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CHAPTER III METHODOLOGY
This chapter deals with relevant points concerning the methods of answering the research problems. They are: 1 Research Method, 2 Research
Participants, 3 Research Instrument, 4 Data Gathering Technique, 5 Data Analysis Technique, and 6 Research Procedure.
A. Research Method
The rationale for choosing a methodology over the others is the nature of the subject study and the theory underlying the research objectives. Since this
research is aimed at analyzing the teachers’ perception on the implementation of Text-based syllabus at SMA Negeri I Bantul and SMA Stella Duce Bantul, the
method used in this research was a descriptive research. A descriptive study describes and interprets what is. “It is concerned with the condition and
relationship that exist, opinions that are held, processes that are going on, effect that are evident, or trends that are developing” Best, 1977a: 116. More about
descritipve research, Best described it as “the real result of the research as it does not propose or test hypotheses and does not deal with the many variables
underlying the achievement or lack of achievement of those observed” Best, 1977b: 117. Therefore, the research would only analyze the teachers’ perception
without trying to solve the problem.
26 In order to find the answer of the problems formulations that were stated
in the first chapter, the researcher used two methods called: in-depth interview, and observation. In-depth interview is a method that was used to fulfill the
information, which was needed to clarify the real perception of the participants on the implementation of the teaching-learning process. Besides, observation was
used to see whether the teachers’ perceptions were enacted on their teaching or not.
B. Research Participants
In this research, English teachers of SMA 1 Bantul and teachers of SMA Stella Duce Bantul who had at least three years experiences of teaching were
taken as the participants. The purposive sampling was used as the method of this research. With the teachers’ experiences in teaching using several kinds of
syllabus designs and curriculums, they were expected to be able to give the information that was needed to conduct this research. Therefore, they were able to
differentiate the effectiveness of using the text-based syllabus with the other syllabus designs.
Teachers of SMA 1 Bantul were chosen, as this school is considered as one of the favorite schools located in Bantul city. It uses high standard for the new
students who want to join in this school. The consideration is students with high motivation in learning tend to join in this school. Therefore the teachers just
needed to develop their motivation and skill that they already had in learning the subject studies in senior school.
27 Compare to the others educational institution, SMA Stella Duce Bantul
was one of the Private schools in Bantul city with “A” standard of accreditation. This school had different background toward another sample as the different basic
of students’ motivation in learning. Here, the teaching-learning activity was considered to be in a high level also although not all of the inputs have high ranks.
Most of the students were in average level of cleverness. Based on the English teacher of this educational institution’s perception, their skills of English were
also in a range of average until medium level. On the other words, teachers in this educational institution have to work harder than the other one to compete with
others private and state senior high schools and create out puts with the same quality with other educational institutions’. That is why, English teachers’
perception on the use of Text-Based syllabus design, which was used nowadays is important to see the effectiveness of this syllabus design.
Therefore, Text-based syllabus that was implemented in English teaching learning was used to facilitate the students with the various background
knowledge so that they could learn the material better. It affected their motivations in learning the subject materials. The aim of using these schools as
the sample of this research was to know the teachers’ of these institutions perceptions on the use of Text-based syllabus in teaching their students in such
conditions and to see whether or not teachers from different background of schools have the same perception toward the use of Text-based syllabus.
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C. Instruments
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