CHAPTER III

METHOD OF INVESTIGATION

3.1 Research Design
The method of research design was held through a quantitative research. Best
(1981, 154) quantification has been defined as a numerical method of describing
observation of material or characteristic. Furthermore, Christensen (2001:32)
defines quantitative study as the study that collects some types of numerical data
to answer a given research question (see also Richard, 1990).
The research is true experimental. According to Christensen (2001; 32), an
experimental research is a research that attempts to identify cause and effects
relationships. Meanwhile, the design used by the writer in this study is the pre
test-post test control group design. It involves two groups, an experimental group
and a control group. Both groups are pre-tested, and both are post-tested. The
prominent difference between those groups is administered the treatment. The pre
test-post test control group design is clearly depicted in Figure 1 (Best, 1981: 73).


(Figure 1. Best, 1981: 73)

E O
1
X O
2
C O
3
Y O
4

E : experimental group
C : control group
O
1
: pre test for experimental group

O
2
: post test for experimental group
O
3
: pre test for control group
O
4
: post test for control group
X : treatment using CIRC
Y : treatment without using CIRC

3.2 Subject of the study
3.2.1 Population
A population is any group of individuals that have one or more characteristics in
common that are of interest to the writer (Best, 1981). The population used a
study is the group from which the writer wants to gain information and draw
conclusion (see also Tuckman, 1978; Christensen, 2001; Saleh, 2001). In this
study, the sample used is the eleventh grade students of SMA N 1 Banjarnegara in
the academic year 2010/2011.

3.2.2 Sample
After obtaining the population, then the writer choose the sample. Sample is a
small proportion of population selected for observation and analysis. By
observing the characteristics of the sample, one can make certain inference about
the characteristics of the population from which it is drawn (Best, 1981). In taking
the sample, the writer also took the number of the population as the consideration.
Saleh (2001: 34) suggests that when the number of population is between 100 and
500, the number of population should be about 30%-50%. For example, if the
number of population is about 200 students, thus, the minimum number of sample
of the study is 60 students. The writer uses cluster random sampling to choose
the sample because the population has heterogeneity and consists of clusters. In
this research the writer chooses the sample which is two classes, one for the
control group and the other is for the experimental group. The experimental group
is XI IPA 1 of SMA N 1 Banjarnegara while XI IPA 2 as the control group. The
writer also uses one class to hold the try out test which is called as the try out
class. This class should have the similar ability with the experimental and control
group. In this research, the writer use XI IPA 4 as the try out class.

3.3 Research Variable
Variable is simply described as something that can vary about its condition.
Nunan (1993: 25) states that a variable is anything which doesnt remain constant.
In this research there are two variables named independent variable and dependent
variable. Tuckman (1978: 58-59) gives the definition of independent variable and
dependent variable as follows:
Independent variable, which is a stimulus or input, operates either
within a person or within his or her environment to affect behavior. It
is that factor which is measured, manipulated, or selected by the
experimenter to determine its relationship to an observed
phenomenon.

The dependent variable is that factor which is observed and measured
to determine the effect of independent variable.
These are the variables of this research:
1. Independent variable of this research is the use of CIRC method in
reading class.
2. Dependent variable is represented by the students reading and writing
comprehension achievement.
3.4 Instrument for Data Collecting
Instrument is a very essential means of data collecting in a research. Saleh (2001:
31) states ... the word instrument refers to research tools for data collecting. It is,
therefore, instrument is a fundamental thing that the writer must think it well
before conduct the research.
Before the writer conducts the research, the writer tries to collect the data.
In collecting the data, the writer uses the instrument. Instrument of the study
which is used by the writer is the reading test items. By using reading test items,
the writer can observe the reading comprehension of the students. The test
consists of two parts which are pre-test and post-test. These will be conducted at
the beginning and the end of the experiment.
In conducting the research, there are some steps to be done. First, the
writer conducts the pre test for the two classes, control and experiment group. It
will be conducted through reading test. In this test, the writer asks the students to
answer the questions in the form of multiple choice items and essay. This test
aims to know the initial ability of students reading comprehension in both
groups, either control or experimental group. After conducting the pre test, the
writer gives treatments using the method of CIRC in reading material for the
experimental group. On the other hand, the control group is given the treatment
using the conventional technique in reading material. After conducting several
treatments, the writer gives the post test for both groups in order to know their
ability after getting the treatment. The test contains the same criteria as in the pre
test which is reading test in the form of multiple choice items and essay.
3.5 Procedure of the Experiment
The procedures of experimental design are:
1. Choosing the population of the research which are the eleventh students
of SMA N 1 Banjarnegara in the academic year 2010/2011.
2. Taking two group as the experimental and control group.
3. Conducting the experiment. The experimental group is given the
treatment using the method of CIRC in reading material. Meanwhile, the
control group is given the treatment using conventional technique in
reading material. Those treatments are preceded by pre test. After
conducting the series of treatment, the writer conducts the post test.
4. Comparing the difference between pre test and post test result of both
groups by applying t-test formula.
5. Making conclusion of the result.

3.5 Method of Data Collecting
3.5.1 Try Out
Instrument is the fundamental thing in a research. A good instrument must have
validity and reliability. Therefore, we have to try out the instrument before
conducting the test. After we administer the try out, we can analyze the data by
finding the validity and reliability.

3.5.1.1 Validity
Validity is the most complex criterion of an effective test. Grondlund as quoted by
Brown (2004: 22), validity is the extent to which inferences made from
assessment results are appropriate, meaningful, and useful in terms of the purpose
of the assessment. The formula of the validity is as follow:



Where,
r
xy
= the validity of the item test
N = the number of the students
X = the number of students who answer correctly
Y = the students score

3.5.1.2 Reliability
Similar to validity, reliability is also the characteristics of a good test. Reliability
is meant the stability of test scores. A reliable test is consistent and dependable. If
the test is given to the same students on two different occasions, the test will show
similar results. To determine the reliability of the test, the following formula is
used:
( )
|
.
|

\
|

|
.
|

\
|

=
kVt
M k M
k
k
r 1
1
11

{ }{ }
2 2 2 2
) ( ) (
) )( (
Y Y N X X N
Y X XY N
r
xy


=
Where,
r
11
= reliability of the test
k = the number of the items
M = the means of the scores
Vt = the total of variants

3.5.1.3 Level of Difficulty
Arikunto (1999: 207) states that difficulty level is a number that shows the ease
and difficulty of an item. A good test is a test which is not too easy or difficult.
The formula used is as follow (Arikunto, 2002:208):
JS
B
P =
Where,
P = item difficulty
B = the number of students who answered correctly
JS = the total number of the students
The criteria of computation are as follow:

Interval Criteria
0.00 < P < 0.30 Difficult
0.30 < P < 0.70 Medium
0.70 < P < 1.00 Easy


Table 3.1 Criteria of Level of Difficulty
3.5.1.4 Discriminating Power
Heaton (1975: 173) argues that the index discrimination tells us those students
who perform well on the whole test to do well or badly on each item in the test.
The formula used is as follow (Arikunto, 2002:210):
B
B
A
A
J
B
J
B
D =
Where,
D = Discriminating power
B
A
= Number of students in the upper group who answered correctly
B
B
= Number of students in the lower group who answered correctly
J
A
= Number of all students in the upper group
J
B
= Number of all students in the lower group
The criteria of the computation are as follow:

Interval Criteria
D < 0.20 Poor
0.20 < D < 0.40 Satisfactory
0.40 < D < 0.70 Good
0.70 < D < 1.00 Excellent

3.5.2 Pre-Test
Pre test is conducted before the writer gives the treatment. This test has purpose to
know the initial ability of the students especially in reading hortatory text. This
Table 3.2 Criteria of Discriminating Power
test consists of two forms which are multiple choices and essay. The students will
be asked to do the test in a given time. The students who are asked to do the test
are students of both groups, experimental and control groups.

3.5.3 Treatment
After conducting the pre test, the next steps in conducting the experimental is
giving the treatments. Both groups are given the treatments, but there is a
prominent difference in the treatment itself. The experimental group gets the
treatment using CIRC method in reading material. On the other hand, the control
group gets the treatment using conventional technique.

3.5.4 Post-Test
This is the last steps in conducting the experiment. After the writer administering
the pre test and treatments, the writer must conduct the post test. This test is
aimed to know the students ability in reading hortatory text after getting the
treatment.

3.6 Method of Data Analyzing
3.6.1 Scoring Technique
In this research, the writer will take the score of students in the form of multiple
choice and written test (summarizing). For the multiple choice items, the scoring
is only counting the correct answer (discrete point test). In the other hand, in the
writing test, the writer will take the score based on students writing production to
measure the progress. The aspects of the scoring writing are grammar, vocabulary,
spelling, content, and fluency. There is the scoring technique of writing skills
based on Heaton quoted by Sutirah (2009: 30-2).

Items Scoring
Grammar
5
Mastery on grammar taught on course, only 1 or2 minor
mistakes.
4 A few minor mistakes only (preposition, article, etc).
3 Only one major mistake but few minor mistakes.
2

Major mistakes that lead to difficulty in understanding,
lack mastery of sentence construction.
1
Numerous serious mistakes, no mastery of sentence
construction, almost intelligible.
Vocabulary
5 Use of wide range of vocabulary taught previously.
4
Good use of new words acquired, fairly acquired
synonyms, circumlocution.
3
Attempts to use words acquired fairly appropriate
vocabulary on the whole but sometimes restricted, have
resort to use synonyms, circumlocution, etc. on few
occasions.
2
Restricted vocabulary, use synonyms (but not always
appropriate).
1 Very restricted vocabulary, inappropriate use of
synonyms, seriously hinders communication.
Spelling
5 No error.
4 1 or 2 minor errors.
3
Several errors some interference with communication,
not too hard to understand.
2
Several errors several inference with communication,
some words very hard to organize.
1
Numerous errors, hard to recognize several words,
communication made very difficult.
Content
5
All sentences support the topic highly organized clear
progression of ideas well linked-like educated native
speaker.
4
Ideas well organized-links occasionally be clearer but
communication not impaired.
3
Some lack of organization re-reading required for
classification of ideas.
2
Little or no attempts of connectivity thought-reader can
deduce some organization individual ideas may be clear
but difficult to deduce connection between the.
1
Lack of organization so serve that communication is
seriously impaired.
Fluency 5
Flowing style very to understand both complex and
simple sentences very effective.

3.6.2 Classifying the Score
The writer also classifies the students score by arranging their score from the
higher to the lowest. Therefore, it will be easier to know their position in grade of
classification. The measurement of the students achievement as stated by Harris
(1969:134) interpreted with the following table.

Criteria of Assessment Grade
91-100
81-90
71-80
61-70
51-60
Excellent
Very good
Good
Fair
Poor
4
Quite flowing style mostly easy to understand a few
complex sentences very effective.
3
Reasonably smooth style not too hard to understand
mostly (but not all) simple sentences-fairly effective.
2
Jerky style an effect needed to understand and enjoy
complex sentences confusing mostly (but not all)
sentences-fairly effective.
1
Very jerky hard to understand cannot enjoy reading
almost all simple sentences confusing excessive use of
and.
Table 3.3 The Measurement of the Students Achievement

Less than 50 Very poor