CHAPTER III METHODOLOGY
This chapter presents the research methodology covering the research method, the research participants, the research instruments, and the data analysis
technique.
A. Research Methods
In particular, this research was a document analysis. Ary, Jacobs, and Sorensen 2010: 457 stated that document analysis aimed to identify specified
characteristics of written or visual materials. It was used to obtain data which was analyzed.
In this research, the researcher used primary sources since the documents were written by participants who had the firsthand experience with the lesson plan
development and teaching practice, especially in the learning objective formulation. The documents analyzed were participants’ lesson plans used for
their teaching practices in Microteaching class.
B. Research Participants
The participants of this research were 18 students from six Microteaching classes in ELESP of Sanata Dharma University. Three students represented each
classes. They were in 20102011 academic year. The students who were joining Microteaching class, which was offered in the sixth semester, were those who had
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fulfilled the prerequisite courses; Instructional Design ID, Approach, Method, and Technique AMT, and Curriculum and Material Development CMD class
as the prerequisite courses Panduan Akademik Program Studi PBI, 2007. As they had taken those classes, they were expected to have sufficient knowledge in
developing lesson plans for their teaching.
C. Research Instruments
To obtain in-depth analysis and interpretation about this research, the researcher used two types of instruments, namely documents and interviews.
Other instruments used were the researcher herself as the investigator and a proofreader.
1. Participants’ lesson plans
This research used participants’ lesson plans as the documents which were analyzed. They were taken random, to avoid bias, but purposively, which
provided complete data including general purpose Basic Competence, indicators or objectives, material, activities, and assessment. The lesson plans did not need to
be transcribed since they were already in written form. They were considered as primary sources as they were written by someone who experienced the
phenomena under study directly Ary et al., 2010: 443. The focus was on the learning objective formulation, Basic Competence, activities, materials, and
assessments. Any mistake in grammar, spelling, and punctuation of the lesson plans would be disregarded.
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2. Interview Questions
Questions were delivered in forms of interviews. Interviews were done after analyzing the documents. Interviews provided in-depth data rather quickly,
including participants’ perspectives and clarification of their responses. They were also used to collect data about participants’ opinions, beliefs, and feelings about
particular phenomena Ary et al., 2010. These interviews were semi-structured. The questions delivered varied according to what information the interviewer
wanted to dig from the participants’ lesson plans. Specifically, these interviews were used to cross check researcher’s understanding about the lesson plans with
the participants as the writers
3. Human as Instrument
a. The researcher
Lincoln and Guba 1985 proposed a concept of human-as-instrument in which qualitative researcher played a unique role to capture the complexity of the
human experience as cited in Ary, 2010. The researcher herself obtained data through the documents, then analyzed and interpreted them by the support of the
interviews.
b. Proofreader
To validate researcher’s judgment of the data, a proofreader was used to recheck the raw data of the lesson plans. The researcher pointed an expert in
lesson planning.
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D. Data Gathering Technique
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