Document Analysis Classroom Observation

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3.4 Data Collection

As mentioned earlier, three data collection techniques were used in this study; interviews, document analysis, classroom observation, and questionnaires. Furthermore, these multiple methods of data collection were taken into account to triangulate the data. With this triangulation, it verified the validity of the information being collected Blaxter et al., 2006; 86, and therefore the subjectivity of the study can be avoided because according to Blaxter et al., the findings from one type of data collection can be checked against the findings deriving from the other types 2006; 85. In the following section, each of the data collection will be elaborated further.

3.4.1 Document Analysis

In this study, document analysis tries to depict the evidence of what the teachers do during the preparation process in a written form. This type of data collection technique, according to Merriam 1988, is considered as “objective sources of data compared to other forms”. The document data is also used to triangulate the interview data. The document data investigated in this study were taken from the materials provided in the textbook unit and lesson plan. For the purpose of the study, only one unit is used. The consideration is that the study only limits for one unit teaching process of how teachers use the material. On the other hand, the lesson plan here is not necessarily a detail document but a written indication that the teacher has thought in advance about the ‘why’, ‘what’, and ‘how’ of the lesson Gabrielatos, 2004. In this study, the teachers were obliged to submit their lesson plans see an example of lesson plan in Appendix B to see the outline of what heshe was going to do in the classroom. From the lesson plan, we will know which materials are used, whether adaptation to materials takes place, what delivery 39 strategies are used, and whether the activities are organized based on certain lesson structure.

3.4.2 Classroom Observation

Classroom observation was conducted to find how the teachers use the materials in the implementation process. Observations, according to Merriam 1988, were useful in such a way that they showed things that had become routines to the participants themselves, things which may lead to understanding the context. The use of audio or video recording of lessons also provides a more reliable record of what actually happened in the classroom Richards, 1990. During observations, the researcher was an observer and did not take part in any classroom activity. The whole processes of classroom activities were recorded through the use of video recorder. As Merriam 1988 suggests that recording make the data analysis easier. The video also helps the researcher give the description of the material implementation which later will be cross checked to the interview result. The study seeks for what activities are conducted in the classroom. The list of activities as a result of classroom observation data can be seen in Appendix D. Due to the limitation of the time, the observations were conducted to the first four teachers T1, T2, T3, T4.

3.4.3 Interviews