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CHAPTER III METHODOLOGY
This chapter discusses the research methodology to gather and analyze the data. The discussion of it covers research method, research participants, research
instruments, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
Since this research was in the area of subjects’ perspective, this research was included in survey research. Survey “permits the researcher to measure
students’ attitudes and opinions toward something” Ary, Jacob, and Razavieh, 2002: 25. Hence, survey research can be defined as “the systematic gathering of
information from a sample of respondents for the purpose of understanding andor predicting some aspects of the behaviour of the population of interest” in
certain topic of problem Tull and Albaum, 1973: 3. Related to this research, the researcher surveyed students’ perceptions on Scaffolding Strategy used in
Extensive Reading II class of English Language Education Study Program of Sanata Dharma University. The surveyed done through interviewing lecturer and
students of Extensive Reading II, observing the activities done in Extensive Reading II class, and distributing questionnaire to Extensive Reading II students.
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B. Research Participants
This research was conducted in even semester of 20092010 academic year. The participants of this research were 69 students from Extensive Reading II
class that belonged to Class A and Class C of ELESP of Sanata Dharma University in 20092010 academic year. These samples were purposive sample; it
means that these samples were believed to be “the representative of everything the researcher could observe” in the area of the implementation of Scaffolding
Strategy used in Extensive Reading II class Ary et al., 2002: 428. Concisely, the participants provided the relevant information related to Scaffolding Strategy used
in Extensive Reading II.
C. Research Instruments
There were three instruments used in this survey. The instruments were an interview guide, a questionnaire, and an observation checklist.
1. Interview Guide
The first instrument was an interview guide. The interviewees were students of Extensive Reading II Class A and Class C, and the lecturer of
Extensive Reading II who taught Class A and Class C. The students were interviewed in order to clarify the data obtained from the questionnaire that
examines the students’ perceptions on Scaffolding Strategy used in Extensive Reading II of ELESP. The researcher chose the students that had the most positive
and the most negative perception on Scaffolding Strategy used in Extensive Reading II as the interviewees.
25 Interviewing the lecturer was aimed at obtaining more information related
to the implementation of scaffolding strategy used in Extensive Reading II class. The interview conducted was in a form of open–ended structured interview, and
individual interview. Neuman 2006: 287 explained that an open–ended question “permit an unlimited number of possible answer; further the respondents can
answer in detail and can qualify and clarify the responses”. Tull and Albaum 1973: 142 stated that “personal interviews have the advantage of providing the
greatest degree of control over the question asking and responding process” in the interview conducted.
2. Observation Checklist
Observation provides “more objective information related to the research topic”, and typically “provides answer to the questions being investigated”
Hancock and Algozzine, 2006: 46–47. The observation was conducted to examine the implementation of Scaffolding Strategy used in Extensive Reading II
class – the first research problem. In conducting the observation, the researcher used an observation checklist to examine how the Scaffolding Strategy is used in
Extensive Reading II class.
3. Questionnaire
The last instrument was a questionnaire. The questionnaire was distributed to all of the Extensive Reading II students who belonged to Class A and Class C
in even semester of 20092010 academic year. The questionnaire was used to
26 examine the students’ perceptions on Scaffolding Strategy implemented in
Extensive Reading II. The questionnaire was in a form of scaled questions. According to McDonough and McDonough, the advantage of scaled questions is
“that the shades of opinions may be given values; it might be significant if large numbers of respondents could only bring themselves to agree with a particular
statement, showing weak support, but strongly agreed with others” 2004: 176. Using scaled questions, it “saves space and makes it easier for the respondents
or interviewer to note answers for the same response categories” Neuman, 2006: 295.
D. Data Gathering Technique
In order to gain the convincing research data, the researcher used triangulation technique in gathering the data. Triangulation means “the researcher
investigated the data with one procedure and then confirmed the collected data using another different procedure or instrument” Ary et al., 2002: 436. Hancock
and Algozzine in Doing Case Study Research explained further about the positive point of triangulation. They stated that “the research findings based on evidence
attained from multiple sources – observation, interview, and questionnaire – are more convincing than those based on evidence from only one or two of these
information sources” Hancock et al., 2006: 86. The techniques used in gathering research data were interviewing lecturer and students of Extensive Reading II,
observing class activities, and distributing a questionnaire to Extensive Reading II students.
27 The first technique in gathering the data was interview. The interviews
were conducted twice. The first was interviewing Extensive Reading II lecturer. Interviewing Extensive Reading II lecturer was aimed at obtaining the data of the
implementation of Scaffolding Strategy used in Extensive Reading II. The second interview was interviewing students of Extensive Reading II. The purpose of the
second interview was to clarify the data obtained from the questionnaires that examines the students’ perceptions on Scaffolding Strategy used in Extensive
Reading II. The second technique was observing class activities. The observation was
aimed at confirming the data from interview the lecturer. In this research, non- participant observation was conducted. Through non-participant observation, “the
researcher could be more objective in taking the data” Ary et al., 2002: 431. The last technique in gathering the data was distributing the questionnaire.
The questionnaires were distributed on the last meeting of the course with the expectation that the students had been already involved in the class activities and
had had sufficient description of the Scaffolding Strategy implemented.
E. Data Analysis Technique
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