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independent chance of being selected. Related to this theory, every member of the population has the same chance to give hisher contribution toward the study.
D. Instruments and Data Gathering Technique
The researcher employed the observation notes, questionnaires, document analysis, and interview data as the research instruments. All the research
instruments were used to answer the questions in problem formulations. Therefore, the researcher would explain the function and usage of the instruments
as follows. 1.
Observation notes The researcher used observation notes when the researcher conducted the
observation. The researcher role in the observation was participant-observer role. It allows the researcher acts primarily as an observer, entering the setting only
gather data and interacting only casually and non-directly with individuals or groups while engaged in observation Gall, Gall, Borg, 2007, p. 277. The
researcher conducted observation in class and outside the class. In class observation, the researcher noted the exercise type used that time and the class
situation. The class situation included the student role and the teacher role in the class. Meanwhile, outside class observation, the researcher observed the exercise
types used outside the class such as online tasks. The finding in observation would determine the components of student and
lecturer questionnaire. For instance, in the observation, the researcher found the exercise types, which were used in Basic Reading I, the finding would determine
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the question in the questionnaire about the students’ preference of exercise types used in Basic Reading I, so the observation and the questionnaire had a
correlation. However, the researcher employed the observation to answer the first and second question about the exercise types used in Basic Reading I.
2. Documents
The other instruments were documents. There are three main types of document to consider; they are personal document, official document, and popular
culture document Bogdan Biklen, 2003. In this study, the researcher used the official document and personal document. The official documents that were taken
from Basic Reading I course were the course outline and syllabus of Basic Reading I, whereas the personal documents were taken from students’ handouts.
To gain the formal documents, researcher was given the syllabus and course outline by the lecturer, whereas, the personal documents, the researcher lent and
copied them from one of the students. Yet, to confirm the handouts given, the researcher asked the lecturer and she gave the researcher the copy of handouts
used in Basic Reading I. Hence, the researcher put the findings into the table. The researcher gained the documents anytime during one semester. It meant that the
researcher did not specify the time to gain the documents. The documents were used to answer the first question in problem formulation. As the result of
observation notes, the findings in documents would determine the content of questionnaires such as the list of exercise types used in Basic Reading I.
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3. Questionnaires
The researcher also used questionnaires. Questionnaires should be attractive and straightforward, with the items ordered in a logical sequence. There
are two general types of questionnaire; they were selected-response items with two or more options and open-ended items for which the participants constructed
the response themselves Wiersma, 1995. Thus, the researcher used both general types of questionnaire. It aimed to gain data that were more detailed from the
participants. The questionnaire required the participants to write their names and students’ number. Although the student participants should mention their identity
on the questionnaire, their identity would be kept its confidentiality from others. Furthermore, there were two types of questionnaire since the researcher
had two different participants. The types of questionnaire were student questionnaire for student participants and lecturer questionnaire for lecturer
participant. Both questionnaires were distributed separately as aforementioned. Then, the explanations of both questionnaires were as follows.
a. Student questionnaire
Student questionnaire was divided into three parts; they were part A, part B, and part C. The content of questionnaire was determined by the findings in
observation notes. The expected findings in observation notes were the list of exercise types used in Basic Reading I and students’ problem in reading. Hence,
the student questionnaire would ask about the exercise types used and students’ problem in reading when they were doing the exercise types. Moreover, the
explanations of each part of student questionnaire were as follows.
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1 Part A of student questionnaire
The part A was to know the students’ acknowledgement of Basic Reading I course. These data would lead the researcher to support the other data obtained.
This part used likert-scale to find the result. The likert-scale degree used, were that strongly disagree, disagree, agree, strongly disagree. The scale degrees used
were as follows. 1: strongly disagree
2: disagree 3: agree
4: strongly agree Then, the result would be put into the table as follows.
