AUTHENTIC MATERIAL USED BY PRE-SERVICE TEACHERS AT EED OF UMY IN THEIR TEACHING PRACTICE
19
Chapter Three
Methodology
This chapter explains the methodology of the research. This chapter
discussed research design, research setting, research participants, research
instrument, data collection technique and data analysis technique. There was some
theories support this chapter.
Research Design
This study used qualitative research design. It was chosen because it is
concerned to explain about social phenomena. It means that the purpose of
qualitative research is to make people understand, about social phenomena around
them. The social phenomena that happened in this case was pre-service teacher at
EED of UMY have to do teaching practice, but they have minimum competencies,
which they still confused to selecting materials to teach. Further, qualitative
research concerns the questions about people’s behavior, people’s opinion and
attitude, how some events can give effects for people (Hancok,
Ockleford&Windridhe, 2009). It was also supported by Patton and Cochran
(2002) who stated that qualitative research is characterized by the aims of the
research, that have related with how to understand some aspects of social, and this
method generates the words, not the numbers for analysis of data. Regarding the
explanation, the researcher chose a qualitative approach. The aim of qualitative
research is to make the people or community can understand social phenomena
and aspect of social life therefore the research was conducted qualitatively.
20
Likewise, the aim of this research was to know how the social phenomena
happened in a teaching practice of pre-service teacher at EED of UMY. The
researcher was curious to know how the authentic materials used by the preservice teacher in their teaching practice at EED of UMY. Therefore, qualitative
approach method was very appropriate for this research, because it eased
researcher gathering the data.
After choosing qualitative research design, the researcher chose
descriptive qualitative as the qualitative approach. Descriptive qualitative was an
approach for the research that focuses on description and interpretation (Hancok,
Ockleford&Windridhe, 2009). Hancok, Ockleford&Windridhe (2009) also
explained that descriptive qualitative is attempted to broaden and deeper the
thoughtful about how things become the way in our social world.
According to those opinions, the researcher concluded that descriptive is an
approach of qualitative research design. Moreover, descriptive qualitative can
reveal deeper about the understanding of social world that focuses on description
and interpretation. Regarding to this, the researcher chose description qualitative
approach. It was because description qualitative is the suitable approach to help
the researcher for answer the research question of this study.
Research Setting
This research was conducted at English Education Department of
University Muhammadiyah Yogyakarta. The researcher chose English Education
Department of University Muhammadiyah Yogyakarta as a research setting
because the aim of this research wasto know how authentic material used by the
21
pre-service teacher in their teaching practice at EED of UMY, automatically the
best setting of this research in English Education Department of
UniversityMuhammadiyah Yogyakarta. Moreover, all students at EED of UMY
especially batch 2013 took teaching practice course in fist until six semesters.
The second reason was because the location of English Education
Department may accessible for the researcher. Accessible here mean that English
Education Department of Universities Muhammadiyah Yogyakarta is the place
where the researcher studies, so it made the researcher easier to get the data. For
example, it helped the researcher when the researchers make an appointment for
an interview. The setting of the research assisted the researcher in conducting the
research effectively. In addition, this research was held on April 2017 because in
that time, the lecturing activities began after the semester break. Hence, it would
be easier for researcher to find the participants since they were already active on
campus.
Research Participants
The participants of this research were the pre-service teachers, in EED of
UMY. The reason was that the purpose of this study to know how authentic
material used by pre-service teacher at EED of UMY in their teaching practice.
Therefore, the researcher chose pre-service teacher at EED of UMY batch 2013 as
the target of the population . The reason was the pre-service teacher’s batch 2013
has done the teaching practice from first semester until sixth semester. The
teaching practice took place in elementary school, junior high school, and senior
high school.Therefore, the researcher believed the pre-service teachers batch 2013
22
have enough experiences in teaching practice. In addition, the researcher used
pseudonyms in reporting the results in order to protect the identity of the
respondents.
