CHAPTER III RESEARCH METHODOLOGY
This chapter presents about method and design, the research population and sample, the instrument and technique of data collecting, the technique of data
analysis, and trustworthiness.
A. The Method and Design
The method used in this research was mixed method. According to Tashakkori and Teddlie
, “Mix methods are the studies where the use of quantitative and qualitative methods is predetermined and planned at the start of
the research process, and the procedures are implemented as planned.
51
Johnson and
Onwuegbuzie
stated that the goal of mixed method is not to replace either of these approaches but rather to draw from the strengths and minimize the
weaknesses of both in single research studies and across studies.
52
The design of mixed method is convergent parallel mixed methods, “This is a form of mixed methods design in which the researcher converges or merges
quantitative and qualitative data in order to provide a comprehensive analysis of the research problem.”
53
In this case, the qualitative data was taken from observations and also interviews. They were combined with quantitative data from
students’ and teachers’ questionnaires. This research attempts to observe the practice of effective teaching based on the dynamic model developed by Creemers
and Kyriakydes. Moreover, to make more convincing conclusion, the researcher used triangulation that would be explained clearly in part F.
51
A. Tashakkori and C. Teddlie, Handbook on Mix Method Research in the Behavioral and Social Sciences, Thousand Oaks, CA: Sage Publications, 2003, p.54.
52
R. Burke Johnson and Anthony J. Onwuegbuzie, Mixed Methods Research: A Research Paradigm Whose Time Has Come. American Educational Research Association, vol. 33 7, 2004,
pp. 14 - 15.
53
John W. Creswell, Research Design, Thousand Oaks, California: SAGE Publication, 2014, p. 15.
Figure 3.1 The Convergent Parallel Mixed Methods Adapted from Tashakkori and
Teddlie, 2003
B. Place and Time of Research
The categorization of favorite schools was based on the data since 2012 –
2014, there were some State Islamic Junior High Schools which have got five highest mean score of national exam among other State Islamic Junior High
Schools in DKI Jakarta. For this study, the writer took the three favorite State Islamic Junior High Schools as the samples of this research, they were: MTsN 41
Al-Azhar Asy-Syarif Indonesia, MTsN 32 Jakarta, and MTsN 3 Jakarta. Then, she conducted the research from September, 3
rd
up to November, 29
th
2014. The writer held observation in twelve English classes from those three schools.
C. The Research Population and Sample
Although the sampling was carried out at the school level, the focus of this study was on the teacher level. The population and sample of this study were all
English teachers that there were twelve English teachers in those three favorite State Islamic Junior High Schools at DKI Jakarta. Meanwhile, the design of
sampling is purposive sampling that the samples were chosen because they have particular features or characteristics
with a „purpose’ to represent a location or Compare or
relate Interpretation
Qualitative Data Collection and
Analysis QUAL Quantitative Data
Collection and Analysis QUAN
type in relation to a key criterion.
54
In this situation, the researcher took 3 out of 3 English teachers at MTsN 41 Al-Azhar Asy-Syarif Indonesia, 5 out of 5 English
teachers at MTsN 32 Jakarta, and 4 out of 4 English teachers at MTsN 3 Jakarta. So, there were twelve English teachers who consisted of three male teachers and
nine female teachers selected as a main sample. The schools were choosen by purposive sampling technique. It was
categorized as a purposive sampling because the researcher had chosen three Islamic Junior High Schools in DKI Jakarta which were known as good school by
public because of having high student achievement in national examination since 2012
– 2014. This sampling technique was described as researchers using their special knowledge or expertise about some group to select subjects who represent
population.
55
The purpose was the State Islamic Junior High Schools which had high average score of national examination in DKI Jakarta.
D. Instrument and Technique of Data Collecting
The instruments used by the researcher are; observation instrument, questionnaire, and interview. After doing the observation by using video recorder
and observation instrument, the researcher gave questionnaires to twelve English teachers and 313 students. Finally, the researcher interviewed some teachers and
students in order to support the data from all instruments. The data was collected by qualitative and quantitative methods. The data from qualitative was supported
by observation instrument, and interview. On the other hand, the data from quantitative was supported by
teachers’ and students’ questionnaires. In line with this, the researcher applied three techniques of collecting data. They were
observation instrument, questionnaire, and interview.
56
54
Jane Ritchie and Jane Lewis, Qualitative Research Practice, London: SAGE Publication, 2003, p. 79.
55
Rick Houser, Counseling and Educational Research, Michigan: SAGE Publications, Inc., 2009, 2
nd
Edition, p. 135.
56
UIN Syarif Hidayatullah Jakarta, Pedoman Penulisan Skripsi, Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2011,pp. 56
– 57.
1. Observation Instrument
This observation was used by the writer to observe whether teachers practice the principles of effective teaching. The observation instrument was
based on the instruments developed from the Dynamic model Creemers and Kyriakydes, and it was observed on Likert scale and has 5 possible answers, they
were excellent, good, fair, poor, and very poor. This rating checklist can be used to analyze and to evaluate any type of product or performance, such as science
projects, inventions, dramas, dances, or experiments.
57
In this case, the researcher acted as an observer who observed the teaching and learning activities at real
classroom atmosphere. Meanwhile, the writer recorded the process of teaching learning in the class for the documentation of this research. The observation
instrument was filled by the researcher after recording the teaching and learning process by using video recorder.
The observation instruments consisted of 51 items which were divided by
eight parts also see Appendix 1. Each part represents the principle of effective
teaching strategies. They were orientation items 1-5, structuring items 6-13, modeling items 14-18, application items 19-24, questioning technique items
25-33, assessment items 34-42, the classroom as a learning environment: the contribution of the teacher items 43-48, and management of time items 49-51.
To attain the validity, the researcher used content validity, and all items of questionnaires were matched and represent with the theory of Dynamic Models.
For the pilot study, the reliability α analysis was performed to identify the items that should be retained in the study. Due to the small number of participating
teachers N 15 in the pilot study, no reliability analysis was carried out. The following table presents the factors and examples of the items.
57
Andrew P. Johnson, A Short Guide to Action Research, Boston: Pearson Education, Inc:2008, pp. 92
– 93.
Kategori