CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

This research is quantitative research that uses a descriptive method to

see the errors made by students’ in arranging jumble words into correct

sentences at SMP N 07 Padang. Quantitative techniques are one of the

important components in test development and validation research, they are a

major part of most of the published literature on language assessment (Raquel

M. 2019). According to Arikunto “descriptive research is to explain the state

or status of the phenomenon. This research had one variable that was an error

made by students in arranging jumble words. therefore, this method is used to

figure out the factors that made students error in omission and addition error.

3.2 Population and Sample

3.2.1 Population

Sugiyono (2013) defines a population as an object or subject

of the researcher who has the particular characteristics. Students of the

eighth grade of SMPN 7 PADANG 2022/2023 academic year are the

population n this study which consists of 254 students.

The number of students in each class can be seen in Table 3.1

below:
 Table 3.1 The Number Of Students

No Class Number of students

1 VIII. 32

2 VIII. 32

3 VIII. 32

4 VIII. 32

5 VIII. 32

6 VIII. 31

7 VIII. 32

8 VIII. 31

3.2.2 Sample

The sample includes several or represents the population of

the survey. The sample of this study become selected based on cluster

random sampling. Creswell (2002) defines cluster random sampling

 as a set of clusters in which all elements in the selected clusters are

included in the sample. Gay (2006) states that cluster random

sampling does not select individuals but selects groups. According to

Arikunto (2010: 112), if the total population is more than 100 people,

the researcher can take the sample between 10%-15% and 20%-25%.

Therefore, the researcher decided that 25% of 254 in total choose as a

sample, the sample is 63-64 students.

3.3 Instrument

In this research, the instrument used by the researcher are test and

questionnaire. For the test, researcher use a test consist of 50 jumble words

that will be arranged by students, this test aims to determine the proportion of

omission and addition errors made by students and the researcher uses

questionnaire to ask students’ understanding regarding to test of arranging

jumble words into correct sentences.

From the test and questionnaire results, the researcher analyzes the

students' omission and addition errors in arranging jumble words into the

correct sentences. The researcher analyzes the proportions (frequency and

percentage) of the errors based on how many errors they are made in students’

tasks, then find out the causes of the errors.

3.3.1 Validity

Validity refers to the measurement method used. to measure

how accurately the method measures what it intends to measure e.

validity is defined as the extent to which a concept is accurately

measured (Heale & Twycross, 2015). Brown (2004) also added

 several conditions for the test to have high validity. Firstly, the test

items must be well constructed and use a familiar task form.

Secondly, the test item must be completed within the specified time

limit. Thirdly, give clear instructuions for finishing the test. In

addition, the assignment relates to students, and course work. Finally,

there is difficulty with reasonable levels of creating challenges for

students.

To determine the validity of the test, the researcher uses

content validity. which is used to measure student achievement based

on tests that must be based on indicators. The instruments of this

research will be validated by Ms. Dinovia Fannil Kher,S.Pd, M.Pd.

3.3.2 Reliability

Reliability is the extent to which a measurement is consistent.

If you get the same iterative results under the same conditions, the test

is reliable. A reliable test is dependable and consistent, Brown (2003).

The characteristic reliability is sometimes termed consistency. the

quality of test scores and consistency of the test is measured by

reliability. Reliability in this research is using Cronbach Alpha. The

following table is the level of internal consistency by Guilford (1956)

Table 3.2 Reliability Coefficient Category

Reliability Coefficient Category

0,1-0,20 Not Reliable

>0,20-0,40 Rather Reliable

>0,40-0,60 Reliable Enough

 >0,60-0,80 Reliable

>0,80-1,00 Very Reliable

Source: Guilford (1956)

3.4 Technique of Data Collection

In this research, the researcher collect the data by using test in

arranging jumble words and give questionnaire as the instrument for

collect the data.

3.4.1 Test

The researcher uses a test of students’ ability to arrange

jumble words into the correct sentences to collect data in this

research. There are several steps to carried by the researcher as

follows:

1. The researcher preparing the test and give it for the

students. The test consists of 50 items in the form of

simple sentences that are still random.

2. The researcher collect students jumble words test

3. The researcher analyzes their test to find the omission and

addition errors made by students

4. The researcher calculated the total errors by drawing it up

in a table

5. The last step, the researcher makes conclusion

3.4.2 Questionnaire

The researcher uses a questionnaire to ask about students’

understanding of arranging jumble words into the correct

sentences. The researcher will give the students a questionnaire

about SS, S, TS, STS.

3.5 Technique of Analyzing Data

3.5.1 Technique Analyzing of the test

The data analysis strategy that the researcher uses is descriptive

analysis. The researcher finds out the proportion of errors made by students

by scoring students’ test results. The following steps in the analysis of

students’ errors in arranging jumble words into the correct sentences research

are:

1. After all the student test results about arranging jumble words into correct

sentences are collected, the researcher will begin to analyze the data.