No Statements
Answers of every response n Percentage
1 2 3 4 1 2
3 4
1
Total ∑n
Data error Table 3.1 Part A data of student questionnaire
∑n = total participants = total data error
n = total answers = percentage of total answer
In Table 3.1, the table was divided into three main columns; they were statements, answer of every response, and percentage. In statements column, it
showed the statements listed in questionnaire sheet. Moreover, the answer of every response column presented the participants’ answer for every scale they
have chosen. The last column, the percentage column showed the percentages of every response chosen by participants. The data in Table 3.1 were used to support
other data obtained from other instruments.
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2 Part B of student questionnaire
The part B was about the exercise types used in Basic Reading I. In order to know the students’ preference to the exercise types used their reasons, this part
was consisted of four categories. They were the easiest exercise type, the most difficult exercise type, the most favorite exercise type, and the exercise type that
develops their reading skills most. In this part, students were asked to choose one of the exercise types listed and state their reasons why they chose the exercise
type. Then, the findings would be presented in the table 3.2.
No. Exercise types Total
answer N
Table 3.2 Part B data of student questionnaire
∑n = total participants = total data error
n = total answers = percentage of total answer
In the Table 3.2, the table was divided into two main columns. The first column was the exercise types used in Basic Reading I. The second column was
the total answers of participants n. Then data percentage of exercise types was used to know the students’ preference of exercise types used in Basic Reading I.
The data helped the researcher to answer the first question in problem formulations. Since part B of student questionnaire also required students to
mention their reasons of choosing one of the exercise types, the students’ reason were presented in paragraphs.
3 Part C of student questionnaire
The part C was used to answer the second question in problem formulation. This part asked the students’ problem in reading when they are doing
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the exercise types. Part C was consisted of three questions; they were do the students have problems in reading, what problems they have, and what actions
they do to overcome the problems. All of the questions in part C were used short- answer question. Yet, the first question used two types of question, multiple-
choice and short answer question, then the result of multiple-choice type would be presented in the table 3.3. However, the other result of questions in part C was
presented in the paragraph.
Answers Participants n
Percentages Yes
No Total Participants
∑n Table 3.3 Data of first question in Part C
Data in Table 3.3 were used to see the result of first question in Part C. The table was consisted of three main columns; they were answer, number of
participants and percentage. b.
Lecturer questionnaire The lecturer questionnaire consisted of twenty-two questions. The form of
the questions was short-answer question. The questions were asked about the acknowledgement of Basic Reading I course, the exercise types given to the
students, the consideration of choosing an exercise type, the reading skills aimed, the advantage and disadvantage factors that influenced students to do the exercise,
the obstacle and the tips to overcome the problem. This questionnaire required the lecturer to explain the answer briefly. The researcher gave the lecturer
questionnaire to the lecturer and took the lecturer questionnaire few days later by appointment with the lecturer.
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The data of lecturer questionnaire was used to convince the researcher the findings from other instruments. Thus, to facilitate the researcher to see the result,
the findings were presented in the table 3.4.
Question’s number
Questions Answers Note
1 2
3 Table 3.4 Data of lecturer questionnaire
In the table 3.4, the table was divided into four columns. The first column was the question’s number. The second was the questions. The third was the
lecturer’s answer, and the last was the note, if any. 4.
Interview For the last instrument was interview. As aforementioned, the participants
for interview were 10 of student participants. It meant four or five students. Moreover, interview has several types as stated by Van Dalen 1979. The types
are individual and group interviews, structured interviews, and unstructured interviews. Therefore, the researcher preferred to use individual interview and
unstructured interview in order to facilitate the interview session. The researcher asked the randomly selected students when they had a time
to be interviewed. Then, the researcher made an appointment with them. After the time was set, the researcher conducted the interview session one by one
separately. The interview used a recorder to record the process of interview. The interview data would be written in the transcript. The transcript of interview
would be presented in appendices.
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The interviews led the researcher into deeper understanding. The interview had a purpose. The interview data would support the other findings from other
instruments. It also employed to answer the two questions in problem formulation. In interview, the researcher also asked the participants’ identity to help the
researcher analyzing the interview data easier.
E. Data Analysis Technique
