1. CHAPTER III
METHODOLOGY OF RESEARCH
A. Time and Setting
The writer did research at SMAN 1 Pegandon Kendal in the second semester of
the academic year of 2011/2012. She conducted this research in second semester for
about half mount began 21 May up to 29 May 2012.
B. Population and Sample
1. Population
Population is “the whole subset of research”. Population is generally areas which
consist of object/subject which has certain quality and characteristic which decided by the
researcher to study and then collected the summary.1
Population of this research was
eleventh grade students of SMAN N 1 Pegandon Kendal in the academic year 2011/2012
second semester. The eleventh grade student of SMA N 1 Pegandon was divided into
eight clases. There were class XI IPA 1, IPA 2, IPA 3, IPA 4, 1PS 1,IPS 2, IPS 3 and IPS
4.
2. Sample
“Sample is a subset of individuals from a given population”. 2
Sample is taking of
a part population using certain procedure. So, that can be expected to represent its
population. In this case, sample must be representative with the true example (population)
in the field.
In this research, the researcher used cluster random sampling technique to choose
which class to be the sample. Cluster random sampling is a technique to choose sample
by random each class (population) and it is based on lottery. In this case, the researcher
took sample from eleventh grade students ( XI IPS 4 as an experimental class and XI IPS
1 as a control class) of SMAN 1 Pegandon Kendal in the academic year 2011/2012.
C. Variable of the Research
Variable can be defined as an object of research. In this study there are two
variables. They are Independent Variable (x) and (y).
1. Independent Variable (x)
1
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, ( Bandung: Alfabeta, 2008), p. 117
2
David Nunan, Research Methods in Language Learning, (New; York: Cambridge University Press , 1992), p.27.

2. Independent variable is variable that influences or those be cause of change the
dependent variable.3
The independent variable of this study, based on the definition above is use the
Advertisement Video in teaching speaking of advertisement.
2. Dependent Variable (y)
Dependent variable is variable that was affected or that be the result because of the
existence of the independent variable.4
The dependent variable of this research was teaching
speaking of advertisement.
D. Research Approach
In this research, the researcher will focus on teaching speaking of advertisement using
advertisement video. Considering the purpose of the research and the nature of the problems, this
research is a quantitative one. A scientific research has to use methodology the method used
is an absorptive of the study and can be counted as scientific. The researcher uses
experiment design to identify the effectiveness of using advertisement video to teaching
speaking of advertisement in SMA N 1 Pegandon Kendal at eleventh grade in the
academic year 2011/2012. Subject of this research are students XI IPS 1 (38 students)
and XI IPS4 (37 students).
1. Experimental Research
According to Sugiyono, experimental research is research that has purpose is to
search or compare the certain treatment toward other within controlled condition.5
This
experiment aims at identifying whether effective or not of using advertisement video to
teach speaking of advertisement.
An experimental research involved two groups: experimental group and control
group. The experimental and control group are consisting of eleventh grade students of
SMA N 1 Pegandon Kendal. An experimental group received a new treatment while
control group received a usual treatment. According to Nunan, experiment is designed to
collect data in such way that threats to the reliability and validity of the research are
ministered.6
This study used pre-test and post-test.
The design of the experiment could be described as follows:
3
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2006), 4th
Ed, p. 119.
4
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.119.
5
Sugiyono, Metodologi Penelitian Pendidikan, (Pendekatan Kuantitatif, Kualitatif, dan R&D), p. 107.
6
David Nunan, Research Method in Language Learning, p. 47.

3. Adopted from Arikunto.7
Where:
E = experimental group
C = control group
01 = pre-test for experimental group
02 = post test for experimental group
03 = pre-test for control group
04 = post test for control group
X = treatment by using drawing picture technique
Y = treatment without using drawing picture technique
From the design above, subjects of research were grouped into an experimental group
(top line) and a control group (bottom line). The quality of subjects was first checked by pre-
testing them (01 and 03). Then, the experimental treatment ( teaching speaking of advertisement
by using advertisement video was applied to the experimental group, while the control group was
teaching speaking of advertisement without advertisement video. The result of the post-test (02
and 04) were then computed statistically.
Activities should be conducted in experimental and control class as follows:
1. The Activities of Experimental Group
a. Pre-test
Pre-test was given before the treatments. First, the researcher came
to the class. Then, she explained to the students what they had to do.
Finally, she distributed the instrument and asked them to do the best.
b. Activities in Experimental Group
There were some activities in experimental group (Class XI IPS 4) as follows:
No Activities Time
Allotment
1 a) Teacher explains about advertisement and
give example about advertisement by
showing advertisement video to the students .
b) Teacher explain how to be good advertiser in
2x45’
7
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p. 86.

