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CHAPTER III METHODOLOGY
This chapter describes the methodology of this research. Furthermore, this chapter is divided into six parts namely research method, research setting, research
participants, research instrument, data analysis techniques and research procedure.
A. Research Method
The researcher used mixed methods in this research. According to Ary, Jacobs, and Razavieh
2002, “Mixed methods research combines quantitative and qualitative research methods in different ways, with each approach adding something
to the understanding of the phenomenon.” There were three reasons why the researcher used mixed methods in this research. The first reason was that if the
researcher used only one method, the detailed findings might not appear. Mixed method research can also provide stronger evidence for conclusion through
corroboration of findings. The combination of qualitative and quantitative research method may help the researcher finding more complete understandings of a
phenomenon Ary et al., 2002. The researcher used both methods to complement the results of the research. The second reason was that the researcher could clarify the
finding in the second phase from the first phase which was called as complementary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 purpose. In this case, the findings of first phase were from the questionnaire and the
findings of the second phase were from interview Ary et al., 2002. The third reason was by using mixed method, the researcher can develop the finding from one phase to
the second phase. Ary et al 2002 states, “developments uses result from one
approach to develop or inform the other approach ”. In this case, the researcher could
develop the data that were gathered from the questionnaire by conducting the interview.
There are six method designs in mixed methods research. The researcher used sequential design for this research. The researcher chose sequential design because
the data or findings are collected in two phases by distributing questionnaire and conducting interview in different time. The sequence was quantitative findings
collection first and then followed by qualitative findings collection Ary et al., 2002. The researcher used questionnaire and interview as the research instrument to
obtain the data in this research. First, she distributed the questionnaire sheets and then conducted an interview as a follow up of the questionnaire. The questionnaire was
used to frame the answer to the first research question which is about the students’
problems of speaking during PPL. The interview was used to clarify the answer to the first research question and to seek the detailed information as the answer to the
second research question. In addition, the researcher used percentage for the data gathered from the questionnaire in order to strengthen the data related to the research
questions, but the researcher still used qualitative research method as the dominance in her research.
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B. Research Setting
This research was conducted in the end of the semester, academic year 20152016. It took place at the English Language Education Study Program of Sanata
Dharma University. The researcher distributed the questionnaire on December, 14
th
2015 at the library of Sanata Dharma University in Mrican. The interview was conducted on December, 15
th
-16
th
, 2015 in the same place.
C. Research Participants
The participants of this research were the ELESP students of semester seven batch 2012 who had taken PPL. There were five students as the participants for this
research. Those five participants came from different schools where they did their PPL. They involved in answering the questionnaire and the interview. From the
beginning, the researcher chose five participants for this research. The researcher used non-proportional quota sampling in this research. Trochim 2006 states:
Non-proportional quota sampling is a bit less restrictive. In this method, you can specify the minimum number of sampled units you want in each category.
You are not concerned with having numbers that match the proportions in the population. Instead, you simply want to have enough to assure that you will be
able to talk about even small groups in the population.
There is a reason why the researcher used non-proportional quota sampling in this research. The reason was because those five participants taught English as
practice teachers in different schools with different characteristics of the students. Yet, the participants definitely had experiences in facing the students’ problems of
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