CHAPTER III RESEARCH METHODOLOGY
The purpose of Chapter 3 is to present the method used to answer the three questions stated in Chapter 1. The discussion is presented into five major parts,
namely research methodology, description of research participants, instruments, data gathering technique, and data analysis procedure.
A. RESEARCH METHOD
This research was a survey research. According to Ary, Jacobs, and Razavieh 2002: 374, survey research is a technique in research which data are
gathered by asking questions to a group of individuals. There are two instruments that are usually used in a survey research, those are interview and questionnaire.
In obtaining the data, the writer used qualitative method. Ary, et al 2002: 421 states that qualitative method employs words to answer research questions. A
qualitative method usually presents the data in the form of description. Thus, in this research, the researcher would interpret the data in form of numbers into
verbal statements.
B. RESEARCH PARTICIPANTS
The participants of this research were the students of Language Teaching Methodology course from class B and D in English Education Study Program
Sanata Dharma University from year 20042005. The writer chose the students of class B and D of Language Teaching Methodology course as the research
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participants because the students from class B and D experienced the implementation of group presentation technique. The total of the research
participants from those two classes were seventy two students. There were four students for the interview and seventy two students should fill in the
questionnaires.
C. RESEARCH INSTRUMENTS
The writer used three instruments in obtaining the data, namely, observation sheet, questionnaires, and interview sheet.
1. Observation sheet The first instrument used in this study was observation. According to
Fraenkel and Wallen, observation is used in order to know how people act or how things look 1993: 384. Thus, in order to know the implementation of group
presentation technique, the writer conducted observation. In the observation sheet, the writer already wrote some characteristics of a good presentation, a good
simulation, and a good model of a teacher. The writer, then, would observe whether the presenters were already implemented the characteristics of a good
presentation, a good method simulation, and a good model of a teacher. The writer did not only record the characteristics that were shown by the presenters,
but also the audience’s behaviors and the condition during the presentation. The observation sheet consisted of three parts. The first part consisted of nineteen
items as can be seen in Appendix 6 on page 119. In the first part, the writer focused the observation on the theoretical review and question and answer
session. The second part consisted of four items. In the second part, the writer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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focused on the method simulation. In the last part the writer focused on the student who acted as the teacher in the method simulation. The third part
consisted of sixteen items. The result of the observation would be interpreted in the form of paragraphs.
Among the four observation models given by Fraenkel and Wallen 1993: 384, the writer chose to be a complete observer. As a complete observer, the
writer would observe the activities of a group without becoming a participant in those activities.
2. Questionnaire The second problem identified in this research was answered using
questionnaires. On the questionnaires, the writer would record the perceptions of the students of Language Teaching Methodology course class B and D, students’
opinion of a good group presentation, and some suggestions to the implementation of the group presentation technique.
Ary, Jacobs, and Razavieh 1990: 418 state that a questionnaire was an instrument of the study to gather information through the respondents’ written
responses to a list of questions. In order to gather the students’ perceptions on the implementation of group presentation technique, the writer employed a
combination between closed-ended and opened-ended questionnaires. Ary, et al ibid 418 stated that closed-ended questions allow individual to pick the
response that best represented hisher belief or opinion. While, open-ended questions let a free response from the participants rather than limit the response to
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On the closed-ended questions, the writer provided nineteen closed questions to be answered by the students. In order to obtain more focused
responses from the students, the writer divided these nineteen questions into three parts. The first part was aimed to investigate the students’ perceptions when they
acted both as presenter and audience. The second part was about the students’ perceptions when they acted as the presenters. The third part was aimed to
investigate the students’ perceptions when they acted as the audience. In the closed-ended response, the students might choose a number between 1 until 4 in
the Likert-scale like questionnaire to indicate their level of agreement. Score or number 1 is for strongly disagree, 2 is for disagree, 3 is for agree, and 4 is for
strongly agree. In the open – ended response, the students were freer in answering the
questions since it required the students to give their opinion about criteria of a successful group and the students’ suggestions in the use of group presentation
technique. Those two questions were used to answer the third research question of this study.
3. Interview The third instrument used in this study was interview. Fetterman in
Fraenkel and Wallen 1993: 385 stated that interview is the most important data collection technique a qualitative researcher possesses. Fetterman added that the
purpose of interviewing people is to find out what is on their mind, what they think or how they feel about something.
The writer conducted the interview for the students and also for the lecturer of Language Teaching Methodology course. The interview for the lecturer was
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aimed to know the lecturer’s motivation and expectation on implementing group presentation technique. The interview for the students was aimed to dig out the
students’ perceptions and to find out the cause of the perceptions on the implementation of group presentation technique in Language Teaching
Methodology course. The interview would be interpreted into paragraphs in Chapter 4.
D. DATA GATHERING
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