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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III METHODOLOGY
This chapter describes how the research was conducted, the population and sample of the research, operational definitions, the instruments included inside the research and the systematical steps of how to conduct this research in the form of procedure.
A. Research Method and Research Design
1. Research Method
The aim of this research is to investigate the current profile of
students’ question in an inquiry laboratory activity, without
investigating the impact of inquiry-lab activity itself towards students’ achievement. Descriptive method was used in this research because the researcher tried to describe a certain variable in a given state (Fraenkel & Wallen, 2007)
2. Research Design
In this research, the researcher record information on self-designed protocols that helps the researcher to organize information reported by participants to each question (Creswell, 2012). Observation which is the process of gathering open-ended, firsthand information by observing people and places at a research site was used in this research. The data was taken in the forms of recording transcription, and worksheet of
students’ work.
The implementation of inquiry-stage laboratory is divided into three stages; planning stage, experiment stage, and discussion stage. Each stages follow the features of inquiry learning described by National Research Council (2000).
Table 3.1 Stages of Inquiry-Type Laboratory
Stage Learning Experience Inquiry Feature
Planning Stage 1. Reading a short passage on the worksheet
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2. Writing down
Experiment Stage 1. Conducting the designed experiment 2. Collecting data from
the experiment Discussion stage 1. Discussing the result of
the experiment 2. Concluding the result 3. Presenting their result
in front of the class At the planning stage, the students were given a short passage as a trigger for them to raise questions. They were given time to construct and write down questions that went through their mind after reading the given passage. These questions were then written down by the students on their worksheet. After finished writing down their questions, the group discussed a question as their investigative question to be answered through an experiment. The experiment to answer their investigative question, is also established through this discussion.
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finished working and observing in their designed experiment. It is the time where students generate a conclusion based on the data they have collected at the experiment stage.
B. Population and Sample
The location of this research was an International Junior High School in Bogor. This school implements National Curriculum 2006 along with Cambridge Curriculum in the learning process. The school also uses English as the main language in the classroom; however Indonesian language is also used at certain times in the classroom.
The population in this research was the 7th grade students. The samples were two classes in 7th grade. The activity and discourse of two groups from each two class were recorded for further analysis.
The criteria for selection of the recorded sample groups were that the chosen students should be (a) verbally expressive so that the discourse could be captured on tape; (b) likely-to stay on task; (c) able to work with each other cordially (Chin & Osborne, 2010). The sample groups were chosen by the subject teacher who claimed to have known the personality of each student.
The sampling technique was purposive sampling where the researcher intentionally selects individuals and sites to learn or understand the central phenomenon (Creswell, 2012).
C. Operational Definition
In order to avoid misconception in this research, several operational definitions are explained in this research. Those terminologies are explained as follow:
1. Students’ questions were analyzed through classifying them according
to the question’s productivity.
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evidence, (4) Learner connects explanations to scientific knowledge, and (5) Learner communicates and justifies explanations.
D. Research Instrument
In this research, instrument is necessary to be used for gaining data. There are five types of instruments that will be used in this research. The instruments are described below.
1. Worksheet
In order to collect data on students’ questions before practical work, a worksheet that contains questions that allows the researcher to collect a series of data on the number of questions posed by the students including the questions itself.
2. Framework of Question Classification
To avoid subjectivity in classifying the level of questions posed by the students, a framework of classifying productive and non-productive questions made by Jelly (1985) was used. The classification will also be verified by lecturers to promote the accuracy of question classification.
3. Framework of Recording Transcription
The groups which were audio-taped in this research are not just randomly chosen from each class. The groups fulfilled the criteria determined by Chin & Osborne (2010) in order to have a better quality of transcription and better understanding of the central phenomenon.
Table 3.2 Framework of Recording Transcription
Criteria for Students Content of Transcription
Verbally expressive Interaction among students inside the group
Likely-to stay on task Interaction of students with teacher
Able to work with each other cordially
Science content related Laboratory activity instruction related
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4. Form of Recording Transcription
The groups were both audio and video-taped in order to record the students’ discourse. They were transcripted to be analyzed further. The questions arisen from the students in the discourse were the main focus of this research.
E. Research Procedure
To create a systematical research, there are three stages of procedure which were conducted in this research It includes preparation stage, implementation stage, and completion stage.
1. Preparation Stage
At this stage, researcher focused in the preparation to conduct and support the research. The following are the steps of preparation stage: a) Formulate problem to be investigated
b) Determine the focus of variable research
c) Conduct literature review of students’ question, inquiry-type
laboratory, thermal energy, and curriculum
d) Arrange the research proposal that includes chapter I, chapter II, and chapter III which is presented in a proposal seminar
e) Revise the research proposal after having suggestions and critics from lecturers.
f) Design a teaching-learning process which will be conducted at implementation stage.
g) Report research instrument.
h) Revise instrument after having validation. i) Prepare research license.
j) Determine research subject. 2. Implementation Stage
At this stage, data collections are accomplished at school, when the researcher recorded the inquiry-type laboratory activity from the sample groups.
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b) Conduct research activity by implementing inquiry-type laboratory method and recording (video and audio) the sample groups
c) Give questionnaire to know the student’s response towards
implementation of inquiry-type laboratory in the teaching learning process
3. Completion Stage
This is the final stage of the research design, the steps which were conducted in this stage is explained as the following steps.
a) Create a transcription for the recordings b) Collect an agreement degree from experts
c) Analyze the result of the research implementation d) Discuss and conclude the data analysis result e) Arrange a report of the research
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Figure 3.1 Research Scheme
Collect research data
Result and conclusion Process and analyze data
Completion Stage
Report the result Worksheet
Implementation Stage Preparation
Stage
Research Implementation
Inquiry-Type Laboratory on Learning Thermal Energy
Revision
Valid Instrument Validation Research Proposal (Designing Instruments) Preliminary study/ need analysis
Literature review (all variables) Analyzing science
content standard of Junior High School
Framework of Question Classification
Questionnaire Worksheet
Recordings
