Annisa Awaludin, 2013 TECHNIQUES IN PRESENTING VOCABULARY
TO YOUNG EFL LEARNERS Universitas Pendidikan Indonesia
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| Perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
The research methodology applied in this study is discussed in this chapter. The discussion of this chapter involves formulation of problem, research
design, site and participant, data collection procedures, data analysis of the research, and clarifications of key terms.
3.1 Formulation of Problem
In this study, researcher attempts to discover the answers of the research questions as follow.
1. What techniques are employed by the teacher in presenting the meaning
of vocabulary to the learners? 2.
What techniques are employed by the teacher in presenting the form of vocabulary to the learners?
3. What are the reasons in employing the techniques?
3.2 Research Design
To gather a clearer picture and deeper understanding of presenting vocabulary techniques implemented by the teacher, the researcher employed a
qualitative study. Qualitative study, as stated by Fraenkel and Wallen 2006, refers to research study where the researcher intends to examine the quality of
relationships, situations, activities, or materials, and then gives holistic description
Annisa Awaludin, 2013 TECHNIQUES IN PRESENTING VOCABULARY
TO YOUNG EFL LEARNERS Universitas Pendidikan Indonesia
| Repository.upi.edu
| Perpustakaan.upi.edu
in detail of everything that goes on in that particular situation. According to Dornyei 2007, the purpose of qualitative research is to provide descriptions of
social phenomena which happen naturally. The research observed the quality of teaching activities, which happened in natural setting, about
the teacher‟s techniques in presenting the vocabulary meaning,
the teacher‟s techniques in presenting the vocabulary form, and the
teacher‟s reasons in employing the techniques.
Furthermore a case study approach was employed, since its aim is to “portray „what it is like‟ to be in a particular situation, to catch the close up reality
and „thick description” Geertz, 1973b, as cited in Cohen et al., 2007, p. 254. Gillham 2000 points out that case study investigates the answer of specific
research questions and inquiries a range of different sort of evidences which are collated to get the best possible answers. This study was conducted to obtain
factual information and deep understanding about the phenomenon which according to Sherman and Webb 2005 would leads to new insight.
The type of case study here was descriptive method, which provides detailed account of the phenomenon being studied Merriam, 1988. In line with
that, this research is an examination of presenting vocabulary techniques with its situation in young learner classes, and also the reasons in employing the
techniques. Gall, Gall and Borg 2003 state that the purpose of descriptive case study is to depict a phenomenon and conceptualize it. Descriptive case study
provides thick description of the phenomenon that is depiction of the situation and its context.
Annisa Awaludin, 2013 TECHNIQUES IN PRESENTING VOCABULARY
TO YOUNG EFL LEARNERS Universitas Pendidikan Indonesia
| Repository.upi.edu
| Perpustakaan.upi.edu
3.3 Site and Participant
