CHAPTER III
METHODS AND PROCEDURES

This chapter describes (a) the methodology used in this study, (b) variables of the study, (c) operational definitions, (d) population and sample, (e) techniques for collecting data and (f) techniques for analyzing data.

A.	Method of Research
In this study, the writer used quantitative method and applied a quasi experimental design. According to Fraenkel, et. al (2012: 275), quasi experimental designs do not include the use of random assignment of participants to groups. The design of this study was non-equivalent pretest-posttest groups design. Non-equivalent groups indicates that the experimental and control groups have not been equated by randomization. So, the writer used the sample from the same population that are as alike as possible (Kerlinger in Cohen et,al, 2007: 283). According to Cohen (2007: 283), the design of this study is as follow :

Experimental			O₁	X	O₃
Control			O₂		O₄

Where :
O₁		: pre-test of experimental group
O₂		: pre-test of control group
X		: treatment (Listening Grid)
O₃		: post-test of experimental group
O₄		: post-test of control group
dashed line	: the control and experimental groups was not adequated by  randomization

B.	Variable of Research
According to Creswell (2012: 112), variable is characteristic or attribute of an individual or an organization that researchers can measure or observe and varies among individuals or organizations studied. Variable also often concerns relationships between variables and can be considered as a construct, operationalized construct or particular property in which the researcher is interested (Cohen, 504: 2007). In this study, there were two variables, namely dependent variable and independent variable.
1.	Dependent Variable
Dependent variable is an attribute or characteristic that is dependent on or influenced by the independent variable (Creswell, 2012: 115). Cohen (2007: 504) also states that it is the outcome variable, that which is caused, in total or in part, by the input, antecedent variable. This is a fundamental concept in many statistics. The dependent variable in this study was listening comprehension of the fifth-grade students of SDN 195 Palembang.

2.	Independent Variable
Attribute or characteristic that influences or affects an outcome or dependent variable is called independent variable. The writer measures this variable independently from the dependent variable, and identified the variable as worthy of study because they expect them to influence the outcomes (Creswell, 116: 2012). Listening grid was the independent variable in this study which is assumed to influence students’ listening comprehension.   

C.	The Operational Definitions
The title of this study is “Teaching Listening by Using Listening Grid to the Fifth-Grade Students Of SDN 195 Palembang”, to avoid misconception or misunderstanding, several terms used were clarified in this study as follows:
1.	Teaching Listening
Teaching listening is teaching how to get some information or material from the audio media or form what students listen.

2.	Listening Grid
Listening grid is one of listening activity that contains some pictures that related to the material in a grid. The pictures are in the first row and first column. The rest of row and column will be filled by what the students listen to the teacher said related to the material that have learned.

3.	Students’ Listening Comprehension Achievement. 
Students listening comprehension achievement is the outcome of teaching listening process from the materials that students have learned. The listening comprehension achievement in this study is the ability of students to match the correct pictures or words that attach in the whiteboard to the sentence being described by the teacher.
D.	The Population And Sample
1.	Population
Population is a group of individuals who have the same characteristic (Creswell, 2012: 142). The population of this study was all students of the fifth grade students of SD Negeri 195 Palembang with total number of 89 students. The writer chose the fifth grade-students of SD Negeri 195 Palembang because the writer thought that on that level, the students are more interested in learning English with pictures moreover they had enough vocabulary to write what they listen. The population of the study shows in following table.
Table 1
Population of the Study
No	Class	Number of Students	Number of Students	
		Male	Female		
1	V.A	15	15	30	
2	V.B	14	16	30	
3	V.C	15	16	29	
Total	43	47	89	
Source: Administration SDN 195 Palembang in the academic year 2012-2013

2.	Sample
Sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population (Creswell, 2012: 142). The sample consisted of the students from the population who are chosen to participate in this study.
Since quasi experimental does not include randomization on subjects, the sample of the study was chosen by using convenience sampling method. Fraenkel, et al (2012: 99) stated that the writer, in convenience sampling, selected a group of individuals who (conveniently) are available for study. From three classes of the fifth grade students, the writer got two classes that were chosen as the sample by the headmaster of the school. The first class was V.A as the experimental group consisting 30 students and the second class was V.B as control group consisting 30 students. The sample of the study was shown in the following table: 
. Table 2
Sample of the Study
No	Class	Number of Students	
			
1	V.A	30	
2	V.B	30	
Total	60	

E.	Techniques for Collecting Data
1.	Test
Listening test was carried out to find out the effect of the use of listening grid in teaching listening on students’ listening comprehension. The effect can be seen through the result of listening scores whether or not there were significant differences between both groups after giving treatment. In this study, the test was administered twice as pre-test and post-test. 

(a)	Pre-Test
The pre-test was conducted in the beginning of study before the treatment was given to the experimental group. The purpose of conducting pre-test is to find out the students’ initial ability in control and experimental group. 
In this study, the material of the test was in the form of 30 multiple choice questions with 45 minutes for doing the test. The students were asked to choose the right picture and word being described by their teacher. The questions consist of 20 questions with pictures and 10 questions with words as the answer.

