PLG 501 RESEARCH METHOD IN EDUCATION

TEACHER’S USE OF WEBSITES IN THE TEACHING OF KBSM

LITERATURE FOR FORM FOUR STUDENTS IN SMK BAGAN SERAI

NAME : THUNISHA-NANTHINI NADARAJAN

MATRIC NO : S-PM0529/11

I/C : 831230-07-5372

TUTOR : PROF. DR. MUNIRAH GHAZALI

Table of Contents

Chapter 1

1.0 Introduction ..................................................................................................................3 - 4

1.1 Background of Study ..............................................................................................4 - 5

1.2 Statement of Problem .............................................................................................5 - 7

1.3 Purpose of Study ....................................................................................................7 - 8

1.4 Study Questions ...........................................................................................................8

1.5 Significance of Study ..................................................................................................8

1.6 Definition of Study .....................................................................................................9

1.6.1 Internet .............................................................................................................9

1.6.2 Enhance ..............................................................................................................9

1.6.3 Teaching ............................................................................................................9

1.6.4 Literature ...........................................................................................................9

1.6.5 Interest ...............................................................................................................9

1.7 Limitations of Study .................................................................................................10

1.8 Conclusion ................................................................................................................10

Chapter 2

2.0 Introduction .....................................................................................................................11

2.1 Defining Literature ............................................................................................11 - 12

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2.2 Online Learning ..................................................................................................12 - 14

2.3 Conceptual Framework ...............................................................................................3

2.4 Internet in Teaching Literature ..........................................................................14 - 16

2.5 Previous Study related to the topic ....................................................................16 - 17

2.6 Conclusion .........................................................................................................17 - 18

Chapter 3

3.0 Introduction .....................................................................................................................19

3.1 Research Methods .....................................................................................................19

3.2 Research Participants ............................................................................................19-20

3.3 Data Collection ........................................................................................................20

3.4 Data Anaysis ........................................................................................................21-22

3.5 Limitations of the Study ............................................................................................22

2.6 Conclusion ................................................................................................................23

Reference ........................................................................................................................24 - 25

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TEACHER’S USE OF WEBSITES IN THE TEACHING OF KBSM LITERATURE FOR FORM 4 STUDENTS IN SMK BAGAN SERAI

CHAPTER 1

1.0 Introduction

Literature plays an important role in the Malaysian English Second Language (ESL)

teaching. It is an essential component included in the English language course in Malaysia. In

Malaysia, the integration of literature is in the form of poems, short stories and dramas.

Literature was officially included in the Malaysian English language Teaching syllabus in the

year 2000 (Ganakumaran, Shahizah & Koo, 2003). It was implemented in stages with the

form one and four in March 2003, trailed by form two and five in 2001 and lastly form three

in 2002. This vividly exhibits the importance of literature in Malaysian ELT. Literature is

the platform for students to develop their cultural enrichment, language development as well

as personal growth. The significance of literature in Malaysian ELT is also highlighted in the

KBSM syllabus’s language use as; “Language for Aesthetic purposes enables learners to

enjoy literary texts at a level suited to their language and to express themselves creatively.

(Ministry of Education, 2000, p3). However the acceptance of literature among students is

merely to answer the examination questions nonetheless to appreciate the aesthetic values

concealed.

In a study conducted by Ganakumaran, Shahiza and Koo (2003), it was discovered that

teachers at secondary level are facing challenges in teaching literature. Besides, a study

carried out by Gurnam (2003) explored the challenges faced by learners in learning literature.

Therefore, is proven that both teachers and students at Malaysian tertiary level face problems

in teaching as well as learning literature. This bounces to an answer that literature at

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Malaysian tertiary level should be focused into the styles that can be infused by educators to

enhance the interest of students in learning literature. This is also stressed in a study

conducted by Kamarul Kabilan & Fadzliyati (2010). According to Kamarul Kabilan &

Fadzliyati (2010), teachers should absorb learners in an experiential learning environment for

them to experience the learning of literature in an enjoyment as well as knowledgeable

outgrowth. This can be done through inclusion of Internet resources to enhance the teaching

of literature for students’ especially secondary level students. As for this, teacher can assign

the students to search for websites in order to gather information about the required

information for the short story.

