SYSTEMATIZATION OF REPORT WRITING OF EXPERIMENTAL RESEARCH

Experimental Research

Research Methodology

Experimental Research

CHAPTER IINTRODUCTION

A.Background of the Study1.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.)

CHAPTER I:

B. Identification of the ProblemBased 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 self-actualization 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?

Continue:

C. Limitation of the ProblemsThe 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 grammar-translation 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 comprehension.

Continue:

D. Formulation of the ProblemsBy 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 self–actualization 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?

Continue:

2. Objectives of the StudyThe Answers of the Formulation of the Problems

3. Benefits of the StudyThe result of the study can give some benefits as follows:a. For the English teachersb. For studentsc. For the researcherd. For the other researchers

Continue:

CHAPTER IIREVIEW OF RELATED LITERATURES

A.Reading 1.Definitions of Reading2.Reading Comprehension3.Micro and Macro Skills of Reading

a.Micro–Skillsb.Macro–Skills

4.Levels of Reading Comprehension5.Strategies for Reading Comprehension6.Elements of Reading Comprehension

CHAPTER II:

7. Purposes of Reading 8. Teaching Reading Strategy

B.Cooperative Learning Method 9. Definition 10.Characteristics11.Concept of One Stay/Three Stray Method

Continue:

5. Elements of One Stay/Three Stray Methoda. Positive Interdependenceb. Team Formationc. Accountabilityd. Social Skillse. Structures and Structuring6. Steps of Teaching Reading Using One Stay/Three Stray

Method 7. Advantages of One Stay/Three Stray Method8. Disadvantages of One Stay/Three Stray Method

Continue:

C. Grammar–Translation Method1.Concept of Grammar – Translation Method2.Types of the Grammar – Translation Method 3.Steps of Teaching Reading Using Grammar–Translation

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

Continue:

F. Rationale1. The Difference between One Stay/Three Stray and

the Grammar Translation Method 2. The Interaction between Teaching Methods to

Teach Reading

G. Hypothesis

Continue:

CHAPTER IIIRESEARCH METHODOLOGY

A.Research Method B.Time, Place of the Study C.Population, Sample, and Sampling

1. Population 2. Sample3. Sampling

D.Technique of Collecting Data E.Technique of Analyzing Data F.Statistical Hypotheses

CHAPTER III:

CHAPTER IVTHE RESULT OF RESEARCH

A.Data Description B.Normality and Homogeneity Test 1.Normality Test 2.Homogeneity Test C.Hypothesis TestD.Discussion of the Result of the Study

CHAPTER IV:

CHAPTER VCONCLUSION, IMPLICATION, AND SUGGESTION

A.Conclusion B.Implication C.Suggestion 1.For the Teacher 2.For the Students 3.For other Researchers BIBLIOGRAPHY APPENDICES

CHAPTER V: