CHAPTER 3

RESEARCH PROCEDURES

This chapter will discuss the procedure of the research that the researcher

has applied in this research. There are six sections that are going to be elaborated in

this chapter. Those are the description of research method, research focus, setting

and participants, technique of collecting the data, technique of analysing the data,

research schedule

3.1 Method of the Research

This research used a qualitative approach with a case study research method.

Tight et al. (2016) argued that case study "as an empirical inquiry that investigates

a contemporary phenomenon within its real-life context; when the boundaries

between phenomenon and context are not evident; and in which multiple sources of

evidence are used" (p. 23). Marvasti, Amir B. (2004:7) states, “Qualitative research

provides detailed description and analysis of the quality or the substance of the human

experience”. It means that qualitative research is research that aims to know about the

phenomena in describing and analysing something related to the experience that has

happened. In addition, Heigham, Juanita and Robert A. Coker (2009:137) add, “In

qualitative research researchers try to understand participants’ experiences with the

central phenomenon (the focus of the study) in a natural setting, using research

approaches such as ethnography or case study.” It means that in this research, the

researcher has to comprehend the phenomena in a natural setting without any

manipulation, in this context is the use of technology in online learning during pandemic

Covid-19 period. Moreover, Dawson, Catherine (2002:14) states, “Qualitative research

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explores attitudes, behavior and experiences through such methods as interviews or focus

groups. It attempts to get an in-depth opinion from participants”. It means that one of the

techniques that can be used is an interview to get the information in-depth.

Based on the explanation above, the qualitative method tries to analyze the data

and to draw what the researcher knows and it is supported by theory. This research was

conducted in knowing the use of technology in online English learning during the

pandemic Covid-19 period by teachers in Madrasah Tsanawiyah (MTs) Tasikmalaya.

3.2 Focus of the Research

This research concerns teachers’ perception of the use technology on online

learning process as an impact of school from home during the pandemic Covid-19

period. In this research, the researcher focuses on two English teachers at Madrasah

Tsanawiyah (MTs) in Tasikmalaya.

3.3 Setting and Participants

In this research, two English teachers at Madrasah Tsanawiyah (MTs) in

Tasikmalaya were the participants. The researcher chose one of the English teachers

from different schools as the participant. They were the subject of the research

which produced the statements or words and activity or behavior that can be

analyzed by the researcher. Two English teachers who were involved as the data

source in this research have the same background who taught the English subject in

pandemic Covid-19. The following are the descriptions of them.

Teacher one graduated from the English Education Department of a public

University in Bandung (2006). She has been teaching English for 11 years. She has

taught in several schools before, and in school now she has been teaching for almost

3 years since 2019 up to present. At the time of this pandemic, she had been teaching
English online since March 2020. The technology that was used as a learning

medium was cellphones with the Whatsapp platform, E-learning Madrasah, and the

Quizziz website. However, she prefers to use the E-Learning Madrasah platform to

carry out the learning process. According to her, E-Learning Madrasah can help and

facilitate her during the current online learning process, because the E-Learning

application is equipped with very complete facilities, starting from student

attendance, providing material to students, even when taking exams can be done

easily by the teacher and students using the platform.

Teacher two graduated from the English Education Department of a public

University in Tasikmalaya (2010). She has been teaching English for 7 years. She

has taught in several schools before, and in school now she has been teaching for

almost 5 years since 2016 up to present. She has participated in some workshops to

improve her knowledge in teaching English. At the time of this pandemic she had

been teaching English online since March 2020. The technology that was used as a

learning medium was cellphones with the Whatsapp platform, E-learning

Madrasah, and YouTube. However, she prefers to use the Whatsapp platform to

carry out the learning process. According to her, E-Learning Madrasah can help and

facilitate her during the current online learning process, because the E-Learning

application is equipped with very complete facilities, starting from student

attendance, providing material to students, even when taking exams can be done

easily by the teacher and students using the platform.

Before collecting the data, the participants were asked to read and sign the

consent form so that the researcher could analyze the data from the interview. It
also proved that there was no forcefulness to be a participant. All data were

confidentially collected due to research ethics.

3.4 Technique of Collecting the Data

The data was collected through semi-structured interviews which focused

on teachers' profile and teaching experience dealing with lesson planning, teaching

method, conducting teaching-learning process, students’ assessment, and teaching

principles inspired by the study by Farrel & Guz (2019). Semi-structured interview

was chosen because it allowed the researcher to investigate and develop deeper the

interviewee’s responses (Alsheenqeeti, 2014). Before the interview, the researcher

did the ethical positioning which is explaining to the participants about the purpose

of the research, a guarantee of their privacy and data confidentiality.

To collect the data the researcher used some procedures as follows; Firstly,

preparing the questions related to the formulation of the research problems. Then,

the researcher also set up the recorder to record the answers of the subjects. In the

process of interviewing, the researcher ask the next questions based on the

interview's guidelines related to the research problems of this study. The researcher

listens carefully to the subjects' answers then the researcher asked the next question

based on the subjects' statements. Finally, the researcher wrote the interview

transcript based on the result of the recording.

3.5 Technique of Analysing the Data

The next step of the research after collecting the data was analysing the data.

