English Learning in Young Learners Classroom

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CHAPTER 3 RESEARCH METHODOLOGY

This section describes the methodology used in this research. It consists of research design, nature of data, research instruments, sources of data, data collecting technique, and data analysis. Besides, there is a trustworthiness section describing how the validity and reliability of this research are gained.

3.1 Research Design

Considering belief as a value, qualitative research methodology was chosen to be applied in this research. Creswell 2012 states that qualitative research is best suited to address a research problem which its variables are needed to explore.

3.2 Nature of Data

The data obtained in this qualitative research would be in the form of texts. It consisted of observation notes and also interview transcripts. Here, the observation notes were the result of observing the interaction happening during the English learning in classroom handled by the participants. The transcripts of the verbal interaction between the teacher and her students during the learning in the classroom and the notes during the observation describing setting, any behaviors and interaction happening during the interaction would be written in the observation notes. Then, another text was in the form of interview transcript. It was in the form of written one as the result of transcribing the interviews done with the participants. 3.3 Research Instruments 3.3.1 Observation Notes To find out the teachers’ belief, what actually occurred during the gathering data would be written on the observation notes. According to Ary et al 2010, observation notes would cover the comprehensive picture of a situation which was observed. The setting, any behavior and interaction during the observation were recorded in written. To gather the data during the observation, the researcher did not use video recording. It was purposefully done to keep the naturalness of the learning. Thus, this instrument was effective to investigate how the TSs interaction went.

3.3.2 Interview Guideline

Investigating teachers’ belief using direct observation was not enough yet. Marion Williams et al., 1997 in Xu 2012 argued that sometimes there was a ‘discrepancy’ between what the teachers say about their belief and the way they act. Thus, guided by some ideas found as the result of the observation, the interview guideline was created to find out the deeper and clearer understanding. Finally, it would result in the form of teachers’ belief. By having interview guideline, the topic discussed during the interview could be controlled. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI