27 According to Fraenkel and Wallen 2009, at such time when it is
extremely difficult or sometimes even impossible to select either a random or a systematic non-random sampling, a researcher may use a convenience sampling.
Nevertheless, before deciding to use the convenience sampling method, the researcher also opened an online questionnaire on Google form which was shared
on the Facebook group of the ELESP students in the batch 2011. However, it received low responses. In such impossibility to use either a random sampling or a
systematic nonrandom sampling method, the researcher decided to select the convenience sampling as the sampling method along with the online questionnaire
which received low responses.
D. Research Instruments and Data Gathering Techniques
This section describes two research instruments used in this research and the data gathering techniques. The research instruments are a questionnaire and an
interview. In addition, the data gathering techniques explain how the researcher collected the data from the intended research subjects using the selected sampling
method.
1. Research Instruments
The instruments used in this research were a questionnaire and an interview. The questionnaire was to answer the first research problem while the
interview was to answer the second research problem. The detailed description of the instruments can be seen as follows:
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a. Questionnaire
The questionnaire in this research was to answer the first research problem. As mentioned in Gall, Gall, and Borg 2003, a questionnaire can be used to
collect data about observable and indirectly observable phenomena. Moreover, a questionnaire was effective enough to be used in survey research because it was
not time-consuming. The questionnaire to be used in this research consisted of close-ended statements and an open-ended question. The close-ended statements
were designed based on the four components of classroom management by Hue and Li 2008. It consisted of fifteen items to respond by ticking on a scale of
respondents ’ preferences.
The scales on the close-ended statements were strongly disagree SD, disagree D, agree A, and strongly agree SA. In addition, the part 2
questionnaire or an open-ended question was designed for respondents to write other classroom management problems experienced that might not be listed in the
close-ended questionnaire or statements. It consisted of one question only. The questionnaire was distributed into two forms. The first form was the
online questionnaire on Google form and the second one was the printed. The validation of the online questionnaire was as high as the printed one. The
researcher made every item o n the online questionnaire as “required question”. It
would make respondents not miss any item to respond. As a result, respondents were required to include their names in filling in the online questionnaire.
Moreover, none of respondents would fill in the online questionnaire using fake names as their names would be kept confidential.
