CHAPTER III

RESEARCH METHOD
This chapter provides a discussion of the research design, site, research
hypotheses, participants, instruments and the procedure of the experiment of the
picture word inductive model (PWIM), aiming at finding out whether the picture
word inductive model is effective in teaching vocabulary to the seventh grade
students
3.1 Research design
The design for this research is the !uasi"experimental design #uasi
experimental design uses experimental and control groups, but no random
assignment of sub$ects (%reswell, &''(, p )*+) It is appropriate for educational
study since many studies of that field usually involved the use of classes that have
already been assigned before It is aimed at discovering the influence of particular
treatment This design covers !uantitative data and statistical techni!ue in
analy,ing the data -urthermore, the !uasi experimental design attempts to fulfill
standards of the true experimental design as closely as possible
This research method provide the students with pre"test, treatment, and
post"test to find out the effect of PWIM techni!ue on the student.s mastery of
vocabulary /ince there was no random sampling, the sample in this research is
considered as non"e!uivalent sample which consisted of 0xperimental and
%ontrol group (1ac2son, &''34 (&()
&*
In this research, two classes were ta2en as the sample classes5 those were
labeled as the experimental group and control group The first group as the
experimental group was given a pre"test, treated by using PWIM techni!ue, and
then provided a post"test The second group as the control group was given a pre"
test, treated by using conventional teaching and a post"test 6ere is the
representation of the design4
0xperimental 7) 8 7&
"""""""""""""""""""""""""""""""""""""""""
%ontrol 7( 79
7)
7&
8
7(
79
4
4
4
4
4
/tudents. test scores of experimental group on pre"test
/tudents. test scores of experimental group on post"test
PWIM treatment
/tudents. test scores of control group on pre"test
/tudents. test scores of control group on post"test
3.2 Research Site
This study was conducted from :ovember until ;ecember &')(year in a
state 1unior high school (or /MP:) in the %idaun district of %ian$ur regency, West
1ava The school itself is often regarded as a rural school as it is located very far
from the city of %an$ur ()*' 2ilometers) or <andung (&&= 2ilometers)
3.3 Research Hypothesis
-raen2el and Wallen (&''>) define hypothesis as a prediction about the
result of research It can be the direction of the expected relationship between two
or more variables There are two types of hypothesis, namely null hypothesis and
alternative hypothesis
&+
6atch and -arhady ()>3&) stated that a null hypothesis predict neither a
positive nor a negative relationship between two variables Therefore, the
hypothesis must first turn into null hypothesis (6') along with the alternative
hypothesis (6
)
) The null hypothesis (6o) states that there is no difference between
the outcome of experimental and control group The alternative hypothesis (6))
tries opposite the hypothesis null (6atch ? -arhady, )>3&4 ("9) Therefore, the
hypotheses of the research are as follow4
@ 6o A the use of PWIM techni!ue does not develop the students. vocabulary
s2ills
@ 6) A the use of PWIM techni!ue develops the students. vocabulary s2ills
Bcceptance of null hypothesis is based on the result of independent t"test and
dependent test that is gained from the scores of pre"test and post"test in
experiment and control group If the result from each test is similar or higher than
critical value of CA''=, thus the null hypothesis (6o) is re$ected which means that
the use of PWIM techni!ue develops the students. vocabulary s2ills In contrast, if
the result is less than critical value of CA''=, the null hypothesis (6o) is accepted
which means that the use of PWIM techni!ue does not develop the students.
