CHAPTER III

RESEARCH METHODOLOGY

A. Research design
The research method use in the research is quantitative method,

namely quasi experiment. According to Shadish William quasi-experiment

research designs, like experimental designs, test causal hypotheses.1 A

quasi-experimental design by definition lacks random assignment,

however. Assignment to conditions (treatment versus no treatment or

comparison) is by means of self-selection (by which participants choose

treatment for themselves) or administrator selection. The reason why the

writer wanted to used the methods of the experiment because the writer

wanted to know if the blog as the dependent variable independent variable

affect.2 Especially the author wants to know if the blog have an influence

in students’ ability.

In quasi experimental research, the writer did not give a random

assignment as in the true experimental research because randomly

assigning will disrupt the classroom learning.3

B. Variable of the Research

In this research there are two variables. They are:

1. Independent variable is Web Blog (X)

2. Dependent variable is students’ writing ability in recount text (Y).

1
Shadish William in Howard White and Shagun Sabarwal, “Quasi Experimental Design
and Methods”.Unicef office of research innocent, No.8 (2014),p.1.
2
John W. Creswell, Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (New Jersey: Pearson Education, Inc.,2008), p 299.
3
Ibid, p.309.

17
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C. Operational Definition of Variable

The operational definition of variable of this research see follows:

1. Web Blog is a media that can be used for students to share information

about the activities of the Web Blog users through profile and content

information.

2. Students’ writing ability in recount text is a type of text whose content

retells a real event or activity that happened to someone in the past.

D. Population, Sample and Sampling Technique

The population of research is the students of SMA Negeri 13

Bandar Lampung. The sample is X grade students. The writer will be take

two classes (X IPA A and X IPA B) as the object of the study. The X IPA

A class is as an experimental class, while the X IPA B is as a control class.

Each class had 20 students, so the total numbers is 40 students. The writer

gave treatment accuracy and complexity in writing with blog in class X

IPA A as experiment class and write without blog in class X IPA B as a

control class. The sample of this research was the A class with 20 students

as the experimental class and B class with 20 students as control class.

The writer used the sampling technique with the random sampling.

Random sampling is data collection in which every person in the

population has a chance of being select which is known in advance. 4 If

data are a random sample, the researcher must report not only the

magnitude of relationships uncover but also their significance level. The

intent of simple random sampling is to choose individuals to be sample

4
David Garson, Sampling (Asheboro: Statistical Publishing Associates, 2012), p.6.
 19

who will be representative of the population. Any bias in the population

will be equally distribute among the people chosen. The typical procedure

use in simple random sampling is to assign a number teach individual (or

site) in the population and then use a random numbers table, available in

many statistics books, to select the individuals (or sites) for the sample. 5

For this procedure, you need a list of members in the target population and

a number must be assigned to each individual.

E. Data collecting Technique and Instrument

In collecting the data, the writer will be use a written test as the

instrument. There are two types of tests, pretest and posttest. Pretest is a

measure that the researcher assesses for the participant in an experiment

before receive a treatment. Posttest is a measure that the researcher

assesses for the participants after receive a treatment.

The design used in this quantitative research is a quasi-

experimental study which involved two classes (experimental class and

controlled class). This kind of study allows the researcher to look at the

effect of at least one independent variable and one or more dependent

variables. The result of pre-test and post test are collect and compare.

F. Research Instrument

The instrument that used for collecting the data is test, exactly a

written test. It was divided into two tests, pre-test and post-test. The test is

5
John W. Creswell. Op.Cit. p.143.
 20

a subjective test which will ask the students to write in form of paragraph.

The topic of the writing task is about “travelling story”.

G. Scoring Procedure

The score of test is calculated based on the following scoring system

proposed by Triblle.6
Table 3
Scoring Rubric
a. Content

Excellent to very good: Excellent to very good treatment of the subject, considerable
20-17 variety of ideas or argument; independent and through interpretation of the topic; content
relevant to the topic; accurate detail.
Good to average: Adequate treatment of topic, some variety of ideas or argument; some
16-12 independence of interpretation of the topic; most content relevant to the topic; reasonably
accurate detail
Fair to poor: Treatment of topic is hardly adequate, little variety of ideas or argument;
11-8
some irrelevant content to the topic; lacking detail.
Very poor: Inadequate treatment of topic, no variety of ideas or argument; content
7-5
irrelevant, or very restricted; almost no useful detail.
4-0 Inadequate: Fails to address the task with any effectiveness.

b. Organization

Excellent to very good: Fluent expression, ideas clearly stated and supported;
20-17 appropriately organized paragraphs or sections; logically sequenced (coherence);
connectives appropriately used (cohesion).
Good to average: Uneven expression, but main ideas stand out; paragraphs or sections
16-12
evident; logically sequenced (coherence); some connectives used (cohesion).
Fair to poor: Very uneven expression, ideas difficult follow; paragraphing/organization
11-8 does not help the reader; logical sequenced difficult to follow (coherence); connectives
largely absent (cohesion).
Very poor: Lacks fluent expression, ideas very difficult to follow. Little sense of
7-5 paragraphing/organization; no sense of logical sequenced (coherence); connectives not
used (cohesion).
4-0 Inadequate: Fails to address this aspect of the task with any effectiveness.

c. Vocabulary

Excellent to very good: Wide range of vocabulary; accurate word/idiom choice and
20-17
usage; appropriate selection to match register.
Good to average: Adequate range of vocabulary; occasional mistakes in word/idiom
16-12
choice and usage; register not always appropriate.
Fair to poor: Limited range of vocabulary; a noticeable number of mistakes in
11-8
word/idiom choice and usage; register not always appropriate.
7-5 Very poor: No range of vocabulary; uncomfortably frequent mistakes in word/idiom
6
Christopher Tribble,Language TeachingWriting, (London: Oxford University Press,
1996), p.130
 21

choice and usage; no apparent sense of appropriate.

4-0 Inadequate: Fails to address his aspect of the task with any effectiveness.
d. Language

Excellent to very good: Confident handling of appropriate structures, hardly any errors
30-24 of agreement, tense, number, word order, articles, pronouns, preposition; meaning never
obscured.
Good to average: Acceptable grammar-but problem with more complexes structures;
23-18 mostly appropriate structures; some errors of agreement, tense, number, word order,
articles, pronouns, prepositions; meaning sometimes obscured.
Fair to poor: Insufficient range of structures with control only shown in simple
17-10 constructions; frequent errors of agreement, tense, number, word order, articles,
pronouns, prepositions; meaning sometimes obscured.
Very poor: Major problems with structures even simple ones; frequent errors of
9-6 agreement, tense, number, word order, articles, pronouns, prepositions; meaning often
obscured.
5-0 Inadequate: Fails to address his aspect of the task with any effectiveness.

e. Mechanics

Excellent to very good: Demonstrates full command of spelling, punctuation,

10-8
capitalization, and layout.
7-5 Good to average: Occasional errors in spelling, punctuation, capitalization, and layout.
4-2 Fair to poor: Frequent errors in spelling, punctuation, capitalization, and layout.
1-0 Inadequate: Fails to address his aspect of the task with any effectiveness.

Final score = C+O+V+L+M= 20+20+20+30+10= 100

Note:
C : Content (20)
O : Organization (20)
V : Vocabulary (20)
L : Language (30)
M : Mechanics (10)

H. Research Procedure

In conducting this research, the researcher applied some procedures as

follows:

1. Finding the subject of research

 22

The researcher chose the students of eighth grade of SMA Negeri 13

Bandar Lampung as a subject of the research. One class is experimental class

and another was control class.

2. Designing the instruments of the research

The instrument in this research was writing test. The students got the

same instrument for both classes in the several topics.

3. Administering of Pre-test

The pre-test was used to find out the students’ initial ability. Here,

students had been assigned to write recount text by choosing one of topics

that provided and then the students can describe it based on the picture that

shown.. The topics are suitable for the students because the topics are familiar

to students.

4. Conducting Treatment

The treatments had been done in three times after pre-test. Each of

treatments was conducted twice a week. In the first treatment, the researcher

as the teacher explained about recount text and given the example how to

retells about travelling story, in this case the researcher give the example

about her travelling story.

5. Administering the Post-test

Post-test had been administered to measure whether there was an

improvement of students’ recount text writing ability. Post-test is

administered to measure whether there was an improvement of students

recount text writing ability. The students make a recount text and submit on

web blog.
 23

6. Analyzing the result of post-test

After finished scoring students’ work, the researcher compared the

result of the pre-test and post-test to see whether the score of the post-test was

higher than the score in the pre-test.

7. Analyzing the Data

After collecting the data, the researcher analyzed the data by quantitative.

I. Analysis of Research Instrument

1. Validity of Test

A good test is the test that has validity. According to Arikunto,

validity is a matter of relevance. It means that the test measure what is

claimed to be measured.7 Test can be said valid if the instrument items test

measure what is purposed should be measured. To measure whether the test

has good validity or not, the researcher analyzed the test from content validity

and construct validity.

2. Reliability of Test

A reliable test is consistent and dependable. 8 To ensure the reliability

of the scores and to avoid the subjectivity of the writer, the researcher uses

inter-rater reliability. Inter-rater reliability is used when scores on the test are

independently estimated by two or more judges or raters. They are teacher

and the researcher. To estimate the reliability of the test, the researcher used

rank order correlation as follows:9

7
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktis,(Jakarta: Rineka
Cipta, 2013), p.211

8
H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New
York: Pearson Education, 2003), p.20
9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2012),
p.232
 24

2
6∑ D
p= 1-
N ( N −1 )
2

3. Readability of Test

Readability tests are indicators that used to measure how easy a

document to read and understand. For evaluators, readability statistics is

solid predictors of the language difficulty level of particular documents.

The essential information in an evaluation document should be easily

understandable.

J. Data Analysis

1. Fulfillment of the assumptions

Parametric statistical significance tests, such as analysis of variance

and least squares regression, are widely used by researcher in many

disciplines, including, statistics parametric tests to produce accurate results,

the assumptions underlying them such as normality and homogeneity test

must be satisfied. It means that to get the accurate result, the researcher has to

do some tests such as normality test and homogeneity test.

a. Normality Test

The normality is used to know whether the data, in experimental

and control class, has the normal distribution or not. In this research, the

researcher used statistical computation by using SPSS (Statistical Program

for Social science). While the criteria of acceptance or rejection of

normality test are as follows:

Ho is accepted if sig > α = 0.05

Ha is accepted if sig < α = 0.05

 25

The hypotheses for the normality test are formulated as follows:

Ho : the data are normally distributed

Ha : the data are not normally distributed

b. Homogeneity Test

After the researcher got conclusion of normality test, the researcher

did the homogeneity test in order to know whether the data obtained from

the sample homogeneous or not. In this research, the researcher used

statistical computation by using SPSS (Statistical Program for Social

Science) for homogeneity test. The test of homogeneity employing

Levene’s Test. While the criteria of acceptance or rejection of

homogeneity test are as follow:

Ho is accepted if sig > α = 0.05

Ha is accepted if sig < α = 0.05

The hypotheses for the homogeneity test are formulated as follows:

Ho : the variance of the data are homogeneous

Ha : the variance of the data are not homogeneous

2. Hypothetical test

After the researcher knows that the data were normal and

homogenous, the data were analyzed by using independent sample t-test in

order to know the significance of the treatment effect.

 26

The hypotheses are:

Ha : there is a significant influence of using Web Blog towards students’

writing ability in recount text.

Ho : there is no significant influence of using Web Blog towards students’

writing ability in recount text.

While the criteria acceptance or rejection of hypotheses test are:

Ho is accepted if sig > α = 0.05

Ha is accepted if sig < α = 0.05

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Arikunto Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktis.

Jakarta: Rineka Cipta, 2013.
 27

Bloch in Isabela Villas Boas. Process Writing in The Internet: Blog and
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Bolton Gillie. Victoria Field, Kate Thompson, Writing Works. London:
Jessica Kingsley Publisher, 2006.
Brown Douglas. Language Assessment: Principles and Classroom
Practices. New York: Pearson Education, 2003.
Carter Michael. Where Writing Begins A Postmodern Reconstruction .
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Garson David. Sampling. Asheboro: Statistical Publishing Associates,

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