(b)	Post-Test
Post-test was conducted after the treatments were given to the experimental group. It was also given for both groups. The items and time limitation that were used in the post-test were basically the same with those used in pre-test. 
Before the instruments were applied in pre-test and post-test to the sample, it has been tried out to find out the validity and reliability of the instrument. The try out session was conducted in another class that does not belong to experimental and control groups, but the class was still in the same level with experimental and control groups. In this study, the instruments had been tried out to 32 non-sample students of fifth grade at SD Negeri 192 Palembang.

2.	Research Treatments
In this study, there were two groups that selected from three classes of fifth-grade students. They were experimental group in which the treatments of using listening grid was implemented and control group that was taught by using the method which usually used by their teacher. The research treatment was given for both groups for 12 times. During doing the treatment, the writer gave different materials in each meeting and the same material in every meeting for both groups. The material used was taken from English book for the fifth-grade students of elementary school, written by Mukarto, et.al. (2011). The schedule and material of treatments can be seen in the following table :
Table 3
The Schedule and Material of Treatments
No	Experimental Group	Control Group	
	Date	Material	Date	Material	
1	November 25th, 2013	Part of school	November 23th, 2013	Part of school	
2	November 27th, 2013	Job	November 26th, 2013	Job	
3	November 29th, 2013	Modal ‘Can’	November 28th, 2013	Modal ‘Can’	
4	December 2nd, 2013	Preposition	November 30th, 2013	Preposition	
5	December 
4th, 2013	Food and Drink	December 3rd, 2013	Food and Drink	
6	December 
6th, 2013	Clothes	December 
5th, 2013	Clothes	
7	December 
9th, 2013	Day and Date	December 
7th, 2013	Day and Date	
8	December 11th, 2013	Rooms in the House	December 10th, 2013	Rooms in the House	
9	December 13th, 2013	Things at School	December 12th, 2013	Things at School	
10	November 16th, 2013	Adjective (Big, Small, Dirty, Clean, Beautiful)	November 14th, 2013	Adjective (Big, Small, Dirty, Clean, Beautiful)	
11	December 18th, 2013	Animals	December 17th, 2013	Animals	
12	December 20th, 2013	Adjective (Tired, Hungry, Thirsty)	December 19th, 2013	Adjective (Tired, Hungry, Thirsty)	

3.	Research Instruments
(a)	Validity Test
Validity refers to appropriateness, meaningfulness, correctness and usefulness of the inferences that researcher made (Fraenkel et.al, 2012: 148). The purpose of conducting validity test is to see whether the instruments are valid or not to be used in pre-test and post-test.

1)	Validity of Each Items
Pearson Product Moment was applied to the test validity. The data can be calculated use Bivariate-Correlation in SPSS 16.0 for windows. Then, the computation result in Pearson Product Moment was interpreted. The interpretation was based on categorization suggested by Holandyah (2013: 39). The result of significant score of Pearson correlation (r-output) was consulted to the critical table of r table of Product Moment. If the value of r-output is bigger than r-table of Product Moment with significant level 0.05 the correlation is significant and it can be said that the item is valid. The result is presented below :
Table 4
Validity of Try-Out Test
No	Items Number	Sig. (2-tailed) of Pearson Correlation	r table	Result	
1
2
3
4
5
6
7
8
9
10
11
12
13
14
1516
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
3839
40
41
42
43
44
45
46
47
48
49
50
5152
53
54
5556
57
58
5960	Item_1
Item_2
Item_3
Item_4
Item_5
Item_6
Item_7
Item_8
Item_9
Item_10
Item_11
Item_12
Item_13
Item_14
Item_15
Item_16
Item_17
Item_18
Item_19
Item_20
Item_21
Item_22
Item_23
Item_24
    Item_25
Item_26
Item_27
Item_28
Item_29
Item_30
Item_31
Item_32
Item_33
Item_34
Item_35
Item_36
Item_37
Item_38
Item_39
Item_40
Item_41
Item_42
Item_43
Item_44
Item_45
Item_46
Item_47
Item_48
Item_49
Item_50
Item_51
Item_52
Item_53
Item_54
Item_55
Item_56
Item_57
Item_58
Item_59
Item_60	0
.545
0
.801
.651
.651
.000
.717
0
.801
0
0
.801
0
.801
.178
.178
.002
.043
.007
.499
0
.415
.104
.651
.717
.801
.499
.045
.717
.789
.341
.045
.002
.651
.569
.860
.019
.007
.336
.377
.644
.336
.493
.569
.336
.415
.178
.104
.415
.019
.336
.415
.062
.717
.499
.415
.717
.341
.336	0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544
0.2544	Invalid
Valid
Invalid
Valid
Valid
Valid
Invalid
Valid
Invalid
Valid
Invalid
Invalid
Valid
Invalid
Valid
Invalid
Invalid
Invalid
Invalid
Invalid
Valid
Invalid
Valid
Invalid
Valid
Valid
Valid
Valid
Invalid
Valid
Valid
Valid
Invalid
Invalid
Valid
Valid
Valid
Invalid
Invalid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Invalid
Invalid
Valid
Invalid
Valid
Valid
Invalid
Valid
Valid
Valid
Valid
Valid
Valid	

Based on table 4, there were 60 items in the try out test. It could be seen that there were 37 items were valid as the item for listening test, while 23 items were invalid.

