26 CHAPTER III
RESEARCH METHOD
The research method will be presented in this chapter. This chapter consists of research design, research participant, data collection, technique and instrument, and procedure.
3.1 Research Design
Regarding to the research question previously, the researcher decided to apply qualitative research as the tool. Ary et al. (2010, p.29) explained that in qualitative research, the researcher was required to focus on one phenomenon rather than breaking it into variables. Then, Ary et al. added that in qualitative research, the goal was to describe a phenomenon in depth and complete the conception of phenomena rather than numeric analysis of the data (p. 29). From the explanation, the research was only concentrated to gain and understand clearly about the practices teacher beliefs on students’ achievement in learning English rather than numeric or statistical analysis of the data.
Furthermore, in this research, narrative research that was chosen by the researcher as the type of qualitative research. According to Ary et al. (2010,p. 31), the researcher focused on the stories (written and spoken) of individuals based on real life, then the researcher had to compile a narrative analysis of the story. It could be concluded that narrative research could be used as a description and explanation of the practices teachers’ beliefs on students’ achievement in detail and sequential. The strongest reason was that Ary et al (2010, p.470) claimed that narrative research was the best qualitative approach in catching a very detailed
27
about life experiences of the individual or small groups. From the explanation above, it could be concluded that narrative research as the research design had been chosen by the researcher to capture individual or small group life experience and to present the teachers beliefs development over time.
3.2 Research Participant
Qualitative research was a research that focused on understanding and interpreting what human and social behaviors were being experienced by the individual (Ary et al., 2015, p. 420). It could be defined that the research focuses on analyzing a process with human as the main subject. This research was conducted in SDN 1 Tanjekwagir. Then, the research’s subject was the English language teacher who taught in 4th grade students. The reason was because there was only one English teacher who taught English learning in this school.
3.3 Data Collection
In order to answer the statement of problem, the researcher needed a strategy to gain appropriate data. Schraw and Olafson (2015, p. 90) explained that there were ten strategies to asses teacher beliefs research; there were questionnaire, verbal report, performance observation, self-reflective writing, test and exam, vignettes, scales responses, portfolios, visual representation, and classroom artifacts. In this research, the researcher used only two kinds of strategies was assessing teacher beliefs; therewere, verbal reports, and performance observations. The reason was that Schraw and Olafson (2015, p. 92) said that “Verbal reports consist of first hand verbalizations of thoughts, beliefs, and explanations related to teachers’ beliefs, and may include structured and unstructured interviews.” From the explanation above, the researcher gathered the
28
data through interview activity. Then, they also explained that doing classroom observation created a good interaction between teachers and students in conducting good teaching and learning activities. It showed the teacher's beliefs.
Therefore, in this research, in gathering data collections were interview and observation.
3.3.1 Technique and Instrument
In gathering appropriate data, the researcher had to apply technique and instrument. The techniques and instruments that used were observation and interview.
3.3.1.1 Interview
Interviews were used to collect data from the research subjects whose contents were about opinions, beliefs, and feelings which were based on the situation and their own words (Ary et al., 2010, p. 438). It meant that the interview was very appropriate as the basis of data collection, it was because the interview had a relationship about the way people beliefs, opinions, or feelings.
Accordingly, in order to clarify the teachers’ beliefs clearly, the researcher used the Indonesian language in order to avoid misunderstanding related to the questions.
Hancock (2002, p. 16) declared, there were three kinds of interviews.
Those were structure interview, semi-structured interview, and unstructured interview. Then, Hancock added that Qualitative researchers typically use semi structured interviews that involve a number of open-ended questions based on topic areas. This open-ended provided an opportunity for the interviewer and the interviewee could discuss some topics in more detail (p.16). In this case, the
29
researcher used semi structure interview, then the researcher arranged the questions which depending on the situation of the subject.
3.3.1.2 Observation
The next instrument to be used by the researcher was observation.
Observation was a basic method to get a data in qualitative research (Ary et al., 2010, p, 430). Moreover, Ary et al. (2010, p.431) defined that the observation was more dominant to describe the setting, the behaviors, and the interactions. It meant that, the researcher was able to describe the teacher behavior in narrative form.
In the observation, there were four positions, namely complete participants, participants as observers, observers as participants, and complete observers. In the observation, the researcher will be an observer as a participant in this research. It meant that the researcher should be able to interact with the participants in establishing good relations but not necessarily in interfering with the participants' activities. Therefore, the researcher will not engage in subject activity and just be an observer in the classroom, but still to interact and informs to the subject that the subject will be observed (Ary et al., 2010, p.432).
Then, during observation, the instrument commonly used by researchers was the field notes (p. 435). To make it easier to write something important, then the researcher used the field notes. In short, the field notes were very important in the observation, and it served to obtain data that will be analyzed later.
3.3.2 Procedure
To gain the data, the researcher estimated one month was the maximum time to do the research. The researcher went to the school to conduct the observation and interviews to the subject. Then, in conducting interviews, the
30
researcher used the time when the teacher had a break time. In short, all of the interviews were recorded by hand phone recording, and then full transcribed.
Furthermore, the researcher will conduct the observation. The observations will be carried out for a month during the teaching activity. The time was a month and the schedule adjusted the teaching condition of the teacher. Then, the field notes accompanied the researcher during the observation activity. After the observation activity was complete, the researcher developed the field notes into full narration.
Then, to make clear procedures in collecting the data, the researcher explained the plan for collecting data. It already done in several steps that described below:
Table 2: The detail of data collection procedures
No Date Description
1.
2.
3.
4.
5.
6.
7.
8.
August 30th, 2017
September 2nd, 2017 September 2nd, 2017 September 2nd, 2017 September 5th, 2017 September 12th, 2017 September 12th, 2017 September 14th, 2017
The researcher asked a permission to the school to conduct research activity and giving the permission letter.
The researcher granted to conduct a research activity in SDN Tanjekwagir
The researcher met the teacher to discuss research activity.
The researcher collected the data through interview and observation.
The researcher collected the data through interview and observation.
The researcher collected the data through interview and observation.
The researcher reported to the school that the research activity had finished.
The researcher arranged the data in detail, then the researcher transcribed and narrated the obtained data from interview and observation activity.
31
Based on the table 2, there were three times in a month that included interviews and observation activity. The Interview and observation activity based on the above schedule was able to change whenever possible.
3.4 Data Analysis
The data that had been obtained by the researcher should be interpreted and analyzed by the researcher. In this research, the researcher used inductive data analysis. Ary et al (2010,p.425) explained that inductive data analysis was a process of the data obtained from theory or researcher interpretation. From the explanation above, then, the data analysis was illustrated below:
1. The researcher constructed the field note data chronologically by writing it in a new document without losing any information.
2. The researcher transcribed the data from the interview activity by listening to the recording interview and writes down the conversation in the paper.
3. As stated the inductive data analysis, the researcher interpreted and analyzed the field notes from the observation activity. Then, the researcher had to provide clearly the conception and understanding from both data toward researchers’ perspective.
4. After the data was clarified and interpreted, the researcher gained the data into the conclusion of the study. Then, the conclusion was answered by the research question.
The research method of the present study had been specifically explained.
This chapter guided the researcher in conducting the research. Then for the research findings and discussion will be exposed in the next chapter.
