Chapter III

Research Methodology

This chapter presents research design, participants of the study, the methods used in this

study and the disciplines to come up to a comprehensive analysis.

Research Design

Qualitative research is the most appropriate research method to be utilized in this study.

This research study employs phenomenological research design. Qualitative research allows

comprehensive and deeper investigation of issues that seeks meaningful answers to questions,

valid reasons and perspectives of individuals who are affected by the subject (Creswell, 2013)

To fully understand the experiences of the participants, phenomenological research

design will be employed by the researcher to examine human experiences through the

descriptions provided by the people involved. Creswell (2013) points out that these experiences

are called lived experiences. The goal of phenomenological studies is to describe the meaning

that experiences hold for each subject. This type of research is used to study areas in which there

is little knowledge (Donalek, 2004). It is an exploration how the everyday life and

intersubjective world is founded on the level of the participants understanding. Moreover, it

encompasses the central theme underlying essence of the experiences of each participant.

Research Participants

The research will utilize purposeful sampling in selecting the participants of the research

study. Specifically, it will use snowball or chain sampling. Patton (2008) defines snowball or
chain sampling as a type of purposive sampling where samples are chosen from a population by

locating information-rich key informants or critical cases who know well the subjects.

The researcher will choose thirteen (13) English Language Senior High School Teachers

from the nine (9) National Secondary Public High Schools of the Division of Calapan City based

on the personal judgement of the researcher to meet the purpose of conducting the study.

Research Instruments

The researcher will use in-depth interview with guide questions and documentation of

data. These will be designed to get in-depth information about the chosen phenomenon on code-

focused and message-focused grammar instruction in the Philippine ESL classrooms. Guide

questions will be prepared by the researcher to have a systematic interview with the participants

so that no data will be missed.

Data Gathering and Procedure

The researcher will use Creswell’s (2013) phenomenological research inquiry to

understand the concept being studied. The phenomena in this study are the two approaches in

grammar instruction – code-focused and message-focused. For in-depth understanding of

Creswell’s (2013) phenomenological inquiry, the researcher observes the its step-by-step process

as illustrated by the following flowchart:

 Figure 3

Creswell’s Phenomenological Research Inquiry

Topic Conceptualization

Tools Preparation

Data Collection

Rationale Explanation

Codes Utilization

Phenomenological Data
Analysis Application

For subject conceptualization, the researcher will understand in-depth the concept to be

studied. The phenomena in this study are the code-focused and message-focused grammar

instruction in the context of Philippine ESL classroom. Second, the researcher will observe

preciseness in tools preparation. The researcher will prepare semi-structured in-depth interview

guides based on the literature review and research assumptions. The interview guide questions

will explore the meaning of the lived experiences of the research participants who are experts in

the field of the chosen research topic. After the completion of the interview guide questions, it

will be followed by an organized data collection from the participants who have lived

experiences about the phenomena under investigation through personal interview to be

conducted by the researcher. From there, rationale explanation will be employed. The researcher
will explain the nature and purpose of the research study as well as the details of confidentiality.

Codes will be employed by the researcher for each participant to maintain confidentiality. After

data will be collected, phenomenological data analysis will be applied (Patton, 2008). Interviews

will be transcribed, protocols will be divided into statements, the units will be transformed into

cluster of meanings and the transformations will be tied together making a general and textural

description of the experience and perspectives (Creswell, 2013). Phenomenological report will

be accomplished by the researcher interpreting essential structures of the lived experiences of the

chosen thirteen (13) English Language Senior High School Teachers from the nine (9) National

High Schools of the Division of Calapan City about the research topic.

Data Analysis

In order to maintain accuracy in quality data analysis while exploring meaning and

structures that will emerge from the text, the researcher will use Patton’s (2008)

phenomenological data analysis as illustrated by the following flowchart:

Figure 4

Patton’s Phenomenological Data Analysis

Personal Biases Elimination

(Epoche)

Phenomenological
Reduction

Structural Analysis
Development
 The researcher is aware of the biases in the viewpoints or assumptions regarding the

phenomena under investigation (Patton, 2008), hence, elimination of personal biases and

clarifying preconceptions will be applied. The researcher will read the corpus of the to be

transcribed data repeatedly. This is called epoche or personal biases elimination.

Second, bracketing will be used to employ phenomenological reduction. The researcher

will bracket out the world and presuppositions to identify the data in its purest form,

uncontaminated with bias and irrelevant assumptions.

Denzin and Lincoln (2000) as cited by Patton (2008), proposed steps in bracketing which

can be done by locating within the participants personal experience key phrases and statements

that directly pertain to the phenomena in question; interpreting the meaning of these phrases as

an informed reader, obtaining subject interpretations of these phrases which can be seen in

follow-up questions or explanations; inspecting the elements of essential statements featured in

the transcribed data and offering a tentative statement or definition of the phenomena under

study in terms of the essential features identified. When bracketing will be completed, textual

portrayal of each theme will be conducted which will describe the lived experiences of the

participants.

Lastly, the researcher will employ structural analysis development that will contain the

lived experiences or the true meaning of the lived experiences to be shared by the research

participants. Repertory Grid will be utilized to bracket, to create categories and to develop the

themes emerging from the data analysis process.