Research Method RESEARCH METHODOLOGY

160

CHAPTER III RESEARCH METHODOLOGY

As the previous chapter encompasses the theoretical basis of the research, this chapter covers the research design, time and place of research, respondentsinformants, unit of analysis, data collection methods, as well as data analysis method.

A. Research Method

This research was conducted by using qualitative design, particularly content analysis of textbooks. Content analysis is a research technique for making replicable and valid inferences from texts to the context of their use 83 . Miles and Huberman classify content analysis as archival strategies 84 where the main research subject relates to archives or documents and the researcher does not give treatment to the research subject non participatory strategies. The difference between content analysis and discourse analysis is that content analysis searches for meanings when discourse analysis aims to find out how these meanings are created 85 . Therefore, this research was aimed at gaining an in depth data about the cultural content of in-use English textbooks in DKI Jakarta, as well as the implication of this cultural presentation towards the intercultural competence. Content analysis is conducted to explore the nature of categories and types of cultural information, types of culture, types of culture senses, and type of cultural elements. Further, Tuomi and Sarajärvi in Lappainanen 86 state, there are three different approaches to content analysis: data-based, theory-guided and theory-based approaches. In the data-based approach, the aim is to form a theoretical schema based on the data. 83 Klaus Krippendorff, Content Analysis. An Introduction to Its Methodology Thousand Oaks, CA: SAGE, 2004, p. 18. 84 Mattew B. Miles and A. Michael Huberman, An Expanded Coursebook Qualitative Data Analysis London: Sage, 1994, p. 6. 85 Taniia Lappainanen , ―Presentation of The American Culture in EFL Textbooks: An analysis of the cultural content of Finnish EFL textbooks for secondary and upper secondary education University of Jyväskylä: Unpublished master thesis, p. 35. 86 Ibid., p.36. 161 Furthermore, the theory-guided approach has connections to some theory, but it is not directly based on the theory and theoretical framework is mostly used as a help tool in the analysis. Finally, theory-based content analysis is a traditional approach, which is directly based on some theory. This research employed data-based, theory-guided and theory-based approaches. Theory-guided approach implies that this research used the frameworks generated from the theory of cultural presentation in English textbooks. These frameworks were used to help for labeling and categorization in analysis process. Following this, data-based approach means that the results of this research could generate a theoretical schema hypothesis based on the data. For instance, ―English textbooks used in Indonesian Junior High School do not raise the students‘ awareness of intercultural competence‖. And finally, theory-based approach was used to draw conclusions after the results are gained. The order of approach is as follows: theory-guided approach data-based approach theory-based approach Figure 3.1 The Order of Approaches

B. Research Setting