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CHAPTER III METHODOLOGY
In this chapter, the writer will discuss the methodology used in this study. The discussion covers research method, research participants, research
instruments, data gathering techniques, data analysis, and research procedures.
A. Research Method
The study aimed to help the English teachers to find out the methods the teachers applied in teaching-learning vocabulary as the foreign language and the
media used to support the teaching-learning process. The study also aimed to know what the underlying reasons to apply the methods and media in teaching
vocabulary for pre-school students in
“Speak First”.
In the study, the writer used qualitative research as the research method. “Qualitative research is a study that is done to understand a phenomenon by
focusing on the total picture rather than breaking down into variables” Ary et al, 2002: 25. Qualitative research was a combination between
the qualitative research and descriptive research, since one of the characteristics of qualitative
i nquiry is rich description. As stated by Merriam 2009, p.16 “… the product of a
qualitative inquiry is richly descriptive”, which meant that words had been used rather than numbers to convey what the researcher has learnt about the
phenomenon. Qualitative research was chosen because this study mainly dealt with the methods and the media used in teaching vocabulary to pre-school
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35 students. As this study offered, it examined the methods and media in teaching
vocabulary used by the teachers as the object to be observed and the students as the supporting element of this study.
B. Research Participants
Research participants in this study consisted of the students and the English teacher of
“Speak First”. The first participant was one of the English
teachers of
“Speak First” who would be interviewed. The teacher was chosen
because of two reasons. Firstly, the teacher was graduated from ABA St. Pignatelli. The teacher joined seminars and trainings for children so the teacher
was fluent in teaching English to early ages students. Secondly, the teacher had experiences in teaching vocabulary in this course for three years through various
method s and media. Teacher’s experiences influenced the underlying reasons of
why the teacher used the same methods with different media, why the teacher used the same media with different methods, and why the teacher used different
methods and media in each meeting. The teacher was accompanied by two assistants in every meeting. The assistants helped the teacher to handle the class
because the students actively moved around the class during the teaching-learning process.
The second participant was
“Speak First” pre-school students whose ages
between 3 – 4 years old. The students were in the academic year 2010-2011. One
class consisted of nine students at the most. All of them would be observed together because each of them had different characteristics to absorb knowledge.
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36 There were active, passive, shy, and brave students in a class. The students were
chosen because their characteristic started to appear between ages 3-4 years old. The students were chosen since the students had different background. It
meant that each student had his or her own characteristic in receiving the materials during the teaching-learning process and the English teacher had to know the
students’ characteristic in order to deliver the materials well. Moreover, pre- school students were young learners who needed guidance to learn. The teacher
would always give guidance in teaching-learning process so that the students could follow the learning activities.
C. Research Instruments
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