CHAPTER III RESEARCH METHODOLOGY

This chapter presents some information on the undertaking of the study. It firstly includes the research design of the study which discussess the approach and the metthod of the study. The next is site and respondents which the setting and Third is data collection. In this part,

participant are discussed in this part.

instruments employed of the research are described. Data analysis and procedure of the research are then discussed. All of them are briefly discussed, but the latest will be elaborated more in the next chapter.

3.1

Method of The Study The study employed qualitative research design embracing characteristic of a

case study. The qualitative approach itself focuses on certain phenomenon that is not generali ability and comparability, but it has an internal validity and contextual understanding !Alwasilah "##"$. It is in line with !%reswell, "##&$ who goes on to say that qualitative research design aims to understand a central and specific phenomenon as the key concept of the research. This study is then an attempt to understand and to investigate actions and activities employed by the teacher in managing 'nglish for young learners( classroom as well as challenges occured and strategies to solve it. In this qualitative study, the writer tries to seek information from participant, develop forms of questions, to be then used to collect data in form

of images and words for the sake of observation !%reswell, "##&$. The data were then coded and broken down into several categories. )inally, they were analy ed and interpreted using some relevant theories in order to reach findings before finally *eanwhile, case study approach was employed since the study aims to

evaluate data to be more accessibly public form !Adelman, +,&#, as cited in -assey, +,,,$. It is also because of case study is defined as a unit of analysis that focuses on a single entity that exists in natural environment !.ohnson +,,"$. In short, the study is devoted to the investigation of classroom management in teaching 'nglish to young learners( classroom in one primary school and involved only one '/0 teacher as the participant of the study before conclusively coming to a final conclusion of the study.

3.2 Site and Pa ti!i"ant This study uses purposeful sites and individual participants. It is because the study is intended to gain in depth exploration and detailed undersanding of a specific phenomenon !%reswell, "##&$. This qualitative study was then conducted in one of primary schools in -andung. The school was selected since 'nglish has been used as classroom language from first up to sixth grade of the school. )urther, the school had been considered as one of favorite primary schools in -andung.

3.3

Data Co##e!tion Method$ In qualitative study, various methods are generally applied in the process of

collecting data.

As stated by Alwasilah !"##"$, some of them are interview,

observation, document analysis and survey or questionnaire. In this light, %reswell !"##&$ also argues that the process of data collection in qualitative study is as not simple as observing and interviewing people. It involves researchers in identifying appropriate sites and participants first, obtaining access and approval, deciding needed types of data, constructing forms of data collection, and conducting the process of collecting data in mannerly ways without leaving out sense of sensitivity to challenges appeared. 1pecifically on case study, -assey ! $ writes that there are three main methods of data collection of case study2 posing questions to listen to the answers, observing events to notice carefully what happens and reading documents. As the aims of this study, the process of data collection needed devoted observation, interview and document analysis. 3.3.1 O%$e &ation In conducting qualitative study, first method to collect data is classroom observation. 3bservations are commonly utili ed form of data collection which enable the reseachers to get deep assumption !1pradley, +,&#a, as cited in %reswell, "##&$ . According to Ary !"#+#$, observation can be described as one of instruments to collect data which gains

comprehensively unstructured texts and pictures of a situation. *eanwhile, %reswell !"##&$ defines observation as a process to collect general information coming directly from the observed participants and cites of the research. 4e goes on to say that observation has advantages, disadvantages as well. It benefits the researches to take opprtunity in recording information which can(t be clearly or easily verbali ed by the participants. It also allows the researchers to learn actual behaviour of individuals. 4owever, the

advantages of observation are access of the researchers will be restricted only by such chosen sites and participans and the necessity of good listening and sensitive attention to details of audiovisuals. Thus, to understand deep and to obtain general description of techniques and strategies used by the teacher in managing '/0 classroom, the writer employed observation which equipped by video tapping in order to capture verbal and physical communication of the teacher and students in comprehensive picture for the purpose of data collection efficiency !*yhill et.al., "##5$. The observation was conducted in a 6rimary 1chool in -andung. The

observation were conducted in nine times on 1eptember "th, 7th, 8th, ,th, +#th, ++th, +5th, +9th and +&th. )urthermore, to investigate the characteristic of verbal classroom interaction conducted by the teacher, the study employed observation )lander(s Interaction

Analysis %ategories !)IA%$ framework proposed by )landers and *oon(s framework to investigate purposes of talking.

