T BING 1302253 Chapter3
CHAPTER III
METHODOLOGY
This section provides a detailed discussion of the research methodology
appropriate to the research questions and the aims of the study. It begins with the
research questions and is followed by an explanation of the research design, the
research setting, the participants, the data collection, and the data analysis.
The methodological aspects of the research is explored to answer the two
research questions:
1. How is storytelling implemented in developing eight grade students’
literacy ability in Indonesian junior high school?
2. What are the students’ perspectives on the benefits and challenges of the
implementation of storytelling in teaching literacy?
3.1. Research design
This study employed a qualitative research design, which is used to
discover the phenomenon from social or human problem (Creswell, 2009) and to
gather information from participants’ point of view (Fraenkel, Wallen & Hyun,
1932). Particularly, this study was conducted to explore how the implementation
of storytelling can encourage literacy ability from eight graders of junior high
school’s point of view. In consequence, this research was employed to describe
specific phenomena on the implementation of storytelling in teaching literacy.
Within the qualitative research paradigm, the term ‘descriptive’ was
chosen to represent the research design based on the following features which are
relevant to the study. First, this study was used to obtain information concerning
the current status of the phenomena (Anastas, 1999; McNabb, 2008). Related to
the previous characteristics, this research designed was used due to the
observation of completely natural environment (Anastas, 1999; McNabb, 2008).
The last, this research design was utilized observational methods.
Intan Satriani, 2016
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3.2. Setting
The research was undertaken at a private Junior High School in Cipatat,
rural part of West Bandung, West Java province, Indonesia from April to May
2015. The school in this study is a suburban school with a student enrolment
drawn predominantly from disadvantaged families which had lower motivation in
continuing their study to senior high school. Most of them are prefer to work after
they graduated from their junior high school.
This school did not have sufficient infrastructure facilities to accommodate
students in learning, such as internet connection, infocus in each class, computer,
and multimedia laboratories. Consequently, the role of teacher in this school is not
only as the facilitator but also as the main media in teaching and learning process.
As commonly found in Indonesian schools, each class consists of
approximately 33-40 students. The class which was taken in this study consists of
40 students. The seating arrangement consists of four rows, and each student is
seated with another student at the same desk. Since it is a big class, the condition
of the classroom cannot be changed. On the point of that, the classroom setting is
similar with the typical classroom arrangement in Indonesia, orderly rows.
3.3. Research participants
The participants in this research were a class in year eight which consisted
of 40 students. The initial process of recruiting students began with an English
teacher in that school. Researcher entranced three classrooms in that school, then
elicited the aim of the research and conducted piloting in each class. Researcher
told a story from a storybook and asked students to fill in some questions in a
paper to know their reading comprehension. After gaining the results of students’
work, researcher chose a class as the participant of this research.
Besides, they were also chosen for four reasons. The first, since literacy
should be taught as early as possible (Alwasilah, 2010) so that students’ interest in
reading and writing will increase, researcher taught writing to eight graders of
junior high school. The second reason, due to all participant in this study were
aged between 13-14 years old, they could be categorized as young learners, as
Intan Satriani, 2016
STORYTELLING IN TEACHING LITERACY IN AN EFL CLASSROOM
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stated by Pinter (2006) that fourteen years old children have well developed skills
as readers and writers. Besides that, students between eight to fourteen years old
are able to tell the difference between fact and fiction in written work (Scott &
Ytreberg, 1990). Furthermore, fourteen years old students are categorized as
intermediate and above learners of young learners (Philips et al, 1999). The third,
storytelling is still appropriate for fifteen years old students (Wright, 2008). On
the point of that, the chosen of second grader of junior high school is that the age
of them mostly fourteen years old. The last reason, this study cannot be conducted
in ninth grade because they are focusing on final examination.
The participants of this study consisted of six people of a class of second
grader of junior high school. They were selected as the representative of a group
which is appropriate with one of case study features (Cohen, Manion, &
Morrison, 2007). The six people were divided into three categories such as two
people from high level achievement, two from middle level achievement, and two
from lower level achievement based on their performance in previous reading
lesson and diagnostic writing (see Chapter 4).
All participants were all Sundanese, who having Bahasa Sunda as their
mother tongue. Bahasa Indonesia is their second language. English and Arabic are
thus their foreign language.
