CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will discuss the research design, population, and sample, the data

collection instrument, validity, and reliability, the data collection technique, the data analysis

technique.

A. Research Design

In this research, the researcher applied a quantitative approach. A quantitative

approach is an approach for testing objective theories by examining the relationship

among variables. These variables can be measured, typically on instruments, so that

numbered data can be analyzed using statistical steps.1 John Burke states that it is

assumed that cognition and behavior are highly predictable and explainable.

Traditionally, it means that all events are fully determined by one or more causes, were

made in quantitative research.2 The design of the research was conducted on quasi-

experimental research. A quasi-experimental research design is an experimental research

design that does not provide for full control of potential confounding variables primarily

because it does not randomly assign participants to the comparison group.3 In this

research, the were two classes used, they were experiment and control class.

Experiment class was a class that was given treatment by using Frayer Model

Strategy and control class was given without Frayer Model strategy.

1
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, (Boston: Pearson Education, 2002.),
2
Burke Johnson and Larry, Educational research: Quantitative, Qualitative, and Mixed Approaches, (
USA: SAGE Publications, 2012), 33.
3
Ibid, 484
 The research design can be figured as following:

Class Pre-test Treatment Post-test

Experiment ✓ Using Frayer Model Strategy ✓

Control ✓ Conventional Method ✓
Table 3.1 Research Design

There were two variables in this research, independent variable and dependent

variable. The Independent variable was Frayer Model strategy and the dependent variable

was teaching vocabulary.

B. Population and Sample

. A population is a group of individuals, objects, or items from among which

samples are taken for measurement.4 The population of this research was at tenth grade

SMAN 1 Nawangan, Pacitan. It was divided into four classes. The total population was

106 students. Meanwhile, the sample is a portion of the population. According to Kultar,

the sample can be defined as a finite part of a statistical population whose properties are

used to make estimates about the population as a whole.5

In this research, the researcher used a cluster random sampling technique. Cluster

random sampling involves grouping the population and selecting the groups or the

clusters rather than individual elements for inclusion in the sample.6 The researcher used

this technique because the object study is not based on individuals but based on groups.

In this research, the researcher took two classes as a sample. They were class X IPS 1 and

class X IPS 2 and total numbers are 58 students. The classes were divided into two

groups; they are an experimental group and a control group. The class X IPS 1 as an

experimental group and class X IPS 2 as a control group.

4
Kultar Singh, Quantitative Social Research Methods (New Delhi: Sage Publication, 2007), 88
5
Ibid, 88.
6
C.R Kothari, Research Methodology: Methods and Techniques. (New Delhi: New Age International
Publisher, 2004), 16
 C. Data Collection Instrument

To collect the data using the instrument. The instrument is a way to get the data.

According to Sugiyono, an instrument is a tool that is used to measuring a natural or

social phenomenon that observed. Specifically, this entire phenomenon called the

research variable7

In this research, the instrument used to collect data is an English vocabulary test.

The vocabulary test gave to the students were multiple choices.

Multiple-choice tests are a way of testing. The multiple-choice format can be used

with words in a sentence context, or words in whole texts. Besides, these objective tests

to know the students’ vocabulary mastery. The test uses five alternatives (a, b, c, d, or e)

in each item, and the students are required to choose the correct answer by crossing one

of five options provided in the test sheet. The indicators appropriate for tenth-grade

students of senior high school. The indicators are verb, noun, adjective word meaning

that consists of synonymy, antonym in narrative text.

D. Validity and Reliability

Validity and reliability are the two most important psychometric properties to consider in

using a test or assessment procedure. Validity refers to the accuracy of the inferences or

stability of the test scores. Meanwhile, reliability refers to the consistency or stability of

the test scores.8

7
Sugiyono, Metode Penelitian Pendidikan,(Bandung: Alfabeta, 2015), 148
8
Burke Johnson and Larry, Educational research: Quantitative, Qualitative, and Mixed Approaches, (
USA: SAGE Publications, 2012),
 1. Validity Test

Validity suggests truthfulness and refers to the match between a construct, or the

way a researcher conceptualize the idea in a conceptual definition, and a measure.

