Questionnaire Instrument and Data Gathering Technique

40 result, necessary revisions should be made for the final form of the questionnaire. In this pilot research, the researcher distributed questionnaires in to 15 from 31 students of the first grade of SMP N 2 Yogyakarta by using simple random sampling because all of the students had the same chance to get involved. Based on the results of the pilot questionnaire, the researcher made several changes in the questionnaire items. The questionnaire changes were on the close- ended question on category I, II, and III and also there were some elimination on category I. The questionnaire changes list can be found at Appendix F p. 125. After the researcher revised the questionnaire, the result of the final questionnaire can be described that the first category of the questionnaire consisted of statements number one up to nineteen. It was conducted in order to get the information towards th e student’s or respondent’s background. The example of this question could be drawn in Table 3.3. Table 3.3 The Example Form of Questionnaire on the Students’ Background No Statement Strongly Disagree 1 Disagree 2 Agree 3 Strongly Agree 4 1. I believe that learning English is important for me. The second category was for statements number twenty until thirty five represent the students’ opinion towards the implementation of Edmodo in writing descriptive text. In this category, the students should give their responses toward the implementation of Edmodo in writing descriptive text. The example of this question could be seen on the following page in Table 3.4. 41 Table 3.4 The Example Form of Questionnaire on the Implementation of Edmodo No Statement Strongly Disagree 1 Disagree 2 Agree 3 Strongly Agree 4 1. This is the first time for me using Edmodo. The third category, the statements number thirty six up to forty five represent the students’ perception on the use of Edmodo in writing descriptive text. The respondents should choose the answer based on their own perception toward what they had in using Edmodo in writing descriptive text. The example of the question in this category can be seen in Table 3.5. Table 3.5 The Example Form of Questionnaire on the Students’ Perception No Statement Strongly Disagree 1 Disagree 2 Agree 3 Strongly Agree 4 1. I get more motivated to learn English by using Edmodo. The second part of the questionnaire consisted of open-ended questions. It was used to address all of the problems. This part divided into two questions related to students’ experience on the use of Edmodo in writing descriptive text. In this part, the respondents should answer the question based on their own experience on using Edmodo in writing descriptive text freely and without any limitation. The form of this question can be drawn on the following page in Table 3.6. 42 Table 3.6 The Form of Open-Ended Questions No Question 1 Do you find any difficulties when implementing Edmodo for writing a descriptive text? What are they? Please, mention it 2 What is your opinion of the use of Edmodo in writing descriptive text? Please give your reason.

2. Interview

Interview was the important way to clarify whether the information which was collected in the previous instrument were correct and appropriate. According to Kvale 1996, the use of the interview in the research marks a move away from seeing human subjects as simply manipulable and data as somehow external to individuals, and towards regarding knowledge as generated between humans, often through conversations as cited in Cohen et al., 2007, p. 349. In other words, interviews involve some forms of direct contact between the people in the sample group and the interviewee, who presents the questions to each person in the sample group and records their responses. When a questionnaire is used, the questions are sent to all the members of the sample group who record and return their responses to the questions. Moreover, Cohen et al. 2007, p. 381 describe that one of the most important aspects of the interview is its flexibility. The interviewer has the opportunity to observe the subject and the total situation in which he or she is responding. Questions can be repeated or their meanings explained in case they are not understood by the respondents. The interviewer can also press for additional information when a response seems incomplete or not entirely relevant. 43 In this research, the researcher interviewed six students who came from the same sample of the junior high school students in SMP N 2 Yogyakarta who had implemented Edmodo in writing descriptive text. In this section, the researcher chose the respondents by using stratified sampling where the respondents were considered by learning levels. The interview was conducted in order to know the students’ opinion toward the implementation of Edmodo as the learning activity in writing descriptive text and some difficulties that they identified in using Edmodo. Besides that, this interview was intended to explore the students’ perception on the use of Edmodo in writing descriptive text deeper for the first grade of junior high school students. This interview was intended to get more information in order to complete and enrich the students’ responses towards the questionnaire. Moreover this research was aimed to address the research problem of this research. The example of the interview guide can be seen in Table 3.7. Table 3.7 The Example of the Interview Guideline Category No. Questions The Implementation of Edmodo In Descriptive Writing Text 1. How often do you use Internet? Do you find difficulties in accessing Internet? What are they? 2. What do you think about Edmodo? Students’ Perception on the Use ff Edmodo in Writing Descriptive Text 3. Do you feel motivated when you are using Edmodo? Why? 4. Do you think that Edmodo help you to learn English especially to improve your skill in writing descriptive text? Can you give the example? 44 In order to collect the data, the researcher employed three kinds of research instruments which in a form of questionnaire, interview and direct observation. The researcher divided the questionnaire into two parts: close-ended and open-ended questions. In the close-ended questions, the respondents should answer the questions based on the scale which were provided. Then, in the open- ended questions the respondents were free to answer the question based on what they thought. In this research, the researcher distributed the questionnaires and did some interviews in different place and time and also did a direct observation. In distributing the questionnaires to the respondents, the researcher asked permission to the English teacher in order to distribute the questionnaires inside of the class. The aimed of the questionnaire was to collect the main data which was needed to address the research problem of this research. Then, for the interview, the researcher decided to choose six students from the same respondents who had answered the questionnaire by using stratified sampling. After the researcher had decided those six students, the researcher asked permission to the English teacher again in order to ask the students who were selected to be interviewed outside of the class. All the interviews were recorded and the goal of those interviews was to answer the second research problem of this research and also get the additional answer in order to complete and enrich the questionnaires’ answer. 45

3. Direct Observation

In order to enrich the data obtained from the questionnaire and interview, the researcher also did a direct observation. According to Ary et al. 2010, the purpose of direct observation is to determine the extent to which a particular behavior is present p. 216. The observer functions like a camera or recording device to provide a record of the occurrence of the behavior in question. The most obvious advantage of systematic observation is that it provides a record of the actual behavior that occurs. Therefore, a direct observation can be more accurate data than reports from students or teachers. In this research, a direct observation is used to clarify the data gained from the questionnaire and interview. The researcher observed what actually happened since the students were using Edmodo for writing descriptive text. Therefore, the researcher triangulates the data gathered from those instruments in order to complete the result of the research.

E. Data Analysis Technique

In this research the researcher employed questionnaire, interview and direct observation in order to gather the data. The first step was tabulating the data gathered and the second step translating the data into descriptive analysis. The researcher tabulated the data in form of data frequency and data percentage. After the researcher got the data from the questionnaire and knew the degree of students’ responses in scale, which were strongly disagree, disagree, agree, and strongly agree. Then, the researcher calculated the number of each statement into 46 percentage used a formula in order to know the score of each scale in percentage. The formula is shown in Figure 3.1. ∑� ∑� x 100 Figure 3.1 The Percentage Formula ∑� : The number of students that choose the same scale in each statement ∑� : Total students After the researcher computed the mean, the researcher present the result firstly per part. Then, the researcher interprets per item in each category based on the data acquired from the questionnaire. In addition, it is also supported by the result of the interview and the result of the direct observation which is observed by the researcher.

F. Research Procedure

In order to conduct the research, the researcher employed the steps involved in survey method Ary et al., 2010, p. 378. Those steps can be seen on the following page in Figure 3.2.