26 are some steps in a content analysis in a qualitative research. Firstly, it typically
begins with identifying documents and records that are representative of the phenomenon that the researcher plans to study. The next will be determining
which materials might be relevant to his research study. Then, he determines how he can collect these materials for analysis within the guidelines for ethical conduct
of research. Eventually, he will need to consider the validity of the materials Gall et al., 2007, p. 292.
As having been stated previously, the researcher also conducted a survey. The survey research was carried out by the researcher mainly to help her to
answer the second and third research questions. She carried out a sample survey. A sample survey is one that investigates only part of a population Ary et al.,
2007, p. 451. They further explain that a sample survey can be done to measure opinions, achievements, and other psychological or sociological contracts. In this
study, the survey was done by having interviews with some of the participants.
B. Research Setting
The research was carried out in the Microteaching class of the ELESP in the academic year 20102011. The research was conducted in the odd semester of
the academic year 20112012.
C. Research Participants
The participants of the research were 30 Microteaching students of the English Education Study Program of Sanata Dharma University in the academic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 year 20102011 who were doing their teaching practices. The reason to choose the
participants was that they were representative of senior students, who had learned English grammar for such a long time and at that time they were being prepared to
teach. All those students were the participants for the content or document analysis, but only five of them were the respondents for the survey. The
respondents for the survey were chosen based on the number and the variety of the verb phrase errors that they made. Those respondents were the ones who
produced the errors the most often and variably.
D. Instruments and Data Gathering Technique
The data were gathered from the participants’ speech. The speech was in a test, which was in the form of a teaching practice. In the test, they had to teach
their classmates and to focus on the language skill which was assigned to each one of them. The whole teaching and learning process was recorded so that the record
would be useful for them for self-improvement. In the research, the researcher employed some instruments to gain the data
she needed, namely:
1. Human Instrument
The researcher was of great significance in this research. According to Merriam 2009, the researcher is the primary instrument for data collection and
analysis p. 15. Ary, Jacobs, and Sorensen 2010 elaborate that only a human instrument is capable of being flexible enough to capture the complexity of human
experiences and of adapting as well as responding to human situations p. 424. In
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28 the research the researcher actively collected and analyzed the data through
interviewing and a document analysis.
2. Documents
Since one of the methods of this research was document analysis, documents were also of great importance. As stated before, the researcher used
the student records as her data. The data were used to answer the first and second research questions.
3. Interview Guide
The researcher conducted some interviews with five selected participants to help find the answer to the second and last research questions formulated in
Chapter I, using the interview guide she had prepared. Morgan states that an interview is a purposeful conversation, usually between two people but sometimes
involving more, directed by one to obtain information from the other as cited by Bogdan Biklen, 2003, p. 95. The researcher employed the interviews in
conjunction with the document analysis. She carried out semi-structured interviews. In this kind of interview the area of interest is chosen and questions
are formulated but the interviewer may modify the format or questions during the interview process Ary et al., 2010, p. 438.
To answer the first and the second research questions, the data were gathered through watching the DVDs containing the research participants’ speech
in their teaching simulations and subsequently collecting the utterances which contained the target errors. She played the DVDs for many times until she could
describe as many utterances as she could collect. In addition, as the researcher
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29 explained previously, it was not enough to answer the second research question by
carrying out a content analysis alone. She needed the participants’ opinions about the causes of their errors. Therefore, to answer the second research question, the
researcher also collected the data by recording the interviews with some of the participants with the highest number of and the most various errors. Those
respondents was picked based on the researcher’s assumption that the students who produced the errors the most frequently and variably would give more
explanation about the causes of the errors and the suggestions for coping with verb phrase error production.
E. Data Analysis Technique
To help her answer the first problem, the researcher had first to watch the DVDs. While watching, she examined the verb phrase errors in the recordings.
She then used the checklists which had been prepared before to sort out those errors to find out the types and the causes of the errors. The checklist that was
employed was the checklist of verb phrase error types. As she has explained in the previous chapter, she used Dulay’s classification of errors, as shown in Table
3.1 see Appendix B for the complete version, namely omission, addition, misordering, misformation, interlingual errors, local errors, global errors, and
other errors Dulay et al., 1982, pp. 154-172. This is the checklist of verb phrase errors.
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30
Table 3.1 Checklist of Verb Phrase Error Types
In addition to the checklist, prior to conducting the interviews, the researcher needed to know who made verb phrase errors the most frequently and variably to
be able to pick the respondents. She employed the table of frequency distribution of error types
see Appendix D for the complete version. This is Table 3.2.
Table 3.2. Frequency Distribution of Error Types
Par. Om Add Misor Misfor Inter. Loc Glo. Other Σ
Er Typ
Total
F. Research Procedure