3.4. Data collection
As outlined in the research design, this study used multiple techniques of
data collection. There were three instruments used to answer the research
questions (see section 1.3) such as observation, interview and document analysis.
The first research question in line with investigating the way teachers develop
students’ literacy ability through storytelling was answered by observation and
document analysis. Meanwhile, the second research question about benefits and
challenges in using storytelling in teaching literacy were responded by using
interview. Interview in this study also was used as the complement to confirm and
explore interesting data obtained from the previous instruments. Each instrument
will be described below.
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3.4.1. Observation
The first data collection technique was observation. Observation was used
to collect detailed information about students’ external behavior in a naturalistic
setting (Creswell, 2009; Heigham & Croker, 2009). In this case, the data were
captured in the form of field notes (handwritten brief notes) (See Appendix),
which include explanations of what researcher observed as well as her reflections.
These fieldnotes were used to record certain students’ behaviors and evaluate
some as they occur (Fraenkel, Wallen & Hyun, 1932). Besides field notes,
photographs and videotapes or video recording also were used as the observation
instrument to obtain students’ interaction and behavior during the research.
Table 3.1
Observation field notes
No
1.
2.
Points
Students’ Interest
- Students’ attention
- Students’ curiousity
- Students’ comprehension
Do the children get the meaning
of the story?
- Students’ motivation
- Students’ participation
a. Did the children participate
actively?
b. What factors encouraged or
discouraged this?
Learning Activities
- Scaffolding
- Students’ comprehension
toward the activities
- Students’ collaboration
a. Did the children collaborate
and work well together?
b. What factors influenced this?
- Students’ enjoyment
a. Did the children enjoy the
story and related activities?
b. What effect did this have on
their motivation, confidence
Description
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3.
-
4.
5.
6.
7.
-
and self esteem?
Teacher’s
explanation/instruction
Teacher’s control
Story
Media
Others
The observation of this study was conducted ten times (April – Mei
2015). It was applied in considering students’ learning comprehension. The type
of observation is participant observation (Creswell, 2009; Heigham & Croker,
2009), wherein the researcher take part as the participant or teacher who
implements the storytelling and asks another English teacher to observe the
activities. Each observation lasts for 80 minutes. The observer was facilitated with
observation form and video tape.
The purpose of the observation in this study is to investigate how does
storytelling
implemented
in
developing
students’
literacy
ability,
how the
students’ behavior is, and how the interactions that occur during the teaching
program. To make the class observation conducted smoothly, the following table
shows the dates, lesson focus, and methods of observation.
Table 3.2
Classroom observation and focus of the lessons
No
1
Date
Monday, April20th 2015
2
Tuesday, April21st 2015
3
Monday, April 27th 2015
4
Tuesday, April 28th 2015
5
Monday, May 11th 2015
6.
Tuesday, May 12th 2015
7
Monday, May 18th 2015
Focuses/Lessons
Text 1
(The Gingerbread man)
Text 2
(The Owl Babies)
Text 3
(Little Red Riding Hood)
Text 4
(Rapunzel)
Text 5
(Lake Toba)
Modelling
(Lake Toba)
Independent construction (Creating students’
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8
Tuesday, May 19th 2015
9
Monday, May 25th 2015
10
Tuesday, May 26th 2015
own mind mapping)
Independent construction (Creating their own
story in Bahasa Indonesia)
Independent construction (Creating their own
story in English 1st Draft)
Independent construction (Creating their own
story in English final draft)
3.4.2. Document analysis
Document analysis of students’ works is one of the instruments that was
used to gather the data in order to answer the research question (Creswell, 2009).
This technique is constituted as the ways to elicit the data by analyzing the written
document.
Regarding to the title and the research questions, this study focused on
literacy which involved reading and writing. On the point of that, this study
included
two
types of documents,
namely answers of students’ reading
comprehension questions and students’ narrative texts.
Students’ narrative texts were collected from they who were categorized as
different level of achievement (low, middle and high achiever). This study took
two people of each categorization. They were selected based on diagnosis writing
that held on preliminary session. Whereas in obtaining students’ reading results,
students answered a series of questions that provided after they read the story.
The aim of the document analysis is to investigate how the students
develop their ability in writing narrative text/stories and to know students’ reading
comprehension.
