CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Design

The design of the research is a comparative study with a quasi-experimental

research which focuses on quantitative research. According to L. R Gay (2000:

364), the quasi-experimental design involves selecting two groups or more

differing on some variables and comparing them to some dependent variables.

The groups may differ in a number of ways. One group may possess a

characteristic that the other does not, one group may possess more of a

characteristic than the other, or the two groups may have had a different kind of

experiences.

In this research, there are three variables; TPRC Strategy (X1) and PLAN

Strategy (X2) are independent variables, while the students reading

comprehension is dependent variable. Both classes have been taught by using

TPRC and PLAN strategies. Gay (2000:364) states that the major difference

between experimental research and causal-comparative research is that in the

experimental research, the independent variable becomes the alleged cause, is

manipulated. In the experimental research the researcher can randomly form

groups and manipulate independent variable. In causal-comparative research the

groups are already formed and already divided on the independent variable.

Furthermore, causal-comparative studies identify relationships that may lead to

experimental studies, but only relationship is established. Cause-effect

relationships established through causal comparative research are at best tenuous

and tentative. Only experimental research can truly establish cause-effect

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relationship. So that to investigate the students reading comprehension pre-test

and post-test will be provided.. They can be drawn in the following table:

Table 3.1
Research Design
Group Pre-test Treatment Post test
EG 1 O1 X1 O2
EG 2 O1 X2 O2
Figure Creswell (2009:160)

EG 1 : Experimental Group 1

EG 2 : Experimental Group 2

O1 : Pre - test

O2 : Post - test

X1 : Independent variable (TPRC Strategy)

X2 : Independent variable (PLAN Strategy)

Gay (2000:392) states that this design requires at least two groups, each of

which is formed by random assignment. Both groups are administered a pre-test

and each group receives a different treatment. Both groups are post-tested at the

end of the study. Posttest scores are compared to determine the effectiveness of

the treatments. The pretest-posttest control group design may also be expanded to

include any number of treatment groups.

3.2. Location and Time of the Research

The location of this research will be at Language Development Center of

UIN SUSKA RIAU. It is located at Jl. KH. Ahmad Dahlan Sukajadi. The duration

of time to conduct of this research will be within two months starting November

to December 2016.
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3.3. Subject and Object of the Research

The subject of the research is the third level students at Language

Development Center of UIN SUSKA RIAU, and the object of this study is

comparison between students TPRC and PLAN strategy toward students reading

comprehension.

3.4. The Population and the Sample

3.4.1. Population

The population of this research is the students of the first year at Language

Development Center of UIN SUSKA RIAU. The total number of the population

are 1276. The target population is the third level of Language Development

Center of UIN SUSKA RIAU Faculty of Economy majoring public administration

which consists of 4 classes. Based on the population of this research, the sample

was selected by using cluster sampling. According to (Gay and Airasian, 2000),

cluster sampling randomly selects groups not individuals. All the members of

selected groups have similar characteristics, and two classes are chosen by using

cluster sampling in this research.

Table 3.2
Population of the Research
Population
No Classes Total
Male Female
1 PB 11 14 16 30
2 PB 12 10 21 31
3 PB 13 13 18 31
4 PB 14 18 13 31
Total 55 68 123
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3.4.2. Sample

The sample of this study uses cluster sampling. Gay (2000:12) states cluster

sampling randomly selects groups, not individual. Because all classes were

homogenous classes, the sample chosen randomly, PB 13 as Experimental class 1,

and PB 14 as experimental class 2. Two classes will be taken as the sample of this

research as follows:

Table 3.3.
Sample of the third level students at Language Development Center

Class Male Female Total of Students

PB 13 13 18 31
PB 14 18 13 31
Total Participants 31 31 62
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3.5. Research Procedure

Figure 3.1 Research Design

Experimental Research Design

Quasi experimental research

Choosing the participants

Experimental Group Experimental Group 2

1 (Pre-test) (Pre-test)

Treatment (X1) Treatment (X2)

TPRC PLAN
_________________

Post - test

Analyzing Data

Results

3.6. Research Instruments

To collect the data, reading test is administered as the instrument of this

study. The pre-test and post- test will be administered to two classes which consist

of PB 13 and 14. The pre-test will be administered before the treatment and the

post-test aims at finding out the students reading comprehension after treatment.

In the treatments will be given by teaching with TPRC Strategy and PLAN

Strategy. These activities also intend to find out whether the students skill keeps

holding of the material after doing the treatment.

