CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Setting

This research conducted at Islamic Senior High School MAS PAB-1
Sampali which is located at Pasar Hitam Street Number 69 Sampali. Kec. Percut
Sei Tuan, North Sumatera 20371. The selected class as the research sample will
be obtained based on small discussions with the English teacher.

3.2. Population and Sample

The subject of this research will be conducted for Islamic Senior High
School at MAS PAB-1 Sampali Kab. Deli Serdang Kec. Percut Sei Tuan.
1. Population
The population of this research are the 10 th Grade students of X MAS
PAB-1 Sampali, which consisted was of 2 classes, Science major. Each
class consisted of 30 students, so the total was 60 students.
2. Sample
The sample is representative of the population. Sampling is shown so that
research can take place effectively and efficiently. Based on the
preliminary research that was carried out at the MAS PAB-1 Sampali
school, it was found that the students of class X-1 MAS PAB-1 Sampali,
had low speaking skills.
So based on that, the researcher chose class X-1 MAS PAB-1 Sampali
which consisted of 20 students as the sample of this study. The sampling
technique in this study used a purposive sampling technique, namely the
technique of determining the sample in certain considerations (Sugiyono, 2006:
61). There are several conditions that must be met in this sampling, namely:
1. Sampling must be on certain characteristics, traits or characteristics, which are
the main characteristics of the population.
2. Subjects taken as samples are really the subjects that contain the most
characteristics found in the population.

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3. Determination of population characteristics is done carefully in the preliminary

study.
The reason for using the purposive sampling technique is because not all
samples have criteria that match the phenomenon under study. Therefore, the
authors chose the Purposive Sampling technique which stipulates certain
considerations or criteria that must be met by the samples used in this study. The
sample in this study are as follows:
1. Speaking ability related to the effect of using sorytelling in class X - 1 MAS
PAB-1 Sampali
2. The ability of class X - 1 MAS PAB-1 Sampali students in improving speaking
skills by storytelling.
3. The effectiveness of the inquiry method is measured by whether there is an
increase from pretest to posttest.

3.2. Research Design

The design of this study is pre experimental method by using “one group
pre-test and post-test design” where the researcher will conduct an experiment to
one group only. Pre experimental design would use quantitative approach. It
consisted of single class. Gay (1981:207) states that the experimental research
method is the only research method that can correctly test hypotheses concerning
causal relationships. There is a pre-test before being given treatment, the treatment
results can be known more accurately, because it can compare with the situation
before being given treatment.

Table 3.1. Pre- Experimental Design

O1 X O2
Pre - Test Treatment Post - Test
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3.4. Variable of Research

1. Independent Variable.
Independent variables are a variable which can give influence to dependent
variable. In this research, the independent variable is thewill use of pictures in
improving students' speaking ability.
2. Dependent Variable
Dependent variables are variable which caused or influenced by other
variable. Dependent variable in this research is the result of the test about
students‟ ability in speaking with told the structure of the story (structure text).

3.5. Instruments of Research

The instrument of this research is an oral test on a storytelling test.
Through storytelling, the researcher will measure the structure of the text and
students' fluency. The test is focused on the structure of the story (text structure).
The initial test is to give before applying storytelling using text to determine
students' speaking ability. Post-test was used to determine student achievement in
speaking ability after being given treatment. In the post test, the researcher will
test the students' speaking ability after applying storytelling text with the
difference story pre-test.
1. Test
The instruments will use in this research are speaking test that is
storytelling. The students tell stories in front of the class one by one. There are
four points the scored in this test they are:
1. Pronounciation
2. Garmmar
3. Vocabulary
4. Fluency
5. Comprehension
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Table3.2
Oral Scoring Procedure by David P. Harris

No. Aspect Description of Indicator Point

1. Pronounciation  Has few traces of foreign acccent. 5
 Always intelligible, though one is 4
conscious of definite accent.

 Pronunciationproblems necessitate 3
concerntrated listening and occasionally
lead to to misunderstanding.

 Very hard to understaand because of 2

pronunciation problems. Must frequently
be asked to repeat.

 Pronunciation problems to severe as to 1

make speech virtually unintelligible.

2. Grammar  Makes few (if any) noticeable errors of 5

grammar or word order.

 Occasionally makes grammaticaal; and/or 4

word order errors which do not, however,
obscure meaning.

