Research Method RESEARCH METHODOLOGY

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CHAPTER III RESEARCH METHODOLOGY

This chapter presents the methodology that will be employed in this research in order to conduct the research. There are six major sections of the research methodology, namely the research method, research setting, research participants or subjects, instruments and data gathering technique, data analysis technique, and research procedure. The elaboration of each section of this chapter is presented as follows.

A. Research Method

This research used qualitative research as a research approach. According to Ary, Jacobs, and Sorensen 2010, p. 22, “A qualitative research focuses on understanding social phenomena from the perspective of the human participants in natural settings.” It means that qualitative research is to understand the reality in human behavior to obtain the meanings from the certain phenomena. The result was not a numeric analysis of data but a narrative report that will be explained deeply. In addition, Best 1983, pp. 156-157 also states that qualitative research is a research approach that emphasizes on the means of the description from observations. The description in this research was to analyze the findings in the several paragraphs. Therefore, the researcher had to analyze and interpret the documents as the data to obtain the answers to the two research problems in this research. 37 Moreover, Lodico, Spaulding, and Voegtle 2006, p. 15 state that “qualitative research approach collect data through observations, interviews, and document analysis and summarize the findings primarily through narrative or verbal means.” It had the same understanding as the research methodology that used document analysis to obtain the answers of two research problems. The researcher collected data in order to interpret the findings from the data in the form of narrative. Ary et al. 2010, p. 457 define document analysis as a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. This research analyzed and interpreted the teachers‟ written feedback as recorded material that had specific form and types. Marshall and Rossman 2006, p. 108 state that the use of documents often entails a specialized analytic approach called content analysis. Document analysis was used in order to collect, analyze, and interpret the data. Fraenkel and Wallen 2006, p. 483 state that “content analysis is a technique that enables researchers to research human behavior in an indirect method, through an analysis of their communications.” As mentioned in chapter II, teachers‟ written feedback was a means to communicate between the teacher and the student in teaching writing. In this research, the researcher analyzed the teachers‟ written feedback in CRW II class provided by the ELESP teachers as the documents. The use of teachers‟ written feedback was the example of human behavior in writing class. From that, the researcher used a table to analyze the document of the teacher‟s written feedback in this research. In this research, the researcher determined 2 categories of teachers‟ written feedback based on the previous 38 knowledge, theory, andor experience in order to obtain the kinds of teachers‟ written feedback in CRW II class. The categories were the form and type of teachers‟ written feedback. In addition, the researcher also used the documents to interpret the teacher‟s beliefs. The researcher investigated the teacher‟s beliefs that underlie the practice on giving written feedback in CRW II. The teachers were the main subject in this research. This research aimed to obtain useful information in dealing with educational problems. It helped the teacher to consider and choose the kinds of written feedback on students‟ writing. The researcher also provided more specific information about what kind of teachers‟ written feedback.

B. Research Setting