It refers to how well reality fits with actual reality.9

In this research, the researcher uses SPSS to measure validity. To find out

the validity of the test we can use product-moment correlation by Pearson.

No Items r count r table result

1 0,90 0,367 Invalid
2 0,235 0,367 Invalid
3 0,154 0,367 Invalid
4 0,227 0,367 Invalid
5 0,551 0,367 Valid
6 0,676 0,367 Valid
7 0,524 0,367 Valid
8 0,453 0,367 Valid
9 0,118 0,367 Invalid
10 0,535 0,367 Valid
11 0, 410 0,367 Valid
12 0, 478 0,367 Valid
13 0,356 0,367 Invalid
14 0,558 0,367 Valid
15 0,664 0,367 Valid
16 0,624 0,367 Valid
17 0,524 0,367 Valid
18 0,111 0,367 Invalid
19 0,622 0,367 Valid
20 0,314 0,367 Invalid
21 0,494 0,367 Valid
22 0,264 0,367 Invalid
23 0,460 0,367 Valid
24 0,428 0,367 Valid
25 0,305 0,367 Invalid
26 0,490 0,367 Valid
27 0,558 0,367 Valid
28 0,177 0,367 Invalid
29 0,707 0,367 Valid
30 0,379 0,367 Valid
31 0,485 0,367 Valid

9
W. Lawrence Neuman, Basic of Social Research: Qualitative and Quantitative Approach (Boston:
Pearson Education, 2004), 115.
 32 0,575 0,367 Valid
33 0,168 0,367 Invalid
34 0,606 0,367 Valid
35 0, 086 0,367 Invalid
36 0, 418 0,367 Valid
37 0,378 0,367 Valid
38 0,131 0,367 Invalid
39 0,575 0,367 Valid
40 0,613 0,367 Valid
Table 3.2 Validity Test

Based on the table above, it showed the result of the validity test. To knowing valid

or invalid, if the value of r count > than r table was valid and if the value of r count < r

table, it was invalid. The value of r table based on table product-moment with

significance 5% (0, 05) and N= 29-2 = 27 their index is 0,367. There were 14 items

invalid (1, 2, 3, 4, 9, 13, 18, 20, 22, 25, 28, 33, 35, 38) and more than it was valid (26

items). From the valid items, the researcher took 25 items that used to pre-test and post-

test.

2. Reliability Test

In educational testing, reliability refers to the consistency or stability of a set of

test scores. According to Lawrence, reliability means dependability or

consistency. It suggests that the same thing is repeated or recurs under identical or

very similar conditions. 10 To calculate the reliability test, the researcher used the

SPSS program.

Reliability Statistics

Cronbach's Alpha N of Items

.909 26
Table 3.3 Reliability Test

10
Ibid, 115
 Based on the calculation above, the reliability of students ‘reliability instrument

is 0,909. The value of reliability is consulted r table on the significance level of 5%. The

value of the r table is 0,388. Because the value of r index reliability is 0,909 > than r table

0, 388 so the test is reliable.

E. Data Collection Technique

The technique for collecting the data is tested. The test is commonly used in

quantitative research to measure the performance of the research participant. 11 According

to Brown, Test is a method of measuring of person’s ability knowledge or performance in

a given domain.12

The data were collected from the pretest and post-test. The procedures for collecting data

are as follows:

1. Pre-test

The pre-test was given before the teaching-learning activity. The researcher

conducted a pre-test both of the control and experiment classes. The test is

consists of 25 items of multiple choices. Each item of tests includes an option,

namely a, b, c, d, and e. Students choose the correct answer.

2. Treatment

Thus, after giving a pre-test, the researcher will do the treatment to the experiment

class only by Frayer model in vocabulary learning, and the control class was

taught by a conventional method.

