T ING 1302662 Chapter3

CHAPTER III
METHODOLOGY

This chapter provides the methodology used, divided into four main parts,
which consists of research design, research site and participants, data collection
procedure, and the data analyses. A brief explanation about the operational
definition, regarding this research, is also included.

3.1

Research Problem
This study was intended to identify the effects of types of motivation

(intrinsic or extrinsic) towards their motivation for learning English in 7th and 8th
grade students at one of the private secondary schools in Bandung. Moreover, it
aimed at analyzing the students’ perception towards the after-school programs or
activities they attend, participate, or do on their reasons for learning English.
Therefore, this study is guided by the following questions:
1. What type of motivation (intrinsic or extrinsic) could be students’ primary
motivation in English learning which may affect their academic
achievement?

2. What are students’ perceptions towards after-school activities and reasons
for learning English?

3.2

Research Design
This research was employed by using the qualitative approach to discover

a phenomenon from social or human problem, seen through participants’ point of
view, and to explore a problem and to develop a more detailed understanding of
the central phenomenon (Bogdan & Biklen, 1992; Creswell, 2009, 2012; Mackey
& Gass, 2005). In line with this, Bell (2010) conveys that by adopting qualitative
perspective, researchers are then more concerned to understand individual’s
perception of the world, that the intention of this research is to understand the
students’ perception of something.
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Moreover, a phenomenology research design was applied. Phenomenology
as a research design is also known as an educational qualitative research design
(Ponce, 2014; Creswell, 2013; Marshall & Rossman, 2010; in Padilla-Díaz, 2015).
A phenomenological research is a strategy of inquiry in which researchers identify
the essence of human experiences about a phenomenon, as described by
participants (Creswell, 2009) and is basically concerned with social aspects and
developing explanations of social phenomena, including understanding the world
in which people live, besides seeking why things are the way they are
(Groenewald, 2004). In line with this, Joubish et.al (2011) emphasized that it
deals with phenomena that are difficult or even impossible to quantify
mathematically, such as beliefs, meanings, attributes, and symbols.
Based on the aforementioned brief explanation of the qualitative study, the
design used in this present study aims at discovering the phenomena of students
attending or participating after-school programs or activities and their perceptions
towards motivation for learning English.

3.3

Research Site and the Participants

The research was conducted in one of the private secondary schools in

Bandung. This institution was chosen because of several reasons. First, the
researcher tried to conduct a research in one of the public schools. But the two
selected public schools were considered irrelevant to conduct this research. It is
because the first intended school to be the research site was one of the vocational
schools. In addition, one of the English teachers explained that the curriculum of
English subject is somehow different from standard high school, besides there are
not many students in the school who attend academic-related after-school
programs such as Bimbingan Belajar (cram school) or other kinds private tutoring.
The other intended research site was a public secondary school but the researcher
was told that there were fewer students attending, or participating, any academicrelated after-school programs, as aforementioned, in the school. Considering that

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the variety of after-school activities related to learning are insufficient, it was

decided that the research site would not be conducted there.
Finally, the researcher was offered to replace an English teacher in this
private secondary school in Bandung. Thus, while doing another work to earn a
living, she decided to conduct the research there. Moreover, the school was said to
be an RSBI (Rintisan Sekolah Bertaraf Internasional) or, it could be said that it is
a kind of semi-international school so it is expected that it would be open for
research and there would be many students who use English.
In conclusion, the research site was a private junior high school in
Bandung where English is taught along with a practice of English speaking,
provided by English Conversation subject. Besides English subject, several other
languages are also taught as compulsory subjects. They are Bahasa Indonesia (as
the national language used), Bahasa Sunda (as the determined local language to be
learnt), and Bahasa Jepang (Japanese, as another compulsory subject of foreign
language). Arabic is also taught as compulsory subject likely for Muslim students.
However, the name of the subject is BTAQ (Baca Tulis Al Quran – Reading
Writing Al Quran) instead of Arabic. It can be said that three foreign languages
are taught as compulsory subjects at the school. However, it can be inferred that
English is the main foreign language to be learnt because time allocation provided
for English subject is longer than the subject of Japanese and BTAQ.
The participants in this research study were coming from the 7th and 8th

