24
CHAPTER III RESEARCH METHOD
A. Research Design
Researchers focused on multimodality in reading learning at SMPN 1 Pulau Laut Tengah Kotabaru. The research design, as defined by Creswell (2009, p. 3), consists of detailed strategies and procedures for collecting data and analyzing them. The aim of the research design is to ensure that the evidence we collect allows us to answer the original question as clearly as possible.
Thus, qualitative research is a type of research that offers its findings within the form of a description or image rather than a numerical count. In the this study, researchers used descriptive qualitative
According to Miles and Huberman (1994), is a source of detailed and well-supported descriptions and explanations of processes in the local context that can be recognized. A simple description of participants' experiences that is as close as possible to what they are actually saying is the goal of a qualitative description. Therefore, the researcher provides an overview and summary of multimodality in learning to read in this study.
In addition, because no therapy was given during observation, this study used a descriptive qualitative technique. This study was designed to see the application of multimodality in reading and students' reactions to it. However, only observing the events that occur in the classroom.
In the initial stage, the researcher came directly to make observations about the learning process in the classroom, then the researcher conducted interviews with randomly selected students, and finally the documentation as additional data in the study.
B. Research Setting
The study conduct at SMPN 1 Pulau Laut Tengah. Researchers chose the school because the school has supporting fasilities as well as the learning methods and media used in accordance with the research topic. So that researcher wants to know multimodality in teaching reading.
C. Participant
The participants in this study were English teacher and students at SMPN 1 Pulau Laut Tengah . The research was conducted in grade 8, with 24 students. The researcher made direct observations in the classroom by following the ongoing learning. Observations were made 2 times and then 5 students were randomly selected based on recommendations from the teacher to be interviewed.
D. Data
The data that used in this study is the multimodality in teaching Reading. In this study, researcher needed all data on teacher who used multimodality in teaching reading. In addition, researchers also need data from students being taught as additional data or material that supported research. All data took by researcher through several instruments, namely observation, interviews and documentation. Then the data sources be collected through several sources, From teacher and students at 8 grade in SMPN 1 Pulau Laut Tengah which are the research sites that used multimodality in learning English, especially reading.
E. Technique of Data Collection
Data collection techniques are strategies or methods that are carried out researchers to collect valid data from respondents and how researchers determine the right method to obtain data, then draw conclusions.
In this research the technique of collecting data the researchers used three techniques, the data applied in this research will be as follow:
1. Observation
In this study the first step in data collection techniques carried out by the author is observation. Observation can be defined as focused attention on events, symptoms, or things. So that the data
can be concluded by conducting direct research on the environmental conditions of the research object so that a clear picture of the object to be studied can be obtained. According to Creswell (2012), obtaining data through observation requires careful attention to individuals and the environment in the research location.
Observations made in this study by visited or came directly to the research location. Direct participation from researchers in witnessing the multimodal learning process in class. the researcher made observations 2 times with different themes. at the first meeting the teacher taught narrative text while at the second meeting the learned material was descriptive text. By utilizing the existing facilities at the school, the teacher uses several methods such as showing videos, showing pictures, forming discussion groups and then making presentations.
2. Interview
The second step in the data collection technique carried out by the author is interview. An interview is a conversation with a specific purpose by two parties, namely the interviewer as the questioner and the interviewee as the source of the answer to the statement. interviews will be conducted face to face with the information to be interviewed
In interviews, the subject is asked questions and gave the opportunity to answer face to face between the interviewer and questioner, according to Nazir (1988).
The type of interviews to be used are unstructured interviews, i.e. free interviews where the researcher does not follow an organized and comprehensive set of interview standards for data collection. Only the questions that will be asked are outlined in the interview guide. Open or unstructured interviews are often used for exploratory or even in-depth research on the subject being studied. To find out exactly what difficulties or problems to study, researchers try to collect initial information about various problems or problems that exist during preliminary research.
After the second observation, the researcher conducted interviews with the teacher and 5 students in grade 8 who were randomly selected according to the teacher's recommendation.
F irstly the researcher interviewed the English teacher who teaches grade 8 to complete the data needed by the researcher based on the data obtained from the observations, then 5 students were interviewed alternately with the same 5 questions with a maximum time of 10 minutes according to the answers of each student.
3. Dokumentation
Documentation is the third phase in the author's data acquisition method. Documentation is a compilation of information obtained from books and other written sources that will be used as study material for analysis. the process of recording secondary data in archives or documents. This technique is used to identify and document related matters that the author will examine. Data in the form of documentation like this can be forced to contain information that happened in the past or the past.
According to Arikunto, the documentation method is a method used to find data relating to matters in the form of transcripts, notes, newspapers, books, magazines, inscriptions of minutes of meetings, agendas and photos of activities. The documentation method in this study was used to complete the data obtained from interviews and observations.
In this study, researchers documented the teaching materials used by teachers and students in the form of handbooks. then the researcher also documented the teaching and learning process taking place, in addition to the learning activities the researcher also documented the interview process with the teacher and 5 grade 8 students as evidence and additional data needed during the research.
F. Data Analysis
There are three steps in the data analysis process for descriptive qualitative research, according to Sugiyono (2008). Data redaction, data display, and conclusion.
1. Data Reduction
Data reduction falls into the category of data analysis work.
Data there are quite a lot of field notes, for this reason it is necessary to record them carefully and in detail.
Reducing data entails summarizing, selecting crucial information, and searching for patterns and themes. As a result, the condensed data will present a clearer picture and make it simpler for researchers to collect additional data and seek for it as needed.
Each researcher will follow the objectives to be reached as a guidance for minimizing data. The outcomes of qualitative research are its primary focus.
At this step, the data must be reduced so that just the pertinent information is used and the irrelevant data ignored. The data in the field note were chosen, concentrated, streamlined, and abstracted throughout the data reduction process. when the researcher collected information from observations and interviews of teachers and students in grade eight.
2. Data Display
The second crucial step in data analysis is data display, which refers to describing the data in the form of a narrative or narration.
This method is used to arrange information or data logically and systematically.
Each pattern, category, topic, and theme that the problem wants to comprehend and understand will be displayed as a result of the reduction in a certain method. Data displays can be used to assist researchers see the big picture or specific aspects of the research findings. Narrative text is the type that is frequently used to provide data in qualitative research, although data can also be presented in qualitative research in the form of brief descriptions, charts, correlations between categories, flowcharts, and other visual aids.
The researcher will present data from observations and interviews conducted on eighth grade teachers and students, then the data is processed in narrative form.
3. Conclusion
Drawing inferences and verifying findings are, in Miles and Huberman's view, the third step in the study of qualitative data. The initial inferences made are still provisional and subject to revision if no additional evidence is discovered during the subsequent phase of data collection.
Thus, the conclusions in qualitative research may be able to answer the formulation of the problem that was formulated from the start, but maybe not, because as has been stated that the problems and problem formulation in qualitative research are still temporary and will develop after the research is in the field.
The analysis's final stage involves activating conclusion verification. The qualitative analysis started to determine what this meant as soon as the data was gathered, identifying rules, patterns, explanations, causal flows, and prepositions.