3. Post-test

After giving the treatments, a post-test will be given to the students. It aims to

know whether the use of Frayer model improves the students’ vocabulary mastery

or not. The test consisted of 25 items of multiple choices.

11
Burke Johnson and Larry, Educational research: Quantitative, Qualitative, and Mixed Approaches, (
USA: SAGE Publications, 2012),
12
H. Douglas Brown, Language Assessment (New York: Longman, 2004), 3-4
 Date Activities

February 20th, 2020 Pre-test Experiment class

Pre-test Control Class
February 27th, 2020 Treatment Experiment Class
Treatment Control Class
March 5th, 2020 Treatment Experiment Class
Treatment Control Class
March 12th, 2020 Treatment Experiment Class
Treatment Control Class
March 19th, 2020 Treatment Experiment Class
Treatment Control Class
March 25th, 2020 Post-test Experiment Class
Post-test Control Class
Table 3.4 Research Schedule

F. Data Analysis Technique

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

experimental and control class. The researcher will compare the score before and after

the treatment is given data. Before using the T-test to find the statistical result, the

researcher will use the normality test and homogeneity test.

1. Normality Test

The normality test is used to determine whether a data set was well-modeled by

normal distribution or not, or to compute how likely the random variable is to be

normally distributed. The calculation of the normality test is using SPSS Program.

The formula used to test the normality of the data was a Kolmogorov-Smirnov

test. Theoretically, if the result of value is greater than 0.05, the data is normal. If

it is below 0.05, the data significantly deviate from a normal distribution.

2. Homogeneity Test

Homogeneity means the similarity variance of each group, so the researcher will

face with groups that have the same condition room the beginning. The

homogeneity test in experimental research is used to know whether experimental

and control groups that are taken from the population have the same variant or

not. To calculate the homogeneity of the test, the researcher will use the SPSS

program as tools. In this research, the Levene’s test is used. It is a formal

statistical test for the assumption of homogeneity of variance.

3. T-test

After testing the normality and homogeneity test, the researcher continues to

analyze the data using the T-test. A T-test is used to determine whether the mean

of two groups is different from another. In this test, the researcher analyzes the

data by comparing the score between the experimental class and control class in

the pre-test and post-test. The result of the calculation will show when in teaching

vocabulary.
 CHAPTER IV

RESEARCH FINDINGS

In this chapter, the research related to research location, data description, data analysis,

discussion, and interpretation.

A. Research Location

1. Identitation of School

Name : SMAN 1 NAWANGAN

NSS/NPSN : 20511007

Accreditation :A

Address : Jalan Pakis Baru

Town : Pacitan

Village : Nawangan

Province : East Java

No. Phone : (0352) 481521

E-mail : smana@gmail.com

2. History of School

SMA Negeri 1 Nawangan is a high school that was established in Nawangan

sub-district on March 14, 1988. This high school was founded against the importance of

the meaning of education and the increasingly urgent need for high school. Then the
 community leaders of Nawangan who joined in a committee produced an agreement to

establish a high school which was named SLTA Negeri 1 Nawangan.

In 1989, the high school gained state status with the first headmaster Mr. Drs.

Soedjno (Teacher of SMAN 1 Pacitan).

This high school continues to make improvements and renovations.

B. Data Description

This research used quasi-experimental research. Besides, this research took two

classes as a sample. The first class X IPS 1 as an experimental class and second class X IPS

2. The experiment class consists of 29 students and the control class consists of 29 students.

Both classes were given different treatments. In an experimental class, the students were

taught by using Frayer Model Strategy. Meanwhile, in the control class, the students were

taught without using Frayer Model Strategy.

This population that used in this research was tenth-grade students of SMAN 1

Nawangan Pacitan in the academic year 2019/2020. The total number of populations were

106 students. The control class consists of 29 students while the experiment class consists of

29 students. The total numbers of students from two classes were 58 students.