Table 3.3
The instrument of document analysis
(Rose, 2007 as cited by Emilia, 2011:151)
Name:
Meeting:
Date:
Tasks:
Independent construction (Creating their own story in English 1 st Draft)
FOCUS
STATEMENTS
SCORE
COMMENTS
(0-3)
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Genre
Registe
r
Discour
se
Gramm
ar
Graphic
Feature
s
PURPOSE
Is the genre appropriate
with the writer’s aims?
STAGING
Does the text follow the
appropriate steps?
FIELD
Does the text discuss the
clear topic?
TENOR
Does the text show the
clear relationship between
the writer and the reader?
Who is the writer, to
whom.
MODE
Does the text show the
characteristics of written
language or spoken
language?
PHASES
Do the phases of the text
relate one to another to
develop a real meaning?
LEXIS
Does the diction indicate
between one word to
another words?
CONJUNCTI Does the logical relation
ON
between each phase in a
text and between a clause
or complete sentence with
using the appropriate
conjunction?
REFERENCE Is it clear who and what
the target?
APPRAISAL Is there any expression
about the behaviour,
include happy, sad,
judgement to somebody
(kind, nice) and the
appreciation to something?
Is the grammar roles used appropriately?
SPELLING
Does the spelling right?
PUNCTUATI Does the text use
ON
appropriate punctuation?
PRESENTAT Does the text present
ION
appropriately?
Total Score
Overall comments:
Action suggested:
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3.4.3. Interview
This study used an interview as the research instrument to obtain further
information besides observation and documents analysis (Creswell, 2009). A semi
structured interview will be used to collect in-depth responses from the
respondents and to set clear limits of questions in avoiding wider students’
responses (Patton, 1990 in O’Donoghue & Punch, 2003; Heigham & Croker,
2009). The interview is aimed to find out more about students’ responses toward
the benefits and challenges in teaching literacy using storytelling and the
important data that missed while conducted observation.
The interview was utilized to capture students’ responses toward the
implementation of storytelling. It was administered to find the answers of research
questions from students’ point of view. The interview consisted of questions
which cover three main aspects regarding the benefits, and challenges of the
implementation storytelling in teaching literacy.
The interviews were conducted on the concluding stages of the research.
The interview was designed to find out if the students derived any benefits or had
trouble (difficulties) from the involvement in this study. Teacher also obtained
students’ responses toward the implementation of storytelling.
The interviewees were asked individually. Due to minimilize the feel of
intimidating in conducting the interview session (Cohen et al., 2007). This session
was conducted at the end of the research process.
The interview was delivered in Bahasa Indonesia to make the respondents
easier to answer the questions, although the interviewees were permitted to use
English in expressing their ideas. It based on the interview guidelines consisting
of some questions, which identify key topics based on theories that need to be
covered. It took three to five minutes for each interviewee.
Before conducting the interview, the researcher informed the interviewees
about points to be discussed, the use of pseudonyms in the research report and the
fact that the conversation will be tape-recorded and transcribed. All these were
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done so that the interviewees are willing to disclose a plenty of personal
information during the interview (Alwasilah, 2000).
3.5. Procedure
Upon the chosen step of an observation classroom, this research conducted
the preliminary observation to the classroom and made a consultation with the
prior English teacher (it was taken one term). The researchers employed note
taking over the observations on students’ ability in English, what was said and
done by the teacher and students, and at the last section of preliminary
observation, they tried to have informal conversations with the teacher and
students about their experience in learning English, school regulation, and their
classes. These lessons were videotaped. After each session, the researcher
analyzed the results to consider a class which should be taken as participant of this
study.
Over the preliminary observation, the researchers began to collect the data
through classroom observation. In implementing storytelling, they had to conduct
numerous stages which were adapted from Wright (2008). After completing the
classroom observations, students’ written works were also obtained. Samples of
students’ works were chosen from low, mid, and high achievers to represent
various levels of achievement. The researcher tried to get the students’ permission
for keeping their work. Students’ real names were kept confidential.
At the last procedure of this study, students attended individual interview
which run about 15 minutes and was audio taped. This interview attempted to find
out students’ perceptions about the implementation of storytelling (the strengths,
weaknesses, and what students think they have obtained in their classroom). Prior
to the interview, the researcher informed the participants that the interview was
audiotaped and their names did not mentioned to keep their identity confidential.
3.6. Data analysis
Data analysis in this study was conducted over the course of the teaching
program and
after the teaching program.
