CHAPTER III

RESEARCH METHOD

In this chapter the researcher presents some points related to this research

include research design, data source, population, sample, sampling, research

variable, research instrument, the validity and reliability testing, normality and

homoginity testing, data collecting method, and data analysis.

A. Research Design

The research design of this study is quasi-experimental research design

with quantitative approach. In quantitave, there are experimental and non-

experimental research design. Experimental research involves a study of the effect

of the systematic manipulation of one variable. While, in non-experimental

research, the researcher identifies variables and may look for relationship among

them, but does not manipulate the variables (Ary, 2002:24).

This study will conduct in experimental research to find out the students’

understanding on simple past tense taught by using snake and ladder and those

taught by using conventional strategy. This study will use quasi-experimental

research design because according to Best (1993:151) “quasi-experimental design

provides control of when and to whom the measurement is applied, but because

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random assignment both of them has not been applied, the equivalence of the

groups is not assured”.

In addition, Creswell (2012: 309) stated that “Quasi-experiments include

assigments, but not random assignment of participants to groups. This is because

the experimenter cannot artificially create groups for the experiment.” It means in

this research, the researcher does not have an authority to choose the sample.

This study will use quasi-experimental research design with two group

pre-test – post-test design, that consist of pre-test, treatment and post-test. Based

on Lodico et al., (2006: 183) stated that the control group is a separate group that

receives no treatment or a different treatment, while the experimental group is the

group which will receive a treatment. So, the researcher used two intact classes in

which one of them was as experimental class and another was controlled class.

Experimental class is class which got treatment or being taught by using Snake

and Ladder game and control class is class which is not got treatment or using

conventional strategy.

Both classes were given a pre-test before giving a treatment and post-test

after giving a treatment. The pre-test and post-test were given to take the score of

the students’ achievement on simple past tense by using snake and ladder game

and for another without using snake and ladder game. Then, both of the sources

were computed by using t-test to find out if there is any significant difference of

teaching simple past tense by using snake and ladder game and those taught

without using snake and ladder game. The design of the research can be

summarized as follows:
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Table 3.1 : The Illustration of Reseacrh Design

Group Pre-test Treatment Post-test

Y1 X1 Y2
E
(DV) (IV) (DV)
Y1 Y2
C -
(DV) (DV)

Note :

E : Experimental group
C : Control group
Y1 : Pre-test in experimental group before treatment (Dependent Variable)
Y1 : Pre-test in control group before treatment (Dependent Variable)
X1 : Treatment in Experimental group by using Snake and Ladder game

(Independent Variable)
- : The group without treatment or using conventional strategy

(Independent Variable)
Y2 : Post-test in experimental group after treatment (Dependent Variable)
Y2 : Post-test in control group (Dependent Variable)

B. Population, Sample, and Sampling

1. Population

A population can be defined as all members of any well-defined class of

people, event or object (Ary et. al, 2010: 148). Population is object that has some
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qualities and characteristic that is chosen to be cleared and to be concluded by the

researcher (Louis: 2005). It means that population is large group of the research.

In this research, the population of data is all of second grade students of

SMP Negeri 1 Sumbergempol in period 2018/2019 which consists of 367

students. Those are divided into 12 classes. Class A, B, C, D, E, F, G, H, I, J, K

and L. It can be seen in the table 3.2 below:

Table 3.2 Population of Research

No Class Total

1 VIII A 31 students
2 VIII B 31 students
3 VIII C 32 students
4 VIII D 31 students
5 VIII E 33 students
6 VIII F 30 students
7 VIII G 32 students
8 VIII H 32 students
9 VIII I 31 students
10 VIII J 33 students
11 VIII K 35 students
12 VIII L 16 students
Total students 367 students

2. Sample

Sample is a part of the total number and characteristics belong to

population. Ary et. al, (2010: 148) defined sample as a small portion of

population. In addition, Hanlon (2011) defined a sample is a subset of the

individuals in a population.
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In this research, the researcher took 2 classes those were chosen based on

the English teacher’s recommendation. The total number of the sample was 67

students and it was divided into two groups, where class VIII H with 32 students

as experimental group and class VIII K with 35 students as control group.

Table 3.3 : Sample of Research

Gender
Sample Total
Male Female
Experimental
VIII H 19 students 13 students 32 students
group
Control group VIII K 20 students 15 students 35 students
Total participants 67 students

3. Sampling

Sampling is process of selecting a number of individuals for a study

insuch a way that the individual represent the larger group from which they are

selected (Gay, 1992: 123). It means that sampling is the process of taking sample.