1. The Procedure of The Research in Experimental and Control Class

In conducting this research, the researcher carried out some research procedures

of both two-class; experimental and control class. The research was carried out for

several meetings. These research procedures are as follows:

The first, before the treatment, was given the researcher gave the students

pretest to both of the class to know the condition in each class. The test was given to
 an experimental and control class. The test consists of 25 multiple choices. Each item

of tests includes an option, namely a,b,c, d, and e. Students chose the correct answer.

Second, the researcher gave the treatment to an experimental class using Frayer

Model strategy, while the control class was taught using the conventional method.

Before taught students in the class, the researcher arranged a lesson plan for teaching

guidance, so the researcher has been ready in delivering material in the class. The

material was a narrative text. The treatment given is as follows:

Experimental Class Control Class(Applying

(Using Frayer Model Strategy)
• The researcher ( teacher) opens the class by
greeting the students and explains in brief
what they are going to do in the meeting.
• Students paid attention to the teacher’s
explanation and introduction, give comments
or questions.
• The teacher explains the Frayer Model to
students.
• The teacher asks the students to read the text
• The students do what the teacher asks to find
unfamiliar words and then underline it. Write
synonyms and antonym of words.
• Students with the teacher will select the word
from the list and then follow the teachers’
clue.
• The teacher and students make the Frayer
model chart. They are together to fill in the
chart. The students complete Frayer Model
chart.
Conventional Method)
• Researcher (teacher) opens the class by
greeting to the students and explains in brief what
they are going to do in the meeting.
• Students paid attention to the teacher’s
explanation and introduction, give comments or
questions.
• The teacher asks the students to read the text.
• The teacher asks the students to find unfamiliar
words.
• The teacher with the students selects the new
words then the students answer the meaning it.
• The students translate the new vocabulary by
using a dictionary and write a sentence based on
vocabulary will be chosen.

Table 4.1 Teacher and Students Activities in The Classroom

Third, this is the second meeting treatment in the experimental class using Frayer

model. The teacher-reviewed again the last lesson material. It aims to know students’

vocabulary mastery using Frayer model. Meanwhile, in the control class the lesson start

with reviewed the last material. Next, the teacher asked students to read the text and list

unfamiliar words. Thus, the students select the vocabulary and then the students answer

the meaning by using a dictionary.

 Fourth, the next meeting in the experimental class. The teacher gave the text and

asked students to find unfamiliar words. And then made Frayer model with the

vocabulary has chosen. In the control class, the teacher asked students to find the

vocabulary and then wrote in the sentence.

Fifth, the last meeting treatment in the experimental class using Frayer model. The

teacher-reviewed the last lesson again. Then, The teacher asked students to made Frayer

model and then fill it. Meanwhile, in the control class, reviewed the last lesson. The

teacher asked the students to choose the vocabulary from the text that has done read.

Then students wrote the sentence from the vocabulary.

Sixth, The last meeting in the research, both of experiment class and control class

were given a post-test. It was aimed to know students ‘achievement after giving

treatment. The test consists of 25 multiple choices.

2. Students’ Vocabulary Test Score in Experimental Class

The data were collected from the result of the students’ scores of pre-test and

post-test in the experimental class.

NO NAME PRE-TEST POST-TEST

1 ALP 52 80
2 ANDS 52 84
3 AD 72 92
4 AVA 60 84
5 AS 60 88
6 AW 64 92
7 ADP 68 84
8 CNW 56 80
9 DN 56 80
10 DAP 60 96
11 DFA 64 88
12 DZNR 56 80
13 ENS 52 88
 14 ERN 68 92
15 EOI 44 76
16 GIA 68 88
17 HNA 48 80
18 HLF 48 88
19 JNA 56 84
20 MRF 80 96
21 MPP 76 92
22 NWZA 64 88
23 RDP 64 80
24 RAP 56 88
25 RA 60 88
26 RP 68 92
27 RFA 56 88
28 TF 56 80
29 TNA 60 88
Total 1744 2500
Mean 60.1379 86.2069
Table 4.2 The Result Score of Experimental Class

