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THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

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Chapter Three Research Methodology

This section contains the methodology of the research that is employed by the researcher. It consists of four parts, namely research design, research setting and participant, data collection method, and the data analysis. In the research design, the researcher explains the design and the reason of deciding the design. Then, in the research setting and participant, the researcher elaborates the setting and participant in the study. In the data collection method, the researcher explores the way to collect the data. In the data analysis, the researcher elaborates the procedures in investigating the data. This chapter is supported with some theories from some experts.

Research Design

This research investigates about students’ perception on the use of pre -reading activities in their teaching and learning English. Based on the research question, the nature of this study is a qualitative research. According to Williams (2007), “a qualitative research is a social phenomenon being investigated from the participant's viewpoint” (p. 67). In conclusion, by qualitative method the

researcher could get the information about pre-reading activities from the participants' perception.

In addition, this study used descriptive qualitative research. Williams (2007) stated that descriptive qualitative is a research design that investigates the

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information from the participant. Based on Merriam (1998), descriptive

qualitative make the end product of the study is a rich and thick description. Thus, the research gets the rich, detail, and deep description.

Research Setting and Participant

In this part, the researcher discusses the setting of the research and the participant of this research. In the research setting, the researcher explains the setting of place and setting of time of the study. The participant setting was elaborated afterward.

Research setting. This research was conducted at English Education

Department of Universitas Muhammadiyah Yogyakarta. There were some reasons to conduct this research at EED of UMY. The first, the students in EED of UMY is EFL student. Therefore, they need an activity that helps them in teaching and learning English especially in reading. The researcher sees that pre-reading is used to help students in reading comprehension, so the researcher believed that students at EED of UMY have experienced pre-reading activity. The second, the researcher is the student at EED of UMY. This reason makes the researcher easy to collect the data from the participants. For the setting of time, the researcher took the data on April, 2017.

Research participant. In choosing the participants, the researcher selected four students in English Education Department of UMY from batch 2014. The four students of English Education Department of UMY batch 2014 are the

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still remember their experienced in learning English. The researcher chose the participants with purposive sampling. Based on Cohen, Manion and Morrison (2011), in purposive sampling, the researchers chose the participants of the study with the particular characteristic. Participant of this study is people with different grade point average (GPA) score. The participants of this research were one participant who got high GPA (3.51 – above), one participant who got medium GPA (2,76 – 3,50), and two participants who got low GPA (2,00 – 2,75). The reason to select participants with different level of GPA is believed to give researchers different perception of pre-reading activity.

In the qualitative research, there is no clear rule in selecting the number of participants. The researcher was free to determine the number of participants. According to Cohen et al (2011), in qualitative research, there is no clear rule of participants number. Thus, the researcher selected four participants in which those four participants already answered the research questions to get the data. In

addition, to make the sources of the data more confidential, the researcher changed the name of the participant to P1, P2, P3, and P4.

Data Collection Method

In order to finds out the students’ perception on the use of pre-reading activities at EED of UMY, this research used interview as the research instrument. Based on Cohen et al (2011) “interview is ‘a two-person conversation initiated by

the interviewer for the specific purpose of obtaining research-relevant

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interview, the researcher could explore a lot of information from the participants about pre-reading activity. The interview involves asking questions and getting answers from participants in a study.

The type of interview of this research was standardized open-ended

interview. According to Cohen et al (2011), standardized open-ended interview is the process of the interview that gives the same basic question in the same order to the participants. The strengths of this type are made the information more complete and detail for each participant to the topic addressed in the interview process.

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Data Analysis

This research find out the students’ perception on the use of pre-reading

activities in their teaching and learning English. Therefore, the researcher used some steps to analyze the data. The steps are transcribing, member checking, and coding. This following part explain the steps in analyzing the data.

Transcribing. After the researcher collects the data by doing the interview, the researcher transcribed the audio from each participant. According to Cohen et al (2011), transcribing is writing down the result of the interview from audio recorded to collect participants’ answer. The researcher writes down all of the things in audio.

Member checking. After transcribing the data, the researcher did member checking. Carlson (2010) stated that member checking is used to increasing trustworthiness in qualitative research. The researcher contacted the participants that have involved in the interview process and gave them the printed transcript to confirm their answer. All of the participants stated that the interview transcripts are the same as their statement in the interview process.

Coding. Based to Cohen et al (2011), coding is the process of breaking down segments of text data into smaller unit. Other definition, coding is the ascription of a category label to a piece of data that is either decided in advance or in response to the data that have been collected. Coding helps the researcher to identify similar information to get the result of the data.

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four steps. There are open coding, analytical coding, axial coding, and selective coding.

Open coding. Open coding is a coding process when the researcher classifies the criteria that are already determined. Cohen et al (2011) argued that in open coding, the researcher needs to label participants’ answer based on the

research questions. It means that the researcher determines the participants' answer based on the research question.

Analytical coding. After open coding, the researcher did the analytical coding. The researcher translated the participants’ statement then categorizes the information which is appropriate to the research questions to determine the theme or topic of the research.

Axial coding. The third step was an axial coding. After translating

participants’ statement and determining the theme, the researcher took the similar

answer from all participants and grouped them. In axial coding, the researcher classified the similar statements with the same theme.

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