The sampling technique used by the researcher was purposive sampling.

According to Palys T. (2008:697) a purposive sampling is non-probability

sample that is selected based on characteristics of a population and the objective

of the study. Purposive sampling is also known as judgmental, selective, or

subjective sampling. This type of sampling can be very useful in situations when

the researcher need to reach a targeted sample quickly, and where sampling for

proportionally is not the main concern.

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By using purposive sampling, the researcher considered some suggestions

from certain people who know well which sample is appropriate to be choosen by
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giving qualification. According to an English teacher who handles VIII G – VIII

K suggested the researcher to take two classes VIII H and VIII K as sample to be

researched. It was depend on some reasons. For the first, all of the students have

similar characteristics which are their mastery on English is average. Then, snake

and ladder have never been used in teaching grammar especially on simple past

tense in these classes.

C. Research Variable

Variable is a characteristic or attribute of an individual or an organization

that the researcher can measure or observe and varies among individuals or

organization studied (Creswell, 2012: 112). It means that, variable is the

characteristic of something that will be researched. There are two variables in this

research:

1. Independent Variable

According to Creswell (1994: 128) independent variable is called

treatment conditions or factors in an experiment. These treatment

conditions are under the control of the researcher and typically are

manipulated in experiment. Arikunto (2010: 162), independent variable is

a variable that has function to cause the other variable that will be

researched or observed. In other words, independent variable is cause

which is the one affecting another variable. Independent variable of this

research was Snake and Ladder game.”

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2. Dependent Variable

Creswell (2012: 115) stated that a dependent variable is an attribute

or characteristic that is depend on or influenced by the independent

variable. In other word, dependent variable is the one affected by another

variable. The dependent variable was not manipulated by the researcher,

but it was affected by the independent variable. In this research, the

dependent variable is the students’ mastery on simple past tense.

D. Research Instrument

Instrument is a medium to collect the data of a research. Instrument

had an important function in the research, because it is used to measure the

value of the variables being studied. According to Arikunto (2010: 193),

there are several kinds of instrument; they are test, questionnaire,

interview, observation, rating scale, and documentation. In this research,

the researcher used test as the instrument.

A test is a set of stimuli presented to an individual in order to elicit

responses on the basis of which a numerical score can be assigned (Ary et

al., 2010: 201). Test used to measure the students’ understanding on

simple past tense. The test was in the form of writing test to see the

different result of student’ mastery on simple past tense taught by using

Snake and Ladder game and for another without using Snake and Ladder

game. The researcher administered two kinds of test, pre-test and post-test.
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Pre-test which was a preliminary test conducted before the treatment to

measure student’ basic knowledge of the simple

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past tense, while post-test which was a test conducted after the treatment to

measure the students’ understanding or mastery of the simple past tense.

The form of test is objective test which consist of 25 multiple

choices and 5 completion tests. For 25 multiple choices, each number have

same score 4 points. So, every correct answer gets four points to each

number and gets zero for incorrect answer. Then, for 5 completion tests

that consist of (a) and (b) point have same score 5 points for each point

then will be summed. It means that if the answer of number 1 in point (a)

and (b) is correct, it will be got 10 points. Otherwise, if the answer in point

(a) is correct and point (b) is incorrect, it will be got just 5 points. Then,

the result of the tests was compared to know whether there was significant

difference before and after the students given the treatment whether who

are taught by using snake and ladder game and another taught without

using snake and ladder game.

E. The Validity and Reliability Testing

1. Validity

Validity refers to the extent to which an instrument measured what it

claimed to measure (Ary et al, 2009: 225). It means that the test will be valid

when it measures what is supposed to measure. There are four types of

validity, such as content validity, criterion-related validity, construct validity

and face validity. To ensure whether the test has a good validity, the

researcher uses content validity, construct validity and face validity.

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a) Content Validity

Content validity is related to the ability of the instrument in

measuring the content which is supposed to measure. According to Ary et

al. (2010: 226) content validity involves the test’s content and its

relationship to the construct it is needed. It means the researcher must seek

evidence that the test to be used represents a balanced and adequate

sampling of all the relevant knowledge, skills, and dimensions making up

the content domain. A good content of test is looked at from the content of

test. It means a test named valid, if the content of test represented lesson

given. The researcher will combine both the content of test and the

material of test to know the test is valid or not. In this study, the content

validity refers to the Curriculum of 2013 which was applied for eight

grade students’ level. The test was designed based on main competence

and basic competence in the Curriculum 0f 2013. The content validity can

be seen in the table below :

