Research

Methodology

SYSTEMATIZATION OF REPORT WRITING OF

EXPERIMENTAL RESEARCH
Experimental Research

CHAPTER I:

Experimental Research
CHAPTER I
INTRODUCTION
A.Background of the Study
1.Why is it important to teach speaking?
2.What is the ideal condition of the students speaking skill?
3.What factors influence the students speaking skill? (one of them is
teaching approaches/Methods/Strategies/Techniques/Media)
4.Teaching approaches (inductive and deductive)/(A Method and B Method)/
(A Strategy and B Strategy)/(A Technique and B Technique)/Media
(Pictures/Text Books/Materials/Games, and so forth.)

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B. Identification of the Problem

Based upon the background of the study above, there are some
problems that can be analyzed and identified here. They are:
(1) Why do the students lack ability in reading
comprehension?; (2) What are the possible causes that make
the students lack self-actualization in learning reading
comprehension?; (3) Do the students have high selfactualization in learning reading comprehension?; (4) Is One
Stay/Three stray method much better to teach reading?; (5)
Is the Grammar-Translation method much better to teach
reading?; (6) Does the students self-actualization influence
their ability in reading?; and (7) Do OSTS and GTM depend to
each other in influencing students reading skill?

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C.
Limitation of the Problems
The writer realizes that the possibility to answer all the above
problems is to consider the time well. Then, the problems of
this study are limited to some related variables. In this case,
the writer only has great concern for one stay/three stray and
grammar-translation methods. One stay/three stray method
will be placed as an experimental variable and the grammartranslation method will be placed as a control one.
Furthermore, the teaching reading will be focused on the
teaching reading comprehension for SMA students. The
choice of SMA students falls to the eleventh graders of SMA
Negeri 01 Lingga in 2012/2013 the academic year. Besides,
the self-actualization will be applied as a moderator variable,
because it is believed as one of the most important factors
that will give much influence to the students skill in reading

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D. Formulation of the Problems

By virtue of the above background of the study, the writer
formulates the problems as follows:
1. Is one stay/three stray method more effective than the
grammar-translation method to teach reading to the
eleventh graders of SMA Negeri 01 Lingga?
2. Do the students having high selfactualization have better
reading skill than those who have low self-actualization to
the eleventh graders of SMA Negeri 01 Lingga?
3. Is there any interaction between the teaching methods and
students self-actualization to teach reading?

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2. Objectives of the Study

The Answers of the Formulation of the Problems
3. Benefits of the Study
The result of the study can give some benefits as follows:
a. For the English teachers
b. For students
c. For the researcher
d. For the other researchers

CHAPTER II:

CHAPTER II
REVIEW OF RELATED LITERATURES
A.Reading
1. Definitions of Reading
2. Reading Comprehension
3. Micro and Macro Skills of Reading
a. MicroSkills
b. MacroSkills
4. Levels of Reading Comprehension
5. Strategies for Reading Comprehension
6. Elements of Reading Comprehension

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7. Purposes of Reading
8. Teaching Reading Strategy
B.Cooperative Learning Method
9. Definition
10.Characteristics
11.Concept of One Stay/Three Stray Method

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5.
a.
b.
c.
d.
e.
6.

Elements of One Stay/Three Stray Method

Positive Interdependence
Team Formation
Accountability
Social Skills
Structures and Structuring
Steps of Teaching Reading Using One Stay/Three Stray
Method
7. Advantages of One Stay/Three Stray Method
8. Disadvantages of One Stay/Three Stray Method

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C. GrammarTranslation Method
1. Concept of Grammar Translation Method
2. Types of the Grammar Translation Method
3. Steps of Teaching Reading Using GrammarTranslation
Method
4. Advantages of Grammar Translation Method
5. Disadvantages of Grammar Translation Method
D. Teaching Reading Using the One Stay/Three Stray Compared
to the Grammar-Translation Method
E. Review of Related Research

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F. Rationale
1. The Difference between One Stay/Three Stray and
the Grammar Translation Method
2. The Interaction between Teaching Methods to
Teach Reading
G. Hypothesis

CHAPTER
III:

CHAPTER III
RESEARCH METHODOLOGY
A.Research Method
B.Time, Place of the Study
C.Population, Sample, and Sampling
1. Population
2. Sample
3. Sampling
D.Technique of Collecting Data
E.Technique of Analyzing Data
F.Statistical Hypotheses

CHAPTER
IV:

CHAPTER IV
THE RESULT OF RESEARCH
A.Data Description
B.Normality and Homogeneity Test
1.Normality Test
2.Homogeneity Test
C.Hypothesis Test
D.Discussion of the Result of the Study

CHAPTER V:

CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A.Conclusion
B.Implication
C.Suggestion
1.For the Teacher
2.For the Students
3.For other Researchers
BIBLIOGRAPHY
APPENDICES