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Chapter III
Chapter III
According to Fraenkel and Wallen (2005: 92) a sample in a research study is the
In selecting sample, the writer used probability / random sampling. There are
several types of probability samples; one of them is simple random samples. In short,
This study used one class as the sample. The sample was divided into two
group. The simple random samples that purposefully chosen due to both classes are
the class which has similar schedule in English lesson compared to the other class as
Mackey and M. Gass (2005) states: “it refers to a sample that has been selected in
such a way that each member of a population has an equal chance of being selected”.
The reasons why the writer chose these one class which ten students were
because the averages of the English scores were not significantly different, and the
same English teacher taught. The writer did lottery to choose which one would be
3.2 Variable
In order to carry out any sort of measurement, we need to think about variables; that
is, characteristics that vary from person to person, text to text, or object to object.
Simply put, variables are features or qualities that change (Mackey and M. Gass,
1) Independent variable
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The independent variable is the one that we believe may “cause” the results
(Mackey and M. Gass, 2005: 103). Based on the definition, the independent
2) Dependent variable
The dependent variable is the one we measure to see the effects the independent
variable has on it (Mackey and M. Gass, 2005: 103). Based on the definition, the
In this research the writer used true exprimental design, especially the pretest-
R O1 X O2
R O3 C O4
experimental and control treatments and posttests at the end of the treatment period.
The experimental group will receive the ‘treatment’, the control group will not. Both
groups will receive a pre-test on whatever instrument is used to assess the effect of
the experiment (e.g. a test) before the treatment is given, and a posttest, usually on the
same instrument, after the treatment has been given (Muijs,2004: 18).
Based on this statement, the writer gave the pretest to both groups. The writer
gave a treatment, i.e. giving VoiceThread tutorial in understanding the Procedure text
text. Their own English teacher in case is replaced by the writer temporarily taught
3.4 Instrument
Fraenkel and Wallen (2005: 112) states that an instrument is the device (such
collect data. Before collecting the data, the writer made instrument such as a test and
a questionnaire.
1. Test
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atau latihan serta alat lain yang digunakan untuk mengukur keterampilan,
pengetahuan intelegensi, kemampuan atau bakat yang dimiliki oleh individu atau
kelompok”. The forms of tests used in this study is a written test about the form of
essays (description) as much as 7 (seven) about the trial, which will be used to pre-
test and post-test. On the pretest aimed to measure the ability of neither the early
experimental group nor the control group. While on the post-test performed to
both groups after getting a different treatment. These results are to determine if there
is its influence on the learning outcomes of the procedure text using VoiceThread in
the class who had received the material and are outside the study sample. Instrument
testing was conducted with the aim to determine whether or not fulfilled about the
validity of the test, reliability of the test, discriminating power, and difficulty level.
2. Questionnaire
to which they are to react either by writing out their answers or selecting them among
existing answer”. After doing the post-test, the writer distributed questionnaire in the
last activity. The purpose was to answer the questions about the students’
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achievement in receiving the material from the writer. A questionnaire that would be
used in this research was consist of ten statement on the subject of implementation
the VoiceThread’s use, to find out students’ attitude after following the learning
The questionnaire used in accordance with the Likert scale consisting two kinds of
statements that are favorable and unfavorable. According to Swetnam (2004: 61),
usefulness of the inferences a researcher makes. Validity is the most important idea to
consider when preparing or selecting an instrument for use (Fraenkel and Wallen,
2005: 150). In addition, according to Muijs (2004: 66), validity is probably the single
research. Validity is a standard criterion that shows whether the instrument is valid or
not.
The writer used empirical validity since this research deals with statistical. To
calculate the empirical validity of each item, the writer used Pearson Product Moment
Where :
ΣXY : the sum of multiple score from each student with the total score
in each item
Because the result of the instrument is higher than the critical value, it is
considered that the instrument is valid. The computation of validity can be seen in
appendix B
Table 3.1
Classification of Validity Coefficient
No. rxy Scores Interpretation
1. 0.80 < rxy ≤ 1.00 Very High
2. 0.60 < rxy ≤ 0.80 High
3. 0.40 < rxy ≤ 0.60 Medium
4. 0.20 < rxy ≤ 0.40 Low
5. 0.00 < rxy ≤ 0.20 Very Low
6. rxy ≤ 0.00 Invalid
Source: Jihad & Haris (2009: 180)
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When tcount > ttable then the question is valid, but when tcount ≤ ttable then the question is
device to collect the data. Reliability means the stability of test scores when the test is
used. To measure the reliability of the test, the writer used the formula:
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where:
k : number of item
Because the result of the instrument is higher than the critical value, it is
considered that the instrument is reliable. The computation of reliability can be seen
in appendix B.
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Table 3.2
level of difficulty. An item considered having good level of difficulty if it is not too
difficult or too easy. To calculate the value of the level of difficulty, the following
where:
If the index difficulty is high, an item considered easy, on the other hand, an
item is considered difficult if it is low. The computation of the difficulty level can be
seen in appendix B.
Table 3.3
Classification of Difficulty Level Coefficient
No. Difficulty Level (IK) Scores Interpretation
1. IK = 0.00 Very Difficult
2. 0.00 < IK ≤ 0.30 Difficult
3. 0.30 < IK ≤ 0.70 Medium
4. 0.70 < IK ≤ 1.00 Easy
5. IK = 1.00 Very Easy
Source: Jihad & Haris (2009)
𝑆𝐴 −𝑆𝐵
DP = 1 where :
−𝑥 𝑛 𝑥 𝑀𝐴𝑋
2
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DP : Discriminating Power
SA : the total scores achieved by students of upper group
SB : the total scores achieved by students of lower group
n : number of students from the upper and lower groups
Max. : the maximum scores
Table 3.4
Classification of Discriminating Power Coefficient
No. Discriminating Power (DP) Scores Interpretation
1. DP ≤ 0.00 Very Poor
2. 0.00 < DP ≤ 0.20 Poor
3. 0.20 < DP ≤ 0.40 Fair
4. 0.40 < DP ≤ 0.70 Good
5. 0.70 < DP ≤ 1.00 Very Good
Source: Jihad & Haris (2009)
analysis. The writer transcribed the students’ test on paper and then she scored the
result of test.
text using VoiceThread and without using VoiceThread is significant or not the writer
𝑀𝑒 −𝑀𝑐
t=
𝑆𝑠𝑒+𝑆𝑠𝑐 1 1
√( )( + )
𝑁𝑒+𝑁𝑐−2 𝑁𝑒 𝑁𝑐
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where:
t : t-test
Before calculating the t-test the writer calculated mean, variance, and standard
deviation.
3.6.1 Mean
where:
: mean
𝑋
ΣX : sum of scores
N : number of scores
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3.6.2 Variance
formula:
where:
S2 : variance
X : individual scores
formula:
where:
S : standard deviation
X : individual scores