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3.7. Data Collection Technique

In order to get the data to support this study, the researcher used the data

collection technique as follows:

1. Observation

Observation was used to observe directly the students which use TPRC

and PLAN Strategy in reading a descriptive text and to observe the influence

both of the strategy on students reading comprehension. In observation

technique, the researcher has a list of observational items to be observed in the

class during teaching and learning process by using TPRC and PLAN

Strategy.

Table 3.4
The Observation List of TPRC strategy (X1)
Observation
No. Indicators Checklist
Yes No
1. Teacher previews the text
2. Teacher asks students to take a piece of paper, then divide
the paper into 3 columns, and namely that columns think,
predict, and connect.
3. Teacher gives students a topic and asks them to think.
Then, write down what they think about the topic is in
think column.
4. Teacher asks students to predict about the topic based on
their knowledge before. Then, asks them to review what
was written in the think column and gives a checkmark
beside the information that they believe will be included in
the text.
5. Teacher asks students to read the text silently, and asks
them to mark the text, if it includes information they
predicted.
6. Teacher asks students to record the thoughts in the
connect column.
 46

Table 3.5
The Observation List of PLAN Strategy (X2)

Observation
No. Indicators Checklist
Yes No
1. The teacher introduces about the Predict, Locate, Add, and
Note (PLAN) Strategy and explains it to the students.
2. The teacher gives one example to the students in using,
Predict, Locate, Add, Note (PLAN) Strategy in reading
comprehension.
3. The teacher gives explanation to the students about,Predict,
Locate, Add,Note (PLAN) Strategy briefly.
4. The teacher asks the students to apply that strategy in
reading comprehension.
5. The teacher gives chance to the students to make questions
about; Locate, Add, Note (PLAN) Strategy and they discuss
it.

2. Test

To find out the effect of using TPRC Strategy and PLAN Strategy on

students reading comprehension at Language Development Center of UIN

SUSKA RIAU, the researcher administered the test to assess the students

reading comprehension, especially in descriptive text. The test will be done

into two stages; pre-test and post-test. The pre-test will be done before the

treatment and the post-test after the treatment. The test will be measured by

the total score from the result of the students reading comprehension. The

classification of the students score is shown below.

Table 3.6
The Classification of Students Score
Score Range Categories
80 100 Very Good
66 79 Good
56 65 Fairly Good
40 55 Poor
30 39 Very Poor
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If the students are able to achieve the goal, it means that assessment of

students reading comprehension needs to be correlated with purposes of

achievement.

In this research, the data will be collected by distributing pre-test and

post-test to the students. The test consists of six passages where each of the

passage consists of five questions related to the passages of reading

comprehension test. Each reading text has been considered the time and the

procedures of TPRC Strategy and PLAN Strategy. The tests will be taken

from the students textbook and internet materials.

3.8. Validity and Reliability Test

3.8.1. The validity of instrument

Before collecting the data, each item of question is tested in order to be

ideally to try out. The purpose of the try out is to find out the quality of the test

items.Brown (2000:22) states that a test is method of a measuring a persons

ability, knowledge, or performance in a given domain. Validity is the extent to

which inferences make from assessment results which are appropriate,

meaningful, and useful in terms of the purpose of the assessment.

The points of difficulty level and discrimination index will be analyzed by

using a formula (Heaton, 1975: 178).

= 100%

Where;

FV : The index of difficulty

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R : The number of correct answer

N : The number of respondents

3.8.2. The reliability of Instrument

Reliability is an important characteristic of a good test. In order to calculate

the reliability of the test, the mean of the students scores the standard deviation

will be sought.To find out the reliability of the test the following formula is used;

the discrimination index of an item indicates the extent to which the item

discriminates between the students, separating the more able students from the

less able. The following formula is taken from Heaton (1975: 164) as follow :

( )
= (1
1 ()2

( )2
2
2
Where; = and =

rii : Reliability of the test

N : The number of item in the test

M : The mean score of all the test

S2 : The standard deviation of all the test score

Table 3.3 Ccriteria Coefisien of Reliability

Coefisien Reliability Criteria
0,80 r11 1,00 Highest reliability
0,60 r11 0,79 High reliability
0,40 r11 0,59 Middle reliability
0,20 r11 0,39 Low reliability
0,00 r11 0,19 Lowest reliability

The result as below:

Table 3.4 Instrument Validity Before Try Out

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Corrected Item-Total R Table Categories

