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CHAPTER III METHODOLOGY
The third chapter exposes the applied methodology and elaborates procedural steps that are utilized during the research. It entails seven sections
namely research method, research participants, research setting, research instruments, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
The research is descriptive survey and, therefore, it is naturalistic to the extent that the research takes place in a real world setting and the researcher does
not attempt to manipulate the subject of interest. Patton 2002: 39 asserted, “the investigated phenomenon unfolds naturally in that it has no predetermined course
established by and for the researcher as it would occur in laboratory or other controlled settings.” The researcher naturally gathered data from the selected
participants over a period of time in particular settings and afterwards analyzes
data from all members of the same research participants. Then, the researcher compares the research participants to one another to determine whether there is a
pattern of change or stability in the data Cates, 1985: 96. Furthermore, it was also non-manipulative, non-controlling, and open to whatever emerged since there were
lack of predetermined constraints of findings.
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Another characteristic of descriptive survey research is that it is inductive and creative Patton, 2002: 55. The researcher attempted to conduct a natural
setting survey, carried out open-ended data collection, and performed analytical strategies that hold the factual nature of the data. Interest in the details of the data
to discover important patterns and interrelationship began with exploration of what to assess. The next step was confirming information guided by general boundary
of what to observe rather than predetermined specific rules. Thus, the qualitative way of understanding discerned the research results in terms of textual data
featuring frequent use of descriptive forms of analysis and presentation Tashakkori and Teddlie, 2003: 250.
The researcher constructed concepts from an inductive analysis of the data. The inductive analysis, which emphasized exploration and discovery, began with
specific observations and built a particular interest to picture the general pattern. Information was gathered through open-ended observations as the enquirer came
to understand the pattern that existed in the phenomenon being observed. Inductive analysis apparently did not require the presence of specified limitation before data
collection began. This was to allow the significant analysis to appear from the pattern found in the case under study without assuming what the important aspect
would be. The researcher sought to understand the interrelationship among factors that emerged from the data without making prior assumption. However, it was
necessary to take account of general boundary prior the research began; that was, by listing several behaviours known as behaviours rubric which includes
emotional, conduct, and learning behaviours to observe.
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The research conclusion presented a description that was bound to a particular context, situation, and experience. To some extent, the framework
andor the logical inference are most likely applicable to other research populations that share the identical characteristics under the specified
circumstances. In order to describe the research method, the researcher provided a general framework portraying the research components in Table 3.1.
Table 3.1: Qualitative Components of the Research Design
Components Qualitative
Purposes Descriptive interpretation of the findings.
Inductive development of inferences.
Research method - Relationship
- Sampling - Data collection
- Data analysis -
Use of researcher influence and multiple data sources as a tool for understanding
- Stratified and simple random sampling
- Adapting to particular unexpected situation
- Textual analysis
- Descriptive approaches
Validity Internal validity
Generalizability -
Descriptive and interpretive validity comparing and crosschecking the consistency
of information derived at different times by different means
- Comparable to subjects sharing the similar
characteristics under the corresponding context
B. Research Participants
The target population was the students taking class B of Extensive Reading II ER-II course of the English Language Education Study Programme of Sanata
Dharma University in 20062007 academic year. The researcher decided to choose students from 2005 academic year because they comprehensively encountered
reading activities, especially in Extensive Reading II, which naturally differed