53
CHAPTER III RESEARCH METHODOLOGY
The discussion of research methodology is presented in this chapter to describe how the study is conducted in order to answer the research question. It
includes the 1 research design, 2 nature of data, 3 research setting and participants, 4 data collection methods, 5 data analysis, and 6 trustworthiness.
3.1 Research Design
This study attempts to answer the research question
What is teachers’ belief of how to develop students to become successful English learners?
. The qualitative
approach was selected for this study as a way to provide insightful and through investigation of attitudes, beliefs, and strategies the teachers use in regards to
develop successful English learners. Specifically, the research applies a phenomenological study to
conceptualize teachers’ belief in developing students to become successful English learners by identifying the phenomena toward how they
are perceived by the doers teachers in a particular context. According to van Manen 2007 phenomenology is a project reflecting the
lived experience derived from consciousness of human existence which is thoughtful thoroughly and sensitive to the life-world exploring how human involvement with
their world. Creswell 2007 adds that the data in phenomenology can be collected from individuals with related experience through qualitative data collection
techniques. In this research, in-depth interview and observation were chosen as the techniques.
3.2 Nature of Data
The data collected in this research consist of detailed information about teachers’ belief which include narrative from the in-depth interview and field notes
from the classroom observation. The narrative data were described and interpreted and used as the
main data sources to investigate teachers’ belief of how to develop students to become successful English learners. Meanwhile, the field notes are used
as the trustworthiness to validate the beliefs identified from the interview toward teachers’ classroom practices.
3.3 Research Setting and Participants
This part includes place, time, and involved people in the research. Related to research setting, Holliday 2002 proposes that it should have criteria of relevance,
boundedness, accessibility, and having sufficient data. Considering the criteria, I chose a setting in Yogyakarta. The study was conducted in three junior high schools
which were used to get high average English mark in national examination. I assume the three schools could represent the population with high, middle, and low
achievement. The participants in this study were three English teachers with different
length of teaching experiences. I call them as research informants since my main data were from the in-depth interview. They were under the pseudonyms of Anggi, Lilin,
and Inu. Anggi and Lilin are female teachers while Inu is a male teacher. Anggi has been teaching English for about 27 years. She graduated from English department.
During her career, she taught several junior high schools and an established English course in Yogyakarta. Besides, she actively participates in several forums such as
international workshop TEFLIN, English teacher association JETA= Jogja English Teacher Association, seminar and teacher’s exchange to teach Indonesian in
Australia. The second informant, Lilin was quite young. She has been teaching English in one junior high school for about four years. She participated in some
seminars and teacher discussions. The last informant, Inu has been teaching English for about 18 years in several schools. He joined some seminars and workshops as
well to get input in his teaching practice.
3.4 Data Collection Method
Kategori