On going data analyses and
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interpretations were based on data mainly from the diagnostic writing prior to the
teaching program, field notes of observation, and prior questionnaires will be
discussed in Chapter 5. Moreover, data which were analyzed after the research
program were mainly students’ writing samples (including diagnostic texts),
interview data, students’ reading comprehension result of each meeting which
respectively will be discussed in Chapter 5.
3.6.1. Observation
The data from observation including handwritten brief notes (teacher’s
field notes), photographs, and video were analyzed based on students’ behaviors
and context of social interaction in the classroom that occur in the teaching
program. They were also utilized to obtain the real situation on the class and to
support the data from the observation sheets and teacher’s field notes (Creswell,
2009). Then, the researchers played back those videos and write down some notes
based on the students’ behavior. After that, those notes were interpreted into
categories to identify students’ response toward storytelling, to address the
research questions, and to identify the steps of storytelling.
The analysing procedures of the observation technique were gathering the
information,
asking
questions,
establishing
categories,
searching
theories,
developing theories based on data, and compreheding the new hypothesis or
theory (Alwasilah, 2000).
3.6.2. Document analysis
To fully understand the situation from many aspects, the researcher also
used document analysis of both students’ narrative text and results of reading
comprehension. The data from students’ narrative text were analyzed using rubric
of writing assessment which were adapted from Rose (2007 in Emilia, 2011). The
texts were analyzed descriptively based on students’ writing progress during
teaching and learning process. The analysis was carried out during the data
collection until after the data have completely collected. The rubric was chosen
since it can be used to assess another kind of text which should be taught to the
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students (Emilia, 2011).The rubric has been simplified into several parts, such as
genre, register, discourse, grammar, and graphic features. In addition, students’
reading comprehension was analyzed using the appropriate rubric.
Table 3.4
Writing Assessment Criteria
(Taken from Rose (2007 as cited by Emilia, 2011:151))
Genre
Register
Discourse
PURPOSE
Is the genre appropriate with the
writer’s aims?
STAGING
Does the text follow the appropriate
steps?
0-3
FIELD
Does the text discuss the clear
topic?
0-3
TENOR
Does the text show the clear
relationship between the writer and
the reader? Who is the writer, to
whom.
0-3
MODE
Does the text show the
characteristics of written language
or spoken language?
0-3
PHASES
Do the phases of the text relate one
to another to develop a real
meaning?
0-3
LEXIS
Does the diction indicate between
one word to another words?
0-3
CONJUNCTION
Does the logical relation between
each phase in a text and between a
clause or complete sentence with
using the appropriate conjunction?
0-3
REFERENCE
Is it clear who and what the target?
0-3
APPRAISAL
Is there any expression about the
behaviour, include happy, sad,
0-3
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SKOR
0-3
judgement to somebody (kind, nice)
and the appreciation to something?
Grammar
Graphic
Features
Is the grammar roles used appropriately?
SPELLING
Does the spelling right?
PUNCTUATION Does the text use appropriate
punctuation?
PRESENTATIO
Does the text present appropriately?
N
0-3
0-3
0-3
0-3
3.6.3. Interview
The data obtained from the interview were recorded by using voice
recorder. In analyzing the data, the researcher transcribed the interview first
(Heigham & Croker, 2009) since the transcribing is common consent the least
enjoyable aspect of the form of data collection. During the transcription stage,
students’ names were replaced with pseudonyms. Second, the researcher
interpreted and categorized the data into some main issues based on the research
questions through reading and listening to the data several times. Due to time
constrains, the interview was conducted one stage. The last step was linking those
data with proper literature.
In discussion of these data, students’ responses of the interview will also
be related to the strengths and weaknesses during the teaching program, the
developments in reading and writing skills, and the value of storytelling in reading
and writing.
3.7. Research validity
Triangulation technique was used to strengthen trustworthiness in the
research (Burns, 2009 in Heigham & Croker, 2009) and to cross reference a
number of students’ perceptions of research (Silverman, 2005; Creswell, 2009).
The triangulation in this study was conducted through triangulation of data and
triangulation of theories.
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3.8.Concluding remark
This section has presented research design, research site and participants,
data collection techniques, and data analysis. This research aims to figure out
benefits and shortcomings of the use of storytelling in teaching literacy and to
investigate the implementation of storytelling in teaching literacy to seventh
graders of a junior high school in Cipatat, West Java.
