Anindita Primadani, 2014
The Impact Of Teacher Talk Towards Students’ Participation Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER III RESEACRH METHODOLOGY
This chapter deals with the methodology that is used in this research and the description of the research procedures in order to answer the research
questions stated in Chapter I. This chapter provides the statement of problem, aims of the study, research design, the data collection, and finally the data
analysis.
3.1 Statement of the Problem
This study is intended to describe the categories of teacher talk that are mostly used by the teacher, and its influence on learners talk. This research
attempt to answer these several questions: 1.
What are the categories of teacher talk used in the classroom? 2.
What is the implication of teacher talk on learner talk, as a part of students’ participation?
3.2 Aims of the Study
The problems stated above bring this research into several purposes. The main purpose is to describe the teacher talk categories that are found in classroom
activities. Moreover, this research is also intended to discover the implication of teacher talk to learner talk, as a part of the classroom contribution and
participation. It means that the findings give information about which type of teacher talk is typically responded by particular type of learner talk. Furthermore,
it is also expected that this research could present beneficial information for teachers in regard with how they should gain students’ participation and effective
Anindita Primadani, 2014
The Impact Of Teacher Talk Towards Students’ Participation Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
classroom interaction by providing particular categories of teacher talk in order to make the learning process meaningful.
3.3. Research Design
This research is carried out by descriptive qualitative case study research design, through which the researcher focuses on in depth study of smaller
samples. According to Dougherty as cited in Baum, 2002 qualitative methodology is a method in which the researchers do not involve measurements
or statistic but focused on is people’s own thought, feelings, opinion, beliefs and perception. The purpose of this method is to describe some important qualities of
complex social phenomenon. As stated in Chapter 1, this study is aimed to describe teacher talk categories that are found in classroom based on Flanders
Interaction Analysis Categories System FIACS, and its implication on learner talk. Based on the purpose, to analyze classroom interaction, qualitative research
method is considered as the appropriate one to use in this study, since qualitative research is based on the principle that social life is inherently complex. This is in
line with the characteristics of qualitative research, which are situational, interpretive, and its contexts are described in detail Stake, 2010, p. 15.
Moreover, according to Baxter and Jack 2008, qualitative case study is an approach to research that facilitates exploration of a phenomenon within its
context using a variety of data sources. They also argued that it ensures that the issue is not explored through one lens, but rather a variety of lenses which allows
for multiple facets of the phenomenon to be revealed and understood. It becomes a valuable method to develop theory, evaluate programs, and develop
interventions Baxter Jack, 2008.
3.4 Research Procedures
