Research subject RESEARCH METHOD

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 34 rubric benefited as the cultural awareness classified into levels. The grading rubric was attached in the appendix. of test whether it was correct or not. By having this grading level of cultural awareness precisely. The rubric contained of the list of levels for each aspect of cultural awareness factual knowledge and intercultural competence, description and identification, compare and contrast, analysis, and evaluation and reflection. see appendix, page xiv b. Second part; Qualitative Data The instruments that were used in conducting the study were video recorder and checklist. 1 Video recorder was supporting instrument that was used to record the teaching-performance of students in micro teaching class. Actually, the process of teaching was observed directly, but here the recording of teaching was needed to get deeper result. the recorder benefited to record all the teaching performance of the observed students. Later on, the recorded performance could be re-watched if further data was needed. 2 Checklist was used to measure whether the students were able or not to incorporate cultural competence into English Language digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 35 Teaching. At first, the checklist consisted of the identity. Then, it was also written there the techniques that possibly used by the students to incorporate cultural knowledge in their English teaching. There are 9 techniques provided. Then, yes and no column were also provided to record whether students employed the techniques. Furthermore, explanation column was also provided to provide more spaces for noting in what ways students employed the techniques. see appendix, page xv

D. Data collection technique

The data collection technique that was used in this method was explanatory technique. Furthermore, Creswell in his book gives a brief overview about explanatory techniques, he assumes that one of the reason why explanatory model is taken as the data collection technique is that the researcher wants to examine multilevel behavior characteristic . 1 In collecting the data, this study was divided into two parts. The first part was conducted to answer the first question as it used quantitative descriptive. Then, the second part was conducted to answer the second question as it used descriptive qualitative design. For the first part, an article and set of questions were given to the students. Ten, they were 1 John W. Creswell, Educational digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 36 asked to bring it back in the next meeting. In the second part, such kind of observation was conducted to know whether the students could incorporate culture in their mini-teaching. Both collection techniques were conducted after the middle test or in the second cycle of teaching turn with an assumption that students already had bckground knowledge dealing with the way how to teach correctly. This is the detail of how this research was conducted:

1. Quantitative Data

a. In a meeting, a test consisting of questions to examine their level of cultural awareness was given to the participants. b. After conducting the test, the answer was interpreted using grading rubric. And finally, any information To visualize what had been done, see the following diagram: Figure 3.2 Data Collection Overview