This is also well supported by Rajkumar (2009-2010) in his study emphasizing that, English

teachers teaching literature today must include up-to-date advanced tools in the process of

imparting knowledge. For this purpose, the Internet can be the paramount resource to

enhance the teaching of English literature. Internet will be the best tool in assisting teachers

to boost the teaching of literature to the modern generation that do not fail to pass a day

without surfing Internet. This is because students will be more interested to find information

from the internet that will help them to understand better on a topic. This will help to

enhance students’ interest in learning literature. As far it is concerned, interest too plays a

vital role in the process of learning literature.

1.1 Background of study

Teaching literature is process of conveying the arts and values hidden within it. It is always

considered a challenging task. Therefore a skillful teacher needed to teach literature to the

students. A skillful teacher will be able to convey the aesthetic value concealed in literature

while engaging the students in the lesson. Skillful here also implies that the teacher should be

able to utilize the available resources to conduct the lesson. In this context, teachers can make

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use of the internet resources to teach literature. There are many kind of Internet resources that

a teacher can use such as websites, blogs, E-books and many more. Looking at the current

techniques used to teach literature in class, it is only creating a mundane classroom learning

context and at the same time failing to attract students to participate fully. Educators should

always give the equal attention to literature teaching as it holds a close affiliation with the

teaching of second language in class. As for instance, according to Thakur (2003), English

literature was viewed synonymous with the teaching of English language. This shows that

literature is important in the Malaysian ELT.

The use of Internet such as the website for teaching literature indicates transformation in the

teaching approach from the old-fashioned text based teaching to the use of multimedia. The

utilization of websites in teaching literature is very expedient. Teachers will be able to

enhance their teachings as well as engaging the students in the lesson. According to Paris

(2004) showed that, students preferred learning based online rather than the traditional way of

learning. For that reason, teachers should be wise in using the websites in the process of

teaching literature to students. There are wide-ranging varieties on how the websites can be a

part of the teaching and learning process.

1.2 Statement of Problem

A study conducted by Davis (1992) revealed that, the amount of reading done disclosed a

significant relationship with students’ attitude towards literature. This also denotes that

students who spend more time reading literature texts expressed keenness in literature.

However, this can only be achieved through the reading materials accessible to enhance the

interest of students to learn literature. In Malaysia, there are not many effective and attractive

reading materials available that can help and cater to the students’ needs in understanding the

literature components. This is mainly because mostly the reading materials only provides

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explanation in an unadorned way and failed to attract students’ interest. Additionally, in a

study conducted by (see Tan, 2001; Sidhu, 2003) discovered that learners of literature in

Malaysia expressed that most of the reading materials available are difficult to understand

and botched to interest them. All in all, effective and attractive reading materials are very

imperative in order to develop students’ interest towards literature, as the phrase ‘first

impression counts’ implies.

According to Lloyd Fernando (NST 4th July 2000), a local prominent literary writer said that

it is all in the hands of a dedicated and creative teachers who can transform a mundane

language activities to come alive in the classroom. This gives a hint that teacher’s role in

imparting the knowledge of literature is deniable. On the contrary, teachers were not given

enough in-house training or sufficient teaching resources to teach literature creatively. For

this reason, teachers are unable to work creatively to grasp the attentions of their students in

learning literature. It is also a worrying situation about the lack of competent teachers to teach

literature. By way of illustration, not all existing English teachers were trained to teach

literature but they are forced to teach as it is a part of the English KBSM syllabus. Hence,

their ability to divulge the aesthetic values in literature is questionable.

Meanwhile, a study conducted by Pushpavalli Subramaniam (2003) claims that teachers

should play a role as communication facilitator instead of information provider especially in a

language classroom context. For this reason, teachers should not translate nor define the

literary terms in the literature text but disclose the aesthetic values concealed within the text.

In other words, the teachers should make the literary texts into somewhat vital for the

students.