vocabulary s2ills
3. Pop!"ation and Sa#p"es
Bccording to -raen2el and Wallen ()>>'), population means the group
interest to the writer that would li2e to generali,e the result of the study The
population of this study was &&& students of the seventh grade of a $unior high
school in %ian$ur, West 1ava The seventh grade students were chosen based on
the consideration that they were still learning basic vocabulary In this stage, they
&3
need more guidance and learn vocabulary with an effective way In more details,
table () illustrated the amount of the population
Ta$"e 3.1 the A#o!nt o% the Pop!"ation
%lass
Dender
Total :umber
Male -emale
+B )* &' (*
+< )+ )> (*
+% )3 &' (3
+; )* && (3
+0 )* &) (+
+- )3 )> (+
Total )&) )&& &&&
;ue to the limited time, not at all the students were considered as sample
/ample is Ethe group in the research on which the information is obtained,
preferably selected in such a way that the sample represents the larger group
(population) from which it was selectedF (-raen2el ? Wallen, )>>') The sample
of the study was +& students from two classes, %lass +B (0xperiment Droup)
consisted of (* students and +< (%ontrol Droup) consisted of (* students The
two classes were chosen based on teacher.s recommendation because the two
classes have the same proficiency level of 0nglish lesson
3.& Data Co""ection Techni'!es
The data in this study were collected by administering some instruments
The instruments were ad$usted based on the study need in order to answer the
research !uestions 0ach of them will be elaborated further in the following
sections
&>
3.&.1 Research Instr!#ent
In this study, pre"test, post"test are the instruments to answer the research
!uestion about the use of PWIM in teaching vocabulary In addition, interview an
!uestionnaire was used in the study to investigate the responses of the students
toward the use of PWIM in learning vocabulary
3.&.1.1 Pre(test
Pre"test was employed to both groups as the first step of the study This
was purposed to obtain the data of the students. vocabulary 2nowledge and to find
out that students from both groups had the same capability of 0nglish before they
received the treatment It comprised twenty test items related to the material
which consisted of vocabulary taught The example of pre"test can be seen in
Bppendix %
3.&.1.2 Post(test
The study employed the post"test at the end of the study It measured the
students. vocabulary mastery after the treatments It was employed in both groups5
experimental and control group This was intended to find the differences between
students. score of both groups It was same as the pre"test which consisted of
twenty five test items related to the material which consisted of vocabulary taught
The example of post"test can be seen in Bppendix %
3.&.1.3 Inter)ie*s
Interview is useful and crucial since the researcher can clarify !uestions
that are needed to gain more information from the respondents (Blwasilah, &')))
The interviews were conducted at the last section of the study The interviews
('
were done individually in the form of open ended !uestions The open ended
!uestions are used to get students. responses and more information about the use
of PWIM and word list in learning vocabulary
3.&.1. +!estionnaire
#uestionnaire is a form of data collection in survey research that
participants in a study complete and return to the researcher Guddell (&''=) states
that !uestionnaires are intended to give an overview of how students view their
own literacy abilities and the 2ind of reading and writing activities they do
independently and of their own choice #uestionnaire in this study involves +
!uestions It is intended to obtain information about students. responses towards
the PWIM implementation The !uestionnaire used in this research can be seen in
Bppendix B
The author decided to ma2e the !uestionnaires in Indonesian to ma2e sure
that the students read each !uestion clearly and ensure the validity and reliability
of the !uestionnaire
3., Research Proced!res
There were some steps which were ta2en in collecting data
3.,.1 Preparing "esson p"ans
There were some lesson plans which were used during the
treatment sessions Those lesson plans were designed for eight meeting
The first and last meetings were allocated for pre"test and post"test, while
the rest six meetings were allocated for the treatment sessions
()
3.,.2 Ad#inistering the try(o!t test
<efore the instrument used in the study, the researcher
administered try out test to investigate the validity and reliability of the
instrument Try"out test comprised forty !uestions related to materials The
test materials were adapted from several textboo2s used by the seventh
graders $unior high school students The try"out test was administered out
of the samples of the study The example of try"out test can be seen in
Bppendix ;
3.,.3 Ad#inistering the pre(test
Bfter getting the valid and reliable !uestions from try"out test, the
pre"test was administered to +( students in two classes Then the pre"test
score from experimental and control group were analy,ed
3.,. Treat#ent
In this study, the PWIM was used for implementing the treatment
in teaching vocabulary to the experimental group, yet the control group
