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CHAPTER III

RESEARCH METHOD

3.1 Design of the Research

I design this research as a descriptive qualitative research. It is descriptive

because it describes systematically the facts and characteristics of a situation,

phenomenon, or something go on in an area of interest. Meanwhile, the word of

qualitative research refers to an educational research type which implies an

emphasis on the qualities of entities, processes, and meanings that are not

experimentally examined or measured (if measured at all) in terms of quantity,

amount intensity, or frequency (Creswell, 2008: 46).

In this case, this research describes the communication strategies used by the

lecturers of Intensive Course classes of English Education Department at Muria

Kudus University in the academic year 2009/2010. It is qualitative because the

research results will be descriptive data in the written form. Again, the data of this

research are in the transcriptions form of verbal communication which is difficult

to be analyzed statistically as in quantitative research.

3.2 Data and Data Source

The objects to be analyzed in qualitative research derive from data and data

source. Data is a raw material needed to be processed so that it will bring

information or statement in quantitative or qualitative (Ridwan, 2009: 5). It can be

any forms including evidence or phenomenon which does not illustrate

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numeration, number or quantitative (Sarwono, 2006:210). The data used in this

research are the communication strategies used by the lecturers in Intensive

Course classes of English Education Department at Muria Kudus University in the

academic year 2009/2010. It is chosen in that academic year because at that time

Intensive Course had been done in the third year. So, I assumed that it might

contain the actual data in order to illuminate the communication strategies.

The data source is the subject from which the data obtained (Arikunto:

2007:107). The data source for my recent study is the transcript of communication

used by the lecturers and the students in the Intensive Course classes.

3.3 Role of the Researcher

In taking the qualitative data, I act as an instrument. It is based on the

following considerations: (1) human being is more responsive, (2) she is more

adaptive to the situation, (3) she can understand the overall context better, (4) it

enables the data processing being done right after the data is collected, (5) it is

possible for her to summarize, filter and explain the data collected, and (6) she can

give a response to the collected data conceptually (Lincoln and Guba, 1985:107).

I observe the communication occurred in the Intensive Course classes

without making any interference of the subjects’ interaction conducted by the

lecturers and the students. I am not involved in the interaction. I just spent time in

the classroom when the teaching and learning process occurred and at the same

time I record the lecturers’ and the students’ utterances by using video recorder.
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3.4 Technique of Collecting Data

The whole process of teaching is video-recorded to reflect what actually

happens in classroom. In collecting the data, I take these following steps:

1. Asking permission for the lecturers of IC classes to do an observation in

their classes.

2. Recording the lecturer’s and students utterances in the classroom by using

a video recorder.

3. Transcribing the lecturer’s and the students’ utterances.

3.5 Technique of Analyzing Data

After collecting the data, I continue to analyze them through the following

steps:

1. Searching and finding out the communication strategies which are found

in the transcripts.

2. Eliminating certain utterances which are repeated frequently. They are,

firstly, the frequent utterances which are only for addressing the students’

name, such as: “what’s your name?”, “your name is?”, and “mbak? / mas?”.

The second one is the utterances which derive from the IC handbook.

3. Categorizing the Communication Strategies (CS) used by the lecturers of

IC classes. I make a code to fracture the data and rearrange them into

categories that facilitate the comparison of the data within and between

categories of communication strategies. For instance, Pr is a code for

Paraphrasing which is printed in bold style, Rs is a code for Resourcing which


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is printed in italic style, ACl is a code for Asking for Clarification which

is printed with single straight underline style, ACo is a code for Asking for

Confirmation which is printed with double straight underline style, AR is a

code for Asking Repetition which is printed with double wavy underline style,

USR is a code for Using Self Repetition which is printed with dash style, USC

is a code for Using Self Correction which is printed with single wavy

underline style, and UF is a code for Using Fillers which is printed with dash

style.

4. Ordering the result of previous step in a certain column of a table. The

table contains some categories of communication strategies then put cardinal

number on each column indicating the communication strategies used by the

lecturer, as exemplified in Table 3.5.1.

Table 3.5.1 The Example of Categorizing and Ordering CS


Types of Communication Strategies
No Transcript for Teaching
Pr Rs ACl ACo AR USR USC UF
Previous Subtotal No. 1-8. 4 0 12 1 0 5 0 5
9. Waktu luang, ya…It would be for
mbak Fitri turn. Ok……., what do
- 1 1 - - 1 - 1
you do? What do you do in your
leisure time?
10. What can we say……, what is
- - 1 - - - - 1
another name for football?
11. Ok…………., so you like soccer? - - - 1 - - - 1
12. Are you one of the team of or the
- - - 1 - - - -
member of volley ball team?
13. How to ask about habit by using
W/H questions yeah? Do you still
- - 1 2 - - - -
remember W/H question? What are
they?
Subtotal 4 1 15 5 0 6 0 9
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5. Making memo. At certain times, I write some notes as a memo while I

am doing categorizing the data. Its function is not only to capture my analytic

thinking about the data, but also to facilitate such unexpected thinking and

stimulating analytic insights for doing contextualizing analysis or discussion.

6. Calculating the percentage of types of communication strategies used by

the lecturers of IC classes by using the formula:

n
×100 %
Ν

Note :

n : the total number of each type of communication strategies.

N : the total number of all communication strategies.

7. Discussing the communication strategies contextually and functionally

in a narrative way based on the result of the previous chapter.

3.6 Triangulation

Triangulation functions to find the credibility of a qualitative analysis, since

triangulation is the application and combination of several research designs in the

study of the same phenomenon. By combining multiple observers, theories,

methods, empirical materials, and sociologists can hope to overcome the

weakness or intrinsic biases and the problems that come from single method,

single-observer, and single-theory studies. This is clearly elaborated at authorized

website of www.geocities/zulkardisubmit3.com.

At the same address, it is mentioned that there are five types of

triangulation. They are:


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(1) data triangulation, involving time, space, and persons;


(2) investigator triangulation, which consist of the use of multiple, rather
than single observers;
(3) theory triangulation, which consists of using more than one theoretical
scheme in the interpretation of the phenomenon;
(4) methodological triangulation, which involves using more than one
method and may consist of within-method or between-method
strategies;
(5) multiple triangulation, when the researcher combines in one
investigation multiple observers, theoretical perspectives, sources of
data, and methodologies

In this research I use theory triangulation, because it is supposed to be

effective type. Its reason is finding the other theories on communication strategies

is easier than finding experts or colleagues investigating the same area of

communication strategies used for teaching. Further, I use the theories by Lam

(2006) to categorize the data. As comparative theory, the functions of

communication strategies separately, I also refer to some theories which derive

from purposive experts, such as Žolkovskij & Mel’čuk in Milićević (2009)

which is for Paraphrasing, Bhushan (2010) which is for Resourcing (borrowing

L1/L2), Richards & Lockhart (2000) and Blosser (2010) which are for Asking

for Clarification and Asking for Confirmation, Tannen in Silvia (2005) which

is for Asking for Repetition and Using Self-Repetition, Kasper (1990) which is

for Using Self- Correction, and Erard (2010) which is for Using Fillers.

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