grade students. Students from the 9th grade were not allowed to be involved in
this research. It was based on the information stated, both directly and indirectly,
by the vice principal, other English teachers, and several class teachers that
students from the 9th grade are not allowed to be involved in any research
activities because, as the researcher was informed, they are supposed to be focus
and to prepare themselves to do the UN (Ujian Nasional – national examination).
More explanation about the participants is described below.
The participants were coming from two grades, that are the 7th and the 8th
grade. Each grade consists of a different number of classes. There were 5 classes
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in the 7th grade and 6 classes for the 8th grade, consisting of a different number of
members. Class 7A consisted of 28 students, class 7B consisted of 26 students,
class 7C consisted of 29 students, class 7D consisted of 27 students, and class 7E
consisted of 28 students. While class 8A consisted of 24 students, class 8B
consisted of 25 students, class 8C consisted of 24 students, class 8D consisted of

26 students, class 8E consisted of 25 students, and class 8F consisted of 26
students. Several students were then selected to be interviewed by considering
students’ after-school activities and their achievement in the English subject.
The interviews conducted in this research study are focus group and
individual interviews (Bell, 2010; Creswell, 2012; Hatch, 2002; Mackey & Gass,
2005). Further explanation about the interviews and other procedures conducted in
this research study is described in the sections of research procedure and data
collection.

Table 3.1

Profile of the Sample Participants based on Level and Class (N = 288)
Class/Grade 7A 7B 7C 7D 7E 8A 8B 8C 8D 8E 8F
Frequencies

28

26

29


27

28

24

25

24

26

25 26

288

N=

The fieldwork for the research started from September until the first two

weeks of December (that was when the school year semester ends), in year 2015,
including getting official permission to gather the data required.

3.4

Research Procedure
The research procedure contains of several steps, described as follows:

1) A survey of after-school activities list and a motivational questionnaire were
developed from a dissertation work of Lamb (2007) and two journals of research
by Shann (2001) and Lai (2013). The samples of original survey list developed
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from Lamb (2007) and Shann (2001), and the original motivational questionnaire
developed from Lai (2013) and Lamb (2007), is provided in section 3.6 of Data
Collection.

2)

The survey and the questionnaire were then translated into Indonesian,

attached in the appendices section, and were administered to all students, class by
class following the school time-table of the subject of English language after the
middle test week was over. In addition, students were told that it was for a
personal purpose, hoped to be useful to know about their learning situation
especially in English subject. Thus, they were convinced that it may not affect any
of tests or their academic grades at school.
3) The students’ grades and scores in English subject were collected, and then a
number of students were selected purposively, by comparing the survey of their
after-school activities and the questionnaire of their motivational status, including
verifying comparison with their academic achievement.
4) As an addition, a semi-structured observation to observe after-school activities
set at schools, such as extracurricular activities and private tutoring was also
conducted, including doing a semi-structured interview to several teachers
responsible for extracurricular activities and a few private tutoring.
5) A number of selected students were then interviewed. There were two types of
interview conducted, namely the focus group and the individual interview. The

aims of these two types of interview are explained below.

-

Focus Group interview

There are two aims for conducting focus group interview as conveyed by Creswell
(2012). First is to collect shared understanding and to get views from several
individuals. It is advantageous when the interaction among interviewees are
similar to and cooperative with each other and is useful when the time to collect
information is limited and individuals are hesitant to provide information because
some individuals may reluctant to provide information in any type of interview.
Second is, to select several students to be individually interviewed. It is relevant
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to the use of focus group interviews as described by Hatch (2002), that they are

often used to supplement other qualitative data besides to be the basic data
collection strategy of a qualitative study.

-

Individual interview

The purpose of conducting individual interviews was, as Hatch (2002) described,
to uncover the meaning structures that the interviewees use to organize their
experiences and make sense of their worlds especially when they the phenomenon
being studied by the researcher for granted because, as argued by Bogdan and
Biklen (1992) that, albeit interviewing is similar to conversation so the process is
familiar but the information gathered are used by qualitative researcher to provide
descriptive explanation based on the interviewees’ perspectives.
6)

The data from the survey, questionnaire, and interview were then analyzed

qualitatively. However, the data from the semi-structured observation and
interview as aforementioned were used to validate the types of after-school
activities set at school, that are the extracurricular programmed by the school and
the private tutoring provided by the teacher at the school.
7)

The analyzed data were then concluded as findings and are discussed in the

next chapter that is chapter four.