Personal liking towards literature too plays an imperative role in enhancing in the process of

learning. Mostly, students only learn literature to pass their examination but do not appreciate

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the aesthetic value in literature. At this juncture, interest and attitude of students should be

taken into account. This explains the study conducted by Habibah Hj. Lateh and Arumugam

Raman (2005) that, students who stimulate positive attitude will also stimulate achievement

and interest. Inevitably, interest of students in learning literature is equally important.

According to Deci (1992), interest is looked as an effect that is essential in the development

of a person’s concept of self. Many researches also suggest that interest is vital for students as

personal development and growth. Admittedly, Schiefele, Krapp , & Winteler (1992) also

underlined that interest is identified to have behavioral consequences and it is positively

allied with attainment in the learning context.

On the other hand, study conducted by Silvia (2001) revealed that, under certain conditions, it

is assumed that situational interest will lead to individual interest. Undoubtedly, an interesting

literature lesson in classroom will lead to individual interest among students to absorb it.

Interest is also intersected with students’ knowledge in a particular area. This close

relationship is well explained in the Model Domain Learning by Alexander (2003). As for

that reason, students’ interest in literature will increase as their knowledge in literature

increases too.

1.3 Purpose of study

The purpose of the study is to investigate what are the different ways on how teachers can

utilize the Internet websites to enhance the teaching of literature. This will guide teachers on

diverse ways how they can exploit the available websites to promote the learning of literature

in the classroom. Furthermore, this study also intends to obtain information about the

different Internet websites for KBSM English language Form Four literature component.

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Consequently, the study will also be a help to gain information on availability of the Internet

websites for KBSM English language Form Four literature component.

1.4 Study Questions

This study attempts to examine whether the use of Internet websites will enhance the teaching

of KBSM literature for form four students in SMK Bagan Serai. It explores two questions:

1. What are the different ways on how teachers can utilize the websites to enhance the

teaching of literature for Form Four KBSM English?

2. What are the different kinds of available websites for KBSM English language Form

Four literature component teaching?

1.5 Significance of Study

The findings may provide answers to the upper secondary English teachers how effective are

the Internet websites in enhancing the teaching of literature. According to Horton and Horton

(2003), using technology in education stimulates teaching as well as learning process. It is

also hoped that the findings of the study can contribute some answers to curriculum

developers whether or not the websites assist in increasing student interest in literature.

Therefore, teachers can accumulate perceptions from the findings of this study in order to

extemporize in using Internet resources in their teaching. It is hoped that this study will

inspire teachers on how to be more creative in selecting the appropriate Internet resources in

their lessons. This research too, could provide useful insights to future researchers who wish

to carry out a similar research as a background for future development in the preparation of

online teaching and learning tools for KBSM English language literature components.

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1.6 Definition of terms

These are the most frequently used terms in this paper: Internet, resources, enhance,

teaching, literature and interest.

1.6.1 Internet

According to Savage (2000), the Internet is considered as the vast global system for

connecting computers linked by the World Wide Web – that is the leading edge of

technology and an important teaching/learning tool in today’s classroom.

1.6.2 Enhance

According to Answers.com, enhance means to increase qualities of the subject which make it

more of what it was originally.

1.6.3 Teaching

Teaching is defined as showing or helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with knowledge, causing to know

or understand. (Kimble & Garmezy 1963:133)

1.6.4 Literature

Literature is often said to be the ‘window to the world.’ It is a product of cultures that has a

compendious store of information through which learners can gain insights as to the history,

traditions and conventions of the target language (Carter & Long, 1991a)

1.6.5 Interest

Interest is an affect that is fundamental in the development of a person’s concept of self

( Deci, 1992 )

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1.7 Limitations of the study

This study focuses on teachers’ use of websites in teaching literature for form four student

and their classroom practices in teaching literature. In examining their technology savvy and

its relationship with teaching practices, the limitations of this study are as follows:

a) This study is limited to teachers’ use of Internet in teaching literature in ESL

classroom.

b) This study is limited to in-service secondary school English teachers of Sekolah

Menengah Kebangsaan Bagan Serai. Therefore, the findings of the study are not

intended to be generalized to other secondary school teachers in general. Indeed the

findings may not apply beyond the actual participants in this particular study.

c) On the other hand, time constrain for completing this research is one of the limitation

in the study.