Based on the table above, it shows the result of pre-test the students who were

taught using Frayer model strategy. The data show that the highest score of the pre-test

is 80 and the lowest score of the pre-test is 44. The total score of the pre-test is 1744

with the mean score of the pre-test is 60.1379. Meanwhile, the result of the post-test

shows that the highest score of the post-test is 96, while the lowest score of the post-test

is 76. The total score of the post-test is 2500 with the mean score of the post-test was

86.2069.

3. Students’ Vocabulary Test Score in Control Class

NO NAME PRE-TEST POST-TEST

1 ABA 76 80
2 AINS 60 76
3 AMNS 68 80
4 AM 60 88
5 AF 72 76
 6 DAP 56 80
7 DAW 64 80
8 EFA 52 76
9 EKP 48 72
10 FK 60 80
11 IWP 48 76
12 LANR 76 88
13 LNA 72 92
14 MAP 80 88
15 MHM 68 72
16 MNJ 64 80
17 PW 56 76
18 RPAC 52 82
19 RR 64 80
20 RAS 64 76
21 RP 60 80
22 RP 56 72
23 SDNK 52 76
24 TS 64 80
25 TD 72 80
26 TS 64 92
27 UNS 80 92
28 VI 64 72
29 YP 56 76
Total 1828 2318
Mean 63.0345 79.931
Table 4.3 The Score of Control Class

Furthermore, the table above the data shows the result of pre-test and

post-test the students of the control class. The result of the pre-test showed that

the highest score of the pre-test is 80, while the lowest score of the pre-test is 48.

The total score of the pre-test is 1828 with the mean score of the pre-test is

63.0345. Meanwhile, the result of the post-test, the data shows that the highest

score of the post-test is 92, while the lowest score of the post-test is 72. The total

score of the post-test is 2318 with the mean score of the post-test is 79.931.
C. Data Analysis

Before testing the hypothesis, the data must fulfill the assumption in which the data must

be distributed normally and homogenous.

1. Normality Test

The researcher did a normality test by using SPSS to see whether or not

the distribution of responses to the instrument is normal. The researcher used the

Kolmogorov-Smirnov to calculate the normality test. Theoretically, if the result

of data is greater than 0.05, the data is a normal distribution.

a. Normality test of pretest Experiment and Control class

One-Sample Kolmogorov-Smirnov Test

Pre-Test Pre-Test
Experiment Control
N 29 29
Normal Parametersa,b Mean 60.1379 63.0345
Std. Deviation 8.38248 8.98603
Most Extreme Differences Absolute .137 .147
Positive .137 .147
Negative -.104 -.095
Test Statistic .137 .147
Asymp. Sig. (2-tailed) .171c .111c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
Table 4.4 Normality of Pre-Test

Based on the calculation above, it shows that the value of sig. 2 tailed of

the pre-test in the experimental class is 0.171 and the control class was 0,111. It

can be concluded that the data of this research is normally distributed because the

value is greater than 0.05

b. Normality test of Post-Test Experimental and Control Class

One-Sample Kolmogorov-Smirnov Test

Post-test Post-test
Experiment Control
N 29 29
Normal Parametersa,b Mean 85.1034 80.5517
Std. Deviation 6.66732 6.11547
Most Extreme Differences Absolute .157 .159
Positive .157 .151
 Negative -.125 -.159
Test Statistic .157 .159
Asymp. Sig. (2-tailed) .064c .058c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
Table 4.5 Normality of Post-Test

Based on the calculation above, it showed that the sig. 2 tailed of the post-

test in the experimental class was 0,064, and the control class was 0.058. It can

be concluded that the data of this research was normality distributed because the

result value of data was higher than 0.05.

