Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
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finished working and observing in their designed experiment. It is the time where students generate a conclusion based on the data they have
collected at the experiment stage.
B. Population and Sample
The location of this research was an International Junior High School in Bogor. This school implements National Curriculum 2006 along with
Cambridge Curriculum in the learning process. The school also uses English as the main language in the classroom; however Indonesian language is also
used at certain times in the classroom. The population in this research was the 7
th
grade students. The samples were two classes in 7th grade. The activity and discourse of two groups from
each two class were recorded for further analysis. The criteria for selection of the recorded sample groups were that the
chosen students should be a verbally expressive so that the discourse could be captured on tape; b likely-to stay on task; c able to work with each other
cordially Chin Osborne, 2010. The sample groups were chosen by the subject teacher who claimed to have known the personality of each student.
The sampling technique was purposive sampling where the researcher intentionally selects individuals and sites to learn or understand the central
phenomenon Creswell, 2012.
C. Operational Definition
In order to avoid misconception in this research, several operational definitions are explained in this research. Those terminologies are explained
as follow: 1.
Students’ questions were analyzed through classifying them according to the question’s productivity.
2. According to National Research Council 2000 an inquiry-type
laboratory has five features: 1 Learner engages in scientifically
oriented questions, 2 Learner gives priority to evidence in
responding to questions, 3 Learner formulates explanations from
Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
evidence, 4 Learner connects explanations to scientific knowledge, and 5 Learner communicates and justifies explanations.
D. Research Instrument
