63 The framework presented previously in this section is the connection of
the concept and concept clarification as well as the assumption of the researcher. During the study and the process of data collection, the researcher sets aside all of
those assumptions and puts them within bracket to keep the study objective and to reveal the essential meaning of the study. All background knowledge and
assumptions are bracketed to enable the researcher to receive any information and experience related hidden curriculum which is later filtered for the analysis.
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CHAPTER III METHODOLOGY
This chapter presents the methodology which was used to ensure the credibility, dependability and transferabilty of the empirical truth. The research
methodology consists of four parts namely method, research design, data acquisition; and data analysis and interpretation.
A. RESEARCH METHOD
The purpose of this study was to find out the hidden curriculum in selected NSSS. Since the study was intended to investigate the current practice and social
phenomena of ELT in national-standard schools and no prior studies on this topic had been conducted yet, theory needed to be generated from the data which was
grounded from the participants. Hence, the method applied for this study was exploratory grounded theory.
Grounded theory is an inductive research because theories are drawn from the data rather than exist before Cohen, Maion and Morrison, 2007; and Ary,
Jacobs, Sorensen and Razavieh, 2010. From the inductive research, researchers then can construct concept Ary et al., 2010. This method is able to catch the
naturalistic elements of research since it focuses on the interconnectedness of everyday life action Glaser, 1996 in Cohen et al., 2007. Furthermore, it is able to
formulate the element into a methodology which is conducted systematically. Grounded theory emphasizes on the way people act. A research with grounded
theory method focuses on „inconsistencies, contradictions, discontinuities and
