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CHAPTER III RESEARCH METHODOLOGY
In this chapter, the writer discussed how the research was conducted, in terms of obtaining the data and analyzing the data gathered to answer the research
problems of this research. This chapter consists of six parts, namely research method, research setting, research participants, instruments and data gathering
technique, data analysis technique, and research procedure. The explanation of each part will be explained in the following part.
A. Research Method
The method used in this research was mixed method. Cited in Salehi and Golafshani 2010: 187, according to Hanson et al, Tashakkori Teddlie, mixed
method is a combination between qualitative and quantitative methodology. According to Creswell 2003: 140, mix method involves quantitative research
and qualititative reseaerch. Based on Sherman and Webb 1988: 7, qualitative is used to discovery a new understanding. According to Salehi and Golafshani
2010, qualitative method deals with a new understanding which is used by a researcher to describe social phenomenon p. 187. Quantitative method includes
numerical data Salehi Golafshani, 2010, p. 187. While qualitative method includes words as the data of the research.
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B. Research Setting
The research was conducted in SMK Marsudi Luhur II Yogyakarta. This school is located in Bintaran Kidul, Yogyakarta. SMK Marsudi Luhur II as a
vocational school offers automotive and electronic programs. The research was conducted in three days in April.
C. Research Participants
According to Backstrom and Cesar 1981, purposive sampling is a strategy of choosing the sample the the research by knowing the characteristic of
the people. Sampling used in this research was purposive sampling. This research used purposive sampling because the sample was taken based on the participants
who had an experience in applying the English hour teaching strategy. The participants of the research were the tenth grade students of automotive and
electronic class of SMK Marsudi Luhur II. There were 52 students as the participants of the research to answer the questionnaire and one English teacher as
the participant of the interview. The students are between 15-17 years old.
D. Instruments and Data Gathering Technique
The instruments used in this research are an observation, a questionnaire, and an interview. The explanation of the instruments would be discussed in the
following part.
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1. Observation
Observation was done by observing the application of the English hour in the teaching-learning activities. The purpose of conducting the observation was to
know the procedure or the application of the English hour during the teaching- learning process. The observation was done once before distributing the
questionnaire and interviewing the English teacher. To obtain the data from the observation, the researcher took a field note of the English hour application.
2. Questionnaire
The type of questionnaire was directly administered questionnaire. According to Fraenkel Wallen 2006, directly administered questionnaire was
the way of distributing the questionnaire by asking the teacher to administer the questionnaire. This research used administered questionnaire in order to obtain the
high response rate. The purpose of distributing questionnaire was to know students’ opinions and attitudes toward the use of English hour as the teaching
strategy in the teaching English, to know the process of conducting English hour teaching strategy, to know the perceived effects of the English hour teaching
strategy toward students’ speaking skill, and to give the inspiration to the teacher for creating other strategies.
The researcher provided 15 closed-ended questions. Closed-ended questions are the questions which are created by providing some choices
multiple-choice. The participants just answered the questions by choosing the best answer based on their perception. The aim of using closed-ended questions in
this research was to help the participants to answer the questionnaire. From 15
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closed-ended questions, those questions were divided into two categories: the process of conducting English hour teaching strategy and the effects of English
hour teaching strategy in students’ speaking improvement based on the students’ perception. Seven questions out of 15 questions questions number 2, 3, 8, 9, 10,
11, 12 belong to the first category. Questions number 4, 5, 6, 13, 14 belong to the second category. Question number 1 asked about the nature of English hour
teaching strategy. 3.
Interview The interview was conducted as a personal interview. According to
Fraenkel 2006, personal interview is the interview which was conducted face-to- face with the respondent. In this research, the English teacher was interviewed
directly or face-to-face. There were six question in the interview with the English teacher. The aim of interviewing the teacher was to know the process and the
schedule of applying English hour teaching strategy and to know the effects of English hour in teaching English, especially to improve students’ speaking skill.
E. Data Analysis Technique
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