Table 3.4 : Content Validity

Kompetensi Dasar
Kompetensi Inti

3. Memahami dan menerapkan 3.4 Memahami tujuan, struktur teks,

pengetahuan (faktual, konseptual, dan unsur kebahasaan dari teks
dan prosedural) berdasarkan rasa recount tulis tentang pengalaman/
ingin tahunya tentang ilmu kegiatan/ kejadian/ peristiwa,
pengetahuan, teknologi, seni, sangat pendek dan sederhana
budaya, terkait fenomena dan
kejadian tampak mata
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Table 3.5 : Content Validity of Test

Test Items
Competence Indicators
Pre-test Post-test
Students are able to
understand about simple Simple past tense test Simple past tense test
past tense

From the table above, the test has a content validity because there

is approriateness between the test and the indicator. It is appropriate with

course objectives based on syllabus of the second grade of Junior High

School.

b) Construct Validity

Construct validity is a slightly more complex issues relating to the

internal structure of an instrument and the concept it is measuring. Based

on the theory above the researcher creates the test based on the material

that is suitable for the students at second grade of SMP Negeri 1

Sumbergempol. Furthermore, in the class the researcher ask the students

use the test that suitable for the student at second grade of SMP Negeri 1

Sumbergempol. The test is about simple past tense. This test is to measure

the student achievement in grammar especially in simple past tense.

Construct validity shows how far the tests are suitable with the

theory in composing those tests. According to Muijs (2004: 68) construct

validity is a slightly more complex issue relating to the interval. The

instrument is constructed concerning aspects that will be measured. In

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other word, the form of the test must suitable with the theory of grammar

mastery especially on simple past tense. To measure the construct validity,

the researcher made a blueprint. The blueprint of the test could be seen in

the appendix 4.

c) Face Validity

Face validity is a term sometimes used in connection with a test’s

content (Ary, 2010: 228). Face validity refers to a test can looks measure

what is supposed to be measured. It means that the test should look clear

or the instruction must be understandable for the students. In this research,

the test was designed to measure students’ understanding on simple past

tense. Thus, to achieve face validity, the researcher provides the

instructions on the paper test to ask students to answer it. In this study, the

face validity was done through validator by the expert. The purpose of face

validity which is used in this research is to check some aspects that are

consideration in the test, they are:

1. To check that the instruction must be clear and understandable for

the students

2. The test is suitable with syllabus and their level

3. Time allocation must be given clearly

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2. Reliability

After having tested the validity of the instrument, the next step is to

examine the reliability. A test is considered reliable if the same test is given to

the same subjects or matched subjects in two different occasions, the test

should yield similar result (Brown, 2004: 20). Wiersman and Jurs (2009: 255)

added that reliability is the consistency of the instrument in measuring

whatever it measure. It means that if the instrument has a consistent result in

the second chances or more, the instrument is reliable. To know how far the

reliability of the instrument, the researcher made test to be tried out to

students before giving pre-test and post-test.

In this case, before the researcher conduct try-out in the class, the

researcher made a test consist of 30 question that consist of 25 multiple

choices and 5 completion tests. Then, the researcher asked to the two experts

to give correction about the test that the researcher have done before. They

were a lecturer of English subject and an English teacher of SMP Negeri 1

Sumbergempol. After that, the researcher revises the test. Then, the

researcher conducted a try-out for the test to the different subject before it be

the pre-test and post-test for the subject of research, to know how far the

reliabilitu of the instrument.

The try-out was tested to VIII-I class which consist of 31 students. It

was done on February 20th 2019. The try-out was held to know how far the

reliable of the test. After the researcher got the score from try-out, to find out

the reliability of the score obtained either from the pre-test and post-test, the
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researcher will calculate two scores of the students to calculate the correlation

between them. The formula to find the correlation coefficient is Pearson

Product-Moment. Finally, SPSS 16.0 for windows program is used to

compute the reliability of instruments. Here the researcher got the result as

follows:

Table 3.7 and 3.8 : The Statistical Correlation of Pearson Product

Moment from IBM SPSS Statistical 16.0

Table 3.7 : Reliability Pre-Test

Table 3.8 : Reliability Post-Test

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Table 3.7 showed that Pearson Correlation of both rater 1 and 2 were

0.872. Meanwhile, table 3.8 showed that Pearson Correlation of both rater 1

and 2 were 0.815. In this case, if the Pearson Correlation was closer to 1, it

can be said has strong correlation. Based on the both of table above, the result

is closer to 1. Those mean that the instrument is reliable to be tested.