4. front of class and give example to the
students
c) Teacher gives chance to the students in order
to choose partner maximally four person in
every group
d) Teacher asks students to discuss about the
product and make situation that contain
advertise certain product (under teacher
controlled).
e) Teacher points group randomly to perform
their project in front of class
2 a) Teacher provides some products.
b) Teacher give chance to the students in order
choose partner maximally four person in
every group
c) Teacher asks every group to choose on
product that will be advertised in front of
class
d) Teacher asks students to try become good
advertiser by asks them to practice advertise
the product that has they choose.
e) Teacher gives chance to the students in order
to choose partner maximally four person in
every group.
2x45’
c. Post-test
Post-test was held after all treatments were conducted. This test was used
to measure students’ achievement after they were given treatments. The result of
test was analyzed statistically.
2. The Activities of Control Group
a. Pre-test

5. Pre-test was given before the treatment. First, the researcher came to the
class. Then, she explained to the students what they had to do. Finally, he
distributed the instruments and asks them to do the test.
b. Activities for control group
There were some activities in control group (XI IPS 1) as follows:
No Activities Time Allotment
1 a) Teacher explains about
advertisement text and give
example about advertisement to
the students by using picture.
b) Teacher explains how to be good
advertiser in front of class and
give example to the students
c) Teacher gives chance to the
students in order to choose partner
maximally four person in every
group
d) Teacher asks students to discuss
about the product and make
situation that contain advertise
certain product (under teacher
controlled).
e) Teacher points group randomly to
perform their project in front of
class.
2x45’
2 a) Teacher provides some products.
b) Teacher give chance to the
students in order choose partner
maximally four person in every
group
2x45’

6. c) Teacher asks every group to
choose on product that will be
advertised in front of class
d) Teacher asks students to try
become good advertiser by asks
them to practice advertise the
product that has they choose.
e) Teacher gives chance to the
students in order to choose partner
maximally four person in every
group.
c. Post-test
Post-test was held after all treatments were conducted. This test was used
to measure students’ ability after they were given treatments. The result of the test
was analyzed statistically.
E. Method of Data Collection and Analysis
1. Source of Data
The data of this research were gathered from the oral test of students’ in pre-test
and post test through using advertisement video to teach speaking of advertisement and
the documentation of students’ previous summative test score.
2. Methods of Collecting Data
a) Test
Test is a method of measuring a person’s ability, knowledge and skill in a
given domain.8
In order to discover how students are thinking and using the target
language (English). The researcher will conduct oral test in speaking of
advertisement. The form of the test was direct test item of speaking because the
researcher put the students in group and asked them to speak become advertiser
that advertise certain product. The product are many kinds ( snacks, perfumes,
drink, candy etc). The researcher analyzed the result of the test and gave score.
Harmer states that a test item is direct is direct if it asks candidates to perform the
8
H. Douglas Brown, Language Assessment : Principles and Classroom Practice, (New York: Pearson Education
2004), p.43 .

7. communicative skill which is being the test. The test will be conducted to both
control and experimental class which consists of 38 of control class and 37
students of experiment class in form of advertisement text to evaluate students’
speaking before and after the treatment. The scoring system will pay attention to
the five aspects of speaking; grammar, vocabulary, fluency, pronunciation, and
comprehension.
Test is used to measure the person’s competence and to achieve the
objective. The data was collected by giving speaking test. Speaking was
conducted twice, there are pre-test and post-test. The form of the test is direct
speaking test and the teacher gave scores on pronunciation, grammar, vocabulary,
fluency, and comprehension.
b) Documentation
Documentation is a piece of written or printed material that provides a
record of evidence or event an agreement ownership, identification etc.
Documentation is the accumulation, classification and dissemination of
information. It refers to the archival data that help the researcher collect the
needed data. In this research, this method is used to get the data that related to the
object research such as students name list are included in the population. In this
case, the data was gained by the help of the English teacher.
F. Scoring Technique
The researcher gave speaking test to the students to analyze their scores on
pronunciation, grammar, vocabulary, fluency, and comprehension.
In giving scores to the students, the researcher used analytic scale which
categorized by some categories and the researcher follows these scoring criteria for each
category. This analytic scale which categorized by some categories and the researcher
follows these scoring criteria for each category. This analytic score has five items and
each item scores five. So, the maximum is 25. But it will manipulated with 4, so the final
maximum score will be 100.
Analytic scoring of speaking could be seen on the following figures:
Aspects Score Description
Pronunciation 5 Have few traces of foreign accent.

