S IPSE 1100997 Chapter3
CHAPTER III
METHODOLOGY
This chapter describes how the research was conducted, the population and
sample of the research, operational definitions, the instruments included inside the
research and the systematical steps of how to conduct this research in the form of
procedure.
A. Research Method and Research Design
1. Research Method
The aim of this research is to investigate the current profile of
students’ question in an inquiry laboratory activity, without
investigating the impact of inquiry-lab activity itself towards students’
achievement. Descriptive method was used in this research because the
researcher tried to describe a certain variable in a given state (Fraenkel
& Wallen, 2007)
2. Research Design
In this research, the researcher record information on self-designed
protocols that helps the researcher to organize information reported by
participants to each question (Creswell, 2012). Observation which is the
process of gathering open-ended, firsthand information by observing
people and places at a research site was used in this research. The data
was taken in the forms of recording transcription, and worksheet of
students’ work.
The implementation of inquiry-stage laboratory is divided into
three stages; planning stage, experiment stage, and discussion stage.
Each stages follow the features of inquiry learning described by
National Research Council (2000).
Stage
Table 3.1 Stages of Inquiry-Type Laboratory
Learning Experience
Inquiry Feature
Planning Stage
1. Reading a short
passage on the
worksheet
Learner
engages in
scientifically
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
16
2. Writing down
questions based on
their reading
3. Discussing an
investigative question
to be answered
4. Designing an
experiment
oriented
questions
Experiment Stage
1. Conducting the
designed experiment
2. Collecting data from
the experiment
Discussion stage
1. Discussing the result of
the experiment
2. Concluding the result
3. Presenting their result
in front of the class
Learner gives
priority to
evidence in
responding to
questions
Learner
formulate
explanations
from
evidence
Learner
connects
explanations
to scientific
knowledge
Learner
communicates
and justifies
explanations
At the planning stage, the students were given a short passage as a
trigger for them to raise questions. They were given time to construct
and write down questions that went through their mind after reading the
given passage. These questions were then written down by the students
on their worksheet. After finished writing down their questions, the
group discussed a question as their investigative question to be
answered through an experiment. The experiment to answer their
investigative question, is also established through this discussion.
At the experiment stage, students are required to conduct the
experiment they previously designed in the planning stage. The
experiment is of course conducted after their experiment design has
been approved by the teacher. At the discussion stage, students had
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
17
finished working and observing in their designed experiment. It is the
time where students generate a conclusion based on the data they have
collected at the experiment stage.
B. Population and Sample
The location of this research was an International Junior High School in
Bogor. This school implements National Curriculum 2006 along with
Cambridge Curriculum in the learning process. The school also uses English
as the main language in the classroom; however Indonesian language is also
used at certain times in the classroom.
The population in this research was the 7th grade students. The samples
were two classes in 7th grade. The activity and discourse of two groups from
each two class were recorded for further analysis.
The criteria for selection of the recorded sample groups were that the
chosen students should be (a) verbally expressive so that the discourse could
be captured on tape; (b) likely-to stay on task; (c) able to work with each other
cordially (Chin & Osborne, 2010). The sample groups were chosen by the
subject teacher who claimed to have known the personality of each student.
The sampling technique was purposive sampling where the researcher
intentionally selects individuals and sites to learn or understand the central
phenomenon (Creswell, 2012).
C. Operational Definition
In order to avoid misconception in this research, several operational
definitions are explained in this research. Those terminologies are explained
as follow:
1. Students’ questions were analyzed through classifying them according
to the question’s productivity.
2. According to National Research Council (2000) an inquiry-type
laboratory has five features: (1) Learner engages in scientifically
oriented questions, (2) Learner gives priority to evidence in
responding to questions, (3) Learner formulates explanations from
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
18
evidence, (4) Learner connects explanations to scientific knowledge,
and (5) Learner communicates and justifies explanations.
D. Research Instrument
In this research, instrument is necessary to be used for gaining data.
There are five types of instruments that will be used in this research. The
instruments are described below.
1. Worksheet
In order to collect data on students’ questions before practical
work, a worksheet that contains questions that allows the researcher to
collect a series of data on the number of questions posed by the
students including the questions itself.
2. Framework of Question Classification
To avoid subjectivity in classifying the level of questions posed by
the students, a framework of classifying productive and nonproductive questions made by Jelly (1985) was used. The
classification will also be verified by lecturers to promote the accuracy
of question classification.
3. Framework of Recording Transcription
The groups which were audio-taped in this research are not just
randomly chosen from each class. The groups fulfilled the criteria
determined by Chin & Osborne (2010) in order to have a better quality
of transcription and better understanding of the central phenomenon.
