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CHAPTER III RESEARCH METHODOLOGY
This chapter would elaborate six major parts of the methodology. They are research method, research setting, research participants, instruments and data
gathering technique, data analysis technique, and research procedure.
A. RESEARCH METHOD
The research method of this study was qualitative research. According to Lichtman 2012 qualitative research is a term which explains about a research to
get deep understanding and to make meaning of it. Qualitative research is also possible to be used in educational research
. “The educational experiences of people of all ages as well as material that expands our knowledge of these
experiences; in schools as well as out, can be the subject matter” Bogdan, 1982.
The focus of qualitative research is the understanding of the researcher himherself towards the behaviors from the subjects’ perspective Bogdan, 1982.
Therefore, it is important for the researcher to be able to be the key instrument because the researcher should understand the whole situation by experiencing or
observing it. The researcher may use notes and recordings as other instruments to help himherself in gathering data. “In addition, mechanically recorded materials
are reviewed in their entirety by the researcher with the researcher’s insight being the key instrument for analysis” Bogdan, 1982.
The researcher chose case study as the form of this research. “A case study is a detailed examination of one setting, or one single subject, or one single
depository of documents, or one particular event” Bogdan, 1982. The researcher chose case study because this research only focused on one particular class and
one particular course given by one particular lecturer. Case study researcher begins by collecting data, reviewing and exploring it, and making decision about
where to go with the study. Therefore, the researcher decided to conduct the research in two steps. The
first one was class observation. This was the step where the researcher tried to collect all data based on researcher’s own perception. Then, the researcher
conducted review. The review was done in two ways: interview with the lecturer and focused-group discussion FGD with the students. These activities would
confirm the researcher’s data from the perspective of the objects themselves. As a result, the researcher could be resulting data as objective as possible.
B. RESEARCH SETTING
The research was conducted in Sanata Dharma University. Specifically, it was conducted in General Listening class IB batch 2015 of the EEC. The
researcher observed activities in this class every Friday, 4 P.M. at listening laboratory from August to December, 2015. The researcher joined the class from
the very beginning until the end of the class. Then, the researcher made some observation data. However, the researcher only included five meeting observation
reports from October to November 2015 as the data to be examined further in this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
research. Furthermore, to confirm the data gathered by the researcher, the researcher held an FGD on December 4, 2015. There were 15 people coming and
sharing their feelings and ideas about the teaching-learning dynamics in their class. The FGD was facilitated by the proficient lecturer who taught them. The
lecturer was then given an initial as Mr. X. The next step was analyzing data. The researcher analyzed the data from December 2015 until January 2016. Then, the
last was data confirmation. The researcher confirmed all gathered data to the lecturer in February 14
th
, 2016 by doing an interview. At last, the researcher combined all the data gathered to be analyzed and discussed in this research.
C. RESEARCH PARTICIPANTS
The research participants of this research were the lecturer –which is
called as Mr. X – and the students of General Listening class IB batch 2015 of the
EEC. Actually, there were 30 students in this class. However, there were 15 people who came on December 4, 2015
– the day of the FGD. In order to keep the authenticity, the participants were called as A, B, C, D, E, F, G, H, I, J, K, L, M,
N, and O. These people come from various educational background; for example, there were doctors and university students who learn together in this class. The
researcher decided to conduct the FGD because the researcher wanted to know their real perspective about the teaching dynamics in order to verify the data.
Therefore, the data would be not only from the researcher but also from the students. The question was only one: how the students felt when they were in this
class. The participants then explained their feelings about joining this class by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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