8. 4 Always intelligible, though one is conscious
of a definite accent
3 Pronunciation problem necessitate
concentrated listening and occasionally lead
to misunderstanding.
2 Very hard to understand because of
pronunciation problem, must frequently be
asked to repeat.
1 Pronunciation problems so severe as to
make speech virtually unintelligible.
Grammar 5 Makes few ( if any) noticeable errors of
grammar and word order.
4 Occasionally makes grammatical and/or
word order errors which do not, however
obscure the meaning.
3 Make frequent errors of grammar and word
order which occasionally obscure meaning.
2 Grammar and word order errors make
comprehension difficult. Must often
rephrase sentences and/or restrict himself to
basic patterns.
1 Errors in grammar and word order so severe
as to make speech virtually unintelligible.
Vocabulary 5 Use of vocabulary and idioms is virtually
that of a native speaker
4 Sometimes use inappropriate terms and/or
must rephrase that idea because of lexical
inadequate vocabulary.

9. 3 Frequently uses the wrong words;
conversation somewhat limited because of
inadequate vocabulary.
2 Misuse of word and very limited vocabulary
make comprehension quite difficult.
1 Vocabulary limitations so extreme as to
make conversation virtually impossible.
Fluency 5 Speed as fluent and effortless as that of a
native speaker.
4 Speed of the speech seems to be slightly
affected by language problem.
3 Speed and fluency are rather strongly
affected by language problems.
2 Usually hesitant; often forced into silent by
language limitations.
1 Speech is so halting and fragmentary as to
make conversation virtually impossible.
Comprehension 5 Appears to understand everything without
difficulty.
4 Understand nearly everything at normal
speed, although occasional repetition may be
necessary.
3 Understand most of what is said at slower
than normal speed with repetition.
2 Has great difficulty following what is said.
Can comprehend only “social conversation”
spoken slowly with frequently repetitions.
1 Can not be said to understand even simple
conversation virtually impossible.

10. Adopted from “ Inta Aulia Asfa, The Effectiveness of Using Describing
Picture to Improve Students’ Speaking Skill in Descriptive Text (An Experimental
Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic
Year of 2010/2011
G. Methods of Data Analysis
There are three kinds of test that will be held in experimental research, they are
pre-requisite test, try-out test, item analysis, and hypothesis test. So there must be there
process of analyzing the data collected from test.
1. Pre-requisite Test
Before the researcher determines the sample, the researcher should conduct a
homogeneity test by choosing 2 classes with cluster random sampling. Before testing the
hypothesis that is to compare the difference of students academic achievement using t-
test formula, there is a pre requisite test to know the legality of the sample. Here, the
normality and homogeneity test are employed.
This test conducted to determine whether the data are homogenous or not. After
conducted the test, data analysis was carried out to find out the data normality and the
homogeneity of the sample. It was meant to check if the research result met the
requirement of good research or not. Data analysis discussed two main things:
a) Test of data normality
The first step that had to be done before doing the research was to test the
data normality. It was aimed to know whether the data came from normal
distribution or not. The researcher used Chi Square formula, as follows:
( )
Ei
EiOi
X
k
i
2
1
2 −
Σ=
=
Cited from Sudjana.9
Where:
X2
= Chi- Square
Oi = Frequency that was obtained from data
Ei = Frequency that was hoped
9
Sudjana, Metoda Statistika, (Bandung: Tarsito, 2002), p. 273.

11. k = the sum of interval class
If the obtained score was lower that t-table score by using 5% alpha of
significance, Ho was accepted. It was meant that Ha was rejected.
b) Test of homogeneity
It was meant to get the assumption that sample of research came from a
same condition or homogenous . The researcher used the formula as follows:
F = VarianceSmallest
VarianceBiggest
Cited from Sugiono.10
2. Try out Test
According to Mouly in Tiowati, a try out test is necessary since the result will be
used to make sure that the measuring instrument has such characteristic as validity and
reliability.11
The instrument to be tried out was the composition test. The result of test
was used to find out the validity and reliability.
a) Validity
Heaton states that validity is the extent to which it measure what is
supposed to measure and noting else.12
The result was consulted to critical score
for r-product moment. If the obtained coefficient of correlation was higher than
the critical score for r-product moment. If the obtained coefficient of correlation
was higher than the critical score for r-product moment, it meant that a paragraph
was valid at 5 % alpha level significance.
To calculate the validity, the researcher used the formula as follows:
( )( )
( ){ } ( ){ }∑ ∑∑ ∑
∑ ∑∑
−−
−
=
2222
YYNXXN
YXXYN
rxy
10
Sugiyono, Statistika Untuk Penelitian, (Bandung: Alfabeta, 2007), p. 140.
11
Husni Mubarok, The Effectiveness of Animated Film as Media in the Teaching of Narrative Writing (An
Experimental Research at the Tenth Grade Students of MA Futuhiyyah 2 Demak2009/2010 Academic Year).
(Semarang : IAIN Walisongo, 2009), p. 32.
12
J. B. Heaton, Writing English Language Test, (London: Longman, 1975), p. 153