2. Analyzing the students’ errors in arranging jumble words into the correct

sentence

The researcher uses Sudijono’s formula (2011) to analyze the percentage

o students’ errors in arranging jumble words into the correct sentence, as

follows:

Note:

P: percentage of error

F: frequency of students’ error

N: number of errors
3.5.2 Technique Analyzing Questionnaire

To find out the source of omission and addition errors in students’

tests. the research did it through the following procedures:

1. Checking the students’ responses

2. Tabulating the data

The researcher uses Likert Scale to give score for the students’

answer. In likert scale, the researcher makes the type of the

questionnaire in check list form. Each statement of the questionnaire

has four answer choices.

1) Strongly agree is scored 4

2) Agree is scored 3

3) Disagree is scored 2

4) Strongly disagree s scored 1

3. Calculating the data

the researcher analyzes the students’ responses with the

following formula:

Note :

P: Percentage

NS: The total of questionnaire score

IS: Ideal of questionnaire score

 The total source of error will be calculated and described in a

table. Next, the data will be interpreted descriptively and last, the

researcher concluded it.

Table 3.4 Table of Students’ Responses

No Statement Student’s Responses Total

SS S TS STS

1 S1

2 S2

4 ...
 REFERENCES

Al-Khresheh, M. H. (2016). A review study of error analysis theory. International

Journal of Humanities and Social Science Research, 2, 49-59.

Amilia, N. (2018). An Error Analysis of Students in Arranging The Jumble Words

into The Correct Sentences at The Second Semester of The Eighth Grade at
Smp N 31 Bandar Lampung in Academic Year of 2017/2018 (Doctoral
dissertation, UIN Raden Intan Lampung).

Arikunto S, (2007) Analisis Data Penelitian Deskriptif Dalam Menejamen Penelitian.

Jakarta. Rineka Cipta

Ariyani, S. A. (2021). Study of Scramble Method In Teaching English for Secondary

Student’s Writing Skill.

Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language
assessment volume I: Fundamental techniques. Routledge.

Barik, H. C. (1994). A description of various types of omissions, additions and errors

of translation encountered in simultaneous interpretation. Bridging the gap:
Empirical research in simultaneous interpretation, 3, 121-137.

Brown, D. H. (2007). Principles of language learning and teaching . NY: Pearson

Educations.

Budiati, E. F. R., & Indut, K. E. (2019). The Influence of Scramble Method on

Arranging Sentence Ability of Deaf Students 5th Class Special Education
Elementary School Dharma Wanita Sidoarjo. Journal of Education Khon
Kaen University (Graduate Studies Research), 13(1), 47-60.

Bungsudi, B., & Faliyanti, E. (2016, September). The Comparison of Using Jumble
Words and Word Order Techniques Toward Students’ Grammar Mastery. In
Sriwijaya University Learning and Education International Conference (Vol.
2, No. 1, pp. 211-220).

Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press,

USA.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating
quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.

Dewi, Putriana. The Students’ability in Arranging Jumble Words at Mts Hasanah

Pekanbaru. Diss. Universitas Islam Negeri Sultan Syarif Kasim Riau, 2021.

Downing, A., & Locke, P. (2006). English grammar: A university course. Routledge.

Dulay, H. (1982). Language two. Oxford University Press, 200 Madison Ave., New
York, NY 10016.

Erdoğan, V. (2005). Contribution of error analysis to foreign language teaching.

Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2).

Fischler, I., & Bloom, P. A. (1980). Rapid processing of the meaning of sentences.
Memory & Cognition, 8(3), 216-225.

Gay, L.R et al (2009), Educational Research. Upper Saddle River, NJ: Pearson

Hikmah, H. (2020). Analysis of omission and addition errors found in the students’
English texts. ELTICS: Journal of English Language Teaching and English
Linguistics, 5(1).

James, C. (2013). Errors in language learning and use: Exploring error analysis.
Routledge.

Mahendra, O., & Thresia, F. (2016, September). The Correlation Between Students’
Grammar Mastery and Their Ability in Arranging Jumbled Words into Good
Sentence. In Sriwijaya University Learning and Education International
Conference (Vol. 2, No. 1, pp. 835-850).

Mulyati, Y. (2002). Pendidikan Bahasa dan Sastra Indonesia di kelas tinggi. Jakarta:
Universitas Terbuka.

Petrov, S., Das, D., & McDonald, R. (2011). A universal part-of-speech tagset. arXiv
preprint arXiv:1104.2086.
Schuster, B., Ruble, D. N., & Weinert, F. E. (1998). Causal inferences and the
positivity bias in children: The role of the covariation principle. Child
Development, 69(6), 1577-1596.

Setiyorini T. J., Dewi P., Masykuri E.S. (2020) The Grammatical Error Analysis
Found in Students’ Composition. Lensa: Kajian Kebahasaan, Kesusastraan,
dan Budaya.10(2), 218-233.

Sihombing P. S. (2019) The Effect of using Jumble Letters in Teaching Vocabulary

in Grade Eight Students of SMP Negeri 7 Pematangsiantar. International
Journal of English Literature and Social Sciences. 4(1), 34-38.

Sihotang, S. A. (2018). The Effect of Applying Jumble Words Strategy on A Text Use
Flashcard as Media to The Students’ Achievement in Writing Narrative
(Doctoral dissertation).

Sudibyo, P. Perbedaan penelitian kualitatif dan kuantitatif. In Seminar Kelas Mata

Kuliah Metodologi Penelitian Pendidikan Islam Universitas Sunan Kalijaga
(Hal. 1-9) (Vol. 23, p.2020).

Sugiyono. 2013. Metode Penelitian Pendidikan Kualitatif, Kuantitatif, dan R&D.

Bandung: Alfabeta.

Rahardjo, A., & Pertiwi, S. (2020). Learning motivation and students’ achievement in
learning English. JELITA, 1(2), 56-64.

Taylor, J. R. (1982). The study of uncertainties in physical measurements. An

Introduction to Error Analysis, 73.

Tias, U. P. (2019). The Effectiveness of Jumbled Sentences Technique to Improve the

Students' Writing Skill at the Seventh Grade of SMPN 1 Sambit Ponorogo
(Doctoral dissertation, IAIN Ponorogo).

Unseenpassage.com/. 2021. English Grammar Jumbled Words and Sentences Notes

and Questions. Accessed on December 26,2021,
Wajszczuk, J. (2010). Functional class (so called" part of speech") assignment as a
kind of meaning-bound word syntactic information. Cognitive Studies| Études
cognitives, (10), 15-33.

Wati, Ira. 2019. The Students’s Ability in Arranging Jumbled Words into Simple
Present Sentences at State Vocational High School 1 Pandalian IV Kota,
Pakan Hulu Regency. Pekanbaru: UIN Suska Riau.

Yuliawati, L., & Andayani, E. S. (2020). Type of Error on Articles In Students’

Writing. Visi Sosial Humaniora, 1(2), 86-95.
 APPENDICES

Appendix 1. The English Exercise Score of Students SMP N 7 Padang 2020/2021

No Score
Class Total
≥70 <70

1 VIII 1 16 16 32

2 VIII 2 8 23 31

3 VIII 3 13 18 31

4 VIII 4 14 17 31

5 VIII 5 15 17 32

6 VIII 6 14 18 32

7 VIII 7 13 19 32

8 VIII 8 13 17 30

Total 106 145 251

Percentage 42% 58% 100%

Appendix 2. Jumble Words Test

TEST OF ARRANGING JUMBLE WORD INTO THE CORRECT SENTENCES

NAME :

CLASS :

Please arrange the jumble words to be the correct sentences!

1. Is – friend – a smart – student – my

........................................................................................................................

2. Mom- is – from – not – Indonesia – my

........................................................................................................................

3. Plays - the yard – in – his – with – friend – brother – my

........................................................................................................................

4. Go – we – movie – the – to

........................................................................................................................

5. Write – to – teacher – my – a letter – don’t – I

........................................................................................................................

6. Doesn’t – she - about – project – talk – to – our – me

........................................................................................................................

7. Teacher – you – school – this – in – the – are

........................................................................................................................

8. She – runner – in – best – the – is – school – my

........................................................................................................................

9. From – same – the – not – are – we – school

........................................................................................................................
10. Some – take – pictures – I – to – like

........................................................................................................................

11. Speak – everyday – don’t – I – English

........................................................................................................................

12. Class – from – are –we – the – same

........................................................................................................................

13. Beautiful – is – she – not

........................................................................................................................

14. Winner – competition? – are – the – we – of – the

........................................................................................................................

15. Student? – am – a – I – smart

........................................................................................................................

16. Sister – good – cooking? – at – is – your

........................................................................................................................

17. Angry – is – mom – your – you? – with

........................................................................................................................

18. Play – guitar? – does – he

........................................................................................................................

19. School? – go – to – they – do

........................................................................................................................

20. Not – are – friend – best – my – you

........................................................................................................................

21. Her – forgets – schedule – always – she

........................................................................................................................

22. Shoes – new – don’t – I – buy

 ........................................................................................................................

23. Work – you – the – hospital? – do – in

........................................................................................................................

24. Have – shoes? – she – new – does

........................................................................................................................

25. A teacher – this – in – you – are – school?

........................................................................................................................

26. Library – was – the – in – she

........................................................................................................................