2. Homogeneity Test

After doing the normality test, the researcher did the homogeneity test that

would by using SPSS V 23. The researcher used the Levene statistic test to

calculate the homogeneity test the similarity of both classes, experiment class,

and control class. if the result of data is greater than 0.05, the data would be

homogenous. If it is lower than 0.05, the data significantly deviate from

homogeneity.

a. Homogeneity test of Pretest Experiment and Control class

Test of Homogeneity of Variances

the result of pre-test experiment and control class
Levene Statistic df1 df2 Sig.
.204 1 56 .653
Table 4.6 Homogeneity of Pre-Test

Based on the calculation above, the researcher calculated that the data was

homogeneously distributed because the result value of data was higher (0.653> 0.05).

b. Homogeneity test of post-test Experiment and Control class

Test of Homogeneity of Variances

the result of post-test experiment and control class
Levene Statistic df1 df2 Sig.
.013 1 56 .909
Table 4.7 Homogeneity of Post-Test
 Based on the calculation above, the researcher calculated that the data was

homogeneously distributed because the result value of data was higher (0.909> 0.05)

3. T-Test

After testing the normality and homogeneity, the researcher tested the hypothesis.

The researcher calculated the data by using a t-test in SPSS V 23 to know the significant

difference between students who were taught using Frayer model or who were not.

Group Statistics
class N Mean Std. Deviation Std. Error Mean
result of the Experiment 29 86.2069 5.30080 .98433
lesson Control 29 79.9310 6.01148 1.11630
Table 4.8 Mean Score of Experimental class and Control class Croup Statistics

Based on the group statistic above, the data shows that the total of the

experimental and control class is 58 students. The mean of experiment class is 86.2069.

While the mean of the control class is 79,5862. Thus, it can be concluded that there are

differences in the average post-test of students between experiment and control class.

Furthermore, to prove whether the difference was significant or not, we need to interpret

the following output of the “Independent Sample Test”.

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
result of the Equal
lesson variances .013 .909 4.217 56 .000 6.27586 1.48830 3.29443 9.25729
assumed
Equal
variances 4.217 55.136 .000 6.27586 1.48830 3.29340 9.25833
not assumed
Table 4.9 The result of T-test Calculation
Independent Sample Test
 Based on the result of the table above, it showed that the value of the T-test was 4,

217 and the degree of freedom(df) was 58 (df-2;58-2=56). The value of T in a

significant 5% was 2, 003.

To interpret the data above, the researcher formulated the hypothesis below:

Ho = There is no significant difference score between students who were taught by

Frayer model strategy and who were not taught by Frayer model strategy

Ha = There is a significant difference score between students who were taught by Frayer

model strategy and who were not taught by Frayer model strategy.

The result showed that the value of T-test is higher than the T table. It means that Ho was

rejected and Ha was accepted (4,217 >2,003).

D. Discussion and Interpretation

Based on the calculation above, it was shown that the different coefficient of

students who were taught by using Frayer model strategy and students who are not being

taught by using Frayer model strategy is 4, 217.

Then the criteria of hypotheses test as follow:

a) If the to > tt or if the Sig. (2-tailed) < 0.05. Ha was accepted. It means that there

was a significant difference between the two variables.

b) If the to < tt or if the Sig. (2-tailed) > 0.05. Ha was refused. It means that there

was no significant difference between the two variables.

To determine the value of the researcher is checking db and consulted with the tt

score: Db = n1 + n2 – 2

=29+29-2

=56
 At the significant standard level of 5%(0,05), the tt value is 2,003 and the to value

was 4,217. Thus t value > ttable. it means that Ha was accepted and Ho was refused.

From the calculation above, it could be found that the students who were taught by

using Frayer model strategy got a better score than the students who were not taught by using

Frayer model strategy. Thus, it could be concluded that there was significant different

vocabulary mastery between students who were taught using Frayer model strategy and those

who were not taught using Frayer model strategy at the tenth-grade students of SMAN 1

Nawangan in academic year 2019/2020.