The participants of this research were the pre-service teacher in EED of
UMY, batch 2013, and the researcher chose four students since there are no clear
rules in the size of the participants of qualitative research (Cohen, Manion and
Morris, 2001). This study used purposive technique. Cohen, Manion and Morris
(2001) also suggested purposive technique in qualitative research was used when
the research that non-probability. The purpose of purposive technique was
focused in some characteristics of the participants, which enable the researcher to
answer the research question of the study. Regarding to the theory, the researcher
believed that purposive sampling was suitable for this research. It is because the
researcher had some criteria to answer the research question of the study. First
criterion was the sample of this research must be the pre-service teachers at
English Educational Department. The second was the pre-service teacher at EED
of UMY who had finished teaching practice one until practicum six. For the third
criterion, the participants should have used authentic materials in their teaching
practice. To know the participants who had used authentic materials in their
teaching practice, the researcher asked the participants before doing the interview.
Instrument of the Study
An interview is a systematic method for collecting the data of someone by
speaking and listening in the conversation (Kajornboon, 2005).In this research,
the researcher used the interview as the data instrument. The interview is a widely
23
used instrument for data collection. The purpose of the interview was to look at
the perception, experience, belief, and motivation of the people in some case (Gill,
Stewart, Treasure & Chadwick, 2008).Regarding to these purposes, the researcher
believed that using interview was the appropriate instrument to answer the
research question of this study. The questions of the interview focused on the
authentic material used by the pre-service teachers in teaching practice. By
interview, the researcher got information about what kind of authentic material
that are commonly used, what the advantages and disadvantages of authentic
materials based on pre-service teacher experience in their teaching practice.
The researcher used interview guide approach as a type of interview.
Interview guide approach is type of interview that needs a form or a guideline
which the questions are not sequence. The researcher did not have to ask the
interviewee in sequence. The researcher used interview guide approach in order to
collect the data systematically with each participant, and it can anticipate and
close the logical gap in the data, and interviews remain fairly discussion and
situation (Cohen, Manion, & Morrison, 2011).
Indonesian language or Bahasa Indonesia was used in collecting the data.
The reason is that Indonesian language or Bahasa Indonesiawas the first language
of the researcher and participants. Automatically, it can make deeper
understanding for the researcher and participants. The second reason is that the
first language in the interview can avoid misunderstanding, because the researcher
and participants are familiar with this language, (because they use this language in
their daily life).The interviewer recordedby a voice recorder during the interview.
24
Technique of Data Collection Method
For collecting the data, the researcher did some steps. The first step was
preparing the interview guideline; it can help the researcher get rich data in an
interview. The second step was making an appointment with the participants for
doing the interview. The researcher was made an appointment by using media
social such as a blackberry massager and line message. The third step was
explaining what the research is about. The researcher changed the name of
participants into pseudonym for the data presentation. It was used in order to
make the participant enjoy and comfortable with the interview.
The researcher conducted the interview with an open-ended question. In
this interview, the researcher used the questions and sequences of them are
determined in advance (Cohen, Manion&Mirrison, K, 2011). The researcher had
10-20 minutes for the interview with the participants. The researcher recorded the
interview for collecting the data. After that, the researcher transcribed the
interview. In transcribing, the researcher can look the literal statements, nonverbal and paralinguistic communications of the participants (Cohen,
Manion&Mirrison, K, 2011).After transcribing the interview, the researcher
checked the transcript. Afterward, the researcher did member checking to make
sure the validity of the transcript. Member checking is the term when the
participants can check the result of transcribing (Doyle, 2007; Merriam, 1998).
Data Analysis
This research used descriptive qualitative analysis for analyzing the
research questions. The researcher checked the transcription and did a coding of
25
the data gained. The coding is the name or label for the information in some texts.
Coding also helped the researcher to identify the similar information when collect
the data (Cohen, Manion & Morris, 2011). It was supported by Strauss and Corbin
(1990) coding is some process for breaking down the data in the statement
become smaller units. In coding the data, the researcher must follow the sequence
of coding. The first step was open coding, “Open coding is the labels that given
by the researcher, for explaining and categorize some text. The researcher can do
the coding in each line, sentence, paragraph or unit of text. After that, the
researcher can make a group of this code base on the categories that researcher
was made (Cohen, Manion & Morris, 2011). The second step was analytic coding.
Analytic coding is the process when is more than descriptive coding (Cohen,
Manion, &Mirrison, 2011). In this step the researcher is get from theme or topic
of the research that the researcher was made. The next step was axial coding.
According to Strauss and Corbin (1990) axial coding is when the researcher has
the data in the small unit, the researcher must recombine in new ways based the
open coding that researcher was made. In this step, the researcher will make
connect of a centre category with another category. The last step was selective
coding. Selective coding is the process of identification the entire category that
the researcher has, then all of the data become a validate data (Strauss & Corbin,
1990)
Chapter Three
Methodology
This chapter explains the methodology of the research. This chapter
discussed research design, research setting, research participants, research
instrument, data collection technique and data analysis technique. There was some
theories support this chapter.