1.8 Conclusion

In this chapter presents several matters explicitly. Firstly, the introduction of this research,

where the purpose of this research being done was explained followed by the backgrounds of

this study. So that, the readers have the brief idea on what this research is all about. Thirdly,

the reasons why this research area is problematic also explained and fourthly this chapter also

consist the significant of this study for the readers to know the importance of this research.

The limitation of this study also been exposed to the readers. So that, readers will know the

number of students used as the study population. Besides that the objectives, research

questions and hypotheses also consist in this chapter for the readers to know what should be

achieved in this research.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This chapter will sketch an overview of relevant research on how the Internet can be utilized

as an important resource in the process of teaching of English literature. As mentioned in the

previous chapter, the place of literature in language teaching and learning in Malaysian ELT

is considered as the platform for students to develop their cultural enrichment, language

development as well as personal growth. There is also discussion on the concepts of online

learning and the motives of using Internet in the classroom for the teaching of literature

component. Lastly prior studies related to the topic also have been pointed out in this chapter.

A key question on which there is little research claiming that students respond better to

literature in English through the use of Internet. A research by Arda Arikan revealed that

using technology in literature learning has advantages mainly because the students were

interested in working using the Internet. This is because literature teaching traditionally

connected with face-to-face initiation; hence, the growth of technology use in the process

poses a significant challenge for literary studies (Natsina, 2007).

2.1 Defining Literature

Literature can be viewed and defined in various ways. Literature is often said to be the

‘window to the world.’ It is a product of cultures that has a compendious store of information

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through which learners can gain insights as to the history, traditions and conventions of the

target language (Carter & Long, 1991a). On the contrary, Literature, when defined as a

subject of study, is an activity that involves and uses language (O’Sullivan, 1991). While

Ganakumaran Subramaniam, Shahizah Ismail Hamdan and Koo (2003) indicated that it is

also referred to as the big “L” that focuses on the literariness of a text. It is an illustration of

language in use and a context for language use. Studying literature, on the whole is an

interaction between the reader and the writer.

On the other hand, Talif (1991) pointed out that, the study of literature has always been

viewed as something complex and unattainable. Consequently, this leads to a situation where

literature needs to be clarified in its broadest sense to make it more accessible to students in

view of the growing interest in the use of literature in language classrooms. In this context,

the Internet will help to enhance the interest to learn literature among students.

Therefore the aim of literature learning has been described as the promotion of aesthetic

values. In order to achieve this aim, teachers may have to create interest in literature to

facilitate entry into literary texts as well as to encourage a self –critical attitude and to alert

students to the language of literature (Delanoy, 1997).

2.2 Online learning

Today, we are living in an era of explosion where we are drowned in the inundation of

information especially in the technology. Consequently, a gale of revolution is wafting the

pedagogy of English teaching namely Internet as a catalyst agent. Besides, according to Kim

(2005) Multimedia-assisted language learning and Internet-based instruction contribute to

ELT students’ cross cultural competence.

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On the other hand, study throughout the past decade has shown that technology can enhance

literacy development, impact language acquisition, provide greater access to information,

support learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum,

2001; Boster et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002).

Undeniably, researchers have affirmed that computer technology provides abundant

opportunities for students to build or modify their personal knowledge through the rich

experiences that technology affords.

Internet tools allow individuals to gain information through their cognitive, emotional and

psychomotor experiences. As a result these tools create environments and activities that allow

learners to be actively involved in the learning process. In other words, these environments

can be identified as student-centered learning environments because they provide individuals

with occasions to learn the ways of obtaining information, and constructing their knowledge

by interpreting and evaluating the information they acquired (De Diana & Van Schaik, 1993;

Schneider, 1994).

Apart from that, Savage (2000) claims that, the Internet is measured as the vast global system

for connecting computers linked to the World Wide Web which is the primary of technology

and an imperative teaching and learning tool in today’s classroom. As a matter of fact online

learning has become an indispensable component of the educational process. Internet-based

tools and environments are now accepted as educational tools to be used in the teaching of

literature and cultures (Arıkan, 2008).