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METHODOLOGY
This section provides a detailed discussion of the research methodology
appropriate to the research questions and the aims of the study. It begins with the
research questions and is followed by an explanation of the research design, the
research setting, the participants, the data collection, and the data analysis.
The methodological aspects of the research is explored to answer the two
research questions:
1. How is storytelling implemented in developing eight grade students’
literacy ability in Indonesian junior high school?
2. What are the students’ perspectives on the benefits and challenges of the
implementation of storytelling in teaching literacy?
3.1. Research design
This study employed a qualitative research design, which is used to
discover the phenomenon from social or human problem (Creswell, 2009) and to
gather information from participants’ point of view (Fraenkel, Wallen & Hyun,
1932). Particularly, this study was conducted to explore how the implementation
of storytelling can encourage literacy ability from eight graders of junior high
school’s point of view. In consequence, this research was employed to describe
specific phenomena on the implementation of storytelling in teaching literacy.
Within the qualitative research paradigm, the term ‘descriptive’ was
chosen to represent the research design based on the following features which are
relevant to the study. First, this study was used to obtain information concerning
the current status of the phenomena (Anastas, 1999; McNabb, 2008). Related to
the previous characteristics, this research designed was used due to the
observation of completely natural environment (Anastas, 1999; McNabb, 2008).
The last, this research design was utilized observational methods.
Intan Satriani, 2016
STORYTELLING IN TEACHING LITERACY IN AN EFL CLASSROOM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.2. Setting
The research was undertaken at a private Junior High School in Cipatat,
rural part of West Bandung, West Java province, Indonesia from April to May
2015. The school in this study is a suburban school with a student enrolment
drawn predominantly from disadvantaged families which had lower motivation in
continuing their study to senior high school. Most of them are prefer to work after
they graduated from their junior high school.
This school did not have sufficient infrastructure facilities to accommodate
students in learning, such as internet connection, infocus in each class, computer,
and multimedia laboratories. Consequently, the role of teacher in this school is not
only as the facilitator but also as the main media in teaching and learning process.
As commonly found in Indonesian schools, each class consists of
approximately 33-40 students. The class which was taken in this study consists of
40 students. The seating arrangement consists of four rows, and each student is
seated with another student at the same desk. Since it is a big class, the condition
of the classroom cannot be changed. On the point of that, the classroom setting is
similar with the typical classroom arrangement in Indonesia, orderly rows.
3.3. Research participants
The participants in this research were a class in year eight which consisted
of 40 students. The initial process of recruiting students began with an English
teacher in that school. Researcher entranced three classrooms in that school, then
elicited the aim of the research and conducted piloting in each class. Researcher
told a story from a storybook and asked students to fill in some questions in a
paper to know their reading comprehension. After gaining the results of students’
work, researcher chose a class as the participant of this research.
Besides, they were also chosen for four reasons. The first, since literacy
should be taught as early as possible (Alwasilah, 2010) so that students’ interest in
reading and writing will increase, researcher taught writing to eight graders of
junior high school. The second reason, due to all participant in this study were
aged between 13-14 years old, they could be categorized as young learners, as
Intan Satriani, 2016
STORYTELLING IN TEACHING LITERACY IN AN EFL CLASSROOM
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
stated by Pinter (2006) that fourteen years old children have well developed skills
as readers and writers. Besides that, students between eight to fourteen years old
are able to tell the difference between fact and fiction in written work (Scott &
Ytreberg, 1990). Furthermore, fourteen years old students are categorized as
intermediate and above learners of young learners (Philips et al, 1999). The third,
storytelling is still appropriate for fifteen years old students (Wright, 2008). On
the point of that, the chosen of second grader of junior high school is that the age
of them mostly fourteen years old. The last reason, this study cannot be conducted
in ninth grade because they are focusing on final examination.
The participants of this study consisted of six people of a class of second
grader of junior high school. They were selected as the representative of a group
which is appropriate with one of case study features (Cohen, Manion, &
Morrison, 2007). The six people were divided into three categories such as two
people from high level achievement, two from middle level achievement, and two
from lower level achievement based on their performance in previous reading
lesson and diagnostic writing (see Chapter 4).
All participants were all Sundanese, who having Bahasa Sunda as their
mother tongue. Bahasa Indonesia is their second language. English and Arabic are
thus their foreign language.
