studies that is the study conducted by Meita used Story Telling as the technique while the study conducted by the researcher found Describing picture as the
technique used by the teacher. The third study is ―The Effectiveness of Using Describing Picture to Improve
Student‘s Speaking Skill in Descriptive Text An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of
20102011 .‖ This study was conducted by Inta Aulia Asfa. The researcher aimed
to know which technique is suitable to use in teaching speaking since the researcher assumed that students who have learned English for several years have
not been able to communicate used English. So, the researcher thought that there should be a solution to cope that problem. As result, the researcher tried to use
describin g picture as a method to improve students‘ speaking skill. The study was
conducted in two classes; the experimental group VIII A which was taught using describing picture and the control group VIII C which was taught with no using
of describing picture Direct Method as sample. To gather the data, the researcher gave speaking test which had been tried out to find out the validity, reliability, and
the difficulty level. The researcher used t-test formula to determine whether or not there was a
significance difference between students‘ score in experimental group and students‘ score in control group. She found that teaching speaking using
describing picture was effective method in improving stu dents‘ Speaking skill in
descriptive text at the eighth grade students of SMP H. Isriati Semarang.
54
The last previous study and the study conducted by the researcher similarly focus on Teaching Speaking with Describing Picture as technique used. However,
the difference of both is that the former used the experimental as the method of the study while the latter used an expository.
54
Inta Aulia Asfa, ―The Effectiveness of Using Describing Picture to Improve Student‘s
Speaking Skill in Descriptive Text An Experimental Research at the Eight Grade Students of SMP H. Isriati Semarang in the Academic Year of 20102011.‖ Skripsi at Walisongo State
Institute For Islamic Studies Semarang, Semarang, 2010, unpublished.
32
CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the study, method and design of the study, data sources, data collection technique, and data analyzes technique.
A. Place and Time of the Study
The research was held at Speaking Classes of Training Class Program at Basic English Course in Kampung Inggris Pare. This research was conducted
from February 12 to November 29, 2016.
B . Method and Design of the Study
This study is a qualitative research using an expository research design. This research design is chosen since the design provides the researcher to explore the
program, event, activity, process, individuals deeply in Pare Kampung Inggris. Therefore, the researcher employed qualitative as the research methodology in
order to dig the clear and rich description about data and information needed based on the real fact. In addition, it can reveal and mapped so that it can give
meaningful information for those who need it. This research investigates how the teaching speaking is conducted from
planning to evaluation.
C
.
Data Sources
The researcher conducted the research at Pare which is broadly known as “Kampung Inggris” in Kediri, East Java. Therefore, the data gained for this study
were the data taken from several sources that have competencies on the research topic. There were two kinds of data collected in this research which were primer
and secondary data. The former included books, writings, and results of interviews, observation and documents. On the other hand, the latter were the data
strengthened the former data which could be books, magazines, and one’s thought words, acts, and many others.
Therefore, the researcher took and joined all classes to observe and to experience from both teacher and students’ side. The participant of this study was
all students of Training Class TC Program. TC program consisted of eight classes with 30 students of each class in average. So, the total participants were
about 240 students with one teacher who taught speaking. The consideration made by the researcher of deciding the number of participants was to gain the
information as much as possible and because there is no general rule to concern about as Ary, Jacobs, Sorensen, Razavieh state
“There is no general rule about the number of participants to include in a qualitative study. Of course, practical
considerations such as time, money, and availability of participants influence the size of the sample.”
1
TC program emphasizes on Speaking, Grammar, Writing, and Listening. The materials are explained using 100 English. In addition, when the students are in
come to this program, they are obligated to use 100 English as their only one means of communication. They have to use English when they communicate with
their community other TC students not only in BEC area but also in the other places outside of BEC.
TC is three months program and provides various test of final examination. One of them is that students practice their Speaking English with foreigners in
Borobudur Temple. Besides having class on Mondays to Fridays, the students also have General Conversation session on Fridays morning. They are all placed in
Meeting Hall of BEC and given one topic to discuss with their friends. At the end, they will have Farewell Party and Heat to Heart Sharing session.
D. Data Collection Technique
The researcher collected data using several techniques which were considered to give rich and deep information to the topic studied. Here are the techniques
employed by the researcher:
1
Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Asghar Razavieh, Introduction to Research in Education, Belmont: Wadsworth, 2010, p. 429.
1. Observation
Ary et al. argue “The qualitative researcher’s goal is a complete description
of behavior in a specific setting rather than a numeric summary of occurrence or duration of observed behaviors.”
2
Therefore, the researcher directly involved in the community to observe the subjects of the study to get the complete description
if the topic studied. They also state “Qualitative observations rely on narrative or words to describe the setting, the behaviors, and the interactions. The goal is to
understand complex interactions in natural settings.”
3
It means that the observation employed by the researcher was to optomalize the researcher’s ability
in describing many aspects such as the setting, behaviors, and interactions in natural setting.
Furthermore, to obtain such a goal, the researcher immersed herself into the community under studied and played her role to be participant as observer. As
Ary et al. confirm “In the participant as observer stance, the observer actively
participates and becomes an insider in the event being observed so that he or she experiences events in the same way as the participants. The researcher’s role is
known to the people being observed.”
4
Such a role possibly makes the researcher see the situation and feel the condition the same way with how the subjects of the
researcher see and feel at the moment. In addition, the researcher did the research by monitoring the English teacher
when he is teaching in the classroom for ten times. The researcher observed all activities happened in the class as well. The researcher also observed the activities
supported to the topic studied outside the class. Thus, the researcher can capture the phenomenon from the subject’s perception and definition.
2. Interview
The researcher employed interview session to gain the data which cannot be obtained from observation and to verify the actions which were done during the
observation. Ary et al. state that:
2
Ibid., p. 431.
3
Ibid.
4
Ibid., p. 433.
The interview is one of the most widely used and basic methods for obtaining qualitative data. Interviews are used to gather data from people about
opinions, beliefs, and feelings about situations in their own words. They are used to help understand the experiences people have and the meaning they
make of them rather than to test hypotheses. Interviews may provide information that cannot be obtained through observation, or they can be used
to verify observations.
5
The researcher used interview because, by this technique, the valid information regarding to the topic discussed can be gathered directly from the
source. Interview also can help the researcher to see the participants’ perspective,
opinion, and feelings about the experience. Using interview as a technique, the researcher could lead the conversation to the research topic substantively.
Therefore, the data gained is real based on the fact. In interviewing, the researcher employed open ended format questions which become the characteristic of
qualitative research to reach the thick description about the experience, feeing, and situation. Ary et al. state
“One characteristic that all qualitative interview formats share is that the questions are typically open ended cannot be answered
with a yes or no or simple response and the questions are designed to reveal what is important to understand about the phe
nomenon under study.”
6
In addition, the researcher combined the open ended format with structured interview where several students were asked the same question relate to the topic
of the research. The researcher interviewed the teacher of speaking class of Training Class to get the concepts of teaching speaking skill and several students
to see their experiences in speaking class. Finally, to gather the data collected from interview and to ease the researcher in analyzing them, the researcher used
an audio recorder.
3. Field Note
The researcher used field note to expand the description of the brief notes which was done during the observation or interview session to collect and to
5
Ibid., p. 438.
6
Ibid.