F. Normality and Homogeneity Testing

Normality and homogeneity testing are calculated and analysed to

determine either parametric or non-parametric testing. In order with the result

of both tests can be seen in chapter IV.

1. Normality Testing

Normality testing is used to measure whether the distribution of

test is in normal distribution or not. Based on Priyatno (2012: 33) in

Arumsari (2014: 56) said that the normality of data is important because

the data can be considered to represent the population when it is in normal

distribution. In this research to measure the normality testing, the

researcher using SPSS with One-Sample Kolmonogorov-Smirnov method

in IBM SPSS Statistic 16.0 with the significance level (α) = 0.050. Basic

decisions making in normality testing are as follows:

 If the significant value > 0.050, it means that the data

distribution is normal

 If the significant value < 0.050, it means that the data

distribution is not normal

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2. Homogeneity Testing

Homogeneity testing is intended to know whether the variance of

data is in homogeneous or not. In this case, the researcher wants to find

out the variance score of the sample. In this case to measure the

homogeneity testing, the researcher used Levene statistic with SPSS 16.0

by the value of significance (α) = 0.050. Before doing homogeneity test,

the researcher decided hypothesis testing as follows:

 If the significance value > 0.050, then the data distribution is

homogeneous

 If the significance value < 0.050, then the data distribution is not

homogeneous

G. Data Collecting Method

Data collecting method is method which used by the researcher to collect

the data. Data collecting is a systematic and standardized procedure to obtain the

necessary data. To collect the data, the researcher used instrument. Instrument is a

tool which used to get the data. In this research, the instrument was only a test.

According to Ary et al. (2010: 201) the tests were valuable measuring instruments

for educational research. In addition, he defined that test as a set of stimuli

presented to individual in order to elicit responses on the basis of which a

numerical score can be assigned. It meant that by conducting the test, the

researcher would get numerical score to collect the data.

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In this research, the test consisted of pre-test, treatment and post-test. The

function of pre-test was to know students’ mastery on simple past tense before

getting the treatment. Whereas, the function of post-test was to know the result of

the experiment after the treatment had been given. The following are the steps in

collecting the data on this research:

1. Pre-Test

Pre-test was undertaken for the first step in a form of simple past

tense test. As revealed by Cresswell (2012: 297) that a pre-test provided

a measure on some attributes or characteristics that you assess for

participants in an experiment before they receive a treatment. It was

given before the students were given the treatment. Pre-test was

administered to both the experimental and control classes in the same

way. The aim of the pre-test was to know the basic or prior knowledge

and students’ skill in simple past tense. Pre-test was conducted on

February 26th 2019 in experimental and control class. There was no one

absent on that date, so the students could passed the pre-test. The test

wast consist of 30 number item and the material about simple past

tense. The form of the test was objective test that consist of point A and

B. The time allocation was 60 minutes for finishing the test.

2. Treatment

After administering a pre-test, the researcher gave the students

treatment. The treatment of this study was given three times in every

class. For experimental group would be taught by using Snake and

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Ladder game while the control group would be taught without using

Snake and Ladder game.

In this study, class VIII H was choosen as experimental group who

are taught by using Snake and Ladder game. The first treatmment had

done on March 5th 2019. The steps on this treatment were: 1) The

researcher shared the material about simple past tense especially about

“regular and irregular verbs” for the first. 2) Then, divided the students

into six group, for each group consist of 5 – 6 students. 3) After that,

the researcher read the rule of Snake and Ladder game and the students

was listened. 4) On the Snake and Ladder board game, there were some

verbs 1, then the students asked to change it into simple past form

depend on the number of the group got in playing Snake and Ladder

game. 5) And the other groups or the researcher was decided that the

answer was correct or not. 6) The winner of this game was not the

group who got the highest square on the board but the highest scores or

the most point got. The second treatment had done on March 9 th 2019.

The steps on this treatment were: 1) The researcher shared the material

about simple past tense especially about “verbal sentences” for the first.

2) Then, divided the students into six group, for each group consist of 5

– 6 students. 3) After that, the researcher read the rule of Snake and

Ladder game and the students was listened. 4) On the Snake and Ladder

board game, there were some verbs 1, then the students asked to change

it into simple past form depend on the number of the group got in
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playing Snake and Ladder game. After changing the verbs, the students

asked to make it into a simple sentence. 5) And the other groups or the

researcher was decided that the answer was correct or not. The third

treatment had done on March 12th 2019. The steps on this treatment

were: 1) The researcher shared the material about simple past tense

especially about “nominal sentences” for the first. 2) Then, divided the

students into six group, for each group consist of 5 – 6 students. 3)

After that, the researcher read the rule of Snake and Ladder game and

the students was listened. 4) On the Snake and Ladder board game,

there were some verbs 1, then the students asked to change it into

simple past form depend on the number of the group got in playing

Snake and Ladder game. After changing the verbs, the students asked to

make it into a simple sentence. 5) And the other groups or the

researcher was decided that the answer was correct or not.