3.5 Operational Definition
An operational definition is a way that scientists and researchers state to
avoid making vague statements, by defining their concepts in precise and
objective terms (Mitchell & Jolley, 2010). It is a specification of how the variable
in the research will be defined and measured (Creswell, 2012). By having an
appropriate one, researchers are allowed to operate or to work with the variables
(Mackey & Gass, 2005).
To operationalize means to provide a precise and concrete definition of a
variable, in such a way that it can be measured (Mackey & Gass, 2005). It is a
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rather difficult concept to operationalize when it comes to systematically
investigating the effect of psychological aspects, such as motivation, on language
learning (Bot, Lowie, & Vespoor, 2005). Moreover, Creswell (2012) explained
that in some situations, it is also possible for researchers to get difficulties in
determining a clear and applied definition required or suitable for finding a
measure, or it is possibly because the definition is just simply not available. Thus,
it is suggested that researchers design their definition of the operationalization
(Creswell, 2012).
However, the operational definition was used to explain the scale of the
motivational questionnaire developed. Because this research was intended to
identify the frequencies of the motivational status as listed in the questionnaire
form administered, hence the operationalization to work with the variables was
limited to yes-no scale rather than Likert-scale.

3.6 Data Collection
Data used in this research is related to identifying students’ after-school
activities and motivational status and investigating their perception and were
obtained from survey list, motivational questionnaire, and interview. In addition, a
semi-structured observation was also conducted to observe the after-school
activities set in school areas such as extracurricular activities and private tutoring
by school teachers and a semi-structured interview from the teachers responsible
for the extracurricular activity and providing private tutoring of school subject
was also conducted. The data from the semi-structured observation and interview
as aforementioned were used as additional data that informed the types of afterschool activities set at school. They are the extracurricular programmed by the
school and the private tutoring provided by the teacher at the school. The types of
data collection are elaborated below.

3.6.1 Survey of After-school Programs and Activities

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The aim of this technique was to identify types of after-school activity that
the students attend, participate, or do. The data collected from the survey
administered to the students were then grouped based on specific level, or
required categories (Creswell, 2012).

Table 3.2

Sample of Survey

1.

Name:
(your name will be kept secret)
( ) 7th Grade ( ) 8th Grade

______________________________
2. Class:
3. After-school Activities:
a. An English course out-of-school
( ) Yes
( ) No
Mention ___________________________________________________
b. Cram Schools
( ) Yes
( ) No
Mention ___________________________________________________
c. Private Tutoring
( ) Yes
( ) No
Mention ___________________________________________________
d. Extracurricular at School
( ) Yes
( ) No
Mention ___________________________________________________
e. Other After-school Activities
( ) Yes
( ) No
4. For option 3e, what do you prefer to do? I prefer:
( ) drawing by myself
( ) playing game on computer
( ) reading at home
( ) playing game on my cellular-phone
( ) watching TV at home

Mention ___________________________________________________
5. For options 3a - 3d what is your reason?
( ) asked by friends
( ) asked by parents
( ) to get new friends
( ) because there is a private tutoring offered by teacher at school
( ) attending cram-schools / having private-tutoring help me understand
the 2016
lesson at school
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Adapted from, Lamb, M. (2007). The Motivation of Junior High School Pupils to Learn English in
Provincial Indonesia. (Dissertation, University of Leeds – School of Education, 2007). Retrieved
from: core.ac.uk/download/pdf/43936.pdf and Shann, M. H. (2001). Students’ Use of Time
Outside of School: A Case for After-school Programs for Urban Middle School Youth. The Urban
Review, 33(4), pp. 339-356. DOI: 10.1023/A:1012248414119.

3.6.2 Motivational Questionnaire
The aim was to identify students’ motivational status (Creswell, 2012;
Dörnyei & Taguchi, 2010), while the one open-ended question included was
aimed to allow respondents to express their own thoughts and ideas in their own
manner (Mackey & Gass, 2005). Moreover, the open-ended question included was
used to provide written inquiries which were verified one another with the
interview results, as open-ended question is categorized as a kind of written
interview (Creswell, 2012; Dörnyei & Taguchi, 2010).

Table 3.3

Sample of Questionnaire
No.

Motivational Items

1.

I enjoy learning English.

2.

I feel happy while I speak English.

3.

I think English is an interesting subject.

4.

Studying English will enable me to broaden my view.

5.

I think I will be excited to chat with foreigners in English.

6.

I learn English because of exams.

7.

I learn English because of teacher’s praise.

8.

I learn English because it is an assigned subject.

9.

I learn English because my parents push me to do so.

Yes

No

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10.

I would feel ashamed if I got bad grades in English subject.

Adapted from, Lai, H-Y. T. (2013). The Motivation of Learners of English as a Foreign Language
Revisited. International Education Studies, 6(10), pp. 90-101. DOI: 10.5539/ies.v6n10p90 and
Lamb, M. (2007). The Motivation of Junior High School Pupils to Learn English in Provincial
Indonesia. (Dissertation, University of Leeds – School of Education, 2007). Retrieved from:
core.ac.uk/download/pdf/43936.pdf

Sample of the Open-ended Question:
What are the difficult things you experience in learning English?
3.6.3 Interview
The interview was conducted after selected several students based on
several categories considered required. The categories, which were from afterschool activities that students attended or participated or done, their motivational
status, and their test scores, were used to determine selected students.
Albeit the interview was conducted in English language at first, the rest of
the interview activities were in bilingual especially for students who answer the
first question in Indonesian language, in order to ease the students facing difficult
selection to express their perceptions easily.
It is important to notice that researcher is not allowed to affect the
interviewee’s responses because interview is a technique that allows participants
to express their interpretation without any forces from the researcher’s perspective
and their expression are the answer for the interview questions addressed
(Creswell, 2009). Moreover, two types of interview were conducted in this
research. They were focus group interview and individual interview (Mackey &
Gass, 2005; Creswell, 2012) for gathering in-depth data required to answer the
research questions by providing a descriptive text rather than a descriptive statistic
(Creswell, 2012).
The steps for interviewing the selected students who were determined
based on purposive sampling follow the suggestion proposed by Creswell (2009;
2012) that included recording or taking notes the entire interview especially the
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main idea from the interviewees’ responses and keep on with the questions while
maintaining the flow of the interview. The question-guideline for interview
session is presented in the appendices.

3.7

Data Analysis
Data were analyzed using various ways but most of them were elaborated

descriptively since the characteristic of a qualitative study is that the phenomenon
being studied has to be described comprehensively. The data from the survey and
questionnaire provided in tables were calculated manually to show results from
students’ answer. More data analysis techniques are described as follows.
3.7.1 The Analysis of Survey and Questionnaire
In this research, close-ended survey items and questionnaire lists in form
of yes-no scale were used along with a space labeled ‘mention’ to give alternative
answer, such as in the mention-part, and an open-ended question given after the
motivation questionnaire in the questionnaire form. The responses were
categorized into the ten motivational items, the nine types of activities (both four
types of program and five types of activity), and the five kinds of reasons for
choosing the activities offered. The options, labeled ‘mention’, were included to
provide space for students to answer as they like.
Percentile formula to analyze the data obtained from the survey and the
questionnaire was used. They were then interpreted based on the frequency of
students’ response. The percentile formula, as explained by Hatch and Lazaraton
(1991), is as given below.

P = Percentage
F = Frequency of Students’ response
N = Number of Total Population

Figure 3.1 Percentage Formula (adapted from Hatch & Lazaraton, 1991, pp. 136137)
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3.7.2 The Analysis of Interview
The data from the interview session were transcribed to help the process of
the data required. The transcribed data were then categorized based on interview
questions guide list to be used for answering the research questions. These data,
from the interview session attached in the sections for answering the research
questions in this thesis, are kept confidential so the identity information of
interviewees are given in codes as part of research ethical code. Thus, the
interview results were given in parts, which are considered related and necessary,
to answer the research questions.
As to emphasize this, Creswell (2012) and Mackey and Gass (2005)
explained that transcribing and coding techniques conducted to analyze the
interview data were intended to provide information and other findings related to
the focus of the research (Creswell, 2012; McKey & Gass, 2005).

3.8

Concluding Remarks
This chapter described the research problems, the research design applied,

and the research site and participants. This chapter also explained the research
procedures conducted and the operational definition used to work with the
variables in this research, data collection techniques which consisted of survey,
questionnaire, and two types of interview. The data analysis which consisted of
the analysis of the survey, the questionnaire, and the two types of interview were
also described. The next chapter presents the findings and discussion of the
research.

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