THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

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Chapter Three
Research Methodology
This section contains the methodology of the research that is employed by
the researcher. It consists of four parts, namely research design, research setting
and participant, data collection method, and the data analysis. In the research
design, the researcher explains the design and the reason of deciding the design.
Then, in the research setting and participant, the researcher elaborates the setting
and participant in the study. In the data collection method, the researcher explores
the way to collect the data. In the data analysis, the researcher elaborates the
procedures in investigating the data. This chapter is supported with some theories
from some experts.
Research Design
This research investigates about students’ perception on the use of prereading activities in their teaching and learning English. Based on the research
question, the nature of this study is a qualitative research. According to Williams
(2007), “a qualitative research is a social phenomenon being investigated from the
participant's viewpoint” (p. 67). In conclusion, by qualitative method the
researcher could get the information about pre-reading activities from the
participants' perception.
In addition, this study used descriptive qualitative research. Williams (2007)

stated that descriptive qualitative is a research design that investigates the
situation, as it exists in its current state. Considerations for selecting descriptive
qualitative is because this design releases the researcher to get a lot and deep

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information from the participant. Based on Merriam (1998), descriptive
qualitative make the end product of the study is a rich and thick description. Thus,
the research gets the rich, detail, and deep description.
Research Setting and Participant
In this part, the researcher discusses the setting of the research and the
participant of this research. In the research setting, the researcher explains the
setting of place and setting of time of the study. The participant setting was
elaborated afterward.
Research setting. This research was conducted at English Education
Department of Universitas Muhammadiyah Yogyakarta. There were some reasons
to conduct this research at EED of UMY. The first, the students in EED of UMY
is EFL student. Therefore, they need an activity that helps them in teaching and
learning English especially in reading. The researcher sees that pre-reading is used
to help students in reading comprehension, so the researcher believed that students

at EED of UMY have experienced pre-reading activity. The second, the researcher
is the student at EED of UMY. This reason makes the researcher easy to collect
the data from the participants. For the setting of time, the researcher took the data
on April, 2017.
Research participant. In choosing the participants, the researcher selected
four students in English Education Department of UMY from batch 2014. The
four students of English Education Department of UMY batch 2014 are the
students who have more experienced on the pre-reading activities in their teaching
and learning English compared to the younger batch. Students batch 2014 also

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still remember their experienced in learning English. The researcher chose the
participants with purposive sampling. Based on Cohen, Manion and Morrison
(2011), in purposive sampling, the researchers chose the participants of the study
with the particular characteristic. Participant of this study is people with different
grade point average (GPA) score. The participants of this research were one
participant who got high GPA (3.51 – above), one participant who got medium
GPA (2,76 – 3,50), and two participants who got low GPA (2,00 – 2,75). The
reason to select participants with different level of GPA is believed to give

researchers different perception of pre-reading activity.
In the qualitative research, there is no clear rule in selecting the number of
participants. The researcher was free to determine the number of participants.
According to Cohen et al (2011), in qualitative research, there is no clear rule of
participants number. Thus, the researcher selected four participants in which those
four participants already answered the research questions to get the data. In
addition, to make the sources of the data more confidential, the researcher
changed the name of the participant to P1, P2, P3, and P4.
Data Collection Method
In order to finds out the students’ perception on the use of pre-reading
activities at EED of UMY, this research used interview as the research instrument.
Based on Cohen et al (2011) “interview is ‘a two-person conversation initiated by
the interviewer for the specific purpose of obtaining research-relevant
information, and focused on him in content specified by research objectives of
systematic description, prediction, or explanation” (p. 411). Through the

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interview, the researcher could explore a lot of information from the participants
about pre-reading activity. The interview involves asking questions and getting

answers from participants in a study.
The type of interview of this research was standardized open-ended
interview. According to Cohen et al (2011), standardized open-ended interview is
the process of the interview that gives the same basic question in the same order
to the participants. The strengths of this type are made the information more
complete and detail for each participant to the topic addressed in the interview
process.
Before doing the interview, the researcher made the interview guideline.
The interview guideline contains the questions based on the theories related to the
research. After that, the interview was held with the appointment between the
researcher and the participants. It was a face to face interview. The interview was
conducted in Bahasa Indonesian, because it is the first language of the researcher
and the participants. Thus, it makes both of them easier to ask and answer the
entire questions. Then, Bahasa Indonesia was used to avoid misunderstanding
between the researcher and participants. The interview process was recorded on
audio-recorder on a mobile phone. The researcher recorded the interview process
in audio recorded to avoid the data missing. In addition, the researcher used note
and pen to write down the important point during the interview process because
sometimes the participants answer the question really faster. Taking a note was
really important to overcome the unclear answer in the audio.

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Data Analysis
This research find out the students’ perception on the use of pre-reading
activities in their teaching and learning English. Therefore, the researcher used
some steps to analyze the data. The steps are transcribing, member checking, and
coding. This following part explain the steps in analyzing the data.
Transcribing. After the researcher collects the data by doing the interview,
the researcher transcribed the audio from each participant. According to Cohen et
al (2011), transcribing is writing down the result of the interview from audio
recorded to collect participants’ answer. The researcher writes down all of the
things in audio.
Member checking. After transcribing the data, the researcher did member
checking. Carlson (2010) stated that member checking is used to increasing
trustworthiness in qualitative research. The researcher contacted the participants
that have involved in the interview process and gave them the printed transcript to
confirm their answer. All of the participants stated that the interview transcripts
are the same as their statement in the interview process.
Coding. Based to Cohen et al (2011), coding is the process of breaking

down segments of text data into smaller unit. Other definition, coding is the
ascription of a category label to a piece of data that is either decided in advance or
in response to the data that have been collected. Coding helps the researcher to
identify similar information to get the result of the data.
In coding, the researcher labels the interview transcripts and classifies them
into the categories based on the research question. The coding analysis consists of

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four steps. There are open coding, analytical coding, axial coding, and selective
coding.
Open coding. Open coding is a coding process when the researcher

classifies the criteria that are already determined. Cohen et al (2011) argued that
in open coding, the researcher needs to label participants’ answer based on the
research questions. It means that the researcher determines the participants'
answer based on the research question.
Analytical coding. After open coding, the researcher did the analytical

coding. The researcher translated the participants’ statement then categorizes the

information which is appropriate to the research questions to determine the theme
or topic of the research.
Axial coding. The third step was an axial coding. After translating

participants’ statement and determining the theme, the researcher took the similar
answer from all participants and grouped them. In axial coding, the researcher
classified the similar statements with the same theme.
Selective coding. The last step was selective coding. In the selective coding,

the researcher selects the point of the categories that relates to the study. Through
selective coding, the researcher found out the findings of the study.