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research was not only limited to data collection and arrangement, but also analysis and interpretation of the data.
Descriptive method was chosen since it was widely used and covered more aspects than other methods. Thus, this method provided current information
and a chance to identify useful factors for the research. The kind of descriptive method used in this research was a survey. A
survey gave advantages in which a researcher could conduct a further research. Conducting a further research would allow one to investigate one’s personality,
one’s experience, and there was also a chance to investigate the reason for one to behave in certain way Sevilla, 1993: 80. The survey avoided providing a chance
to gain knowledge needed to solve existing problems and also intensively and detailed focuses on a case. The survey involved one or several people in a certain
time.
B. Research Participants
In this research, the English teachers and the sixth grade of Elementary School of SD Negeri Serayu Yogyakarta were taken as the research participants.
The purposive sampling and stratified sampling were used as the methods of sampling. The purposive sampling was used to collect data not only from the point
of view of the students, but also from the teachers. Moreover, both of the English teachers and the sixth grade students of SD Negeri Serayu Yogyakarta were
considered to have specific information dealing with her research. The researcher also used stratified sampling in this research. Ten students were taken as the
samples. Five students who obtained the highest scores and five students who PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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obtained the lowest scores of English were chosen. The sixth grade students of SD Negeri Serayu Yogyakarta were taken as the subjects of this research under the
consideration that they had the basic knowledge of English since they had learned English when they were at the fourth grade and the fifth grade of Elementary
School.
C. Setting
The research took place at SD Negeri Serayu Yogyakarta. This school was chosen because this school was considered as one of the favorite and well
known public schools in Yogyakarta. Moreover, this school still implemented Competency-Based Curriculum when this research was conducted. A preliminary
research was done on May 22-24, 2006. After having a preliminary research, the researcher did a further observation from August 9, 2006 until September 13,
2006.
D. Research Instruments
To answer the research problems stated in chapter I, surveys through a questionnaire and an interview were conducted as the main instruments to gather
data. The researcher also used an observation to complete the gathered data.
1. Questionnaire
According to Ary 1979: 175, a questionnaire is divided into two types, they are structured or closed form and unstructured or open form. A
structured questionnaire contains the questions and alternative answers to them. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the questionnaire form, there will be some alternatives for each number to choose. The answers provided by each question should be exhaustive of all possible
responses and at the same time mutually exclusive. An unstructured questionnaire does not include suggested answers. There is no limitation for the respondents to
explain the answer. The respondents are free to give answers. In conducting this research, the researcher used the combination of the
two types to answer the first and the second research problems. Thus, a set of questionnaire was composed to gather data from the respondents.
The researcher also made a blueprint of the questions in the questionnaire distributed to the students that could be seen in Table 4.
Table 4. A Blueprint of the Questionnaire
Number Questions
Descriptions
1. 1
to 3
These three questions asked about the
students’ background
knowledge of English. 2.
4 to
9 These questions gathered information about the process of
teaching learning activities in the class based on Competency-Based Curriculum.
3. 10
to 13 These four questions collected data about facilities used in the class from the students.
4. 14
to 16 These three questions gathered any information about the
result of Competency-Based Curriculum in the real class.
2. Interview
Ary 1979: 175 divides an interview into two types: structured and unstructured. In a structured interview, the questions and the alternative answers
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are permitted to the subjects, and they are predetermined followed by all respondents. It is inflexible and may seem formal.
On the other hand, an unstructured interview is flexible and more informal since free questioning is possible regarding their views, beliefs, and
attitudes. Subjects are given freedom to go beyond simple responses to the questions asked and to reveal their views. In this case, the researcher chose the
unstructured type to answer the first and the third research problems. The researcher used the interview as one of the research instruments to assemble the
teachers’ opinions and perceptions towards Competency-Based Curriculum See Table 5.
Table 5. A Blueprint of the Interview
Number Questions
Descriptions
1. 1 to 2
These two questions asked about the teachers’ point of view of Competency-Based Curriculum.
2. 3
to 12 These questions gathered information about the teachers’
opinion about the process of teaching learning activities in the class based on Competency-Based Curriculum.
3. 13
to 16 These four questions collected data about the teachers’
opinion about facilities used in the teaching learning process in the class.
4. 17
to 20 These four questions gathered data on how the students
respond the teaching learning process and the result of Competency-Based Curriculum implementation in the class.
3. Field Notes
The researcher used field notes in the class observation to collect data about the students’ responses towards the teaching learning process in the class.
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She did an observation to generate conclusion then offer the solutions if necessary. Observation of behavior was used since it plays a vital role in Indonesia, where it
can be more accurate than asking people what they do or think. It was also meant to avoid the data to be biased because of people’s
eagerness to be polite, to the extent of the answer that they think the others wanted to hear rather than the correct answer. For example, when a teacher asked the
students whether they understood what was explained in a class situation, the students would answer yes. However, when the teacher gave some questions based
on what was explained previously, the students could not give any answer. The researcher decided to use field notes as one of the methods since
field notes contain what the researcher heard and saw during the class activities. The researcher took a note on the important actions that were related to the
students’ reactions about teaching learning process using Competency-Based Curriculum.
E. Data Gathering Technique