3.3.2

Inte &ie' The second instrument utili ed in this study is inteview. According to

%reswell !"##&$, interview permits researchers to ask participants about general and open:ended questions, to record their answer, to be then transcribed into form of word for analysis. -esides, it allows researchers to sharpen and to confirm what they capture on classroom observation if unclear and ambigous actions or activities emerge. 0astly, it enables reseachers to broaden quetions and elicit information when necessarry. ;evertheless, interview has some negative sides since information by participants may be deceptive as they try to meet the researcher(s expectation. The interviewer(s presence also might be the cause of paticipant(s inconvenience in delivering answers !%resswell, "##&$. It is also in line with Alwasilah !"##"$ who says that the minor point of interview are the participant can give impure answers in order to seek safety. This can be avoided by using another method to balance the data gained. The interview process was conducted....

3.3.3

Do!u(ent Ana#y$i$

Document is useful public and private source of written or word information that help researchers in process of collectting qualitative data !%reswell, "##&$. %ompared to classroom observation and interview, documents are valuable in qualitative study since they already provide written form of data which transcription process is not necessary. 4owever, documents which are inaccurate and incomplete may be the challenges. In reading the documents, researchers transfer important and needed quotations from documents into computer file, then label them into appropriate items !-assey, $ 7.8 Data Ana#y$i$ Method$ 1ince the study emphasi ed on the investigation of actions and activities of the teacher in managing '/0 classroom, it used the following steps.

7.8.+

Ana#y$i$ of )ideo Re!o ded Data The data collected from tape recording was simpli ed in the process of

analy ing data by implementing some steps. )irst of all is by reviewing the video recorded in order to gain general description about the practice of '/0 classroom managament. 1econdly, the video recorded data were transcribed into words which consist of verbal communication between teacher and students. The third step was analy ing the transcription to seek answers for each research question by categori ing relevant data into seveal themes ................

As an attempt to get clear result of investigation, the last process of data analysis was interpreting the data. ....................................... The data were aimed to come to a final conclusion on the belief and the practice of classroom management by the teacher as well as challenges occured as well as strategies employed to cope such challenges.

3.*

Re#ia%#ity and )a#idity of The Study The urgency of data validation comes up in oder to ensure that the findings and interpretations were acceptably reasonable. <alidity is one of the most important considerations of the quality of measures !*c*illan = 1chumacher !"##+$. 6arralell with it, %reswell !"##&$ suggests that data validation is considered as the ost important part that should be conducted by the researcher using some strategies to obtain the credibility or accuracy of the findings. 4e then proposes three strategies typically employed in qualitative study as follows. The first strategy was to do triangulation. >ualitative researchers need to take triangulation into consideration to improve the credibility of the study by strenghtening evidence from different individuals, types of data or methods of data collection!%reswell, "##&$. The next strategy was member checking which the reseachers check ehir findings with the participants in order to arrive to the accurate findings. The last one then was conducting external audit by which the researchers ask

knowledgeable peson outside of the pro?ect to review the study. The srenghts and weaknesses of the study are then reported in written form. Though, to arrive at the reliability and validity of the study, the writer only conducted two strategies among the aforementioned strategies namelu triangulation and external audit. %orroborating evidence from types of data was conducted in Triangulation which are.......... In addition, external audit was also employed by asking for comments and feedback from supevisors and knowledgeable proofreaders.