12. Cited from Arikunto.13
Where:
rxy = the correlation of the scores on two halves of the test
N = the number of the students in each group
X = the score of each component of speaking scoring
Y = the sum of all dialogue’s score
X∑ = the sum of total X score in each group
Y∑ = the sum of total score from each student
XY∑ = the sum of multiple score from each student with the
total score
2
X∑ = the sum of the square score in each component of speaking
2
Y∑ = the sum of all dialogue’s score square
b) Reliability
Reliability refers to the stability or the consistency of the test scores.
Heaton states that reliability is a necessary characteristic of any good test; for it to
be valid at all, a test must first be reliable as a measuring instrument.14
In this
study, the reliability of the test was measured by comparing the obtained score
with r-score product moment. Thus, if the obtained score was higher than the
table r-score, it could be said that the test was reliable.
To calculate the reliability of the test, the researcher used the formula as
follows:
13
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 170.
14
J. B. Heaton, Writing English Language Test, p. 153.

13. Cited from Zainal Ariffin15
Where:
α : reliability
: The number of items variance
S2
i : total variance
K : number of items
3. Item Analysis
After scoring the try-out test, item analysis was carried out to find out the
effectiveness of the items. It was meant to check whether each item met the requirement
of good test item or not. Item two analysis discussed main things:
a) Difficulty Level
Heaton states that “the index of difficulty of an item simply shows how
easy or difficult the particular item proved in the test”.16
If the teacher knows
deeply about item difficulty in making a test, he can make his test easy, medium,
or difficult.
To know the item difficulty, the writer used the formula:
DL =
N
G
x 100%
Where:
DL = difficulty level
G = The number of students who fail
15
Zainal Ariffin, Evaluasi Pembelajaran, (Bandung: PT. Remaja Rosdakarya, 2009), p. 264
16
J. B. Heaton, Writing English Language Test, p. 172.

14. N = The number of students
Taken from Zainal Ariffin17
b) Discriminating Power
Item of discrimination power tells how well the item performs in
separating the better students from the poorer students do badly on the same item,
then the item is a good one because it distinguishes the good students from the
bad students. Heaton states, “The discrimination index of an item indicated the
extent to which the item discriminated between the tested, separating the more
able tested from the less able. The index of discriminating power told the
researcher if students who perform well on the whole test tended to do well or
badly on each item in the test.”18
To calculate the index of discriminating power, the researcher used the
formula:
Where :
MH : The Average lower class
ML : The Average of lower class
: The number deviation individual of upper class
: The number deviation individual lower class
Ni : 27 % x N, where N: the number of the students
Taken from : Zainal Ariffin19
17
Zainal Ariffin, Evaluasi Pembelajaran. p. 273.
18
J. B. Heaton, Writing English Language Test, p. 173.
19
Zainal Ariffin, Evaluasi Pembelajaran, p. 278
( )
( )
2 2
1 2
1i i
MH ML
t
x x
N N
−
=
 +
 
− 
∑ ∑
2
1x∑
2
2x∑

15. c) Hypothesis Test
Firstly, the test was done in both groups, experimental and control group.
Secondly, the result of the test was scored by using analytic scale. Thirdly, the
means score of the two groups were determined. Finally the two means were
compared by applying t-test formula. T-test was used to differentiate if the
students’ result of students’ speaking skill in speaking of advertisement by using
advertisement video and without advertisement video was significant or not.
If the variance is significant we can use the formula :
21
21
11
nn
s
xx
t
+
−
=
Where:
2
)1()1(
21
2
22
2
11
−+
−+−
=
nn
snsn
s
Cited from Sudjana.20
Where:
1x = the mean score of the experimental group
2x = the mean score of control group
1n = the number of the experimental group
2n = the number of the control group
s = standard deviation
2
s = variance
If the obtained score was higher than t-table score by using 5% alpha of
significance, Ho was rejected. It meant that Ha was accepted: “There was a
20
Sudjana, Metoda Statistika, p. 239.

16. significant difference in speaking achievement between the experimental and
control group.”
If the variance is not significant we can use the formula : SUDJANA
METODA STATISTIKA
H. Procedures and Timeline
1. The researcher asks permission the headmaster and English teacher at school (first
week)
2. The researcher collects documentation such as list of participants’ name and the
previous speaking score of the participant. (first week)
3. The researcher chooses two classes that will be the control and experimental class
(second week)
4. The researcher conducts the try out for validating the instrument (third week)
5. The researcher conducts pre test for control and experimental class. (third week)
6. The researcher gives treatment two times a week in control and experimental class.
(fourth week)
7. The researcher conducts post test to give evaluation in control and experimental class.
(fourth week)
8. The researcher analyzes the data collected from documentation, pre-test, and post-test.
(fifth week)
9. The researcher concludes the research from the result of the data analysis. (seventh
week)