C. Research Setting
The collaborative teaching English program was conducted in the ELTI Yogyakarta class. In addition, the writer conducted this research in 22
nd
September 2009 until 14
th
October 2009.
D. Research Instruments
To answer the research questions, the writer employed two instruments: interview and questionnaire. To support the data from interview and
questionnaire, the writer also included the video recording.
1. Interview
To obtain deeper answers from the respondents and the clarity of the respondents’ answers, the writer used interview. According Fetterman as cited
by Fraenkel and Wallen 1994: 385, “interview is described as the most important data collection technique a qualitative researcher possesses.”
However, in this study the writer employed semi-structured interview. The semi-structured interview aimed to enable the participants to answer the
questions freely but still in the line of some principle questions. In order to keep the interview in track, the writer used interview guideline.
There are two aims of interview in this study. First, it aimed to provide much information and data. Second, it aimed to find out the research problems’
answers. The interview result is used as additional data to support the primary data. Interview was conducted to re-check the result of questionnaire data. The
interview questions were intended to reveal the respondents’ response further. The examples of interview guide could be seen as mentioned below.
Table 3.1 the interview guideline
NO Aspects 1.
The descriptions of the collaborative English teaching program’s background
2. The difficulties in teaching the twelfth grade students
3. The strengths of the collaborative English teaching
program
Further, the writer interviewed the Academic Directors of ELTI Yogyakarta as participants since the academic directors possessed the
knowledge about the program’s backgrounds and characteristics, the students’ needs, the materials, and the teaching learning process.
2. Questionnaire
According to Ary, Jacob, and Razavieh 2002: 396, “questionnaire is another type of research instrument that aims to investigate the participants’
knowledge, opinions, ideas, and experiences.” There are two types of questionnaires, namely open-ended questionnaire and closed ended
questionnaire. In the open-ended questionnaire, the participants are free to answer the questions in order to provide more information. In the closed ended
questionnaire, the answers for the questions have been provided to make it
easier for the participants in completing the questionnaires.
This study employed both close-ended and open-ended questionnaires. To analyze the result, the writer applied Likert scale. According to Fraenkel and
Wallen 1994: 371, “Likert scale assesses attitudes toward a topic by presenting a set of statements about the topic.” In this research, the
questionnaire provided responses one up to four. The number indicated whether they strongly agree, agree, disagree, and strongly disagree. In this
research, scale 1 represented strongly agree e. Scale 2 represented agree. Scale 3 represented disagree. The last scale, scale 4 represented strongly disagree.
The various agree-disagree responses are assigned a numeric number and the total scale is found by summing up the numeric numbers. This total score
represents the individual’s attitude toward the topic. To provide the answer of the research questions, the questionnaire was
divided into two parts. The first was close-ended. In close-ended question part, the participants were provided several questions and the participants should
answer based on the provided responses. The writer provided thirteen questions to be responded. The second part was open-ended. In this part, the
participants were given free opportunity to provide the response to the questions.
In order to answer the research questions, the writer provided the questions based on the theories discussed on chapter two. In designing the questionnaire,
the writer also followed the blueprint.
Below is the blueprint of the questionnaire. Table 3.2 Questionnaire Blueprint
Number Question Description
1. 1 to 2
These two questions gathered information about the participants’ background knowledge about
Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.
2. 3 to 4
These two questions gathered information about the participants’ perception on Collaborative Teaching
English Program between ELTI and Stella Duce 1 Senior High School.
3. 5 to 8
These four questions gathered information about the participants’ perception on the materials and
activities given on Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior
High School.
4. 9 to 13
and A to C
These five questions gathered information about the participants’ perception on the effect of conducting
Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.
Underlying on the blueprint, the questionnaire was divided into four categories of questions. The first part was asking the respondents’ background
knowledge about Collaborative English Teaching Program between ELTI and Stella Duce 1 Senior High School. According to Altman et al,1994: 100 “past
experiences is one of perceptual factors affecting someone’s perception.” The first two questions dealing with the respondent’s background knowledge about the
collaborative teaching program. The second part and the third part– the question number three to eight –
were about the respondents’ perception on Collaborative Teaching English
Program between ELTI and Stella Duce 1 Senior High School. To answer the first research problem, thus questions number three to four were concerned on the
student’ perception. The fourth part was to address the second and third problems. This part
consisted of five close-ended questions- questions number nine to thirteen. Next, there were three open-ended questions about the respondents’ perception on the
effect of conducting Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.
3. Video Recording
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