35 rather than a hypothesis. According to Ary, et al. 2010, interview can be
subdivided into three: unstructured interview, structured interview, and semi- or partially structured interview. In this research the writer makes use of semi-
structured interview in the sense of the writer made some adjustments during the interview process, concerning some recent issues related to the topic under
discussion. The second instrument that the writer used in conducting the research is
questionnaire. Ary, et al. 2010 define a questionnaire as an instrument in which respondents provide written responses to questions or mark items that indicate
their responses. Meanwhile, Fraenkel et al. 2012 describe the advantages of having questionnaires as the research instruments, namely that questionnaires can
be mailed or given to large numbers of people at the same time. The disadvantage of questionnaires is that if there is ambiguous questions the researcher cannot get
immediate clarification from the respondents. In this research, the questionnaires that the writer made were meant to supply supportive data and information to the
interview.
E. Data Gathering Techniques
The data gathering for the research was conducted by interviews, questionnaires and finding relevant theories from books, internet sources, and
online journals. The first thing that the researcher did is collecting theoretical information from books and online journals. This first step is important in giving
an adequate basis for the research which is directed to an understanding of English
36 teaching and qualitative research method. The second step was interview which
was done on March 2015. The writer interviewed six students of SMA St. Fransiskus 1 Jakarta and two tutors of the English course. The third step was data
gathering through questionnaires. The questionnaires were meant as additional information supplier for the interviews.
Here is the table of the expected data generated from the data gathering techniques:
Table 1 Data Needed
Participants Instruments
Students’ characteristic and needs: a.
Students’ motivation in joining the English course
b. Students’ expectation by joining the
English course c.
Students’ enthusiasm in joining the English course
d. Students’ perception on the English
course e.
Students’ difficulties during the process of learning English in the
course f.
Students’ inputs
concerning appropriate method they expected to
be helpful for them The course participants
the students a.
Interview b.
Questionnaire
Tutors’ perception a.
Tutors’ perception on the English course
b. Tutors’ perception on the participants
The English course tutors
Interview
37
Data Needed Participants
Instruments
c. Tutors’ difficulties in conducting the
English course d.
Tutors’ teaching
method in
re sponding to students’ needs
e. Tutors’ inputs to the school as the
authority of holding the English course
The English course tutors Interview
F. Data Analysis Techniques
The data gathered from library study, interviews and questionnaires were analyzed and presented into the form of narrative description. It was made so
because all the data were actually rooted in a qualitative approach. According to Fraenkel, Wallen and Hyun 2012 a qualitative approach has its preference on
narrative description in which it tends to go into detailed description of what goes on a particular activity or situation.
As what has been discussed in the previous chapter, the data analysis used in this research followed basic interpretative approach consisting of four steps,
namely coding, memoing, categorizing and connecting. Those four steps were the way the data were analyzed by interpreting all the categorized data, both collected
from the interviews and the questionnaires. The term “interpreting” means that the
categorized data were later on connected each other and also were connected with the information from the books and the online sources in order to answer the
research questions initially presented.
38
G. Research Procedure