This was a process of finding and arranging the data systematically from

observation and interview. It is in accordance with Bogdan as quoted by Sugiyono

(2012:244), “Data analysis is the process of systematically searching and arranging

the interview transcripts, field notes, and other materials that you accumulate to

increase your own understanding of them and to enable you to present what you

have discovers to others.”

In analysing the data, the researcher used Braun and Clarke's (2006)

thematic analysis for analysing the data. The thematic analysis aims to classify

meanings based on themes; it is an analytical tool for identifying, analyzing, and

reporting patterns (themes) within data (Braun & Clarke, 2006). This analysis

consists of several stages as follows:

3.5.1 Familiarizing the data

The interview recording was transcribed and turned into written form

before it was analyzed. Familiarization contains starting to identify and

record interesting features of the data which were relevant to the research

question by highlighting the data corpus. The researcher was fully immersed

and actively engaged in the data by reading the data.

3.5.2 Generating initial codes

The researcher will make a code in the transcribed, and the result is

related to the interview question. The researcher gives symbols to the codes

that can potentially answer the questions in the research question then also

validate that the data are relevant. There are 15 codes found as follows.

Table 3. 1 Generating initial codes

Code Text Source

Easy of use Sangat terbantu dengan penggunaan Obtained from participant
teknologi ini, karena memudahkan 1 interview response
dalam proses pembelajaran secara
online, menghemat waktu juga, dan
 yang paling penting mudah
digunakan.
Independent Dengan penggunaan teknologi juga Obtained from participant
Learning siswa dapat banyak mengeksplor 1 interview response
sendiri kegiatan belajar yang
sebelumnya tidak dapat mereka
lakukan di kelas.
Efficience Dengan adanya teknologi (HP). Obtained from participant
Semua nya jadi mudah, dengan 2 interview response
berbagai macam platform yang
membantu sehingga tidak menguras
waktu yang lama juga.
Enjoyment Tidak hanya memberikan materi Obtained from participant
saja, kita juga bisa bermain game 2 interview response
dengan bantuan teknologi tersebut,
sehingga siswa akan merasa enjoy
selama proses belajar karena
diselingi dengan game online.
Flexibility …lebih fleksibel juga kalau online Obtained from participant
learning ini bisa dimana saja 1 interview response
dilakukan pembelajarannya.
Source of Salah satu manfaat dari teknologi Obtained from participant
learning sebagai sarana informasi untuk 2 interview response
mencari tahu pengetahuan yang
mendukung peserta didik.
Behavioral Untuk sikap kebanyakan hampir Obtained from participant
Intention semua siswa mengerjakan tugas yang 2 interview response
di berikan dan memberikan sikap
yang baik selama proses belajar
berlangsung meskipun online.
Facilitate Sekolah memfasilitasi murid dan Obtained from participant
condition / guru nya dengan dibekali sebuah 1 interview response
institutional aplikasi yaitu E-Learning juga
support memberikan fasilitas berupa tempat
seperti lab komputer yang ada di
sekolah untuk bisa digunakan siswa,
pasang wifi di sekitar sekolah untuk
memudahkan belajar siswa yang
mengalami kendala selama proses
pembelajaran nya.

3.5.3 Searching for themes

The researcher collected the codes which possibly belonged to the same

theme by cutting and pasting the chucks of excerpt differently to make it easy to

analyze.

Table 3. 2 Searching for themes

Initial Codes Total

Easy of use 5
Independent Learning 1
Efficience 2
Enjoyment 1
Flexibility 2
Source of learning 1
Behavioral Intention 2
Facilitate condition 2

3.5.4 Reviewing themes

The researcher reviewed the following themes to ensure whether the themes

were the most appropriate and coherent with a clear organizing concept. Then,

the process ended with a final set of themes.

 3.5.5 Defining and naming the themes

This stage involves the process of naming the themes that are properly

reviewed according to teachers’ perception on online English learning during the

pandemic.

Table 3. 3 Defining and Naming Theme

Initial Codes Theme

Easy of use Technology Acceptance in Educational
Context
Independent Learning
Efficience
Enjoyment
Flexibility
Source of learning
Behavioral Intention
Facilitate condition

3.5.6 Producing the report

The researcher reported what was obtained from this study. The researcher

will dispatch what has been done in this study about students’ perspectives of

peer assessment in the speaking courses.

3.6 Steps of the Research

The steps of this research are:

1. Explore problems and develop a detailed understanding of a phenomenon.

2. Conducting a literature review.

3. Determine the objectives and research question in general based on the

experience of research participants.

4. Select participants according to research needs and ask their permission.

 5. Collect data based on information from several individuals so that the views

of research participants are obtained.

6. Analyze the data to determine the description and theme of the data by using

text analysis and interpreting the larger meaning of the findings.

7. Write reports using flexible, structured, and evaluative criteria, and include

elements of reflexivity, subjectivity, and bias from the researcher.

3.7 Research Schedule

Table 3. 4 Steps of the Research

Jan- June - Nov -

May March
No. Activity Oct Feb
April
2021 2022
2021 2021 2022

1. Research Proposal Writing

2. Research Proposal Examination

3. Conducting the Research

4. Writing Up the Thesis

5. Final Thesis Examination

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