Correlation
= 0, 05 ; n= 20

ITEM1 < 0,422 Invalid

,283

ITEM2 > 0,422. Valid

,417

ITEM3 > 0,422. Valid

,731

ITEM4 > 0,422. Valid

,849

ITEM5 > 0,422. Valid

,849

ITEM6 > 0,422 Valid

,849

ITEM7 > 0,422. Valid

,849

ITEM8 > 0,422. Valid

,542

ITEM9 > 0,422. Valid

,850

ITEM10 < 0,422. Invalid

,156

ITEM11 < 0,422 Invalid

,361

ITEM12 < 0,422. Invalid

,110

ITEM13 < 0,422. Invalid

,173

ITEM14 < 0,422. Invalid

,244

ITEM15 < 0,422. Invalid

,363

ITEM16 > 0,422 Valid

,323

ITEM17 < 0,422. Invalid

,289

ITEM18 < 0,422. Invalid

,248

ITEM19 > 0,422. Valid

,515

ITEM20 < 0,422. Invalid

,323

ITEM21 < 0,422 Invalid

,236
 50

ITEM22 > 0,422. Valid

,464

ITEM23 < 0,422. Invalid

,341

ITEM24 > 0,422. Valid

,731

ITEM25 > 0,422. Valid

,699

ITEM26 < 0,422 Invalid

,236

ITEM27 > 0,422. Valid

,464

ITEM28 < 0,422. Invalid

,341

ITEM29 > 0,422. Valid

,731

ITEM30 > 0,422. Valid

,699

From the result of calculation by using SPSS, it can be seen and concluded

that 30 items are valid; item 1, item 2, item 3, item 3, item 4, item 5, item 6, item

7, item 8, item 9, item 10, item 11, item 12, item 13, item 14, item 15, item 16,

item 17, item 18, item 19, item 20, item 21, item 22, item 23, item 24, item 25,

item 31, item 32, item 33, item 34, item 35 and 10 items are invalid; item 26,

item 27, item 28, item 29, item 30, item 36, item 37, item 38, item 39, item 40. So,

the invalid items were removed by the writer, and the result of validity after the

invalid items were changed can be showed below:

Table 3.5 Instrument Validity after Try Out

Corrected R Table Categories

Item-Total
= 0, 05 ; n= 25
Correlation

ITEM1 > 0,422 Valid

,969
 51

ITEM2 > 0,422. Valid

,969

ITEM3 > 0,422. Valid

,851

ITEM4 > 0,422. Valid

,851

ITEM5 > 0,422. Valid

,851

ITEM6 > 0,422 Valid

,851

ITEM7 > 0,422. Valid

,756

ITEM8 > 0,422. Valid

,932

ITEM9 > 0,422. Valid

,932

ITEM10 > 0,422. Valid

,932

ITEM11 > 0,422 Valid

,932

ITEM12 > 0,422. Valid

,932

ITEM13 > 0,422. Valid

,969

ITEM14 > 0,422. Valid

,969

ITEM15 > 0,422. Valid

,932

ITEM16 > 0,422 Valid

,969

ITEM17 > 0,422. Valid

,969

ITEM18 > 0,422. Valid

,874

ITEM19 > 0,422. Valid

,969

ITEM20 > 0,422. Valid

,969

ITEM21 > 0,422 Valid

,874

ITEM22 > 0,422. Valid

,969

ITEM23 > 0,422. Valid

,969

ITEM24 > 0,422. Valid

,969

ITEM25 > 0,422. Valid

,874
 52

It can be seen and concluded after removed the invalid items, the result of all

items calculation are valid. So, in this research, the item for the test is 25 questions.

3.7.2 The reliability of Instrument

A reliability is an important characteristic of a good test. In order to calculate the

reliability of the test, the mean of the students scores the standard deviation wewr

sought. In finding reliability of instruments, there are several formulas can be used such

as Split-Half formula, Spearmen-Brown formula, Flanagan formula, Rulon formula, Hoyt

formula, Alpha formula, Kuder-Richardson 20 (K-R 20) formula and Kuder- Richardson 21

(K-R 21) formula ( Arikunto, 2006: 223). From these formulas, the writer used Slit-Half

formula by using SPSS and result of reliability can be seen through Guttman Split-Half

Coefficient in reliability statistics on output of SPSS.

