[Link] [Link].

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CHAPTER III
RESEARCH METHODOLOGY

A. Method of the Research

A crucial aspect of conducting proper research is the design of the study.
In terms of the research objectives, the researcher believes that qualitative
research is the best approach for this study. According to Creswell (2012: 16),
qualitative research is appropriate for research problems with unknown variables
that must be investigated. The literature may not provide enough information
about the phenomenon under investigation, so you will need to learn more from
your participants through exploration. According to Creswell, Miles, and
Huberman (2014: 28), qualitative research is conducted in naturalistic settings
with intensive contact with participants to investigate the daily lives of
individuals, groups, communities, and organizations. Furthermore, Miles and
Huberman (2014: 30) state that the data obtained from participants is primarily in
the form of words, which are collected and analyzed from observations,
interviews, documents, and artifacts.
By using qualitative research, the problems that have been formulated in
this study can be explored with a deep understanding because the qualitative
approach provides rich data with better and more detailed information collected
from the participants. With this much information, the researcher can analyze the
data to make a final research report.
A case study, according to the researcher, is also the best method for this
research. Creswell (2007), as cited in Creswell (2012: 617), defines a case study
as a variation of an ethnography in which the researcher provides an in-depth
exploration of a constrained system (for example, activities, events, processes, or
individuals) based on extensive data collection. Furthermore, according to Lisa M.
Given (2008: 68), a case study is a research approach in which one or more
examples of phenomena are studied in depth. Case study research has several
advantages, according to Nisbet and Watt (1984), as cited in Cohen et al. (2007:
256). (1) Because the results are often written in colloquial, non-professional

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language, they are easier to understand by a broad audience (including non-

academics). (2) They are easily comprehendible; they speak for themselves. (3)
They capture unique characteristics that may be missing in large-scale data (e.g.,
surveys); these distinctive characteristics may hold the key to understanding the
situation. (4) In reality, they are powerful. (5) They shed light on other similar
situations and cases, aiding in the interpretation of other similar cases. (6) Can be
completed by a single researcher without the need for a large research team. (7)
They can accept and construct uncontrollable events and variables. Nisbet and
Watt (1984), as cited in Cohen et al., (2007: 256), provide several weaknesses in
addition to the case study's strengths: (1) If other readers/researchers do not see
the application, the results may not be generalizable. (2) Because they are not
easily subject to cross-examination, they may be selective, biased, personal, and
subjective. (3) Despite efforts to combat reflexivity, they are vulnerable to the
problem of observer bias.
Because there are more advantages than difficulties in using this method,
the researcher believes that this case study is suitable for finding out the results of
studies related to this research. The methodological approach this case study
offers is also in line with the spirit of this research. Investigation to map the level
of technology integration and the perception of English Teachers at a High School
about technology integration requires deep understanding. By using case study in
this research, it is expected that the answers to the problems raised are expected to
be clear and valid.
According to Creswell (2012), case studies are classified into three types
based on the problem or case being studied. There are three types of case studies:
single instrumental case studies, multiple case studies, and intrinsic case studies.
For this study, the researcher employed a Single Instrumental Case Study. A
single instrumental case study is a type of case study research in which one case is
used to provide an overview of a problem. There is a general issue in this study,
which is technology integration in ELT, which occurs in many schools. The
researcher determined one case, namely the integration of technology that
occurred in one high school.

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The researcher employed the descriptive method in relation to the study's

goal. The goal of a descriptive case study, according to Mardalis (2002), is to
describe a recent phenomenon. Some techniques used in this study include
describing, noting, analyzing, and interpreting recent phenomena. Descriptive
case study is a study that describes a specific state of affairs as fully and carefully
as possible by employing problem-solving techniques such as describing, noting,
analyzing, and interpreting.

B. Description of Setting
Surakarta's high school served as the site for the study. Surakarta's high
school was chosen at random by the researcher. The researcher contacted the
English teachers at that school, who agreed to take part in the study. The high
school chosen by the researcher is one of the favorite schools in Surakarta. The
school is superior in terms of facilities. There is an English language lab which is
often used for learning. The school often uses the internet and computers for
learning.

C. Source of Data
Data sources are an important component in the research method. Data can
be collected from all types of sources. For the purposes of this study, data were
collected from participants and artifacts.
1. Participants
The researcher got the data from participants who provide research-
related information. In this study, participants are English teachers at a
high school in Surakarta. In this case, the researcher chose English
teachers at the high school who use Zoom, Google Meet, Schoology
or any other technology to support ELT. Questionnaires were
distributed to the English teachers at the high School via WhatsApp.
In total, the study investigated 4 participants from the high school at
Surakarta. After the participants finished answering the questionnaire,
they were involved in the interview session. The interviewees are the

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members of the questionnaire participants. The participant's name is

deleted and the initial letters are used to ensure the confidentiality of
the participant's name. Data from participants were collected through
interviews and questionnaires and then used as primary data because
they were deliberately carried out to answer research questions
directly.
2. Artifacts
Personal letters, works of art, or personal mementos, according to Yin
(2011: 148), are examples of artifacts that can be very revealing.
Documents about the teaching and learning process in ELT classes are
considered artifacts in this study. Participants' lesson plans, teaching
materials, and student assignments were among the documents used in
this study.

D. Technique of Collecting Data

To answer the problems that have been formulated in this study, what must
be done to find the answer is to look for data. For this study, data collection was
carried out in two ways, namely questionnaires and interviews
1. Questionnaire
The questionnaire invitation was distributed to the participants
through WhatsApp. The questionnaire invitation gave the participants
a brief explanation of the purpose of the questionnaire. Also, it
showed the link to get the questionnaire in the google form. The
researcher put the questionnaire in a Google Form to ease the
distribution and collection due to the Covid-19 Pandemic. The
questionnaire seeks to map the degree of technology use (based on the
TPACK model) by English teachers at a high school and to find out
the English Teachers’ perception of the use of technology integration
during ELT activity. The type of questions in the questionnaire is
close-ended questions. The closed-ended questions take the form of a

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Likert scale (strongly agree to strongly disagree) of statements about

technology integration.
According to Creswell (2012: 382), a questionnaire is a type of
survey design that participants fill out and return to the researcher. As
a result, participants choose to answer questions and provide basic
personal or demographic information.
According to Hadi (1991:19), modifying the Likert scale is
intended to eliminate the flaws in the five-level scale for the following
reasons: The middle answer category was removed from the Likert
scale for three reasons:
1) The undecided category has a dual meaning: it can be
interpreted as unable to decide or provide an answer
(according to the original concept), but it can also be
interpreted as neutral, agree or disagree, disagree, or
even hesitate. This type of multi-interpretation response
is unheard of in a test.
2) The availability of answers in the middle generates a
central tendency effects, particularly for those who are
unsure whether the respondent's opinion is agreeing or
disagreeing. If respondents are given an answer
category, it will eliminate a large amount of research
data, reducing the amount of information that can be
captured.
2. Interviews
Allison et al. (1996) defined an interview as "a face-to-face
situation in which the researcher seeks information or an opinion from
a subject" (p.25). Before conducting the interview in this study, the
researcher created a list of questions. Interviewees that were
interviewed were the English Teachers at a High School that had been
observed before. Interview is used as the complement method to get
the information that cannot be obtained by the questionnaires.

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3. Artifacts
Respondents provided the artifacts for this study. Respondents
were asked to provide proof of technology integration at the time of
ELT. The artifacts were screenshots of certain applications being used
during ELT.

E. Trustworthiness
Trust in this study is obtained by using triangulation. Cresswell (2012:
259) defines triangulation as the process of collecting data from different
participants (such as principals and students), types of data (such as field
observations and interviews), data collection method (such as documents and
interviews). Denzin (2006) discusses four types of triangulation. Of the four types,
one was used in research - method triangulation. The use of multiple methods to
check the consistency of findings generated by various data collection methods is
known as method triangulation. The goal is to reduce the flaws and biases caused
by a single method. Method triangulation was used in this study by comparing and
integrating data from interviews and questionnaires.

F. Technique of Analyzing Data

Data analysis used the theory of Miles, Huberman & Saldana (2014)
concept. The picture can be seen below;

Data Collection Data Display

Conclusion
Data
Drawing/Verification
Condensation

Figure: data analysis component: an interactive model.

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1. Data Condensation
During the data condensation phase, the researcher focuses on
teaching and learning the process performed in class by the English
teacher, from pre-activity to post-activity. The process of selecting,
focusing, simplifying, abstracting, searching for themes and patterns,
and discarding unnecessary data is referred to as data condensation
(Miles, Huberman & Saldana; 2014). The data was condensed and
presented in Chapter IV after it had been condensed.
2. Data Display
The data display phase consists of a brief description using
narrative text, which can also take the form of graphics, matrices, and
charts (Miles, Huberman & Saldana, 2014). The data presented are
limited to those that are used to reach a conclusion or make a decision.
At this point, the researcher knew what happened and what to do—
whether he or she needed to conduct additional analysis or decide on
an action based on his or her understanding of the data presented.
3. Conclusion Drawing/Verification
According to Miles, Huberman, and Saldana (2014), the
conclusion is the final step. The final step in the data analysis process
was to draw a conclusion or verify the data. This process includes
activities such as determining the significance, pattern, explanation,
configuration, proportion, and cause-effect relationship (p. 32).

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