The term web-based computer applications refers to all computer-mediated communication

modes such as e-mails, e-lists, e-forums, chat rooms, online discussion groups, mailing lists

and blogs (Warschauer 1996; Vethamani 2003; 2004). This is also categorized in the group of

online learning. In this matter, Harashim (1994) stated that there are many valid reasons for

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incorporating web-based computer applications in teaching. It also told that this web-based

computer can also be applied for the literature classroom. Web-based computer applications

allow for the establishment of a learning environment that is vastly different from a

conventional classroom. This new environment will not only make learning literature more

appealing, it will also make teaching literature more effective.

2.3 Internet in teaching literature

The utilization of Internet in the teaching of literature denotes changes in teaching

methodology from the traditional text based teaching to text-plus multimedia methodology.

The internet is essential for the process of teaching literature. In a research carried out by

Vethamani (2004) asserts the benefits of using computer mediated communication for the

teaching of literature. Meanwhile, Vethamani (2006) and Sivapuniam (2001) conducted a

research on the usefulness of Internet to teach literature. There are a wide variety of ways that

the Internet can be incorporated in the classroom. There are many learning materials on the

World Wide Web and students can use them to learn literature. Besides that, teachers can

utilize much kind of Internet resources such as websites, Computer Aided Language,

Hypertext, blogs, E-book and many more.

Internet in the teaching of literature provides teachers with an opportunity to refresh their

own understanding of the text in the process of teaching. As for this, through internet a new

and attractive approach more preferable to the conventional methods is obtainable. This is

more stimulating and interesting than the text book based teaching developed on verbal

approach. It is also apparent that the days of teaching literature based on the literary text

alone is should be changed. The teaching literature in the contemporary world should be

dominated by multimedia or internet in order to motivate students in their literary studies.

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Besides that, there is also growing research evidence to indicate the benefits of including

internet for the purpose of teaching. Technology has the potential to accelerate change and

development in education namely in language teaching. This is well supported by numerous

studies that revealed the benefits of including multimedia or Internet for teaching process. For

instance, Wang et al. (2005) expressed that the application of multimedia approaches in the

teaching and learning process can promote active learning. On the same time, they stressed

that active learning actually takes place when the lessons are interactive. This kind of

interactive learning can be done through the use of Internet. As a result of interactive learning

through Internet, teachers will be able to develop motivation and interest among learners to

learn literature. In addition, Brett (1996) indicates that learners who experience interactive

learning through Internet or multimedia tend to be involved learners.

Apart from that, the Internet can aid teachers to improve interactive and creative teaching

tools that will supply the information needed in all the ways. This is because, according to

Leu, Donald J. (1998) Internet technology links information from numerous locations and

sources through "buttons" which provide access to information in all medium at one single

place and allows students to interact and learn continually. Therefore, literature teachers

should become Information Technology literate, engage and involve students with real

problems found on the internet and they should also engage authentic questions.

It is also the role of the teacher to train students to do independent research prepares in

literature which will help them for the next higher stages of their lives. This is also in line

with the research conducted by Leu (1998), that “many educational researchers view the

Internet as a valuable source of information that can assist students in the construction of

knowledge, increasing their capacity for social interaction and the building of democratically

oriented learning communities. Internet is also seen as a tool to promote inquiry and

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creativity. As a result, students will be able to enjoy the learning of literature as the teacher

was able to enhance the process of teaching literature.

Apart from that, a study conducted Sivapalan and Fatimah (2010), indicate that the

introduction of a web-based multimedia approach for the learning of literature for secondary

learners is expedient. The findings of the study also revealed that the web-based multimedia

approach vividly shown to improve the learners’ understanding of literature in English. It is

also proven that it is more enjoyable than the traditional face to face learning approach which

is presently being practiced in secondary schools.

2.4 Previous study related to the topic

A study conducted by Pachigalla (2010) discussed on how the Internet can be manipulated to

teach literature. The study also looks the Internet as one of the most modern resources for the

teacher to utilize in teaching literature. Besides that, the study also urged English teachers

teaching literature to take modern innovative tools of teaching for effective imparting of

knowledge. It is also stated in the research that Internet can be the best resource to promote

reading of English literature the modern generation that never fail to browse the net daily.