3.4. Data collection
As outlined in the research design, this study used multiple techniques of
data collection. There were three instruments used to answer the research
questions (see section 1.3) such as observation, interview and document analysis.
The first research question in line with investigating the way teachers develop
students’ literacy ability through storytelling was answered by observation and
document analysis. Meanwhile, the second research question about benefits and
challenges in using storytelling in teaching literacy were responded by using
interview. Interview in this study also was used as the complement to confirm and
explore interesting data obtained from the previous instruments. Each instrument
will be described below.
Intan Satriani, 2016
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3.4.1. Observation
The first data collection technique was observation. Observation was used
to collect detailed information about students’ external behavior in a naturalistic
setting (Creswell, 2009; Heigham & Croker, 2009). In this case, the data were
captured in the form of field notes (handwritten brief notes) (See Appendix),
which include explanations of what researcher observed as well as her reflections.
These fieldnotes were used to record certain students’ behaviors and evaluate
some as they occur (Fraenkel, Wallen & Hyun, 1932). Besides field notes,
photographs and videotapes or video recording also were used as the observation
instrument to obtain students’ interaction and behavior during the research.
Table 3.1
Observation field notes
No
1.
2.
Points
Students’ Interest
- Students’ attention
- Students’ curiousity
- Students’ comprehension
Do the children get the meaning
of the story?
- Students’ motivation
- Students’ participation
a. Did the children participate
actively?
b. What factors encouraged or
discouraged this?
Learning Activities
- Scaffolding
- Students’ comprehension
toward the activities
- Students’ collaboration
a. Did the children collaborate
and work well together?
b. What factors influenced this?
- Students’ enjoyment
a. Did the children enjoy the
story and related activities?
b. What effect did this have on
their motivation, confidence
Description
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3.
-
4.
5.
6.
7.
-
and self esteem?
Teacher’s
explanation/instruction
Teacher’s control
Story
Media
Others
The observation of this study was conducted ten times (April – Mei
2015). It was applied in considering students’ learning comprehension. The type
of observation is participant observation (Creswell, 2009; Heigham & Croker,
2009), wherein the researcher take part as the participant or teacher who
implements the storytelling and asks another English teacher to observe the
activities. Each observation lasts for 80 minutes. The observer was facilitated with
observation form and video tape.
The purpose of the observation in this study is to investigate how does
storytelling
implemented
in
developing
students’
literacy
ability,
how the
students’ behavior is, and how the interactions that occur during the teaching
program. To make the class observation conducted smoothly, the following table
shows the dates, lesson focus, and methods of observation.
Table 3.2
Classroom observation and focus of the lessons
No
1
Date
Monday, April20th 2015
2
Tuesday, April21st 2015
3
Monday, April 27th 2015
4
Tuesday, April 28th 2015
5
Monday, May 11th 2015
6.
Tuesday, May 12th 2015
7
Monday, May 18th 2015
Focuses/Lessons
Text 1
(The Gingerbread man)
Text 2
(The Owl Babies)
Text 3
(Little Red Riding Hood)
Text 4
(Rapunzel)
Text 5
(Lake Toba)
Modelling
(Lake Toba)
Independent construction (Creating students’
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8
Tuesday, May 19th 2015
9
Monday, May 25th 2015
10
Tuesday, May 26th 2015
own mind mapping)
Independent construction (Creating their own
story in Bahasa Indonesia)
Independent construction (Creating their own
story in English 1st Draft)
Independent construction (Creating their own
story in English final draft)
3.4.2. Document analysis
Document analysis of students’ works is one of the instruments that was
used to gather the data in order to answer the research question (Creswell, 2009).
This technique is constituted as the ways to elicit the data by analyzing the written
document.
Regarding to the title and the research questions, this study focused on
literacy which involved reading and writing. On the point of that, this study
included
two
types of documents,
namely answers of students’ reading
comprehension questions and students’ narrative texts.
Students’ narrative texts were collected from they who were categorized as
different level of achievement (low, middle and high achiever). This study took
two people of each categorization. They were selected based on diagnosis writing
that held on preliminary session. Whereas in obtaining students’ reading results,
students answered a series of questions that provided after they read the story.
The aim of the document analysis is to investigate how the students
develop their ability in writing narrative text/stories and to know students’ reading
comprehension.