was treated by using word list
3.,.& A teaching progra# in $oth e-peri#enta" and contro" gro!p
In conducting a teaching program in experimental and control
groups, the researcher acted as a teacher who used PWIM strategy in
experimental group and word list in control group during teaching"learning
process The teaching vocabulary for the experimental and control groups
were carried out in the same procedure by using pre"activities, whilst"
activities and post"activities (see lesson plans for experimental and control
(&
groups in Bppendix 0) The following table shows a brief sample of
classroom activities for experimental and control groups
Ta$"e 3.2 the Sa#p"e o% Teaching Proced!res
.o. E-peri#enta" gro!p /P0IM
strategy1
Contro" gro!p /*ord "ist strategy1
1. Pre activities4
The teacher greets the students
The teacher as2s something
about the vocabulary that had
been discussed in previous
meeting
The teacher tells the ob$ective
of the lesson and explains the
activity that students will do
The teacher presents pictures
related to the topic once
Pre activities4
The teacher greets the students
The teacher as2s something
about the vocabulary that had
been discussed in previous
meeting
The teacher tells the ob$ective of
the lesson and explains the
activity that students will do
The teacher attracts the students
to mention some words related to
the topic
2. Whilst activities4
The teacher shows pictures
about the vegetables, fruits,
drin2s, food, colors and
clothes to the students
The teacher as2s the students
to observe pictures
/tudents mention the things in
the pictures
Teacher as2s the students to
Whilst activities4
The teacher writes the words on
the whiteboard
The students pronounces the
words
The students follow the teacher
pronouncing the words
The teacher as2s the students the
meanings of the words
The students writes the word list
((
mention the name of things in
the pictures
Bfter the students mention the
name of things in the pictures,
teacher ma2e a line out of the
picture
The teacher spells and writes
the words on the whiteboard
The students repeat the words
in loud sound
The students classify the
words
The teacher gives the students
opportunity to as2 something
related to their activity
in their note boo2
The teacher gives the students
opportunity to as2 something
related to their activity
3. Post activities4
The teacher as2s the students
the meanings of the words
The teacher as2s the students
to pronounce the words at
home
The teacher and the students
summari,e the lesson
Post activities4
The teacher gives a tas2
according to the lesson which
they learn
The teacher and the students
summari,e the lesson
The next is the schedule of teaching phase in both experimental
and control groups The schedule of teaching phase is presented in the
table below4
Ta$"e 3.3 the Teaching Sched!"e
(9
Day2 Date
Acti)ities
E-peri#enta" 3ro!p Contro" 3ro!p
&3
th
H

('
th
7ctober &')(
(Pilot test)
(
&nd :ovember &')( Pre"test (Pre"test
=th :ovember &')( Things around us Things around us
>th :ovember &')( Things around us Things around us
)&th :ovember &')( :umbers :umbers
)*th :ovember &')( %olors %olors
&(rd :ovember &')( -ood and drin2s -ood and drin2s
&*th :ovember &')( /hopping list /hopping list
(rd ;ecember &')( Post"test Post"test
In this study, the PWIM was used for implementing the treatment
in teaching vocabulary to the experimental group, yet the control group
was taught by using word list
In conducting a teaching program in experimental and control
groups, the researcher acted as a teacher who used PWIM strategy in
experimental group and word list in control group during teaching"learning
process The teaching vocabulary for the experimental and control groups
were carried out in the same procedure by using pre"activities, whilst"
activities and post"activities (see lesson plans for experimental and control
groups in Bppendix 0)
3.,., Ad#inistering the post(test
The post"test was given to both experimental and control group
after the treatment was given to the experiment for several sessions
3.,.4 Cond!cting the inter)ie*
(=
The interview was conducted to the experimental and control group
to discover students. responses toward using PWIM and word list in
helping students. vocabulary mastery Ten students in each group were
selected to be the participants in the interview ;uring the interview, the
conversation was recorded and was transcribed for further analyses The
!uestions of interview and the transcription can be seen in Bppendix -
3.4 Data Ana"ysis
This study was initiated with a pretest to both of the control and
experiment class and ended with the post"test The pre"tests were aimed at
understanding the problem faced by the students in mastering the vocabulary
Meanwhile, the post"test was aimed at measuring both the effectiveness of using
PWIM and the significances of the results gained by the two classes
Bfter all data was collected, the next step was analy,ing the data obtained
Bnalysis of the data obtained include4 )) %hec2ing the data collected, &)
Tabulating the data, () data were inputted into the computer and were measured
according to purposes of analysis, 9) Bnaly,ing the data obtained by using the