2)	Content Validity
The measurement of content validity can be observed when we can clearly define the students’ achievement which related to the objective of the study that stated on the lesson plan that we are measuring (Brown, 2004: 22-23).
According to Hughes (1989: 22), a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc., with which it is meant to be concerned. In order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. Then the result analysis in constructing the content validity is presented in the test specification table including: objectives of the test items, text’s title, test indicators, number of test items, total of the questions and type of test (Holandyah, 2013: 46).
Table 5
Test of Specification
No	Competence Standard	Material	Indicator	Number of Items	Total	Type of Test	
1	Understand the very simple instruction with action in school context.
	•	Parts of School

•	Things in the classroom	•	Match the words based on the picture of parts of school.
•	Match the words based on the picture of the things in the classroom.	6

2, 7
	1

2	Multiple Choice	
2		Preposition	Using the preposition in the sentence based on the picture. 	16, 17, 18, 19, 20	5		
3		Modal Can	Complete the sentence that using modal can.	3	1		
4		Adjecti
ve	Use adjectives in a sentence.	25, 27	2		
5		Dates, Month and year	Make dates, month and year correctly.	26, 28, 29	3		
6		•	Kinds of Clothes

•	Animals	Match the words based on the pictures	9, 14, 24

8, 10	5		
7		Kinds of Job
	Match the words based on the picture of kinds of job.	1, 4 , 13, 21, 23	5		
8		Parts of House
	Match the words based on the picture of parts of house.	12	1		
9		Kinds of Food and Drinks
	Complete the sentence by the of picture kinds of food and drinks.	5, 11, 14, 22, 30	5		
	Total		30		

(b)	Reliability Test
Reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument to another and from one set of items to another (Fraenkel, et. al, 2012: 154). In this study, to check consistency of listening score result, the instrument was tested by using test-retest method. Fraenkel (2012: 155) explains that test-retest method involves administering the same test twice to the same group after a certain time interval has elapsed. The length of time that elapses between the two administrations of the test will affect the reliability coefficients. The writer gave 30 multiple choice questions to the fifth-grade students of SD Negeri 192 Palembang in November 16th and November 19th with the same instrument. 
Fraenkel et.al (2012: 155) states that the score is considered reliable if the score of significance is at least or preferably higher than 0.70. The formulation that used reliability computation was Pearson Correlation program in SPSS 16.0 program for windows. The result of reliability coefficient is presented in the following table.
Table 6
The Result Analysis in Measuring Reliability Test
		Test1	Test2	
Test1	Pearson Correlation	1	.839	
	Sig. (2-tailed)		.000	
	N	32	32	

From the result of the computation above, it was found that the score of Pearson Correlation is 0.839. Therefore the test item was reliable since it is higher than 0.70.

F.	The Techniques for Analyzing Data
In analyzing the significant difference of mean score between pre-test and post-test, there were several techniques should be conducted. The data of students’ pre-test and post-test were analyzed by using SPSS 16. The techniques for analyzing the data are described below.

1.	Data Descriptions
In analyzing the data description, there were two analyses to be done. They were distribution of frequency data and descriptive statistics.

(a)	Distribution of Frequency Data
In distribution of frequency data, the students’ score interval, frequency, percentages were achieved. The distribution of frequency data was analyzed from students’ pretest and posttest score in control and experimental group.

(b)	Descriptive Statistics
The result of descriptive statistics were got from students’ pretest score in control group, students’ posttest score in control group, students’ pretest score in experimental group, and students’ posttest in control group. The data was obtained to get the lowest score (minimum), the highest score (maximum), mean score, the score of standard deviation and standard error of mean.

2.	Prerequisite Analysis
(a)	Normality Test
The analysis of normality test was conducted to find out whether the data of students’ pretest and posttest score in experimental and control groups are normal or not. One Sample Kolmogronov-Smrinov in SPSS 16.0 was used to analyze it. The score data is normal if p-output is categorized higher than 0.025 (Basrowi, 2007: 85).

(b)	Homogeneity Test
Homogeneity test was tested to find out whether the data of students’ pretest and posttest score in experimental and control groups are homogeny or not. The scores were analyzed by using Levene Statistics in SPSS 16.0. The scores is homogeny when the p-output is higher than 0.05 (Basrowi, 2007: 106)

3.	Hypothesis Testing 
Testing the hypothesis in measuring significant difference on students’ listening comprehension score taught by using listening grid.
In this study, Independent Sample T-test is used to compare the mean scores of two different, or independent, groups. It measures significant difference between students’ posttest in control and experiment class. Scores are obtained from students’ posttest in both groups analyzed using independent sample t-test.