28 know the participants‟ perception opinion of blended learning and summarize
the data. The survey research here belonged to the quantitative research. Johnson
and Christensen 2014 claim “pure quantitative research relies on the collection
of quantitative data i.e., numerical data” p. 33. In this research, the researcher used some numerical data in order to get the result of this research.
B. Research Setting
This research was conducted in ELESP of Sanata Dharma University Yogyakarta. The researcher conducted this research in May 2015. ELESP stands
for English Language Education Study Program. People usually call ELESP as Pendidikan Bahasa Inggris PBI.
C. Research ParticipantsSubjects
The participants of this research were the ELESP community members, including five lecturers and ten students in each batch. The students who became
the participants in this research were those who were studying in the second semester 2014, fourth semester 2013, sixth semester 2012, and eighth
semester 2011. Hence, there were forty-five participants in this research. The method of sampling in this research was simple random sampling by
Ary et al. 2010. By using this random sampling, the researcher assumed that the participants had experienced the blended learning, i.e., in schools. The basic
character of this method was “all members of the population have an equal and
29 independent chance of being included in the random sample” Ary et al., 2010, p.
150. The researcher used this method because the participants were chosen at that time. Thus everyone could be the participant in this research. The researcher did
the random sampling by going to campus and then distributing the questionnaire to the ELESP lecturers and students who were encountered at that time.
D. Instrument and Data Gathering Technique
In this research, the researcher used the questionnaire as the instrument to collect the data from the participants. Gillham 2007
states “questionnaires are just one of a range of ways of getting information from people or answers to our
research questions” p. 2. Gillham‟s 2007 statement also supported the researcher‟s reason to use the questionnaire. The questionnaire was enough to
answer the research questions in this research because the researcher included these research questions in the questionnaire form. Using the questionnaire form
is very effective to gather the data from all the participants quickly. Before making the questionnaire, the researcher made a blueprint because
“a blueprint is required to guide the development of a questionnaire” Anderson Morgan, 2008, p. 105. In a blueprint, the researcher gave a short view on the
questionnaire ‟s contents. For the researcher, making the blueprint was really
useful see the Appendix 1. The researcher also used two types of the questionnaires; close-ended and
open-ended. In the open-ended type, it consisted of one question which was related to the second research question in the Chapter I. For the close-ended type,
30 it consisted of forty-seven statements which were related to the first research
question. The researcher used Likert scale for the close-ended type because the researcher stated the statements in ranges of strongly agree, agree, undecided,
disagree, and strongly disagree. Ary et al. 2010 state “strongly agree is scored 5,
agree is scored 4, undecided is scored 3, disagree is scored 2, and strongly disagree is scored 1” p. 210. The reason behind the use of 5 scales was the
participants in this research at the university level where they had a broad perception in choosing the answer for each statement. Therefore, the researcher let
the participants choose the answer. A Likert scale a summated rating scale assesses attitudes toward a topic
by presenting a set of statements about the topic and asking respondents to indicate for each whether they strongly agree, agree, are undecided,
disagree, or strongly disagree Ary et al., 2010, p. 209.
Here was the example of the questionnaire form. Description:
SA : Strongly Agree
D : Disagree
A : Agree
SD : Strongly Disagree
U : Undecided
Table 3.1 Sample of the Questionnaire Form No
Statements SA
A U
D SD
1 I think all the courses in ELESP have
applied the BL.
Before distributing the final questionnaire, the researcher distributed the pilot questionnaire. This pilot questionnaire would be the data of making the
31 proper final questionnaire. Johnson and Christensen 2012 recommend
“it is a cardinal rule in researc
h that you must “try out,” or pilot test, your questionnaire to determine whether it operates properly before
using it in a research study” p. 183. In the pilot questionnaire, the researcher distributed to ten participants in T-
Junction. Johnson and Chri stensen 2012 also support that “you should conduct
your pilot test with a minimum of 5 to 10 people” p. 183. After distributing the pilot questionnaire, the researcher observed the result. Finally, the researcher
eliminated some statements and gave some changes to the final questionnaire. For the final questionnaire, the researcher gathered the data by going to
campus and looking for the lecturers and students batches 2011-2014. The researcher stayed in T-Junction, lorong cinta, student hall, and canteen. The
researcher stayed there because ELESP lecturers and students could be found in those places. When the researcher met the ELESP students in those places, the
researcher asked them what batch they were. If the students were from the same batch, i.e., they were batch 2012 and the researcher had already gotten ten
students as the participants, the researcher would have looked for other students who were from the other batches 2011, 2013, or 2014. Then the researcher asked
them whether they wanted to be the participants. After that, the researcher gave the questionnaire to them. For the ELESP lecturers, the researcher waited for them
in those places and asked them whether they wanted to be the participants in this research. If they were willing to be the participants, the researcher would have
given the questionnaire to them.
