The criteria of writing proficiency are employed to see whether the implementation of Ignatian pedagogy improves students
’ writing skill. Also, the criteria of writing proficiency are employed to see whether the implementation of
Ignatian pedagogy improves students ’ reading skill. By the same token, the
compassion as well as the conscience serve to unveil the effects of implementing Ignatian pedagogy in teaching-learning process in Critical Reading and Writing II
course in terms of the development of the students as fully human persons. Another key point, the elaboration of the theories that have been written by
the researcher is used as the essential foundation in forming the blueprint of the questionnaire. Equally important, the elaboration of the theories will also be used
as the basic to create the interview guide. It will also help the researcher to answer the res
earch problems of this study; they are: what the students’ perceptions and suggestions on the implementation of Jesuit values in Critical Reading and
Writing II course are.
40
CHAPTER III METHODOLOGY
This chapter elaborates the methodology in conducting the research. The meticulous explanation of the methodology in this research will go into detail in
six headings. They are: Research Method, Research Setting, Research Participants, Research Instruments and Data Gathering Technique, Data Analysis
Technique, and Research Procedure.
A. Research Method
In this research, the researcher conducted survey to answer the two research questions. Ary, Jacobs, Sorensen, and Razavieh 2010 explain that in
survey research, investigators ask questions about peoples ’ beliefs, opinions,
characteristics, and behavior p. 372. In addition, Brown and Rodgers 2002 s
tate, “Surveys including interviews and questionnaires are most often used in language education for research and various kinds of curriculum development
projects” p. 147. In this case, survey research is synonymous with descriptive research. Survey research, which is also called descriptive research, gathers
information from group of individuals Ary, et al., 2010, p. 28. In particular, this research belonged to descriptive research because this research was designed to
obtain information about the students’ perceptions as well as suggestions on the
implementation of Jesuit values in Critical Reading and Writing II course.
Fraenkel, Wallen and Hyun 2012 state that survey research focuses on the opinions of a large group of people about a particular topic or issue p. 393.
Thus, the students’ perceptions and suggestions on the implementation of Jesuit
values in Critical Reading and Writing II course became the focal points in this research. According to Fraenkel, et al. 2012, there are two major types of
survey, which are cross-sectional survey and longitudinal survey p. 394. This study fell into the first category.
Fraenkel, et al. 2012 state, “A cross-sectional survey collects information
from a sample that has been drawn from a pre determined population” p. 394. In
this case, the population had been determined. The population was the students of the English Language Education Study Program of Sanata Dharma University in
the academic year of 20142015 who were taking Critical Reading and Writing II course. In terms of determining the sample, there were two specific criteria
applied. The first criteria dealt with Critical Reading and Writing II course; the second criteria dealt with Ignatian pedagogy. Thus, in this study, the researcher
made use of purposive sampling.
B. Research Setting
In detail, the research was conducted in Critical Reading and Writing II class. The researcher conducted the survey in Critical Reading Writing II classes
A and B in the academic year of 20142015 of the English Language Education Study Program of Sanata Dharma University.
The study was conducted in two sessions. Firstly, the data gathering was done by distributing questionnaire on
May 11
th
-15
th
, 2015. Secondly, the data gathering was done by conducting interview on May 18
th
-22
nd
, 2015.
C. Research Participants
It went without saying that in this study, the researcher made use of nonrandom sampling. In detail, the researcher made use of purposive sampling.
Fraenkel, et al. 2012 put in writing that purposive sampling is dealing with particular criteria:
Purposive sampling is different from convenience sampling in that researchers do not simply study whoever is available but rather use their
judgment to select a sample that they believe, based on prior information, will provide the data they need p. 100.
Therefore, in this study, it was worth noting that the researcher gave certain
criteria for the population before determining the sample. The population which was used in this study was the students of the
English Language Education Study Program of Sanata Dharma University who were taking Critical Reading and Writing II course in the academic year of
20142015. There were six classes of Critical Reading and Writing II course, namely A, B, C, D, E, and F. In this case, the research participants in this research
were the students from classes A and B of Critical Reading and Writing II course of the English Language Education Study Program of Sanata Dharma University.
There were fifty two students from those two classes who were asked to fill in the questionnaire. In detail, classes A and B were chosen because those two classes
implemented Ignatian pedagogy in the teaching-learning process.
