Data Gathering Technique Data Analysis Technique

29 distraction, interruption, physical aggression, and inattention. Learning behaviour covered personal interest in the lesson, effective communication, and perseverance. Both positive and negative behaviours on classroom performance is summarized in Table 3.2. Table 3.2: Behaviours Rubric on Classroom Performance Classroom Performance Positive Behaviours Negative Behaviours Emotional Behaviour • Steady state of self confidence. • Not appearing overly anxious and nervous. • Dynamic participation in the activities. • Inconstant state of self confidence. • Develop the sense of nervousness in a particular circumstance. Conduct Behaviour • Carry out relevant activities to the lesson. • Acceptable physical movements. • Improper verbal and nonverbal distractions. • Inappropriate physical aggression. Learning Behaviour • Exhibit interest in the lesson. • Lack of interest in the lesson. Afterwards, the interview was carried out to verify unanticipated circumstances and gain deeper understanding on the research interest. In accordance with the first research question, the researcher analyzed the data by looking for similarities and differences among participants’ responses. These similarities and differences were concluded from the three research instruments. Besides, the research respondents’ progress throughout the course was also monitored. This process continued until the comparative analysis did not contribute something new anymore – commonly called data saturation. Hence, for the sake of research effectiveness, the researcher could omit parts that did not contribute new information any longer. 30 Regarding the second research question, the researcher paid attention to respondents’ classroom behaviours by means of observation sheets and highlighted problems generally encountered by each respondent during performing and accomplishing the given tasks. The researcher could draw conclusions how research participants dealt with the problems they found during the lesson. The researcher progressively elaborated a general statement and conclusion well grounded on the data through induction. Obviously, a conceptual understanding on the topic that primarily referred to literature review had to be combined with the researcher’s arguments. Accordingly, the findings and conclusions of the research were considerably valid. Moreover, in order to provide research internal validity, the researcher employed the multiple data source strategy. A triangulation can be achieved by combining the analysis and interpretation of the data collected and the personal perspective of the researcher.

G. Research Procedures

Firstly, the researcher was aware that the research participants’ language skills performance could differ from one another. At this point, the researcher decided to look for the effects of internal factors on particular language skill. For the sake of efficiency and manageability, the researcher, therefore, specified the broad topic into a narrow one; the influence of internal factors on students’ reading performance. It was obvious that internal factor cannot be separated from external factor. However, external factor was not directly related to the operation of the internal factor even though they might have causal relationship. 31 The topic concerned was, nevertheless, still too broad since there are many factors that might affect students’ performance. Consequently, the researcher determined to focus on one major scope, which was individual characteristics, and later on this major scope could be subcategorized into two minor constituents, which were intrinsic motivation and learning styles. The researcher referred to motivation and learning styles as the two minor constituents due to their correlation to students’ performance. The essence was that it described how these components might influence students’ performance and which one played the major role in it. Later on the researcher outlined a qualitative research design due to several considerations. Next, the researcher adapted and designed three research instruments; they were a questionnaire, observation sheets, and a semi-structured interview. After considering what information that was needed to complete this research and arranging it into part of the research instruments, data gathering process could be executed. The questionnaire was distributed, collected, and analyzed prior to the Extensive Reading II course initiation. The questionnaire was designed to seek for information about research participants’ characteristics. Afterwards, observations could be implemented along with the course progress. The observations monitored the three perceptible behaviours. The first one was emotional behaviour; it included self-assurance, self-confidence, cooperation with other pupils and nervousness. Secondly, it was conduct behaviour; it elicited distraction, interruption, physical aggression, and inattention. Thirdly, it was 32 learning behaviour; it covered personal interest in the lesson, effective communication, and perseverance. The descriptive analysis depicted a combination of the collected data and a presentation of the researcher’s arguments. The researcher brought together the collected data and described the influence of constituents on students’ performance. Finally, through induction the researcher progressively elaborated a general statement and conclusions well grounded in the data.