 Makes frequent error of grammar and 3

word order which occasionally obscure
meaning.

 Grammar and word order error make 2

comprehension difficult. Must often
rephrase sentences and/or restrict him to
basic patterns.

 Errors in grammar and word order to 1

severe as to make speech virtually
unintelligible.

3. Vocabulary  Use vocabulary and idioms is virtually 5

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that of a native speaker.

 Sometimes uses inappropriate terms 4

and/or must rephrase ideas because of
lexical inadequacies.

 Frequently uses the wrong words; 3

conversation somewhat limited because of
inadequate vocabulary.

 Misuse of words and very limited 2

vocabulary make comprehension quite
difficult.

 Vocabulary limitations so extreme as to 1

make conversation virtually impossible.

4. Fluency  Speech as fluent and efforties as that of 5

native speaker.

 Speech of speech seems to be slightly 4

affected by languagge problems.

 Speed and fluency are rather than strongly 3

affected by language problems.

 Usually hesitant; often forced into silence

by lamguage limitations. 2

 Speech is so halting and fragmentaryas to

make conversation virtually impossible. 1

5. Comprehension  Appears to understand everything wighout 5

difficulty.

 Understands nearly everything at normal 4

speed, although occasional repetition
maybe necessary.

 Understands most of what is said at 3

slower-than-normal speed with repetitions.

 Has great difficulty following what is said. 2

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Can comprehend only “social

conversation” spoken slowly and with
frequent repetitions.
 Cannot be said to understand even simple 1
conversational English.

3.6. Procedure of Collecting Data

The procedures of collecting the data were as follows:
1. Pre-test
The researcher being given pre-test before give the treatment to the
students.The pretest will use in this case are asking the students to
introduce themselves further by telling about their vacation one by one in
turn and giving. The aim of this pre-test will beknowthe students‟ prior
knowledge in speaking.
2. Treatment
After giving pre – test in the class, the students in experimental class will
receive treatment where the students to re-telling a story about legend by
using the text that the teacher has given, then students go forward one by
one in turn.
3. Post-test
The post-test is a test will performe after being given an action/stimulus.
Thetest will show the resultsof data before and after the
treatment/action/stimulus that has been given to the students, so that later
researchers can conclude whether there will an increase or no to what is
being studied.Post test will employedto find out the data after being given
a treatment.
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3.7. Technique of Data Analysis

The data are collected and analyzed as follows:

1. The researcher used speaking rubric assessment to assess the students‟ test and
classify the students‟ score.
2. Scoring the students‟ correct answer used formula as follows:

3. Scoring the result of the students‟ speaking ability

Result’s scoring was based on oral scoring procedure with 5 points on each
of 5 categories. To simplify the logic of the score, researcher convert the
maximum score of oral scoring procedure from 25 to 100 by multiplying it
to 4 using simple math formula as shown in the table below,

Maximum score (x) = Converted Maximum score

{(Max Points) x Categories}(x) = Converted Maximum Score
(5x5)(x) = 100
25(x) = 100
x = 100/25
x=4

Table 3.3
Classifying The Score of Each Student

Score Scale 100 (Score Times 4)

5 5x4 = 20
4 4x4 = 16
3 3x4 = 12
2 2x4 = 8
1 1x4 = 4
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4. t – test
After analyzing normality and homogeneity test, the researcher conducted
t-test in analyzing the data. The researcher used t-test to find out whether there
are the significant differences between two variables in this study. the
researcher uses statistical technique t (t test). With the following stages:

Where :
Md = Mean of the difference between pretest and posttest
X1 = Learning outcomes before treatment (pretest)
X2 = Learning outcomes after treatment (posttest)
D = Deviation of each subject
2
∑x d = Sum of squares of deviation
N = Subject in the sample

3.8. Statistical Hypothesis

Ha: is accepted if significant value < 0.05, means that storytelling gives a
significant Effect for student’s ability to speak englishin English Speaking Class
for Islamic Senior High School at MAS PAB-1 Sampali Kab. Deli Serdang Kec.
Percut Sei Tuan.
Ho: is accepted if significant value > 0.05, means there storytelling gives
no significant Effectfor student’s speaking ability to speak English in English
Speaking Class for Islamic Senior High School at MAS PAB-1 Sampali Kab. Deli
Serdang Kec. Percut Sei Tuan.