While, class VIII K was choosen as control group who are taught

by using conventional strategy. The first treatmment had done on

February 27th 2019. The steps on this treatment were: 1) The researcher

shared the material about simple past tense especially about “regular

and irregular verbs” for the first. 2) Then, divided the students into six

group, for each group consist of 5–6 students. 3) After that, the

researcher gave the example of conventional strategy by using

transformation drill before the student practiced it in front of the class.

4) Then, the researcher gave a worksheet that consist of some verbs 1,

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then the students asked to change it into simple past form. 5) After that,

the leader of group asked to come forward and read 5 verbs. She or he

asked the other group to change it, if the answer was wrong the other

group could asnwer it. If the answer was correct, then continued to the

next questions. In this case tranformation drill was applied. The second

treatment had done on March 5th 2019. The steps on this treatment

were: 1) The researcher shared the material about simple past tense

especially about “verbal sentences” for the first. 2) Then, divided the

students into six group, for each group consist of 5–6 students. 3) After

that, the researcher gave the example of transformation drill before the

student practiced it in front of the class. 4) Then, the researcher gave a

worksheet that consist of some sentences, then the students asked to

change it based on the instruction on worksheet (it can be positive,

negative or interrogative sentences). 5) After that, the leader of group

asked to come forward and read 3 sentences. She or he asked the other

group to change it, if the answer was wrong the other group could

asnwer it. If the answer was correct, then continued to the next

questions. In this case tranformation drill was applied. The third

treatmment had done on March 6th 2019. The steps on this treatment

were: 1) The researcher shared the material about simple past tense

especially about “nominal sentences” for the first. 2) Then, divided the

students into six group, for each group consist of 5–6 students. 3) After

that, the researcher gave the example of transformation drill before the
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student practiced it in front of the class. 4) Then, the researcher gave a

worksheet that consist of some sentences, then the students asked to

change it based on the instruction on worksheet (it can be positive,

negative or interrogative sentences). 5) After that, the leader of group

asked to come forward and read 3 sentences asked to come forward and

read 3 sentences. She or he asked the other group to change it, if the

answer was wrong the other group could asnwer it. If the answer was

correct, then continued to the next questions. In this case the

conventional strategy was applied.

3. Post-Test

Post-test is one kind of test which given after treatment. A post-test

was a measure on some attribute or characteristic that is assessed for

participants after a treatment, Creswell (2008:201). Post-test was given

in the last meeting of teaching learning process. It was used to measure

students’ mastery after given treatment. It was done on March 12th 2019

in VIII K as control class. While, for VIII H as control class was done

on March 16th 2019. There was no one absent on that date, so the

students could passed the post test whether on experimental class and

control class. In this study, the post-test was conducted in the last

meeting. The test wast consist of 30 number item and the material about

simple past tense. The form of the test was objective test that consist of

point A and B. The time allocation was 60 minutes for finishing the

test.
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H. Data Analysis

Data analysis is used by researcher to analyze the collected data. The data

is taken from students’ score in pre-test and post-test. Then, to investigate the

effectiveness of Snake and Ladder game on the students’ mastery on simple past

tense. According to Ary (2010: 32) the analysis provides evidence that supports of

fails to support the hypothesis of the study. The researcher determined it by using

statistical computation to analyze the collected data and the researcher uses

Independent Sample T-test through SPSS 16.0. The purpose is the researcher

wants to know the result of the students’ who are taught by using snake and ladder

game and those taught without using snake and ladder game at the second grade

of SMP negeri 1 Sumbergempol. The procedure of analysis data both used

descriptive statistic and inferential statistic.

1. Descriptive Statistic

The function of descriptive statistic is to describe the condition of

research such as mean, median, mode, and standard deviation.

2. Range and Inferential Statistic

Range is the number of points between the highest score on a measure

and the lowest score. After got the description of the scores, the

researcher used T-test formula to know significant differences on

teaching simple past tense that taught by using Snake and Ladder game

and those taught without using Snake and Ladder game at the second

grade of SMP Negeri 1 Sumbergempol. After collecting the data, the

researcher analyzed by using independent sample T-test.