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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
This study took place at SMA Negeri 3, Tangerang Selatan. The research was carried from September 8
th
to 15
th
, 2016.
B. Research Method
This research is conducted to run a detail and comprehensive comparison between students’ and teachers’ beliefs on effective English
language teaching. How students think and how teachers think about
effective English language teaching. This research is qualitative method. The nature of qualitative research is no intervention, randomization and
data manipulation.
1
Besides that, the researcher conducts qualitative research method
because researcher intends to identify a part of students’ behaviour, as qualitative researchers study things in their natural settings,
attempting to make sense of, or interpret, phenomena in terms of the meaning people bring to them.
2
The design of this study is survey study that will be used to collect the data. The questionnaire was distributed
among the participants and they were required to answer the closed-ended questions based on their past experiences of participating in the language
classes.
1
Mahyar Ganjabi, Effective Foreign Language Teaching: a Matter of Iranian S tudents’ and
Teachers’ Beliefs, English Language Teaching Journal, 2010. p.46.
2
Denzin, N. K., Lincoln, Y., The Sage Handbook of Qualitative Research Third ed., California: Sage Publication, 2005.
C. Participant
This study conducted by using 253 XI grade students and 2 Emglish teachers of SMA Negeri 3, Tangerang Selatan as the participant.
D. Technique of Data Collection
The technique of data collection in this research is questionnaire. The questionnaire used is originally developed by Brown. It consists of 24
items and seven overarching categories. According to Brown the original questionnaire made extensive use of Bell’s questionnaire and evolved after
being piloted three times with different beginning-level L2 students. And
there are the seven overarching categories of the questionnaire.
Table 3.1. Effective Teaching Questionaire Adapted from: Brown
’s Questionnaire
No Item
1 Frequently use computer-based technologies Internet, CD
–ROM, email in teaching the language.
2 B
ase at least some part of students’ grades on completion of assigned group tasks.
3 Devote as much time to the teaching of culture as to the teaching of
language. 4
Require students to use English outside of class with other speakers of the language e.g., Internet, email, clubs, community events,
etc.. 5
Not correct students immediately after they make a mistake in speaking.
6 Allow students to respond to test questions in listening and reading
via Bahasa Indonesia rather than English. 7
Not use Bahasa Indonesia in the English language classroom.
8 Only correct students indirectly when they produce oral errors
instead of directly e.g., correctly repeating back to them rather than directly stating that they are incorrect.
9 Be as knowledgeable about the cultures of those who speak the
language English as the language itself. 10
Not grade language production i.e., speaking and writing primarily for grammatical accuracy.
11 Teach English primarily by having students complete specific tasks
e.g., finding out prices of rooms and rates at a hotel rather than grammar-focused exercises.
12 Have students respond to commands physically in English e.g.,
“stand up,” “pick up your book,” etc..
13 Address errors by immediately providing explanations as to why
students’ responses are incorrect.
14 Require students to speak English beginning the first day of class.
15 Not use predominantly small groups or pair work to complete
activities in class. 16
Mostly use activities that practice specific grammar points rather than activities whose goal is merely to exchange information.
17 Ask students to begin speaking English only when they feel they
are ready to. 18
Not present a particular grammar point without illustrating how the structure is used in a specific, real-world context.
19 Speak English with native-like control of both grammar and accent.
20 Teach grammar by giving examples of grammatical structures
before explaining the grammar rules. 21
Use predominantly real-life materials e.g., music, pictures, foods, clothing in teaching both the language and the culture rather than
the textbook.
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