While a study by Sivapalan and Fatimah (2010) discussed about Malaysian upper secondary

students’ preference in the use of web-based multimedia applications for the learning of

literature. The paper also debated on the development of web-based multimedia literature

platform for students. Besides, the respondents were also interviewed in order to gain

information how the teaching of literature using web-based multimedia is useful and effective

towards their understanding of the subject. This paper therefore pursues to share outcomes of

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a study undertaken to gauge learners ‘preferences on the use of web-based multimedia

applications for the learning of literature at upper secondary level.

The findings of this study as a whole indicate that the introduction of a web-based

multimedia approach for the learning of literature for secondary learners is advantageous. As

showed in the findings of the study, the web-based multimedia approach is seen to be

beneficial in improving the learners’ understanding of literature in English, is more enjoyable

than the traditional face to face learning approach currently practiced in secondary schools,

improves language skills and encourages learners to be more involved in their learning.

On the other hand, a study conducted by Barad (2009) experimented how ICT can be used to

teach English and also literature. The research further explained on the roles of ICT in the

teaching of literature. In this context, the writer investigated the use of Internet in the

teaching of poems. According to Barad (2009), teaching literature especially poetry is not

every teacher’s cup. This is mainly because of the various genres in literature which makes

the process of teaching challenging. It is rather a demanding task as the real beauty and

meaning of poetry lies in its recitation and revelation of its concealed meaning. Therefore

teachers should be wise to make use of the available sources to teach literature to students. As

such the writer also utilized the websites to download sources to be used in the classrooms.

As a result, it motivated the students to sing poems, record it and upload to the site. Then they

invite their friends and relatives to listen it. The entire exercise becomes interesting. The

writer also concluded that through the websites the teaching of literature was enhanced and

students enjoyed learning literature through technology.

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2.5 Conclusion

This section has revised some of the related literature. The idea of using Internet in teaching

literature was supported by some studies conducted by many researchers in yesteryears.

Internet plays important roles to create interest and motivated environment in the teaching of

literature. Previous studies by other researchers were taken into account to strengthen the

arguments for this research and further reveal the benefits using Internet in the teaching of

English literature in tertiary level.

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CHAPTER 3

METHODOLGY

3.0 Introduction

This chapter presents the proposed research method and design of a qualitative research study

to explore the experiences of Upper Secondary English language teachers from Sekolah

Menengah Kebangsaan Bagan Serai in utilizing the websites in teaching literature.

3.1 Research Method

A research method can encompass a quantitative design or qualitative design. Qualitative

research is a broad term used to term research that is focused mainly on human experience

through exploring attitudes, beliefs, values and experiences (Whitehead 2007). Qualitative

research is more in-depth and holistic than quantitative, generating rich material on which to

base the findings of a piece of research (Polit & Beck 2010).Sandelowski (2000) proclaims

that qualitative descriptive studies present a complete summary of an event in everyday terms

of those events. The researcher has chosen a descriptive qualitative design for this study as it

proposes to explore the experiences of Upper Secondary English teachers of Sekolah

Menengah Kebangsaan Bagan Serai in utilizing the websites to teach literature for form four

students.

3.2 Research Participant

The participants or sample in this study will be Upper Secondary English Language teachers

of Sekolah Menengah Kebangsaan Bagan Serai. Polit & Beck (2010) illustrate that a sample

is a portion of the population chosen to represent the entire population. For this purpose 8

teachers from the entire population of English teachers was chosen. These teachers were

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chosen as they are teaching English for the Upper Secondary level. According to Parahoo

(2006) in the preparation of a study deciding on the number and characteristics of participants

is one of the most fundamental decisions. In qualitative studies, samples are typically small

and based on information needs (Polit & Beck 2010). The participants were both male and

female teachers within the age range of 27 to 51. This study focused on Upper Secondary

English teachers because the focus of the study is on the form four students of the school.

3.3 Data Collection

Polit & Beck (2010) highlight the goal of data collection is to generate data that is of

exceptional quality. Qualitative research relies on methods that permit researchers into the

personal lives of the participants. To facilitate this process flexible and varied strategies are

required (Parahoo, 2006). These data collection methods include interviews, observations,

focus groups and action research. As such, interviews are a common method of data

collection. (Whittemore & Grey, 2006). Semi-structured interviews let the researcher to have

a framework in which necessary open-ended questions are posed to encourage the

participants to talk freely about their experiences (Polit & Beck 2010). In person interviews

are beneficial when the researcher is interested in attaining more personal information from

the respondent. Open-ended questions are often used in qualitative research studies when the

researcher wants the participants to respond in their own words, thus allowing richer and

more complex data to be collected (Whittemore & Grey, 2006). Besides, In-depth

interviewing is also one of the most appropriate ways of gathering data on phenomena which

are not directly observable (McCracken, 1988; Minichiello, Aroni, Timewell, & Alexander,

1990; Patton, 1989)

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As a result of this, the researcher has chosen semi-structured interviews with open-ended

questions which will take place on a one to one basis as the data collection method. The

researcher will also use In-depth interview to gather information from the teachers on the use

of websites in teaching literature. Open-ended questions will be posed, and an unstructured

interviewing format will be adopted. Apart from that, the researcher will conduct interview

which are audio taped.

Davies (2007) recommends that interviews which are audio tape recorded will assist the

researcher to pay full attention to the participant and note non-verbal behavior. This will also

prevent the researcher from being biased by means of poor notes or memory of the interview.

Therefore the researcher will audio record all interviews in the proposed study. The duration

of the interview will vary on an individual basis; Cormack (2000) suggests time restrictions

may hinder the free flowing nature of the interview. It is hoped that the interviews will last

approximately forty minutes or until there is data saturation.

3.4 Data Analysis

Data analysis is conducted to reduce, record, organize and give meaning to data. According

to Polit & Beck (2010), qualitative researchers must maintain a balance between the need to

be concise and to preserving the richness of their data. Besides, Parahoo (2006) claims that, a

significant characteristic of qualitative data analysis is that data collection and analysis are

conducted simultaneously and after data collection is completed. Therefore, for this research

a qualitative data analysis technique was used to look at the data collected via the interviews.

A framework was created to categorize the data into themes (Denzin and Lincohi, 1994).

The data was collected comprehensively, with an open mind, and as the study progressed

continuous examination for data patterns was done. The researcher used a portable cassette

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tape recorder during the interview, and the recordings also gave the researcher a chance to

perform “member checking” (Creswell, 1994; Lincoln & Guba, 1985; Maxwell, 2005;

Merriam, 1988, 1998) As a result, after each interview, the participant was given a transcript

of the interview through e-mail. This ensured that any material that made the interviewee

uncomfortable was excluded from the study and that the participant’s viewpoint was

specifically presented. The analysis of data followed the general recommendations of

Marshall and Rossman (2006) for in-depth interviewing and of Strauss and Corbin (1998) for

grounded theory. Analysis in grounded theory is composed of three major types of coding, (a)

open coding; (b) axial coding; and (c) selective coding. At the conclusion of the study, the

interview data from all of the participants were compared and categories were established.

Themes were broken down into these categories, as reflected by the interview data, for the

purpose of report-writing.

3.5 Limitations of the Study

The present study is limited in some ways which need to be considered when interpreting the

results and conducting future research. Limitations of a study are those things over which the

research has no control. Evident limitations are potential weaknesses of a study. Researcher

biases and perceptual falsifications are potential limitations in a qualitative study. The

problem of adequate validity or reliability is also a major censure. Contexts, situations,

events, conditions and interactions cannot be replicated to any extent nor can generalizations

be made to a wider context than the one studied with any confidence. The time required for

data collection, analysis and interpretation is lengthy.

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3.6 Conclusion

This chapter has provided the rationale for the researcher’s choice of data collection and data

analysis methods to conduct the proposed study which is a qualitative study to explore the

different ways used by English teachers in utilizing the websites to teach literature as well as

to discover the different types of accessible websites for literature learning. It outlined the

steps the researcher will undertake to perform the proposed study and the ethical principles

guiding the study were outlined also.

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References

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