Interview Document Analysis Instrumentation

Gentra Permana, 2015 APPROACHES IN TEACHING CANONICAL DRAMA AND ST RATEGIES IN MEDIATING STUDENTS’ UNDERSTANDING OF CANON LITERARY TEXTS USING CONTEMPORARY TEXTS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu whether the use of contemporary literature can make students more active and positively involved in the classroom activities. Classroom observation was held once a week in three months. There were ten classroom-observation sessions that took approximately 100 minutes in each session. The observation used camcorder and field notes as tools. The camcorder was placed to monitor and record the events that occurred in the teaching process. It was essential to observe the students’ verbal and non-verbal responses, also to record the method used by the teacher. Furthermore, field notes were also used to give rich and detailed descriptions when the observation was held. The notes were used as an assistance for the researcher when there was something important and the camcorder did not do its job because notes were simpler and faster than the camcorder. Furthermore, field notes must contain seven items that had to be included in field notes, but they also said that method in writing field notes could be very personal, depending on the researcher and the situation Chiseri, Elizabeth, Sunstein, 1997. Thus, six items were chosen in this observation, they were, specific time, what happened in the class, what they did, what they said in quotations, what are the information sources, and the researcher’s interpretations through every situation. Each meeting was recorded and later transcribed in order to get the data for the analysis purposes. The transcription was not only about the conversation, but also about students’ and teacher’s behaviors were transcribed. The notes were used to enhance information on the video transcription in order to get comprehensive and valid data. The described data was presented in appendix 2.

3.4.1.2 Interview

Interview was the next instrument that was used in this research in order to get information from the teacher. The interview focused only on the teacher because the research’s main aim was the teaching approach es. The interview itself had the purpose to gain more information about the ‘treatment’ and seek the students’ response about their feelings or thoughts Fraenkel Wallen, 2009. Gall and Gentra Permana, 2015 APPROACHES IN TEACHING CANONICAL DRAMA AND ST RATEGIES IN MEDIATING STUDENTS’ UNDERSTANDING OF CANON LITERARY TEXTS USING CONTEMPORARY TEXTS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Borg 1983 said that interviews could build relationship and trust between researcher and respondents students which would make it possible to obtain data that the other data collecting methods could not acquire. There was only one interview session and was held at the end of the classroom observation week eight. The teacher was interviewed about why she chose the materials and how the contemporary literary texts were used in the teaching process, why she chose those texts, what were the advantages and the disadvantages in using the materials in teaching process and how she encountered the problems that arose. In the process of interviewing, voice recorder was used to make the transcription more accurate. The full list of the questions and answers about the interview was included in the appendix 1.

3.4.1.3 Document Analysis

In order to answer the research questions, written documents were conducted to collect the data. Written documents were in forms of 1 the subject syllabus; and 2 s tudents’ commentary writing. The syllabus was required as a base to answer the research questions. The students’ commentary writing was an analysis paper of a specific topic of a play, for example, the students have to focus only on one topic, in this case, analyzing the characteristic. There were ten commentary- writing papers taken from five students, so each students had to write two papers with different topics. The first topic was about a play namely Am I Blue and the second topic was juxtaposing two plays between Trifles and Legally Blonde. Those data were presented in appendix 3.

3.4.2 Procedure