Table 3.3
The instrument of document analysis
(Rose, 2007 as cited by Emilia, 2011:151)
Name:
Meeting:
Date:
Tasks:
Independent construction (Creating their own story in English 1 st Draft)
FOCUS
STATEMENTS
SCORE
COMMENTS
(0-3)
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Genre
Registe
r
Discour
se
Gramm
ar
Graphic
Feature
s
PURPOSE
Is the genre appropriate
with the writer’s aims?
STAGING
Does the text follow the
appropriate steps?
FIELD
Does the text discuss the
clear topic?
TENOR
Does the text show the
clear relationship between
the writer and the reader?
Who is the writer, to
whom.
MODE
Does the text show the
characteristics of written
language or spoken
language?
PHASES
Do the phases of the text
relate one to another to
develop a real meaning?
LEXIS
Does the diction indicate
between one word to
another words?
CONJUNCTI Does the logical relation
ON
between each phase in a
text and between a clause
or complete sentence with
using the appropriate
conjunction?
REFERENCE Is it clear who and what
the target?
APPRAISAL Is there any expression
about the behaviour,
include happy, sad,
judgement to somebody
(kind, nice) and the
appreciation to something?
Is the grammar roles used appropriately?
SPELLING
Does the spelling right?
PUNCTUATI Does the text use
ON
appropriate punctuation?
PRESENTAT Does the text present
ION
appropriately?
Total Score
Overall comments:
Action suggested:
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3.4.3. Interview
This study used an interview as the research instrument to obtain further
information besides observation and documents analysis (Creswell, 2009). A semi
structured interview will be used to collect in-depth responses from the
respondents and to set clear limits of questions in avoiding wider students’
responses (Patton, 1990 in O’Donoghue & Punch, 2003; Heigham & Croker,
2009). The interview is aimed to find out more about students’ responses toward
the benefits and challenges in teaching literacy using storytelling and the
important data that missed while conducted observation.
The interview was utilized to capture students’ responses toward the
implementation of storytelling. It was administered to find the answers of research
questions from students’ point of view. The interview consisted of questions
which cover three main aspects regarding the benefits, and challenges of the
implementation storytelling in teaching literacy.
The interviews were conducted on the concluding stages of the research.
The interview was designed to find out if the students derived any benefits or had
trouble (difficulties) from the involvement in this study. Teacher also obtained
students’ responses toward the implementation of storytelling.
The interviewees were asked individually. Due to minimilize the feel of
intimidating in conducting the interview session (Cohen et al., 2007). This session
was conducted at the end of the research process.
The interview was delivered in Bahasa Indonesia to make the respondents
easier to answer the questions, although the interviewees were permitted to use
English in expressing their ideas. It based on the interview guidelines consisting
of some questions, which identify key topics based on theories that need to be
covered. It took three to five minutes for each interviewee.
Before conducting the interview, the researcher informed the interviewees
about points to be discussed, the use of pseudonyms in the research report and the
fact that the conversation will be tape-recorded and transcribed. All these were
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done so that the interviewees are willing to disclose a plenty of personal
information during the interview (Alwasilah, 2000).
3.5. Procedure
Upon the chosen step of an observation classroom, this research conducted
the preliminary observation to the classroom and made a consultation with the
prior English teacher (it was taken one term). The researchers employed note
taking over the observations on students’ ability in English, what was said and
done by the teacher and students, and at the last section of preliminary
observation, they tried to have informal conversations with the teacher and
students about their experience in learning English, school regulation, and their
classes. These lessons were videotaped. After each session, the researcher
analyzed the results to consider a class which should be taken as participant of this
study.
Over the preliminary observation, the researchers began to collect the data
through classroom observation. In implementing storytelling, they had to conduct
numerous stages which were adapted from Wright (2008). After completing the
classroom observations, students’ written works were also obtained. Samples of
students’ works were chosen from low, mid, and high achievers to represent
various levels of achievement. The researcher tried to get the students’ permission
for keeping their work. Students’ real names were kept confidential.
At the last procedure of this study, students attended individual interview
which run about 15 minutes and was audio taped. This interview attempted to find
out students’ perceptions about the implementation of storytelling (the strengths,
weaknesses, and what students think they have obtained in their classroom). Prior
to the interview, the researcher informed the participants that the interview was
audiotaped and their names did not mentioned to keep their identity confidential.
3.6. Data analysis
Data analysis in this study was conducted over the course of the teaching
program and
after the teaching program.