Table 3.2 Framework of Recording Transcription
Criteria for Students
Verbally expressive
Likely-to stay on task
Able to work with each other
cordially
Content of Transcription
Interaction among students inside
the group
Interaction of students with
teacher
Science content related
Laboratory activity instruction
related
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
19
4. Form of Recording Transcription
The groups were both audio and video-taped in order to record the
students’ discourse. They were transcripted to be analyzed further.
The questions arisen from the students in the discourse were the main
focus of this research.
E. Research Procedure
To create a systematical research, there are three stages of procedure
which were conducted in this research It includes preparation stage,
implementation stage, and completion stage.
1.
Preparation Stage
At this stage, researcher focused in the preparation to conduct and
support the research. The following are the steps of preparation stage:
a) Formulate problem to be investigated
b) Determine the focus of variable research
c) Conduct literature review of students’ question, inquiry-type
laboratory, thermal energy, and curriculum
d) Arrange the research proposal that includes chapter I, chapter II, and
chapter III which is presented in a proposal seminar
e) Revise the research proposal after having suggestions and critics from
lecturers.
f) Design a teaching-learning process which will be conducted at
implementation stage.
g) Report research instrument.
h) Revise instrument after having validation.
i) Prepare research license.
j) Determine research subject.
2. Implementation Stage
At this stage, data collections are accomplished at school, when the
researcher recorded the inquiry-type laboratory activity from the sample
groups.
a) Determine sample groups
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
20
b) Conduct research activity by implementing inquiry-type laboratory
method and recording (video and audio) the sample groups
c) Give questionnaire to know the student’s response towards
implementation of inquiry-type laboratory in the teaching learning
process
3. Completion Stage
This is the final stage of the research design, the steps which were
conducted in this stage is explained as the following steps.
a) Create a transcription for the recordings
b) Collect an agreement degree from experts
c) Analyze the result of the research implementation
d) Discuss and conclude the data analysis result
e) Arrange a report of the research
Figure 3.1 presents the scheme of this research starting from
preparation, implementation, and completion stage.
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
21
Preliminary study/ need analysis
Analyzing science
content standard of
Junior High School
Literature review
(all variables)
Research Proposal
(Designing Instruments)
Preparation
Stage
Framework of Question
Classification
Worksheet
Revision
Framework of Recording
Transcription
Instrument
Validation
Valid
Research Implementation
Inquiry-Type Laboratory on Learning Thermal Energy
Recordings
Worksheet
Implementation
Stage
Questionnaire
Collect research data
Process and analyze data
Result and conclusion
Completion
Stage
Report the result
Figure 3.1 Research Scheme
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
METHODOLOGY
This chapter describes how the research was conducted, the population and
sample of the research, operational definitions, the instruments included inside the
research and the systematical steps of how to conduct this research in the form of
procedure.
A. Research Method and Research Design
1. Research Method
The aim of this research is to investigate the current profile of
students’ question in an inquiry laboratory activity, without
investigating the impact of inquiry-lab activity itself towards students’
achievement. Descriptive method was used in this research because the
researcher tried to describe a certain variable in a given state (Fraenkel
& Wallen, 2007)
2. Research Design
In this research, the researcher record information on self-designed
protocols that helps the researcher to organize information reported by
participants to each question (Creswell, 2012). Observation which is the
process of gathering open-ended, firsthand information by observing
people and places at a research site was used in this research. The data
was taken in the forms of recording transcription, and worksheet of
students’ work.
The implementation of inquiry-stage laboratory is divided into
three stages; planning stage, experiment stage, and discussion stage.
Each stages follow the features of inquiry learning described by
National Research Council (2000).
Stage
Table 3.1 Stages of Inquiry-Type Laboratory
Learning Experience
Inquiry Feature
Planning Stage
1. Reading a short
passage on the
worksheet
Learner
engages in
scientifically
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
16
2. Writing down
questions based on
their reading
3. Discussing an
investigative question
to be answered
4. Designing an
experiment
oriented
questions
Experiment Stage
1. Conducting the
designed experiment
2. Collecting data from
the experiment
Discussion stage
1. Discussing the result of
the experiment
2. Concluding the result
3. Presenting their result
in front of the class
Learner gives
priority to
evidence in
responding to
questions
Learner
formulate
explanations
from
evidence
Learner
connects
explanations
to scientific
knowledge
Learner
communicates
and justifies
explanations
At the planning stage, the students were given a short passage as a
trigger for them to raise questions. They were given time to construct
and write down questions that went through their mind after reading the
given passage. These questions were then written down by the students
on their worksheet. After finished writing down their questions, the
group discussed a question as their investigative question to be
answered through an experiment. The experiment to answer their
investigative question, is also established through this discussion.
At the experiment stage, students are required to conduct the
experiment they previously designed in the planning stage. The
experiment is of course conducted after their experiment design has
been approved by the teacher. At the discussion stage, students had
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
17
finished working and observing in their designed experiment. It is the
time where students generate a conclusion based on the data they have
collected at the experiment stage.
B. Population and Sample
The location of this research was an International Junior High School in
Bogor. This school implements National Curriculum 2006 along with
Cambridge Curriculum in the learning process. The school also uses English
as the main language in the classroom; however Indonesian language is also
used at certain times in the classroom.
The population in this research was the 7th grade students. The samples
were two classes in 7th grade. The activity and discourse of two groups from
each two class were recorded for further analysis.
The criteria for selection of the recorded sample groups were that the
chosen students should be (a) verbally expressive so that the discourse could
be captured on tape; (b) likely-to stay on task; (c) able to work with each other
cordially (Chin & Osborne, 2010). The sample groups were chosen by the
subject teacher who claimed to have known the personality of each student.
The sampling technique was purposive sampling where the researcher
intentionally selects individuals and sites to learn or understand the central
phenomenon (Creswell, 2012).
C. Operational Definition
In order to avoid misconception in this research, several operational
definitions are explained in this research. Those terminologies are explained
as follow:
1. Students’ questions were analyzed through classifying them according
to the question’s productivity.
2. According to National Research Council (2000) an inquiry-type
laboratory has five features: (1) Learner engages in scientifically
oriented questions, (2) Learner gives priority to evidence in
responding to questions, (3) Learner formulates explanations from
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
18
evidence, (4) Learner connects explanations to scientific knowledge,
and (5) Learner communicates and justifies explanations.
D. Research Instrument
In this research, instrument is necessary to be used for gaining data.
There are five types of instruments that will be used in this research. The
instruments are described below.
1. Worksheet
In order to collect data on students’ questions before practical
work, a worksheet that contains questions that allows the researcher to
collect a series of data on the number of questions posed by the
students including the questions itself.
2. Framework of Question Classification
To avoid subjectivity in classifying the level of questions posed by
the students, a framework of classifying productive and nonproductive questions made by Jelly (1985) was used. The
classification will also be verified by lecturers to promote the accuracy
of question classification.
3. Framework of Recording Transcription
The groups which were audio-taped in this research are not just
randomly chosen from each class. The groups fulfilled the criteria
determined by Chin & Osborne (2010) in order to have a better quality
of transcription and better understanding of the central phenomenon.
Table 3.2 Framework of Recording Transcription
Criteria for Students
Verbally expressive
Likely-to stay on task
Able to work with each other
cordially
Content of Transcription
Interaction among students inside
the group
Interaction of students with
teacher
Science content related
Laboratory activity instruction
related
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
19
4. Form of Recording Transcription
The groups were both audio and video-taped in order to record the
students’ discourse. They were transcripted to be analyzed further.
The questions arisen from the students in the discourse were the main
focus of this research.
E. Research Procedure
To create a systematical research, there are three stages of procedure
which were conducted in this research It includes preparation stage,
implementation stage, and completion stage.
1.
Preparation Stage
At this stage, researcher focused in the preparation to conduct and
support the research. The following are the steps of preparation stage:
a) Formulate problem to be investigated
b) Determine the focus of variable research
c) Conduct literature review of students’ question, inquiry-type
laboratory, thermal energy, and curriculum
d) Arrange the research proposal that includes chapter I, chapter II, and
chapter III which is presented in a proposal seminar
e) Revise the research proposal after having suggestions and critics from
lecturers.
f) Design a teaching-learning process which will be conducted at
implementation stage.
g) Report research instrument.
h) Revise instrument after having validation.
i) Prepare research license.
j) Determine research subject.
2. Implementation Stage
At this stage, data collections are accomplished at school, when the
researcher recorded the inquiry-type laboratory activity from the sample
groups.
a) Determine sample groups
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
20
b) Conduct research activity by implementing inquiry-type laboratory
method and recording (video and audio) the sample groups
c) Give questionnaire to know the student’s response towards
implementation of inquiry-type laboratory in the teaching learning
process
3. Completion Stage
This is the final stage of the research design, the steps which were
conducted in this stage is explained as the following steps.
a) Create a transcription for the recordings
b) Collect an agreement degree from experts
c) Analyze the result of the research implementation
d) Discuss and conclude the data analysis result
e) Arrange a report of the research
Figure 3.1 presents the scheme of this research starting from
preparation, implementation, and completion stage.
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
21
Preliminary study/ need analysis
Analyzing science
content standard of
Junior High School
Literature review
(all variables)
Research Proposal
(Designing Instruments)
Preparation
Stage
Framework of Question
Classification
Worksheet
Revision
Framework of Recording
Transcription
Instrument
Validation
Valid
Research Implementation
Inquiry-Type Laboratory on Learning Thermal Energy
Recordings
Worksheet
Implementation
Stage
Questionnaire
Collect research data
Process and analyze data
Result and conclusion
Completion
Stage
Report the result
Figure 3.1 Research Scheme
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu