CHAPTER III
RESEARCH METHOD
3.1 Research Design
The design of this study is survey. Survey research is defined as "the collection
of information from a sample of individuals through their responses to questions" (Check
& Schutt, 2012, p. 160).This type of research allows for a variety of methods to recruit
participants, collect data, and utilize various methods of instrumentation (Singleton &
Straits, 2009).Surveys are capable of obtaining information from large samples of the
population. They are also well suited to gathering demographic data that describe the
composition of the sample (McIntyre, 1999, p. 74). Most of the survey describes the
characteristics of the population through the distribution of frequencies and
percentages. The data will be collected directly from a individuals as subject of this
reserach. This research will be focusingon gatheringinformation about English teachers'
perception about HOTS and their self-reflection on implementing High Order Thinking
Skillsin EFL classroom at senior high school in Bengkulu.
3.2 Participant of Research
Based on the data from Department of Education and Culture of The Provincial,
there are 12 public senior high schools in Bengkulu citywhich have at least 4 English
teachers of each school. This study will use probability samplingas a sampling
technique in which the researcher chooses samples from a larger population using
random method. Cohen (2007) defines:
"In random sampling, each member of the population under the research has an equal
chance of being selected and the probability of a member of the population being selected is
unaffected by the selection of other members of the population".
A probability sample draws randomlyfrom the wider population, it will be useful if
theresearcher wishes to be able to make generalizations,
because it seeks representativeness of thewider population (Cohen,2007). Probability
sampling can create a sample that is truly representative of the population. Therefore,
random method is very effective method because the population was already known by
the researcher, so that researcher can easily determine the sample without seeing the
differences among the population. From the total participant of English teachers, the
researcher will takeall English teachers from 12 public senior high schools in Bengkulu
to be involvedas the sample of this research.
3.3 Data Collection Instrument
Survey research may use a variety of data collection methods with the most
common being questionnaires and interviews.The data collection methods for this study
are set of closed endedquestionnaires. Closed ended questionnaire will be used in this
research because this research needs the alternative answer. According to Foddy
(1993: 127) close-endedquestions limit the respondent to the set of alternatives being
offered, while openendedquestions allow the respondent to express an opinion without
beinginfluenced by the researcher. It means that close ended questionnaire will be
really suitable to get the alternative answer from the population. The questionnaire will
be distributed to the population in order to identify teachers’ perception and self-
reflection on implementing HOTS. This survey questionnaire has three part, part A, part
B and part C.
Table 1 Parts of Questionnaire
Part A Demographic Information
Part B Teachers’ Perception about HOTS
Part C Teachers’ Self Reflection on
implementing HOTS
As shown in Table 1, Part A is related to demographic information of
respondent. Respondents will be asked to respond to questions regarding their age,
gender, academic qualifications, years of experience, and participation in HOTS
training.
Table 2 Demographic Information
Demography Category
Male
Gender
Female
< 30 years
30 - 39 years
Age
40 - 49 years
> 50 years
Degree
Academic Qualifications
Master
Teaching of Experience 1 - 10
11 - 20
21 - 30
Attend
HOTS Workshop Attendance
Never Attend
Part Bconsists items on teachers’ perceptionabout HOTS from the aspect
knowledge, skill, and attitude. The questionnaire of this research will use Likert scale.
According to Barua (2013), likert scale is generally involved in research based on
survey questionnaires and allowed the respondent to classify their feeling whether
agree or disagree with the contents of the questionnaires. So the participants will
respond the questionnaire using four likert scale points as in the table below for each
variable:
Table 3Scale of Questionnaire Item Scoring
Description Scale
Sangat Setuju 4
Setuju 3
Tidak Setuju 2
Sangat Tidak Setuju 1
Meanwhile Part C consists items on teachers self-reflection on implementing
HOTS.The questionnaire using four likert scale points to measure the frequency of
teacher self-reflection on implementing HOTS.The participants will respond the
questionnaire using four likert scale points whichinterpreted below:
Description Scale
Selalu 4
Sering 3
Jarang 2
Tidak Pernah 1
The questionnaire that is used in the second and third section is an adaptation
from Rajendran (2001) and Aziz et al. (2017).To avoid misinterpretation, the
questionnaire will be in Indonesian language which is the first language of the
participants. Before being used as a data collection instrument, questionnaires will be
validated by experts to test the validity of questionnaire items. The items of
questionnaire are in the table below.
3.4 Data Analysis
The data from the questionnaires will be analysed using descriptive statistical
analysis which analysed frequency, mean values and percentageand the results will be
presented in the form of interpretation level. Cohen et al. (2011) states that descriptive
statistic is usually used to describe and present data for the researcher to further
analyses and interpret what the description means. Descriptive statistic uses in this
study consists of frequencies, measure of central tendency (mean, mode, median), and
standard deviations. Data will beanalyzed using program Statistic Package for
SocialScience (SPSS) version 16. Based on the mean value, the researcher will make
the same range score between teachers’ perception and self-reflcetion. The interval
formulation is from Supranto (2000). The formulation is in below:
C = Xn- X1
k
C: The range prediction (class width, class size, class length)
k: The number of class that research wants
Xn: The maximum score of variable
X1: The minimum score of variable ( Supranto, 2000)
The data of level teachers' perception and self-reflection will be interpreted using
criteria in the table 4.
Table 4 The Range Score for Teachers’ Percepiont and Self-Reflection
Value Category
Poor
0,75 -1,75
Sufficient
1,76 - 2,51
Good
2,52 - 3,27
Very good
3,28 – 4
The table above is the range score for teachers’ knowledge and performance.
The score is divided into four categories which are the score 0, 75 to 1, 75 is poor
category, the score 1, 76 to 2, 51 is sufficient category and the score 2, 52 to 3, 27 is
good category and the last 3, 28 to 4 is very good category.
The correlation test will be used to find out the relationship between two
quantitative variables which is answered the third research questions. So, to find out the
correlation between two variables in this research, the researcher used Pearson product
moment coefficient (r). In analyzing the data of the research, the researcher used
bivariate analysis correlation to determine the correlation between two variables.
According to Cohen, L., Manion, L., & Morrison, K. (1998) there are three criteria of
correlation.
Table 6The Correlation Criteria Value
Interval of Coefficient The Level of Correlation
Weak
.1 - .3
Moderate
.3 - .5
Strong
>.5
In the table above presents the range score of correlation coefficient. The
range score is divided into three categories namely .1 to .3 is weak categories, the
score .3 to .5 is in the moderate category, the score >.5 is for strong category