On going data analyses and
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interpretations were based on data mainly from the diagnostic writing prior to the
teaching program, field notes of observation, and prior questionnaires will be
discussed in Chapter 5. Moreover, data which were analyzed after the research
program were mainly students’ writing samples (including diagnostic texts),
interview data, students’ reading comprehension result of each meeting which
respectively will be discussed in Chapter 5.
3.6.1. Observation
The data from observation including handwritten brief notes (teacher’s
field notes), photographs, and video were analyzed based on students’ behaviors
and context of social interaction in the classroom that occur in the teaching
program. They were also utilized to obtain the real situation on the class and to
support the data from the observation sheets and teacher’s field notes (Creswell,
2009). Then, the researchers played back those videos and write down some notes
based on the students’ behavior. After that, those notes were interpreted into
categories to identify students’ response toward storytelling, to address the
research questions, and to identify the steps of storytelling.
The analysing procedures of the observation technique were gathering the
information,
asking
questions,
establishing
categories,
searching
theories,
developing theories based on data, and compreheding the new hypothesis or
theory (Alwasilah, 2000).
3.6.2. Document analysis
To fully understand the situation from many aspects, the researcher also
used document analysis of both students’ narrative text and results of reading
comprehension. The data from students’ narrative text were analyzed using rubric
of writing assessment which were adapted from Rose (2007 in Emilia, 2011). The
texts were analyzed descriptively based on students’ writing progress during
teaching and learning process. The analysis was carried out during the data
collection until after the data have completely collected. The rubric was chosen
since it can be used to assess another kind of text which should be taught to the
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students (Emilia, 2011).The rubric has been simplified into several parts, such as
genre, register, discourse, grammar, and graphic features. In addition, students’
reading comprehension was analyzed using the appropriate rubric.
Table 3.4
Writing Assessment Criteria
(Taken from Rose (2007 as cited by Emilia, 2011:151))
Genre
Register
Discourse
PURPOSE
Is the genre appropriate with the
writer’s aims?
STAGING
Does the text follow the appropriate
steps?
0-3
FIELD
Does the text discuss the clear
topic?
0-3
TENOR
Does the text show the clear
relationship between the writer and
the reader? Who is the writer, to
whom.
0-3
MODE
Does the text show the
characteristics of written language
or spoken language?
0-3
PHASES
Do the phases of the text relate one
to another to develop a real
meaning?
0-3
LEXIS
Does the diction indicate between
one word to another words?
0-3
CONJUNCTION
Does the logical relation between
each phase in a text and between a
clause or complete sentence with
using the appropriate conjunction?
0-3
REFERENCE
Is it clear who and what the target?
0-3
APPRAISAL
Is there any expression about the
behaviour, include happy, sad,
0-3
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SKOR
0-3
judgement to somebody (kind, nice)
and the appreciation to something?
Grammar
Graphic
Features
Is the grammar roles used appropriately?
SPELLING
Does the spelling right?
PUNCTUATION Does the text use appropriate
punctuation?
PRESENTATIO
Does the text present appropriately?
N
0-3
0-3
0-3
0-3
3.6.3. Interview
The data obtained from the interview were recorded by using voice
recorder. In analyzing the data, the researcher transcribed the interview first
(Heigham & Croker, 2009) since the transcribing is common consent the least
enjoyable aspect of the form of data collection. During the transcription stage,
students’ names were replaced with pseudonyms. Second, the researcher
interpreted and categorized the data into some main issues based on the research
questions through reading and listening to the data several times. Due to time
constrains, the interview was conducted one stage. The last step was linking those
data with proper literature.
In discussion of these data, students’ responses of the interview will also
be related to the strengths and weaknesses during the teaching program, the
developments in reading and writing skills, and the value of storytelling in reading
and writing.
3.7. Research validity
Triangulation technique was used to strengthen trustworthiness in the
research (Burns, 2009 in Heigham & Croker, 2009) and to cross reference a
number of students’ perceptions of research (Silverman, 2005; Creswell, 2009).
The triangulation in this study was conducted through triangulation of data and
triangulation of theories.
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3.8.Concluding remark
This section has presented research design, research site and participants,
data collection techniques, and data analysis. This research aims to figure out
benefits and shortcomings of the use of storytelling in teaching literacy and to
investigate the implementation of storytelling in teaching literacy to seventh
graders of a junior high school in Cipatat, West Java.
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