CHAPTER I INTRODUCTION
G. Research Method
1. Approach and Type of Research
This study applied quantitative and qualitative approach which was called mixed method. According to Sugiyono mixed method is a research method by combining between quantitative and qualitaitive in a research.
So, the data would be obtained more objective, reliable, and valid.25
This research used mixed method sequential explanatory design.
Based on Creswell in Sugiyono the mixed-method sequential explanatory design consists of two distinct phases, which is quantitative followed by qualitative.26 In this design, the researcher first collected and analyzed the quantitative (numeric data). Second, the qualitative (text) data were collected and analyzed in order to explain or elaborate the results obtained from the quantitative data. The rationale for this approach was that the quantitative data and their subsequent analysis provide a general understanding of the research problem. The qualitative data and their
23 Maha Yahya Barzaq, “Student-Teacher's Training Programmes Evaluation in English Language Teaching Colleges of Education in Gaza Strip Universities.”, (Thesis,The Islamic University of Gaza Deanery of Curricula and Teaching Methods Department, 2007)
24 Lynn Sheridan, “Exploring Pre-Service Teacher's Perceptions of Teacher Qualities in Secondary Education: A Mixed-Method Study.”, (Thesis, University of Canberra, 2011)
25Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D., (Bandung: Alfa beta, 2011), p. 18.
26Ibid, p. 409
analysis refined and explained those statistical results by exploring participants’ views in more depth. This design was used because the researcher wants to explore the pre-service English teachers’ technological pedagogical and content knowledge in EFL classroom
2. The Presence of Researcher
Since the physical and social distancing policy, it was impossible for the researcher comes to the college. Due to the nature of the research, which did not collect data or test certain hypotheses as in the quantitative research paradigm, researcher did not need to be present. Researcher accessed information from the students via the use of close-ended questionnaire using Google Form and follows by a phone interview.
3. Research Setting
The study was conducted at TBI UIN Mataram. It is located at Jalan Gajah Mada, Pegesangan, Mataram. The participants were students from seventh semester of TBI UIN Mataram. Seventh semester consisted 160 students. According to Arikunto, if the population are less than a hundred then it is better to take the whole of the population, then the research becomes a population study. But if the number of population is large or more than a hundred then simply to take the sample only, it is for 10-15% or 20-35% of the population.27 Moreover researcher took 25% or 40 students from seventh semester.
4. Source of Data
27Suharsimi Arikunto, Prosedur penelitian suatu pendekatan praktik, (Jakarta: Rineka Cipta, 2006), p. 139.
Data sources in this reseach were students from seventh semester in TBI UIN Mataram as subject or informan in this research. To collect the data, this study used questionnaire and interview. The researchers used total sampling to take sample in this research. Arikunto states that sample is a part of population that having similar characteristics.28 The reseacher takes students as respondents from seventh semester. Students from seventh semester consist of 160 students.
5. Procedure of Data Collection
The researcher employs two instruments to collect the data. The instruments are questionnaire and interview.
a. Questionnaire
According to Ary et al, a questionnaire refers to “an instrument in which respondents provide written response to questions or mark items that indicate their response”.29 The questionnaire in this research was closed-ended questionnaire which was created using Google Form. The questionnaire was adopted from Shulman in Jang and Tsai, which was about pre-service English teachers’ knowledge of technical pedagogic and content knowledge (TPACK).30 The researcher used it to account for specific experienced about TPACK. The questionnaire consisted of 7 dimensions of TPACK which was divided into 26 closed-ended
28Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
PT.Rineka Cipta,2010), p.134.
29Donald Ary, Lucy C. Jacobs, and Asghar Razavieh, Introduction to Research in Education, 8th edition, (Wadsworth: Cengage Learning, 2010), p. 56
30Syh-Jong Jang, Meng-Fang Tsai, “Exploring the TPACK of Taiwanese secondary school science teachersusing a new contextualized TPACK model”, Australasian Journal of Educational Technology, Vol. 29, No. 4, 2013.
statements using five likert scales namely strongly agree, agree, neutral, disagree, and strongly disagree (see appendix 1). After the data from the questionnaire have been collected, the results of data were calculated quantitatively by using the percentage formula. Then, after getting the percentage data of the questionnaires, the data were analyzed and interpreted qualitatively to explain or elaborate the data from questionnaire.
b. Interview
Another data collection used for this research is an interview. It was needed to gather more data that can be collected by questionnaire, and to convince the data from questionnaire.
The researcher asked five students from seventh semester in TBI UIN Mataram to be the interviewees who had filled the questionnaire. In this case, the researcher selected some infromants with the criterion active in the class. Interview was conducted by the telephone. The researcher used Smartphone to record the interview and asked more specific questions to students. In the interview protocol, the question related to the dimension of TPACK which was adapted from Shulman in Jang and Tsai.31.
6. Technique of Data Analysis
To analyze the data about pre-service teachers’ knowledge of technical pedagogic and content knowledge (TPACK), researcher would use
31Ibid.
descriptive statics to calculate frequencies, percentages, means, and standard deviations. In this case, researchers would use SPSS version 25 to calculate the data.
In the qualitative data, researcher would analyze the data from interview by using Miles and Huberman theory, the steps are followed:
a. Data Condensation
According to Miles and Huberman, the process relates to data condensation selecting, focusing, and converting the data. In the case of condensation data, the author must choose which aspect of the data that appeared in the interview transcript.32
b. Data Display
The second step was data display. Miles and Huberman stated that display is an organized, compressed assembly of information that permits conclusion drawing and the action.33
c. Conclusion Drawing/Verification
After finishing the first and second steps to analyze the data, the last step to analyze the data in this research was drawing and verifying conclusions. After the data display step, the researcher drawed conclusion from the data obtained so the data could answer the research question above. The researcher found additional data from interviews to strengthen the data results from the questionnaire.
32Matthew B. Miles, A. Michael Huberman, and Johnny Saldana, Qualitative Data Analysis: An Methods Sourcebook, 3rd edition, (Thousand Oaks: SAGE Publications), 2014.p. 31- 35
33Ibid
7. Trustworthiness
The validity of the data are necessary to prove the research whether it conducts a scientific research as well as to test the data obtained. This research is carried out Triangulation. Triangulation is a technique to check the validity of data by using or utilize something else.34 Furthermore, the quality criteria or trustworthiness in qualitative research includes credibility, transferability, dependability, and confirmability. Credibility means confidence in the truth value of the findings of the study. While, transferability means the applicability of the research findings. Then, dependability means the degree of consistency of the findings. Meanwhile, confirmability means the neutrality of the findings.35 Moreover, there are some types of triangulation, include source triangulation, time triangulation, theory triangulation, and instrument triangulation.36
Method or technique triangulation consisted of questionnaire and interview. By using questionnaire, the researcher got the data about pre- service teachers’ knowledge of technical pedagogic and content knowledge (TPACK). The last was interview. By interview guide, the researcher got deep information about pre-service English teachers’ perceptions of knowledge of technical pedagogic and content knowledge.