Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
36
CHAPTER III RESEARCH METHODOLOGY
This chapter describes the procedure of the research in order to find the answers of the two questions previously stated in chapter one. It covers the
research design, sites and respondents, data collection and the data analysis.
3.1 Research Design
The main purpose of this research is to find out how teacher-student interaction realized in a young learner classroom using activities conducted in the
form of Project-Based Learning framework. In addition, another purpose of this research is to present an in depth description of speaking strategies that students
utilize during the implementation of Project-Based Learning approach. By considering the two purposes, a case study is conducted in this research.
The use of a case study in this research is due to several reasons. To begin with, a case study is one of the five traditions in a qualitative research which
mainly focuses on a specified case in an event which encompasses an individual, a group of people, or a real life portrait Creswell, 1998; Gerring, 2007. Similarly,
Lodico, et al.2006 suggest that case study is primarily conducted to investigate processes as well as to gain insight into an in-depth understanding of an
individual, group, or situation Lodico et al., 2006: 269. Moreover, it, like other qualitative researches, concerns with meaning, process, and quality Alwasilah,
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
37
2008 not like any quantitative research which primarily concerns with quantity and result Yin, 2003. In addition, the setting of a case study is natural in the
sense of a contemporary phenomenon within some real life contexts Yin, 2003; Alwasilah, 2008. Then, the aim of a case study is description, findings and
understanding Alwasilah, 2008 as well as generalizing Yin, 2003. Finally, the investigator engaged in a case study 1 has little control over events; 2 cannot
manipulate behavior; 3 spends more time on drawing the context or setting of the case; 4 can utilize many sources of information in collecting the data to
present an in depth as well as detailed description about the responses toward an event Creswell, 1998.
In addition to the reasons above, a case study has a number of benefits. Nisbet and Watt 1984 point out some of them, namely 1 the results are more easily
understood by a wide audience including people from non-academic; 2 they are immediately intelligibly; 3 they catch unique features that may otherwise be lost
in larger scale data e.g. surveys; 4 these unique features might hold the key to understanding the situation; 5 they are strong on reality; 6 they provide
insights into other, similar situations and cases, thereby assisting interpretation of other similar cases; 7 They can be undertaken by a single researcher without
needing a full research team; 8 they can embrace and build in unanticipated events and uncontrolled variables; and 9 they can penetrate situations in ways
that are not always susceptible to numerical analysis Cohen et al., 2005: 184.
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
38
However, in fact, a case study has some limitations. First, the results may not be generalized except where other readersresearchers see their application. Then,
they are not easily open to cross-checking; hence they may be selective, biased, personal and subjective. Finally, they are prone to problems of observer bias,
despite attempts made to address reflexivity Nisbet and Watt, 1984 cited in Cohen et al., 2005.
3.2 Site and Respondents 3.2.1 Sites