/P// version &'', =) analysis of The data analysis re!uirements meant to
translate the data in the form of numbers, while the means test re!uirements prior
to analysis test the hypothesis first tested the re!uirement analysis Ge!uirements
data analysis using parametric statistics was the score obtained based on the
normal distribution Therefore, prior to data analysis first tested for normality with
the calculation results can be seen condition scores obtained
3.4.1 Scoring Syste#
(*
Bccording to (Bri2unto, &')&5 )3+), there are two types of formula
in processing the score for multiple choice test, those are with minus
system and without minus system The research only used the formula
without minus system in order to avoid the negative score The formula
was proposed as follows4
/A7btained score
GAGight answer
3.4.2 Data ana"ysis on Try(o!t Test
Try"out test was administered to chec2 the validity, reliability,
difficulty index of the instrument and discrimination power -orty test
items were tested to the students out of sample
3.4.3 5a"idity
Ialidity refers to a measurement procedure actually measures what
it is intended to measure rather than measuring something else or nothing
at all (Jeary, &')&, p *)) In this research, Bnates program is applied to
reveal the validity of instrument The correlations of a certain value are
associated with a certain nominal degree of relationship in validity test as
shown in the following table4
Ta$"e 3. Category o% Coe%%icient Corre"ation o% 5a"idity
Gaw /core Interpretation
'3'")'' Iery high
'*'"'3' 6igh
(+
/ A G
'9'"'*' Moderate
'&'"'9' Jow
'''"'&' Iery Jow
(/al2ind, &')&)
3.4. Re"ia$i"ity
Bccording to 6atch and -arhady ()>3&), reliability is the extent to
which a test procedure reveals a consistent result when administered under
similar condition This study used /P// &'' to reveal the item.s
reliability It was used to assure whether or not the test was reliable to be
used in pre"test and post"test The criteria of reliability are shown in the
following table
Ta$"e 3.& Category o% Coe%%icient Corre"ation o% Re"ia$i"ity
Coe%%icient Corre"ation Interpretation
''"'&' Jow
'&'"'9' Moderate
'9'"'+' 6igh
Bbove '+' Iery high
(Bri2unto, &''&)
The table shows the criteria of reliability whether the test items are
consistent or not (Giduwan and /unarto, &')') The test item is reliable if
the raw scores are '9'"'+'
3.4.& Di%%ic!"ty 6e)e"
;ifficulty level was used to measure how far the test items were
relevant with the participants. ability (Bri2unto, &''*) It aimed to
investigate whether the test items were too easy or difficult for the
(3
participants It can be analy,ed using items difficulty index or facility
value
Ta$"e 3., Criteria o% Di%%ic!"ty Inde-
Inde- o% Di%%ic!"ty Interpretation
'''"'(' ;ifficult
'('"'+' Moderate
'+'")'' 0asy
(Bri2unto, &''*)
The table shows the criteria of difficulty level whether the item test
was interpreted as difficult, moderate or easy
Bfter the pilot"test consisted of (' of test items were given, the
data obtained then was analy,ed by using Bnates The table below presents
the result of the analysis
Ta$"e3., Di%%ic!"ty "e)e" ana"ysis.
.o. St!dents *ith
Correct Ans*er
St!dents *ith
0rong Ans*er
Category
)
&
(
9
=
*
+
3
>
)'
))
)&
)(
)9
)=
)*
)+
)3
)>
&'
&)
('
&*
&>
&=
&*
()
(&
&*
&+
&>
('
&3
&*
()
('
&+
(&
&+
&*
('
(&
3
)&
>
)(
)&
+
*
)&
))
>
3
)'
)&
+
3
))
*
))
)&
3
*
Moderate
0asy
Moderate
Moderate
Moderate
0asy
0asy
Moderate
easy
easy
easy
easy
Moderate
easy
easy
easy
easy
easy
Moderate
0asy
0asy
(>
&&
&(
&9
&=
&*
&+
&3
&>
('
&+
&+
&+
&+
()
&*
&+
()
('
))
))
))
))
+
)&
))
+
3
0asy
0asy
0asy
0asy
0asy
Moderate
0asy
0asy
0asy
3.7 Data Ana"ysis on Pre(test
The data collected from pre"test was analy,ed using /P// &'' because it
had characteristics which were needed in analy,ing the instruments The
procedure of analy,ing the data comprised several steps -irst, the data collected
from experimental group and control group were computing to get the score of
both groups /econd, the scores were calculated in order to find out the means of
both groups Bfter that, the means of these tests were compared using independent
t"test with the assist of /P// &'' to find out whether or not the PWIM strategy
can help teaching vocabulary for young learners <efore conducting independent
t"test, the normal distribution and homogeneity variance test were done
3.7.1 .or#a" Distri$!tion Test
:ormal distribution test was calculated before t"test It aimed to
investigate whether or not the distribution of pre"test and post"test scores
in two groups were normally distributed The statistical calculation of
normal test used Kolmogorov"/mirnov because it had characteristics
9'
which were needed in the study (Giduwan and /unarto, &')') The steps
are as follows4
) /etting the level of significance (p) at ''= and establishing the
hypothesis as follows4
6
'
4 the variances of experimental and control group are normally
distributed
6
)
4 the variances of experimental and control group are not normally
distributed
The level of significance at ''= is used because it is a standard which
is applied in social studies (Gudiwan and /unarto, &')')
& Bnaly,ing the normality distribution with 7ne"/ample Kolmogorov"
/mirnov test by using /P// &''
( %omparing the asympsig with the level of significance (p) to test the
hypothesis If the asympsigL''=, the null hypothesis is not re$ected
and the distribution of data is normal 6ence if the asympsigM''=,
the null hypothesis is re$ected and it means the data is not normally
distributed
3.7.2 Independent t(test
The independent t"test was used in this study to see whether the
difference of mean between the experimental and control groups
Moreover, the independent t"test had characteristics which were needed in
9)
conducting the study (Gudiwan and /unarto, &')') There were three steps
in analy,ing the independent t"test
) /tating the hypothesis and setting the alpha level at ''= The null
hypothesis (6
'
) is that there is no significant difference between the
pre"test and post"test mean for experimental and control groups 6
)
is
that there is significant difference between the means in experimental
and control groups
& %alculating independent t"test by using /P// &''
( %omparing (t) significance &"tailed with level of significance If (t)
significance &"tailed L''=, the null hypothesis is accepted which
means there is no difference of means between experimental and
control groups 7n the contrary, if (t) significance & tailedM''=, the
null hypothesis is re$ected that means there is difference of means
between experimental and control groups (t) /ignificance & tailed is
used in the study because it is needed to see whether the means in the
experimental and control groups are different or not
3.7. The Dependent t(test
The dependent t"test was used to compare the score of pre"test and
post"test of experimental group The pre"test score of experimental class
are compared to the post"test score (%ollidge, &''') Moreover, 6atch and
-arhady ()>3&) state that dependent t"test or matched t"test is used to
analy,e the pre"test and post"test score and to investigate whether or not
9&
the difference of pre"test and post"test means of each group are significant
The steps are as follows4
) /etting the level of significance (p) at ''= and establishing the null
hypothesis for the pre"test and post"test data analysis :ull hypothesis
(6
'
) is that there is no significant difference between the pre"test and
post"test scores
& Bnaly,ing the dependent t"test by using /P// &'' for windows
( %omparing (t) significance & tailed with the level of significance for
testing the hypothesis If (t) significance & tailed L''=, the null
hypothesis is accepted, we can conclude that there is no significant
difference between the pre"test and post"test scores of experimental
group Meanwhile, if (t) significance & tailed M ''=, the null
hypothesis is re$ected which means there is significant difference
between the pre"test and post"test scores of experimental group
3.8 Data Ana"ysis on Post(test
;ata analysis on post"test employed exactly the same steps as in the pre"
test data analysis which is included normality test, homogeneity test and
independent t"test by using /P// &'' for windows
3.19 Ana"ysis o% Inter)ie* Data
The data from interview were transcribed to reaffirm the issue The
transcriptions were labeled and coded based on the respondents. answers and then
9(
the answers were classified into some aspects The result of the interviews will be
more discussed in %hapter 9 The transcription of the interviews can be seen in
Bppendix D
3.11 Ana"ysis o% O$ser)ation Data
7bservation was held to observe the activity of students and teacher during
the teaching and learning process The criteria of success of this part were
determined by the use of observation sheet The result of this observation will be
calculated to obtain the percentage value as follow
Total score
Percentage of Mean score (M/) A 8 )''N
Maximum /core
The criteria of success of the result would be consulted with the table as follow4
/tandardi,ed score /tandardi,ed value
9
(
&
)
Iery DoodO0xcellent
Dood
-airly Dood
PoorO<ad
+=N M M/ M )''N A very goodOexcellent
='N M M/ M +=N A good
&=N M M/ M ='N A fairly good
'N M M/ M &=N A poorObad
3.12 Ana"ysis o% +!estionnaire Data
This !uestionnaire was used to detect responses of students, the students.
attitude, and the student.s motivation
99
The students. answer EyesF is given score & The students. answer EnoF is
given score ), and if the students. give no answer is given score ' The analysis of
!uestionnaire data is done by learning of each expression
The score mean of each expression is reached from score total divided by
the total of the students It is used criteria as follow4
&, '' L score mean L ), += A very positive
), += L score mean L ), =' A positive
), =' L score mean L ), &= A negative
), &= L score mean L ), '' A very negative
3.13 Conc"!sion
This chapter has provided information on how the researcher reach the
ob$ective of the study or how the research !uestions were to be answered /eeing
from the research methodology perspective, this study employed both !uantitative
analysis such as the application of t"test procedures and the !ualitative en!uiry
such as the !uestionnaire and the interviews These methods were supposed to be
complementary due to the research ob$ectives stated The next chapter will present
the findings and the discussion of the findings

9=