Research Design
This study used qualitative research design. It was chosen because it is
concerned to explain about social phenomena. It means that the purpose of
qualitative research is to make people understand, about social phenomena around
them. The social phenomena that happened in this case was pre-service teacher at
EED of UMY have to do teaching practice, but they have minimum competencies,
which they still confused to selecting materials to teach. Further, qualitative
research concerns the questions about people’s behavior, people’s opinion and
attitude, how some events can give effects for people (Hancok,
Ockleford&Windridhe, 2009). It was also supported by Patton and Cochran
(2002) who stated that qualitative research is characterized by the aims of the
research, that have related with how to understand some aspects of social, and this
method generates the words, not the numbers for analysis of data. Regarding the
explanation, the researcher chose a qualitative approach. The aim of qualitative
research is to make the people or community can understand social phenomena
and aspect of social life therefore the research was conducted qualitatively.
20
Likewise, the aim of this research was to know how the social phenomena
happened in a teaching practice of pre-service teacher at EED of UMY. The
researcher was curious to know how the authentic materials used by the preservice teacher in their teaching practice at EED of UMY. Therefore, qualitative
approach method was very appropriate for this research, because it eased
researcher gathering the data.
After choosing qualitative research design, the researcher chose
descriptive qualitative as the qualitative approach. Descriptive qualitative was an
approach for the research that focuses on description and interpretation (Hancok,
Ockleford&Windridhe, 2009). Hancok, Ockleford&Windridhe (2009) also
explained that descriptive qualitative is attempted to broaden and deeper the
thoughtful about how things become the way in our social world.
According to those opinions, the researcher concluded that descriptive is an
approach of qualitative research design. Moreover, descriptive qualitative can
reveal deeper about the understanding of social world that focuses on description
and interpretation. Regarding to this, the researcher chose description qualitative
approach. It was because description qualitative is the suitable approach to help
the researcher for answer the research question of this study.
Research Setting
This research was conducted at English Education Department of
University Muhammadiyah Yogyakarta. The researcher chose English Education
Department of University Muhammadiyah Yogyakarta as a research setting
because the aim of this research wasto know how authentic material used by the
21
pre-service teacher in their teaching practice at EED of UMY, automatically the
best setting of this research in English Education Department of
UniversityMuhammadiyah Yogyakarta. Moreover, all students at EED of UMY
especially batch 2013 took teaching practice course in fist until six semesters.
The second reason was because the location of English Education
Department may accessible for the researcher. Accessible here mean that English
Education Department of Universities Muhammadiyah Yogyakarta is the place
where the researcher studies, so it made the researcher easier to get the data. For
example, it helped the researcher when the researchers make an appointment for
an interview. The setting of the research assisted the researcher in conducting the
research effectively. In addition, this research was held on April 2017 because in
that time, the lecturing activities began after the semester break. Hence, it would
be easier for researcher to find the participants since they were already active on
campus.
Research Participants
The participants of this research were the pre-service teachers, in EED of
UMY. The reason was that the purpose of this study to know how authentic
material used by pre-service teacher at EED of UMY in their teaching practice.
Therefore, the researcher chose pre-service teacher at EED of UMY batch 2013 as
the target of the population . The reason was the pre-service teacher’s batch 2013
has done the teaching practice from first semester until sixth semester. The
teaching practice took place in elementary school, junior high school, and senior
high school.Therefore, the researcher believed the pre-service teachers batch 2013
22
have enough experiences in teaching practice. In addition, the researcher used
pseudonyms in reporting the results in order to protect the identity of the
respondents.
The participants of this research were the pre-service teacher in EED of
UMY, batch 2013, and the researcher chose four students since there are no clear
rules in the size of the participants of qualitative research (Cohen, Manion and
Morris, 2001). This study used purposive technique. Cohen, Manion and Morris
(2001) also suggested purposive technique in qualitative research was used when
the research that non-probability. The purpose of purposive technique was
focused in some characteristics of the participants, which enable the researcher to
answer the research question of the study. Regarding to the theory, the researcher
believed that purposive sampling was suitable for this research. It is because the
researcher had some criteria to answer the research question of the study. First
criterion was the sample of this research must be the pre-service teachers at
English Educational Department. The second was the pre-service teacher at EED
of UMY who had finished teaching practice one until practicum six. For the third
criterion, the participants should have used authentic materials in their teaching
practice. To know the participants who had used authentic materials in their
teaching practice, the researcher asked the participants before doing the interview.
