Thesis organization Research Design

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1.5 The definition of key terms

a. The term classroom interaction in this study is defined as the interaction between teacher and students, and among the students in the classroom. b. Question is refer to teachers’ utterances that seeks information or any statement intended to evoke a response. c. Second language acquisition SLA is the process through which students acquire one or more second or foreign language in addition to their native language. In this study, the term of SLA will be interchangeably used with Second Language Learning SLI. d. Student Language Production refers to the answers or comments given by the students orally, in classroom during English teaching and learning process which is generated from the teacher questions.

1.6 Thesis organization

This thesis will be organized into five chapters. The first chapter is introduction which explains the basic concept of the study and the reason why this study should be conducted. The second chapter will consist of theoretical frame- work and reference of this study. It also contains the relation of these thories which related to the study. The third chapter will present the methodology of the study. It consists of research design, method, participants, site, data collection and data analysis. The fourth chapter will describe the research discussion and findings. The fifth chapter will present the conclusion of the study and some suggestions for further study as well as some recommendations. 53 CHAPTER THREE METHODOLOGY This chapter discusses aspects related to the research methodology. It begins with a desription of research design and the method used in this study, and then the research validity, the participant, the research setting of the study, data collection techniques and the data of analysis.

3.1 Research Design

Yin 1984 says that research design is a plan to guide resarcher in the process of collecting, analyzing and interpreting data.This study was conducted by applying qualitative research as the main instrument collected data by observing the natural setting of classroom interaction. In this sense, this research is also called “naturalistic inquiry” Lincoln Guba, 1985; Nunan, 1992; Cohen Manion, 1994; Meriam, 1998; Silverman, 2005; Alwasilah, 2009. Naturalistic inquiry refers to that the researcher tries not to intervene in the research setting and does not try to control naturally occuring events, because the researcher wishes to describe and understand the process rather than to test specific hypotheses about cause-and-effect relationship. Therefore, naturalistic inquiry is holistic, heuristic and low in control Hussin, 2006. Qualitative study attempted to identify unexpected phenomena and influences as well as provided rich narrative description. It also attempted to understand the process by which events and actions take place Alwasilah, 2009: 108. 54 The important reason of using qualitative design is that this design is an appropriate way to explore everyday behavior, in this case the behavior of teacher and students in classroom. For this, Silverman 2005 states that: “if you want to discover how people intend to vote, then a quantitative method, like social survey, may be the most appropriate choice. On the other hand, if you are concerned with exploring people’s life histories or every day behavior, the qualitative methods may be favored” Silverman, 2005. P: 6. As this study requires the interpretation of researcher to understand the process of classroom setting, it is used the interpretivism paradigm in which qualitative design is suitable to use Belbase, 2007; Connole, et.al,1990; Dash, 2005; Emilia, 2000; Gephart, 1999; Mackenzie and Knipe, 2006; Williamson, 2006. In line with this, Meriam 1998 argues that education classroom is considered to be a process and school is a lived experience. To understand the meaning of the process and the experience, it must be interpreted then.

3.2 Research Method