26
CHAPTER III METHODOLOGY
This chapter presents specific discussion about the methodology of this study. There are six sections, including description of the research method, research
participants, research instruments, data gathering technique, data analysis technique and research procedure.
A. Research Method
In this research the researcher attempted to found the teachers’ perceptions on the use of picture in teaching English to young learners. To accomade the study, the
resercher conducted survey research. According to Wiersma 1995, survey is also used to answer the study, which is related to social and emotional aspects. In
addition, Ary, Jacobs and Ravazieh 2002:381 define a survey as a kind of research method for gathering data ranging from physical counts and frequencies to attitudes
and opinions by asking some questions of a group of people called respondents The survey of this study took the form both the questionnaire and interview. In order to
obtain clear information, the researcher collected the information from sample rather that from every member of population.
27
B. Research Participants
The participants of this research were 20 young learner’s teachers who graduated from the English Language Education Study Program. The participants are
also teachers who have at least six-month experiences in teaching young learners. The researcher believed that by having more experiences, the participants would give
depth information about their perception on the use of pictures in teaching English to young learners. In order to obtain representative sample of population, the researcher
used purposive sampling technique. As Guba and Lincoln 1981 states that sampling is almost never representative or random but purposive, intended to exploit
competing views and fresh perspectives as fully as possible. Consequently, the researcher chose the 20 teachers purposively around Yogyakarta and Klaten as the
subjects of this research.
C. Research Instruments
In this study, the researcher utilized two instruments, namely, questionnaire and interview guide. The researcher employed quantitative and qualitative data. The
quantitative data were taken from the close-ended questions whereas the qualitative data were taken from open-ended question and interview result.
1. Questionnaire
According to Ary, et al. 1990, questionnaire as a data gathering device is not expensive and time-consuming. It is possible to comprise large number of the
subjects and can guarantee confidentiality, which may elicit more truthful responses.
28
By making use of a questionnaire, the researcher intended to assess data about the teachers consisting of their thought and perception in accordance with the
implementation of pictures in teaching English to young learners. In this questionnaire, the researcher provided two types of questions. They are
open-ended question and close-ended question. For the close-ended question, the researcher provided 20 statements related to the teachers’ thought, feeling and view
on the use of pictures in teaching English to young learners while for the open ended questions, the researcher only provided 1 question related to the suggestions of the
young learners’ teachers on the use of pictures in teaching and learning process. In this study, the researcher used Likert scale, a scale with a number of points
that provides ordinal scale measurement Wiersma, 1995. The score of each column is from 1 to 4. The high score represent positive answer in responding the
questionnaire while the low score represent the negative answer. To make the explanation of the score clearer, the researcher provided the score of each column
concerned the following agreements,
1 was for totally disagree
2 was for disagree
3 was for agree
4 was for totally agree
29
2. Interview
In order to verify the result of main instrument, the researcher used interview as the second devices to collect the data. Fatterman in Fraenkel and Wallen 1993:
385 stated that interview is the most important data gathering technique a qualitative research possesses. The interview was set to make certain of the data and also to
recheck the teachers’ answer in the questionnaire. According to Cohen et al 2000, “the use of interview in research marks a move away from seeing human subjects as
simply manipulable and data somehow external to individuals and toward regarding knowledge as generated between human, often through conversation”. To make the
interview effective, the researcher chose three participants as the representative of all participants. They are teacher who has the highest score on the questionnaire, teacher
who has the lowest score on the questionnaire and teacher who has the most interesting answer on the questionnaire. In the interview, the researcher provided
some questions to investigate the teachers’ perception on the use of pictures. The questions were about the teachers’ thought and feeling when they used pictures, the
reasons in choosing pictures in teaching process, the advantages and disadvantages of using pictures, and the suggestions on the use of pictures in teaching process.
D. Data Gathering Technique
The first data were collected from the questionnaires. In this research, there were 20 respondents who were selected by purposive sampling method. The
researcher chose the 20 respondents from different elementary school. The 20
30
respondents were young learners’ teachers who have experiences in teaching English to young learners using pictures. As Huffman and Vernoy say that the previous
experiences will influence the perception of the perceiver Huffman, Vernoy Vernoy, 2002. Therefore, the researcher believed that by having at least six month
experiences in teaching English to young learners, they would able to perceive the use of picture in teaching and learning process.
Furthermore, before the researcher distributed the questionnaires to all the respondents, the researcher had to make an appointment first to make sure that the
researcher met the respondent. Besides, the researcher also provided brief explanation about the research and asked for permission to the respondent to be willing to
participate to this research. The researcher preferred to distribute the questionnaire in the end of the class, so that it would not disturb the teaching activities in their
classroom. Being realized that the teachers were busy with their own tasks, the researcher distributed the questionnaire and made a new appointment with the
respondents to collect the questionnaire. However, some of the respondents preferred to submit the questionnaire to the researcher on the same day.
The second data were collected by conducting the interview. The interview was conducted after the respondents filled the questionnaires in order to recheck and
enrich the data from previous instrument. The researcher only chose three young learners’ teachers as the interviewee. Therefore, the researcher chose the interviewee
based on young learners’ teachers who had interesting answer on their questionnaire and certainly who had free time to participate in the interview. The interviewee were
31
representatives of both who has positive and negative answer in their questionnaire. The researcher interviewed the young learners’ teachers one by one on different day
to avoid the researcher from being exhausted and to respect the participants’ schedule. During the interview, the researcher chose to use tape recorder in order to
avoid missed data and the researcher also took notes to make sure that the researcher had reserve data in order to avoid unexpected condition.
E. Data Analysis Technique
Kategori