FRAMEWORK OF PRE-UNDERSTANDING LITERATURE REVIEW

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CHAPTER III METHODOLOGY

This chapter presents the methodology which was used to ensure the credibility, dependability and transferabilty of the empirical truth. The research methodology consists of four parts namely method, research design, data acquisition; and data analysis and interpretation.

A. RESEARCH METHOD

The purpose of this study was to find out the hidden curriculum in selected NSSS. Since the study was intended to investigate the current practice and social phenomena of ELT in national-standard schools and no prior studies on this topic had been conducted yet, theory needed to be generated from the data which was grounded from the participants. Hence, the method applied for this study was exploratory grounded theory. Grounded theory is an inductive research because theories are drawn from the data rather than exist before Cohen, Maion and Morrison, 2007; and Ary, Jacobs, Sorensen and Razavieh, 2010. From the inductive research, researchers then can construct concept Ary et al., 2010. This method is able to catch the naturalistic elements of research since it focuses on the interconnectedness of everyday life action Glaser, 1996 in Cohen et al., 2007. Furthermore, it is able to formulate the element into a methodology which is conducted systematically. Grounded theory emphasizes on the way people act. A research with grounded theory method focuses on „inconsistencies, contradictions, discontinuities and 65 relatedness in actions‟ which are obvious in the actions Cohen et al., 2007, specifically the actions of teachers in this study. In ot her words „grounded theory ... tends to get at exactly what‟s going on‟ Glaser, 1996 in Cohen et al., 2007. In grounded theory, the design is made systematically to develop and generate theory based on the gathered and analysed data Glaser, 1994 in Cohen et al., 2007; Strauss and Corbin, 1994 in Cohen, 2010; Ary et al., 2010 and Creswell, 2012. The data is employed to clarify „a process, action or interaction among people‟ Creswell, 2012. From the analysis of the data, researchers then propose a possible relationship among the concept and eventually to form the theory Ary et al., 2010. In other words the explanation is attained from the information grounded in the data taken from the participants. Several features to determine grounded theory are proposed by Cohen et al. 2007. First, „theory is emergent rather than predefined and tested‟. The theory or pattern found in this study arises unexpectedly based on the collected data rather than a result of a hypothesis. Second, „theory emerges from the data rather than vice versa‟. The researcher collected data from observations and interviews to attain patterns shared by the data. This data was then employed to generate the pattern shared by the participants. Third, „theory generation is a consequence of, and partner to, systematic data collection and analysis.‟ As explained previously, the pattern attained in this study was provided from the analysis and description of the data from interviews and observations. Data collection and analysis were conduct ed systematically based on a certain procedure referring to Creswell‟s data collection precedures. Fourth, „patterns and theories are implicit in data, waiting to be discovered‟. The patterns were not made by the researcher. Instead, they 66 were already there in the result of observations and interviews. The researcher only needed to analyse, figure out and describe the patterns to make them apparent and noticable.

B. RESEARCH DESIGN

In conducting this study, the researcher employed Strauss and Corbin‟s systematic approach. The approach consists of two procedures i.e. data collection and data analysis. However, the procedure for data collection was mixed with the one adopted from Creswell‟s five phases of data collection instead of thoroughly adopting the data collection procedure of systematic appoach. It is due to the incomplete procedure of data collection in systematic aproach. In the approach, the data collection only covers the data collection instruments. Creswell‟s five phases then completed the procedures in choosing participants, gaining permission, designing protocol and administering data collection. Data analysis is described further in part D. The whole design of this research can be seen from figure 3.1. below. Figure 3. 1 Design of the Study adopted from Strauss Corbin, 1998 and Creswell, 2012 67 Since grounded theory is a systematic method, it uses systematic design Cohen et al., 2007; Ary et al., 2010; and Cresswell, 2012. The systematic design followed the steps carried out in qualitative research. It covered five phases of data collection in qualitative method. Those were participants, permission, data types, design protocol and administering data collection Creswell, 2012: 205. The complete discussion of each phase is presented below. 1. Participants Purposive sampling was employed to identify the participants and the sites for this study. It is a mechanism of sampling conducted to determine the most proper places and persons in which the researcher could gain the best understanding on the central phenomenon being studied Ary et al., 2010 and Creswell, 2012. This type of sampling enables the researcher to develop understanding of the phenomenon in detail by either providing useful information, helping people learn about the phenomenon or giving voice to silenced people Creswell, 2012: 206. It also enables us to choose the site of study, whether it is one site like one school, several sites like three secondary schools, individuals or groups such as grade X students, or some combinations like two secondary schools and the grade X students of the schools. Several variations of purposive sampling are usually used in qualitative research. As presented in figure 3.2., Creswell categorizes nine purposive sampling based on the time the sampling is conducted. If the sampling is conducted before the data collection, the research may use maximal variation sampling, extreme case sampling, typical sampling, critical sampling, homogeneous sampling and theory or concept sampling. On the other hand, 68 opportunistic sampling, snowball sampling and confirming disconfirming sampling are carried out after the data collection is accomplished Creswell, 2012: 206 – 209. Figure 3. 2 Types of Purposive Sampling Creswell, 2012: 207 Further, Miles and Huberman 1994 and Marshall and Rossman 2006 in Ary et al. 2010 describe more than those nine samplings. They also include comprehensive sampling, negative or discrepant sampling, intensity sampling, stratified purposeful sampling, random purposeful sampling, criterion sampling and convenience sampling 2010. Since the method used in this study was grounded theory, the purposive sampling applied for this research was theoretical or concept sampling. According to Creswell, in theory or concept sampling, the researcher chooses particular indivduals or sites which can help himher „generate or discover a theory or specific concepts within the theory„ 2012: 208. A deep understanding of the concept or theory is required to use this method. Individuals or sites can be chosen to help the researcher understand a concept or a theory.