Instrument of the Study
An interview is a systematic method for collecting the data of someone by
speaking and listening in the conversation (Kajornboon, 2005).In this research,
the researcher used the interview as the data instrument. The interview is a widely
23
used instrument for data collection. The purpose of the interview was to look at
the perception, experience, belief, and motivation of the people in some case (Gill,
Stewart, Treasure & Chadwick, 2008).Regarding to these purposes, the researcher
believed that using interview was the appropriate instrument to answer the
research question of this study. The questions of the interview focused on the
authentic material used by the pre-service teachers in teaching practice. By
interview, the researcher got information about what kind of authentic material
that are commonly used, what the advantages and disadvantages of authentic
materials based on pre-service teacher experience in their teaching practice.
The researcher used interview guide approach as a type of interview.
Interview guide approach is type of interview that needs a form or a guideline
which the questions are not sequence. The researcher did not have to ask the
interviewee in sequence. The researcher used interview guide approach in order to
collect the data systematically with each participant, and it can anticipate and
close the logical gap in the data, and interviews remain fairly discussion and
situation (Cohen, Manion, & Morrison, 2011).
Indonesian language or Bahasa Indonesia was used in collecting the data.
The reason is that Indonesian language or Bahasa Indonesiawas the first language
of the researcher and participants. Automatically, it can make deeper
understanding for the researcher and participants. The second reason is that the
first language in the interview can avoid misunderstanding, because the researcher
and participants are familiar with this language, (because they use this language in
their daily life).The interviewer recordedby a voice recorder during the interview.
24
Technique of Data Collection Method
For collecting the data, the researcher did some steps. The first step was
preparing the interview guideline; it can help the researcher get rich data in an
interview. The second step was making an appointment with the participants for
doing the interview. The researcher was made an appointment by using media
social such as a blackberry massager and line message. The third step was
explaining what the research is about. The researcher changed the name of
participants into pseudonym for the data presentation. It was used in order to
make the participant enjoy and comfortable with the interview.
The researcher conducted the interview with an open-ended question. In
this interview, the researcher used the questions and sequences of them are
determined in advance (Cohen, Manion&Mirrison, K, 2011). The researcher had
10-20 minutes for the interview with the participants. The researcher recorded the
interview for collecting the data. After that, the researcher transcribed the
interview. In transcribing, the researcher can look the literal statements, nonverbal and paralinguistic communications of the participants (Cohen,
Manion&Mirrison, K, 2011).After transcribing the interview, the researcher
checked the transcript. Afterward, the researcher did member checking to make
sure the validity of the transcript. Member checking is the term when the
participants can check the result of transcribing (Doyle, 2007; Merriam, 1998).
Data Analysis
This research used descriptive qualitative analysis for analyzing the
research questions. The researcher checked the transcription and did a coding of
25
the data gained. The coding is the name or label for the information in some texts.
Coding also helped the researcher to identify the similar information when collect
the data (Cohen, Manion & Morris, 2011). It was supported by Strauss and Corbin
(1990) coding is some process for breaking down the data in the statement
become smaller units. In coding the data, the researcher must follow the sequence
of coding. The first step was open coding, “Open coding is the labels that given
by the researcher, for explaining and categorize some text. The researcher can do
the coding in each line, sentence, paragraph or unit of text. After that, the
researcher can make a group of this code base on the categories that researcher
was made (Cohen, Manion & Morris, 2011). The second step was analytic coding.
Analytic coding is the process when is more than descriptive coding (Cohen,
Manion, &Mirrison, 2011). In this step the researcher is get from theme or topic
of the research that the researcher was made. The next step was axial coding.
According to Strauss and Corbin (1990) axial coding is when the researcher has
the data in the small unit, the researcher must recombine in new ways based the
open coding that researcher was made. In this step, the researcher will make
connect of a centre category with another category. The last step was selective
coding. Selective coding is the process of identification the entire category that
the researcher has, then all of the data become a validate data (Strauss & Corbin,
1990)