ny

: Numbers of Control Class

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