27. What - not – sure – problem – was – my sister’s – my father

........................................................................................................................

28. Did – play – football – not – yesterday – I

........................................................................................................................

29. A – worked – as – teacher – father – my

........................................................................................................................

30. Money? – you – mom – your – give – did

........................................................................................................................

31. Buy – snacks? – some – they – did

........................................................................................................................

32. Primary – students – a – was – I – school

........................................................................................................................

33. Was – rainy? – weather – the

........................................................................................................................

34. Those – students – were – late – morning? – this - come

.......................................................................................................................
35. Math – good – at – were – we

........................................................................................................................

36. Not – was – lesson – the – interesting

........................................................................................................................

37. So – friend – my – hungry – was

........................................................................................................................

38. Were – student? – a – you

........................................................................................................................

39. Home – at – not – were – you – yesterday

........................................................................................................................

40. School – went – to – I

........................................................................................................................

41. Come – did – to – not – party – birthday – my – you – come

........................................................................................................................

42. School – go – to - not – did – friend – my

........................................................................................................................

43. Your – they – classmate? – were

........................................................................................................................

44. Did – she – not – do – homework – do

........................................................................................................................

45. Not – hungry – sister – my – not

........................................................................................................................

46. A - story – our – we – wrote - about – families

.......................................................................................................................

47. Walked – in – park – friend – you – the – with – your

 ........................................................................................................................

48. Last night? – did – come – she – to – home – your

........................................................................................................................

49. I – our – schedule? – about – forget – did

........................................................................................................................

50. Before? – here – was – she

........................................................................................................................
Appendix 3. Instruction for Questionnaire

Questionaire

NAMA :

KELAS :

QUESTIONAIRE PENYEBAB YANG MEMPENGARUHI KESALAHAN

SISWA DALAM MENYUSUN JUMLBE WORDS

Keterangan Pilihan Jawaban :

SS : Sangat Setuju TS : Tidak Setuju

S : Setuju STS : Sangat Tidak Setuju

Pilihan Jawaban
No Pertanyaan
SS S TS STS
Orang tua mengajari penggunaan bahasa
1
Inggris dirumah
Saya sering menggunakan bahasa Inggris di
2
rumah.
Saya menggunakan bahasa Inggris dalam
3
percakapan dengan tetangga dan teman.
Saya senang belajar jumble words di dalam bahasa
4
inggris
Saya mudah mempelajari jumble words dalam
5
bahasa inggris
6 Saya mengerti tentang jumble words
Saya paham penggunaan jumble words dalam
7
bahasa inggris.
Saya dapat menyusun jumble words dalam bahasa
8
inggris
Ketika saya menemui kesulitan dalam memahami
9
materi guru menjelaskan kembali tentang materi.
10 Guru memberikan buku bahasa inggris yang
 membantu saya memahami materi yang diajarkan
Guru mengajarkan bahasa inggris dengan metode
11
yang bagus sehingga mudah dipahami.
Metode yang digunakan guru menuntut siswa aktif
12
di dalam kelas.
Jika saya mengalami kesulitan dalam memahami
13 cara menyusun jumble words saya selalu bertanya
dan guru memberikan jawaban dengan sesuai.
Saya bertanya kepada guru ketika tidak memahami
14
materi
Guru selalu menanyakan kembali materi yang telah
15
diberikan pada pertemuan selanjutnya.
Appendix 4. Questionnaire (statement and possible factor)

No Statement Possible Factor

Orang tua mengajari penggunaan bahasa
1
Inggris dirumah
Saya sering menggunakan bahasa Inggris di
2 Interlingual Transfer
rumah.
Saya menggunakan bahasa Inggris dalam
3
percakapan dengan tetangga dan teman.
4 Saya senang belajar jumble words di dalam bahasa inggris
Saya mudah mempelajari jumble words dalam bahasa
5
inggris
6 Saya mengerti tentang jumble words
Saya paham penggunaan jumble words dalam bahasa Intralingual Tranfers
7
inggris.
8 Saya dapat menyusun jumble words dalam bahasa inggris
Ketika saya menemui kesulitan dalam memahami materi
9
guru menjelaskan kembali tentang materi.
Guru memberikan buku bahasa inggris yang membantu saya
10
memahami materi yang diajarkan
Guru mengajarkan bahasa inggris dengan metode yang
11 Context of Learning
bagus sehingga mudah dipahami.
Metode yang digunakan guru menuntut siswa aktif di dalam
12
kelas.
Jika saya mengalami kesulitan dalam memahami cara
13 menyusun jumble words saya selalu bertanya dan guru
memberikan jawaban dengan sesuai. Communication
14 Saya bertanya kepada guru ketika tidak memahami materi Strategies
Guru selalu menanyakan kembali materi yang telah
15
diberikan pada pertemuan selanjutnya.