Table 3.6 Ccriteria Coefisien of Reliability

CoefisienReliability Criteria

0,80 r11 1,00 Highest reliability

0,60 r11 0,79 High reliability

0,40 r11 0,59 Middle reliability

0,20 r11 0,39 Low reliability

0,00 r11 0,19 Lowest reliability

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The result of test realiblity can be seen as follow:

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

,993 ,993 25

From the results of calculation by using SPSS, it can be seen that the value of

Cronbach's Alpha Based on Standardized Items (r 11) for test is 0,956. So, 0,80 0,993

1,00. It means that the instrument is highest realibility.

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3.9. Data Analysis Technique

The scoring guide is chosen as the criteria of scoring representing the basic

aspects of reading. The reading results are evaluate by considering five aspects

and each aspect has a score or a level. The specifications of the aspects are; topic,

main idea, specific idea, textual reference, and word meaning.

In analyzing the data, the researcher use scores of pre-test and post-test of

experimental and control groups. This score is analyzing statistically for both

descriptive and inferential statistic. In this research, the researcher use these

following formulas:

1. Independent sample t-test

To find out whether there is significant difference or there is no

significant difference between two or more variables can be analyse by using

Independent Sample ttest. Gay added that the t-test for independent sample is

use to determine whether there is probably a significant difference between the

means of two independent samples. Independent sample t-test is used to find

out the results of the first and seventh hypotheses. They are as follow:

a. To find out whether there is significant difference of students reading

comprehension before giving the treatment by using TPRC Strategy for

experimental class and PLAN Strategy for non treatment or control class.

b. To find out whether there is a significant difference of students reading

comprehension after giving the treatment by using TPRC Strategy for

experimental class and PLAN Strategy for non treatment or control class.
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To analyze the final-test scores of experimental group and control

group, the following formula is used:

MX MY
t =
(SDX )2 (SDY )2

N1 1 N2 1

Where;

t = the value of comparing two means

MX = Mean of the score in pre-test

MY = Mean of the score in post-test

SDX = Standard deviation of experimental group

SDY = Standard deviation of control group

N1 = Number of the sample in pre-test

N2 = Number of the sample in post-test

1 = the constant number

The t-table has the function to see if there is a significant difference

among the mean of the score of both experimental and control group. The t-

obtained value is consult with the value of t-table at the degree of freedom

(df) = (N1+N2)-2 which is hypothesized

Ha: to > t-table

Ho: to < t-table

Ha is accept if to > t-table or there is effect after giving the treatment

TPRC Strategy and PLAN Strategy Strategy on students reading

comprehension. Ho is accept if to< t-table or there is no effect after giving the

treatment TPRC Strategy and PLAN Strategy on reading comprehension.

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2. Dependent Sample t-test

Dependent sample t-test is known also as Paired-Sample t-test. The

researcher used this formula to obtain the result of the third hypotheses that

was to find out whether there is significant effect of using TPRC Strategy and

PLAN Strategy on students reading comprehension at Language

Development Center of UIN SUSKA RIAU. L.R. Gay (2000:488) states that

t-test for non-independent samples is used to compare groups that are formed

by some types of matching or to compare a single groups performance on a

pre- and post-test or on two different treatments.

In this time, the research used pre-test and post-test scores of the

experimental class in order to find the significant effect of using TPRC

Strategy and PLAN Strategy on students reading comprehension at Language

Development Center of UIN SUSKA RIAU.

To obtain the data, the writer used SPSS 20.

The formula of paired sample t-test:

D
t =
(D)2
D2 N
N1 1 N2 1

D = Gain Score (D=X2-X1)

The t-table has the function to see if there is a significant difference

among the mean of the score of both pre-test and post-test. The t-obtained

value is consulted with the value of t-table at the degree of freedom (df)=N-

1 which is statistically hypotheses:

Ha: to >t-table
 57

Ho: to<t-table

Ha is accepted if to > t-table or there is significant effect after giving

the treatments (TPRC Strategy and PLAN Strategy) on students reading

comprehension at Language Development Center of UIN SUSKA RIAU.

Ho is accepted if to < t-table or there is significant effect after giving

the treatments (TPRC Strategy and PLAN Strategy) on students reading

comprehension at Language Development Center of UIN SUSKA RIAU.

Afterward, it is better to find the coefficient effect of t-test by

following formula:

2
r2 = 2 +1

kp = r2 x 100%

Where:

Kp = Coefficient effect

r2 = Coefficient

To find out the percentage of significant effect between pre-test and

post-test of experimental class by looking for the effect size or eta-squared as

follows:

2
2 = 2 +1

eta squared = 2 x 100%

Where;

2 = eta squared

t2 = t-test result

n = students number