CHAPTER III
METHOD
A. Research Design
This research utilized a case study qualitative approach to examine
the implementation and perception of formative assessment in the teaching
writing process. Yin (2018) stated that the case study is a method to
examine real-world phenomena as a whole. Case study is a form of
qualitative research based on human understanding and behavior based on
human opinion (Polit & Beck, 2004). Key characteristics in a case study
are: (1) focus on one or several cases, studied in real-life context; (2)
explaining causal relationships; (3) theory development theory
development in the research design phase; (4) dependent on multiple
sources of evidence; and
(5) generalizing theory.
This case study thoroughly analyzes a specific group or context,
like EFL teachers in a particular setting, and how they use formative
assessment strategies to improve students’ writing skills. This method is
perfect for understanding the subtle viewpoints and methods of teachers in
their actual classrooms. Using a case study design, researchers can collect
data from multiple sources like interviews, classroom observations, and
document analysis to fully grasp the relationship between teachers’
perception and their classroom practices. The case study fitted this
research because of the phenomena that occur in the implementation of
formative assessment for teaching writing in secondary school.
B. Participants
One English teacher from SMPN 18 Semarang participated in this
research. This teacher has extensive experience using various teaching
methods and techniques, including formative assessment. The researcher
selected the one teacher actively utilize formative assessment to evaluate
their students' writing abilities. Due to the limited availability of teachers
implementing formative assessment in their writing classes and the
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constraints in identifying those willing and eligible to participate, the
researcher was able to involve only one participant in this study.
C. Method of Collecting Data
In order to achieve the main goal of studies, which is data
collection, it is essential to employ effective data collection techniques.
The research employs a technique that is focused on collecting data in a
way that ensures the information gathered is both detailed and pertinent.
The researcher employed various methods such as observation, interviews,
and documentation in order to gather data for this research.
1. Interview
This study utilizes semi-structured interviews to investigate
EFL teachers’ views and approaches to formative assessment in
teaching writing. These interviews aim to gather detailed information
on teachers’ perspectives on assessment techniques, challenges in
formative assessment, and strategies for improving students’ writing
skills.
Interviews were selected as a data collection method because
they offer opportunities for in-depth insights and diverse responses,
enabling researchers to tailor questions based on respondent feedback
and requirements. Semi-structured interviews are considered a suitable
method for obtaining comprehensive and relevant information about
the research topic.
2. Observation
The researcher directly collect data on EFL teachers’ formative
assessment practices in writing through observation. Researcher can
directly witness teachers using formative assessment techniques,
providing feedback to students, and incorporating it into the writing
learning process in the classroom.
Observation is chosen to acquire a comprehensive
understanding of EFL teachers’ writing instruction methods, beyond
what interviews
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can provide. Researcher can eliminate biases by directly observing the
interaction between teachers and students in real-life classroom
situations when gathering data for this method. Observation broadens
researcher’ perspectives, including student interactions and responses
to formative assessment, enhancing findings.
D. Instrument
1. Interview Guideline
The researcher employed semi-structured interviews to
examine teachers’ perception of formative assessment on teaching
writing. The three indicators of perception, as outlined by Bimo
Walgito’s framework, are absorption, understanding, and evaluation
(Bimo Walgito, 2004). The researcher formulated interview questions
using this theory. The interview used list of questions to interview the
participants. –Refer to appendix 1 for Interview Guideline
2. Observation Guideline
To capture EFL teachers' practices of formative assessment in
teaching writing, this study employed non-participant observation in
the classroom where formative assessment is being used in writing
class. This approach focused on understanding the classroom activities
without directly interfering with the flow of instruction. Field notes
served as the primary instrument for this data collection, Thoroughly
documenting the processes of teaching and learning writing. The
observation instrument used in this study was adopted from a recent
study by Oswalt (2013). – Refer to appendix 2 for Observation
Guideline
E. Method of Analyzing Data
The researcher analyzed the data after collecting it. The focus of
data analysis was to describe the contents of the data. The research
findings were derived from collected data. The researcher followed
Gay’s four-step
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process for analyzing qualitative data, which included reading or
memoing, description, classification, and interpretation (Gay et al., 2012).
The following are the explanations for those steps.
a. Reading or memoing
At the start of data analysis, the researcher reviewed the
interview guide and recorded the main points from the interviews with
EFL teachers. The researcher analyzed the teachers’ responses to the
questions about formative assessment in writing instruction after the
interviews. Additionally, the researcher examined the observation
notes to gain insight into how teachers implemented formative
assessment.
b. Describing
The researcher conducted a thorough analysis of EFL teachers’
responses to acquire insight into their views on formative assessment
in writing instruction. The analysis explored how teachers interpreted
formative assessment and incorporated it into their everyday teaching
methods. The challenges teachers encounter in using formative
assessment to enhance students’ writing were also discovered through
interviews and observations.
c. Classifying
When analyzing qualitative data, researcher break down
interview and observation data into smaller units and determine the
significance of each unit. The data was categorized into broader groups
using a coding procedure. The researcher analyzed interview and
observation data to classify ideas and concepts, identifying
relationships and patterns relevant to teachers’ perceptions and
practices of formative assessment.
d. Interpreting
During the final stage of data analysis, the researcher made
sense of the classified data by applying different relevant
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theories. The
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researcher connected the analysis results to the previously formulated
research questions, enhancing understanding of EFL teachers’
perceptions and practices in formative assessment for writing
instruction. The interpretation results will offer a complete
understanding of formative assessment implementation and the
challenges teachers encounter.
F. Data Validity
To strengthen data validity in research exploring EFL teachers’
perceptions and practices of formative assessment in teaching writing, the
study uses source triangulation. Source triangulation refers to the
technique of collecting data from different sources to cross-check and
verify the findings, ensuring the accuracy and credibility of the
information obtained (Denzin, 2012). In the context of this study,
triangulation is achieved by combining two primary data collection
methods: observation and interview.
The use of source triangulation in this study aims to ensure that the
data collected is more reliable and trustworthy. By combining interview,
which provide direct insights into teacher’s understanding and practice,
with observation, which allow the researcher to witness firsthand how
formative assessment is implemented in the classroom, this approach helps
mitigate the potential biases that might arise from relying solely on one
data source. If the findings from both the observation and interview align,
it strengthens the evidence of how teachers perceive and implement
formative assessment in teaching writing (Flick, 2022).
In this study, observation are conducted to directly observe how
teachers apply formative assessment in their writing instruction. The
researcher looks at how teachers provide feedback, assess student
progress, and adjust teaching strategies based on formative assessment
results. Meanwhile, interview is conducted to explore teachers’
perceptions of the importance of formative assessment, the strategies they
use, and the challenges they face. The data collected from both sources
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will be compared
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to identify patterns, confirm findings, and provide a comprehensive
understanding of formative assessment practice. By using source
triangulation, this study gains a more holistic and verified understanding
of how EFL teacher perceive and practice formative assessment in
teaching writing. The validity of the research results is strengthened as the
data collected through different methods corroborates each other,
providing deeper insights into the teacher's practice and perception.
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