THE LECTURERS’ PERSPECTIVES ON ICT LITERACY Ulfah Ma’rifah
Ulfah Ma’rifah, 2015 THE LECTURERS’ PERSPECTIVES ON ICT LITERACY
Universitas Pendidikan Indonesia
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CHAPTER III RESEARCH METHODOLOGY
As previously highlighted in Chapter I, this study is aimed at encouraging debate on the challenge related to being ICT-
literate in lecturers‟ perspective, attitudes, and at the same time raises the awareness and recognition of how
lecturers embed the ICT in their teaching performance. It is therefore important to determine the best method to employ.
In this section the detailed description of the methodology the researcher embedded in the study is provided. In sequence the content of this section consists
of formulation of problems which represents the matters under investigation, research design, site and participants, data collection techniques, and procedures
of collected data analysis.
3.1. Formulation of Problems
In compliance with the aims, this study is conducted to portray two main problems: lecturers
‟ attitudes toward ICT that influence their ICT-integrated use and the reason that governs their ICT literacy. Hence, the problems of the research
are formulated as follows. 1.
What are the perspectives of lecturers toward ICT literacy in the relation to ICT integration into pedagogical practices?
2. What are language lecturers‟ attitudes towards ICT for professional
purpose?
THE LECTURERS’ PERSPECTIVES ON ICT LITERACY Ulfah Ma’rifah
38
Ulfah Ma’rifah, 2015 THE LECTURERS’ PERSPECTIVES ON ICT LITERACY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
3.2. Research Design
A descriptive study with qualitative research method Creswell, 2007 is employed as this study seeks to portray a general description and identify a
phenomenon significant with the research questions Flick, 2009: p. 134. It is evidenced with the characteristic of qualitative research problems, namely to
inquiry the meanings a party ascribe to a social or human issue Creswell, 2007. What it is like to be in a particular viewpoint is what this study strives to
portray, crown it all with the description of participants‟ experiences of, thoughts about and feelings for the
integration of ICT into the participants‟ professional life as lecturers Geertz, 1973. It is, as adopted in this study, to identify the point of
view of lecturers over the ICT literacy in the embodiment of ICT in their educational practice, their attitudes, and the contribution of the conception and
attitudes to some ICT issues mattered. Clearly it frequently follows the interpretative tradition of research, seeing the situation through the eyes of
lecturers as the participants, rather than the quantitative paradigm Cohen, Manion, Morrison, 2007. In the interpretative paradigm, this study tends to use
certain data collection methods of questionnaire and semi-structured interview. This study began with some guiding questions, yet the types of data and
research decisions to establish was revised as the study progressed Suter, 2012. The significance of research method employed in this study is that there was
almost no control over how the content of the data to be collected would emerge. In this sense, there is any possibility involved in what would be figured out and
what the relevance of the findings might be.
3.3. Research Site and Participants
